A Separate Peace Essay Example for Free

A Separate Peace Essay In the book, A Separate Peace, the author, John Knowles, writes to us a novel about war, but happens to focus more on the war within the human heart. This novel tells a story of two boys’ co-dependency during World War Two, and explores the difficulties with understanding the self during adolescence. Identity is complicated enough as the narrator, Gene Forrester, enters adulthood in a time of war, but a difficult friendship with a fellow student and rival leads to a further confusion of identity. Early in the book, the boys’ relationship is charged by Gene’s jealousy and hate of Phineas’ leadership. However, after Phineas falls from the tree, Gene ejects his darker feelings from himself and turns their relationship in a new direction where co-dependency, instead of envy, drives it. The central relationship between Gene and Finny, involves a troublesome search to authorize identity outside of co-dependency. Gene Forrester is a boy with many conflicts that he must face throughout his high school year. The most significant of these troubles is, without a doubt, Gene’s struggle with his own identity. At first Gene is displeased with his personality, or lack thereof. He envies his best friend, Phineas’ (Finny’s), wit, charm, and leadership. Throughout the book, Gene repeatedly finds himself acting like his friend, a transformation occurring that Gene is unaware of. There are a number of significant transformations within this story. Phineas is transformed from an active athlete into a cripple after his accident and then sets out to transform Gene in his place. This change is the beginning process by which Gene’s identity begins to blur into Finny’s, a transformation symbolized by Gene’s putting on Finny’s clothes one evening soon after the accident. â€Å"I washed the traces off me and then put on a pair of chocolate brown slacks, a pair in which Phineas had been particularly critical of when he wasn’t wearing them, and a blue flannel shirt† (78). This is the first time in the book that we notice just how much Gene is codependent on Phineas, even when he is gone. From this point on, Gene and Phineas come to depend on each other for psychological support. Gene playing sports because Phineas cannot, â€Å"Listen, pal, if I can’t play sports, you’re going to play them for me†¦Ã¢â‚¬  this allows Finny to train Gene to be the athlete that Finny himself cannot be. This training seems to be a path for Phineas simply to live vicariously through Gene. But Gene actively welcomes his attempt, for just as Finny acquires inner strength through Gene, Gene also finds happiness in losing the person he dislikes, himself, into the person he truly likes, Phineas. †¦and I lost part of myself to him then, and a soaring sense of freedom revealed that this must have been my purpose from the first: to become part of Phineas. † (77) In this way, the boys’ relationship becomes a perfect illustration of co-dependency, with each feeling off of and becoming fulfilled by, the other. This newfound co-dependency begins the evolution of the boys’ individual identities. Finny knows himself throughout the book, and is comfortable in his own skin, at least at first. After his fall, he becomes more withdrawn and tends to hide his true feelings. He seems to lose himself as the book progresses. The innocence and general good nature that defined him early on is lost in later chapters, as he continually deludes himself as to Gene’s true intentions. Gene, on the other hand, hides his true identity from Phineas and the others through most of the novel. Yet Gene truly reveals himself at several key points such as pushing Finny from the tree. The boys are living in their own secret illusions that World War Two is a mere conspiracy created by old men and continuing to believe that Gene, Finny through him, will go to the Olympics and that the world can’t change their dreams. The boys are refusing to develop their own goals and responsibilities without each other. Not even Finny’s death, though it separates them physically, can truly disentangle Gene’s identity from Phineas’. Gene feels as though Finny’s funeral is his own. In a way, the funeral is indeed Gene’s own. So much of Gene is intermixed with Phineas that it is difficult to imagine one boy existing without the other. The entire novel becomes Gene’s recollection of building his own identity, culminating in his return to Devon years later, where he is finally able to come to terms with what he’s done. During the time I was with him, Phineas created an atmosphere in which I continued now to live, a way of sizing up the world with erratic and entirely personal reservations, letting it’s rocklike facts sift through and be accepted only a little at a time, only as much as he could assimilate without a sense of chaos and loss† (194). It is perhaps only his understanding that Phineas alone has no enemy that allows the older Gene to reestablish a separate identity. One that is inferior to Phineas’.

Breaker morant :: essays research papers

English Breaker Morant Essay topic: Statement of Intention: The most primary reason why I decided to express my views creatively upon this issue, of the film Breaker Morant by Bruce Beresford, is that the order made clear by the British High Command sent out to the Bushveldt Carbineers was bitter and simple. To fight the Boer on its terms, and to take no prisoners. Such an order could prove fatal, especially to Lieutenant Harry Breaker Morant, who was dishonorably used as a scapegoat for the British Empire to appease political conflict between Germany at the time. Throughout this writing piece, I hope to give insight to the audience in what thoughts feelings would have gone through the Australians minds, especially Lieutenant Harry Breaker Morant. „h I lieutenant Harry Breaker Morant, state to you all today, as god as my witness, in the fight for justice, that my actions and behavior did not at any time breach those of orders given to me by the British High Command during periods of combat. However it was ironically clear that the corrupt jury did not listen, appreciate, or respect Handcock, Whitten or myself in the one eyed courtroom. It was as if we Australians where playing a tails, on a double headed penny, there was no possibility of victory. „h My survival, honour and safe return home was all but a fading light at the end of the tunnel. It was clear that they wanted me to fight the Boer, but also to be used as a bloody scapegoat for the bloody empire, I lieutenant Morant, leader of the special group, the Bushveldt Carbineers. I guess that us Australians fighting for the Empire was not a privilege, but a bloody scam, a set up, we were fooled. „h There they where watching us fighting such inhumanly, to take out as many of the enemy as possible, and to return none, that was the order and we did nothing but follow it. Something the British where to afraid to do, and we Australians where demanded to endeavor. „h Well they tricked us all right, they tricked us good, of course this would never be the case if our superior Captain hunt was alive for t he court trail. He was given the order directly from the mouth of the bloody English. Without our skipper, we have no evidence to prove our innocence, they all been sent to bloody India.

Unit Homework

You can gain access to the elf menu, for the quantum lab, by clicking on the bell in the stockroom. The general features of the inorganic simulation include 26 actions that cam be added to test tubes in any combinations, 11 reagents that can be added to the test tubes In any sequence and any number of times. The actions are located in the stockroom. You can gain access to the help menu, for the Inorganic lab, by clicking on the bell in the stockroom. Purpose You will learn to work in the Virtual Laboratory. Keep accurate records. Record your observation In the notes portion of the report.Procedure Part 1: Once the program has loaded, enter the quantum lab. Enter the stockroom. Note the bell on the counter. Click on the bell to gain access to the help screens for this lab. Become aware of what the help screen has to offer. Exit the help screen. â€Å"Play-around† with the lab and learn the features available. Part 2: Exit quantum lab and enter Inorganic lab. Click on the TV han dle in the top left side of the virtual lab. A screen will drop. This screen provide the current chemical status of what is contained in your selected test tube. Enter the stockroom.Note the bell on the counter. Click on the bell to gain access to the help screens for this lab. Become aware of what the help screen has to For this lab, record the most important concept that you learned in the Notes section: Notes: The lab allowed me to view what everything is and how to use them. The most important thing that I learned was how to use this lab. Knowing how to use this program will benefit me with the other lab that I need to work on. I didn't think that I would understand how to use the lab and this help but I still don't understand this completely. VS..) Assignment – Thomson Experiment As scientists began to examine atoms, their first discovery was that they could extract actively charged particles from atoms. They called these particles electrons. In order to understand the n ature of these particles, they wanted to know how much they weighed, and how much charge they carried. Thompson showed that if you could measure how much a beam of electrons were bent in an electric and magnetic field, you could figure out the ratio of mass to charge for the particles. You will repeat some of Thomson experiments in this lab.Procedure / Observations 2. Enter the Quantum Lab in VS†¦ Set up the optics table for this experiment by selecting Thomson Experiment on he clipboard (in the stockroom). What source is used in this experiment Electron gun What type of charge do electrons have? Negative What detector is used in this experiment and what does it do? A Phosphor Screen Push the grid button on the phosphor screen, then turn on the magnetic field to 3. 30TH (micro-Taste, measurement of magnetism). What happens to the spot from the election gun? Which way did it shift) Moved to 4. Turn off the magnetic field, and turn on the voltage of the electric field to VIVO. Wh at happens to the spot from the election gun? (which way did it shift) Moved to the left. In an electric field, the displacement of the electrons is related to their charge, mass, and velocity. The purpose of the Thomson experiment is to calculate the mass to charge ratio of the electron. The displacement of the electrons can be observed in this experiment, and the velocity can be calculated from the electric and magnetic fields.The forces produced by the electric and magnetic fields are CEQ and q 0 Vs.. B, respectively (where q is the charge of the electron, V is its velocity, E is the electric field, and B is the magnetic field). If the electric and magnetic forces are equal, then he velocity of the electron can be calculated from E and B (V=E/B). What two fundamental properties of the electron does its displacement depend on? Mass and Velocity Where should the signal on the phosphor screen be if the electric and magnetic forces are balanced? In the dead center Increase the voltag e of the electric field until the signal reaches the edge of the 5. Hockshop screen What voltage is required to deflect the electrons to the edge of the screen? 1 5. V Increase the magnetic field until the beam of electrons reaches the center of 6. The screen. What magnetic field creates a magnetic force that balances the electric force? 0. 0 When the electrical and magnetic forces are equal, what does the ratio of the electric field to magnetic field (E/B) give? 2. 48 x 105 Increase the electron gun energy to 500 eve 7. How does increasing the electron gun energy change the speed of the electrons?It moves to the right 1. 5 CM What voltage is required to deflect the electrons to the edge of the screen? Move than 999 eve than seen in the earlier experiment? It required more voltage because of the starting point Discussion Thompson lab was successful in showing that the mass and velocity are directly elated and they show the correlation between the magnetic forces being equal. This la b showed us how to accurately calculate the electron displacement theory. To calculate this you use E & B with the formula V=E/B. In our lab we got 2. 48 x 105 .Increasing our electron gun moved the electron speed to the right which showed the increasing electron speed. To increase the electrons completely to the edge of the screen which shows highest electron charge you'd need to increase it to 999. You need the increased voltage and eve because it needs all the positive charged electron and electricity to increase the speed and voltage. (VS..) Assignment – Milliken Experiment In the Thomson experiment, you discovered that you can use the deflection of an electron beam in electric and magnetic fields to measure the charge-to-mass ratio of an electron.If you then want to know either the charge or the mass of an electron, you need to have a way of measuring one or the other independently. Milliken and his student Harvey Fletcher showed that they could make very small oil drops and deposit small numbers of electrons on these drops. (1 to 10 electrons). They would then measure the total charge on the oil drops. You will get chance to repeat their experiments. Set up the optics table for this experiment by selecting Milliken Oil Drop Experiment on the clipboard (in the stockroom).Electron gun, oil mist and camera How does this source affect the oil droplets in the oil mist chamber? It doesn't effect it What do you observe from the video camera screen? Do all the oil drops fall at the same speed? No some fall fast and some fall slow. What force causes the drops to fall? Gravity causing the drops to fall The oil drops fall at their terminal velocities. The terminal velocity depends on the radius of the drops. By measuring the velocity of a droplet, the radius can be calculated. Then the mass of the drop can be calculated from its radius and the density of the oil.Why do the droplets fall at different velocities? Because of the radius of the droplets 3. Turn o n the electric field to 400 V. What do you observe on the detector screen? That some of the oil droplets still fall and the other rise at a rapid speed What type of charge do the drops have? Negative charge The force exerted on an oil drop by the electric field depends on the amount of charge deposited on the drop, since the force on a charged particle is CEQ. Each drop has a certain number electrons attached to it, so the charge on each drop is an integral multiple of the charge of an electron.By calculating the charge on several droplets, the charge of an electron can be determined. Besides the gravitational force, what other force affects the velocity of the charged oil drops. The voltage being increased began to exert more force upon the oil droplets which caused them to have an increased electron number attached increasing the droplets force exerting them up and down Will this force have more or less of an effect if the oil drop has more deposited electrons? Why? It will have m ore because it increases the electron charge causing them to go up and down.We were able to successfully reenact Milliken and Harvey Fletcher ability to show the current between oil drops and the electron deposits on them. Upon misting of respond much at all. They were very slow and only fell down with gravity. There wasn't enough to increase the electron charge within. Upon increasing of the veto 400 eve were able to see the positive charge that the oil drops obtained. This increasing the electron charge and causing the oil droplets to not only fall but also ounce back up due to their positive charges within. VS..) Assignment – Rutherford Backscattering Experiment A key experiment in understanding the nature of atomic structure was completed by Ernest Rutherford in 1911. He set up an experiment that directed a beam of alpha particles (helium nuclei) through a gold foil and then onto a detector screen. According to the â€Å"plum pudding† atomic model, electrons gloat around in a cloud of positive charge. Based on this model, Rutherford expected that almost all the alpha particles should not be deflected, but he expected a few to be slightly fleeted by electrons.However, he observed that alpha particles emerged at all angles, even straight backwards. He described the as â€Å". †¦ Almost as incredible as if you fired a 15-inch shell at a piece of tissue paper and it came back and hit you. † He suggested that the experiment could be understood if almost all of the mass of an atom was concentrated in a small, positively charged central nucleus. In this experiment, you will make observations similar to those of Professor Rutherford. Set up this experiment by selecting Rutherford Backscattering on the clipboard (in the stockroom). Phosphor screen What are alpha particles?Helium nuclei, which each have two protons, and two neutrons with a charge of +2 What detector is used in this experiment and what does it do? Phosphor screen detects cha rged particles like electrons and it glows momentarily at the positions where the particles impact the screen What is the signal in the middle of the screen? The alpha particles coming straight through the gold foil UN deflected or only slightly deflected What do the other signals on the screen mean? There are other momentarily spots of light these represent hits from alpha particles being deflected at small anglesAre most of the alpha particles undetected or deflected? Undetected According to the â€Å"plum pudding† model, what causes the slight deflection of some of the alpha particles? As the positively charged alpha particles pass through the gold atom, they are attracted to negative electrons and their path is slightly bent. 3. Now move the phosphor screen to the front left of the optics table in order to detect backwards scattering. What causes alpha particles to deflect backwards? A large mass in the center of the atom. How do the results of this experiment contradict the â€Å"plum pudding† atomic model?The mass of the gold atom is not spread over the full atomic volume but concentrated in a central atomic nucleus. Are the atoms of the fold foil composed mostly of matter or empty space Empty space How does this experiment show that almost all the mass of an atom is concentrated in a small, positively charged central nucleus? Most of the alpha particles came straight through with little or no deflections, but there was the occasional large deflection. Electrons, the path being slightly bent Why did Rutherford conclude that almost all the mass of an atom must be concentrated in a small, positively charged central nucleus?Most of the alpha particles came straight through with little or no deflections, but there was the occasional large deflection. If the mass of an atom were not concentrated, the number of deflections would be smaller and there would be no appearance of large deflections. The lab was to prove that particles are UN deflected and controlled by electrons. We were able to show how particles move, and we were able to describe them and incur that with the gold foil it actually deflected the atoms, causing their shapes to be seen. This proves that the atoms must be positively charged electrons

Law of Torts

PAPER-4 (LL1008) LAW OF TORT AND CONSUMER PROTECTION LAWS nd st (2 Semester, 1 Year of the 3-Year LLB course) PART A- Law of torts PART B – Consumer Protection Law PART –A General Principles 1. General Principles – Definition, distinction between tort, crime, contract, breach of trust. 2. Essential conditions of liability – Damnum Since injuria, Injuria sine damnum, Malice, Motive. 3. Foundations of tortuous liability, fault liability, strict liability, principles of insurance in torts. 4.Capacity of parties to use and / or be used – State its subordinates – executive officers, judicial officers – mirrors corporation, unicorporated bodies, trade unions, etc foreign soveriengs, convicts bank rupts. 5. General defences – consent, resources cases, inevitable accident, Act of G mistake private defence, necessity statutory authority, act of State. 6. Remedies – Judical and extra judicial Damages- kinds of damages remoteness of damages- comparison with principles in contracts ; novas actus intervenes, successive action on the same facts, Merger of tort in felony. . Vicarious liability – Master and Servant – Distinction between servant and independent contractor, concept of servant, course of employment, Hospital cases, Masters duties towards servants, servants duties to his master, Servant with two masters, common employment, liability for tort of independence contractors, criminal acts of servants. 8. Joint tort feasors – common law rules, law reform act, 1935 applicability in India of the English principles. 9. Effect of death of parties in tort – Motor Vehicle accident cases. Specific Torts : 10.Wrong to person – assult, battery, false imprisonment 11. Wrongs to property – trespass to land, continuing trespass, trespass to goods, convesion, detinue specific restitution. 12. Wrong to reputation – defamation – libel, slander- principles governing li ability for defamation; defences – Justificaiton fair comment principles – absolute and qualified. 13. Negligence – Proof of negligence principle in Donoghue Vs Stevenson, requirements standard of care, resipsa loquiture contributory negligence, principles in Devies Vs Mann the last opportunity rules- constructive last opportunity rule. 4. Dangerous chattels – duty to persons permitted or invited to use chattel duty to immediate and ultimate transferee.23 15. Deceit- rule in Derry Vs Peek, principles of liability, exceptions – liability for negligent mis statement. 16. Injury of Servitudes, Nuisance, Private and Public – defences valid and invalid 17. Occupier’s liability – (1) under a contract (2) as invitee (3) as licence (4) as trespasser (5) Child Visitor. 18. Conspiracy – requirements 19. Injurious falsehood – slander of title, slander of goods – passing off interference with freedom of contract, intim ation. 0. Wrongs of family relations – husband and wife, parents and child, seduction – enticement, loss of service. 21. Strict liability- rule in Rylands Vs Fletcher, exceptions to the rule, liability for animals, cattle trespass. 22. Abuse of legal process – malicious prosecution, malicious civil proceedings, maintenance and champerty. New and emergent torts (Pages 36 to 43 of Salmond, 20th ed. And pages 324 to 327 of Pillai – 8th Edition) Books for Reference 1. 2. 3. 4. 5. 6. 7. Salmond Winfield Ratanlal Ramaswamy Iyer Gandhi B. M.Achutan Pillai James Law of Torts Law of Torts Law of Torts Law of Torts Law of Torts Law of Torts Introduction of the Law of Torts Cases to be studies 1. Ashby Vs White : Smith leading cases 266 912 ed (Legal Damages) 2. Mayor of Bradford Vs Pickles : (1895) AC 587 (Malic – relevancy) 3. Haynes Vs Harwood (1935) 1 KB 146 (Rescue Cases) 4. Stanley Vs Powell : 11 (1891) 1 OB 86 (Inveitable accident) 5. Bird Vs Hallorook (1828) 4 Bing 628=861 of Morrison – case on Torts (No duty to trespasser) 6. Bird Vs Hallorook (1828) 4 Bing 628=861 of Morrison –case on Torts (No duty to trespasser) 7.Buron Vs Denman (1848) 2 Ex 167 (Act of State) 8. Mersey Docks & Harbour Board Vs Coggins and Griffiths : (1946) 2 ALER 345 (Liability of the servant lent to another) 9. Llyod Vs Grace, Smith and Co (1912) 1 ABD 814 (Liability for projection over highway and for independent contracts act) 10. Tarry Vs Ashtorf (1876) 1 ABD 814 (Liability for projection over highway and for independent contractors acts) 11. Kasturilal and Ralia Ram Vs State of UP AIR 1965 SC 1039 (Governments liability for torts of its servants) 4 12. Wilsons and Clyde coas Co Vs English (1938) AC 57 = (1973) 03 All ER 628 (Masters duty to servants) 13. Polemis and furness with and Co (1921) 3 KB 560 (Fest Remoteness) 14. Over seas Tankshop (JK) Ltd Morts Dock and Engineering Co (1961) AC 388 = (1961) 1 ALL ER 494 (Tests of remoteness o f damage) 15. Rose Vs Ford (1937) AC 826 (1937) 3 ALL ER (359) Damages for loss of expectation of life. 16. Bird Vs Jones (1845) 7 AB 742 temporary false imprisonment (1912) KB 496 (necessity as a justification) 17.Six carpenters case (1610) 8 Co Rep 146 on Smith leading cases Vol 1 P 127 (Tress ab initio) 18. Cassidy Vs Daily Mirror News papers Ltd (1929) 2 KB 331 (defamation unintentional publication) 19. Blyth Vs Birmingham Water worked Co (1856) II Ex 781 (Definition of negligence) 20. Donoghue Vs Stevenson (1932) AC 562 (damages for breach of duty of care negligence) 21. Davies Vs Mann (1842) 10 546 or Morrison cases on torts 688 (last opportunity rules) 22. British Columbia Electric Railway Vs Loach (1916) 1 AC 759 (Constructive last opportunity rules) 23.Hambrook Vs Stroke Brothers (1925) 1 KG 141 (Nervous Shac) 24. Derry Vs Peek (1889) 14 AC 337 (deceit requirements of) 25. Hedley Byrne and Co ltd Vs Heller and Partners Ltd (1963) 2 ALL ET 575 (Liability for negligent mis st atements) 26. Francis Vs Cockrel (1870) LR 5 OB 591 (concept of dangerous premises) 27. Fairman Vs Peretuall investment building society (1923) AC 74 Occupoiers duty to licences) 28. Indermour Vs Dames (1866) LR 1 CP 274 (Occupiers liability to persons entering under contract) 29.Cooke Vs Midland Great Western Railway of Ireland (1909) AC 229 (Occupers liability to children) 30. Crofter Hand Waven Harris Tweed Co Ltd Vs Veitch (1942) AC 435 = (1942) 1 ALL ER 142 (Conspiracy) 31. Lubley Vs Gye (1853) 2 Ed 216 (introducing a breach of contract) 32. Rylands Vs Fletcher (1868) LR 3 HL 339 = Smiths leading cases Vol 278 (Strict liabiolity principle) 33. Read Vs Lyons & Ltd (1945) KB 216 = (1945) 1 ALL ER 106 (escape necessary for strict liability) 34. May Vs Burdett (18460 9 AB 101 (Liability for animals) 25 PART- B ( 2nd Semester, 1st Year of the 3-Year LLB course)CONSUMER PROTECTION LAW Consumer Protection Act – 1986- Definitions, consumer Protection Councils, their objects â₠¬â€œ consumer Disputes Redressal agencies – District forum, State Commission, National Commission- their jurisdiction, constitution, powers, procedure – appeals, reliefs to the parties, enforcement of the orders. Reading materials 1. Consumer Protection Act 1986 2. Law of Consumer Protection 3. Law of Consumer Protection 4. Law of Consumer Protection 5. Law of Consumer Protection Gurubax Singh D. N. Saraf R. K. Bangia Kaushal

Maths-derive essays

Maths-derive essays When using derive in a classroom situation for the studies of the line its easy to see that it can be very beneficial for the students. If the students have an error in their work which effects all the answers of the question, correcting it would take a very long time, if it was written (you might even have to redo the whole question). On derive you can change one aspect of the question at any area in the question and this will automatically change the results. When using derive the students will be able to understand graphs quickly be using the plot windows and then plotting points and lines. They will be able to relate the points, lines and answers of the questions to the graphs, thus giving them a greater understanding of the concepts involved in the line. The concepts the students will learn and understand in our derive session include plotting points, plotting lines, finding the slope of the lines, finding the distance of the line, finding the midpoint of the line and finding the points of intersection between two lines, the x-axis and the y-axis. They will learn and understand how and when to use a certain formula in a question and they will understand the relationship between all the answers they find. For a teacher and student, derive is an ideal tool for supporting the teaching and learning of mathematics. Derive enables new approaches in teaching, learning and understanding mathematics through its many algebraic, numeric and graphic capabilities all of which can be identified in our derive session on the line. Derive takes away the burden of the problem solving and calculations and gives students the time to concentrate on the mathematical meaning of concepts. The speed at which derive calculates allows for any lesson to proceed at a fast pace without the learning outcome of the students suffering. Its a great way of not only varying the teaching stimuli but it is very effective and can keep students intereste...

Natural Sci 3 Essay Example | Topics and Well Written Essays - 1250 words

Natural Sci 3 - Essay Example Finally, it will present a conclusion based on the data gathered and present recommendations for people who will try this test in the future. More often than not, people avoid cockroaches or try to kill or repel them, mainly because they carry disease and germs, and the fact that many people either find cockroaches disgusting, or are afraid of them. This is why these people spend money on insecticides, repellants, exterminators and other chemicals and gadgets for the purpose of getting rid of cockroaches. As commonly known, cockroaches are attracted to food, and are often found in dark confined places of the home. These cockroaches that we see are actually only a small percentage of the actual number of cockroaches in your home. According to an article by extension.umn.edu, â€Å"Cockroaches are nocturnal, hiding during the day and becoming active at night. The number of cockroaches people see is usually a small percentage of a much larger population.† And this means that ther e are definitely more cockroaches in your home than you expect. ... It will break down the pre-experiment and post-experiment information as such: Project design plan Problem Statement Relevance of the study Review of related literature Experimental design Dependent, independent and controlled variables Threat reduction to internal validity Hypothesis Post-experiment data analysis Data collection method Graphs and charts of the data collected Interpretation of results from the data collection Conclusions and recommendations Project design plan Problem Statement The problem that this paper aims to test is if the pandan plant is effective in repelling cockroaches from food. This paper aims to test the effectiveness of an all-natural, inexpensive, low-maintenance and non-toxic alternative for repelling insects. This paper will use a scientific style of experimentation in order to determine if the pandan plant is effective at repelling cockroaches. Relevance of the study This study aims to test the effectiveness of the pandan plant in order to determine if it can be used as a good alternative for electronic or chemical insecticides or repellents. This study is significant to several people and groups such as: Homes and families If proven, this natural alternative can help homes and families reduce the number of cockroaches in their home without having to spend so much money and avoid the danger of chemical repellants. This also gives families the ability to secure their food and rooms from cockroaches and the germs they bring using a low-maintenance method. Schools This gives schools the opportunity to keep their students secure and safe from the disease brought by roaches and keep their facilities from being infested by the roaches using a natural and low-maintenance

Derrida's Deconstructionism and how it is a critique of the concepts Essay

Derrida's Deconstructionism and how it is a critique of the concepts of 'presence' and 'centre' - Essay Example It is a critical and yet uncritical in its subversion. Just like looking on how to destroy or to defeat an enemy" http://www.geocities.com/philodept/diwatao/derrida_and_saussure.htm Different scholars and critics defined Deconstruction in their own way. Somehow with many definitions the theory became richer over the years. "It represents a complex response to a variety of theoretical and philosophical movements of the 20th century, most notably Husserlian phenomenology, Saussurean and French structuralism, and Freudian and Lacanian psychoanalysis" http://prelectur.stanford.edu/lecturers/derrida/deconstruction.html Derrida starts with the structure, but he is not happy with the binary structure and showed that dualisms are never equivalent; but are hierarchically placed. He said one pole is privileged at the expense of the other. The centre and presence are the originally attributed qualities to the speech, which have been continuing for a long time now. Speech has been given more importance, whereas the writing has been relegated into the secondary place. He said the logocentric tradition of the western thought since Plato has made the written word as a mere representation of the spoken word. Paul De Mann is another critic who adopted the same style of criticism. It is best understood as a textual strategy. He posed a challenge to metaphysical speculation. He argued: "Structure has always been neutralised or reduced.by giving it a centre or referring it to a point of presence, a fixed origin," Derrida (1978, p.278) and even the quantitative enlargement of adding historical experience does not help it. He started with exposing the problems of centred discourses. "Derrida argues that the "structure" determining these discourses (including "structuralist" theory itself) always presupposes a "centre" that ensures a point of origin, meaning, being, or presence. What troubles Derrida is that the centre determines a given systems structure but is itself strangely above or transcendent of such structural analysis or scrutiny" http://www.usp.nus.edu.sg/post/poldiscourse/spivak/deconstruction.html His argument is that the centre that ensures a presence. The presence, he says, is the original state and should come first, just like how the world is present around us, and it is connected to the consciousness and self-reflection and gives a meaning. This means, presence is the predicate for a text's meaning, according to Derrida. It is accepted that Derrida had great influence on the intellectual thinking of the world. The paper he presented to John Hopkins University in 1966 changed the critical movement in United States. In this paper he uses the structure, structuralist theory while saying that there exists a centre in every structure. He argues that this is needed by the readers because it is definite that there is an existing presence. The centre is the main unity that supports the structure, which would not have contained much meaning without that centre. "if we try to undo the centring concept of 'consciousness' by asserting the disruptive counterforce of the 'unconscious' we are in danger of introducing a new centre, because we cannot choose but enter the conceptual system (conscious/unconscious) we are trying to dislodge," Selden (1985, p.144). Deconstruction and poststructuralism have been in close terms