Math 157 Reflective Paper - 759 Words

Reflective Paper In every aspect of our life we come across applications of the subject Mathematics. We all use Mathematics in our everyday lives consciously or not. The importance of Mathematics cannot be undermined, be it in cell phone bills, house hold bills, marketing, investment decisions. As part of the two-part math course series, Math 157 is structured for grades K-8 pre-service teachers. This course comes as a continuation to the Math 156 course. The objective of the course Math 157 is to assist the learner with understanding day to day applications of Mathematics. This course can also be extended to students who find it challenging to grasp the basics of Mathematics. The curriculum for Math 157 consists of data analysis,†¦show more content†¦With the concepts from this course, I will be ready to present my students with different learning styles and techniques to make sure that they understand that is being introduced. With this course, I have gained a lot of kn owledge that will help me in the classroom with my students. The topics that were discussed in this course can help math teachers because it talks about subjects that most elementary to middle school students have difficulty with. This course gave me a teacher’s insight on problems that I myself have had trouble with before, it has taught me that there are more ways to solve a problem than just using the information given. While taking this course, I learned many thing about math that I knew little about and some things I’ve only heard about. This course would really help teachers because it will give them more information and techniques to use with children that may or may not understand the lessons being taught in the classroom. Once a student clearly understands and comprehends the fundamentals, there is no way of forgetting it in the future. Also a teacher, it can beneficial to incorporate fun and games in learning. This technique can go a long way by making Mathe matics fun and making it easy. While in this course, I found many probability games on the internet to be of great use in learningShow MoreRelatedReflective Paper1125 Words   |  5 Pages1 Reflective Paper MTH 157 July 2, 2013 Gina Loscalzo Evan Schwartz Reflective Paper 2 Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the courseRead MoreMadison Metropolitan School District18559 Words   |  75 PagesTeacher Research Projects? | Descriptors of Action Research | Guidelines for Data Collection | Guidelines for Analyzing Your Data | Role of Participants in a Group | CAR and Special Education Services | Classroom Action Research Abstracts and Selected Papers Staff amp; Organization Development Madison Metropolitan School District What is Action Research? Action Research is a process in which participants examine their own educational practice systematically and carefully using the techniquesRead MoreParental Influence on Children’s Talent Development- a Case Study with Three Chinese American Families10068 Words   |  41 PagesEcho H. Wu Hong Kong Institute of Education This paper explores the influence of parenting beliefs and practices on children’s talent development through a specific perspective of several Chinese American families with gifted children. In-depth interviews were employed to collect data from the parents, and research questions focused on the daily practice of parenting and parents’ beliefs concerning how to nurture high achievement among children. Findings of this study include evidence of a senseRead MorePractical Guide to Market Research62092 Words   |  249 Pageshave written. Peter is now, deservedly, walking the hills of Devon. Many times when writing I have referred back to his notes and always found them instructive and helpful. So too I have drawn on much of the good material written in books and white papers by Nick Hague, Matt Harrison and Carol-Ann Morgan, my colleagues at B2B International. Paul Hague B2B International, Stockport March 2006 4 Chapter 1 The Basics of Market Research Introduction In this chapter you will learn about: †¢ †¢ TheRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagescondition on any acquirer British Library Cataloguing in Publication Data Data available Library of Congress Cataloguing in Publication Data Data available Typeset by SPI Publisher Services, Pondicherry, India Printed in Great Britain on acid-free paper by Antony Rowe Ltd., Chippenham, Wiltshire ISBN 0–19–928335–4 978–0–19–928335–4 ISBN 0–19–928336–2 (Pbk.) 978–0–19–928336–1 (Pbk.) 1 3 5 7 9 10 8 6 4 2 3 FOREWORD ‘ Michael Bromwich is an exemplar of all that is good about the BritishRead MoreInnovators Dna84615 Words   |  339 PagesCreative ability in business. 2. Technological innovations. 3. Entrepreneurship. I. Gregersen, Hal B., 1958– II. Christensen, Clayton M. III. Title. 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AcknowledgingRead MoreFundamentals of Hrm263904 Words   |  1056 PagesDavid Levy  ©Michael Eudenbach/Getty Images, Inc. This book was set in 10/12 ITC Legacy Serif Book by Aptaracorp, Inc. and printed and bound by Courier/Kendallville. The cover was printed by Courier/Kendallville. This book is printed on acid free paper. Copyright  © 2010, 2007, 2005, 2002 John Wiley Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recordingRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesthe items, you may occasionally observe some information that you think is relevant and want to remember (or attend to in the future) but that you decide not to include in any of your responses to employees. Write down such information on a sheet of paper titled â€Å"note to self.† Sample Response Form Relates to: Memo # ______ Response form: ______ Letter/Memo ______ E-mail ______ Phone call/Voice mail ______ Meet with person (when, where) ______ Note to self ______ No response E-mail # ______ Voice mailRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPoint/Counterpoint Millennials Are More Narcissistic 155 Questions for Review 156 Experiential Exercise What Organizational Culture Do You Prefer? 156 Ethical Dilemma Freedom or Lack of Commitment? 156 Case Incident 1 Is There a Price for Being Too Nice? 157 Case Incident 2 Leadership from an Introvert’s Perspective 158 6 Perception and Individual Decision Making What Is Perception? 166 Factors That Influence Perception 167 165 Person Perception: Making Judgments About Others 168 Attribution

Music Psychology And The Music - 2266 Words

1.0 Introduction 1.1 What is Music Psychology Music Psychology, also known as Psychology of Music is observed in the areas of Psychology and musicology. The main focus of this topic is to explain and understand Musical behaviour and experiences. This includes the progression which music is created, perceived, responded to and how it incorporates into everyday life. In modern Music Psychology, the knowledge has a tendency to advance on the basis of interpretations of data collected by observations and interactions with human participant making it empirical. Music Psychology is a part of many different research with practical relevance, including composition, education, performance and therapy, as well as investigations of peoples aptitude, skill, intelligence, creativity and social behaviour. 1.2 History of Music Psychology Prior to the 19th Century, the study of sound and musical wonder was focused mostly of the mathematical modelling of pitch and tone. The first of many experiments date from the 6th century BCE, most remarkably in the work of Pythagoras and his founding’s of the string length ratios that formed the consonances of the octave. The view that sound and music could be understood from a physical standpoint was repeated by theorists as Anaxagoras and Boethius. Anaxagoras suggested modern music psychology could only be understood through human perception and the relation to human memory. Regardless of his views, musical education throughout the Middle Ages andShow MoreRelatedMusic Psychology : Music And Music2641 Words   |  11 Pages1.0 Introduction 1.1 What is Music Psychology Music Psychology, which is also known as Psychology of Music includes the areas of musicology and psychology. The main focus of this topic is to explain and understand Musical behaviour and experiences. Then to put researched knowledge to uses and create an experiment that covers the study of affective response in people when certain listen to different genre or emotional music. Music Psychology in these days has a tendency to advance on the basis ofRead MorePsychology of Music654 Words   |  3 Pagesinvestigation of the relationship of music to the human mind. The first courses in the psychology of music in Canada were established in 1935 by Cyril C. (Cornelius) OBrien at the Maritime Academy of Music in Halifax. As head of the academys dept of psychology until 1947, OBrien - b Halifax 22 Mar 1906; D MUS (Montreal), D PAED (Montreal), PH D psychology (Ottawa) - taught courses in the psychology of music, administered tests of musical talent, and wrote articles on music aptitude t ests (1935), tonalRead MoreMusic Is The Most Influential Real Life Application Of Music Psychology971 Words   |  4 PagesMusic is an ancient and universal practice regarded as a form of expression and emotional communication (Levitin Tirovolas, 2009). It is therefore assumed a degree of musicianship is biologically guaranteed in humans; we are likely to either actively participate in the production of music or passively listen to it (Wilson, 1987). Music psychology aims to explain musical behaviour through the understanding of various cognitive processes including perception, performance and memory (Tan, PfordresherRead MoreThe Effects Of Music On Positive Psychology And Emotion Essay1891 Words   |  8 PagesAbstract The impact of music on positive psychology and emotion is a well known fact. Music has an extraordinary ability to change people’s emotions. In humans, music has the ability to invoke emotions of sadness, happiness and even fear. The purpose of this study was to investigate the casual relationship between music practice and participation on the emotions and well-being of male and female adults. The hypotheses for this study were as follows; Hypothesis 1: Music practice and participationRead More The Effect of Music on Psychology and Behavior Essay2703 Words   |  11 PagesThe Effect of Music on Psychology and Behavior There have always been discussions of the effects music has on ones behavior, and how it’s related to Psychology. The truth has never really been verified among common knowledge, but it’s usually something that intrigues people. They say heavy metal and rap can make teenagers violent, sad and depressing music can make teenagers sad and depressed, and some say it’s best to listen to classical music when doing schoolwork because it makes your brainRead MoreThe Psychology of Heavy Metal Music Essay1680 Words   |  7 PagesDoes heavy metal music have effects on society? Many people love listening to this kind of music and they love going to concerts where these bands are playing. Going to concerts and listening to music is the whole part of the music industry. If fans did not go to concerts, then musicians would not be able to make money and be successful. Many people love listening to heavy metal music; however, some people think that it could lead to violen ce, depression, and self- loathing. There have beenRead MoreThe Effects Of Music On Human Mind1441 Words   |  6 Pagesexplanations of the impact of music on human mind. As such, the search for the answers has attracted researchers from various disciplines, including anthropology, musicology, psychology, and computer science. Many scholars have written about the importance of this research because of its effects on social attitudes and depression. Thus, psychology of music studies the psychological states underlying activities, such as listening, playing, and composing music. Currently, the use of music has been incorporatedRead MoreMismatch Negativity Through Understanding The Expectancy Theory804 Words   |  4 Pageswe had expected to come next. MMN is important to music psychology as it reflects a process in the auditory system for predicting future sound events on the basis of the recent past, and the brains reaction when those predictions are not fulfilled. (Trainor pp 172) Echoic memory: Echoic memory is a part of our sensory memory process, and is very brief sensory image of an auditory stimulus. Echoic memory refers to our brief memory of sound and music received from our environment. Thus, we analyze theRead MoreMusic s Influence On Music1610 Words   |  7 PagesPrevious attention from scholarly articles and psychology journals have indicated that listening to classical music can heighten a person’s ability to learn and focus. This has prompted some teachers to start integrating the playing of classical music in their classrooms to raise the amount of information retained by their students and make their work more efficient. A study done at Stanford University indicated music heightens a person’s ability to learn because it â€Å"engages the areas of the brainRead MoreStrokes Essay794 Words   |  4 Pagestherapy are described. Speech, recreational, and music therapy and social support services are also considered. Rehabilitation Psychology: Objective: To investigate the efficacy of music therapy techniques as an aid in improving mood and social interaction after traumatic brain injury or stroke. Design: Eighteen individuals with traumatic brain injury or stroke were assigned either standard rehabilitation alone or standard rehabilitation along with music therapy (3 treatments per week for up to 10

Marine Biome Free Essays

string(52) " has made unique adaptations to live in this biome\." A biome, also known as life zones, consists of all plants, animals, and other organisms, as well the physical environment in a particular area. A biome is characterized by its’ plant life, climate, and location. The climate and physical features determine the boundaries of a biome. We will write a custom essay sample on Marine Biome or any similar topic only for you Order Now A biome is made up of many different ecosystems. The ecosystems tend to have the same pants and animals as neighboring biomes around the boundaries. The major biomes are the tundra, taiga, tropical rain forest, temperate forests, desert, grassland, savanna, chaparral, and marine.Each biome has it’s own characteristics such as the tundra. The tundra is a biome that is located in the Northern Hemisphere of the world. It circles the North Pole and reaches down to the taiga. The tundra has a very cold and harsh climate, especially in the winters. The average winter temperatures is about -30 °F and average summer temperatures is roughly 37-54 °F. The yearly amount of precipitation, which includes melting snow, averages to about 6 to 10 inches. With these conditions it makes for a short growing season of about 50-60 days.In some parts it can be up to 180 days. This is only found in the more southern part of the tundra. Another aspect of the tundra includes the vegetation that is found there and the adaptations that have been made. The tundra is known for its’ cold temperatures, but also its’ limited plant species. The growth of the vegetation is primarily low to the ground and the biomass of plants is concentrated in the roots. Here the plants reproduce more likely by division and building than by flower pollination.Some of that growthforms that you will find in the tundra include tussock, mats or cushion plants, rosettes, and dwarf shrubs. Other examples of plants include lichens, mosses, sedges, perennial forbs, dwarfed shrubs (heaths, birches, and willows), cotton grass, liverworts, and 400 varieties of flowers. Tundra plants over the years adapted to sweeping winds and disturbances of the soil. Another adaptation is that they are short and cluster together to help endure the cold. Also they can carry out photosynthesis at low temperatures and low light intensities.Plants aren’t the only things that have had to adapt to the conditions, animals have had to as well. Animals of the tundra have had to adapt to the long cold winters and to having to raise their young quickly in the summer. Some other adaptations of animals include thick insulating cover of feathers or fur; large, compact bodies; pelage and plumage that turns white in the winter and brown in the summer; the ability to accumulate thick deposits of fat during the short growing season; hibernation; and migration.Some of the animals that are found living in the tundra are lemmings, voles, caribou, artic hares, squirrels, artic foxes, wolves, polar bear, ravens, snow buntings, falcons, loons, ravens, sandpipers, terns, snow birds, mosquitoes, flies, moths, grasshoppers, black flies, artic bumble bees, cod, flatfish, salmon, and trout. Some of these animals are shared with other neighboring biomes but some are only home to the tundra. The tundra is the simplest biome in terms of species composition and food chain.The neighboring biome of the tundra is the boreal forest (taiga). The taiga is a biome that reaches completely across Canada and into the interior of Alaska. The climate is like the tundra in the sense that it has long, severe winters that last up to 6 months. The summers on the other hand are rather short. Although compared to the tundra, the growing season is longer and warmer. The mean annual precipitation is 15 to 20 inches. Throughout the year the temperatures range from the lows in the winter to highs in the summer. The taiga is also found to be very humid.The kinds of plants that have adapted to this kind of climate include needle leaf, coniferous trees such as spruce, fir, pine, and larch or tamarack. These trees are the dominant plant species of the taiga. Some other types are alder, birch, and aspen. Trees of the taiga are typically shallow rooted due to the poor soils, the rocky conditions, and the discontinuous permafrost. The plants living in this biome have had to make adaptations. These adaptations consist of needle-like leaves to prevent water loss, conical shape to help shed snow that may weight down and break the branches, and their evergreen color to help photosynthesis to occur.The other types of life found in the forest are that of animals. Some examples of those are lynx, weasel family, snowshoe varying hare, red squirrel, lemmings, voles, elk or wapiti, moose, beaver, wood warblers, finches, sparrows, and ravens. These are just a few of the animals found in this biome. Another biome of the world is the chaparral. It’s found in only 5 places in the world. They are Southern California, South Africa, Western Australia, Southern Europe, and South America. It has mild rainy winters and hot dry summers.The annual rainfall is about 12-24 inches. In this climate, vegetation such as tall bushes and small trees with dark green leaves exist. Most plants have small, hard leaves that do not fall off in the winter. The leaves are covered with a hard waxy covering, which helps them to burn in hot fire more easily. An adaptation that many plants have in the chaparral is they have an adaptation to fire, which means they actually need fire as a part of their lives. When a forest fire occurs it my kill of more branches but new sprouts and plants grow from the burnt forest.The varieties of the flora are California Lilacs, Scrub Oak, Toyon or Christmas Holly, Mountain Mahogany, Bush Poppy, Holly-leaved Cherry, Redberry, and Sugarbush. This is just some of the vegetation. Some of the animals consist of squirrels, rabbits, coyotes, mule deer, opossums, raccoons, skunks, foxes, bobcats, rattlesnakes, lizards, frogs, vultures, hawks, golden eagles, peregrine falcons, and condors. Each of these has made unique adaptations to live in this biome. You read "Marine Biome" in category "Papers" An additional main biome is the tropical rainforest. The tropical rain forest is one of the earth’s most distinctive biomes.There are 3 types are subtropical, monsoon, and equatorial. The climate has mostly warm, humid temperatures. The annual rainfall is approximately 20-30 inches. Depending on the time of year the temperatures vary. Summer temperatures are about 95-100 ° F and winter temperatures are about 70-80 ° F. Most tropical rain forests are located between 10 degree N and 10 degrees S latitude. This makes the climates for that vegetation found there suitable. If you were to explore the entire rainforests you’d find approximately 1500 species of flowering plants and 750 species of trees.The rain forest contains over 50% of worlds population in plants and animals. It covers roughly 5 billion acres of land. There are 3 layers of trees that can be found there. The first and most top layer is the emergent, which are widely spaced trees 100-120 ft tall with canopies above the general canopy of the forest. The second, middle layer is a closed canopy of 80-foot trees. Here light is available to this layer, but blocks out the light of lower lays. The third layer is a closed canopy of 60-foot trees. This is where little air movement occurs and there is high humidity.Another lower layer is the shrub/sapling layer. In this place of the forest less than 3% of light reaches here. Then there is the ground layer where there is spare plant growth that receives around 1% of light reaches. Some of the characteristics of the tropical trees involve Buttresses (woody flanges at the base of the trunk), large leaves (that help to intercept light), drip tips on the leaves (helps drainage of precipitation of the leaf), thin bark (often 1-2 mm thick), and development of fruits and flowers from the base of the tree. One kind of flora that has adapted to the rain forests is epiphytes.It grows up the branches of tall canopy trees to reach light. The animals adaptations of the rain forest are that they are highly diverse, have arboreal adaptations for climbing in the tree, they have bright colors and sharp patterns, loud vocalizations, diet heavy on fruits, and have camouflage. The types of animals found there are primates, snakes, lizards, birds, insects, and cats. These are just some characteristics of the rain forest. The next biome is the temperate forests. These are to be found in eastern North America, northeastern Asia, and western and central Europe. Here the seasons are very well defined.The growing seasons last usually from about 140-200 days, much longer then most other biomes. The yearly average rainfall is about 75-150 cm depending on the area you are in. Here the temperatures change according to the seasons. Since this climate has such a long growing season you will find many plants. In temperate forests there are about 3-4 tree species per square kilometer. Trees are distinguished my broad leaves that are lost annually. Examples of there are oak, hickory, beech, hemlock, maple, basswood, cottonwood, elm, willow, spring-flowering herbs, shrubs, and mosses.Here the soil is rich in organics, which is great for the vegetation. Just like the rain forest the temperate forest has a canopy. The canopy is moderately dense and allows light to penetrate through. Most of the current forests are probably not the original forest because many forests were logged off and replanted. Additional biomes are the savannas and grasslands. They are located in Russia, central US, Africa, South America, and Australia. They have a continental climate, which means that have the climate of the interior of the continent. Here there it is about 10-20 inches of precipitation a year.It’s usually warm to hot in the summer. In the tropical savanna the mean monthly temperatures are at or above 64 ° F. In both biomes they have similar vegetation. They have continuous cover of perennial grasses and some woody vegetation. They may also have a canopy of drought-resistant, fire-resistant, or browse-resistant trees. These are some of the vegetations adaptations. Some of the animals found in these regions are ground squirrels, prairie dogs, zebra, rhinos, giraffes, elephants, warthogs, buffalo, coyote, and badgers. The temperate grasslands are lower in diversity of animals compared to tropical grasslands and savannas.Most of the herbivorous mammals of open savannas are herd animals. Also termites are abundant in tropical savannas. The next and driest biome is the desert. The desert is located in US, Northern Africa, Australia, and southwestern Asia. It is gets less then 10 inches of rain per year. The potential evaporation exceeds precipitation in the annual water budget causing a problem of drought in some areas. The rainfall is highly localized in the desert. Temperatures often exceed 100 ° F in summer. At night the temperatures dip by about 20-30 degrees making the desert nights â€Å"cold†. The desert is full of adaptive plants.The plants found in the desert are primarily shrubs as the growthform of deserts. There maybe evergreen or deciduous trees in certain areas. It’s typical for the plants to have small leaves. Frequently the vegetation has spines or thorns as an adaptation from animals such as the cactus. Most vegetation of the desert has shallow but extensive root systems. They are used to absorb rainwater out past the canopy of the plant. Between shrubs the ground is bare because the roots release toxins to keep away competition for growth. Plants are able to store water and to adapt to long periods without much precipitation.Just like the plants, the animals are some of the most adaptive. Some animal adaptations are nocturnal feeding; morphological adaptations, which is the ability to radiate body heat and colors that are able to reflect sunlight; and physiological adaptations, which is the absence of sweat glands, dormancy during summer, concentration of urine. Examples of desert animals are many reptile, snakes, lizards, toads, and birds. The last biome is the Marine zone. This includes all salt and freshwater aquatic areas. The ocean takes up about 70% of the world’s area. Lakes and other fresh water areas are found covering the globe.Ocean stays relatively the same temperature due to the large area it covers. Aquatic zones affect the climates of other zones. Since the climate is fairly limited the growth of vegetation is as well. The flora involves cattails, algae, lily pads, grasses, sedges, and seaweed. Other surround vegetation that maybe found in bogs, marshes or ponds include grasses, trees, mosses, and shrubs. Plants are more greatly found in marches and other wetlands. Animals are a very large part of the marine zone. A few of the saltwater animals include sharks, fish, eels, clams, worms, crabs, whales, dolphins, many invertebrates, sea stars, and mussels.Some freshwater animals are trout, bluegills, sunfish, snakes, turtles, frogs, insects, and snails. The different zones with in the ocean are intertidal, peliagic, abyssal, benthic, coral reef, and estuaries. Some freshwater habitats include marches, lakes, rivers, ponds, wetlands, and bogs. All the biomes of the world have climates, plants, and animals all their own. Traveling through each zone you can pick out the similar adaptations of each plant and animal. Biomes are unique to their location, each one of great importance to the world. How to cite Marine Biome, Papers

Nationalism free essay sample

The idea of nationalism is a new and complex phenomenon. It is difficult to gain an exact definition was what and how nationalism came to be, however there are popular ideas and theories. Two of the main approaches to understanding nationalism is through Anthony Smiths idea of primordialist and Benedict Andersons constructivist approach. The primordialist approach explained by Smith is the idea that nations are natural phenomenon which are that have been around since the beginning of creation. The constructivist approach which Anderson describes is the idea that nations are made up by the members in them. Anderson defines nationalism as â€Å"an imagined political monnunity and imaged as both inherenly limited and sovereign† (Anderson, 5-7). However both ideas believe that there regardless of approaches both share the idea that people within nations share a strong bond and kinship with each other because they share a national identity in some way. Often times people creat their own nation identities bases on factors such as religion or territory, which leads to the way their ideas and places shape nationalism. India has often been described as one state with two different nations trapped within it. There is a Hindu India and a Muslim India, both constantly clashing with one another due to lifestyle differences. The constant blood shed caused poet Muhammad Iqbal to derive the idea of a seperate â€Å"North-West India Muslim state†(Iqbal, speech Dec 3rd). This separate state, which would be Pakistan, Iqbal urged in his speech would be the only plausible solution to stop the violence between Hindu Nationalist and Mulsim, and would gain equality for Muslims in a land that was there can have equality. Iqbal creats an argument based off the idea that Islam was immemorial and natural therefor was an identity. Islam itself is a destiny and will not suffer a Destiny† (Iqbal). This statement demonstrates that Islam has a fate of its own that has been and will be around for the rest of time. Illustrating the idea that Islam has a history all its own which bonds people through both ancient and present struggles. Iqbal was not the only person who believed a good solution to the problem between Hindus and Muslims would be settle by a separate state, President of the Muslim League, and later founder of Pakistan Muhammad Jinnah also promoted this idea. Jinnah was an Indian Muslim Nationalist who promoted the idea, like many others, of Swarji or the idea of â€Å"India for Indians†, India governing itself without Control. Jinnah believed that Islam as its own identity and that regardless of lack of a state Islam was a nation all its own in the minds of its followers, â€Å"The Musalmans are a nation by any definition† (Jinnah, Speech). Therefor when Jinnah was fighting for India’s independence he wanted to make sure that his nation was properly represented, realizing that they would not gain equal opportunity even without the British Jinnah began promoting the idea of a Muslim state. Justifying the need for a state by demonstrating that Islam was its own identity had its own culture therefor now needed a state in which the members of the nation may flourish and live in peach and equality. Both Iqbal and Jinnah demonstrate the use of the Smiths approach of primordialism, they created an image of Islam which showed it as a natural phenomenon of life, with its own destiny and lifestyle and gave it its own state, Pakistan, which Jinnah in a way justifies as a right the Muslim nation has due to its immemorial roots. The idea of a Islam nation for Indian Muslims was an event that was caused by nationalism of a group. It is not a completely foreign idea that two religions can often clash with each other especially when ones emense natinalism is put into the picture. As we read in the book Hindu Nationalism: A Reader by C. Jaffrelot we see how many Hindu Nationalist saw Muslims as people who were interfering on Hindue culture, territory and identity, therefore interfering with their nationalism. Hindu nationalism was so strong that was able to take over power in India from the 1999 elections all the way until 2004. (Jaffrelot 32). Hindu nationalist had open ideas about what many Muslims should do and shouldnt do and they made there thoughts of Muslims very clear in their slogan, â€Å"Hindi-Hindu-Hindistan Muslims go to Pakistan Another place you can go as well you will know its name as hell† (Mohiuddin, Birthmark). Hindu nationalism had began a short time before this however, and it was people such as Madhav Sadashiv Golwalker. Golwalker was a Hindu nations prior to the 1999 elections. He urged people to agree with his idea that Muslims were a threat to the Hindu people and believed that India should not be a secular  state, believing that India was by nature a Hindu state. This idea caused Hindu, like Islam to take on its own Identity, therefore giving itself its own unique culture. This way of thinking agrees with Smiths idea of a natural order to nations. It was ideas such as these that lead to the even that happened at Babri Masjid, which is often referred to as the Babri Controve rsy The controversy was over the location of a Mosque in the city of Ayodhya, a city as shown in the documentary that was full of over hundreds of different Mosques and Temples within walking distance of eachother. In the documentary we see that some Hindu Nationalist believed that the Hindu god Ram was born at that exact location of the Mosque, and that the Mosque was originally build over a temple. Even though this idea was backed by no evidence, the idea of a Mosque were a Hindu God was born began angering Hindu. What truly set fire to this controversy was when a few Hindu priests decided to take back the Mosque and put Hindu Idols in the Mosque and demanded it be torn down and made into a temple. This form of nationalism agrees with Andersons approach of Constructivism shaping nationalism. The idea that nations are imaged by the members who live in them regardless of contradicition in their nation they feel a bond with there nation and members and are willing to kill, harm and sacrifice for what they believe is there nations rights. However not all Hindu nationalist took this intence and violent approach toward the Muslim Indians. For example Muhatma Gandhi, Gandhi saw the nation as not divided by religion or ethnic groups but by territory and boundaries. Gandhis main objective was to have Swarji, an India for Indians, a place for home rule, and had the idea of a secular India were the different religions and groups would converge together once the heavy hand of the British was lifted. â€Å"the Indian nations was to be definded according tot he territorial cirterion not on the basis of culturlal features encompassed all those who happened to live within the borders.. † (C. Jaffrelot, 36). Gandhi believed that the nation of India should be identified not by the ideas the British has brought over, but the simple way of living. Gandhi believed that India had lost its nationalism, and was being submerged with European culture and institutions, urging against such things as railways, lawyers, and doctors. This with with Smiths idea of ancient heritages forming national identities for people. Although it is argued in both Jaffrelots book and in Jinnahs speech that Gandhi often had mainly the best interest in Hindu Indians at heart, making his main focus creating a constitution that would most likely not properly represent the minority which was Muslim. Gandhi did still believe in secularism, and believed that if the British did let go of the control they had over India the different groups would be able to live in harmony with each other. What he failed to mention however was how by removing the British all the hard feelings that the Hindus and Muslims had against each other would fade away. This idea of India as a secular state is an affect of Indian nationalism, and is an example of Anderson constructivism idea. Anderson argues that nations are imaged by the members in the nations and also that they are imaged as sovereign states. This idea of having a secular India demonstrates how Gandhi and other Hindu nationalist are are creating this idea of nation in which religions can live peacefully without religion creating frustration and disorganization within the nation. Gandhi was not the only person to believe that India needed to go back its own natural ways of living and worshipping. Swami Dayananda Saraswati, Hindu reformist and a Gujarat Brahmin. (Jaffrelot, 45). Saraswati

Hamlet Duplicity Essays - Characters In Hamlet, Prince Hamlet

Hamlet: Duplicity In William Shakespeare's Hamlet, the protagonist exhibits a puzzling, duplicitous nature. Hamlet contradicts himself throughout the play. He endorses both the virtues of acting a role and that of being true to one's self. He further supports both of these conflicting endorsements with his actions. This ambiguity is demonstrated by his alleged madness, for he does behave madly,only to become perfectly calm and rational an instant later. These inconsistencies are related with the internal dilemmas he faces. He struggles with the issue of revenging his father's death_vowing to kill Claudius and then backing out, several times. Upon this point Hamlet stammers through the play. The reason for this teetering is directly related to his inability to form a solid opinion about role playing. This difficulty is not present, however, at the start of the play. In the first act, Hamlet appears to be very straightforward in his actions and inner state. When questioned by Gertrude about his melancholy appearance, Hamlet says, "Seems, madam? Nay it is. I know not `seems.' (1.2.76). This is to say "I am what I appear to be." Later In Act I, Hamlet makes a clear statement about his state when he commits himself to revenge. In this statement the play makes an easy to follow shift. This shift consists of Hamlet giving up the role of a student and mourning son. Hamlet says, "I'll wipe away all trivial fond records, All saws of books, all forms, all pressures past, That youth and observation copied there, And thy commandment all alone shall live Within the book and volume of my brain" (1.5.99-103). Hamlet is declaring that he will be committed to nothing else but the revenge of his father's death. There is no confusion about Hamlet's character. He has said earlier that he is what he appears to be, and there is no reason to doubt it. In the next act,however, Hamlet's status and intentions suddenly, and with out demonstrated reason, become mired in confusion. When Hamlet appears again in act two, it seems that he has lost the conviction that was present earlier. He has yet to take up the part assigned to him by the ghost. He spends the act walking around, reading, talking with Polonius, Rosencrantz, Guildenstern, and the players. It is not until the very end of the act that he even mentions vengeance. If he had any of the conviction shown earlier he would have been working on his vengeance. So, instead of playing the part of vengeful son, or dropping the issue entirely, he hangs out in the middle, pretending to be mad. This is shown when he says to Rosencrantz and Guildenstern "I know not- lost all my mirth, forgone all custom of exercise" (2.2.298-299). Later he tells them that he is just feigning madness when he says, "I am but mad north-north-west, when the wind is southerly, I know a hawk from a handsaw"(2.2.380-381). Admitting so blatantly that he is only feigning madness would imply that he is comfortable with it. He also seems to be generally comfortable with acting This is evidenct when he says, "there is nothing either good or bad but thinking makes it so" (2.2.251-252). Hamlet is saying that behavior shapes reality. It is puzzling that, at this point, Hamlet is comfortable with acting, but not with the role that he said he would play earlier. If he is to play a role, why not the one that his father gave him? When the players come in a short wile later his attitude changes. Hamlet is prompted to vengeance, again, by the moving speech that is given by one of the players. About this speech he says, "Whatis Hecuba to him, or he to Hecuba, That he should weep for her? What would he do Had he motive and cue for passion That I have? "(2.2.561-564) In this praise of this players ability to act, Hamlet is saying that, if he were such an actor, he would have killed Claudius by now. This link between vengeance and acting that is present here is what Hamlet struggles with until very near the end. He is then moved to swear that he should kill Claudius when he says, " I should have fatted all the region kites With this slave is off. Bloody, bawdy villain! O, vengeance! Why, what an ass am I?' (2.2.581-585) He makes this big buildup of what he should have done and how he will be revenged and he shoots it down in the next line. This passage is the model of Hamlet's cognitive dissonance. After all of this swearing and support of

Comparing Two Personal Experiences essays

Comparing Two Personal Experiences essays The different motivations of two authors to become professionals and have great careers in their lives. Many people have changed their lives because of something that made them sad or very depressed. The author of "Another Writer's Beginnings" which was R. A. Sasaki compare to the author of "Through the Tunnel" which was Doris Lessing. The comparison of what they have been through altered their lives. They have been successful through these things and experiences. From "Another Writer's Beginning," R. A. Sasaki was an ugly child when she was little. She had a long face with a little bit of nose, and two teeth that got in front of her mouth which make she looks bad. Her hair lopped straight around the earlobes and straight across above the eyebrows, which make she looked like a lumberjack. She also had glasses that made she feel uglier. Sasaki wanted to be a Japanese Mouseketeer, and the reality of her ugliness had never stopped her from hoping. When she brought home her fifth-grade school picture, she knew she looks ugly. She was in a pink dress which bangs cut straight across her face. And her two front teeth made it looked like she had a mouth full of marbles. She gave the picture to her mother, and there was a long silence and followed by a sign of her mother. At that particular moment, she considered that she might not make it as a Mouseketeer after all of these things. So she would have to develop other talents such as an actor. From "Through the Tunnel" the author was Doris Lessing which also known as Jerry. Jerry was an English boy, eleven years old and an only child of a widow. He and his mother having a vacation on where there was a wild beach. The people over there speak a different language, and he started to become lonely. He has no friends or relatives. All the boys and guys did not play with him. Since Jerry like to swim, then he has no choice other than that. One day. He saw the boys swim in the sea, and soon they...

Summary and evaluation writing Essay Example | Topics and Well Written Essays - 1000 words

Summary and evaluation writing - Essay Example Although, he admits that one may unintentionally omit some drawing aspects, he emphasizes on the essence of the incorporation of standard symbols and features when representing a source or a specific target. Goldschmidt ecucidates on how creative sketching can moderate the problem space by showing the representation behavior depicted in the sketches. While drawing has undergone evolution over the years with improvement of paper, Goldschmidt argues that it is recemmended for skilled sketchers to integrate orthogonal projections in their skecthes for complete representaion. Though a number of researcher suggest the benefits of imagery over sketches, Goldschmidt strongly disapproves this allegation. Concerning the beneficial aspect of skething on sharpening one’s creative imagination and reflective skills, I wholly support Goldschmidt. Though not every person or child may possess good skething skills or simply the passion as every individual has their innate capabilities. His ack nowlededgement of the fact that skething in a child improves over time to a detailed level is largely accurate as regular practice in sketching advances over time. However, I do not subscibe to the idea that emphasizes on the necessity of incorporating orthogonal projection as I strongly believe that each artist has their own way of enhancing their sketches. This takes me to the point that sketching is a liberated field and so every sketcher should do their own style. Lastly, I concur with Goldschmidt in emphasizing that sketches speak volumes as compared to imagery and they are easier to interpret. Although th use of imagery is crucial in creative writing, it is best suited for longer works besides involving some element of reading skills. Schon, D. 1983, ‘Design as a reflective conversation with the situation’, The reflective practitioner: How professionals think in action, Basic Books, New York, pp. 76-104. Schon complains about the little attention that architecture has received over the years especially considering the fact that most design professions derive their foundation from architecture as field. He goes ahead to affirm how design can manifest as a reflective conversation more so in difficult and complex circumstances and situations. Schon categorically mentions in his article the close relationship between verbal and non-verbal communication, clearly depicting the essence of design as an architectural tool in eliminating language barrier. In reflecting the design aspects, Schon agrees that the shape plays an important role in architectural design as it forms silent reflective conversations with the subjects. Besides, he states the role of different shapes in as far as enhancing space is concerned. Schon claims that there are three dimensions attached to architectural design namely the consequences of the design sphere, the implications of the discovery, and the ability to respond to the situation. Schon argues that architectural desig n is crucial in solving problems of geometrical nature through critical and analytical reflection of the elements of design domain. I agree with Schon’s claim that architecture as the mother of all designs does not get the deserved acknowledgement in as far as

Historical Vacation Essay Example | Topics and Well Written Essays - 750 words

Historical Vacation - Essay Example The first Historical event that I would visit on my Vacation would be to Witness the Events Surrounding the Purchase of Louisiana One of the first stops we made on our historical vacation was to stop by the year 1803. On arriving in 1803, we found that General Napoleon had just managed to conquer France and subsequently confiscate Louisiana. General napoleon came to pay President Jefferson a visit at which he informed Jefferson that as his military forces and machines were in urgent need for cash, he wanted to sell Louisiana to America. President Jefferson thought that this was a very good opportunity for the country as it would serve to help in providing more land for the country’s fast expanding population. The Louisiana territory was relatively large and Jefferson managed to negotiate a deal in which he managed to purchase the entire territory for a total amounting to $15 million, this essentially worked out to about 3 cents an acre (Goldberg 26-31). The Ending of Slave Tra de in the United After our brief vocational tour of the United Sates in 1803, my teacher suggested that the next important time for us to visit would be 1807 so as to be able to witness all the first hand events that would eventually lead to the complete abolition of slave trade in the United States. On arriving in this particular time period, my teacher informed me that in this year, the United States Constitution had a key element that required that slave trade be ended by the year 1808. In the year 1807 the country’s congress was seen to comply with the Act Prohibiting any importation of slaves into the country in the 1807 (Goldwin and Kaufman 10). This act essentially went into effect the next year and was posed to greatly revolutionize the lives of the African American slaves in the country who had been greatly suffering from a myriad effects of slavery. Most of the country’s main founding fathers were seen to hope that by passing the act, they would be able to ef fectively abolish all form of slavery in the country and hence manage to usher the entire country into the long awaited freedom whereby it would not experience any form of slavery. However, the nation’s founding fathers were not to see their objective fully achieved as although there was a legal cessation in the general importation of new slaves into the country, the number of African American in the country was seen to not decline as the United States’ native born African American population were seen to be quite self sustaining and continued to greatly multiply. The institution of slavery was also seen to be greatly prompted by the expansion of the cotton gin, an aspect that was seen to provide numerous incentives that saw the development of a situation where although slavery was legally abolished in the entire country, numerous African Americans were seen to continue working in slave like conditions just so as to be able to make a sufficient living. The California G old Rush My third historical vacation would be to travel through to the year 1848 to the day that gold was found by Marshall James in the county as he managed a work crew that was working on building him a mill. While the project was ongoing, Marshall was able to find a few gold nuggets an event that essentially heralded the start of the of the California gold rush. This event was to quickly become one of the largest ever cases of

Discuss the positive and negative aspects of an ageing population,with Essay

Discuss the positive and negative aspects of an ageing population,with particular reference to your country - Essay Example Saudi Arabia is undoubtedly the largest oil producer in the world and the biggest company in the Middle East. It performs fairly well in other economic areas; for instance, its tourism sector flourishes with millions of tourists flocking some of its resorts for vacation and water sports especially due to the clear waters of the red sea. Their real Estate and construction sector is attractive as renting is becoming fairly rampant; the country owns gold mines in the South along the red sea and Bauxite and Phosphate in the North (Oxford Business Group 170). All the same its government’s major priority is to diversify its economy as it is currently heavily dependent on oil and gas. An ageing population consists of those 60 years and above.The huge gap between supply and demand initially in Saudi Arabia could be explained by the high population growth that took place in the country; in fact, it was at the time ranked to have a 46% higher birth rate than the world’s usual average population growth. This high population in Saudi Arabia was represented by an extremely young population; it is estimated that 70 % of its population were less than 30 years with 45% of this given bracket being under 15 years (Oxford Business Group 138). This translated into around 30% of the older population quite a small number; Initially between 2000 and 2005 the ageing population of 60 years and above declined in most Arab countries, Saudi Arabia Included; due to the high birth rate. However, recently there was a huge shift in events when in Saudi Arabia and other oil exporting countries such as United Arab Emirates such that the fertility and birth rate greatly declined resulting in an increase in the number of the ageing population (Gopal and Tikhvinsky 104).it is now estimated that by 2045, 15 % of the population will be aged as from 60 years and above due to the decline

The Effect of Enzyme Concentration on Reaction Rate

The Effect of Enzyme Concentration on Reaction Rate Determination of the effect of enzyme concentration on catalysis using starch an amylase. INTRODUCTION Enzymes are said to be catalytic proteins which increases the rate of a chemical reaction without being altered in the process of that reaction. [1] A substrate is a substance which an enzyme acts upon. No bond is formed between the enzyme and the substrate in the reaction thus the enzyme goes back to its original shape and can be used again.[2]An enzyme binds to a substrate via the active site thus forming an enzyme substrate complex They are very specific in their reaction and also to the substrate they are binding with. Enzymes function correctly when the shape of the substrate matches the enzymes active site and their functioning is dependent upon its three dimensional structure. They undergo catalysis by lowering the activation energy so that more molecules will be activated thus having the reaction occurring more easily [1] [2] In this experiment amylase is use to break down the starch molecules. Starch is the substrate used and amylase is the enzyme. There is a change when amylase reacts with starch. There is a release of a disaccharide maltose. As time increases there will less abundance of starch and more of the sugar present. So when this is added to iodine the blue/black colour will decrease to a light yellow shade.[4] The concentration of the enzyme is important in chemical reaction as it is needed to react with the substrate. Often a small amount of enzyme can consume a large amount of substrate. But as enzyme concentration increases so is the availability of active sites thus these will convert substrate molecules into products. What this is basically saying is that if the enzyme concentration is to be increased there needs to be an excess of substrate present which in other words means that the reaction must be independent of the concentration of substrate.[3] Apart from the concentration of substrate and enzyme there are other factors which can also influence the enzyme to function to its optimum capacity. These include temperature, pH, and inhibitors. Higher temperature would allow for more collisions to occur therefore allow substrate to bind to the enzymes active site more frequent. Since enzymes work at a certain temperature range activity would decline once this range would have been exceeded and the enzyme is denatured. Each enzyme has its own optimum where it functions best. Pepsin, an enzyme found in our stomach, works best in acidic conditions. Some enzymes becomes denatured thus deactivated when pH goes up down. I predict that the rate of the reaction will increase as the concentration increases and vice versa. The reaction will occur fast once the enzyme is added but it will slow down upon descending to the last test. I also believed that only a few of the test tube will produce a blue/black colour since the starch present in the solution will be hydrolyzed. Apparatus/Materials Water Buffer solution ( pH 6.8) 1% starch solution 1% amylase solution (Saliva) Dropper 3 beakers 3 10 ml measuring cylinders 12 test tubes Test tube rack Timer Method: Four test tubes were labeled A D 2 ml of water was measured and placed in test tube A. 2 ml of amylase (saliva) was measured and placed in the same test tube. Again 2 ml of water was measured and placed in a second test tube, test tube B, and to this 2 ml of the solution in test tube A was added. Another 2ml of water was added to a third test tube, test tube C , and to this , 2ml of the solution from test tube B was added. A further 2ml of water was added to test tube D, and to this 2 ml of solution from test tube C was added. Two milliliters of solution from test tube D was discarded so that all will have equal amounts of solution. Forty drops of buffer solution was added to test tube A . Eight (8) test tubes were collected and placed in a test tube rack. Two drops of iodine solution was placed into each using a dropper. To tube A 0.5 ml 1% starch solution was added. One drop of solution from tube A was immediately transferred to test tube #1 containing iodine solution. The dropper was properly rinsed. After 1 minute, one drop of solution from tube A was added using the dropper to the second tube containing iodine. The dropper was rinsed thoroughly. This was done for all the other test tubes that remained. The contents in all eight iodine test tubes were discarded. The tubes were thoroughly rinsed and dried for use in the next round of tests. Steps 6 11 was repeated for test tubes B,C,and D. RESULTS Test Tube Test Tube with Iodine Observations A B 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Dark brown solution with small amounts of blue/black grains. These were apparent 17 seconds after adding solution A Dark brown grainy solution. Orange brown solution with particles which were also orange -brown Light orange brown solution. No grainy particles present Lighter orange brown solution Yellow brown solution Yellow brown solution. This was lighter than tube No. 6 Light yellow brown solution. This was exceptionally lighter than the others. Blue- black with coarse particles. Small traces ( 320 seconds) Orange brown solution Light orange brown solution with grains present Orange brown solution with tiny grains present Orange brown solution Orange brown solution Light orange brown solution Light orange brown solution C D 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 Dark brown with small traces of black particles (fewer than with tube B) (455 seconds) Orange brown solution Orange brown solution Orange brown Dark orange brown Dark orange brown Very dark brown solution with a few grainy particles Very dark brown with lots of grainy particles Dark brown solution with very small traces of black grains ( 560 seconds) Dark orange brown, no grainy particles present Dark orange brown solution Orange brown solution Orange brown solution Yellow/ orange- brown solution Yellow brown solution Light yellow brown solution The graph shows how the concentration of the enzyme affects the overall rate of the reaction. A higher concentration of the enzyme will produce a faster occurring reaction than a lower concentration. From the graph as time proceeds the reaction rate drops significantly. DISCUSSION: This lab exercise demonstrated the ability of an enzyme to hydrolyze the substrate molecule. The enzyme used was amylase and the substrate was starch. The starch is what the amylase actually acts upon to give the end products i.e amylase breaks down starch. Substrate ENZYME Products Enzyme concentration and substrate concentration play a vital role in enzymatic activity. The more enzymes available, the quicker the reaction will occur until the substrate is all used up More substrates will also mean quicker activity, until the enzyme is fully saturated so that it cannot continue increasing its activity.[1] Based on the results obtained from tube A, a blue/black colouration was noted. This indicated that there was significant amount of starch present. Iodine is an indicator for the presence of starch. This same colour was noted for tubes B- D but the traces of blue /black colour decreased from tube A -D. As the tests proceeded to the last tube, the colour of the solution for each set changed from a dark brown solution to light yellow and in some cases to a light orange brown solution. A reasonable explanation for this is that there are fewer enzymes present as you move from tube A-D thus the starch will not be broken down. When there is an insufficient amount of enzyme present the reaction will not progress as quick as it would because the active sites present are occupied. If the concentration or amount of enzymes is increased then this would make provision for an increase in reaction rate. Reaction rate would increase due to the fact that there will be more active sites that are unoccupied. However, if there is an excess of enzyme molecule, the rate would not increase if more is added but it would reach at a point where it would level off.[2] Another reasoning behind the colour change in that after the amylase reacted with the starch there will be a discharge of maltose which is a disaccharide. Less starch will be present as time proceeds and more maltose will be present. In addition less starch will be available to react with iodine thus the blue/black colour will decrease. The predictions made were moderately correct since a lower concentration of enzyme produced a reaction which was slow and one that had less products being formed. Various factors could have affected the results of the lab which may have given some amount of inaccuracy. These include temperature and pH. The enzyme perhaps would have functioned better in a certain temperature range instead of normal room temperature. CONCLUSION Based on the results obtained from the experiment it can be concluded that the concentration of enzymes influences the rate of a chemical reaction. If enzyme concentration is decreased then the reaction rate will also decrease. If there is sufficient enzyme to bind with substrate then the reaction will proceed fast and if there are insufficient enzymes present then the reaction will slow down

Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi

Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183. Moral Implications of the Battered Woman Syndrome Essay -- Domestic Vi Moral Implications of the Battered Woman Syndrome The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the person victimized by domestic violence. However, it may also contribute to the violence of the battering situation. In this paper, I explore some of the implications of the Battered Woman Syndrome for domestic violence cases wherein an abused woman kills her abuser. I begin by delineating some of the circumstances of a domestic violence situation. I then discuss the particular moral issue of subjectivity or moral personhood involved in instances wherein a woman victimized by domestic violence responds by killing her batterer. Finally, I argue that the Battered Woman Syndrome and similar alternatives to or qualifications of self-defense are problematic because they strip a woman of her moral subjectivity. I conclude with a brief articulation of a proposal for reform of the criminal justice system specifically aimed at cases wherein there has been a long history of abuse or violence . This reform is unique because it does not rely on a separate standard of reasonableness particular to battered women, but arises out of consideration of the moral implications of legal proceedings involving domestic violence. Introduction The case of battered women who kill raises some interesting questions regarding the criminal justice system's ability to respond to domestic violence. The Battered Woman Syndrome, like the Cycle Theory of Violence, helps to illuminate the situation of the battered woman, why she does not just leave the relationship, and why some domestic violence relationships end in the death of the batterer. However, it may also contribute to the violence of domestic viol... ...77), pp. 113-118. (10) See Charles Ewing, esp. Chapter 4. (11) Walker, p. 143. (12) See Cynthia Gillespie, Justifiable Homicide (Columbus, OH: Ohio State University Press, 1989). (13) This applies to cases where immediate threat of danger is not present. For instance, if a woman kills her batterer while he is asleep then there is said to be no immediate threat of lethal harm. If, however, the batterer is killed in the battering incident, then immediate threat of lethal harm is present and the standard understanding of self-defense should apply. However, there are numerous cases of the latter and the woman was nonetheless found guilty of some form of murder or manslaughter. See Ewing, Chapter 4. (14) Ewing, p. 79. (15) Ann Jones, "A Little Knowledge" in Take Back the Night edited by Laura Lederer (New York: William Morrow and Co., 1980), p. 182-183.