The Effects Of Owning Property Essay Example

Author E. M. Forster makes a valid argument that having excessive property can lead to revolution, as it is associated with extreme misfortune. However, I disagree because owning property and achieving prosperity are part of the American dream. Owning a home symbolizes stability by eliminating the need to pay rent or a monthly fee for living and providing ultimate privacy.

While owning a property can engross individuals in the sense of ownership, it is important to consider the unforeseen consequences that may outweigh the effort put into acquiring one’s own place. Traditionally, ownership of a property has been seen as a significant accomplishment in life, comparable to wealth and having children. In his essay, Forster suggests that owning property can grant individuals influence but warns that influential individuals may fail to enter the kingdom of heaven.

The passage suggests that owning property entails greater responsibility and less freedom, akin to Forster’s concept of weight. As an American, I have diligently worked for years to attain the opportunity of owning property; it is a reflection of my dedication and effort. It is reasonable to expect that managing substantial assets would pose challenges, resembling Forster’s analogy of feeling weighed down by his “wood”.

The weight difference between common items like phones and other ordinary devices, and land or a home, is due to factors such as cost, upkeeping, and mobility. While other things can be easily transported and maintained, homes and land cannot be. Owning a home is closely tied to the stability needed to start a family or be prepared for the future. Home ownership provides a permanent place to live and eliminates the need to pay rent for someone else’s benefit.

People usually don’t aspire to spend their money on temporarily using someone else’s property. According to Forster, we haven’t yet learned to properly manage our materialism and carnality. Essentially, human nature drives us to exaggerate our needs and always desire more, even when we already have enough. However, owning a home is different from regular materialism because it fulfills a genuine necessity rather than just being a possessive want. Additionally, owning a home provides privacy as a positive aspect.

Being in one’s own home or on one’s own land provides an assurance of total seclusion at any moment. However, Forster’s personal experience did not evoke such sentiments. Although Forster had a slightly different perspective on owning his wood, his discovery of a bird confirmed his sense of it being part of his property as it was on his land. Surprisingly, Forster realized that he did not have absolute control over his wood when he learned that the bird did not actually belong to him.

The author confirms that the bird flew away because it believed it belonged to itself. In my view, occasional interruptions from nature should not affect one’s sense of privacy or ownership. Being too attached to one’s possessions can have serious consequences for a property owner, but unexpected outcomes should not hinder one’s pursuit of owning property.

In his essay, E. M. Foster vividly depicts his attitude towards his “wood,” highlighting several negative outcomes of land ownership. It appears that his personal experience with owning land was unsatisfying, leading him to believe that people always desire more than what is necessary. Additionally, he expresses that his possession of the land makes him feel burdened with increased responsibilities. However, I disagree with Foster’s belief that owning property is an unpleasant experience. For certain individuals, property ownership can be a lifelong achievement associated with prosperity.

Many individuals constantly strive for success in various aspects of life. However, the author neglects to mention the additional advantage of privacy that accompanies land ownership. By possessing their own home, people can isolate themselves at any time they desire. Consequently, the impact of ownership can differ from person to person. Ultimately, it is up to each individual to determine how they opt to utilize this privilege.

Reference

  1. Forster, E. M. “My Wood”. Readings for Writers. Wadsworth Publishing Co. , 2010. P. 185. 12 edition, English

The Importance Of Truth-Telling

The topic of truth versus lies is a common experience in childhood. It is considered impolite to lie and usually reflects our parents’ moral attitudes. However, we are taught different interpretations of truth and lies and how to use that information.

In the article “To Lie or Not to Lie? – The Doctor’s Dilemma” (2007), the discussion focuses on truth and lies specifically regarding doctors. While it is crucial for doctors to be honest with their patients, we must explore the 5 W’s: what and to whom truth applies, how and when doctors decide to tell the truth, and why it is important for them to do so.

According to the Canadian Oxford Dictionary, truth is defined as “conformity to fact or reality,” but its meaning in society is not always straightforward. From childhood, we have been taught about the importance of truth and faced consequences if we were not truthful.

There is often a disparity in our understanding of this subject compared to “Johnny” next door, resulting in a perplexing blend of truth and falsehoods. Society’s perspective on this topic varies, influenced by the personal morals we develop over time. Doctors, who are held to higher standards, are tasked with assuming the role of “God” when interacting with patients. However, the Uncertainty Principle indicates that there is no certainty in healthcare and no absolute truth to be uncovered. Achieving sincere communication becomes unattainable. Doctors must carefully distinguish between objective truth and an individual’s perception of truth. The American College of Physicians Ethics Manual emphasizes the importance of Truth-Telling and offers guiding principles for doctors to consult when faced with moral dilemmas in their practice. One such principle is Respect for Autonomy which is frequently employed when making decisions for patients with long-term disabilities or terminal illnesses. It acknowledges an individual’s right to hold beliefs, make choices, and take action.

Medical Ethics establish a balance among different interpretations of ‘truth’ and provide a structure for the doctor-patient relationship. They also offer guidance for doctors and protect patient rights. This framework allows doctors to develop an honest and trusting relationship with their patients, recognizing that truth is not always clear-cut. Failing to timely disclose the truth or withholding information can have long-term consequences. Illness can progress rapidly without the chance to reverse it or find peace in acceptance. Deceiving patients, whether by omission or partial truths, undermines trust in the doctor-patient relationship. Inaccurate or insufficient information about a patient’s condition may unknowingly mislead other physicians involved in their treatment. Moreover, lying violates the autonomy of patients and fails to show respect for individuals, while telling the truth upholds the autonomy of competent adult patients.

When deciding how to approach truth-telling, the main objective for a doctor should be maintaining the patient’s well-being. The ethical principle of ‘above all do no harm’ is relevant in this context. However, selecting which ‘truth’ to disclose may raise doubts about this principle and have enduring consequences. While it is acknowledged that truth is not always straightforward, there still needs to be an emphasis on doctors and patients being honest, truthful, and fully disclosing information. Our health requires a collaborative effort where we can trust and depend on our medical professionals for accurate details.

In my opinion, revealing the complete truth would ultimately cause the least harm in the long term. Nevertheless, I also understand that individuals and their circumstances vary, leading to different resolutions. By considering the who, what, where, when, why,

and how aspects of each situation,

we can gather the necessary information to make the optimal decision regarding truth-telling.

Lab Report On Photosynthesis

Lab Report: Understanding Photosynthesis Gen Biology Lab Abstract: This lab was called photosynthesis: understanding photosynthesis. It is a highly complex process that needs to be broken down in many steps to understand how it works. This lab covers the big components in photosynthesis including carbon dioxide intake, light consumption, and varying pigmentation. Introduction: Photosynthesis is a huge concept to learn and understand in the field of biology. Plants have their own special way of using the ATP they produce.

Photosynthesis is a process where plants harness the sunlight they receive and they produce carbohydrates, as well as oxygen for living things and other plants. Now the sunlight ultimately powers the process of photosynthesis. Sir Isaac Newton was an English physicist that used a light prism and demonstrated how white light contains varying colors. These colors range from red at one end of the visible spectrum to the color violet at the other end. Then another spectrum was added called the electromagnetic spectrum (or a continuous spectrum) by James Clerk Maxwell; this included: cosmic rays, visible light, x-rays, and radio waves.

For plants to use sunlight, they have to absorb it. So pigments absorb light energy. Chlorophyll is a pigment in leaves that reflect green light waves. This is the most important pigment in photosynthesis and there are also accessory pigments used in plants. Also in this lab there is the internal and external anatomy of a typical leaf. Materials and methods: The first procedure dealt with the internal anatomy of a leaf. The materials needed are: colored pencils, a prepared slide of a leaf, and a compound microscope.

After obtaining the prepared slide of a leaf, we used a compound microscope to observe the leaf. Then we sketched the leaf and labeled the following structures: cuticle, epidermis, mesophyll, palisade parenchyma, spongy parenchyma, stomata, and guard cells. The next procedure dealt with the external leaf structure. The materials needed are: a dicot leaf, dissecting microscope or hand lens, and colored pencils. First we obtained a leaf from our instructor. Then we sketched the leaf and labeled the blade and petiole. The following procedure dealt with a chromatogram.

The materials needed are: a pencil, safety goggles, scissors, chromatography paper strip, capillary tube, spinach plant pigment extract, test tube, cork stopper, graduated cylinder, chromatography solvent (alternative isopropyl alcohol), metric ruler, stopwatch or clock with a secondhand, hook/fashioned paperclip, paper towels, test tube rack, and mortar and pestle. First we obtained a strip of chromatography paper and cut it so it would fit inside a test tube (with it barely touching the bottom of the tube). Also, when touching the strip, touch the sides only.

Then we attached (firmly) the top of the strip to a hook (or fashioned paperclip at bottom of the cork stopper). Make sure it fits in the test tube. Next we used the pencil to draw a faint line across the strip two centimeters from the bottom tip of the strip. We placed the cork and strip in place, and we put a mark on the test tube one centimeter below the top of the stopper. The next step was to place the strip of chromatography paper on a paper towel. Then dip a capillary tube into the plant pigment extract (spinach pigment extract) provided by the teacher.

The tube will fill on its own. We applied the extract to the pencil line on the paper, blew the strip dry, and repeated it three to four times until the line on the paper is a dark green. We used a graduated cylinder and carefully measures 5 milliliters of chromatography solvent to pour into the test tube. Then we placed the chromatography strip in the test tube, positioning it so the tip of the strip barely touched the solvent. Then we kept the test tube capped and put it in the test tube rack. We then observed as the solvent rose on the paper and we recorded our findings.

After the solvent has moved up to the line drawn on the paper, remove test tube and the paper from the test tube. We set aside the paper to let it dry. Then we identified the pigment bands, the migration, and the rate of migration. The proceeding activity dealt with leaf collection and pigments from native trees. The materials needed are: at least three leaf specimens collected from a nearby source and a piece of typing paper. First someone in our group took a walk around campus and collected three different leaves.

We then had to identify the plant specimens and smear them onto a piece of white typing paper. But right before smearing them, we observed them and described what we saw. We then recorded what we saw on the smeared paper. The least procedure dealt with the intake of carbon dioxide. The materials needed are: a test tube, a large leafy piece of Elodea, test tube rack, medicine dropper, 1% solution of phenol red (pH indicator), stopper, straw, and water. First fill two thirds of a test tube with water and place the Elodea in a tube. We added four to five drops of the phenol red to the test tube.

We inserted the straw into a test tube, and blew gently to release carbon dioxide into the tube. The water will become orange-yellow in color (more acidic) and carbonic acid is formed. Then immediately place the stopper on the test tube. Place the tube in a well-lit area for ten to twenty minutes and observe/record what happens. Results: Paper Chromatogram: Table 10. 1- Artificial Band Pigments Color Band| Pigment| Color| Migration (mm)| R1 Value| (1) One| Xanthophyllis| Yellow| 80mm| 4. 3| (2) Two | Chlorophyll b| Olive green | 20 mm| 4. 8| 3) Three| Chlorophyll a| Light green| 60 mm | 4. 3| (4) Four | Beta-carotene| Orange-yellow| 40 mm| 5. 3| The Solvent | Chromatography solvent | Chromatography solvent| Chromatography solvent| Chromatography solvent| The pigments from native leaves and leaf collection resulted in three different leaves: a fig leaf, dogwood leaf, and Jane magnolia leaf. The fig was described as green, huge, and almost perfectly shaped. Then the dogwood leaf was crunchy and a little brittle. Then the Jane magnolia was slightly brittle, yet soft at the same time.

When doing the color smears the results were that the fig was bright green, the dogwood was rusty brown-orange, and the Jane magnolia was dark yellow with hints of brown. The carbon dioxide uptake color changed from a pink to a light yellow. Discussion: When drawing/observing the internal and external leaf structures was used to discover what went into a leaf; this was to realize that structure determines structure. The chromatography experiment was designed to see the different pigments in plants and which determines how much sunlight is let in. This affects how successful photosynthesis was at the time.

Then the carbon dioxide experiment was to see how easily plants are effected by the amount of carbon dioxide in n their surroundings. Conclusion: Photosynthesis is a very complicated process for students to understand. But by understanding the factors/processes used in photosynthesis, we can all understand it easier. The uptake of carbon dioxide (depending on the amount) affects the rate of photosynthesis. Also another huge factor in the process of photosynthesis is sunlight. It helps determines on what pigments the plant possess and how much work they can do.