Jurassic Park Summary Report Essay Example for Free

Jurassic Park Summary Report Essay Jurassic Park Summary Report Jurassic Park, by Michael Crichton is a thrilling, science fiction novel. It tells the story about the cloning of dinosaurs, which are to be controlled in a theme park, however one mans greed, drove the park into devastation and destruction. I consider the plot to be complex. The novel is based upon a theme park featuring dinosaurs, which are created from prehistoric DNA. The novel begins with bizarre attacks from bird like creatures. John Hammond a wealthy, elderly man establishes this park. However, before the ark is to be opened, Hammond invites three scientists to come visit the island to approve of it. They are Alan Grant a Paleontologist, Ellie Sattler a Poleobotanist, and Ian Malcolm a Mathematician. Hammond also invites his two eager grandchildren, Tim and Lex, to come explore the park. While they are visiting they separate into groups to take a tour of the park. They depart in electric-run land cruisers. While they are examining the surroundings around them Tim and Lex notice raptors leaving on a boat to go to the mainland. Meanwhile, a rival company is paying a disgruntled employee at the park, Dennis Nedry, a million and half-dollars to steal dinosaur embryos. After Nedry has followed through with the plans the security system is shut down leaving the electricity shut off. Grant and the rest of his company are now stranded in the park. Their land cruisers break down on the perimeter of the tyrannosaurus padlock. The group is terrified to find that the fences are not electrified and that the t-rex has escaped. The t-rex attacks the vehicle with the children in it and the remainder of the people are killed r manage to escape. Grant, Lex, and Tim are unfortunately now trapped in the park together. While they are in the park they have to hide and run from many dangerous predators. Whilst trying to reach safety Grant observes eggshells. This causes him to anticipate that the dinosaurs in the park are breeding. Grant was told that this could not be possible considering the park had only female dinosaurs in it. Grant brings the eggshells with him to provide evidence that they are in fact breeding. Grant believes that when inosaurs are all of the female gender and therefore dont have any one to mate with, they are capable of randomly changing their sex. The people who survive their visit to Jurassic Park are taken off the island to safety. there are a dozen frozen embryos still in existence, the possibility still remains for more dinosaurs to be produced. The theme greed is distinctively revealed in Jurassic Park. I strongly agree with the message that Michael Crichton is trying to portray. The message itself shows that the motivation of greed does not guarantee success in life. John Hammond the owner of Jurassic Park demonstrates an excellent example of greed. Hammonds greed was motivated by his desire for wealth. This ultimately led to nor only his own desire, but many other lives were ruined and the reality of the park was destroyed. The plot was very intense; it had many events that were suspenseful though forceful. I enjoyed the plot, in general I considered it to be clear, exciting, and reasonably interesting. I thought Michael Crichton overall did a superior Job on the plot. The events I found were well structured, and generally simple to follow. I considered the plot to be believable and as I read I found myself questioning whether the cloning of dinosaurs could actually take place. I wondered if scientists had actually tried to take prehistoric DNA from mosquitoes and try to recreate prehistoric creatures. I imagine that Michael Crichton had to put a lot of consideration into creating the plot so it would make the novel become alive. I thought the novel was exhilarating and most amusing to read. I believe that Jurassic Park was extremely well written. I would absolutely recommend this novel to anyone.

The Liberal Backbone of America :: essays research papers

The Liberal Backbone of America Within the framework of democratic capitalism, the American Constitution and government structure have a fundamentally liberal backbone. Viewed as a social contract, the relationship between the state and the individual is expressed in the Constitution which dictates the liberal values intrinsically woven into American history. Combined with the Bill of Rights, the Constitution holds the representative government accountable for its actions and sets finite limits on the power it wields over the individual. A capitalist society such as that of the United States uses taxation and wealth distribution as a tool for controlling social equality, an unavoidable hypocrisy of liberal values in a democratic welfare state. Classical liberal values that hold the individual’s rights as paramount have been modernised to accommodate a mildly paternalistic social welfare system.   Ã‚  Ã‚  Ã‚  Ã‚  Classical liberalism suggests that the state and society can be viewed as an immense social contract. In a liberal democratic country such as America, the constitution is the fundamental part of that social contract; it is a contract between the state and the civil society. The American constitution is a guide to legislation and its interpretation. An essentially liberal contract, the constitution binds not only the government, but also the people. Through the constitution, the people collectively commit to certain institutional procedures for managing public affairs and resolving social conflicts. The constitution not only limits the arbitrary power of the government, it also prevents public administration from being poisoned by people's short-term tempers and passions. Through the constitution, the people collectively commit to certain checks against those capricious human sentiments. A central liberal principle which the American constitution serves, is to limit and separate governmental power. The classically liberal distrust of majoritarian tyranny has continued into present-day American politics through its role in the Constitution. In a liberal constitutional system, there is an important difference between the constitution and ordinary laws. While ordinary laws can be modified or repealed to protect civil liberties by the national legislature, or be declared illegal or unconstitutional by the process of judicial review (Burns et al, 1993, p.21), the national legislature usually has no unilateral power to modify or repeal the constitution, and the judiciary has no power to declare the constitution illegal. For example, in the United States, the constitution can only be modified after the legislatures (or constitutional conventions) of two-thirds of the states approve, or by a two-thirds vote of both houses of Congress, followed by ratification from three-quar ters of the states or their ratification conventions (Burns et al, 1993, p.

The Positivism in Mexico

â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico's â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one's viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. g. , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation's education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos's ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos's ideological viewpoint: â€Å"Caso's thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 267) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. (Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. (â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. The Positivism in Mexico â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico's â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one's viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. . , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation's education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos's ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos's ideological viewpoint: â€Å"Caso's thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 67) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results.

Community Policing And The Police - 1755 Words

Community policing can be dated back to the early nineteenth century. In 1829 Sir Robert Peel created the Metropolitan Police when he served as Home Secretary of England. According to Peel, the real key for policing is â€Å"the police are the people and the people are the police†. Peel believed that prevention of crime could be accomplished without intruding into the lives of the citizens. His first principle was that the â€Å"basic mission for which the police exist is to prevent crime and disorder†. Public approval and cooperation are the basis of Sir Robert Peel stated that the ability of the police to perform their duties is dependent upon public approval of police actions and they must secure the willing co-operation of the public in voluntary observance of the law to be able to secure and maintain the respect of the public (Larrabee, 2007). There has been a movement in the United States police reform which has resulted in a powerful emergent from community policing and Compstat. Community policing is understood to be an especially dedicated group formed from the local police department. These officers work with particular area in which the rate of crime should be reduced through proactive measures which include but are not limited to: taking a vested interest in the desires of the public, forming relationships and partnerships with the public, and appropriate training for both officers and citizens for the program. These efforts are designed to decrease neighborhoodShow MoreRelatedPolice Policing And Community Policing1513 Words   |  7 Pages Community Policing How effective is community policing? Community policing has several different definitions. In this paper I will prove that community policing is effective by defining, community policing as the police and citizens coming together to create a safe community, stop crime and resolve problems and also urgently responding to the community. 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