Attitudes towards homosexuality in the long 19th century Essay

Mentalities towards homosexuality in the long nineteenth century - Essay Example In any case, one thing that is obvious is the way that cutting edge mentalities towards homosexuality have been a middle stage for fights among strict and lawful ideas. Prior to the eighteenth century, Christianity apparently was hesitant in managing issues of homosexuality. In any case, rates of antagonistic vibe towards homosexuality started to be knowledgeable about numerous pieces of the world. Afterward, the underpinnings of homosexuality included fuse of legitimate assents and strict lessons. The primary issue is would appear was the membership to accepted practices and homosexuality seen as insubordinate conduct which the general public dreaded. As indicated by Clinard and Frank (2011, pp11), standards make essential commitments to the way toward looking after request. During this time, it is accounted for that the majority of the American states started to order extreme punishments for sexual wrongdoings. Before the finish of the nineteenth century, there rose rivalry among l aw and religion against psychiatry and medication over sexuality and explicitly homosexuality. In such manner, the idea of homosexuality attempted an alternate abandon being seen as a wrongdoing to being seen as a wrongdoing. This intense difference in the talk about homosexuality was seen as dynamic since certain contemplations, for example, a wiped out individual who carried out sexual wrongdoing was less blameful than a sound individual. Method of reasoning for promotion of homosexuality Although medication and psychiatry demanded regarding homosexuality as pathology, Sigmund Freud, on his fundamental hypothesis of human sexuality saw that every single person were intrinsically cross-sexual. His contention was that individuals become hetero or gay over the span of interfacing with others. In any case, Freud set that homosexuality ought to be seen as a sort of pathology. Indeed, in his renowned letter to an American mother, he contended that, in spite of the fact that homosexualit y is no preferred position, it ought not add up to something to be embarrassed about. This, as indicated by Freud was on the grounds that homosexuality isn't a bad habit, doesn't corrupt, and can't be named a sickness. With such considerations, it is clear that numerous individuals saw sexuality in an unexpected way. In any case, the enunciation of sexuality under the point of view of medication and psychiatry depended on the possibility that people with homosexuality had pathology worries that should have been tended to. With various examinations directed on people with these issues, therapists accepted that there was a need to thoroughly think of a system through which the general public could value that these individuals have a mental issue that should be tended to. Numerous creators, for example, Clinard and Frank (2011) called attention to that in another measurement they accepted that rewarding people with sexuality issues like hoodlums without exposing them to mental treatmen t would expand the issue by making extra mental intricacies. A portion of the raised concerns included insights of people indicted for perpetrating sexual related violations, and who later passed on or built up some psychological issue while still in jail or subsequent to being discharged from jail. Homosexuality has had a long history. The eighteenth century can be viewed as a huge defining moment of homosexuality and gay rights. Most likely without precedent for the historical backdrop of man, homosexuality got basic look in various ways. Professionals’

Ten steps for writing an essay

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Worcester

Worcester Worcester, industrial city (1990 pop. 169,759), seat of Worcester co., central Mass., on the Blackstone River; inc. 1722. The canalization (1828) of the Blackstone River marked the beginning of Worcester's rapid industrial development. A port of entry, Worcester is no longer primarily a manufacturing center, but abrasives, communications products, beverages, and steel-mill equipment are among its products. Medical and educational institutions are now the most significant sectors of the city's economy; insurance firms are also important. Settled in 1673, Worcester suffered Native American attacks in 1675 and 1683. In Shays's Rebellion the courthouse was besieged (1786) by insurgents. The first woman's suffrage national convention was held (1850) in Worcester. Edward Everett Hale was pastor there from 1842 to 1856. Worcester is the seat of Clark Univ., the College of the Holy Cross, the Univ. of Massachusetts Medical School, Worcester Polytechnic Institute, Worcester State Univ., and other educational institutions. It has a number of notable museums, two zoos, concert halls and a performing arts center, and an annual music festival (dating from 1858). Lake Quinsigamond and two state parks are in the vicinity. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

The Witch Trials Are The Perfect Tool - 926 Words

The Salem witch trials occurred in a period of severe unrest in the early United States, which in turn feed into the hysteria and paranoia of the time, that resulted in unnecessary and avoidable deaths of women. They re deaths were brought on by the rampant focus on religion and superstition, which at the time was used to oppose reason and logic. The multiple events that occurred that made up the Salem Witch Trials all stem from the notion of isolationism, that America was going through, wherein the people wanted to be rid of people not similar to themselves. There is much to learn still about the people of back then but from what is known they are a product of their time, no more malicious or pious than others. The witch trials are the perfect tool to demonstrate why superstition needs to be eradicated, and reason needs to be focused on. If logic and reasoning had been the focus of the time instead of personally held beliefs in a higher power then hundreds of years of suffering wou ld have been avoided, because a people had the idea that not only were they superior but divinely so. In February of 1692 and continuing until May 1693 the United States were gripped with the idea that certain women were practicing witch craft also known as the Devil s magic. These trails were held with the belief that the accused women of which there were nearly two hundred were calling upon the devil to cast their misdeeds. The trials were held to determine if they were indeed witches andShow MoreRelatedWilliam Shakespeare s Queen Elizabeth1598 Words   |  7 Pagesworld, England and Scotland are not perfect nor ideal. They also have their own dark and bloody history, and one of the most important part of that history is the origin of witch-hunt, or in other words, the execution of witches. Witchcraft was treated as the craft of wise at the very beginning. However, as the following behind witchcraft grew stronger, the conflict between the Christian religious and witchcraft finall y lead to the bloody witch-hunt; but witch-hunt is not as simple as a conflictRead MoreReligious Beliefs Were Behind The Salem Witch Trials2016 Words   |  9 PagesThe view that religious beliefs were behind the Salem Witch Trials of 1692 is predominantly incorrect. While the Puritan culture’s strong Christian beliefs did dictate the behaviour of New England society, for the authorities that instigated the Witch Trials, religion was a mere justification for their actions that allowed them to gain support by instilling in the masses the fear of a higher power. Their true motives lay in the political and social issues of the time, with Salem Town’s division dueRead MoreThe On The Hands Of An Angry Mob1477 Words   |  6 Pageschaos; the myriad of ignorance, intolerance, and stubborn ways reflect just as disappointingly today as they did in the 1600s. As hysteria ran rampant, people began to believe things that were completely contradicted by common sense. The Salem Witch Trials were a prime example of this; combining the suppression of females in colonial society with religious and racial prejudice. Successful, upper-class women were vilified as witches, and their demise only further solidified the misogyny of the colonialRead MoreWitch Hunt : The Bloody Release Of The Fear2047 Words   |  9 PagesJialin Zhang English A4 Mr. Dennis 5/14/16 Witch-hunt: the Bloody Release of the Fear Shakespeare, Queen Elizabeth, Christianity, and tea, all those things are closely related to Scotland and England. However, like all the other things in the world, England and Scotland are not perfect nor ideal. They also have their own dark and bloody history, and one of the most important part of that history is the origin of witch-hunt, or in other words, the execution of witches. Witchcraft was treated as theRead MoreThe Merchant Of Venice And The Crucible1491 Words   |  6 PagesPortia knows that her husband, Bassanio, has an affection for Antonio, she endeavors to save Antonio from Shylock’s malice so that Bassanio does not leave her, grieving over his friend’s self-sacrifice. Through her powerful actions, most obvious in the trial scene in Act 5, Scene 1 when she is in disguise of a lawyer and saves Antonio’s life, Portia resembles an astute woman figure who transcends women’s standards of her time and fulfills her purpose of not losing her husban d. In The Crucible, althoughRead MoreAmerica, Land of the Free...or Not Essay1753 Words   |  8 Pageswin the Civil War, bring the divided nation back together, and abolish slavery. To complete these goals Lincoln declared all rebels and insurgents, their aiders and abettors within the United States...shall be subject to martial law and liable to trial and punishment by courts martial or military commission. (Dueholm) In other words, Lincoln suspended the writ of habeas corpus to the civilian population. The writ of habeas corpus is a legal right in which the defendant must be released unless theRead MoreThe Scarlet Letter : A Rebellion Against Puritanism2104 Words   |  9 PagesPrynne does not see herself as an adulteress because, in her case, she believes that her husband has died (Hawthorne). In the Puritan society, they believe that adultery is a sin, Adultery was a major punishable sin, and public trials and punishments were used as tools to prevent others from committing adult ery or other crimes (The Scarlet Letter: A Glimpse of Puritan Society). They believed that, once one is married, he or she is married untill death. For her sin, Hester s punishment was toRead MoreEssay Witchcraft Portrayed in Films6180 Words   |  25 Pagesfictional witch - the evil, ugly crone, the wicked witch from Wizard of Oz, and its the image thats engraved into our culture as an association to the word witch. This caricature is what we see in drawings when one wants to reference Halloween, and the witch costumes we always see around that time are those of black capes and hats and warty green rubber noses. Barbara Creed identifies this image as the `phallic mother, motif perfectly illustrated in the long fingers and nose of a witch. (GrantRead MoreThe Complexity Of The United States Legal System1896 Words   |  8 Pagesrevolution. A perfect, if perhaps overused example, is the trial and acquittal of OJ Simpson. Although this trial will always be controversial to many due to the race components of the argument and race relations of the times it is trial which illuminates how the State can fail because of the restrictions imposed upon the district attorney by the State. Simpson’s criminal defense lawyer was able to put on show implying officer Furman was a racist and that the whole murder was a witch hunt to discreditRead MoreCRM 1301 Midterm uOttawa Carolyn Gordon Essay10218 Words   |  41 Pagesperson was still alive, the procedure was successful Witchcraft Correlated with ‘The Crucible’ where Tituba, Sarah Good Sarah Osborne are accused of witchcraft in Salem, 1692 What to do with the witches?! Exodus 22:18- Thou shalt not suffer a witch to live Leviticus   20:27- A man also or woman that hath a familiar spirit, or that is a wizard, shall surely be put to death: they shall stone them with stones: their blood shall be upon them. Assumptions of Demonology Secularization: a systematic

Top Guide of Writing a Great Research Paper

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Ib Math Ia Free Essays

string(23) " the Type II Criteria\." MATME/PF/M12/N12/M13/N13 MATHEMATICS Standard Level The portfolio – tasks For use in 2012 and 2013 Â © International Baccalaureate Organization 2010 7 pages For final assessment in 2012 and 2013 2 MATME/PF/M12/N12/M13/N13 C O N T E N TS T y p e I t as k s Circles T y p e I I t as k s Fish Production Gold Medal Heights INTRODUC TI ON W h a t is t h e p u r p ose of t h is d oc u m e n t ? This document contains new tasks for the portfolio in mathematics SL. These tasks have been produced by the IB, for teachers to use in the examination sessions in 2012 and 2013. It should be noted that most tasks previously produced and published by the IB will no longer be valid for assessment after the November 2010 examination session. We will write a custom essay sample on Ib Math Ia or any similar topic only for you Order Now These include all the tasks in any teacher support material (TSM), and the tasks in the document tfolio tasks 2009 The tasks in the in the 2012 examinations but N O T in 2013. Copies of all TSM tasks published by the IB are available on the Online Curriculum Centre (OCC), under Internal Assessme not be used, even in slightly modified form. W h a t h a p p e n s i f t e a c h e r s u s e t h e s e o l d t a s k s? The inclusion of these old tasks in the portfolio will make the portfolio non -compliant, and such portfolios will therefore attract a 10-mark penalty. Teachers may continue to use the old tasks as practice tasks, but they should not be included in the portfolio for final assessment. W h a t o t h e r d oc u m e n t s s h o u l d I u se? All teachers should have copies of the mathematics SL subject guide (second edition, September 2006), including the teaching notes appendix, and the TSM (September 2005). Further information, ncluding additional notes on applying the criteria, is available on the Online Curriculum Centre (OCC). Important news items are also available on the OCC, as are the diploma programme coordinator notes, which contain updated information on a variety of issues. W h i c h t as k s c a n I u se i n 2012? The only tasks produced by the IB that may be submitted for assessment in 2012 are the ones contained in this document, and those in the document Portfolio tasks 2011 2012 . There is no requirement to use tasks produced by the IB, and there is no date restriction on tasks written by teachers. For final assessment in 2012 and 2013 3 MATME/PF/M12/N12/M13/N13 C a n I u se t h ese t as k s b e f o r e M a y 2012? These tasks should only be submitted for final assessment from May 2012 to November 2013. Students should not include them in portfolios before May 2012. If they are included, they will be subject to a 10-mark penalty. Please note that these dates refer to examination sessions, not when the work is completed. W h i c h t as k s c a n I u se i n 2013? The only tasks produced by the IB that may be submitted for assessment in 2013 are the ones contained in this document. T e c h n ology There is a wide range of technological tools available to support mathematical work. These include graphic display calculators, Excel spreadsheets, Geogebra, Autograph, Geometer sketch pad and Wolframalpha. Many are free downloads from the Internet. Students (and teachers) should be encouraged to explore which ones best support the tasks that are assigned. Teachers are reminded that good technology use should enhance the development of the task. E x t r a c ts f r o m d i p lom a p r og r a m coo r d i n a to r n ot es Important information is included in the DPCN, available on the OCC. Teachers should ensure they are familiar with these, and in particular with the ones noted below. Please note that the reference to the 2009/2010 document is outdated. C op i es of t as k s a n d m a r k i n g/sol u t ion k e ys Teachers are advised to write their own tasks to fit in with their own teaching plans, to select from the 2009/2010 document, or to use tasks written by other teachers. In each case, teachers should work the task themselves to make sure it is suitable, and provide a copy of the task, and an answer, solution or marking key for any task submitted. This will help the moderators confirm the levels awarded by the teacher. It is particularly important if teachers modify an IB published task to include a copy of the modified task. While this is permitted, teachers should think carefully about making any changes, as the tasks have been written with all the criteria in mind, to allow students to achieve the higher levels. N on -co m p l i a n t po r t f ol ios f r om M a y 2012 Please note the following information on how to deal with portfolios that do not contain one task of each type. This will be applied in the May 2012 and subsequent examination sessions. If two pieces of work are submitted, but they do not represent a Type I and a Type II task (for example, they are both Type I or both Type II tasks), mark both tasks, one against each Type. For example, if a candidate has submitted two Type I tasks, mark one using the Type I c riteria, and the other using the Type II Criteria. You read "Ib Math Ia" in category "Essay examples" Do not apply any further penalty This means that the current system of marking both tasks against the same criteria and then applying a penalty of 10 marks will no longer be used. For final assessment in 2012 and 2013 4 MATME/PF/M12/N12/M13/N13 SL T YPE I A im : In this t ask you wi l l conside r a se t of numbe rs tha t a r e pr esent ed in a symme t r i c a l pa t t e rn. Consider the five rows of numbers shown below. Describe how to find the numerator of the sixth row. Using technology, plot the relation between the row number, n, and the numerator in each row. Describe what you notice from your plot and write a general statement to represent this. Find the sixth and seventh rows. Describe any patterns you used. Let E n ( r ) be the ( r 1) th element in the nth row, starting with r 15 Example: E5 (2) . 9 0. Find the general statement for E n ( r ) . Test the validity of the general statement by finding additional rows. Discuss the scope and/or limitations of the general statement. Explain how you arrived at your general statement. For final assessment in 2012 and 2013 5 MATME/PF/M12/N12/M13/N13 C IR C L ES SL T YPE I A im : The a im of this t ask is to invest i ga t e posi t ions of points in i nt e rse c t ing c i r c l es. The following diagram shows a circle C 1 with centre O and radius r, and any point P. r P O C1 The circle C 2 has centre P and radius OP. Let A be one of the points of intersection of C 1 and C 2 . Circle C 3 has centre A, and radius r. The point P is the intersection of C 3 with (OP). This is shown in the diagram below. C3 A O P’ P C2 C1 Let r 1 . Use an analytic approach to find OP , when OP 2 , OP 3 and OP 4 . Describe what you notice and write a general statement to represent this. Let OP 2 . Find OP , when r 2 , r 3 and r 4 . Describe what you notice and write a general statement to represent this. Comment whether or not this statement is consistent with your earlier statement. Use technology to investigate other values of r and OP. Find the general statement for OP . Test the validity of your general statement by using different values of OP and r. Discuss the scope and/or limitations of the general statement. Explain how you arrived at the general statement. For final assessment in 2012 and 2013 6 MATME/PF/M12/N12/M13/N13 F IS H PR O D U C T I O N SL T YPE II A im: This t ask conside rs comme r c i a l f ishing in a pa r t i cul a r count ry in two di ff e r ent envi ronments the se a and f ish f a rms (aqua cul tur e). The da t a is t a k en f rom the U N St a t ist i cs D ivisi on C ommon D a t a b a se . The following table gives the total mass of fish caught in the sea, in thousands of tonnes (1 tonne = 1000 kilograms). Y ea r T ot a l M ass 1980 426. 8 1981 470. 2 1982 503. 4 1983 557. 3 1984 564. 7 1985 575. 4 1986 579. 8 1987 624. 7 1988 669. 9 Y ea r T ot a l M ass 1989 450. 5 1990 379. 0 1991 356. 9 1992 447. 5 1993 548. 8 1994 589. 8 1995 634. 0 1996 527. 8 1997 459. 1 Y ea r T ot a l M ass 1998 487. 2 1999 573. 8 2000 503. 3 2001 527. 7 2002 566. 7 2003 507. 8 2004 550. 5 2005 426. 5 2006 533. 0 Define suitable variables and discuss any parameters/constraints. Using technology, plot the data points from the table on a graph. Comment on any apparent trends in your graph and suggest suitable models. Analytically develop a model that fits the data points. (You may find it useful to consider a combination of functions. ) On a new set of axes, draw your model function and the original data points. Comment on any differences. Revise your model if necessary. The table below gives the total mass of fish, in thousands of tonnes, from fish farms. Y ea r T ot a l M ass 1980 1. 4 1981 1. 5 1982 1. 7 1983 2. 0 1984 2. 2 1985 2. 7 1986 3. 1 1987 3. 3 1988 4. 1 Y ea r T ot a l M ass 1989 4. 4 1990 5. 8 1991 7. 8 1992 9. 1 1993 12. 4 1994 16. 0 1995 21. 6 1996 33. 2 1997 5. 5 Y ea r T ot a l M ass 1998 56. 7 1999 63. 0 2000 79. 0 2001 67. 2 2002 61. 2 2003 79. 9 2004 94. 7 2005 119. 8 2006 129. 0 Plot the data points from this table on a graph, and discuss whether your analytical model for the original data fits the new data. Use technology to find a suitable model for the new data. On a new set of axes, draw both models. Discuss how trends in the first model could be explained by trends in t he second model. By considering both models, discuss possible future trends in both types of fishing. For final assessment in 2012 and 2013 7 MATME/PF/M12/N12/M13/N13 G O L D M E D A L H E I G H TS SL T YPE II A i m : T he a i m of th i s t a sk i s to O lympi c G ames. high jump in the The table below gives the height (in centimeters) achieved by the gold medalists at various Olympic Games. 1932 Y ea r H e igh t (c m) 197 1936 203 1948 198 1952 204 1956 212 1960 216 1964 218 1968 224 1972 223 1976 225 1980 236 Note: The Olympic Games were not held in 1940 and 1944. Using technology, plot the data points on a graph. Define all variables used and state any parameters clearly. Discuss any possible constraints of the task. What type of function models the behaviour of the graph? Explain why you chose this function. Analytically create an equation to model the data in the above table. On a new set of axes, draw your model function and the original graph. Comment on any differences. Discuss the limitations of your model. Refine your model if necessary. Use technology to find another function that models the data. On a new set of axes, draw both your model functions. Comment on any differences. Had the Games been held in 1940 and 1944, estimate what the winning heights would have been and justify your answers. Use your model to predict the winning height in 1984 and in 2016. Comment on your answers. The following table gives the winning heights for all the other Olympic Games since 1896. 1896 1904 1908 1912 1920 1928 1984 1988 1992 1996 2000 2004 2008 Y ea r H eigh t (c m) 190 180 191 193 193 194 235 238 234 239 235 236 236 How well does your model fit the additional data? Discuss the overall trend from 1896 to 2008, with specific references to significant fluctuations. 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The Chemistry Of Photography Essays - Photographic Processes

The Chemistry Of Photography Photography is a very complex form of art, which uses standard chemicals and scientific equations. It is a chemical reaction, which occurs when light hits a film or paper emulsion. An emulsion is part of the film or paper, which is very sensitive to light. This is also the part where the chemical reaction takes place. In an emulsion, are small crystals of silver halide, silver bromide, silver chloride, or silver iodide [Eaton, George]. These chemical crystals react with light when it is passed through a camera, to create an image on paper [Foto Info]. The development of film production has a very simple chemical equation, most widely known as: Light + Ag(X) ? Ag + (X) This equation expresses how when any form of light is added to silver X, it creates silver plus the X [Mad Scientist]. In most cases, the AgX represents one of the compounds above. In the photographic process, there are three main chemicals used. These are the developer, the stop bath, and the fixer. The developer, or the reducer, is the chemical that completes the reaction with the light exposure, by reacting with the silver, to create metallic silver [Britannica Online]. This process is called reduction. Common reducers used are hydroquinone, phenidone, metol, pyro, and absorbic acid. If you combine two of these reducers, it creates superadditivity. Some common combinations are metol and hydroquinone, which produce MQ, or phenidone and hydroquinone, which produce PQ. [Foto Info] Each of the chemicals used in the developer have their own specific qualities and features. When hydroquinone is used alone, it can be a very slow reducer. When metol is used, it brings out detail very quickly. Phenidone is almost never used by itself. If it is combined with hydroquinone, it keeps detail, but at the same time, it increases contrast. If used alone, it is very fast but has low contrast. One of the less commonly used of these developers is pyro. This is an older developer, and is also known as pyrogallol. Pyro leaves a stain on the negative while it develops it. Most people who use this developer want that stain as part of an effect, because it ends up softening the image. Finally, absorbic acid has been used for quite some time to develop film. [Foto Info] The Kodak DK-50 is a fast developer, which produces a clean image on the paper. A breakdown of the chemicals involved looks like this: Water 52 degrees centigrade 750 ml Metol 2.5 grams Sodium Silfite, anhydrous 30 grams Hydroquinone 2.5 grams Balanced Alkali 10 grams Potassium Bromide, anhydrous 0.5 grams [Kodak] This shows the amounts of each chemical added. If you change the amount of these chemicals, or add different ones, the developer will create different qualities in the pictures it makes. An example is in the Kodak D-76 Developer. This developer is good for shadow detail, and has normal contrast. The makeup of this developer looks like this: Water 52 degrees centigrade 750 ml Metol 2 grams Sodium Silfite, anhydrous 100 grams Hydroquinone 5 grams Borax 2 grams [Kodak] A stop bath makes sure the developer does not develop any more than it should, by stopping it [Britannica Online]. This is needed because there is always some extra developer in the emulsion. A developer has a pH higher than seven, and is therefore a base. Most photographers use acetic acid as their stop baths [Foto Info]. This acid neutralizes the developer, causing it to stop. Another simple stop bath is water. The only problem with this is that water will not stop the development of the photo instantly. This is generally not a problem, unless the artist has a specific look that they are trying to achieve. The last chemical in the photography process is the fixer. The fixer breaks up the un-exposed silver salts in the emulsion. Then, you will be able to view the photograph outside of the darkroom, because it will no longer have a chemical reaction with the light. There are six components of the fixer. They are the solvent, the fixing agent, acid, preservative, hardener, and the buffer [Woodson, Roger]. The solvent is usually water, which dissolves the chemicals, including the silver thiosulfate complexes that were formed. The fixing agent is usually sodium thiosulfate or ammonium thiosulfate. The difference between