SOCIAL IMPLICATIONS OF ICT Assignment Example | Topics and Well Written Essays - 2000 words

SOCIAL IMPLICATIONS OF ICT - Assignment Example Therefore, this paper will discuss some important aspects regarding maintaining a secured network connection via virtual private networks. In essence, virtual private networks can be classified into two categories that are known as remote access and site-to-site. A remote access enables the user to access internet from a distant location (Hancock 30). A site-to-site VPN connection connects two sides of a private network. A good VPN must provide authentication, integrity, confidentiality, and anti-reply (Maiward 23). Authentication is vital security concern, and takes place at two levels known as machine-level and user-level (Hancock 243). Machine-level authentication is used for VPN connections during the establishment of IP-sec connection. User-level authentication takes place before data can be transferred through tunnel (Mairward 28). VPN Security is critical in many aspects because it has dramatically changed the way people conduct business. If an organization has users that are utilizing remote access, the risk of running into hackers poses a serious threat for a client. In order to remove this threat, using an ap plication such as MacAfee helps clients avoid malicious infiltration (Mairward 28). The traffic between Web browser and the VPN device is encrypted with SSL. Two types of main SSL VPNS are portal and tunnel. A SSL portal VPN secures multiple network services while a SSL tunnel VPN allows clients to access one or more VPN devices via the Web browser (â€Å"SSL VPN Security†). How do VPNs work? A standard VPN might have a main LAN at the head headquarters of an organization while the others LANs can be located at remote offices (â€Å"SSL VPN Security†). A VPN uses a public network, which is internet in most cases, and is necessary in order to connect to distant sites instead of using â€Å"leased lines†(â€Å"Virtual Private

Fifth Hour #3 Essay Example | Topics and Well Written Essays - 250 words

Fifth Hour #3 - Essay Example What was critical at the point of grief is offering comfort, consolations and explanations. Sometimes the bereaved obsessively ruminate some events which led to the death or loss and ended up blaming themselves or other people for it. This may end up bringing major depressions to the bereaved especially those who were close to the deceased like husband or wife in the first few months. Hallucinatory experiences may also come up. Incase of complicated grief like unresolved, post- traumatic stress disorder (PSTD); some distinct treatment may be required to relief the person. What I thought was important subject of the event is the therapy offered to the bereaved. For instance, sometimes the bereaved had symptoms like intrusive thoughts and images of the deceased which led to painful yearning for the presence of the dead, denying the death, desperate loneliness, bitterness, and anger. In such cases, the bereaved told the story of the death from time to time and listened to tapes of the r ecitations. This aided the people to accept the death. The bereaved were also let to learn to confront thoughts and situations they have been avoiding. It was also important to evoke happy memories and uphold imaginary conversations with the bereaved under the guidance of a

Final Exam Study Guide Essay Example for Free

Final Exam Study Guide Essay Explain and discuss the following topics in light of the course readings and class lecture/discussion. Answers will be graded primarily on the depth and thoroughness of response – please develop your answers so that they reflect an understanding of the readings and class lecture/discussions. You will be given five questions, out of which four will need to be answered. 1. Using Christifideles Laici chapter 2, describe the important features of the mystery of Church communion. 2. What do we learn from CCC 234, 221 and 260 about the mystery of Church communion? 3. What does Christifideles Laici chapter 3 contribute to a proper understanding of the dignity of every human person and the relation of this truth to all human rights? 4. Chapter four of Christifideles Laici addresses the unique evangelistic contributions that various groups of the lay faithful make within the vineyard. Describe two of these groups and Blessed John Paul II’s insights into their unique work in the world. 5. Compare and contrast two of the definitions of â€Å"catechesis† which were examined in class. Be sure to state the exact wording of these definitions and provide an analysis of their emphases. 6. Msgr. Kelly describes four frameworks through which we understand modern catechetics. Be prepared to explain any of these frameworks. 7. The Guide for Catechists reflects specifically on four characteristics of the spirituality that is particular to catechists. Be prepared to discuss thoroughly any of these four characteristics. Why are these characteristics vital to the catechist’s spiritual life?

LOP Effect on Memory Types

LOP Effect on Memory Types Memory and its complexity involve systematic processes intent on successfully accessing and retrieving information (Atkinson, Shiffrin, 2016). The depth in which people process external information contributes to memory formation (Craik Lockhart, 1972). Moreover, the capacity for people to remember acquired knowledge depends on attention level, encoding level, and rehearsal level in which the information was processed (Craik Tulving, 1975). types of memory (implicit and explicit) along with the level-of-processing (LOP) involved in each. There is two types of memory implicit and explicit memory. Implicit memory can be described as habitually executing tasks that do not require intentional recall (Schacter, 1987). It has been suggested that implicit memory begins to develop in early infancy and remains constant in terms of improvement or deterioration through the progression of life (Và ¶hringer et al., 2017). Explicit memory can be described as intentionally executing tasks that require critical thinking and relies on the ability to recall (learned or experienced) information (Ullman, 2004). Explicit memory begins to develop after implicit memory and has a prolonged emergence (Richmond Nelson, 2007). Both types of memory are crucial and each serves a purpose (Sun, 2012). Adding depth to the type of memory is practical in terms of improving peoples memory. For shallow processing, stimuli are analyzed regarding sensory characteristics. On the other hand, deep processing is involved with the analysis regarding the meaning of the stimuli (Galli, 2014). Material processed while interpreting the meaning behind it is better for explicit memory than items processed using shallow operations at any level of depth. As a result, the characteristics of shallow and deep LOP are associated with the significance of the memory. The deeper the LOP, the easier the information could be recalled. The shallow LOP involves superficial aspects of stimuli and leads to the formation of a fragile memory. Conceptually-driven task and perceptually-driven task performance both depend on previously learned information pertaining to the stimuli in the task (Schwartz Yovel, 2016). Perceptual information can be described as physical aspects of the stimulus such as color while conceptual information can be described in terms of the stimulis purpose or meaning (Schwartz Yovel, 2016). Conceptual tests show implicit memory effect implying that only conceptually driven tests can affect the LOP. Perceptual reasoning only takes effect under explicit memory thus has no effect as far as LOP is concerned (Craik Tulving, 1975). In determining factors with LOP effect, studies show that only implicit triggers have an association with LOP thus concluding that only conceptually driven tests can show significant LOP effects. Major criticism on LOP and memory has been accounted by Craik (Craik Lockhart, 1972). Suggestions made that the conceptual framework of memory has advantages as it directs attention to the mental events and processes (Craik Lockhart, 1972). However, the issue of LOP has posed major difficulties, as retention ability is a function of depth and spread of processing (Craik Tulving, 1975). It offers no suitable criteria for indexing either depth or spread of the encoding. Craik also argues that encoding depth and spread appears to affect the retrieval ability to recall but are irrelevant in the determination of retrieval strategies. Both explicit and implicit memories have core functions in human functioning (Richmond Nelson, 2007). Different tests are carried out based on the two memories to determine their relationship with LOP. LOP should show strong effect with the explicit memory than implicit memory (Craik Lockhart, 1972). LOP is high for explicit memory as compared to implicit memory (Richmond Nelson, 2007). The hypothetical analysis aimed to determine the number of words remembered under the two models (Craik Lockhart, 1972). Deeper LOP should allow for remembrance of many words as opposed to shallow LOP. The purpose of the current experiment was to examine the LOP effect on the type of memory. It was hypothesized that deep LOP would result in the greater recall of words that were previously presented to participants during the deep LOP task compared to shallow LOP in both implicit and explicit memory. The main effect would occur and individuals in the deep LOP would remember more words in comparison to individuals in the shallow LOP and the outcome of LOP would be greater in the explicit memory task compared to implicit memory. It was further hypothesized that a dissociation between LOP and type of memory interaction effect would occur as deep LOP having a greater effect on the explicit condition. Method Participants Participants in the experiment consisted of 242 psychology students, 46 were male and 196 were female. The age in years amongst participants ranged from 19 years old to 60 years old (M = 25.22). Of the participants, 5.8% were Asian, 10.7% were African-American, 19.4% were Caucasian, 59.5% were Latino and 4.5% identified with other. All participants were english speakers, drafted within the San Bernardino area in California, and were considered a convenient sample. No incentives were given to participants. All participants were treated in accordance with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002). Materials A computer compatible with Microsoft powerpoint software and testing booklets was needed. The computer program included two types of orienting tasks (shallow and deep LOP). Each oriented task included 10 positive words and 10 negative words (see Appendix1). Shallow LOP task contained 20 words, 10 were positive, 10 were negative, half were presented in red and half were presented in green. The deep LOP task contained 20 words all presented in black. The experimental booklets included instructions for completing the test along with a consensus form for participants to mark giving consent to the experiment, a designated area containing several common traits used to identify or describe participants demographics in terms of gender, age and ethnicity. The experimental booklets included a distracter task of fill-in the blanks by beginning with the number 725 and counting backward by threes until all blanks were filled. The booklets designed to evaluate shallow LOP contained a word stem com pletion task. The word stem task contained partial words that were presented during the computer task. Participants were instructed to recall the words and complete the word stem. The booklets designed to measure deep LOP contained blank spaces and participants were instructed to fill in the blanks relying solely on the ability to recall the words presented to them on the computer task. The last piece of material provided participants with the debriefing statement and contact information for the corresponding coordinator. Procedure All participants were first invited to participate in the experiment. They were randomly assigned to one of four groups (DLEM, DLIM, SLEM, SLIM). Participants were placed in an environment without distractions while they carefully read the instructions. If they were in agreeance, participants were asked to mark the informed consent sheet and fill in the demographic information that best described them. Once participants were ready to begin, they initiated the start of the computer task. On the computer screen, participants were asked to respond to the given stimuli as fast as possible without the ability to regress and given two practice rounds. The participants in groups DLEM and DLIM were presented with deep LOP stimuli on the computer. While, participants in groups SLEM and SLIM, were given shallow LOP stimuli on the computer. Following the computer task, participants had to complete the distracter sheet. The final step to the packet was for either measuring implicit memory (parti cipants had a word stem completion task) or for measuring explicit memory (contained blank spaces for participants to fill in the blanks). Before participants departed they were handed a copy of the debriefing statement and simultaneously thanked for their participation in the study. Design A two-factorial design was implemented for the current study. The independent variable in the experiment was the LOP and qualifies as a categorical, qualitative variable with two levels (shallow and deep). The other independent variable of the experiment was the type of memory and qualifies as a categorical and qualitative variable that contained two levels (implicit memory and explicit memory). The dependent variable was the number of words correctly completed or correctly recalled meaning it was a quantitative variable. The main effect of the LOP on the total number of words completed or recalled correctly and the interaction effect between LOP and the type of memory on the total number of words completed or recalled correctly. A two-way analysis of variance (ANOVA) was used to examine significance (p t-test to further examine significance (p Results The purpose of the current study was to examine LOP and types of memory with the intention to measure the difference between deep LOP and shallow LOP. It was expected that participants in deep LOP would recall more words than participants in the shallow LOP. The study found that there was a significant main effect of LOP, F(1, 238) = 68.05, p = .000, this had a large effect size (Np2=.22).This means that deep LOP (M = 5.24) was better at word recall when compared to shallow LOP (M = 2.88). There was a significant interaction effect between LOP and type of memory, F(1, 238) = 12.51, p Np2 = .05). The effect of the deep LOP was greater on explicit tasks (M = 6.00) when compared to implicit tasks (M = 4.34). While shallow LOP had a greater effect on implicit tasks (M = 3.03) compared to explicit tasks (M = 2.73). Furthermore, two t-test showed that deep LOP was significantly better for explicit tasks, t(124) = 8.38, p t(114) = 3.32, p Figure 1). This means that participants in deep LOP remembered more words in comparison to participants in shallow LOP as expected. Discussion The purpose of the experiment was to establish whether different LOP would have an influence on types of memory. The LOP examined were shallow LOP and deep LOP along with the type of memory implicit and explicit memory. It was hypothesized that deep LOP would have a higher amount of recalled words compared to shallow LOP in terms of implicit memory and explicit memory. The results show the effect of deep LOP was greater on explicit tasks in comparison to implicit tasks this illustrations clear distinction with shallow LOP resulting with a greater effect on implicit tasks compared to explicit tasks. Additionally, it was further hypothesized that a dissociation would occur as an interaction effect between LOP and type of memory the results were as expected and the effect was greater at deep LOP and was reflected in the explicit condition. The current experiment expected that more words would be recalled at the deep LOP. The logic behind the hypothesis was that tasks involving deep LOP would require interpretation of the stimuli. As a result, in order to correctly interpret stimuli, individuals must concentrate on the task. Consequently, inciting deep LOP would force participants to pay more attention and would result in higher number of recalled words for the deep LOP task compared to the shallow LOP task. Deep LOP provides an opportunity to learn because it demands attention and if undivided attention is given to a task the deeper the LOP (Treisman, 1964). It was further hypothesized that a dissociative interaction effect would occur between LOP and type of memory with deep LOP having a greater effect on explicit memory. The logic behind the hypothesis is that dissociations are to be expected between conceptual and perceptual tasks (Weldon, Roediger, Beitel, Johnston, 1995). Moreover, unlike explicit memory, previous research has distinguished that aging has a small effect on implicit memory (Parkin, 1993). This means that it is possible for implicit memory to remain constant with permanency prevailing while explicit memory declines through the progression of age (Và ¶hringer et al., 2017). Such studies indicate that there are dissociative characteristics between processes and dissociative characteristics between the types of memory. The experimental results were expected. However, limitations of the experiment manifested in the form of intangible measures. Such measures include the difficulty of separating the depths of processes and systems. For instance, explicit memory also involves conceptual processes (Weldon et al., 1995). Future research must contribute to the formation of fixed stages of processing with corresponding thresholds. Doing so would mean a framework that theorizes on the overlapping of interaction between mental processes and types of memory. The current experiment could have implications in the mental health field. As mental disorders interact with types of memory much like amnesiac patients showing little impairment on implicit memory while demonstrating impairment on explicit memory (Warrington Weiskrantz, 1970). The experiment can aid in the interaction LOP could have on memory related mental disease. Such as a study involving diagnosed Alzheimers patients, which reported that Alzheimer patients showed little impairment in implicit test (Scott, Wright, Rai, Exton-Smith, Gardiner, 1991). Exercising procedures that incorporating implicit memory should help and improve mental state, however, because of the nature of the disease the benefits could be brief (Scott et al., 1991). In closing the current experiment has provided valuable information and insight into LOP and memory. The results indicate that deep LOP of explicit tasks could aid in memory improvement for explicit tasks and could be essential for critical thinking and strategic decision making when using this type of memory. References American Psychological Association. (2002). Ethical principles of psychologist and code of conduct. American Psychologist, 57, 1060-1073 Atkinson, R. C., Shiffrin, R. M. (2016). Human memory: A proposed system and its control processes. In R. J. Sternberg, S. T. Fiske, D. J. Foss, R. J. Sternberg, S. T. Fiske, D. J. Foss (Eds.), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions (pp. 115-118). New York, NY, US: Cambridge University Press. Challis, B.H. Brodbeck, D. R. (1992). Level of processing affects priming in word fragment  completion. Craik, F. I. M., Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal Of Verbal Learning Verbal Behavior, 11(6), 671-684. doi:10.1016/S0022-5371(72)80001-X Craik, F. I. M., Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal Of Experimental Psychology: General, 104(3), 268-294. doi:10.1037/0096-3445.104.3.268 Galli, G. (2014). What makes deeply encoded items memorable? Insights into the levels of processing framework from neuroimaging and neuromodulation. Frontiers In Psychiatry, 5 doi:10.3389/fpsyt.2014.00061 Parkin, A. J. (1993). Implicit memory across the lifespan. In P. Graf, M. J. Masson, P. Graf, M. J. Masson (Eds.), Implicit memory: New directions in cognition, development, and neuropsychology (pp. 191-206). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc. Richmond, J., Nelson, C. A. (2007). Accounting for change in declarative memory: A cognitive neuroscience perspective. Developmental Review, 27(3), 349-373. doi:10.1016/j.dr.2007.04.002 Schacter, D. L. (1987). Implicit memory: History and current status. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 13(3), 501-518. doi:10.1037/0278- 7393.13.3.501 Schwartz, L., Yovel, G. (2016). The roles of perceptual and conceptual information in face recognition. Journal Of Experimental Psychology: General, 145(11), 1493-1511. doi:10.1037/xge0000220 Scott, L. C., Wright, G. K., Rai, G. S., Exton-Smith, A. N., Gardiner, J. M. (1991). Further evidence of preserved memory function in Alzheimers disease. International Journal Of Geriatric Psychiatry, 6(8), 583-588. doi:10.1002/gps.930060806 Sun, R. (2012). Memory systems within a cognitive architecture. New Ideas In Psychology, 30(2), 227-240. doi:10.1016/j.newideapsych.2011.11.003 Treisman, A. (1964). Monitoring and storage of irrelevant messages in selective attention. Journal Of Verbal Learning Verbal Behavior, 3(6), 449-459. doi:10.1016/S0022- 5371(64)80015-3 Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270. doi:10.1016/j.cognition.2003.10.008 Và ¶hringer, I. A., Kolling, T., Graf, F., Poloczek, S., Fassbender, I., Freitag, C., Knopf, M. (2017). The development of implicit memory from infancy to childhood: On average performance levels and interindividual differences. Child Development, doi:10.1111/cdev.12749 Warrington, E. K., Weiskrantz, L. (1970). Amnesic syndrome: Consolidation or retrieval?. Nature, 228(5272), 628-630. doi:10.1038/228628a0 Weldon, M. S., Roediger, H. L., Beitel, D. A., Johnston, T. R. (1995). Perceptual and conceptual processes in implicit and explicit tests with picture fragment and word fragment cues. Journal Of Memory And Language, 34(2), 268-285. doi:10.1006/jmla.1995.1012 Appendix # (Title for it) HAPPY WORDS: Kindness, Intelligent, Wisdom, Hero, Lucky, Creative, Pleasure, Beauty, Calm, Success SAD WORDS: Hate, Ugly, Poverty, Anger, Murder, Pain, Disaster, Slavery, Damage, Awful Placed above Figure 1: Table

The Identifying Factors in the Development of Aggression and Violence i

The Identifying Factors in the Development of Aggression and Violence in Youth Today Tragic events like the shootings at Columbine High School capture public attention and concern, but are not typical of youth violence. Most adolescent homicides are committed in inner cities and outside of school. They most frequently involve an interpersonal dispute and a single victim. On average, six or seven youths are murdered in this country each day. Most of these are inner-city minority youths. Such acts of violence are tragic and contribute to a climate of fear in schools and communities. Research findings are identifying factors in the development of aggressive and antisocial behavior from early childhood to adolescence and into adulthood. Prospective longitudinal and intervention studies have identified major correlates for the initiation, escalation, continuation, and cessation of serious violent offending. Many studies indicate that a single factor or a single defining situation does not cause child and adolescent antisocial behavior. Rather, multiple factors contribute to and shape antisocial behavior over the course of development. Some factors relate to characteristics within the child, but many others relate to factors within the social environment (e.g., family, peers, school, neighborhood, and community contexts) that enable, shape, and maintain aggression, antisocial behavior, and related behavior problems. The research on risk for aggressive, antisocial and violent behavior includes multiple aspects and stages of life, beginning with interactions in the family. Such forces as weak bonding, ineffective parenting (poor monitoring, ineffective, excessively harsh, or inconsistent discipline, inadequate super-vision), exposure to violence in the home, and a climate that supports aggression and violence puts children at risk for being violent later in life. This is particularly so for youth with problem behavior, such as early conduct and attention problems, depression, anxiety disorders, lower cognitive and verbal abilities, etc. Outside of the home, one of the major factors contributing to youth violence is the impact of peers. In the early school years, a good deal of mild aggression and violence is related to peer rejection and competition for status and attention. More serious behavior problems and violence are associated with smaller numb... ...earch on violence has built upon that foundation. In 1966, NIMH created a Center for Studies of Crime and Delinquency, which was the locus of pioneering research on aggressive, antisocial, and violent behavior and its consequences. NIMH-supported research has generated information needed to identify, treat, and prevent not only the causes of violent behavior but also the effects of violence on victims, for example, child abuse. Most recently, the NIMH has assumed a lead role, along with the Substance Abuse and Mental Health Services Administration and the Centers for Disease Control and Prevention, in developing a Surgeon General's report on the topic of youth violence. The NIMH believes that this report, as follow-up to the Surgeon General's Report on Mental Health, will be an effective and highly credible means of educating the public about the interaction of mental disorders and youth violence. For More Information About NIMH The Office of Communications and Public Liaison carries out educational activities and publishes and distributes research reports, press releases, fact sheets, and publications intended for researchers, health care providers, and the general public.

Society Is Corrupt And Wisdom And Goodness

>Immediately the audience learns that despite it being against their fathers will, and despite Orlando being deserving of it, Oliver deprives him of his right to be a gentleman â€Å"mines my gentility with my education† to the extent that even Oliver's â€Å"horses are bred better. This comparison reveals the brutality of his brother, who lives in an urban-town setting, thus highlighting his greed for power along with the depth Of the anger and new he feels towards Orlando.Shakespeare has entwined three of the deadly sins: greed, anger and envy in his play, primarily in the first act, not only because the deadly sins are conventionally used in dramatic comedy but also because they widely reflect the corruption of society. In comedy we often see society's customs exposed as foolish, and thus corrupt. An example f this is the idea of inheritance. It is made obvious that Orlando is the more deserving brother to gain his father's inheritance, as even Oliver admits he is â€Å"f ull of noble devise†.However Oliver, who unintentionally reflects himself as â€Å"an envious emulator of every man's good parts† when attempting to describe Orlando to Charles, has dangerously inherited power despite this. Society customs effect everybody. This is not problematic if the outcome is beneficial, however if the custom is negative an individual alone is not affected but a society as a whole. When the sibling rivalry between the Dukes lead to the encashment of Duke Senior and the new ruling of Duke Frederick, everyone he now rules over in court suffers from his moody and suspicious nature â€Å"Thou art thy father's daughter, there's enough. Those who serve him fear him rather than love him. It is apparent that such customs as ruling and leadership are unfair, as Frederick has not proven fit for such a title as ‘Duke'. The unfairness seen here reflects the corruption of society. The character of Touchstone, regardless of the fact he is a ‘fool', has ironically been constructed by Shakespeare to outwit the majority of characters and much of is speech can be seen as surprisingly sensible. Many of the audience are accustomed to the ways of society and therefore find difficulty in noticing or identifying issues with it.Touchstone is often used to manipulate the audience into questioning such traits. This is seen when he raises the awareness that â€Å"fools may not speak wisely what wise men do foolishly†, insinuating that although he is a fool- meaning that he is employed to expand his speech to that of a sarcastic and mocking nature- he is also restricted and therefore lacks freedom of speech also, â€Å"Speak no more of him†. Those in the audience deemed unimportant in society would have faced severe punishments for speaking out of turn, like Touchstone who is threatened by Roseland ‘You'll be whipped for taxation† when he goes too far in offence to her father.The lack of freedom in speech highligh ts the inequalities between the classes in society, as only those deemed important could speak their mind. Therefore, as it is so unequal and lacks freedom, it can be argued that society is court opt. However, despite his criticisms of society over the duration of the play Touchstone is often seen defending court life, including hen he first enters the Forest of Arden and states â€Å"at home I was in a better place†.This suggests that society may not be as entirely corrupt as first thought, otherwise Touchstone, who has consistently held truth in his words, would find no difficulty in preferring the Forest of Arden. It is also apparent that society is not completely corrupt, otherwise it is unlikely it would be possible for Roseland and Orlando to meet in town yet experience the genuine love they feel towards each other in Act 1 , â€Å"love him†. Love itself if not at all associated with negativity or corruption and as many individuals in society fall in love it woul d be unfair to say that all aspects of society are corrupt.Nature in ‘As You Like It' is seen primarily through the location Of the Forest of Arden. Nature is often associated with positivist, including goodness and wisdom â€Å"woods more free from peril†. Shakespearean play has largely conformed to this association. Indirectly, Shakespeare has compared the Forest of Arden to the Garden of Eden. Not only are these two natural, rural locations related through the fact that they share a similar sound, but they are both based on fantasy and mythology, containing creatures and lands of wide, unlikely versatility: from a â€Å"palm-tree† to an â€Å"oak† tree, and a â€Å"deer† to a â€Å"lioness†.In addition to this, both the Forest of Arden and the Garden of Eden hold religious references, such as when Shakespeare entwines ‘the penalty of Adam† in Duke Senior's first main speech. Shakespeare has used the biblical knowledge of the El izabethan audience to reflect the goodness of the Forest of Arden knowing that people would associate it with the goodness of the Garden of Eden, and thus goodness is found in nature through these references. A central idea used by Shakespeare in his dramatic comedy ‘As You Like It' is that of Fays ‘GreenWorld'. Notably, the ‘Green World' consists of a natural, rural environment where time is forgotten due to the combination of the absence of clocks, and the merging of mythology and reality. Through this, those in the Forest of Arden are theoretically able to enjoy a sense of freedom: the freedom to no longer have to adhere to the expectations of society such as that of status as there is no hierarchy in the forest â€Å"free of public haunt†, the freedom of speech, which in urban society was extremely limited, and the freedom from worry.Due to the absence of surrounding influences such as that of law, the redeem in Arden permits individuals to form opinions for themselves and allows them to expand their capacity of thoughts because there are no longer boundaries or restrictions to this in the forest, and thus wisdom is increased through nature. An example of this can be seen through the character of Duke Senior who has spent a lengthy duration in the forest. This becomes apparent when he states that there is â€Å"goodness in everything'.It is clear that the positive influence of his natural surroundings has enabled him to forget the weight of the heavy negativity in society and he focuses instead on the oddness of the world. It is nature that has inspired him to do this, showing that nature holds much goodness and increases wisdom dramatically. Previously in Act 1 it was suggested that an education is required in order to hold the goodness of a gentleman. Oliver shows signs of confusion about how his brother possesses such a trait despite his poor education â€Å"never schooled†.It is a common expectation that teaching and sc hooling are required to gain an education. Duke Senior however, offers an alternative interpretation in Act 2 when he makes it clear that the Forest of Arden revised a spiritual education and emphasizes that people do not need the formality of urban schooling to be ‘good': â€Å"books in the running brooks† People such as Oliver and Duke Frederick, who have both been educated in urban society and yet been made by Shakespeare to be the villains of the play show that education does not necessarily increase the ‘goodness' of an individual.Characters introduced in Arden such as the shepherds however, who have not been formally educated and yet are extremely good natured, emphasize the goodness of rural society and nature. The good nature of the shepherds s seen first when Silvia expresses his love towards Phoebe â€Å"love so heartily† and remains kind despite the fact the love is unrequited. This is seen secondly when Coring wishes â€Å"peace† to the n ewcomers â€Å"to you, gentle sir, and to you all. † This suggests that perhaps Shakespeare, bred in a semi-rural environment, may be indicating this as a personal belief.Imperfections in nature are highlighted when Duke Senior speaks of the death of the deer which â€Å"from the hunters aim had eaten a hurt†, and the negative â€Å"icy fang' of winter, which connotes that nature is not entirely good. Also despite being in Arden, a timeless place with no hierarchy, Touchstone brings both of these elements into the forest when Jacques speaks of his conversation with him â€Å"It is ten o'clock† and when he informs the shepherds that he and his company are their â€Å"betters†.Overall I believe that Shakespeare does wish to portray nature with a larger amount of wisdom and goodness and less corruption then society. He does this by using various techniques including structure, language and character influences. He deliberately focuses Act 1 entirely on town life in socio and Act 2 primarily on the rural, natural setting of the Forest of Arden.

Arts1301 – Evidence and Methodology in Darwin’s Origin of the Species

Critically assess the roles of evidence and methodology in Darwin’s argument for natural selection in Chapter 4 of the Origin of Species. Darwin’s argument for natural selection in Chapter Four of ‘The Origin of Species’ is well-founded and convincing, due to the interweaving of both evidence and the methodology, which is of particular importance since this is the constituent upon which he represents his research data (evidence) and forms the basis of his argument.His theory is distinct from the others in the period, although similar ideas such as transmutation and extinction of species had been circulating while he fashioned his theory (and he does modify and incorporates some of these theories), Darwin’s uniqueness is likely a result of his ‘deviating’, attractive style of writing which provides a detailed, wide-ranging ‘complete package’ explanation of his theory founded upon common undisputable facts, whereas many previo usly proposed theories lacked evidence and less prominent arguments or methods of communication, therefore subject to criticism and sparking debate with the public and religious conservatives.In regards to the methodology Darwin uses, the hypotheses and concepts he forms for his argument are established from observations made by other experts, as well as ‘thought experiments’ and also his own experiments to test his predictions, justifying his conclusions both through an inductive and deductive method using secondary and primary sources of evidence. Throughout the chapter (Chapter 4: Natural Selection; or survival of the fittest), Darwin mainly relies on the observations of other experts in the field, such examples from the Sexual Selection subchapter, in which the observations of Sir R. Heron on the female peacock’s attraction of male counterparts and M.Fabre observing certain insects that â€Å"have been seen to fight for a particular female, †¦ (who) the n retires with the conqueror† [1] supports his argument/hypothesis (the ‘victor’ or the best adapted in terms of attracting or fighting through natural selection, is â€Å"always allowed to breed† [2] in this particular section, asserting â€Å"Thus it is, as I believe, †¦, have been mainly caused by sexual selection† [3], demonstrating his inductive methods to back his hypothesis. Furthermore, the evidence he draws from expert sources also support his argument and their status within the scientific community assists in persuading readers. Additionally, the observations which Darwin uses are relatively ordinary and commonplace, for example the aforementioned sexual selection example, to both the amateurs in the field, that is, the general public (E. g. he lower class; farmers and breeders) as well as the respective professionals thus allowing both parties in the audience to understand and encourage his argument further. Note that the ‘usua l’ means of providing evidence was through the Scientific Method, in use 200 years before Darwin, validates the hypothesis by designing a suitable experiment for testing, a deductive approach, so Darwin’s slightly aberrant inductive approach was to rationalise the empirical data to fit his argument. The prominence and influence of his inductive methodology are emphasised in his observations while visiting the Galapagos Islands, in particular of a collection of finches â€Å"which was in fact a closely related group of distinct species, all similar except for their bills† [4].On examining the disparate use of the beak and food sources, Darwin asserts that natural selection had shaped â€Å"one species has been taken and modified for different ends†[5] and the inductive process in which arrives at his hypothesis is recurrent and persists in many (modern) secondary sources* describing Darwin’s theory. Apart from pure inductive reasoning from the obser vations of other experts, Darwin also justifies a number of his conclusions utilising deductive methods, a more conformed ‘scientific-method’ approach where hypotheses are tested, somewhat a reverse of inductive methods, consequently resulting in a very thorough examination of his hypotheses which are supported by a ‘cycle’ in which of inductive evidence supporting his postulate which in turn is backed by deductive evidence. As B.Runnegar advocates, â€Å"Natural selection, amazingly was simply developed from fabricated evidence† [8], Darwin does indeed take various accounts of ‘fabricated evidence’, that is, his ‘thought experiments’, in his argument, which display both inductive and deductive reasoning. One instance of this is seen in the observation of insects seeking plant nectar [9]. Darwin through research and observation proposes hypothetically (induction) that plants which excreted the most nectar, would most often b e visited by insects transporting the pollen, and most likely cross to give rise to various seedlings thus having the best chance of surviving. He then deductively proceeds to test his hypothesis by examining ale and female holly-trees, showing even in unfavourable weather conditions, female flowers rendered highly attractive by bees had been fertilised, before returning to a hypothetical, imaginary case where with different environmental conditions some species of bees may have adapted to collecting pollen, seen having a â€Å"differently constructed proboscis† [10] from certain types of flowers in the country. The inductive and deductive methods involved in demonstrating the separation of sexes, supports this single â€Å"doctrine of natural selection† [11] through detailed evidence and precise illustrations and explanations. Furthermore, ‘thought experiments’ analogous to the aforementioned example in the previous paragraph, are influential in his argum ent as they build upon prior accepted theories and theory loaded facts, allowing a deductive argument from the grounds that the assertions cannot be false, removing doubt and scepticism associated with certain hypotheses.In the subchapter ‘Extinction caused by natural selection’ leading onto the next subchapter ‘The probable effects of the action of natural selection through divergence of character and extinction, on descendants of a common ancestor’, Darwin alludes to the commonly accepted fact that extinction did occur, and provides a meticulous hypothesis on how extinction transpires with the aid of a diagram displaying the divergence of a particular species with each successive generation while in a previous subchapter, he suggests that man’s ‘artificial’ selection in breeding is comparable to natural selection rhetorically asserting â€Å"No one objects to agriculturists speaking of the potent effects of man’s selection† [12], and supposes in a hypothetical ‘thought experiment’ that men in different nations bred for swifter and stronger/bulkier horses, thus creating two sub-breeds, and over time horses neither swift nor strong, thus not used for breeding, would tend to disappear. By means of the diagram, he portrays the divergence of a certain species, a horse in this case, over time branching out to multiple descent species (in the case of horses, swifter/stronger characteristics) meanwhile showing another branch leading to the extinction of the less desired characteristics (slower, smaller horses for example). Hence, Darwin integrates an established theory into his hypothesis, which strengthens his argument into a presumably well founded, structured, persuasive argument since theories or facts with ‘prior commitments’ will have an implicit authority when the hypothesis is judged.Darwin’s theory of natural selection, like any other theory was subject to criticism s and tests to assess the plausibility of his hypotheses though he addresses, modifies and explains aspects of his hypothesis to produce a firm, comprehensive argument. With regards to the ‘Scientific Method’, â€Å"Howard E. Gruber, in his book ‘Darwin on Man’, sets out to argue that Darwin by 1838 had already deduced a hypothesis from the observations of previous years – except that his hypothesis was wrong. Thus, Darwin kept following a self-corrective path, tweaking ideas or throwing them out entirely† [13], hence portrays the significance of the methodology where a hypothesis is corrected until deemed satisfactory and corresponds with the evidence.There are many instances of Darwin addressing criticisms from other experts, (although these are in later editions of his book), one such example where â€Å"Mr H. C. Watson thinks I have overrated the importance of divergence of character †¦ convergence has likely played a part† [14 ] to which he responds â€Å"It would in most cases, be extremely rash to attribute convergence a close and general similarity of structure †¦ The shape of a crystal is determined solely by the molecular forces, and it is not surprising that dissimilar substances should sometimes assume the same form† using a deductive example, thus counteracting scepticism from experts in the field, consequently further supporting his various hypotheses in his argument for natural selection.Additionally, Darwin’s ability to account for possible objections to his hypothesis, evident in the ‘On the degree to which organisation tends to advance’ subchapter in which he conflicts with Lamarck’s belief that nature tended to absolute perfection in organic beings, questioning â€Å"how is it that †¦ a multitude of the lowest forms still exist †¦ Why have not the more highly developed forms †¦ exterminated the lower? † [15] and postulates that â⠂¬Å"natural selection †¦ does not necessarily include progressive development †¦ takes advantage of variations †¦ beneficial to each creature† [16], thus his remarks positively alter how the audience would judge and interpret the outcome of the hypothesis by backing his assertions with extensive evidence.Darwin knew if â€Å"he was to avoid the ridicule experienced by the writers of previous evolutionary tracts, he needed to put forward a rigorously tested theory† [17], and the all-encompassing research and evidence together with a range of refined methodological approaches allows the presentation of a well-founded argument that alters the thinking of the public in Darwin’s time, due to â€Å"Such confidence in his own ideas, use of large numbers of familiar examples, and presentation of theory in opposition to an alternative, made many a convert in his day, and is still as powerful today. † [18] References: [1],[2], [3] : Darwin, C. D. , 18 59. The Origin of Species. 5th ed. United Kingdom: John Murray. Sexual Selection subchapter. [4], [5] : Evidence for Evolution (Page 5). 2011. Evidence for Evolution (Page 5). [ONLINE] Available at: http://txtwriter. com/backgrounders/evolution/EVpage05. html. [Accessed 30 September 2011]. [6] Darwin's Finches & Natural Selection – Biology Online. 2011. Darwin's Finches & Natural Selection – Biology Online. [ONLINE] Available at: http://www. biology-online. org/2/11_natural_selection. htm. [Accessed 03 October 2011]. [7] Darwin's Finches, Decent with Modification and Natural Selection. 2011. Darwin's Finches, Decent with Modification and Natural Selection. [ONLINE] Available at:http://www. fossilmuseum. et/Evolution/DarwinsFinches. htm. [Accessed 03 October 2011]. [8] : Natural Selection, Then and Now. 2011. Natural Selection, Then and Now. [ONLINE] – Article. Available at: http://www. darwinthenandnow. com/2011/02/natural-selection-then-and-now/#more-2551. . [A ccessed 01 October 2011]. [9],[10], [11], [12] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. – Natural Selection subchapter. [Accessed 01 October 2011]. [13] : – . Darwin's Methodology. Darwin‘s Method: Induction, Deduction, or Synthesis? , 1, 10 pages. [Accessed 01 October 2011]. [14] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. Convergence of Character subchapter. [Accessed 01 October 2011]. [15], [16] : Darwin, C. D. , 1859. The Origin of Species. 5th ed. United Kingdom: John Murray. – Divergence of Character subchapter. [Accessed 01 October 2011]. [17], [18] : Science and Politics . 2011. Science and Politics . [ONLINE] Available at:http://sciencepolitics. blogspot. com/2004/12/wwdd-i-darwinian-method. html. [Accessed 02 October 2011]. Bibliography: Early Theories of Evolution: Darwin and Natural Selection. 2011. Early Theories of Evolution: Darwin and Natural Selection. [ONLI NE] Available at:http://anthro. palomar. edu/evolve/evolve_2. htm. [Accessed 29 September 2011].Natural Selection: Charles Darwin & Alfred Russel Wallace. 2011. Natural Selection: Charles Darwin & Alfred Russel Wallace. [ONLINE] Available at:http://evolution. berkeley. edu/evolibrary/article/history_14. [Accessed 29 September 2011]. Inductive and deductive reasoning. 2011. Inductive and deductive reasoning. [ONLINE] Available at: http://www. molwick. com/en/scientific-methods/024-reasoning. html. [Accessed 30 September 2011]. Sir Karl Popper â€Å"Science as Falsification,† 1963. 2011. Sir Karl Popper â€Å"Science as Falsification,† 1963. [ONLINE] Available at:http://www. stephenjaygould. org/ctrl/popper_falsification. html. [Accessed 01 October 2011].