Saturday, October 12, 2019
The Mystery of Kurtz in Conrad’s Heart of Darkness :: Heart of Darkness Essays
The Mystery of Kurtz in Conrad’s Heart of Darkness Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery. Sometimes finding out the answer of the mystery can illuminate the meaning of the work as a whole. This is present in Joseph Conrad’s Heart of Darkness. The mystery in this novella is about a character named Kurtz. Kurtz was an English man who traveled to the Congo in search of excitement, money and experience. To many people back home, he was known to be a loving intelligent young man. In Congo he was also known as being very intelligent, but also as being insane. The question is what happened to Kurtz how and why he let his self go insane. In a way you can say that he found the â€Å"heart†of his â€Å"darkness,†embraced it and could not escape it. In dealing with Kurtz many questions became visible for an example towards the end of the book what did he mean by â€Å"the horror, the horror!†was he referring to what he witnessed and experienced while he was in command of his ivory station or was he talking about the civilization of Europe and how he did not wish to return? Perhaps he saw Europe as being his darkness and the Congo being his light or vice versa. When reading each page, a sort of investigation begins in trying to figure out how Kurtz became insane. However, that investigation was not fully closed because in the end no one knew what had happened to him. In a way his character presented the idea that perhaps the darkness, his darkness was his own and was all along in him waiting to come out. Because there were other men living and working in the Congo who had not become insane as he did, such as the Russian trader or the ivory company’s accountant.
Friday, October 11, 2019
Cross Cultural Contact with Americans
Intercultural CommunicationRini Anggun Pertiwi 2 chsEducation A 0902443 Chapter Report: Chapter 1 Cross-Cultural Contact with Americans American, as it is explained in the beginning of chapter 1, is described as the people who were born, raised and lives in the United State. We will find that Americans are consists of many people from different races, religions and ethnics. A lot of culture, might be, live together in the same area. Before, they called it as â€Å"melting pot†where so many different culture are blending, mixing each other without decompress the culture it self.However, the term â€Å"melting pot†is no longer use by the American because, in fact, the culture is not blending or mixing to each other. They are stand side by side and keep their own color like mosaic. With this kind of variety, it is hard to explain who Americans are. Some different culture value perspective about American often occur when someone from the outside of American society exagge rate to much even though they lack of information or contact with the member of American society.This kind of stereotype, for some reason, gives a yin-yang effect when someone divides the society into â€Å"we†and â€Å"they†. They will compare about what â€Å"we†have with something that â€Å"they†have. Sometimes, â€Å"they†becomes a negative side of the comparison because the â€Å"we†see them has too much differences. With such culture variation, United States is seen as a vast country. However, America still has mainstream value that will generalize American to make them exposed the same society value, it is called as Americanization.Furthermore, American has their own way to describe the value of their culture. For example, firstly, the attitude towards privacy which sometimes miss interpreted by foreigners or non American. As it’s explained in the book, for Americans privacy doesn’t mean isolation or loneliness. Th ey considered it as the way of respect to the individual needs. Secondly, American likes to minimize status differences in their society. Without allaying the power status they make themselves equal with other. Thirdly, American focuses on progress and change.This future orientation behavior makes them want to fulfill their future needs, their value of responsibility to the life change are essentials. As this book already figure out, cross-cultural communication with American who has various ethnic groups and culture from different ancestor will shows the differences between cultural behavior and individual behavior of them. Reference: Levine, D. R. , & Adelman, M. B. (1993). Beyond Language: Cross-Cultural Communication. New Jersey: Prentice-Hall Regents.
Thursday, October 10, 2019
Physics Projectile Motion
Name:Lab Group 4 Date:10/26/2011 Partners: Kayla Stephens, Robin Poole, Megan McIlvoy Grade: Instructor: JPS Name:Lab Group 4 Date:10/26/2011 Partners: Kayla Stephens, Robin Poole, Megan McIlvoy Grade: Instructor: JPS Physics I Laboratory Worksheet Lab 4: Projectile Motion Objectives: Using a projectile gun on an incline plane, calculate the velocity of the steel ball at ten different distances, then find the average velocity. In order to find the velocity of the steel ball two different equations are needed. In order to find the velocity of the steel ball fired from the projectile gun on an inclined plane, the first equation must be manipulated and substituted into the second equation. Then use the average velocity to determine the distance of a projectile being released at a different angle. Physics Principles: * Converting from centimeters to meters * Trigonometric functions * Quadratic formula:x=-b ±b2-4ac2a * Know how to get the derived formula: Materials Needed: * Projectile gun * Projectile * Incline paper * Carbon paper * 4 sheets of regular printing paper * Tape Measure * Calculator * Pen * Notebook paper Pre-Lab exercise: Using the two formulas solve forv0. Equation 1: x= v0xt(vox=v0cos? ) x=v0cos? (t) t=xv0cos? Equation 2: y= y0+v0yt-12gt2(v0y=v0sin? ) y= y0+v0sin? xv0cos? -12gxv0cos? 2 y= y0+xsin? cos? -12gx2v02cos2? Procedure: 1. Tape 4 sheets of carbon paper together portrait style, end to end. Tape 4 sheets of printing paper using the same portrait style. Then tape 4 sheets of regular printing paper behind the carbon paper. Make sure to adjust the bottom edge of the taped sheets so that the bottom touches the ground. 2. Next, assemble the projectile gun with the incline plane. The angle of the incline plane was placed at 35 degrees and make sure the wing is secure so that it will not slip. 3. Test fire the projectile gun and record the distance in centimeters using the tape measure. This distance is used to determine how far the gun shoots the steel ball and will be used in the actual experiment. 4. Aim the projectile gun at the carbon paper, make sure you measure the distance from the steel ball to the ground. Fire the projectile gun at the paper and write down the number 1 next to the point where the ball hit. 5. After the first shot you can move the projectile gun backwards or forwards, depending on your decision. Fire the projectile gun and write down the number 2 for the second point. Repeat this step 8 more times and record the results on a table. 6. After all ten trials have been completed take down the printing paper sheet and measure how far between from where the bottom was to each point of contact made with the projectile gun. 7. Use the equation v0=12gx2cos2? [xtan? -y-y0] on each trial to find the velocity. Then find the average velocity for all ten trials. Carbon Paper Carbon Paper Projectile Gun Projectile Gun Results Results Conclusion: For Part I,
Psychopathology And Traumas Essay
Abstract            This paper is a literature review of studies and discussions of the effect of various stressors to children, such as violence, sexual abuse, and trauma. There are also some articles that explain how the human brain processes and adapts to these various factors. The goal of all these articles is to understand and explain the relationships between different stressors in the way that a child’s brain develops. They presume that the brain is the organ responsible for causing different children from reacting differently to the various stressors in their childhood. There is also a discussion analyzing the relationship between the size of the hippocampus and exposure to stress. These articles provide valuable insight into a very important aspect of human life, specifically, coping with trauma.     The article of Friedrich, Fisher, Broughton, Houston and Shafran discussed sexual behavior in children, with the goal of understanding the relationship between sexual behavior and sexual abuse. The authors of this article believed that the existing literature had gathered limited knowledge on the topic of normative sexual behavior among children (Friedrich, Fisher, Broughton, Houston & Shafran, 1998).            In order to achieve an understanding of normative childhood sexual behavior, the authors conducted a study of children between the ages two and twelve, whose sexual behaviors were rated by primary female caregivers, such as their parents and day care providers. The children were screened on whether they were sexually abused. The authors likewise used a 38-item scale called the Child Sexual Behavior Inventory, Third Version, to assess the children’s sexual behavior, the diversity of which could cover a wide range (Friedrich, Fisher, Broughton, Houston & Shafran, 1998).            After the study, the authors found that the children exhibited a broad range of sexual behaviors, such as such as exhibitionistic behavior or excessive modesty. Sexual behaviors also had different frequencies, and these are influenced by the age groups of the children, as well as other factors, like maternal education, family stress and violence, and number of hours spent in day care (Friedrich, Fisher, Broughton, Houston & Shafran, 1998).            Specifically, the authors noted that â€Å"a review of the reported endorsement frequencies indicated that for each age and gender group, there are 1 to 5 items that at least 20% of the parents endorsed.†This led the authors to conclude that the behavior of the children could be considered development-related sexual behaviors, and not too far removed from the mean (Friedrich, Fisher, Broughton, Houston & Shafran, 1998, p. 3).            On the other hand, the article by Ford and Kidd on Early Childhood Trauma and Disorders of Extreme Stress as Predictors of Treatment Outcome with Chronic Posttraumatic Stress Disorder (PTSD) sought to determine whether early childhood trauma could be considered as a predictor of the outcome of treatment for people with chronic posttraumatic stress disorder. This goal is influenced by studies showing the prevalence of early childhood trauma in cases of people with recurring PTSD (Ford & Kidd).            A study with participants from patients in a PTSD live-in rehabilitation facility, who were exposed to trauma, was conducted. Most participants were classified as trauma-exposed since they came from war zone military duty. Others who did not show â€Å"pervasive avoidance and emotional numbing symptomatology†were considered people who had to trauma-related experience. Structured interviews were conducted to classify patients to determine their classification as a person with PTSD or Disorders of Extreme Stress Not Otherwise Specified (DESNOS). Participants were asked in interviews whether they were exposed to certain traumatic events, such as witnessing the death of a family member or experiencing sexual abuse. On the other hand, DESNOS was a good empirical basis for treatment planning of PTSD. DESNOS is considered a good instrument in assessing trauma and treatment planning for PSTD because it has been observed in previous studies that most war veterans with PTSD also had histories of DESNOS symptoms (Ford & Kidd).        On a different aspect of trauma and its effect on children, Gilbertson, Shenton, Ciszewski, Kasai, Lasko, Orr and Pitman (2002), investigated the validity of the hypothesis that Smaller Hippocampal Volume Predicts Pathologic Vulnerability to Psychological Trauma and conducted a study to determine the relationship between the volume of the hippocampus and the tendency of a person to develop PTSD. The researchers’ hypothesis focused on the hippocampus of animals that the hippocampus gets damaged by severe stress and that humans with stress-related psychiatric conditions have smaller hippocampal volume. Hence, the researchers investigated whether the smaller hippocampal volume comes before or after a severely stressful event. If smaller hippocampal volume comes before the event, then it would mean that it is a preexisting condition of the person and not influenced by trauma, violence or stress. On the other hand, if the smaller hippocampal volume comes after the event, then it means that it is a result of the trauma caused by the experience (Gilbertson, Shenton, Ciszewski, Kasai, Lasko, Orr, & Pitman, 2002).  Using a â€Å"case-control†design, Gilbertson, et al. conducted a study to analyze the the hippocampi volume of monozygotic twins. The twins have the same genetic makeup, which the researchers theorized any difference in the volumes of their hippocampi may be caused by external factors, such as stress. Thus, the study involved twins, where one is exposed to a traumatic event such as combat, and the other one is not exposed (Gilbertson et al, 2002). After comparison of images taken through magnetic resonance imaging (MRI), the researchers concluded that the volumes of the hippocampi of the twin subjects are preexisting vulnerability factors. This means that smaller hippocampal volumes are not caused by mere exposure to stress. There conclusion was based on the finding that there was no significant difference between the hippocampal volumes of twins who were and were not exposed to traumatic events (Gilbertson et al., 2002).             In the next article however, no case study was conducted, but Perry (1997) explained the workings of the human brain in relation to exposure to violence. In Incubated in Terror: Neurodevelopmental Factors in the ‘Cycle of Violence’ In: Children, Youth and Violence: The Search for Solutions introduced the concept of a person’s adaptability to experience through a brief discussion of the process of development that began centuries ago. Perry traced the development of the human brain through a process called sociocultural evolution. Perry pointed out the human existence had long been pervaded by violence, which began from interspecies violence to interspecies violence, from prehistoric times. Perry believed that up to the present, different forms of violence, such as physical abuse, victimize of children. Thus, Perry sought answers on matters relating to the effect of violence on parents and children, particularly in the c ontext of neurodevelopment (Perry, 1997).            Perry discussed how violence affects children. This effect depends on various factors, such as the pattern and type of violence and the presence of support systems or caretakers for the child. Furthermore, Perry considered the age of the child an important factor that affects the child, considering that the human brain develops in a linear fashion, and certain developments only occur when a child reaches a specific age. Perry also believed that humans are capable of adapting to violence or trauma (Perry, 1997).            Perry also discussed the organization and function of the human brain. The brain has a hierarchical organization that functions to promote a person’s survival. Perry described that the brain matures throughout the life of a person. In relation to this development, Perry explained that there are factors affecting the process that lead to a child’s predisposition to violence. For Perry, violence is rooted in neurobiology, and factors that affect activity in different parts of the brain would affect a person’s propensity toward violence. Specifically, Perry explains that changes in the activity in the brainstem, such as stress, would increase a person’s propensity for violence (Perry, 1997).            Furthermore, Perry discussed different pathways to violence to which children may be exposed. Perry suggested that it is most dangerous when all different negative experiences, such as lack of care in childhood and physical abuse, combine and affect a child. Another important part of Perry’s observations are his discussion on the implications of the theory to the formulation of public policy. He purports that ultimately, the solution to problems of violence lie within primary prevention, through the transformation of violence (Perry, 1997).   In another article written by Perry (2001b), in â€Å"The neurodevelopmental impact of violence in childhood, in Schetky D & Benedek, E. (Eds.) Textbook of child and adolescent forensic            psychiatry, he discussed how violence affects the development of a child’s brain. Perry noted that violence pervades American society despite its many technological advances. Thus, while violence is abhorred by many, there are a few solutions presented for its avoidance (Perry, 2001b).            Perry noted that violence is multidimensional and complex. It has different effects, both on adults and children. In particular, Perry pointed out that violence causes fear in children, which has negative consequences on the neurodevelopmental changes of a child, such as causing a child to become more susceptible to being violent (Perry, 2001b).            Perry further noted that violence could be seen in various situations, such as in the home, community, school, and media. It seems that violence is everywhere. Most especially in the United States, violence can be seen in the home, as shown by statistics (Perry, 2001b).            Perry then discussed how the brain works and develops in general. He stated that the brain grows more complex with age. Such development may cause some areas of the brain, such as the higher, sub-cortical and cortical areas, to become less impulsive. In turn, this may cause the brain to have lower excitatory activity. These tendencies may lead to increased tendencies of an individual to become aggressive and violent (Perry, 2001b).            Perry then noted the growing body of evidence supporting the position that the neurodevelopment processes of an individual’s developing brain is hindered or altered by exposure to violence. Thus, exposure to violence leads to the stimulation of responses from a child’s brain, causing alterations in the brain’s development and consequences as related to the brain’s function (Perry, 2001b).            A similar discussion on the effect of trauma on the development of the brain is provided by Perry, Pollard, Blakley, Baker and Vigilante (1996). In an article entitled â€Å"Childhood Trauma, the Neurobiology of Adaptation & Use-dependent Development of the Brain: How States become Traits,†the authors provided observations on childhood trauma and its effect on the essential functioning of affected children. The researchers theorized that a mature brain is born out of developmental experiences. Therefore, neurodevelopment is important, and this occurs in a very critical point in a human’s life, which is his childhood. However, neurodevelopment is disturbed by experiences that disrupt the brain’s processes of organizing information, such as traumatic experiences (Perry, Pollard, Blakley, Baker & Vigilante, 1996).            The researchers believed that given an understanding of the effect of traumatic experiences on a child’s neurodevelopment, that modifications in public policy and societal perspectives may occur. Therefore, more research should be undertaken to explore this field of study (Perry, Pollard, Blakley, Baker & Vigilante, 1996). Conclusion.            All the articles provide insight on the relationship of various factors with children’s mental development. In particular, the articles endeavored and succeeded in analyzing data on the relationship between children’s brain development and traumatic events. There were detailed accounts on the specific brain areas that were affected by exposure to stress, such as the hippocampus and the brainstem. The time of exposure to trauma was also investigated to determine whether the size of a person’s hippocampus is predetermined prior or consequent to the exposure to stress. However, some of the articles did not discuss specific studies conducted that established the conclusions, but only discussed theories based on other studies. Therefore, more studies should be conducted, or more research made, to provide basis for some of the given conclusions. References Friedrich, W. N., Fisher, J., Broughton, D., Houston, M. & Shafran, C. R. (1998).           Normative Sexual Behavior in Children: A Contemporary Sample. Pediatrics  101(4). Retrieved February 23, 2008, from   http://pediatrics.aappublications.org/cgi/content/full/101/4/e9. Ford, J. D. & Kidd, P. Early Childhood Trauma and Disorders of Extreme Stress as                 Predictors of Treatment Outcome with Chronic Posttraumatic Stress Disorder. Gilbertson, M. W., Shenton, M. E., Ciszewski, A., Kasai, K., Lasko, N. B., Orr, S. P.,    Pitman, R. K. (2002). Smaller Hippocampal Volume Predicts Pathologic   Vulnerability to Psychological Trauma. Nature Neuroscience 5(11), 1242-1247. Perry, B. D. (1997). Incubated in Terror: Neurodevelopmental Factors in the ‘Cycle of Violence’ In: Children, Youth and Violence: The Search for Solutions (J Osofsky,         Ed.). New York: Guilford Press, 124-148, Perry, B.D. (2001b). The neurodevelopmental impact of violence in childhood. In          Schetky D & Benedek, E. (Eds.) Textbook of child and adolescent forensic        psychiatry. Washington, D.C.: American Psychiatric Press, Inc. (221-238) Perry, B. D., Pollard, R. A., Blakley, T. L., Baker, W. L. & Vigilante, D. (1996). Childhood            Trauma, the Neurobiology of Adaptation & Use-dependent Development of the Brain: How States become Traits. Infant Mental Health Journal.  Â
Wednesday, October 9, 2019
South to North Water Transfer Project Term Paper
South to North Water Transfer Project - Term Paper Example Finally, with the advent of 20th century need for the development of this project was raised to its peak and hence South to North water transfer Project was first started in 2002and more than two routes of this project are being used to transfer water resources of south to north of the country. Scarcity of water has been a great issue in the region of china from centuries. History clearly depicts suffering of Chinese people in north regions and why this region remained undeveloped for long times; But, with the passage of time technology improved and population increased. This increase in population forced people to move to the outskirt areas with limited resources. Now people are living in north of China but were living miserable life due to scarce water resources. One major reason for this scarcity of water is that china is not connected to large water body from any of its sides other than frozen sea. The southern and eastern parts of china are greatly influenced by the monsoon winds from the Arabian Sea. These winds are having high level of water content which causes extensive rain in china but these winds reach northern and eastern parts of china only when winds are strong and monsoon season is at its peak. During weak monsoon winds, only southern and eastern areas are getting rains and northern and eastern parts remain deprived of summer rains. This scarcity of water has resulted in the destruction of strong dynasties in china because it leads to extreme drought and economic crisis. In order to overcome this scarcity of water Government of China planned for grand engineering project of transferring south water resources to north by spreading an amazingly design canal system. It has been planned that at the end this grand project will be able to transfer 44.8bn cubic meters of water to north each year. This is
Tuesday, October 8, 2019
BHE 415 - Community and Domestic Violence (Module 4-CBT) Essay
BHE 415 - Community and Domestic Violence (Module 4-CBT) - Essay Example So abuse is more serious than the neglect even though neglect is also termed as an abuse. Mr. Jones is an 80 year old male who has recently experienced a decline in health status. His daughter Jane, who abuses alcohol, has recently moved in with him, as she lacks the monetary resources to live alone. She has assumed a care-giving role. Mr. Jones senses that she resents caring for him, and has become somewhat fearful of her. He seeks information concerning his fears. It is extremely important to let Mr.Jones know what is termed as abuse and what are the typical characteristics of the abusers. This information will not only help him to know his rights but also will help him to call for help immediately if he finds the signs of abuse hence preventing major injury. Physical abuse is the type of abuse where the caregiver or any other person uses physical force with the intention of causing harm to the person who is old. Not only slapping, beating and striking but also physical restraint, tying with rope, force feeding and inappropriate use of drugs is also considered physical abuse. This kind of physical violence can result in bruises, scars, injuries and also death (Quinn & Tomita 1997 p49). Sexual abuse is defined as a sexual contact with the elderly person which is not consensual. This includes rape, forced nudity, sexually explicit photography, touching the genitals or breast etc. This is one of the most traumatic kind of abuse as it is not evident from physical examination. It can cause depression and sadness and can make elderly person to lose hope about life. The emotional abuse are of
Monday, October 7, 2019
The war between Georgia and Ossetia Essay Example | Topics and Well Written Essays - 1250 words
The war between Georgia and Ossetia - Essay Example The key issue of the conflict is the history of the two nations. It is important to determine who the original settlers in the region are. Georgia believes that they are the initial settlers of the place given that Ossetia settlement began two to three centuries before the war. The Ossetia nationals however believe they are a descendant of the Alans, a tribe that occupied the Caucasus in ancient times. In 1918, Georgia declared its independence and signed a friendly treaty with Russia in 1920 where it recognized South Ossetia as its integral part (Sammut and Cvetkovski 7). In 1918 Georgia left Russia and South Ossetia declared independence as a Soviet republic on 8th June 1920. Conflict arose after the separation with each nation justifying its move. The people believed that the issue would rise again, but the central question was how and when (Sammut and Cvetkovski 8). The causes of the war are complex and multifaceted. The Caucus has faced territorial struggles since the fall of the Soviet Union in 1991. Since the 20004 election of the Georgian president Mikheil Saakashvili tension in the region has been high. Mikhaels’s national policies were to further democratic reforms in Georgia and also pushed for the accession of Georgia to NATO. He tightened border controls and hence increased pressure on South Ossetia and what was called the Rose Revolution. He dismantled a smuggling operation organized by Russia and which included corrupt Georgia officials. He further gave military, police and intelligence personnel in South Ossetia arguing it was aimed at enhancing peacekeeping. Russia also sent its paramilitary to South Ossetia and also assisted those form Abkhazia and Transintria to gain access to South Ossetia. Clashes between the paramilitaries by late 2004 led to Russia and Georgia withdrawing most of their paramilitary forces. The internat ional community intervened and helped
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