Xavier Assignment Example | Topics and Well Written Essays - 750 words

Xavier - Assignment Example ome information regarding these people from the local sources close to them, I have come to know that these men have come from the Goa region of India, which happens to be a colony of the Portuguese King (Moran 7). Not only these men have converted a large section of the natives in this far flung Indian land to their religion, but in achieving this purpose, they received ample political and financial help from the King of Portugal (Moran 7). As per my information, they are accompanied here by a Japanese man whom they call Paul, who not only practices their religion but is actively helping them spread their religion, as they are not conversant with our language (Ross 29). With the help of this man Paul, they have converted hundreds of Japanese people to their religion at Kagoshima (Xavier 327). This Japanese man Paul is helping these foreign men by conveying their message to the Japanese people and by translating the scriptures of their religion into the Japanese Language (Xavier 327) . These white men were extended a warm welcome in Kagoshima by the family of this Paul. I got all this information from one of the relatives of Paul. His Royal Highness, going by this information, if these so called Portuguese priests of the true religion are strongly backed by the Portuguese King, who rules over many parts of India, it would be really practical to conclude that their intention in coming to this part of Japan may not be merely to spread their religion, but also to help the Portuguese Empire spread its sway in this part of Japan. Converting our local people will really help them in achieving this purpose. Once our people get converted to their religion, it will get easier for the Portuguese people to make them rebel against His Highness and his army. In fact as per my information, they have already started taking steps at gaining influence over the Japanese people, by targeting their places of learning and worship. As per my knowledge, some of these white men have

REPEAT OFFENDERS IN COMMUNITY CORRECTIONS Research Paper

REPEAT OFFENDERS IN COMMUNITY CORRECTIONS - Research Paper Example Community corrections have their pedigrees in community-based programming adopted by non-governmental organizations. Notably, community corrections are an assortment of numerous reprimands for nonaggressive wrongdoers. Community corrections were adopted three decades ago and have offered residential services in halfway accommodation. Community corrections were introduced for a number of aims, the key one being to instill discipline and hold the offender accountable for their felonious deeds. The other purposes of these corrections comprise protecting public safety and provision of restitution to communities by the felons through restitution programs. Nonetheless, the proportion of wrongdoers has augmented and there have been little changes in strategy on handling the offenders, since all the offenders come from different backgrounds and have different desires. The the system has unceasingly adopted the â€Å"one size fits all† tactic without considering their different circums tances. As a result, the community corrections system grapples to offer useful interventions for the huge number of people who pass through the system annually. It is because of this lack of follow up that the offenders find themselves repeating crimes and ending up in the community corrections again. Recidivism refers to an individual’s reversion into an unlawful deed after an intermediation or sanction for a previous offense. Recidivism is a critical concept in criminal justice that is assessed through criminal acts that lead to re-incarceration and return to prison or correction center for the first three years after discharge. For the past years, the proportion of repeat offenders into correction centers has shot up. The National Institute of Justice (2014) acknowledges that two thirds of the released prisoners indulge in crime activities that get them back to prison or other correction facilities after 3

Persulphate and Potassium Iodide Essay Example for Free

Persulphate and Potassium Iodide Essay The rate of which the reaction happened can be found out by using the simple formulae: Speed = Distance Time Distance is what we call the persulphate because we are measuring the amount of persulphate needed to react. The amount of persulphate will always be the same at the end so it doesnt matter how much we use. So to make it easy we can call this 1 (unit). Therefore Rate = 1 Time Therefore rate is the inverse of time and we can draw a graph of this. The faster the rate of reaction takes place, the shorter is the time needed for the reaction to finish. To be more precise, the speed of the reaction is inversely proportional to the time taken for the reaction to finish. In my prediction I stated, I predict that when the concentration of the reactant, Potassium Persulphate, is increased while all other factors are kept constant then the rate of reaction will increase. From the graph we can clearly see that this is the case. At 5% concentration the rate of reaction is very slow as it takes 720. 29 seconds for the cross to disappear but at 100% concentration the rate of reaction has increased dramatically and is very fast, taking only 16. 12 seconds for the cross to disappear. From my predicted graph, we can see that it is very similar to that of the actual graph and therefore my prediction has been supported by the experiment. In this experiment only one concentration was altered. A variation is to keep the concentration of iodide constant and alter the concentration of Potassium persulphate. Then the speed of the reaction is found to be proportional to the concentration of the Persulphate. If the Persulphate concentration is doubled then the speed doubles. The reason for this is that the ions are closer together in a concentrated solution. The closer together they are, the more often the ions collide. The more often they collide, the more chance they have of reacting. Collision Theory for Rates of Reaction Before looking at the factors that can alter the rate of reaction, we must consider when happens when a reaction takes place. First of all, the particles of the reacting substances must collide with each other and, secondly, a fixed amount of energy called the activation energy must be reached if the reaction is to take place. If a collision between particles can produce sufficient energy (i. e.if they collide fast enough and in the right direction) a reaction will take place. Not all collisions will result in a reaction. A reaction is speeded up if the number of suitable collisions is increased. Effect of Temperature on the Rate of Reaction When one of the reactants is a solid, the reaction must take place on the surface of the solid. By breaking up the solid in to smaller pieces, the surface are is increased, giving a greater area for collisions to take place and so causing and increase in the rate of reaction. This explains why mixtures of coal dust and air can cause explosions. The experiment was done on the same day trying to keep the temperature the same. Effect of Light on the Rate of Reaction The rates of some reactions are increased by exposure to light. Light has a similar effect, therefore, to increasing temperature. This is why the paper had to be used. Effect of Concentration on the Rate of Reaction The more concentrated the reactants, the greater will be the rate of reaction. This is because increasing the concentration of the reactants increases the number of collisions between particles and therefore, increases the rate of reaction. This also explains why the greatest rate of reaction are usually as soon as the reactants are mixed i. e. they are both at their highest concentrations. As the reaction precedes the concentrations of the reacting substances decrease and the rate of reaction decreases. The effect of concentration is shown in this experiment using potassium persulphate and Iodine showing a colour change and cloudiness due to the precipitation of potassium. Effect of Light on the Rate of Reaction The rates of some reactions are increased by exposure to light. Light has a similar effect, therefore, to increasing temperature. Thats why paper is used to surround the beaker. Effect of Catalysts on the Rate of Reaction A catalyse is a substance which can alter the rate of a reaction but remains chemically unchanged at the end of the reaction. Catalysts usually speed up reactions. A catalyst, which slows down a reaction, is called a negative catalyst or inhibitor. Catalysts speed up reactions by providing an alternative pathway for the reaction, i. e. one that has much lower activation energy. More collisions will, therefore, have enough energy for this new pathway. So the factors, which affect the rate of a chemical reaction, include: 7. Concentration 8. Particle Size 9. Pressure (for reactions involving gases) 10. Temperature 11. Light 12. Presence of a catalyst The difference in the rate of reaction can be explained in terms of a simple collision theory. Evaluation The procedure used wasnt the most accurate procedure but it was good enough to give us firm enough results and conclusion. The experiment shows a reasonably high accuracy of results to a hundredth of a second. Although, when dealing with the solutions it was taken to the nearest cm3. This was because we only had equipment to this degree although it was good enough to give accurate results. The experiment has shown to produce no anomalous results. As you can see from the graph that all the results follow the line of best fit and none seem out of place. I think the experiment shows quite a high standard of reliability. The preliminary experiment showed that the right amount of starch was used and even when repeated no anomalies were found. I can say therefore from this that I can support a firm conclusion. There are only a few things that could produce anomalous results. If the constants were not kept constant then this may produce some misleading results. This was done as best of our abilities although if a different batch of starch was used through the experiment this would produce inaccurate times also if the pipettes were accidentally mixed up or the observer of the cross changed or stopped the clock not as accurately as before. The number of results taken from the experiment though was a suitable number, although to make it a lot more accurate the results could have been repeated 3 times and then an average taken, although this would take a long time. This experiment has shown to be very suitable for its purpose and given some accurate and reliable results. If, for any instance, it was necessary to have extremely high accurate results the experimental procedure may have to be changed. If this experiment were to be changed in any way it would only be to do more repeat readings and measure and time more accurately; this then would give more accurate results. Improvements outside the school laboratories, with this experiment, can be changed by using very accurate equipment. Keeping all things, which affect the rate of reaction constant, for example light and temperature. If done in a cabinet with a thermometer and light sensor these two things can be kept constant to a high degree. By observing a colour change can be improved by a colour detection sensor. Fresh solutions in apparatus, which is cleaned thoroughly after use an also using a photocell linked into a clock rather than the visual way These differences can produce some very highly precise results. Chemistry: Scientific Investigation.

Shakespeares King Lear - Father/Son Conflicts Caused by Inferiority Complex and Power Struggle :: essays research papers

Throughout the play King Lear, by William Shakespeare, a conflict is conveyed through father and son: Gloucester and Edmund. Although the cause of this conflict is Gloucester’s betrayal by his bastard son, Edmund, there is more to this conflict than a simple power struggle. Through intertwining plots and scandals, Edmund creates a forged letter, destructively â€Å"written† by his half-brother, Edgar, having to do with his made up plans to murder his father, Gloucester. Edmund surpasses this first betrayal and reaches the epitome of evil when he plots against his father by finding ways to cross Gloucester with Regan and Cornwall, further enhancing his potential inheritance and power. In this conflict, Edmund is the ultimate cause and initiator, making his father a victim to the scandal Edmund has viciously created. The conflict between Gloucester and his contriving son contribute to King Lear by becoming a parallel between Lear’s problems with his own daughters. Lear finds himself in a similar situation, his two daughters, Regan and Goneril, also scheme to betray their father, with hopes to profit from his loss of power. The resemblance between Lear’s daughters and Edmund holds a purpose to enhance the reader’s perception of what conflicts the desire for more power can create. Only through conveying separate instances of incredible treason between parent and offspring can the meaning and truth within the play’s key theme of betrayal be expressed. Shakespeare creates the character of Edmund to be the perfect villain. Not only does he â€Å"fight dirty† to gain power, he does it through manipulation and a complete lack of a conscience throughout a majority of the play. Because he is the illegitimate child he plans to, â€Å"if not by birth, have lands by wit.† The conflict between him and Gloucester is simply an inevitable effect caused by Edmund’s unyielding desire to gain more than his bastard status affords. He basically rips the Earl title away, along with his father’s eyes because of his unstoppable ambition. It is precisely this power-hungry vigor that Edmund maintains throughout the play that stirs the conflict with his father, enhancing the main plot of the betrayal of Lear by his duplicitous daughters. Edmund becomes increasingly consumed with the idea of gaining power and losing the bastard status that has been tagged to him since birth.

Capsule 2 Revised Version Essay

Jose Antonio Vargas wrote â€Å"Outlaw: My Life In America As An Undocumented Immigrant†, for the New York Times (June 22, 2011), and in it, he claims that being an illegal immigrant is more complicated than it seems on the surface. Like Vargas, many illegal immigrants are often sent to America at young ages and have to hide their true identities to succeed. Vargas develops this fact when he begins to adapt to his new life and continues to fake documents and lie to those around him to maintain his place in America. Vargas’s purpose for writing is to prove to that immigrants come to America seeking endless opportunity to gain success but often have to do this through deceit. Vargas does this by telling his story in this narrative to grasp the interest of other immigrants. He acknowledges the fraudulent identity he has developed, that clashes with his morals and his character and creates major issues while growing up and trying to adapt to society. Vargas unfolds his story by first discussing how he is forced to migrate to America. This immediately resembles many of those who came to America at a very young age and also had to find their own way to success while maintaining confidentiality. Vargas originally doesn’t understand the struggles he will face in society. His family, the beginning of his support system, creates his fake identity without his knowledge while he was at a young age. He discovered the truth while attempting to get his driver’s permit (Vargas 326), and when he gets turned down he began his pursuit to prove to everyone around him that he is American. Vargas sharing his experience at the DMV and how it taught him how to adjust easier to society without others noticing his illegal status, makes the narrative more relatable and personalized. Once he realizes he is an immigrant and isn’t welcomed in society, he understands the hostility attached to the label he is given by his family and by Americans. Throughout Vargas’s writing, he continues to find ways to relate to other immigrants using his profession â€Å"that is all about truth-telling† (Vargas, 330). He discusses the issue of finding work in journalism which is his passion and finding jobs are often major issues for immigrants. He also talks about the constant sense of deficiency and dislocation he felt living in America and having to live a fabricated lifestyle. Vargas’s purpose was constantly encouraged throughout his story to pursue his dreams which gave him the incentive to keep pushing regardless of his unknown legal status. Vargas shows that if he increases the amount of work he achieves he can gain citizenship even if he lies about who he is to do so. Vargas and his family make multiple sacrifices, that could reveal their secrets, in order to grant him some kind of way into success. When he got the hang of living in America undocumented, it became the norm for him, and he had â€Å"no intention of acknowledging [his] ‘problem’† (Vargas 331). Vargas clings to the new version of himself and constantly overcomes his hardships to prove his citizenship. His determination consumed his morals and he forgot about his integrity to maintain success. On the surface, he seems like the perfect American citizen living â€Å"The American Dream† (Vargas, 326) but he knows deep down that his career validated his succes s and his presence. Vargas used the idea of using hard work to gain citizenship to encourage him to continue hiding his legal status especially since â€Å"claiming full citizenship was actually easier than declaring permanent resident† (Vargas, 328). His fabricated lifestyle allowed him to succeed professionally for the majority of his life, proving that his hard work does fill the displacement he felt as an immigrant. Vargas allows people to just see the surface qualities he displays to validate his presence here (Vargas, 327) and to keep his secret more concealed. The image he creates as an outlaw becomes the only life he knows and coming to terms with the truth was definitely liberating. Vargas attacks the ideas of what an illegal immigrant really is, a person searching for a dream that America displays but doesn’t fulfill. There is obvious tension in America when it comes to how society defines them. The article as a whole makes an attempt at reaching out to other immigrants who are experiencing the same struggles. Vargas does this by telling his story to be authentic. Understanding that the life of a successful immigrant is possible if your dreams for a better future are your constant motivation, is the purpose that Vargas had for writing this piece. Vargas constantly uses his narrative to show that even though many immigrants develop an identity established in deceit, their struggles emotionally, mentally, and socially, help shape them and in the end make them the American citizens they fight to be. Vargas proves that once you value hard work it makes it easier to earn status and build an identity for yourself.

Life of Pablo Friere

Based on the demands of our educational system, our society is forced to conform to the level of education that they want us to be at. This educational distortion is beneficiary to the educator's realm and the way of governing education . We are seen as merely objects rather than subjects and are fed only facts/information that the educator only wants us to memorize not actually comprehend it or even ask questions or give our opinions to given facts/information. This is what makes the educator the oppressor and us the oppressed. Paulo Freire's â€Å"Pedogogy of the Oppressed† deals with the concept of oppression in the school system and suggests an alternative method of education. There is an absolute need for students to â€Å"Tear down the wall† (Pink Floyd) of conformity in education and express their individuality. Education in itself can be a contradiction. The teacher (oppressor), is there to educate/teach the student (oppressed) but is he really? As Freire indicates â€Å"Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into â€Å"containers,† â€Å"receptacles† to be â€Å"filled† by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.† (67). He also goes on to say â€Å"Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.†(67), and he refers to this as the â€Å"banking system† where the student goes â€Å"only as far as receiving, filing, and storing the deposits.†(68). This â€Å"banking system† method of teaching, really is not teaching the student(oppressed), but rather they are given facts/information by the teacher(oppressor) that they do not fully understand, and so there really is no learning. Also the â€Å"banking concept† holds the student down because he is told what to learn, and he is not allowed to work to his full capacity. It is because if this that the student lacks â€Å"creativity, transformation, and knowledge in this (at best) misguided system.†(68). If this type of educational method keeps on, then there will be no change, therefore the minds will be filled with facts/information that the student will not always understand. This â€Å"banking concept† method of education also keeps a restraint to knowledge for the student to a certain level because it doesn't give the student initiative, motivation, and drive to actually go out and want to learn. In other words this isn't the way to go about education. As Freire states â€Å"This solution is not (nor can it be found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole:†(68). They are as follows: â€Å"(a) the teacher teaches and the students are taught (b) the teacher knows everything and the students know nothing (c) the teacher thinks and the students are thought about (d) the teacher talks and the students listen–meekly (e) the teacher disciplines and the students are disciplined (f) the teacher chooses and enforces his choice, and the students comply (g) the teacher acts and the students have the illusion of acting through the action of the teacher (h) the teacher chooses the program content, and the students (who were not consulted) adapt to it (i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students. (j) the teacher is the Subject of the learning process, while the pupils are mere objects.†(68-69). Freire suggest that the educational system use an alternative method of teaching. He calls this â€Å"problem posing† education. Freire goes on to say â€Å"Those truly committed to the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world. â€Å"Problem-posing† education, responding to the essence of consciousness-intentionality-rejects communiques and embodies communication.†(74). Freire suggests that the students(oppressed) must break free from this system of things and liberate themselves and free their minds. â€Å"Problem-posing† is an excellent way to break free from oppression in our educational system. Freire suggests that â€Å"Indeed, problem-posing education, which breaks with the vertical patterns characteristic of education, can fulfill its function as the practice of freedom to overcome the above contradiction.†(74). The oppressed, once free, experience their world, and as a result question it. This is where they break free from oppression and begin the journey to freedom from this restricted educational system that Freire calls â€Å"banking system†. Freire also mentions that â€Å"Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects to the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables people to overcome their false perception of reality. The world-no longer something to be described with deceptive words-becomes the object of their transforming action by men and women which results in their humanization.†(79). In other words, based on the â€Å"banking concept†, students are told what to learn and expected to learn it. Being told what to learn creates a necessity to rely on an authoritative figure not only in school but also in life, and reject responsibility. This is what the â€Å"oppressors† want, the â€Å"oppressed† who rely on authority and reject responsibility because that puts everyone under some form of power, and the â€Å"oppressed† are then prepared for the next oppressor. The educational system needs â€Å"problem-posing† methods of teaching because it makes the student becomes a critical thinker, and not only that but no longer becomes an object but rather a being who can share ideas with the teacher. In that fashion of education the teacher could also learn from the student and all can give different input on a given subject. This would allow each student to break the mold and become individual thinkers who can express their knowledge in different ways. Overall the methods used for teaching are very inadequate. Instead of telling the students what is to be memorized, the teachers should apply problem-posing techniques to get the students learning themselves. Once this teaching method can be applied, students shouldn't actually just rely on the facts/information given to them but rather go out and seek and find out for themselves the truth and reality of all things. Everyone Is able to share their ideas and can learn from each other. I feel that Paulo Freire does an excellent job in making us aware of the reality of things in our educational system. I agree with the fact that we should have more of the problem-posing method of teaching, because it will not only involve us and make our ideas heard but will actually expand our way of thinking.

Chaucer and Rape essays

Chaucer and Rape essays Though subject of great debate and pain in modern days, the occurrence of rape in medieval society, though most specifically in many of Geoffrey Chaucers works such as "The Wife of Baths Tale," proves to hold very little interest in the minds of both historical inhabitants of the time as with its readers. Though readers of literary texts during the medieval period consisted mainly of males who would not understand both the psychological along with the physical burden of the act of rape, it is still enticing to view how the concept was perceived by these readers. In presenting evidence for the reasons as well as the possible causes for rape having been taken in such an extremely casual manner, this paper will firstly explain "The Wife of Baths Tale" along with its view of women. The intention of this paper is also to shed light on the historically factors as to why Chaucer might have been fixated with the topic of rape, since many of his other tales, such as "The Reeves Tale" along with "The Millers Tale," also dealt rape in some form or fashion. In order to accomplish that task, a proper understanding of both the literal as well as the figurative definitions of "rape" should be thoroughly examined. "The Wife of Baths Tale" begins with a voluntary as well as extremely physical rape of a young woman by a knight near a river. The text reads, "He saugh a mayde walkinge him biforn, of whiche mayde anon, maugree hir heed, by verray force he fate hir maydenheed; for which oppssioun was swich clamour..." (Line 886-889) Although one would initially imagine that the main focus of tale would be primarily fixed on the undeserving victim, the tale instead centers on the lusty male who has inflicted pain onto the ill-fated woman. Even more confusing and equally disturbing is the fact that the raped woman is never again mentioned after her initial outcry for help during the horrible incident...