Shopping Motivation Essay Example | Topics and Well Written Essays - 2500 words

Shopping Motivation - Essay Example however behind all these characteristics, the motivation to buy is one of the key variables which contribute towards shaping the overall strategies for marketing. Thus, analyzing and understanding different shopping motivations allow managers to help them better their segmentation policies as well as the development of new and more penetrating retail marketing strategies. (Wagner,2007). The traditional research in this area however, remained focused on the interaction of consumers with the physical market places to make their buying decisions however, over the period of time, as the new forms of markets and marketing evolved, the scope has broadened and currently research in this area also focus on the different motivations of consumers while making purchase decisions in different market settings. This paper will attempt to study and anlyse different shopping motivations that exists when consumers make buying decisions. This paper however, also takes into consideration Means End Chain and its links to the Goal Directed Theory while presenting analyzing various shopping motivations. According to dictionary definition of Consumer, a consumer is one who consumes an economic good. A consumer is generally thought of as a person who identifies a need or desire accordingly makes a purchase. Thus, a consumer is a person who first identifies or feels the need for something and then after going through a mental process decides to whether buy or not buy certain goods or services. Thus a consumer is generally thought of as a person who identifies a need or desire accordingly makes a purchase. However, there are different factors which influence that mental process of deciding what to buy and what not to buy and a good marketer will always attempt to understand that mental process and then design strategies to influence that decision making process. Thus, no matter who are we in life (a child, a parent, a student, a worker, a business owner, a lover, etc.) we buy and consume things which makes us consumers. We buy different products (tangible and intangible) for many reasons (to eat, to wear, to watch, to play, to travel, to keep in good shape and to feel secure). Hence, the consumption activity is essential and primary part of our daily life and we as consumers attempt to consume according to our needs, wants and purchasing power. (David, 1997). However, there is a certain process, as defined above, which takes place in consumer's mind while evaluating a purchase. That process or behavior is often called consumer behavior. Consumer Behavior Consumer behavior can be easily be described as how consumers feel, think, create reasons to select between different alternatives like different brands of goods, or different products. Thus in its essence, consumer behavior is how the external and internal factors influence a consumer to make a buying decision. Consumer behavior, therefore, not only involve the interaction of the consumer with its environment but it also attempt to comprehend the influence of that environment on the decision making p

Blaise Pascal and the Theory of Probability - Why it is important and Research Paper

Blaise Pascal and the Theory of Probability - Why it is important and the implications of this contribution - Research Paper Example Throughout history, various theories and principles had been laid down by mathematicians to further strengthen and deepen the study of numbers, space and computations. Numbers have been the characters used in math while letters are usually used in language. The operations and proofs that are done throughout the development in the field of mathematics give way to the modernization and advancement of the human mind. One of the theories that led to the advancement is the Theory of Probability. The Theory of Probability comes from the word probable and the adjective probably. â€Å"Probably† is usually used in casual conversation like: Caesar probably visited Britain. The outbreak of a nuclear war is less probable now than it was 10 or 15 years ago. The likely winner is Miss Florida. The expanding universe theory is probably true. The door is probably locked. (Weatherford, 1982, p. 2) The word probably cannot describe probability in a specific way as adjectives are descriptive wor ds. Once probably is said, it describes an object qualitatively. Probably pertains to qualitative description of frequency. Most people do not use probable in a mathematical sense as that word can also mean â€Å"possible, conceivable, plausible, reasonable and typical,† (Gigerenzer, 2007, p. 95). ... 1). In addition, uncertainty is concerned with the unknown or the insufficient information regarding the present and the future. The degree of uncertainty is linked with risk. Risk is the uncertain result which can be positive or negative. The positive risk is called opportunity while the negative risk is threat (Cretu, Stewart and Berrends, 2011, p. 4). Probability allows people to have calculated assessment of the unknown outcome. The theory can be elaborated in three ways as discussed in the succeeding paragraph. The Theory of Probability can be discussed using a classical method, simple property method and statistical method. Using classical method, the theory provides a standard measure for determining the uncertainties in the occurring events. Classical method can also be called mathematical method as an equation can be used to represent the theory: P (A) = n/N = No. of outcomes favorable to A/No. of outcomes in ? = v (A)/v (?) Where A = the event or subset of interested outcom es n = the number of outcomes ? = the set of all outcomes v (?) = the number of sample points in ? v (A) = the number of points in A (Bhat, 1999, p. 2) Another way of elaborating the Theory of Probability is through the use of simple property method. Additive property of addition is the basic form of probability theory. The following can illustrate the property: P (A?B) = P (A + B) = (m + n)/N = (m/N) = P (A) + P (B) [†¦] Probability function possesses the following properties: (i) P(A) ? 0, (non-negativity); (ii) P(A1 + †¦ + An) = ?n1 P(Ai), (Additivity), (iii) P(?) = 1 (normed) It follows immediately that P (?) = P (A + Ac) = P (A) + P (Ac) = 1, P (Ac) = 1 – P (A) ? 0, and hence 0 ? P (A) ? 1. Since P (?)

A Raisin In The Sun Essay Example for Free

A Raisin In The Sun Essay In my opinion, the most prevalent theme in, â€Å"A Raisin in the Sun† is the real meaning of money because all of the family members have dreams that require money in order for them to be fulfilled. Walter is always trying to get money to open up a liquor store and believes that the only way he can be a successful man is if he reaches this goal. Throughout the book, Walter is envious of wealthy people and is somewhat embarrassed of his career of a chauffeur. He would like for his son to have a better life and wants him to have everything that he could ever want. While talking to Mama in the book, Walter states, â€Å"Mama, sometimes when I’m downtown and I pass by them cool, quiet-looking restaurants where them white boys are sitting back and talking bout things, turning deals worth millions of dollars, sometimes I see guys don’t look much older than me.† (page 73) Walter pays so much attention to these rich â€Å"white boys† and this causes him to not appreciate what he has, he just always wants more. Walter believes that if Mama gives him the money to invest in a liquor store then he will be successful. Mama doesn’t understand why Walter is so focused on money and she asks him, â€Å"Son-how come you talk so much ‘bout money?† Walter replies, â€Å"Because it is life, Mama!† (page 74) Mama doesn’t see money as such a big necessity in life and believes more in family, love and faith. She tries to show Walter and Beneatha that not everything in life is about being wealthy and having money. For example, after Walter tells Mama that he thinks that money is life on page 74, she says, â€Å"Oh-So now it’s life. Money is life. Once upon a time freedom used to be life- now it’s money. I guess the world really do change†¦Ã¢â‚¬  (page 74) Mama is trying to teach Walter not to be so materialistic. She wants him to focus on other aspects of life that Walter just can’t seem to understand. Also, when Mama says how the world is changing, she is talking about how money has a negative influence on the people of that time and how sad it is that money  is such a necessity. During the conversation between Mama and Walter, Mama sys, â€Å"You something new, boy. In my time we was worried about not being lynched and getting to the North if we could and how to stay alive and still have a pinch of dignity too†¦Ã¢â‚¬  (page 74) Mama is talking about how Walter should appreciate his freedom and how in her time, they had to fight for their freedom and could care less about money. Beneatha doesn’t seem to show as much interest in money until she realizes that all of her family’s money is one. In the beginning of the book, Beneatha is kind of the outcast of the family because she doesn’t seem too concerned about the money and has different views than the rest of the family. For example, Beneatha and Ruth had a conversation about why Beneatha won’t marry George and Beneatha says, â€Å"Oh, I just mean I couldn’t ever really be serious with George. He’s- he’s so shallow.† Ruth replies, â€Å"Shallow- what do you mean he’s shallow? He’s rich!† Beneatha then says, â€Å"I know he’s rich. He knows he’s rich too.† (page 48-49) Beneatha wants more from a man than money, she has more depth than that. She is an independent woman and refuses to marry someone just because they are wealthy. In the beginning, Beneatha isn’t too focused on money; however, she comes to the realization that in order to fulfill her dream of being a doctor, she needs money for medical school. When Walter lost all of the family’s money, ruining any chance of Beneatha becoming a doctor she tells Asagai, â€Å"Asagai, while I was sleeping in that bed there, people went out and took the future right out of my hands! And nobody asked me, nobody consulted me- they just went and changed my life!† (page 134)

Preparation of Diphenylisoxazoline by a Dipolar Cycloadditio

Preparation of Diphenylisoxazoline by a Dipolar Cycloadditio Aims The aims of this experiment were: to synthesise a diphenylisoxazoline by a 1,3- dipolar cycloaddition reaction this involved the preparation of an oxime which was oxidised to form a rather unstable nitrile oxide which was trapped in situ with an alkene to yield an isoxazoline.; to fully characterise both, the intermediate oxime and the final isoxazoline, with Infra-Red and Proton NMR spectra. Experimental Preparation of benzaldehyde oxime In a fume cupboard, sodium hydroxide (3.5g) was dissolved in water (30mL) in a 100mL conical flask containing a magnetic stirrer bar. The solution was then allowed to cool down to ambient temperature and benzaldehyde (0.5mL) was added followed by hydroxylamine hydrochloride (0.5g). The stirrer was set to a maximum potency to allow for vigorous stiring for about 5 minutes. The conical flask was stopped at this stage. After 5 minutes, the stopper was removed from the flask and further portions of benzaldehyde (0.5mL) and hydroxylamine hydrochloride (0.5g) were added. This sequence was repeated until all the benzaldehyde (total 5.1mL) and hydroxylamine hydrochloride (total 4.2g) were consumed. The reaction mixture warmed up and the solution became homogeneous indicates complete consumption of benzaldehyde. With the aid of a broad-range pH indicator, the reaction mixture was neutralised with glacial acetic acid (à ¢Ã¢â‚¬ °Ã‹â€ 1.6mL). At this stage a few drops of water were added to help dissolving any sodium acetate precipitate formed. The solution was then allowed to cool and the organic material (top layer) extracted with diethyl ether (2 x 30mL) to a 100mL beaker. A few spatulas of magnesium sulphate were added to the beaker to dry the organic extracts. The mixture was filtered off into a round-bottomed flask and the solvent removed on a rotary evaporator. The yield and the IR spectrum of the oil were recorded. 1,3-dipolar cycloaddition reaction Again in a fume cupboard, styrene (2.9mL) and triethylamine (0.3mL) were dissolved in dichloromethane (15mL) in a 100 mL conical flask. Sodium hypochloride solution (25mL, ca. 10% available chlorine) was added whilst stirring with the aid of a magnetic stirrer bar already in the flask. The flask was placed into an ice bath and the oily oxime (2.5g) was added dropwise with the aid of a Pasteur pipette over a period of 15 minutes. Once addition was completed, the reaction mixture was allowed to stir in the ice bath for a further period of 45 minutes. The whole reaction mixture was transferred to a separating funnel where it was allowed to stand for a few minutes before the lower organic phase was extracted. Afterwards, the remaining aqueous phase was extracted with further dichloromethane (15mL) and both organic extracts combined and dried over magnesium sulphate (a few spatulas as required). The mixture was filtered into a round-bottomed flask, to remove the magnesium sulphate. The flask was placed onto a rotary evaporator to remove any remaining solvent. The weight of the crude product was recorded and the same recrystallised from ethanol. An IR spectrum was run through the pure product and the yield recorded. Results Percentage yield Step 1: Preparation of Benzaldehyde Oxime The first step of this experiment was to synthesise the benzaldehyde oxime. The reaction scheme for this synthesis is as follows: Stoichiometric ratio 1à ¢Ã¢â‚¬ °Ã‚ ¡1 Benzaldehyde used = 5.1mL | density benzaldehyde = 1.0415 gml-1, mass = 5.31g (3 S.F.) Molecular mass = 106.12 gmol-1, therefore n. of moles = (3 S.F.) NH2OHà ¢Ã‹â€ Ã¢â€ž ¢HCl used = 4.2g | Molecular mass = 69.5 gmol.1, hence n. of moles = NaOH used = 3.5g | Molecular mass = 40 gmol.1, hence n. of moles = Experimental ratio Stoichiometric ratio 1à ¢Ã¢â‚¬ °Ã‚ ¡1, hence benzaldehyde is the limiting reagent. N. of moles of benzaldehyde = n. of moles of benzaldehyde oxime Benzaldehyde oxime yield = 4.43g |Molecular mass = 121.139 gmol.1, thus n. of moles = Step 2: 1,3-dipolar cycloaddition reaction The preparation of the diphenylisoxazoline by a 1,3-dipolar cycloaddition follows the following reaction scheme: Benzaldehyde oxime used = 2.50g | Molecular mass = 121.14 gmol-1, therefore n. of moles = Styrene used = 2.90mL = 2.64g | Molecular mass = 104.15 gmol-1, hence n. of moles = NaOCl (ca. 10% available Cl) used = 25 mL | density NaOCl = 1.206 gmL-1, hence 30.15g used. Molecular mass = 74.5 gmol-1, therefore n. of moles = C6H15N used = 0.3 mL | density C6H15N = 0.726 gcm-3, hence 0.218g used. Molecular mass = 101.19 gmol-1, therefore n. of moles = Stoichiometric ratio of benzaldehyde oxime reacting with styrene is of 1à ¢Ã¢â‚¬ °Ã‚ ¡1 Benzaldehyde oxime is the limiting reagent N. of moles of benzaldehyde oxime = n. of moles of diphenylisoxazoline Yield of diphenylisoxazoline = 1.00g | molecular mass = 223.270 gmol-1, thus n. of moles = Overall % yield Spectroscopic data Coupling Constants: H8 at CD: 2J8,7 = 16.4 Hz , 3J8,6 = 8.4 Hz H7 at CD: 2J7,8 = 16.4 Hz , 3J7,6 = 11.2 Hz H6 at CE: 3J6,7 = 11.2 Hz, 3J6,8 = 8.4 Hz Infra-Red Spectra Benzaldehyde Oxime O-H- (stretch) à ¢Ã¢â‚¬ °Ã‹â€ 3500-3100 cm-1, broad peak C=N- à ¢Ã¢â‚¬ °Ã‹â€ 1650 cm-1 sp3 C-H à ¢Ã¢â‚¬ °Ã‹â€  3100-2750 (including aldehyde sp3 C-H) C=C aromatic à ¢Ã¢â‚¬ °Ã‹â€  1450-1500 cm-1 ­ (3 medium peaks). N-OH à ¢Ã¢â‚¬ °Ã‹â€ 960 cm-1 3,5-Diphenyl-2-isoxazoline N-O à ¢Ã¢â‚¬ °Ã‹â€  920 cm-1 (sharp, medium) sp3 (phenyl) C-H and sp2 (azoline) C-H (stretch) à ¢Ã¢â‚¬ °Ã‹â€ 2800-3200 cm-1 C-O à ¢Ã¢â‚¬ °Ã‹â€ 900 cm-1 (sharp, strong) C=C aromatic à ¢Ã¢â‚¬ °Ã‹â€  1450-1500 cm-1 ­ C=N- à ¢Ã¢â‚¬ °Ã‹â€ 1650 cm-1 (sharp, weak) Other Data Before the organic phase was extracted, during the synthesis of benzaldehyde oxime, the reaction mixture was neutralized with glacial acetic acid, as per stated in the experimental session of this paper. The amount of acid necessary was calculated as follows, in order to ensure an accurate amount of acid added to the reaction mixture: N. of moles NaOH = NH2OHà ¢Ã‹â€ Ã¢â€ž ¢HCl n. of moles = Excess of NaOH used = à ¢Ã¢â‚¬ °Ã‚ ¡ n. of moles of CH3CO2H needed. Molecular mass CH3CO2H = 60.1 gmol-1 , hence mass of CH3CO2H = 1.63g. Density of CH3CO2H = 1.049 g/mL, therefore volume needed à ¢Ã¢â‚¬ °Ã‹â€  1.60 mL Discussion Preparation of benzaldehyde oxime The first step of this experiment: Preparation of benzaldehyde oxime, is a simple condensation reaction between an aldehyde (benzaldehyde) and hydroxylamine. The benzaldehyde oxime prepared was clear oil with a relatively good % yield (73%). The comparison between the infrared spectra of the benzaldehyde oxime in the literature and the one recorded for this experiment (attached in the end of this paper) clearly indicates the successful preparation of the same. The Nujol © peaks are shown more strongly in the prepared spectra, but nevertheless it proves a clear way of identifying the functional groups of this compound. M.p. ranges were not measured, and therefore even though the IR spectrum correlates to the actual oximes, its purity should be treated as questionable. 1,3-dipolar Cycloaddition Reaction In this second step of the experiment, the syn-benzaldehyde oxime produced undergoes hypochlorite oxidation to form the 1,3-dipolar benzonitrile oxide which then reacts with the dipolariphile styrene in a 1,3-dipolar cycloaddition reaction. The benzonitrile oxide is termed 1,3-dipole because of one of the resonance forms in which the formal position of the positive and negative charges are 1,3 with respect to one another. However, the term 1,3 does not directly relate to the position of the charges themselves but to the position of the bonding atoms in the dipolar molecule. In this cycloaddition reaction, the dipole atoms in position 1 and 3 of the benzonitrile oxime (LUMO) bind to the styrene (HOMO) to form diphenylisoxazoline. Benzonitrile oxime contributes four à Ã¢â€š ¬ electrons to the system: two à Ã¢â€š ¬ electrons from the à Ã¢â€š ¬ bond and two non-bonding electrons from the oxygen or nitrogen. On the other hand, the dipolariphile styrene contributes further two à Ã¢â€š ¬ electrons. In total [4 + 2]: an electronically allowed cycloadattion in which all 4 +2 electrons are in the ground state (termal). Depending of the spacial orientation of the styrene in solution, there are two theoretical products possible: 3,4 regioisomer 3,5 regioisomer The reaction therefore allows 5-membered rings synthesis, proceeding with high stereospecificity. The study of spectra data such as infrared and 1H-NMR allows not only the confirmation of the final product but also helps to determine the regioselectivity of the reaction. Infra-red Spectra By evaluation of the spectrum of diphenylisoxazoline, one can confirm the product synthesised. The peaks mentioned in the results session of this paper are indeed in accordance to the 3,5-diphenyl-2-isoxazoline structure. By comparison to the previous oxime spectrum, it is obvious the absence of the OH- group and the formation of a C-O bond. The sp2 hybrydised C-H stretches are also seen in the diphenylisoxazoline spectrum. Diastereostopic Systems and 1H-NMR Spectra Diastereostopic groups are not equivalent and have different chemical shits in NMR. A pair of hydrogens located in a carbon atom adjacent to a stereocenter is expected to be diastereostopic. Diastereostopic protons According to Pavia et al, in some compounds with diastereostopic hydrogens, the chemical shifts of Ha and Hb are different and the peaks split each other into doublet of doublets (2Jab). In this case of 3,5-diphenyl-2-isoxazoline, the adjacent proton Hc shows large differences between the vicinal couplings between ac (3Jac) and bc (3Jbc). Refering to NMR results in the results section, the geminal coupling constant between hydrogen 8 and 7 is large. Therefore, the presence of the diastereostopic hydrogens is confirmed as the geminal coupling depends upon the bond angle between both protons. In practice the smaller the angle the larger the coupling constant. H8 at CD: 2J8,7 = 16.4 Hz and H7 at CD: 2J7,8 = 16.4 Hz However, the question remains: Which is the final product: 3,5-diphenyl-2-isoxazoline or 3,4-diphenyl-2-isoxazoline? By using an H-NMR predictor, one can estimate the difference in chemical shifts between the diastereostopic and adjacent protons in both compounds. 3,5-diphenyl-2-isoxazoline or 3,4-diphenyl-2-isoxazoline? The use of an H-NMR predictor will help to understand the final product and its regioselectivity. Spectrum Prediction of H-NMR spectrum of 3,5-diphenylisoxazoline. See references Spectrum Prediction of H-NMR spectrum of 3,4-diphenylisoxazoline. See references As one can see, the chemical shifts predicted for the 3,5-diphenyl product in respect to diastereostopic hydrogens and the methine hydrogens are: à ¢Ã¢â‚¬ °Ã‹â€ 3ppm and à ¢Ã¢â‚¬ °Ã‹â€ 6ppm respectively. On the other hand, the chemical shifts for the 3,4-diphenyl product in respect to diastereostopic hydrogens and the methine hydrogens are: à ¢Ã¢â‚¬ °Ã‹â€ 5ppm and à ¢Ã¢â‚¬ °Ã‹â€ 4.5ppm respectively. The above values for the 3,5-diphenyl product are in close relation to the ones in the results section and hence the final product is the 3,5-diphenyl-2-isoxazoline. For the 3,5-diphenyl-2-isoxazoline, the vicinal coupling are in accordance to the structure of the this regio-isomer. H8 at CD: 3J8,6 = 8.4 Hz H7 at CD: 3J7,6 = 11.2 Hz H6 at CE: 3J6,7 = 11.2 Hz, 3J6,8 = 8.4 Hz The vicinal coupling constant depends upon the dihedral angle between the nuclei. As such, the 3,4-diphenyl product would have very different values. Furthermore, by looking at the structure of both compounds one could say that the 3,4-diphenyl product allows more steric hindrance than the 3,5-diphenyl product. Diazomethane and Ozone Ozone and diazomethane both behave as 1,3-dipoles. Their reactions with styrene also yields 5-membered rings. Ozone with Styrene Resonance forms of ozone as 1,3-dipoles Diazomethane with Styrene Conclusion Both reactions were successful and the products characterized. The regioselectivity of the isoxazoline was analysed by H-NMR spectrum and the product determined to be 3,5-diphenylisoxazoline. Melting point ranges could have helped to determine the purity of the samples. In order to further understand the factors contributing to the regioselectivity product of the 1,3-dipolar cycloaddition reaction, molecular modelling software could be used to determine energy differences between the products and transition states and whether the reaction is thermodynamically or kinetically favoured or both. In conjunction with frontier orbital of both HOME and LUMO and vice versa of the reagents, one could determine the reason for one product being more favoured than other. Nevertheless, the reaction of styrene with 1,3-dipolar benzaldehyde oxime yields 3,5-diphenyl-2-isoxazoline

F. Scott Fitzgeralds The Great Gatsby :: Fitzgerald Great Gatsby Essays

F. Scott Fitzgerald's The Great Gatsby In The Great Gatsby by F. Scott Fitzgerald and Daisy Miller by Henry James, most of the characters are under illusions during the majority of the plot. The plots are carried out with the characters living under these illusions, which are mainly overcome by the ends of the stories. The disillusionment of most of the characters completely diminishes the foundation in which the plots were built upon, leading to the downfall of some of the main characters and the altering of the other characters. In The Great Gatsby, Gatsby functions under the illusion that Daisy is perfect and is living in such distress because she was forced to marry Tom due to Gatsby being away at war and being poor. This illusion leads Gatsby to spend his entire adult life pining after Daisy and cheating his way up the social and economic ladder in order to win her over. Gatsby believes that Daisy will someday come back to him because she loves him so much and they will live happily ever after together. Daisy is living under the illusion that Gatsby has become rich and successful by working so hard and getting lucky with some investments. I think that when she first met him she probably did love him. He conveyed something to her that was the complete opposite of what she was: a poor soldier that did not have the social class that she possessed. But now her attitudes have changed and she is attracted to him because of his money and his apparent success. Tom functions under the illusion that Daisy not only loves him now, but has always loved him and been completely devoted to him. Daisy does admit that she once loved him, but he was not her first choice; Gatsby was. Tom is also under the illusion that Daisy will never leave him. He has an ongoing, almost public affair with Myrtle but still wants to be devoted to Daisy and demands her devotion to him. Tom feels as if he will never lose anything: his money, Daisy, or his social status. Although their money and social status gives them everything they need and want, they are still restless in life and in marriage. No matter what and who they have, they are never satisfied. Tom had Daisy, but wants Myrtle, too. Daisy has Tom, but wants Gatsby, too.

Science, Technology, and Morality as Perceived in Mary Shelleys Franke

  Ã‚   In Frankenstein, Mary Shelley challenges the motives and ethical uncertainties of the scientific developments of her time. This critique has become increasingly relevant as modern scientists endeavor into previously unimagined realms of the natural world through the use of cloning and genetic engineering. Through careful analysis, we can see how the novel illustrates both the potential dangers of these exploits and the irony of the conflicts between science and creationism.   Ã‚  Ã‚  Ã‚   Prior to the birth of the story, Mary Shelley had begun to learn of advancements and speculation in the scientific world of the early nineteenth century; in Frankenstein's introduction, editor M. K. Joseph asserts that "Mary Shelley wrote in the infancy of modern science, when its enormous possibilities were just beginning to be seen" (xii). Interest in electricity, premature concepts of evolution, and other post-Enlightenment developments seized the attention of Mary and her lover, English writer Percy Shelley. Scientific news and rumors provided as numerous topics for discussion between the Shelleys and their peers: "Many and long were the conversations between Byron and [Percy] Shelley . . . various philosophical doctrines were discussed, and among others the principle of life, and whether there was any probability of its ever being discovered and communicated," wrote Shelley in her 1831 introduction.      Ã‚  Ã‚  Ã‚   Marylin Butler, in her article "The first Frankenstein   and Radical Science," describes how William Lawrence, a physician, lecturer, and friend to the Shelleys, may have had a profound influence on the Shelleys' perceptions and opinions of science. Butler reports how Lawrence was a passionate student of "materialist science," a re... ...ngman York Press, 1992. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Kass, Leon R.   Toward a More Natural Science.  Ã‚   New York: The Free Press, 1985. Levine, George. The Endurance of Frankenstein. Los Angeles: Moers, 1974. Nelkin, Dorothy.   "Genetics, God, and Sacred DNA."   Society May/June 1996: 22-25. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Shelley, Mary.   Frankenstein.   Oxford: Oxford University Press, 1980. Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html Science, Technology, and Morality as Perceived in Mary Shelley's Franke   Ã‚   In Frankenstein, Mary Shelley challenges the motives and ethical uncertainties of the scientific developments of her time. This critique has become increasingly relevant as modern scientists endeavor into previously unimagined realms of the natural world through the use of cloning and genetic engineering. Through careful analysis, we can see how the novel illustrates both the potential dangers of these exploits and the irony of the conflicts between science and creationism.   Ã‚  Ã‚  Ã‚   Prior to the birth of the story, Mary Shelley had begun to learn of advancements and speculation in the scientific world of the early nineteenth century; in Frankenstein's introduction, editor M. K. Joseph asserts that "Mary Shelley wrote in the infancy of modern science, when its enormous possibilities were just beginning to be seen" (xii). Interest in electricity, premature concepts of evolution, and other post-Enlightenment developments seized the attention of Mary and her lover, English writer Percy Shelley. Scientific news and rumors provided as numerous topics for discussion between the Shelleys and their peers: "Many and long were the conversations between Byron and [Percy] Shelley . . . various philosophical doctrines were discussed, and among others the principle of life, and whether there was any probability of its ever being discovered and communicated," wrote Shelley in her 1831 introduction.      Ã‚  Ã‚  Ã‚   Marylin Butler, in her article "The first Frankenstein   and Radical Science," describes how William Lawrence, a physician, lecturer, and friend to the Shelleys, may have had a profound influence on the Shelleys' perceptions and opinions of science. Butler reports how Lawrence was a passionate student of "materialist science," a re... ...ngman York Press, 1992. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Kass, Leon R.   Toward a More Natural Science.  Ã‚   New York: The Free Press, 1985. Levine, George. The Endurance of Frankenstein. Los Angeles: Moers, 1974. Nelkin, Dorothy.   "Genetics, God, and Sacred DNA."   Society May/June 1996: 22-25. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Shelley, Mary.   Frankenstein.   Oxford: Oxford University Press, 1980. Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html

Autocratic and Democratic Leadership Essay

There are many pros and cons of both autocratic and democratic government, not to mention, many obvious differences. Surprisingly, there are also some similarities between these two unique governing styles. Autocracy as defined by the Merriam Webster online dictionary is, â€Å"A government in which one person possesses unlimited power.† Opposingly, democracy as defined by Danzinger, professor and former chair of the department of political science at the University of California is â€Å"A governance by leaders whose authority is based on a limited mandate from a universal electorate that selects among genuine alternatives and has some rights to political participation and opposition† (173). Most leadership characteristics can be categorized into these two groups further separating them into two distinct leadership styles. An autocratic leader tends to lead with an iron fist similar to the style of a totalitarian government, whereas a democratic leader tends to take a slightly softer approach governing with consent and compliance from the people. Throughout this paper I will provide an analysis of basic characteristics of both autocratic and democratic government and leaders, as well as a brief overview of the positive and negative aspects of both governing systems. Each governing style is made to work within its own environment, governing its people and doing what is best for its country. Autocracy requires a lack of separation of powers, so the absolute ruler cannot beopposed by any other powerful source. For example, a checks and balances’ system would deter an autocratic government because the leader would not have absolute power. Autocracies can take the form of a totalitarian/dictoral government, where a country is under the rule of one person. Many times, autocratic rulers work to better their countries only because it in turn provides great advantages for the rulers themselves. â€Å"An autocratic government is one that maximizes the net income the ruling clique extracts from the remainder of the population; this extraction, in turn, is the difference between the tax revenues the regime collects and the amounts it spends on public services, military activities, and interest.† (Niskanan, 182). Basically, out of the increase in output that results from the net income extracted from the population, the leader obtains more resources for his or her own purposes than for the general public. Also, since the public population is a source of tax-income for the leader, the leader then has  incentive to protect his or her people from warfare, terrorist attacks, etc. Hence, the monopolization of income tax can actually have a positive affect on the general public. The public is also benefitted because they obtain the income they have made that has not been taken in taxes. A commonly used phrase people use when talking about autocratic governments is, â€Å"An absolute ruler fails absolutely,† but is this necessarily the case in an autocratic government? Unlimited power of a ruler may only be considered dangerous if it falls into the wrong hands. The term autocracy has become synonymous with the title of dictator, however, not all dictatorships are necessarily a negative form of government. For example, Hugo Chavez, leader of Venezuela has created the Bolivarian Revolution, â€Å"A close replica of Franklin Roosevelt’s New Deal-a progressive income tax, public works, social security, cheap electricity-makes him wildly popular with the poor. And most Venezuelans are poor† (Palast 42). On the other hand, many people argue that Chavez is in fact a bad leader. A common view of the American government portrays Chavez as a threat to global oil prices and regional economy. Just like there is a good and bad side to autocratic leaders, ther e are many pros and cons when closely examining an autocratic government. Many may argue that an autocratic style of government is corrupt and unjust. However, there are many positive aspects of autocracy. Decisions are made quickly without strenuous contemplation from other political powers. For example, if a dictator wanted to pass a law making it illegal to wear blue jeans in his or her country he could pass the law without consent from anyone else. If a president wanted to make the same law, it would have to be overseen and contemplated by numerous other parties before passing. Not only is an autocratic government quick to make decisions, it also defines a clear bottom line. Topics of controversy are not left up to the interpretation of the public, and differing opinions are not expressed because the public population of an autocratic government is generally discouraged from expressing individual opinions. Unfortunately there are also many negative aspects of autocracy. Mainly, it  has the potential to ignore the needs of the majority. Ultimately, all decisions are left up to the leader, creating a potentially skewed outcome as far as the needs of the public go. The views and norms of a whole state can be held solely in the hands of one person and needless to say may have quite a negative effect. Irrational decisions can also be made, with virtually no hope of being stopped. If an autocratic leader happens to be having a bad day and makes an irrational and harsh decision, it may have a negative impact on all of the country. One may wonder why the citizens of an autocratic government would tolerate such a harsh and extreme leader, why not just overthrow him?The same logic of collective action that ensured that there are no social contracts in the historical record whereby large groups agreed to obtain the advantages of government also implies that the masses shall not overthrow an autocrat simply because they would be better off to do so. Historical evidence from at least the first pharos through Saddam Hussein indicates that resolute autocrats can survive even when they impose heinous amounts of suffering upon their peoples. When they are replaced, it is for other reasons (Mancur 23). The opposite of autocracy could be thought of as democracy. Democracy is a widely accepted form of government that works for the people by allowing them to choose their own representation. Not only are the people represented by a leader of their choice, but are also able to give opinions as to the on goings of their country. â€Å"Democracy is a sign of the existence of a strong civil society that is based on various intermediary groups, from women’s associations and labor unions to cooperatives and trade councils. Such groups serve as probably the most effective tools for communicating social demands to decision makers.† (Gangi 41). Democracy is said to have originated in medieval Europe as a cause of three main points;First, late medieval Europe had numerous political characteristics that distinguished it from other major world civilizations. These characteristics the most important of which were representative assemblies constituted as a basis for liberal democracy which provided Europe with a predisposition toward democratic political institutions. Second, the ‘military revolution’ of the sixteenth and seventeenth centuries led to the strengthing of monarchal power in countries relying on domestic resources to finance modern armies.  In these countries, medieval constitutionalism was done away with and expansive autocracies were built demolishing the predisposition. Third, in countries that avoided the military revolution, military modernization did not destroy constitutional government, and a liberal political outcome became more likely (Downing 3). Much like autocracy requires a lack of separation of powers, democracy needs a separation of powers. A democratic government is divided into three branches. The executive branch consists of the presidential party which in turn consists of the president, the vice president, and all the cabinet members. This branch assists in carrying out the law. The president is allowed to pass or veto a bill sent by the legislature. The legislative branch or â€Å"Bicameral Congress† consists of the Senate (100 seats, one-third are renewed every two years; 2 members are elected from each state by popular vote to serve six-year terms) and the House of Representatives (435 seats; members are directly elected by popular vote to serve two-year terms)† (https://www.cia.gov/cia/publications/factbook/print/us.html). The legislative branch writes laws on a bill so they can be sent to the senator, and then to the representatives, and then to the president. The judicial branch is in charge of the court systems consisting of the â€Å"Supreme Court (nine justices; nominated by the president and confirmed with the advice and consent of the Senate; appointed to serve for life); United States Courts of Appeal; United States District Courts; State and County Courts† (https://www.cia.gov/cia/publications/factbook/print/us.html). The judicial branch applies the law by hearing and making decisions on various legal cases. Just like any other government, democracy can vary from country to country. A democratic government may come in many different forms such as participatory democracy, representative democracy, electoral democracy, liberal democracy, etc, hence there are near endless positive and negative aspects. Singapore practices an electoral democracy where â€Å"All citizens periodically vote in order to select political leaders from among alternative contenders† (Danziger 173), meaning that the government picks the candidates that the citizens can vote for. In 2006 the Freedom House  described America as a liberal democracy which is a government where â€Å"Citizens enjoy not only electoral democracy but also these extensive political rights and civil liberties regarding participation, personal freedoms, and opposition† (173). However, I feel that America is better categorized as a representative democracy where â€Å"Citizens elect people to represent them in the political process and to allocate values on their behalf† (172). Because of all the different conditions in the many types of democracies one may wonder what exactly defines democracy. One of the key characteristics of American democracy is universal suffrage. Universal suffrage consists of the right to vote regardless of race, religion, gender, social status, economic status, etc. Suffrage has been a continually developing aspect of democracy for centuries. According to Wikipedia, African American suffrage began in 1866, and women’s suffrage began in 1920. A second democratic characteristic is equality of all people. Within the US Constitution it is implied that under a democratic government each person is entitled to equal protection under the law, freedom of religion, speech, press, assembly, etc, along with various other economic, social, cultural, civil, political, and group-oriented rights. Democracy bases itself on providing fair and equal opportunities for all people regardless of their race, sex, religion, economic/social status, etc. The idea of American democracy fully supporting equality brought many immigrants here, with promises of equal opport unity. Along with all the rights and privileges citizens of a democratic government have, there are also some negative aspects. The larger democracies get, the more difficult voting and vote tallying becomes. For example, during the Gore vs. Bush presidential elections the vote counts in Florida were misinterpreted, and many people thought the outcome of the election was skewed due to vote fraud. Also, democracy is hailed as one of the most fair governments, but catering to the needs of only the majority actually excludes the minority. No matter how minuscule the minority may be, they are still be exploited by the majority. Lastly, the larger a democratic system becomes, the less peaceful and efficient it becomes. Mancur Olsen gives a good example of this negative aspect of  democracy in his essay Autocracy, Democracy, and History. If there are say five similar people, each of them will get about a fifth of the gains from the creation of a peaceful [democratic] order. †¦The advantages of such an order are so large that one fifth of the gains could eaisly exceed the total sacrifice. Moreover, when there are only a few people in a group it will be clear that the welfare of each person depends on whether each other individual acts in a group-oriented or anti-social way. Thus each person by making clear that the cooperation by others will bring forth cooperation from him but that non-cooperation will not, can increase the likelihood that others will match his behavior. This not only increases the probability of peaceful [democratic] interaction but even makes it easily possible that cooperation will reach an ideal or group optimal extent (Olsen 3). Hence, democracies work better for relatively small groups. Mancur argues that a democracy is better than raw anarchy, but democracy is still far from perfect. (2)In conclusion, both autocratic and democratic governments have many strong and weak points. Some negative aspects of autocracy such as income tax monopoly can have a positive affect on a whole country’s population, while some positive aspects of democracy such as majority ruling can have negative affects such as excluding the minority. The pros and cons of a government are what ultimately define that government’s basic structure. If a government has a disorganized electoral system, power could potentially fall into the wrong leaders hands. If a government has a very strict electoral policy, the people may be misrepresented due to the fact that they do not have full freedom to choose their leader. Each governmental style works for the betterment of their citizens whether it is by strict rule, or lax rule. All in all, governments working towards the betterment of their citizens, are truly working towards the betterment of the human population as a whole. Works Cited â€Å"Autocracy.† Merriam-Webster’s Online Dictionary. 2004. . Danziger, James. Understanding the Political World: A Comparative Introduction to Political Science. New York: Pearson Education Inc, 2007. Downing, Brian. The Military Revolution and Political Change: Origins of Democracy andAutocracy in Early Modern Europe. New Jersey: Princeton University Press, 1992. Gangi, Akbar. â€Å"The Struggle Against Sultanism.† Journal of Democracy 2005: 16.4. ProjectMuse Scholarly Journals Online. Wayne State University Library. Wayne State University Library, Detroit, MI. 16 Apr 2007. Olsen, Mancur. â€Å"Autocracy, Democracy, and History.† Online working paper #22, 1991. 2 April 2007. Niskanan, William. Autocratic, Democratic and Optimal Government: Fiscal Choices and Economic Outcomes. Cheltenham: Edward Elgar Publications, 2004. Palast, Greg. â€Å"Hugo Chavez.† The Progressive. July 2006. 10 April 2007. â€Å"United States.† cia.gov. 2007. The World Fact Book. 4 April 2007. .