How Does Rousseau And Diderot Compare Their Texts On Human...

How does Rousseau and Diderot compare their texts on human happiness? Both these authors Diderot and Rousseau have similar perspectives on human happiness. They believe happiness comes from who you spend your time with and within the environment that you live in. This essay will talk about some similar factors on what and why makes them happy and comfortable within themselves. They both liked to live a care free life , not to be a slave or to be a boss. The authors mention that they both liked the scenery of nature and that their happiness comes when they are comfortable within themselves and their surroundings. Both Rousseau and Diderot wrote happiness is to live freely in peace and not to live life worrying about what is going to happen the next day. Rousseau mentions in his text ‘and then we would go off to bed satisfied with our day and only wishing for the next day to be the same’ (p. 50). He likes to live his day to day life, as the day goes. He does not like to plan ahead. Diderot writes in his text ‘the idea of crime and the threat of illness came among us within your entry’ (p. 8). He is showing that crime was never experienced in the town; what Diderot is intending to say is that they live in peace without a worry and that was what made them happy. Both authors agree that not being told what to do by anyone, in means to control them or slave them around and without being hassled is what they have been doing and is what they prefer to live. In Diderot’s text he

Ib Biology Enzymes Ia - 1414 Words

Biology Enzymes IA Design Introduction: Enzymes are globular proteins, they are responsible for most of the chemical activities of a living organism. They act as catalysts, substances that affects the reaction of other substances without being destroyed or altered during the process. They are extremely efficient in the body system of living organisms, one enzyme may catalyse over a thousand chemical reactions every second. But there are certain conditions that need to be fulfilled in order for the enzymes to work. Temperature of the environment must be correct for each enzyme because different enzymes will have different temperature ranges in which they can live. pH levels in the environment must also be correct because if the†¦show more content†¦Repeat this for all of the test tubes. Use the stopwatch to count 10 minutes and observe the amount of bubbles being released from the bubbles. After 10 minutes have passed, record amount of bubbles released in each test tube. Pour the hydrogen peroxide and dump the was te material unto the sink and throw away leaf discs, rinse all the test tubes. Record all observed data. This is the experiment Repeat the experiment but instead of using red apples again, use the different vegetables that has been previously prepared. Test tube rack Test tube rack 5Ãâ€"1Ãâ€"1cm potato with 3% hydrogen peroxide 5Ãâ€"1Ãâ€"1cm potato with 3% hydrogen peroxide Test tube Test tube Labeled Diagram: Data Collection and Processing Raw Data Table: Table 1: Amount of bubbles released from each test tube Processed Data Table: Table 2: Mean and standard deviation of amount of bubbles released from each test tube Graph: *Error bars represent the uncertainty of the bubble count of the experiment. Processed Data: Sample calculation of mean amount of bubbles produced: Where: Ex = Sum of all values n = Number of Values Where: Ex = Sum of all values n = Number of Values Formula: Mean= ∈ xn Calculation (Potato): 24+19+28+17+315 = 1195 = 23.80 Mean of potato = 23.80 Sample calculation of the standard deviation of amount of bubbles produced: Where: E = Sum of X =Show MoreRelatedHow Does The Consumption Of A Particular Energy Drink ( Red Bull ) Affect A Human s Heart Rate2211 Words   |  9 PagesIB Biology Cheyenne Cosman Dr. Sigworth March 28, 2015 Heart Rate IA Research Question How does the consumption of a particular energy drink (Red Bull) affect a human’s heart rate during exercise? Bakground Information The human heart has four chambers: two thin-walled atria, which receive blood, and two thick-walled ventricles, which pump blood. While veins carry blood into the atria, arteries carry blood away from ventricles. The atria and ventricles work collaboratively, alternatingRead MoreBIOLOGY GRADE 11 NOTES Essay examples6702 Words   |  27 Pagesï » ¿Biology Grade 11 Exam Study Guide Diversity Taxonomic Categories Domain Kingdom Phylum Class Order Family Genus Species Hierarchy From most general to most specific Binomial Nomenclature System used to identify all organisms on Earth Identifies an organism by its genus and species (ex. Humans-homo sapiens) Developed by Linnaeus in the 18th century Identifying Species 3 methods: Morphology ïÆ'   Form and shape ïÆ'   It is simple but there are natural variations in population Read More Malignant Melanoma Essay4346 Words   |  18 Pageswidespread disease is also appropriate. The more common patient has an early melanoma, and extensive testing is not usually warranted. Routine testing in this situation involves a complete blood count, a chest x ray, and determinations of blood enzymes including lactic dehydrogenase and alkaline phosphatase. If the patient has signs or symptoms of more advanced disease, or if the lesions depth of penetration is sizeable, further imaging studies may be appropriate. These would involve CAT scansRead MoreDevelopment Of The Mammary Gland9524 Words   |  39 PagesUnion Against Cancer (UICC) system. Staging based on the TNM classification system evaluates tumor size (â€Å"T†), presence of cancer cells within local lymph nodes (â€Å"N†) and tumor metastasis (â€Å"M†) (see table IA ). The UICC further groups the TNM data into the stages listed in the table below (Table IB). Neither of stage systems is inaccurate. Thus, to improve the TNM system, a separate pathological/histological classification has been added to allowing better predict both breast cancer free and overall

A Paper Against School Prayer Free Essays

The term â€Å"school prayer† is understood to refer to a state sanctioned prayer in public school classrooms. This would mean either that the state allowed for a time of prayer in the classroom, and/or a set of allowed invocation to be led either by the teacher or one of the students. Actually, school prayer has been a part of American classrooms for more than a century until the Supreme Court ousted such a practice in 1962 and 1963 (Neiberger, par. We will write a custom essay sample on A Paper Against School Prayer or any similar topic only for you Order Now 13). From the time that such a practice was declared to be contrary to the first amendment establishment and free exercise clauses, the issue never really died down. Some people rejoiced over the eradication of such an exercise, while others have continuously blamed the present moral crises and poor SAT scores on the elimination of school prayer (Gaylor, par. 23). In this paper, I would want to argue that the elimination of school prayer is true to the essence of the American Constitution.   I will argue on this point by showing the constitutional and legal bases of claim. The Legal Bases of the Abolition of School Prayer The First Amendment specifically says that â€Å"Congress shall make no law respecting the establishment of religion [known as the Establishment Clause] or prohibiting the free exercise thereof [known as the Free Exercise Clause]† (The Constitution of the United States). The Establishment Clause acts as the guardian for the separation of Church and State, while the Free Exercise Clause protects the right of individuals to practice religion or to not practice any at all (â€Å"School at Prayer: A Community at War,† par. 1). The Establishment Clause and the Free Exercise Clause guarantees the right of religious practice of everyone, and that means students included, but such a practice should not interfere nor infringe on the free exercise of others. In the school setting, this would mean that â€Å"Students have the right to engage in voluntary individual prayer that is not coercive and does not substantially disrupt the school’s educational mission and activities† (Anti-Defamation League, par. 2). This also means that teachers may not, acting in their office as teachers, promote any religion nor initiate or encourage prayer among the students: â€Å"When acting in their official capacities as representatives of the state, teachers, school administrators, and other school employees are prohibited by the Establishment Clause from encouraging or discouraging prayer, and from actively participating in such activity with students† (US Department of Education).   As a public school teacher, neutrality to religions would have to be practiced; one’s individual faith or lack of it should not intervene in the exercise of neutrality in schools. To make our point clear, we could cite some cases that should exemplify this neutrality at the same time this right to free exercise of religion. The Anti-Defamation League gave some examples so that this point could be understood. We would cite some of these examples. A student may, in the exercise of her religion, pray personally inside the classroom or before eating meals as long as such an exercise is neither disruptive nor coercive. This would mean that a student may not pray when being called upon for recitation. This would also mean that students may not broadcast prayers in the school intercom. Forcing other co-students to pray or to engage in some other religious activities would likewise be unconstitutional. A student-initiated and school sanctioned prayer before an athletic event or similar activities would clearly be coercive at the same time potential exclusive of students who do not practice any religion or whose religious foundations are radically different from those students who have initiated the prayer. The same caution should also be practiced by the faculty members and staff. The case of Central Valley High School football championship was cited as an exemplifying case. On the day of the Central Valley High School football championship, the coach gave the traditional pep talk to the Bulldogs, and afterwards asked his team to do a prayer together. Richard Nelson, an atheist student, felt uncomfortable. The coach simply told him that he could either not join in the prayer or step out for while as the remaining members of the team do their prayer. In such a case, the coach’s actuations would clearly be unconstitutional since promoting prayer would be endorsing a religion, or at the very least, religiosity. It is the coach’s responsibility to remain neutral. His actions showed partiality, and at the same time isolated Richard Nelson from the team. Another case that is worth citing would be the case of Jessica Lewis. Jessica Lewis makes it a point to pray during recess and even engages her classmates into a religious conversation. The school officials were alarmed and hence forbade Jessica from praying and engaging in religious conversations during recess. Actually, the school officials should not keep Jessica from praying and engaging in such conversations as long as her practices are not disruptive nor coercive. As long as she does not interfere in school activities and does not force her classmates to converse with her, there would be nothing unconstitutional in Jessica’s actions. In this case, Jessica’s acts would not constitute school prayer; it would plainly be a voluntary, personal prayer that is fully protected by the Free Exercise Clause. How to cite A Paper Against School Prayer, Papers

History of Consumer Movements-Free-Samples-Myassignmenthelp.com

Question: Discuss about the History of Consumer Movements and Development of Recovery. Answer: The History of Consumer Movements and Development of Recovery The history of consumer movements dates back to early 70s. At this time, several organised civil rights groups were also in full force (Morrison, 2013). Some of these civil rights groups that were in operation at the time of the conception of consumer movement included American Civil Rights Association, Physical Disabilities Movement, Women Movement for the right to vote and Gay Movement. Notably, in the late 1960s, de-institutionalisation of large state mental hospitals had already begun (Braslow, 2013). At this time, ex-patients from different mental hospitals then started to meet and organise themselves in small groups across the country. They would organise to meet in churches, living rooms, and community centres where they would express their anger at the system that had caused a lot of harm on them(Braslow, 2013). Basically, most of these patients had been subjected to gruesome procedures including forceful subjection to insulin therapy and or shock treatment. The mental patien ts were as well used as source of labour to the state hospitals with no pay at all. It was because of all these de-humanisation that angered all the ex-patients (Morrison, 2013). The first groups that formed an organisation included the Insane Liberation Front, in Portland, in 1970, then Mental Patients Libration Project in New York and Mental Patients Liberation Front in Boston both formed in 1971 (Thuma, 2014). The Network Against Psychiatric Assault is another group that formed later in 1972. The major activities that these groups got involved in included demonstrating at the psychiatric hospitals. The protesters would then communicate by means of conferences and newsletters that allowed people to share their stories. In1980s, the Federal Government started supporting the programs of the movements organised by ex-patients through the Community Support Program at the National Institute of Mental Health (Rosenberg Rosenberg, 2013). In1988 SAMHSA provided funds for 13 self-help dem onstration programs. In 1990s, other many new consumer groups were formed (Davidson, 2016). As from 2000s, peer involvement in all the areas of the mental health system increased; working in the inpatient as well as community settings. From the evidence all over, it is possible that people with mental illness can recover. Recovery orientation has now become recognised in policy as being a service in Australia and the world at large (Chen, Krupa, Lysaght, McCay, Piat, 2013). Basically, the development of recovery dates back between 1970s and 1980s in the U.S, a concept/notion that Australia has embedded into policy in 1980s like the Mental Health Recovery Movement (Gehart,2012). In Australia, the driving forces behind recovery movement have been consumer groups and non-government. These sectors have been promoting the application of recovery from mental health illness as from early 1990s. In1992, when the National Mental Health Strategy was endorsed, recovery gained prominence. Also, in 2006-2011, the Council Of Australians National Action Plan on Mental Health boosted the notion of recovery. Recovery Basics From the mental illness patients perspective, recovery means to gain and retain hope, understand ones disabilities and abilities, engaging in active life, positive self-esteem, social identity, purpose and meaning of life and finally personal autonomy (Drake Whitley, 2014). Notably, recovery is not synonymous to cure. Recovery follows basic principles whose purpose is to ensure that the mental health services are delivered in a way that supports recovery of consumers of mental health. The basic principles include: Dignity and respect Real choices Evaluating recovery Attitudes and Rights Uniqueness of the individual Partnership and communication It is also important to note that all recovery paradigms have central descriptions that include self-determination, hope, advocacy, empowerment and self-management (Drake Whitley, 2014; Stylianos Kehyayan, 2012). Recovery has notable characteristics that include A unique and personal journey A normal human process (Drake Whitley, 2014). A journey rarely taken for many people Nonlinear as it is often interspersed with setbacks and achievement An ongoing experience and not the same as cure or an end point Consumer Role In Recovery And Importance Of Consumer Participation Consumers play vital roles in recovery. Basically, mental health consumer workers play roles that include but not limited to: taking part in the planning of the mental health services, execution of peer support roles, execution of roles aimed at supporting clients, advocacy roles, mentoring duties, liaison activities, development of mental health policy, evaluation of mental health services and finally, education in addition to providing training services to professionals and consumers (Bird et al., 2012). Consumer participation refers to the process of involving health consumers in the policy development, setting quality and priorities, and decisions making about the health service planning in the delivery of mental health services. Firstly, consumer participation reduces level of expenditure as they help in defining health goals, problem detection and information gathering (Bird et al., 2012). Secondly, consumer participation improves the quality of the mental health care system. For example, consumers can undergo training to instruct psychiatrist nursing students to create a greater practical insight into the experience of the consumer. Thirdly, consumer participation may result into measurable improvement in health outcomes for the consumer. For instance, the consumers will value the programs of treatment if they do comprehend their health condition (Bird et al., 2012). Also, when the consumers participate, they get equipped with parameters upon which they can self-detect warning s igns of relapse. Finally, consumer participation enhances consumers willingness to complete treatment programs suiting hem as such, reducing anxiety. Role of Peer Workforce Peer workforce performs roles that require personal lived experience of the mental health that include peer support and advisor roles. The roles of the peer workforce in supporting mental health service user bodies include; developing relationships at the national level with mental health service user bodies, provision of mentoring and supervision skills training, development of peer support worker role within the mental health sector, provision of support to the on-going development of consumer advisory roles, facilitating forums for leaderships groups in mental health and finally making sure that voice of the consumer at each level of health mental sector is effective (Canady,2016; Barnow, 2013). References Barnow,B.S. (2013). State Approaches to the Recovery Act's Workforce Development Provisions.The American Recovery and Reinvestment Act: The Role of Workforce Programs, 21-34. doi:10.17848/9780880994743.ch2 Bird,V.J., Le Boutillier,C., Leamy,M., Larsen,J., Oades,L.G., Williams,J., Slade,M. (2012). Assessing the strengths of mental health consumers: A systematic review.Psychological Assessment,24(4), 1024-1033. doi:10.1037/a0028983 Braslow,J.T. (2013). The Manufacture of Recovery.Annual Review of Clinical Psychology,9(1), 781-809. doi:10.1146/annurev-clinpsy-050212-185642 Canady,V.A. (2016). CMHS meeting addresses BH care quality, peer workforce.Mental Health Weekly,26(9), 3-5. doi:10.1002/mhw.30523 Chen, S. P., Krupa, T., Lysaght, R., McCay, E., Piat, M. (2013). The development of recovery competencies for in-patient mental health providers working with people with serious mental illness.Administration and Policy in Mental Health and Mental Health Services Research,40(2), 96-116. Davidson,L. (2016). The Recovery Movement: Implications For Mental Health Care And Enabling People To Participate Fully In Life.Health Affairs,35(6), 1091-1097. doi:10.1377/hlthaff.2016.0153 Drake,R.E., Whitley,R. (2014). Recovery and Severe Mental Illness: Description and Analysis.The Canadian Journal of Psychiatry,59(5), 236-242. doi:10.1177/070674371405900502 Gehart,D.R. (2012). The Mental Health Recovery Movement and Family Therapy, Part I: Consumer-Led Reform of Services to Persons Diagnosed with Severe Mental Illness.Journal of Marital and Family Therapy,38(3), 429-442. doi:10.1111/j.1752-0606.2011.00230.x Morrison,L.J. (2013).Talking Back to Psychiatry: The Psychiatric Consumer/Survivor/Ex-Patient Movement. Florence: Taylor and Francis. Rosenberg,J., Rosenberg,S. (2013).Where Do We Go From Here? The Mental Health Consumer?Community mental health: Challenges for the 21st century. New York, NY: Routledge. Stylianos,S., Kehyayan,V. (2012). Advocacy: Critical component in a comprehensive mental health system.American Journal of Orthopsychiatry,82(1), 115-120. doi:10.1111/j.1939-0025.2011.01143.x Thuma,E. (2014). Against the Prison/Psychiatric State: Anti-violence Feminisms and the Politics of Confinement in the 1970s.Feminist Formations,26(2), 26-51. doi:10.1353/ff.2014.0022