The Victorian Age essays

The Victorian Age essays The Victorian Age is remembered for a lot of things. There was an extreme growth in many of the arts but the one that is the most memorable is its literature. The authors of that time questioned many of the issues going on and influenced our society, as we know it today. The authors such as Charles Dickens and Thomas Hardy spoke out against certain issues during that age and are very memorable for that. There were also many philosophers that changed the way we look at the world today. Philosophers such as Charles Darwin and Thomas Malthus brought up many issues that were very controversial. Dickens and Hardy were very different in there writing styles but wrote about common Victorian themes such as; the subjection of women, Darwins theory of evolution and survival of the fittest, ant the oppression of the poor. These people put themselves in the public eye and boldly spoke out on many controversial issues that had not been questioned for thousands of years. Womens rights are sometimes taken for granted today. Many people, men especially, forget that women just recently gained the right to vote and are still slightly discriminated against because of their gender. In the 1700s womens right was unheard of. The authors during this time addressed this issue a lot. An excellent example of this is in Hardys novel Tess of the dUbervilles. The main character is a young woman named Tess. Tess has many first hand experiences with the unjust treatment and discrimination of women during this time. Tess rebels against the discrimination and thereby stands up for womens rights. The main theme of this book is that women were commonly abused and treated as inferior beings. Hardy used Tess to show how bad it was. For example, Hardy states, I was a child when I left this house for months ago. Why didnt you tell me there was danger in men-folk?(Pg.80). Hardy is illustrating how women are t...

Pygmalion Social Class and Higgins Essay

Pygmalion Social Class and Higgins Essay Pygmalion: Social Class and Higgins Essay Pygmalion Professor Henry Higgins :Professor of phonetics, goes into the opposite direction from the rest of the society. The world hasn’t turned against him is because he is a kind man. He can be a bully. Eliza Doolittle -Her character becomes much more instrumental to fundamental after the ambassador’s party. When she decides to make a statement of her own dignity to Higgins, she becomes not a duchess but an independent girl. It makes Higgins sees Eliza differently as a creature worthy of his admiration. Colonial Pickering -A gentleman who is always considerate. He appears most of all to be a civilized foil to Higgins’ barefoot. When Higgins appears to teach Eliza pronunciation, it is Pickering’s thoughtful treatment towards Eliza that teaches her to respect herself. Alfred Doolittle -A dustman who seems free from fear in the society. He is merciless to offer selling Eliza to Higgins and get some money out of the circumstance. Through Higgins’ joking recommendation, he becomes a moral status. Mrs Higgins -the first and only character who qualms about the affair. She knows what will happen to Eliza. The strategies a character devises for getting what he or she wants. Compare the Class Systems and How They Promote Social Equality in the Play â€Å"Pygmalion† Upper class They stereotyped how the lower class lived and called them names such as â€Å"baggage† and â€Å"blackguard†. Shaw is very much a feminist by addressing Higgins and Colonel talking about women in Act 2. He mentions that the upper class are mean and not fair to others. In Shaw’s time of living, there were 3

Designing an In-Service for Underserved Population about Health Care Research Paper

Designing an In-Service for Underserved Population about Health Care Resources - Research Paper Example Moreover, a curriculum will be designed to organize what the program will address and various stakeholders as well as concerned parties will be involved. The reason why I have decided to handle the drug and substance abuse topic in this in-service program is that majority of the underserved population lacks knowledge about the health care resources about drug and substance abuse provided by the federal and state governments. Such resources include information about drug and substance abuse, rehabilitation facilities and drugs, information about the law monitoring distribution and sale of drugs and chemical substances and the places where they can go for advice on drug and substance abuse. As a result, these kinds of people are not able to access such services when they need them and therefore they become victims of the drug and substance abuse menace. A very high percentage of the people in this underserved population that I have chosen are affected by the drug and substance abuse me nace whether directly or indirectly. I also discovered that among those affected by this menace majority got affected due to lack of necessary and up-to-date information about drugs. I also realized that a good number among these people do not know the health care resources availed for them by various governments. ... Moreover, it could make them to understand where they can get various services that they need in order to improve their conditions. Several organizations oversee the issues relating to drug and substance abuse in this country. These organizations are either national based, state based or community based. A national organization mandated to oversee the activities designed to hand the drug and substance abuse menace is the National Drug Control Policy. This is the organization that is mandated to design and develop the National Drug Control strategy that entails all the activities designed to handle the drugs menace (McCaffrey, 1998). Moreover, each of the American states has a department in its government mandated with a responsibility to oversees alcohol and drug abuse. A good example of such departments is the Missouri Department of mental Health that is a single state agency responsible for overseeing a statewide network of publicly funded substance abuse, treatment and recovery su pport services within the state of Missouri (MDMH, 2011). Moreover, there is also the Substance abuse and Mental Health Services Administration that is the major federal organization mandated to oversee all the issues of drug and substance abuse throughout the United States. This organization works with other state, community and private organization to improve access to quality substance abuse and mental health services (Niles, 2010). It makes sure that all the necessary facilities are put in place to facilitate the fight against drug and substance abuse and to facilitate promotion of mental health. There is a very big controversy surrounding this area of drug and substance abuse. Most people argue that drug, substance abuse is the use of illegal

Human Trafficking Essay Example | Topics and Well Written Essays - 1000 words

Human Trafficking - Essay Example Human trafficking continues to be a major problem all over the world, and bringing about awareness will enable it to be better addressed. First things first, we will bring awareness to the fact that human trafficking does not only effect those who are poor. The rich are affected, too. For instance, there may be people who are rich and living in another country. They have a surplus of money and would like to use it to get to the United States because they believe that coming to this country will afford them better opportunities, such as financial gain and a chance to have greater success. These individuals contact smugglers to help them come here, and they pay these smugglers large sums of money. But one of two things happens that can land the rich into being victims of human trafficking. One scenario can be that the one smuggling them may be a part of the human trade, and rather than helping these individuals to just come over to the United States to lead a better life, they can turn on them and make them part of the human cargo they wish to trade and sell. The other scenario can be that once they do get to the United States, they can fall victims of human trafficking in that they are normally left to their own devices after being smuggled and will more than likely not understand how everything works in this country. They will not know where to obtain resources, and they will more than likely not be completely familiarize with the laws here (U.S. Department of State, 2005). Their lack of knowledge coupled with being in an unfamiliar place is a perfect recipe for a human trafficking victim. A second issue in regards to human trafficking that needs awareness is that men are also victims of human trafficking. A number of people may not think that to be possible; however, it does happen, whether people want to believe it or not. One way that men can become victims is because the one trafficking them will use tactics, such as violence, coercion, and force. Even manipulation can be a factor. Men, like women, can be forced into prostitution, and they are subject to brutal treatment, such as rape and violence, in the same way that women are. And because human trafficking is not only restricted to sex work, both men and women are kidnapped to work in factories or doing other illegal migrant work, such as working with agriculture. Both factory and illegal migrant work have a sour history of workers being paid cheaply or not at all (U.S. Department of State, 2005). Then there is the assumption that human trafficking does not occur in the United States and that it is a problem far from us. However, this is far from the truth. Human trafficking occurs right here on our home soil, as

Rice and Beans Essay Example for Free

Rice and Beans Essay Rice-and-beans, the staple of Belize Cuisine. Although originally considered primarily a Creole dish, today it’s eaten daily by all and is simply called Belizean rice and beans. Ingredients 1 cup red kidney beans 1 cup thick coconut milk 1 garlic clove (optional) salt pepper 2 cups rice 1 onion, sliced 1 piece of salt meat (cut into small pieces) Preparations 1. Soften beans (soak first) with garlic. 2. Boil until tender and whole, adding salt meat (previously boiled to soften) when almost tender. 3. Add the milk, onion and seasonings. 4. Wash rice, then add to the beans. 5. Cook over gentle heat until liquid is absorbed. 7. Stir gently with a fork, and add a little water from time to time until rice is cooked. Serve hot with a meat dish. (Some favorite meat dishes with rice and beans are: stuffed baked chicken, stew chicken, stew fish, fried fish or meat balls). Yoana Alvarez Period 2.

Religious Identity In Different Cultures Sociology Essay

Religious Identity In Different Cultures Sociology Essay We argue that it is possible to empirically test some of the postulates of the classical distinction between an intrinsic and an extrinsic religious orientation: we investigated how people perceive the difference between an individual and a social religious identity, between a central versus a peripheral religiosity, and which are the different motives effectively underlying these different forms of religious identity. Using an ecological measure based on four types of participants self-categorization, results from a longitudinal study across six countries provided a new framework for interpreting religious identity. In particular, religious identity was mainly categorized at a social level by European respondents, whereas nonwestern respondents mostly rated it at an individual level; religious identity was perceived as equally central at the individual and social levels of categorization. Last, we compared the strength of different identity motives underlying these different forms o f religious identity. In the conclusions, we discuss the importance of investigating the different ways of being religious, and how they differ according to the specific experience of religiosity in a particular national context. Keywords: religious identity; identity motives; religious orientation; cross-cultural. The Categorization of Religious Identity in Different Cultures Is there a single form of the religious sentiment? This question was the first interrogation of Allports seminal book The individual and his Religion (1950, p.3): it is clear even in everyday life experience that individuals differ radically from one another in their ways of being religious and that each person endorses the religious identity with a different accent. Some years later, Allport and Ross (1967) developed the well-known distinction between intrinsic and extrinsic religious orientations. In this framework, the intrinsic orientation is typical of an individual who lives religiosity as something personal, mainly consisting of private expression, central in life and satisfying the individual need for meaning; on the other hand, the extrinsic oriented individual mainly lives the social aspect of religiosity, considering religion as something peripheral in his/her existence and that responds to social needs, such as the need for belonging or for high social status. Even if it has been widely used, many scholars pointed out the weakness if this definition and the debate on how to define religious identity is still open. Here, we focus on two parts, which we investigated in a cross-cultural study of late adolescents. The first aspect concerns the level of categorization of religious identity: in the intrinsic orientation, religiosity is personal and endorsed at an individual level, whereas the extrinsic type is mainly associated with a social level and thus with group belonging. Does this distinction correspond to real life experience of religious identity? Is it possible to distinguish between an individual (or personal) versus a social (group belonging) religious identity? The second aspect deals with the structure of identity: for an intrinsic orientated individual, religious identity is central and of primary importance, while it is peripheral and superficially endorsed in the extrinsic one. Does the distinction between individual and social religious identity entail a difference between a central versus a peripheral religious identity? In sum, this empirical study investigated in an ecologic framework if some people perceive their own religious identity as an individual characteristic, whereas others as a group belonging, and the implications of this difference for the understanding of religious identity. The Level of Categorization of Religious Identity: Individual and Social Religious Self According to the delineation of the religious orientations provided by Allport and Ross (1967), some people live religiosity as something personally chosen and individually endorsed, whereas other people live religiosity mainly as a belonging to a social group. In the literature, research into religiosity sometimes consider the individual aspect of religion, for example solitary personal prayer (e.g. Fincham, Lambert, Beach, 2010), while at other times consider the social side of religiosity, for example the feeling of belonging to a group and the commitment toward this group (e.g. Vekuyten Yildiz, 2010). Cohen, Hall, Koenig, and Meador (2005) argued that the importance of social aspects in religion can be viewed as a cultural characterization of certain religious denominations (see also Cohen, Siegel, Rozin, 2003; Hall, Meador, Koenig, 2008); for example, the emphasis on communitarian aspects (praying together, feeling a sense of belonging) is stronger in certain denominations, whereas in other denominations the emphasis is more on individual religiosity (e.g. beliefs, conversion, personal prayer). Another possible explanation for the different emphasis put on the individual versus social side of religiosity can be found in general culture: the differences between individualistic and collectivistic cultures might also affect differences in religious identity (Triandis, 1995). The six countries included in the present study all have a Christian historical background (paired with Islam in Lebanon), but they differ in levels of individualism and collectivism (Triandis, 1995). Thus, we explored the question about the individual or social characterization of religious identity in a large sample of different cultures, allowing to compare between individualistic and collectivistic countries. To our knowledge, no study to date has investigated with an ecologic approach what people actually feel about their religious identity. A first purpose in the present study is to look at what people say when they think about their religious identity. In particular, we proposed to look at four possible levels of categorization, drawing on self- categorization theory (Turner, Hogg, Oakes, Reicher, Wetherell, 1987): an individual level, a relational level, a small group level and a large group level. We expected that some people perceive their own religious identity mainly as a personal characteristic, whereas others perceive it as a group belonging, etc. Therefore, we examined which level of categorization people associate their religious identity with if directly asked, without any sort of priming (e.g. without influence by instructions or by item formulation). The Structure of Identity: Central and Peripheral Religious Self The question about the centrality of religiosity in the individual self is assuming growing importance in the literature. In fact, it is argued that the individual differences in centrality of the religious self may also result in different degrees of integration of religion in life, and thus to different outcomes (Pargament, 2002). According to Allport and Ross (1967) theorization, intrinsic and extrinsic religiosity imply a different degree of centrality of religion in the individuals life: the intrinsic orientation entails centrality in life, i.e. subjective importance of religion, and it is seen as a more mature form of religiosity, whereas in the extrinsic form religiosity is a more peripheral part of life. Given that the authors consider intrinsic form of religiosity mainly as individual religiosity, they also assume that the individual religious self is more central than the social (extrinsic) religious self, which is seen as more peripheral. Nevertheless, this clear-cut opposition is questioned from many parts (e.g. Pargament, 1992; Burris, 1994). Flere and Lavric (2007) argued that intrinsic religious orientation is a culturally specific American Protestant concept and concluded that it is time for scholars to approach the question of the authenticity [italics added] of non-intrinsic religious orientation, including social extrinsic orientation not just as sociability, but as a legitimate path for achieving grace and salvation (p. 529). Therefore, we argue that research into the perceived centrality of different types of religious selves would gain clarity by being investigated cross-culturally, comparing across cultures the perceived importance of religiosity in the individual, relational or social self. In the present study, we investigated the centrality measured as perceived subjective importance of religious self in identity in a cross-cultural sample from six nations, including both western and nonwestern countries. We examined if people who define their religious identity more in terms of individual versus relational versus social self also show different degrees of centrality of that religious identity. According to the evidence provided by Cohen and colleagues (2005), and Flere and Lavric (2007), the social aspects of religiosity can be perceived equally important as the individual aspects by the person herself; thus, we expected to observe equivalent degrees of centrality at all levels of categorization. The Present Study This study is based on secondary analysis of a data set of a broader longitudinal study into culture and identity (Becker, Vignoles, Owe, Brown, Smith, Easterbrook, et al., 2012). For the purpose of the present research, we examined six different cultural contexts: three European countries from different parts of Europe (UK, Belgium, Italy) and three non European countries, specifically a Middle East country (Lebanon), one in East Asia (Philippines) and one in sub-Saharan Africa (Ethiopia). These countries represent six very different cultural contexts in which religious identity can develop, with varying levels of individualism and collectivism (Triandis, 1995): the UK, Italy and Belgium have similar high rates for individualism, while Lebanon, Philippines and Ethiopia are all collectivistic countries (Hofstede, 2001). We hypothesized that in all these contexts people can perceive their religious identity at different levels of categorization, with implications for the centrality of religious identity and for the motives underlying each type of religious self. In the previous sections of this paper, we accounted for the distinction between individual and social religious self; then we exposed the centrality or non centrality of religious identity and the multiplicity of motives that can be at the basis of religious identity. The study reflects this pattern and provides answers to three research questions: (1) Are there individuals who categorize their religious identity as individual and others who categorize their identity as relational or social? Our hypothesis, following Cohen at al. (2005), was that participants define their religious identity both as individual and as social. (2) Is the individual religious self the most central religious identity? Our hypothesis, consistent with Cohen et al. (2005) and Flere and Lavric (2007) findings that both individual and social motives can have the same importance in religious identity, was that, irrespective of culture, the perceived centrality of religious identity is equivalent at the individ ual, relational and group level of identity. Method Participants. Participants were a subsample of the broader research project, constituted by secondary school students in the UK, Belgium, Italy, Lebanon, Philippines, and Ethiopia. A total of 1,793 participants took part in the study. The mean age was 17.5 (SD 1.1); 257 were residents in the UK, 194 in Belgium, 187 in Italy, 300 in Lebanon, 250 in Ethiopia, and 300 in the Philippines. Demographic information regarding age, gender, general religiosity (mean rates for How important is religion to you?, from 1 not at all to 5 extremely) and religious belonging in each national sample are presented in Table 1. Table 1. Participants Characteristics and Religious Belonging by Sample. Sample Belgium Ethiopia Italy Lebanon Philippines UK Mean Age (sd) 17.7(1.1) 18.1(1.0) 18.1(0.8) 17.3(0.5) 17.9(1.3) 17.1(0.8) % Female 57 45 61 46 66 75 Religiosity (1-5) 2.14 4.77 2.69 3.73 4.03 1.92 % Christian 45.4 97.1 77.8 34 89.3 34.1 % Muslim 6.0 1.2 1.6 61.3 0.7 0.8 % Other 1.2 3.8 2.0 8.7 2.4 % no relig. belonging 46.6 1.6 16.8 2.7 1.3 61 Procedure. The research was introduced as a study about opinions, thoughts and feelings; participants were recruited through schools and were not compensated in any way. As the present study is based on secondary analysis, the research team members who supervised the completion of the questionnaire were unaware of the researchs aim, so participants were not influenced about religion/religiosity. A questionnaire was filled out at the beginning of the school year (time 1) and, after a period of approximately six months, another questionnaire was completed (time 2). In nations where this was an ethical requirement, parental consent was obtained in advance. Measures. Measures were included within a larger questionnaire concerning identity construction and cultural orientation (see Becker et al, 2012; Owe et. al, 2012). The questionnaires were administered in English in UK and Philippines, and they were translated from English into French (Belgium), Italian (Italy), Arabic (Lebanon) and Amharic (Ethiopia) in each country. Independent back-translations were made by bilinguals who were not familiar with the research topic and hypotheses. Ambiguities and inconsistencies were identified and resolved by discussion, adjusting the translations. Only the measures relevant to this article are described here. Generation of identity aspects. First, participants were asked to generate freely ten answers to the question Who are you? (hereafter, these answers will be referred to as identity aspects), using an adapted version of the Twenty Statements Test (TST, Kuhn McPartland, 1954, see Becker et al., 2012). This part of the questionnaire was located at the very beginning of the questionnaire, so that responses would be constrained as little as possible by theoretical expectations or demand characteristics. The ten aspects generated by respondents at time 1 were re-presented at time 2 and participants re-evaluated them after the time lag. Self-categorization of identity aspects. (Vignoles et al., 2006). Participants were asked to indicate for each identity aspect the category that best fitted their identity aspect, by circling a letter (possible choices: I, for individual characteristic, R, for relationship with someone, SM, for belonging to a small group, LG, for belonging to a large group). We adopted four categories in order to maximize the ecological approach and let respondents choose between more than a dichotomous alternative. Identity centrality. (Vignoles et al. 2006). A question measured the perceived centrality of each identity aspect within participants subjective identity structures (How important is each of these things in defining who you are?; scale anchors were 0 = not at all important, 10 = extremely important). The same item was answered both at time 1 and at time 2. Identity motives. (Vignoles et al., 2006). Participants were asked to rate each of their identity aspects on the six identity motives. The questions measured the association of each identity aspect with feelings of self-esteem (How much does each of these things make you see yourself positively?), distinctiveness (How much do you feel that each of these things distinguishes you-in any sense-from other people?), belonging (How much does each of these things make you feel you belong-that you are include among or accepted by people who matter for you?), efficacy (How much does each of these things make you feel competent and capable?), continuity (How much does each of these things give you a sense of continuity-between past, present and future-in your life?), meaning (How much does each of these things give you the sense that your life is meaningful?). Scale anchors were 0 = not at all, 10 = extremely. Results After collecting data, we read all the identity aspects and selected the identity aspects referring to religion, coding them as 1 and all other aspects as 0. All the aspects that mentioned God, Religion, belonging to religious organizations, etc. were coded as religious identity aspects. Examples are: Christian, Religious, God fearing, Member of the Church, etc. The percentage of people who mentioned at least one religious identity aspect in each country were: Ethiopia 47%, Philippines 33%, Italy 13%, Belgium 9%, Lebanon 7%, UK 6%. Most of the following analyses, except where indicated, were conducted selecting only participants religious identity aspects. Self-categorization of religious identity aspects. The questionnaire item, as described before, allowed to choose between individual characteristic, relationship with someone, belonging to a small group and belonging to a large group. The percentages of selected categories differed in each country sample. As we can see in Figure 1, European participants mainly categorized their religious identity aspects as group belonging, while non-European participants labeled their religious identity aspects as individual characteristic in the majority of cases; relationship with someone and small group were chosen by a minority of respondents. A Chi-square test indicated significant differences between countries, à Ã¢â‚¬ ¡2 (15, 232) = 47.981, p We then checked if the differences in categorization were connected to general culture. We tested if it was a general tendency of western respondents to define all their identity aspects as group belongings, but we found that this categorization is specific to religious identity aspects: a Chi-square test conducted on all identity aspects of the European samples indicated a significant difference of categorization between religious and non religious identity aspects, à Ã¢â‚¬ ¡2 (3, 1) = 33.645, p Figure1. Figure 1. Percentages of self-categorization of religious identity aspects in each sample. Centrality of religious identity in the different levels of categorization. We tested the hypothesis that religious identity aspects would be perceived as more central (i.e. rated as more important) in an individual religious self (aspects labeled as individual characteristic) than in a relational (aspects labeled as relation with someone) or social religious self (aspects labeled as small group belonging or large group belonging). However, the ANOVA comparing the means of the four groups revealed no significant differences in the centrality of the religious identity aspects (F (3,202) = 1.61, p = .189). Mean centrality for each level of categorization is reported in Figure 2. Thus, all levels of categorization of religious identity are associated to the same degree of importance for the person who endorses one of them. Figure 2. Mean identity centrality of the religious self by level of categorization. Numbers in parentheses report standard deviations. Centrality was significantly different between countries (F (5,202) = 6.40, p Discussion Our aim was to explore different forms of religious identity in different countries. The study measured the occurrence of religious identity with an ecological procedure, where participants freely generated aspects of their identities. In countries with a higher mean religiosity, a higher number of participants listed a religious identity aspect in their identity. We first investigated the level of self-categorization (Turner et al., 1987) that participants choose for the religious aspects of their identity. Interesting between-country differences were observed: most Western participants rated their religious identity as group belonging, whereas nonwestern participants rated it as individual characteristic. This pattern does not match the traditional individualist-collectivist distinction (Triandis, 1995), and it cannot be explained by general culture (as tested by the comparison with other, non-religious, identity aspects of the same participants), but probably reflects something mo re specifically connected with religious traditions and habits. These results are in line with Cohen et al. (2005) and add to the existing theory the specification that the importance of social versus individual aspects of religious identity varies not only by religious denomination but also by the specific experience of religiosity in a specific national context. It could be, for example, that in Western countries, where religion is not so widespread, people who experience religiosity necessarily have this experience by means of affiliation with a particular group. On the contrary, in countries in which religion is more widespread, individuals can live a religious experience individually and without entering a specific group. The second aim of our study was to compare religious identity centrality at different levels of categorization: literature about intrinsic and extrinsic religious orientation suggests that a more personal level of categorization would coincide with a more central (i.e. perceived as important) religious identity (Allport Ross, 1967). However, we predicted, following Cohen et al. (2005) and Flere and Lavric (2007) that the perceived importance of religious identity should be the same for individual, relational, and social religious identity. In support of this hypothesis, there were no significant differences in the mean rates of identity centrality at the four levels of self-categorization. Thus, this disconfirms the distinction between an extrinsic religiosity that is peripheral and based on group belonging, and an intrinsic religiosity that is central and pertains to an individual level. In fact, both individual level and group level religious identity have the characteristic of ce ntrality that was a prerogative of the sole intrinsic orientation. Conclusions and Implications A first implication of these findings is the irrelevance of a distinction between a first class (real, authentic, à ¢Ã¢â€š ¬Ã‚ ¦) and a second class (peripheral, instrumental,à ¢Ã¢â€š ¬Ã‚ ¦) religious identity reflecting the personal-social distinction. In fact, even if it is possible to differentiate between different levels of religious identity and to distinguish between a more personal religious identity associated with sense of meaning and a more social religious identity associated with need for belonging (as can be predicted by the traditional intrinsic-extrinsic distinction), each type of religious identity is central for the individual who lives it. Thus, we agree with Flere and Lavric (2007) that the authentic religious expression cannot be confined into the intrinsic-individual orientation but should also include the importance, for the individual, of social and relational aspects of religious identity. A limitation of this study lays in the theoretical opposition between individual and social self: even if it was a necessary option for a first disentanglement of the different ways of being religious, we think that the two selves are not alternative and that an individual could have both a salient individual religious self and a salient social religious self. Indeed, some recent studies combining the two levels measuring at the same time the individual and social side of religious identity show promising findings (see for example, Brambilla, Manzi, Regalia, 2011; Verkuyten Yildiz, 2010). What should also be further explored, is the impact of the minority or majority status of religious groups in a given country on the individual perception of religious identity. In fact, the unexpected observation, in our sample, of the prevalence of self-categorization of religious identity as a group level identity among the western participants, elicits new questions. The impact of different denominations has already been investigated (e.g. Toosi, Ambady, 2010), but less is known about the influence of religious history of each country: it could be the case that in more secularized countries the religious identity is connected to belonging to a specific group, whereas in more religious nations individuals can practice their religion as something ordinary, pertaining to the majority of people (see also Gebauer et al, 2012; Sedikides Gebauer, 2010). Another aspect of possible influence is the interconnection between peoples religious identity and the way in which they enter in con tact with a religious tradition, for example their religious group/community and its specific practices (attendance of services, solitary prayer, volunteering for an association, etc.) and, before, the transmission of faith within family (see for example Assor, Cohen-Malayev, Kaplan, Friedman, 2005).

Analytical Medea

As a mother, Made suffer d an ultimatum; she could leave her children behind and subject them to abuse fro m the enemies of her past, or she could relieve them of future agony by murdering t hem. Parents have a natural instinct to give children their best chance. Made chose e to murder her children in order to liberate them from pain. In Greece, men preferred this patriarchal ideal Of a silent and obedient wife, w ho stayed within the confines of the home.Great scholars such as Aristotle believe deed that â€Å"the male rules and the female is ruled†; his ideas spurred the general social p reactive in Greece. There was also a famous, old saying in Greece, where a man thanked God that he was not uncivilized, a slave or a woman. In Athens, men preferred their woo men to stay home because colonization with other men lead to the possibility infidelity y and this would affect the paternity of the child. According to Athenian law, if paternity could not be determined, then the child could not be a citizen.In this sense, Corinth WA s identical to Athens. If these harsh restrictions are placed on a Grecian woman, imagine the restrictions on a foreign woman, who would most likely be even more confine d and isolated. 2 Euripides depicts Made as noble, strong and classification, much stronger than her male counterparts. Made mourns Season's betrayal but at the end Of her soliloquy, she is proud to be a woman because men underestimate her, which h allows her to deceive them. Made is also very clever; she exploits her enemy's weak news.Manipulation, cleverness and independence are typical masculine qualities the at Made possessed. Through the interactive oral, was able to better understand that Media's revenge was catcalled by restrictions such as status, stereotypes and the misinterpretation of women in the ancient Greece. They combined to make a woman's life difficult at that time in history. Word count: 387 3 â€Å"Fifth elements in a person as well as in a socie ty or a state are balanced an d strong, one finds harmony and health, beauty and grace,† says Aching Cocker.This is contrary to the play, by Euripides, where the audience follows the protagonist, Made, as she challenges her role in a contemporary, patriarchal Greek society. Media's masculine characteristics outweigh her feminine traits, this I imbalance in her personality is caused by the lesser status she gains as a foreign women In an ancient Greek society. In relation to ordinary women and her male counterpane arts, Jason and King Croon, Made does not follow the path of all the other women in Co ring. This personality imbalance affects King Croon and Jason, who stray from the stand masculine characteristics.The author challenges these stereotypes, but in disc playing the consequences of defying one's stereotype, he reinforces them. The journal article â€Å"Diary of a Greek Housewife,† explores a regular day in a Grecian woman's life. When opening a discussion, the h usband â€Å"tells [his wife] she should not bother about the affairs of men† (Diary) and she â€Å"pretends to agree † because â€Å"she is too hungry to argue† (Diary). The â€Å"filibustered[news]† (Euripides 807) and â€Å"statehood† housewife stands for the feminine stereotypes that Made call e ones.While the housewife devotes her day to rearranging hair and freshening perfume Made dedicates her last day in Corinth to seek vengeance against the Corinth Han royals and Jason. By challenging her stereotype, Made takes the first step to wards her masculine self and tips the scales creating a personality imbalance which is the e result of a societal imbalance. Furthermore, in the poem, ‘Women† by Simonizes of A Argos, 4 the author interprets women according to different beasts, to explain a womb Nan's nature. Within the stereotype that women inferiority, there are superstores to expo lain different kinds of women.Simonizes uses each bea st to explain a type of woo man. When applying this logic to Made, her cleverness pertains to the fox that Se monodies describes because she exploits the Corinthian King's weakness, his daughter, I n order to take her revenge. In this sense, Made is the opposite of a weasel, she uses alluring quality to manipulate those around her. In addition, Media's masculine e side is seen battling her feminine side when she tries to convince herself to commit I infanticide. She says to herself, Oh, arm yourself in steel, my heart!Do not hang back do not think of them, How sweet they are, and how you are their mother. Just for This one short day be forgetful of your children, Afterward weep; (Euripides 12421248) This illustrates a shift where the personality imbalance is prominent. Media's need for vengeance outweighs her motherly instincts indicating that her masculinity ova retakes her femininity; at the cost of her children, who are the symbol of her mother odd and femininity. These two sides of Media's personality are like the sea who is twofer aced in Simonizes' poem.Made is schemes against her husband and the royal family y, this makes her a mix of ape and bee according to Simonizes because she was be like while aboard the Argon, when she aided Jason on many occasions. Still, she be comes more similar to an ape due to the horrors that Jason experiences while being the object 5 of Media's rage. Euripides' work disagrees with Simonizes' work because E riptides' Made is a combination of some qualities that Simonizes describes rather the n just one. By comparing regular women to Made, one can see that by challenging her stereotype, Made sacrifices her children for vengeance.Euripides also uses Jason to highlight Media's masculine character. Made takes control of her predicament. In comparison to men, women are not expel acted to retaliate against anyone. This is more often left to the men instead of women. Although Made cannot be a man, she discerns her ability to take r evenge like a man w loud in her position. Made defies the feminine stereotypes Of feebleness and passive TTY by taking control of her life. Similarly, to engage in combat is deemed a man's task k while the woman is expected to stay within the seclusion of the home.Made defied s this basic Greek norm when she says that she â€Å"would very much rather stand/ Three times in the front of battle than bear one child† (Euripides 250251 Moreover, manipulation n is the key to Media's revenge; she uses a blend of masculine and feminine qualities to exploit Jason. She cleverly, appeals to his arrogance in order to distract him while she takes her revenge. In their previous argument, Jason claims that his second wedding g Sis 48) and ‘Waives† (Euripides 549) move that he made in the in tersest of Made and their children.He also says that, â€Å"it would have been better far for men/ TO have got their children in some Other way, and women/ Not to have existed. ]† (Euri pides 573575). Made appeals to Season's reasoning and pretends to agree e with him. She says, â€Å"Why am I set against those who have planned wisely? ‘(Euripides sees 874). She admits to having a â€Å"great lack of sense† and that her â€Å"anger was foolish†. 6 most effective lie, â€Å"we women are what we are-?perhaps a little/ Worthless† (Euripides 89890) compromises Season's opinion because she gives the impression that J assn was right and she was not.This works to her advantage since Jason believes t hat the balance between husband and wife has been restored and he Jason suspects nothing of her plot to ruin him. In Media's soliloquy, she plans Season's ultimate suffers Eng because she will not submit to the rules of a patriarchal Greek society. Let no one think me a weak one, filibustered, A statehood, but rather just the opposite, One who can hurt my enemies and help my friends; For the lives Of such persons are most remembered. Euripides 80781 0) Men are the ones who generally strive to be remembered, which is why they t aka part in battle.By displaying such a trait in a woman, Euripides emphasizes the import once of following one's stereotype because of the consequences Made faces. Made is not the only character who defies the Greek norm; King Croon and Jason abandon their masculine qualities as well. In the plays beginning, King Croon approaches Made with an unshakeable resolve to send her into exile. Origin ally, he displays his masculinity by refusing to listen to any of Media's protests. This q laity ritually plummets when he tells Made he is â€Å"afraid that [Made] may injury e [his] daughter' (Euripides 283).Made appeals to the Kings love for his daughter a ND claims that she needs a day to find â€Å"support for [her] children† (Euripides 342) and as KS the king to â€Å"pity' them. Even though Croon â€Å"prefer[s] to earn [her] hatred now/ Than to be softhearted and afterward regret it' (Euripides 29 0291 ), he allows Made to re main in 7 Corinth for a day since he believes that she â€Å"can do none of the things [he] fee arts]† (Euripides 356). The Corinthian king enters Media's household as a man With a full aquiline character but leaves as a lesser man because Made manipulates him.Jason in hopes of advancing his station through marriage, provokes Media's a anger and fuels her revenge. To the audience, he presents himself as aloof especially w hen he tells Made, â€Å"in so far as you helped me, you did well enough. / But on this question of saving me, I can prove/ You have certainly got from me more than you gave† (Euripides 533535). He tries to defend his actions; â€Å"confident in his tongue's power to ad Ron evil† (Euripides 582), Jason uses irrelevant reasons such as living amongst the civilize deed, allowing Made fame and honor, in order to justify the kingdom and family s he gave up for him.Season's selfishness and whiny justifications of his acti ons, make him a weak and apathetic character. This figure is inconsistent to the previous image of a hero, illustrating that by straying from his stereotype and Jason pays the price, with a Grecian man's most precious treasure: his sons. Euripides affirms that an imbalance o masculinity and femininity within a person, reflects on their society, denying it s proper function. Is a powerful text, full of characters that defy their stereotype in society. Euripides uses the characters of as tools to reinforce stereotypes.The author applies masculinity to Made, this is seen in contrast to † Diary Of A creek Housewife† and â€Å"Women† by Simonizes, where Made abandons her feminine e side unlike the housewife and proves Simonizes wrong since she is a blend of dif e rent women rather than only one type. Because of Media's personality imbalance, 8 affects the behavior of Jason and King Croon, who become ruled by her insist dead of vice versa. Euripides gives Made a masculi ne side in order to prove his idea t hat challenging one's stereotype leads to dire consequences.

Active Citizenship Coursework

This coursework is all about being an active citizen, and what it takes to be one. I will be giving an example of an activity in which I was being an active citizen. Then I will be showing how I have been an active Citizen. Brief Details of the Activity From late 2007 to the early months of 2008, I was taking part in a programme of activities known as the Duke of Edinburgh's award (D of E), at the silver level. This involved me carrying out work in different forms of activities with the aim of completing set objectives, as well as planning and training for an expedition by my D of E group to cover 14 miles in 2 days by foot. The activities context The role of other people/planning The D of E award required a lot of planning spread out over different aspects. Below I will explain the layers of planning required in order for me to have successfully completed my D of E. The first level would be organising the instructors. The instructors would have to be trained adequately in order to assist the participants. There are different areas in which they would have to be trained – they would have to have knowledge about the objectives which are required in order for participants to complete the award. Furthermore, if they area assisting with an expedition, they would have to have an even greater knowledge about what is required to complete the objective successfully (such as knowing about map reading or tents). All this training is important for them to be able to help us plan our D of E successfully. As we meet up regularly to check on the progress of our D of E, the instructors will be there to see if we are on target to achieve our set objectives, and their input can be important for us to have our D of E planned. With instructors being trained adequately, the next stage of other peoples planning would be my peers When we take part in the D of E award, we also have to take part in an expedition. In order for the expedition to be successful, a lot of different work will be needed to be carried out before we set out on our expedition. Firstly, the group needs to create a planned route that we set out on, and this requires full participation from all the group's members. After the route has been created, the next aim would be to organise where the camping location would be. Part of the team will be allocated the job of locating possible areas for the location. After possible locations are found, the group has to come together to make a decision on the best camping place, based on location, facilities (such as showers) and costs. Finally, after all the details are agreed on by the group, the instructors have to make sure the route they would take out would be feasible, based on the factors of its distance, contours (up/down hill), or if the route is safe to undertake. After the instructors have accepted the route, they will have to submit the route to the head D of E offices. This is required for the group to have their route validated, as well as make the personnel undertaking the award eligible for the insurance required to do the expedition. This final stage of the planning required lots of paperwork to certify the route to meet the criteria required, such as organising the insurance for the group. [improvement – possibly choose skills I have not already undertaken] What I have done for the award There is a large area of work which I have done in order for me to have achieved the award. My first step towards achieving the award is to sort out my activities I will be undertaking to meet the set objectives of the D of E – the skills, service and physical sections. In my skills service, I had the aim to encourage the discovery and development of practical and social skills and personal interests. I decided to play the piano for my skills section. Choosing to have piano lessons for my skills section was handy, as I already played the piano. I found there were lots of benefits I had when I undertook piano for my skills. It helped me a lot to manage my time, as playing the piano wasn't just about piano lessons, but also find the time to practice. For my service section, I decided to help the Bronze D of E group – the group that were starting doing their D of E for the first time. I helped them forwards in achieving their D of E, especially preparing them for their expedition, giving them advice or skills on map reading, setting up tents, lighting stoves (which could potentially be a hazardous task), and what to bring in your rucksack. I found that doing this voluntary work for my service was really enjoyable, as well as making me an active citizen by supporting and helping others in their goals. Finally, for my physical section, I decided to choose tennis lessons. I feel that choosing tennis for my physical recreation was a good choice, as it was something new, and it gave me a challenge. At the beginning, my tennis was not that good, but after a few months of playing, my tennis has improved. I thoroughly enjoyed taking out those activities, it provided me with an enjoyable, challenging and rewarding programme of personal developments, which has improved my character, given me more self-confidence, and given me a sense of responsibility. What taking part means to me, and what I have learnt Taking part in the D of E means a lot to me. It means that I have achieved a lot personally, and have more confidence in myself. I didn't believe that it was possible for me to walk 14 miles in 3 days, carrying a 25kg rucksack on my back, but I have proved to myself that it is possible. Taking part has given me a range of experiences that I can learn from and improve. One of the experiences I have taken on board is for me to plan prior the routes I take – not just in an expedition, but in life. In one situation, I was stranded on a steep scree face, which I could not climb up. I was map reading, and I took a wrong route, and ended up slipping down a steep hill. I eventually managed to get back up to the top by changing my approach to the situation, but it was a scary experience, unable to crawl back up the hill. I have learnt that your major decisions should be made as soon as they can. Another lesson I have learnt whilst on the expedition is that if my approach to a problem, I need to change it in order to successfully achieve my goals. With this knowledge I have gained, if I were to encounter a similar situation like that one, or if I may encounter another one whilst doing my Gold D of E very soon, I would change my approach to find a solution, such as instead of me trying to climb back up, I could climb safely down and find a rendezvous point for my group. Another situation my group faced was right at the end, after walking around 13 miles, we thought we were in the right place for meeting the instructors, but we found out that we were lost. In this situation, we were very demoralized, exhausted and close to tears. After using the GPS, we found we were about another 2 miles from where we were meant to be. We had to co-ordinate the GPS reference with our OS map, and found out a new route we would have to take. Our legs were so tired, and we were cold, but we all decided to keep each other in good moral so we at least had the mental state to make it. Finally, about another half hour later, we made it to the end, as a group. After this experience, I have learnt that you don't have to make things harder then they are, and you have to make sure that the whole group is fine, because if just one person doesn't want to participate, then it could jeopardize the efforts from the rest of the team. Here we had to make sure that everyone was fine and was willing to carry on walking – otherwise if we didn't arrive back as a group, then they would have failed us for not sticking together, and we would have to re-do our entire expedition. If on my Gold D of E, or anywhere in my life I am working with a group, I have learnt to make sure that everyone in the group is ok, otherwise we won't be as productive as if they are working Problems suffered whilst undertaking the D of E When undertaking any D of E activity on any level, there are always going to be problems. The most common problems suffered were when my group was undertaking the expedition. As the expedition requires a lot of a person, both physically and mentally, it means that you have to prepare yourself; but however much you try to anticipate those problems, some problems which can not be anticipated may happen. One common example of this is when doing an expedition. You can anticipate the fact that there is a large amount of walking, but you can't anticipate the exhaustion you feel if you don't regularly walk that distance.

Prussian Needle-Gun - Austro-Prussian War

Prussian Needle-Gun - Austro-Prussian War Creation of the famed Prussian Needle Gun began in 1824, when gunsmith Johann Nikolaus von Dreyse first began experimenting with rifle designs. The son of a locksmith in SÃ ¶mmerda, Dreyse spent 1809-1814 working in the Parisian gun factory of Jean-Samuel Pauly. A Swiss, Pauly tinkered with various experimental designs for breech-loading military rifles. In 1824, Dreyse returned home to SÃ ¶mmerda and opened a business producing percussion caps. Utilizing the knowledge he gained in Paris, Dreyse began by designing a muzzle-loading rifle that fired a self-contained cartridge. These cartridges consisted of a black powder charge, a percussion cap, and a bullet wrapped in paper. This single unit approach greatly reduced the time needed to reload and permitted a higher rate of fire. When the weapon was fired a long firing pin was driven by a coiled, conchoidal spring through the powder in the cartridge to strike and ignite the percussion cap. It was this needle-like firing pin which gave the weapon its name. Over the next twelve years, Dreyse changed and improved the design. As the rifle evolved, it became a breech-loader which possessed a bolt action. Revolutionary By 1836, Dreyses design was essentially complete. Presenting it to the Prussian Army, it was adopted in 1841 as the Dreyse ZÃ ¼ndnadelgewehr (Prussian Model 1841). The first practical breech-loading, bolt action military rifle, the Needle Gun, as it became known, revolutionized rifle design and led to the standardization of cartridged ammunition. Specifications Cartridge: .61 acorn-shaped round, paper cartridge w/ black powder and percussion capCapacity: 1 roundMuzzle Velocity: 1,000 ft./sec.Effective Range: 650 yds.Weight: approx. 10.4 lbs.Length: 55.9 in.Barrel Length: 35.8 in.Sights:Â  notch and front postAction:Â  bolt- actionolt-action The New Standard Entering service in 1841, the Needle Gun gradually became the standard service rifle of the Prussian Army and many other German states. Dreyse also offered the Needle Gun to the French, who after testing the weapon declined to purchase it in large quantities citing the weakness of the firing pin and a loss of breech-pressure after repeated firing. This latter issue led to a loss in muzzle velocity and range. First used by the Prussians during the 1849 May Uprising in Dresden, the weapon received its first true baptism by fire during the Second Schleswig War in 1864. Austro-Prussian War In 1866, the Needle Gun showed its superiority to muzzle-loading rifles during the Austro-Prussian War. In battle, Prussian troops were able to achieve a 5-to-1 superiority in rate of fire to their Austrian enemies due to the Needle Guns loading mechanism. The Needle Gun also allowed Prussian soldiers to easily reload from a concealed, prone position while the Austrians were forced to stand to reload their muzzle-loaders. This technological superiority greatly contributed to the swift Prussian victory in the conflict. Franco-Prussian War Four years later the Needle Gun was back in action during the Franco-Prussian War. In the years since Dreyse had offered his rifle to the French, they had been working on a new weapon which corrected the issues they saw with the Needle Gun. Despite its success during the Austro-Prussian War, the French criticisms of the weapon had proven true. Though easily replaced, the rifles firing pin had proven fragile often lasting only a few hundred rounds. Also, after several rounds, the breech would fail to close completely forcing Prussian soldiers to fire from the hip or risk being burned in the face by escaping gasses. Competition In response, the French designed a rifle known as the Chassepot after its inventor, Antoine Alphonse Chassepot. Though firing a smaller bullet (.433 cal.), the Chassepots breech did not leak which gave the weapon a higher muzzle velocity and greater range than the Needle Gun. As French and Prussian forces clashed, the Chassepot inflicted significant casualties on the invaders. Despite the effectiveness of their rifles, French military leadership and organization proved vastly inferior to the Needle Gun-equipped Prussians and led to their swift defeat. Retirement Recognizing that the Needle Gun had been eclipsed, the Prussian military retired the weapon after their victory in 1871. In its place, they adopted the Mauser Model 1871 (Gewehr 71) which was the first in a long line of Mauser Rifles used by the German military. These culminated with the Karabiner 98k that saw service during World War II. Selected Sources New York Times (December 25, 1868): The Needle Gun - Dissatisfaction with it in the Army

Complete Guide Biology Research Paper Writing

Complete Guide Biology Research Paper Writing Biology research paper is a type of academic writing that provides the readers with a thorough analysis of a particular issue. It usually presents different arguments to support one of the previously introduced claims that are traditionally based on peer-reviewed sources. Besides, this type of academic paper allows you to organize and develop the independent research and discuss your unique findings in the paper. While writing a research paper related to biology, take into account that it is a complicated scientific discipline that studies living organisms in general and examines their numerous functions, unique biological structure, lifetime development, and the process of evolution. It happens that some students find this discipline quite difficult to research as this broad subject demands significant knowledge and sophisticated approaches. Besides, it is possible to examine other life sciences instead as they also provide many interesting topics to be researched. In general, a wel l-developed Biology research paper should include a vast amount of analytical information on the chosen topic, inspect two or more scientific theories, and evaluate related practices. Outstanding Biology Research Paper Topic Ideas Nowadays, the most captivating topic to be examined is human cloning. It is a well-known fact that the scientists managed to clone living organisms successfully. Therefore, the process of copying DNA and creating genetically identical creatures has become a popular subject that raises a great interest of the wide audience. In this way, being developed for many years by significant scientists and researchers, the genetics is considered an exciting topic that grasps the attention of the readers from the first lines and has a straightforward relation to other fields of biology. As a result, you could examine the cloning and its origins, define and evaluate its different types, and research the structure of DNA. In addition, it is an excellent idea to discuss the most controversial issues of cloning and investigate its modern developments and major achievements in the context of historical research. Another exciting topic to be investigated is related to hormones and how they carry various chemical elements through the living organism. As a result, your paper may analyze multiple types of hormones, explore their functions, and compare them to each other. What is more, the writer can connect it to glands as they also may have a connection with hormones and impact different functions of the body. Finally, because hormones have a relation to mind functions and behavioral patterns, you can do psychobiological research that perfectly fits the demands of the biology research paper. The immune system of the living organism is another great topic to examine as it studies the functional and structural peculiarities of the immune system that are crucial to every organism on the planet. It is a well-known fact that the immune system creates and maintains a personal defense barrier in order to enable different creatures to withstand different diseases. Taking into account the fact that this barrier is one of the crucial features of the organism, you can develop your research paper on this subject and evaluate different protective elements of the immune system. In addition, you can mention its agents and discuss numerous diseases provoked by the improper work of this particular system that in turn causes a significant threat to essential survival functions. The next valuable topic that can attract the attention of the audience is plant pathology. It is not a subject of biology but it can be related to other Life Sciences, and it presents the unusual topic of studying a range of plant diseases. Thus, you should pay attention to this topic if you are highly interested in botany and plan to choose it as a major. As a consequence, by approaching this topic, you can examine different types of plant diseases, their unique causes, and mention ways of resistance. Besides, it is a great idea to evaluate ways of disease prevention and approaches to treatment. While conducting your research, pay attention to the instructions provided by your professor and follow them step by step. If the guidelines provide a number of topics to choose from, pick the most exciting and captivating of them. Sometimes it happens that the professor gives no particular instructions, giving you a chance to choose a topic on your own and develop it correspondingly. In such cases, you should pick the topic with due responsibility as it may become a ground for your thesis paper or even a dissertation work in the nearest future. Choosing the Most Suitable Biology Research Paper Topic The first step you should take to start a well-constructed paper is to choose a topic. Because biology provides a great variety of valuable themes to examine, it may be quite challenging to pick the most appropriate for you. For that reason, take your time and think thoroughly about all the related issues you are interested in or topics that attract your attention. It is essential for you to find your topic captivating as it is the feature that will motivate and force you to perform your best researching, analytical, and writing skills. If you happen to choose a boring topic or one that has been already researched by many students, it would be difficult for you to write an outstanding paper as there is nothing worse than a dull topic. Therefore, avoid examining sophisticated issues that are not supported by information published in peer-reviewed sources. Writing a paper, you should prove your claims and convince the audience to admit them. Otherwise, your paper will have low scientif ic value. To choose an appropriate topic, it is possible for you to follow useful and easy tips: Read the requirements carefully; Brainstorm the related ideas and keywords. In this way, you will be able to define a subject you are interested in; Do research on the subjects discussed in the lectures. Because you have already obtained background information from the professor, it will be much easier for you to concentrate on one of the topics; Think of a research question and develop it into a robust research topic. In addition, a research question and an answer for it together create a good basis for the research paper and make the writing process much easier; Look through your old notes. It is a great way to refresh memory and think of an excellent topic for your paper; Develop a topic from the thesis statement. Because a thesis statement usually includes the issue that demands a particular solution, it becomes a great tool for creating a valuable topic. Here are the examples you can use as topics: General Causes and Symptoms of Allergies and the Most Effective Treatments for Allergies; The Earliest Forms of Allergy Testing and Options of Their Treatment; Chemicals That Trigger Allergies and Methods of Their Prevention; The Latest Developments in the Chemistry of Adhesives; The Cellular Reproduction of DNA; Poikilothermic Body Temperatures versus Homoeothermic in Mammals. Quick Recommendations for the Pre-Writing Stage from Our Experts Because the Biology research paper should be grounded on a number of reliable sources, it is essential for you to conduct research and find peer-reviewed sources related to the chosen topic. For that reason, start your research by visiting local libraries and search there for books, specialized magazines and journals, and newspapers. Nowadays, an enormous amount of information may be found on the Internet. That is why it is recommended to search for information to support your claims and arguments in official reports, databases, and peer-reviewed online journals. It is highly advisable not to use data from personal blogs, forums, and social networks as it may be irrelevant. The collected pieces of information should be related to both theoretical and practical parts of the paper and match the final findings. Do not forget to make notes while looking through the sources and put down the authors of the articles and books, their titles, and years of publishing as you will need them to c reate a reference list and cite the information correctly. While browsing the Internet resources, it is quite challenging to keep track of visited websites. In order to find the source without struggles, you should make bookmarks or create a file with links to the useful resources. The used resources should be published recently as the books and articles released many years ago usually have no valuable scientific information. Finally, pay significant attention to the extensions of the domain names as they can help you to define the relevance of the provided information. Use resources that include .edu, .gov, and .org. in their domain names because it means that provided facts and evidence can be used as sources for your research. Craft a Killer Thesis Statement Start writing your paper by creating a thesis statement. It is a large and well-developed sentence (or two) that allows the audience to grasp the primary idea of the literary work, understand its central point, and find out your major claims and arguments. In addition, a thesis statement has to be followed by personal ideas of the writer and mention the methods and results of the research paper. Title/Thesis Statement/Body Paragraphs Usually, Biology research paper has the following structure: a title page. Here, it is necessary to type a short and comprehensive title, mention the name of the student, point out educational institution, and the date of submission; an abstract (if required by the professor); introduction part; three or more body paragraphs; methods of the research; results of the research; conclusion; reference page; additional information (pictures, graphs, photos, appendices, and tables). The introduction is the first part of the paper that includes the thesis statement and introduces the main issues to be discussed to the audience. Next, the writer has to add three or more body paragraphs that present his or her central claims and arguments and support them with facts and evidence. In addition, the body paragraphs are traditionally followed by the methods of the research and its final results. The results should be based on the applied methodologies and be arranged in a logical way or in a timeline. The conclusion is the final part of the Biology research paper that restates the thesis statement, sums up your main claims and arguments, and provides the audience with logical conclusions on the chosen topic. Tips for the Post-writing Stage When the research paper is ready, it is necessary to read it aloud and remove irrelevant information that does not fit the general structure. In addition, this approach allows to revise minor grammar mistakes and revise all the facts and evidence presented in the paper. In order to make the revising process faster and easier, you could use one of the free grammar checkers available online. When the grammar errors are fixed, it is necessary to check the format of the paper. Thus, the line spacing, text color, margins, font, and its size should correspond to the instructions provided by the professor. What is more, you should check the citations format and arrange the reference list in alphabetical order. Finally, it is important to check the paper for plagiarism. You can do it with the help of numerous plagiarism checkers that are available online for free and cite information that is detected. Following these easy and helpful biology research paper writing tips will allow you to understand what a research paper is and how it should be structured. Next, these biology research paper writing prompts will help you to choose an excellent topic by applying different methods of thinking, collect a necessary amount of reliable information, and compose a well-developed paper. Besides, you would be able to proofread it and eliminate as many grammar and structural errors as possible. Finally, if all the sources are cited properly, your paper won’t be detected for plagiarism. As a result, your writing is expected to get a high mark and become a sufficient ground for numerous research papers in your future academic activities (pursuits). References Biological Research Paper Topics. (2018). Retrieved from https://sciencing.com/biological-research-paper-topics-4149.html Biology Research Paper: List Of Interesting Topics. (2018). Retrieved from http://burmaeducationfund.org/biology-research-paper-list-of-interesting-topics/ How to Select a Research Topic. (2018). Retrieved from https://www.umflint.edu/library/how-select-research-topic Research Guides: Organizing Your Social Sciences Research Paper: 1. Choosing a Research Problem. (2018). Retrieved from http://libguides.usc.edu/writingguide/researchproblem Selecting a Research Topic: Overview. (2018). Retrieved from https://libguides.mit.edu/select-topic

Alexander Wendt Anarchy Theory Essay Example | Topics and Well Written Essays - 1750 words

Alexander Wendt Anarchy Theory - Essay Example Wendt is more with the realists when they say that the state system is in a state of anarchy and that the states are competing for survival. Theorists agree that Wendt's theory has important implications for the advancement of international politics. "Contrary to neorealism's static materialist structuralism, Wendt's social theory bears on the 'tranformative potential' of international politics. His theory claims to reveal the potential for a more cooperative international relations," http://en.wikipedia.org/wiki/Alexander_Wendt International Relations is supposed to have started with the Peace of Westphalia in 1648, from where the modern system of States emerged and since then, various theories have cropped up. Answering a question why we have to thearise everything, Brown says: "For the majority of theorists in this area, the answer is clear - explain in order to predict, predict in order to control, or if control is impossible, then at least to minimise the consequences of undesirable states of affairs and take advantage of whatever opportunities exist," (Brown, 2002, p.12). This word comes from the German word, realpolitic meaning foreign policy based on practical concerns, and the word attained its credence because of Bismarck. This theory assumes that the States themselves are the actors, and these individual actors are influenced by the structure of international anarchy. It is also assumed that World politics is a voluntarily self-helping system and each state is interested in its own national interest and there is always conflict between one state and another. Its one more assumption is that diplomacy is not for solving the problems, but to serve national interests and the main instrument of success is the military force. Since the end of Second World War, Realism has bhecome one of the major theories of International Relations which leads to political realism, Winston Churchill was a powerful advocate of realist foreign policy. "The perspective was well suited to the early phase of the Cold War. The power struggle between the world's two superpowers dominated international politics, and the United States sought to contain Soviet expansionism," claims (Knutsen, 1997, p.241). It could be defensive realism with national interest in its core and its interpretation connects with international security, anarchy in international relations and Michiavelli's realism. Thucidydes is supposed to be the founder of this school. Michiavelli, though condemned for preaching amoral ways during his lifetime, is the real propagator of Realism. Morganthau is crdited with systemetizing classical realism with his famous six principles. LIBERALISM Liberalism assumes that states can cooperate with one another through institutional mechanisms and bargaining and they are one key actor in the arena of World politics, and here states are not independent, but interdependent. It also argues that international institutions like Transnational Corporations, IMF, WHO, United Nations are actors in a different sphere, and have a role to play. Francis Fukuyama said that the ideology of

Deviant Behaviors Research Paper Example | Topics and Well Written Essays - 1500 words

Deviant Behaviors - Research Paper Example Deviant behaviors involve the process by which conditions, actions, and or beliefs are viewed as deviant by others. Others, like copyright infringement, may not be considered as deviant. While acts of racism may attract negative reactions in some societies, it may not do so in other societies. Conditions, such as dwarfism, facial deformities or obesity, may cause individuals to be treated badly depending on the societal beliefs (Humphrey, 2006). Social assimilation is the connection to institutions and groups while social ruling is obedience to values and norms in a particular community. The ones highly incorporated fall under the group of selflessness while those who are not extremely incorporated are considered egoistic. Likewise, the regulated ones are considered in the category of fatalism and tolerable ones are in the category of anomie (Humphrey, 2006). Altruistic suicide (demise for the superior of the assembly), egocentric suicide (fall of the elimination of the acceptable connection with other people), anomic (fatality because of confusing of self-interest and norms of the society) are caused by limits (Flick, 2011). Robert K. Merton described deviant behavior by defining the objectives in his theory of anomie. He stated that anomie is defying of social norms. He also defines anomie as a condition where social goals and legitimacy are significant in communication. He explained that one’s reaction to the society were useful in considering deviance. Purposely, he studied combined action as provoked by frustration, strain, or stress in a body of people who arise from a detachment amid the goals of the society and the commonly used means to attain that goal. Usually, non-custom group deeds (rebellion, rioting etc.) are reflected on financial constrains. The two scopes dictate the revision to society depending on the cultural