Animals and Myriad Ways they can Kill or Heal Us Essay - 2

Animals and Myriad Ways they can Kill or Heal Us - Essay Example Though, the defence mechanism can differ, but it still causes serious injury to the victim (prey) or survivor (attacker). Some animals use their claws, sharp teeth or horns and other strong body parts (tail or legs) to shield and defend from the potential danger; others, intimate their opponent with stings, bites or even with a single lethal touch. The term poisonous or venomous animal is generally used to refer the category of animals, which use their poisonous toxins or venom for attack or defence. However, there is a significant difference in the meaning of poison and venom. The former is absorbed by a touch and the later is injected through a bite, sting or stab. Thus, venom containing animals purposely inject their injurious toxins and poisonous animals contain poison in their skin, which is absorbed upon a single touch. The effect of the venom differs, as it is mainly dependent upon the amount of venom injected and the physical health of the victim. Therefore, venomous animal are active slayer and poisonous animal are passive slayer. Majority of the venoms are highly complex proteins that instantly or slowly deficit nervous system of humans or animals and adversely affect the blood circulation of the victim. Marbled cone snail or conus marmoreus is categorized as the most lethal animal in the world due to its potency of venom, but specific neurotoxins or conotoxins of its unique venom are utilized by the pharmacists to produce drugs, which have the potential to cure terminal pains. These beautiful tropical and sub tropical species have approximately 700 carnivorous predator kinds and almost eighteen of them cause human envenomation. Biologically known as Conus marmoreus, are generally termed as marbled cone snail, they nourish and breed on the reef of the oceans and are known as marine snails. These species belong to family of Conidae and fall into the phylum Mollusca. Their

EU limits of enlargement

EU limits of enlargement Enlargement of the European Unionis the process of expanding theEuropean Union via the accession of newmember states. This process began with thefirst Six, who were the founding powers of theEuropean Coal and Steel Communitywhich was a precursor to the EU in 1952. Since then the EUs membership has increased to twenty seven with the more recent expansions includingBulgariaandRomaniain 2007.Currently there are negotiations under way with several countries who wish to begin the process of joining the EU. The process of enlargement is often calledEuropean integration. However, this term is also used to refer to the increased levels of co-operation between EU member states as individual national governments allow for the integration of more common national laws. (EU Online 2010) To be able to join the European Union a country needs to fulfil several economic and political conditions which are collectively called theCopenhagen criteria(after theCopenhagensummit in June 1993). Any prospecti ve member also needs to have a stable democratic government that respects the rule of international law, and its corresponding freedoms and institutions. According to theMaastricht Treaty, each current member state and theEuropean Parliamentmust agree to any enlargement. (EU Online 2010) Enlargement is counted among the EUs most successful foreign policies but it has also suffered from severe opposition.France has historically been opposed to enlargement. British membership vetoed by France because they feared the influence of the United States.(IISS 2008) France was also opposed to Portuguese, Spanish and Greek membership because they feared that these states were not ready and it would dilute the EU down to a free trade area(ESI 2006). The reason for the first member states to apply and for them to be accepted was economical while the second enlargement was much more to do with politics (IISS 2008). The southern Mediterranean countries in Europe had just emerged from dictatorships and single party governments and wanted to preserve the security of their democratic systems through the EU, while the EU wanted to ensure that their southern counterparts were stable democracies and to steer them away from any possible communist influence.These two principle factors, eco nomic and political security have been the driving force behind enlargements. However with the more recent enlargements in 2004 public opinion in Europe has turned against further expansion. It has also been acknowledged that enlargement has its limits, the EU cannot expand endlessly (ESI 2006). To understand the limits of enlargement we need to understand the effect that enlargement has on the eruopean union Since the spring of 2005, when the proposed European Constitutional Treaty was rejected in referenda in France and the Netherlands, debate on the drawbacks of enlargement has gained in intensity. Senior politicians across Europe have called for a slow-down, freeze or even a permanent halt to enlargement. Voices opposing enlargement regularly make headlines, creating the impression that the future of enlargement is hanging in the balance. (ESI 2006) One of the factors that turn public opinion against European enlargement is immigration. The members of the old Europe fear the influx of migrants that adding more members to the European Union would bring. The fact that several of the older member states public (Britain, France) are already hostile to foreign labour only makes this worse. Indeed immigration was the main reason that the constitution was defeated in the French and Dutch referenda in 2005. This migration also creates problems for prospective members as huge numbers of skilled workers leave for other EU countries. The new members will after the initial economic boom that comes with joining the EU fall into economic decline and demand more and more money from the EU budget to keep its economy afloat. (Palmer 2006) Further enlargement would also put more pressure on the European Unions already struggling administrative system the simple fact is that the European Union does not have the governance capacity to effectively run a union of twenty seven without adding another ten or fifteen new member states. With the failure of its planned constitution and the unpopularity of the Lisbon treaty it clearly lacks the required degree of integration needed for effective decision making and implementation. And the essential development of a transnationalEuropean democracyis still falling far behind the limited progress made in strengthening the EUs executive powers. (Palmer 2006) There seems little doubt that at that point classical EU enlargement will have reached its end. Of course major questions about the relationship to the EU of countries further east -Ukraine, Moldova,Belarusand the countries of theCaucasus(Armenia, Georgia, Azerbaijan) remain (Palmer 2006). But they will have to be solved through a different process involving more limited sovereignty-sharing with the EU. Indeed, this could become a more attractive model for Turkey in the nextdecade. It would be disastrous for peace stability and the spread of democracy in the wider European neighbourhood if enlargement shuddered to a halt now.(palmer 2006) But we need a definition of a wider European Commonwealth that does not bind both sides into the detailed legal structures drawn up fifty years ago for European countries facing quite different challenges.

In The Fruit at the Bottom of the Bowl by Ray Bradbury and The Tell :: English Literature

In The Fruit at the Bottom of the Bowl by Ray Bradbury and The Tell Tale Heart by Edgar Allen Poe both authors have to convince the reader that the main character is mad. How do they do that? Which portrayal is more effective? Why? This essay will explore which madman is portrayed the best. Both stories deal with an obsession and a madness of some sort. In ' The Fruit at the Bottom of the Bowl' by Ray Bradbury the main character is William Action who frantically cleans trying to cover up the murder. Not knowing he is going mad. In ' The Tell Tale Heart' the man has an obsession with his masters eye, which drives him mad but he does not believe himself that he is mad. In 'The Tell Tale Heart' the characters motive is his masters "vulture's eye" which is shown by saying " I think it was his eye! Yes, it was this! Also when he says " One of his eyes resembled that of a vulture. In 'The Fruit at the Bottom of the Bowl" the characters motive is that his wife is having an affair this is shown by the character saying, " Where's my wife, Huxley? " and " I need one. I can't believe Lily's gone that she-". The first characters motive suggests madness because why would you want to kill a man just because of his eye. The second one stands to reason because if you find out your wife was having an affair the first thing you would want to do is kill the other person In ' The Tell Tale Heart' the narration is first person, so that the readers can put themselves there, the character addresses them directly, It also give you an insight into the characters most inner thoughts and feelings. In ' Fruit at the Bottom of the Bowl ' the narration is third person with stream of consciousness. This allows you to feel as thought you are watching the events unfold and that you become omnipotent. The narration method of ' The Tell Tale Heart' is more effective and convinces the reader of the main characters madness because you can tell the characters most inner thoughts and feelings as he addresses you unlike ' Fruit at the Bottom of the Bowl ' which only shows you the actions and doesn't give you an insight to his mental well being. In 'Fruit at the Bottom of the Bowl ' the characters attitude to the dead body and crime is one of calmness, although he was still conscious that his actions could be traced via his fingertips on the

Five of Frankenstein Essay

This line suggests that the creature was fairly friendly, rather than demonical: ‘†¦ while a grin wrinkled his cheeks’. The creature was very similar to a new born baby, with no experience in life and no knowledge of how to communicate and act: ‘His jaws opened, and he muttered some inarticulate sounds’. Despite the creature’s lack of knowledge and experience, Victor somehow manages to treat the creature in an appalling manner. These set of events portray Victor as somebody who is very cruel and selfish, furthermore, it makes the reader sympathise for the creature. The idea of bringing someone into the world by stitching together pieces of dead bodies and passing electricity through the corpse raises the question of immoralities; moreover the way Victor brought life into the world and then abandoned it is a terrible lot worse. In this story, Victor Frankenstein acted similarly to the Ancient Greek character ‘Prometheus’, as he played God. He felt that he had the right to create new life. He then realised how wrong it was, however by that time it was too late. In the 19th century, most people in England were very religious, so the way Victor plays God in the story would have been widely frowned upon. It was extremely uncommon for people to see boundaries and morals being questioned and stretched in this way. The creature that Victor created was far from a monster, it was but a helpless, needy being that he had abandoned, and it was not very different from abandoning a new born baby. Society cruelly rejected him due to his appearance, which goes to show how narrow minded society can be. This could have been part of the message that Mary Shelley wished to send out. The true monstrous figure in the story is Victor. This is all down to his cruel nature and the disgust he shows towards the creature he spent two years trying to bring to life. Victor even goes as far as describing the creature as a ‘half-distinguished light’, meaning he felt the creature was merely ‘half of a human being’. The author, Mary Shelley, in my opinion was trying to send out the messages: it is wrong to play God and that society can sometimes be very judgemental. The reasons are that Mary Shelley depicts the creature as helpless, confused and needy, so that the reader will sympathize towards him, whereas she depicts Victor as a cruel and selfish person, which supports the point of playing God being wrong. The reason I believe Mary Shelley tried to send out the message of society often being judgemental is so that people will realise that appearances are not everything, and that they can learn to avoid judging people by this before getting to know their past and present situation. 1,060 words Aran Atwal Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section. Download this essay Print Save Here’s what a teacher thought of this essay 4 star(s).

The Current “Age of Accountability” Law in Light of Developmental Psychology Current Law Upheld Case Study

In the case study provided, one can see many areas where the development of the child in question can be taken into consideration when looking at the case from a law standpoint. In any case involving children, one must always take into account their environment, their developmental age, and their true age. With each age group, there is a norm for development and each child must be evaluated regarding that norm. In this case, the current law regarding the â€Å"age of accountability† can be upheld through three basic points. These points are the biosocial, the cognitive, and the psychosocial areas of development. Each area plays a huge role in whether or not a child (at the age of six) can be held accountable for such a violent act. In the area of biosocial development, everything from a child’s nutrition to brain development to abuse can affect their perceptions (Berger, 2008). In the case provided, the six year old boy, coming from a single parent household, could very easily suffer developmentally in this area. Historically, single parent households make much less than households where both parents are present. Less income (socioeconomic status decline) could equal less nutritious food to aid in proper development. At the age of the child provided for this case study, he seems to be at the norm for brain development. At this age, even though children can think in rapid succession, they do not process the information to the point of seeing the true consequences. The child is also not completely able to use deductive reasoning when thinking the situation through from beginning to end and vice versa (Berger, 2008). Emotions at this point also play a key role in the development of the child provided. At this age, emotions such as anger (which would commonly be felt after the scuffle on the playground) can grow over a few hours and especially overnight, in a child who has anger or guilt problems anyway. While anger is a normal emotion, some children at this age struggle with the appropriate way to deal with it and lash out, resulting in injury. Taking into consideration the lifestyle of the juvenile in question, abuse and/or neglect could also be a large problem in his dealing with anger issues. While he may see the maltreatment he could be receiving as just basic attention, he is unable to process the true impact of the situation at his age (Berger, 2008). When the child sees anger at home, he is more likely to engage in anger motivated activities outside the home. Cognitive development of the six year old boy must also be taken into consideration when upholding the age of accountability law. Due to the fact that children of this age tend to be very self-centered and have the ability to focus on one idea (regardless of perception), a child with anger issues will see their problem is the whole world and that that one focal point is to stop the angry feeling (Berger, 2008). While to an adult this is irrational thought since the consequences are not planned for, to a child this creates harmony in their world of â€Å"me. Social learning at this age is a huge influence on how they react to their environment. In the case provided, the child is reacting the only way he knows how. Since both his father and grandfather are in the corrections system for gun related charges, it is likely that the child is only modeling the behavior he feels is set forth by those before him (Berger, 2008). While the child does not realize what he is doing at the time, he is an apprentice in thinking in the same way the other male figures have acted in his life. Even though the child has a male influence in his life (his uncle), it does not seem to be constructive as the uncle is likely the one who left the gun out irresponsibly. To uphold the current law, it should also be taken into consideration that a child at this age is merely attempting to make the difference between belief and reality. What a child sees on television and plays in video games can also play a role in their perception of the world as well as their cognitive and psychological development (Berger, 2008). Children before the age of seven have a difficult time realizing the reality and the fantasy within their environment. To them, a violent act is just the means to the end, the consequences are not their concern, and their goal is to end their own suffering regardless of the cost due to their self-centeredness. In the area of psychosocial development, a child should not be held accountable at the age of six due to their emotional status, ability to receive and internalize emotion, and falling victim to their parents’ style of parenting (Berger, 2008). If a child is subjected to authoritarian parenting, they are more likely to be less happy, suffer from depression, and feel guilty about situations in their environment. In the case presented, this could very well be the case for the child as his reason for extreme anger could be internalizing guilt for his father and grandfather being out of his life and in prison. Permissive parenting could also be a cause of developmental issue in a child of this age as they would be lacking of self control and unhappy. Again, the media begins to play a role in the lives of children this age. When a child observes violence and hatred, then they will most likely exude this type of behavior as well if it does not go corrected by a parent (Berger, 2008). When the media is the â€Å"parent† of the child, television used as a babysitter, the only role model they have are the actors on television to mimic and model their behavior. Overall, based on the information provided by Berger in the text, the law regarding whether or not the child in the case from Michigan should be held accountable should be upheld. It can be seen from the information provided above that the child is not developed enough to weigh the consequences of their actions and are most likely victims to their environment. Children cannot control what they are shown and thus at age six should not be accountable for their violent actions when they do not understand what the repercussions of their action could be and do not understand something as complex as taking another life.

Critique of law and order essays

Critique of law and order essays "Law and Order" was a very well-done show about the process of hunting down and apprehending a criminal that commits the specific crime showcased at the beginning of the program. The crimes usually seem to be unusual or complicated. The plot tends to focus not only on the work of the police officers and detectives but the mental state and motives of the criminal. The show has an interesting practice of juxtaposing an emotional aspect of the situation with the bureaucratic and professional (usually conservative) viewpoint and ultimate goal. In the episode that I viewed on Sunday at nine o'clock the main characters found themselves in pursuit of a criminal who was abducting women to keep as some sort of brainwashed companion. He would sit in a park and watch people passing by . And if he happened to observe somebody that he felt would be a good candidate he would slip them a drug in their drink and take them home. After he gets them into his home he drills a hole in their skull and pours hot water onto their brain. This leaves the victim in a constant state of vulnerability(he turns them into vegetables). He would then proceed to cuddle with them. The first victim died which was not his intent, and was found in a park with her calf muscle missing. The second victim escaped and was found wandering down the same street he lived on. Shortly after the second attack he was apprehended by the main characters which, by the way, did not seem to have much of a problem catching him. This program distinguishes itself among others of the same genre by offering a much more compassionate analyzation of the crime and perpetrator than others, along with a compelling and fascinating portrayal of the process the detectives go through to get the job done. The show also takes on a much more methodical pace than others of the same elk. On the other hand, the ultimate crimes and endings are very much similar to other shows. They all se ...

1987 Nobel Prize in Physics

1987 Nobel Prize in Physics The 1987 Nobel Prize in Physics went to German physicist J. Georg Bednorz and Swiss physicist K. Alexander Muller for discovery that certain classes of ceramics could be designed that had effectively no electrical resistance, meaning that there were ceramic materials that could be used as superconductors. The key aspect of these ceramics is that they represented the first class of high-temperature superconductors and their discovery had groundbreaking effects on the types of materials that could be used within sophisticated electronic devices Or, in the words of the official Nobel Prize announcement, the two researchers received the award for their important breakthrough in the discovery of superconductivity in ceramic materials. The Science These physicists were not the first to discover superconductivity, which had been identified in 1911 by Kamerlingh Onnes while researching mercury. Essentially, as mercury was reduced in temperature, there was a point at which it seemed to lose all electrical resistance, meaning that electrical current count flow through it unimpeded, creating a supercurrent. This is what it means to be a superconductor. However, the mercury only exhibited the superconducting properties at very low degrees near absolute zero, around 4 degrees Kelvin. Later research in the 1970s did identify materials that exhibited superconducting properties at around 13 degrees Kelvin. Bednorz and Muller were working together to research the conductive properties of ceramics at an IBM research laboratory near Zurich, Switzerland, in 1986, when they discovered the superconducting properties in these ceramics at temperatures of approximately 35 degrees Kelvin. The material used by Bednorz and Muller was a compound of lanthanum and copper oxide that was doped with barium. These high-temperature superconductors were confirmed very quickly by other researchers, and they were awarded the Nobel Prize in Physics the following year. All of the high-temperature superconductors are known as a Type II superconductor, and one of the effects of this is that when they have a strong magnetic field applied, they will exhibit only a partial  Meissner effect  that breaks down in a high magnetic field, because at a certain intensity of magnetic field the superconductivity of the material is destroyed by electrical vortices that form within the material. J. Georg Bednorz Johannes Georg Bednorz was born on May 16, 1950, in Neuenkirchen, in North-Rhine Westphalia in the Federal Republic of Germany (known to those of us in America as West Germany). His family had been displaced and split up during World War II, but they had reunited in 1949 and he was a late addition to the family. He attended the University of Munster in 1968, initially studying chemistry and then transitioning into the field of mineralogy, specifically crystallography, finding the mix of chemistry and physics more to his liking. He worked at the IBM Zurich Research Laboratory during the summer of 1972, which is when he first began working with Dr. Muller, head of the physics department. He began work on his Ph.D. in 1977 at the Swiss Federal Institute of Technology, in Zurich, with supervisors Prof. Heini Granicher and Alex Muller. He officially joined the staff of IBM in 1982, a decade after he spent the summer working there as a student. He began working on the search for a high-temperature superconductor with Dr. Muller in 1983, and they successfully identified their goal in 1986. K. Alexander Muller Karl Alexander Muller was born April 20, 1927, in Basel, Switzerland. He spent World War II in Schiers, Switzerland, attending the Evangelical College, completing his baccalaureate degree in seven years, starting at age 11 when his mother died. He followed this up with military training in the Swiss army and then transitioned to Zurichs Swiss Federal Institute of Technology. Among his professors was renowned physicist Wolfgang Pauli. He graduated in 1958, working then at the Battelle Memorial Institute in Geneva, then a Lecturer at the University of Zurich, and then finally landing a job at the IBM Zurich Research Laboratory in 1963. He conducted a range of research there, including serving as a mentor to Dr. Bednorz and collaborating together on the research to discover high-temperature superconductors, which resulted in the awarding of this Nobel Prize in Physics.