To what extent was British policy in Ireland a success in the years 1868-1886?
"To what extent was British policy in Ireland a success in the years 1868-1886? The British policy to Ireland was always a changing one with different prime ministers having different ideas, such as Peel in the 1920s first saying he doesn't want to pass catholic emancipation but then passing it. Gladstone in these years was firmly against home rule but was always open to reform. Where he gave split his own party to appease Davit and the home rule party by passing the land acts. Gladstone had started this mission by saying he needed to pacify Ireland, because the social and economic situation in Ireland had become really bad. The first bill that was passed in parliament to pacify Ireland was the Irish Church Bill of 1869, the bill proposed the Tithe not being paid to the Church of Ireland anymore as of the 5.8m population in Ireland 5.3m were roman catholic so paying the Tithe wasn't right for them. The act had a number of effects as it created unity within the Liberal party also it won Gladstone the support of the Roman Catholic leaders, it was welcomed by most Irish Catholics as it had addressed a major injustice. It also raised expectations among the Irish that other major issues such as land would now be looked at by the Liberals. It could also be looked at as one of the starting points of the demand for home rule as it gave confidence to the moderate Irish. Overall,
To what extent was the Treaty of Versailles harsh and short-sighted?
Caroline Sims To what extent was the Treaty of Versailles harsh and short-sighted? The peace treaties of 1919, were an attempt to come to an agreement with the losing powers that they accept their blame and peace would be resolved while they pay the consequences. As Germany was a losing power of the war, she was made to sign the treaties and accept their consequences. This essay will examine the extent to which the Treaty of Versailles was harsh and short-sighted. I will begin with the reasons why the Treaty of Versailles can be justified. Firstly, there were three victorious powers who negotiated the peace treaties; David Lloyd George, for Britain, Woodrow Wilson, for America, and George Clemenceau, for France. The French suffered the most war damage, with the most brutal battles being fort there, including thousands of square miles of trenches dug up and 1.5 million casualties. Therefore, George Clemenceau opted for a considerably higher amount of reparations than the other two winning powers. However this was compromised and ended up at 6.6million, which was substantially lower than Clemenceau's original proposal. Furthermore, as stated by historian William Carr in 'A History of Germany', 'if Clemenceau had his way, the Rhineland would have become an independent State, the Saarland would have been annexed to France and Danzig would have become an integral part of
Neural mechanisms of eating behaviour
Outline and evaluate the role of neural mechanisms involved in the controlling of eating and satiation Our diet is essential to the maintenance of a constant internal environment- or homeostasis. One of the most obvious signs of homeostasis is that humans need to regulate their body weight within very narrow limits; so in order to do this people have to regulate their eating behaviour and food intake. Psychologists have undergone a lot of research into how we regulate eating behaviour. Early studies have shown that lesions to the Lateral Hypothalamus (LH) resulted in aphagia- failure to eat when hungry. Further evidence such as electrical stimulation of this particular area of the brain has lead researchers to believe that the LH acts as feeding centre in eating behaviour. Ranson et al found that a lesion in the VMH of rats would result in overeating and obesity. They concluded that the VMH was a satiety centre in the brain, its role to inhibit feeding behaviour. This research lead to the formation of the dual centre model of feeding: The first stage in eating behaviour is often characterised by feelings of hunger which prompts feeding to start. It has been suggested that the hormone Ghrelin is a key component in the feeding process and researchers say that increased ghrelin production may result in feelings of hunger. Cummings et al investigated the changes in blood
Describe what psychologists have learned about environmental disaster and/or technological catastrophe.
Essay on environmental disaster and catastrophe a) Describe what psychologists have learned about environmental disaster and/or technological catastrophe An environmental disaster is a natural disaster that few people will experience in their lifetime. These are relatively infrequent natural events that are the product of natural physical forces governing the earth and atmosphere. A technological catastrophe is a human made disaster, the result of some human error or miscalculation. These events are usually called disasters when there is a substantial degree of destruction and disruption and the events are uncontrollable either because they are natural disasters or because they represent the occasional loss of control over something which humans normally control very well. Psychologists have studied disasters and catastrophes in an attempt to ascertain what characterises a disaster and what the psychological effects of disaster and catastrophe. It has been found that the characteristics of a disaster effect how people react. One important characteristic is the amount of warning available. Fritz & Marks (1954) found that a lack of warning about a disaster can make the consequences worse, however Drabek & Stephenson (1971) found that the effectiveness of repeated warnings of flash floods was undermined by factors such as families being separated at the time of warnings
Relating the structure and function of cell organelles
Relate the structure and function of cell organelles Cells are like cities with intricate organelles 'living and working' in it. There are basically two kinds of cells, namely Prokaryotic and Eukaryotic. Both plant cells and animal cells are eukaryotic while prokaryotic cells are simplier organisms that possess non-membrane bounded organelles. In most cells they contains the following organelles which carry out unique functions and allow cells to work properly. To start off with, nucleus is a large roundish organelle enclosed by a double membrane with numerous openings, namely nuclear pores, for nuclear traffic. It contains chromosomes and one or more nucleoli. Nucleolus is a spherical site where ribosomes are formed. Chromosomes contain DNA which tends to be packed in form of chromatin. Only during interphrase (a stage before a cell divides in a cell division process), chromosomes will be unravelled for easier replication. Tiny, hollow cylinders of protein called centrioles form a network of spindle fibres in the nucleus during nuclear division to pull chromosomes apart. The inner membrane of nucleus will break down and allow chromosomes lying freely in cytoplasm. DNA contains the genetic information and control the synthesis of protein. Each cell contains millions of ribosomes. They are very tiny, non-membrane bounded organelles made of protein and RNA which consist of
Outline and evaluate research into obedience (12)
Outline and evaluate research into obedience (12) In Milgram's original obedience to authority study, his aims were to set up a situation in which single individuals were ordered to act against a stranger in an inhumane way and to see at what point they would refuse to obey the order. Milgram advertised for male volunteers by placing an advert in a local paper, which offered $4.50 as payment for taking part in a study of 'punishment and learning'. 40 respondents from a range of backgrounds were selected and were told to attend the laboratory in Yale University. They were greeted by the experimenter, and were introduced to a 'supposedly' participant, Mr Wallace, but actually he was a confederate. They were both experienced to a role-assignment but it was rigged so that the real participant was the teacher. The experimenter explained to the teacher that it was his job to teach the learner a series of word pairs and then test their recall. If an error was made in the answer, an electric shock was made, starting from 15V working upwards each time. As the shocks became higher, the learner screamed and became more dramatic, and complained of a weak heart at around 180V. The participants showed signs of extreme tension, even showing nervous laughing fits, but they were still told to 'please go on' even though they didn't want to continue. Along side that, when the teacher refused
Describe and evaluate psychological research into conformity and obedience in humans, and consider ways in which this research can be applied to real life.
Joleen Moret 25th November 2002 Access to H.E. Psychology Coursework Describe and evaluate psychological research into conformity and obedience in humans, and consider ways in which this research can be applied to real life. Conformity is a change in behaviour or beliefs as a result of real or imagined group pressure; the feeling that others are putting pressure on us to change our beliefs or behaviour. Asch (1956) compiled a study to see how many subjects would conform and give an incorrect answer to a simple unambiguous task. Apart from one naïve participant, all other members of the group were confederates of the experimenter. The group were sat around a table and asked what line (with a choice of three) matches the single line in a box. The lines were easy to distinguish and if tested on their own, observers made few if any errors. The confederates were instructed to give the same wrong unanimous answer to see if the naïve participant would conform. Thirty-two percent conformed to the group's answer, and seventy-four percent conformed once; thus denying the evidence of their own eyes, giving the wrong answer when it was their turn. During post-experimental interviews with his participants, Asch found that conformity occurred at three levels. Few conforming participants experienced distortion of perception, most conforming participants experienced a distortion
structural differences between fibrous and globular proteins.
Question: Explain with examples, the structural differences between fibrous and globular proteins. A globular protein has a fixed specific sequence of amino acids that are non-repetitive while a fibrous protein has a repetitive regular sequence of amino acid. For example, haemoglobin, a globular protein is made up of 4 polypeptide chains to form a tetramer (?2?2), composed of two identical alpha-beta (??) dimers. Collagen, a fibrous protein, has a primary structure characterized by a repeating tripeptide sequence of Glycine - X - Y. (X is proline, Y is either hydroxyproline or hydroxylysine) A globular protein has a more compact structure owing to highly contorted pattern of folding, bending and twisting along polypeptide chain to give the protein a spherical 3D shape while a fibrous protein is usually formed with elongated polypeptide chains wrapped around to form multi-molecular paralleled filaments to strands. For example, haemoglobin is a tetramer made up of 4 polypeptide chains of 2? chains and 2? chains. These four subunits are packed to form an overall spherically shaped molecule. However, collagen, a fibrous protein, is formed with three polypeptide chains lie parallel and wind round one another, forming a tropocollagen. The tropocollagen molecules lie side by side and are linked to each other giving a collagen fibril. A globular protein has its length of
Can heart disease be prevented?
Can heart disease be prevented? Preventing heart disease. Something our doctors tell us about all the time, something we all want to do, but what exactly is a "heart disease". How can we prevent it if we don't even know what it is? Every one has heard the terms "heart attack" and "stroke" but hardly anyone knows what they mean. Let's start right at the beginning. A heart disease, medically known as cardiovascular disease, is a disease of the heart and the blood vessels. Most people think only the middle aged and elderly get such diseases but no, cardiovascular diseases can be found in children as young as the age of seven years old. This is strongly liked with the children's lack of exercise and a poor diet. There are many types of cardiovascular diseases of which the major ones are atherosclerosis, coronary, rheumatic, congenital, myocarditis, angina and arrhythmia. Heart disease can arise from congenital defects, infection, narrowing of the coronary arteries, high blood pressure, or disturbances. (1) Atherosclerosis is the thickening of the inner layer of the arterial walls due to the deposit of cholesterol, fibrous tissue, dead muscle cells and blood platelets. This deposit is also known as atheromatous plague or an atheroma. Rheumatic heart disease used to be one of the most serious heart diseases in both children and adolescence as it involves damage to the entire
Outline the development of attachments
Developmental Psychology - Key Assessment Task a) Outline the development of attachments An attachment is a powerful bond between an infant and its caregiver. Infants form attachments because they are helpless at birth and so need caregivers to provide for and protect them. There are many long term effects of attachments, for example an attachment gives a foundation for emotional relationships e.g. the infant is learning how to form an emotional or "love" relationship. Schaffer and Emerson believed that infants form attachments by three stages, this argument was based on a large scale study of 60 infants in a working class area of Glasgow over 2 years. The first stage of attachment Schaffer and Emerson believed a child to go through happens when they are 0-6 weeks old, this is known as the Asocial Stage and involves the infant smiling and crying but not directing these emotions at individuals. The second stage of attachment is known as Indiscriminate Attachment and happens when the infant is 6 weeks to 7 months old; this involves the child seeking attention from different individuals. The last stage of attachment is Specific Attachments and happens when the infant is 7-11 months old, this stage shows a strong attachment to one individual, with good attachment to others following afterwards. b) Describe the procedures and findings of one study of individual difference in
