CLA birth god female Essay Example | Topics and Well Written Essays - 500 words

CLA birth god female - Essay Example Attention should be paid to their birth, first of all. It is worthy to begin with Aphrodite since she is known as the oldest Olympian god, at least according to Hesiod, a Greek poet whose works are a major source on  Greek mythology in general. According to his version, Aphrodite appeared from the sea foam (aphros) which gathered around Titan Ouranoss severed genitals. Ouranoss son Kronos revenged his father for seducing his wife and castrated him. Thus, it is believed that Aphrodite grew from Ouranoss blood and semen. As it also appears from this story, Aphrodite has no parents, in fact. Nevertheless, another version may be found in works by Homer, the author of the  Iliad  and the  Odyssey who lived around the same time as Hesiod. According to him, Aphrodite is a daughter of Zeus, the ruler of the Olympians, and goddess Dione who is sometimes claimed to be an ancient Zeuss wife. Diones personality is hard to define. In some myths, she is a Titaness. In others, she is referr ed to as an Oceanid. It is possible to mention some other myths which explain how Aphrodite was born, though Homers version still remains the best-known one. Athenas birth is believed to be among the strangest ones in ancient mythology. She is the daughter of Zeus and his first wife Metis, an Oceanid and the Titan goddess. It is also possible to assume that Athena and Aphrodite are sisters. According to prophesy made by an oracle of Gaea, Metis would give birth to a girl, whose wisdom and strength would be equal to Zeuss own, and then to a boy who would later overthrow Zeus, which had actually happened to his father and grandfather. This worried Zeus and he decided to prevent the threat. He opened his mouth and then swallowed his wife and their unborn child. Nine months later Zeus felt a strong headache which made him scream out of pain. Hephaestus tried to help and opened Zeuss skull with an ax. Zeus was not hurt, and the moment later

Modern Ethical Theories Essay Example | Topics and Well Written Essays - 750 words

Modern Ethical Theories - Essay Example It suggests that all our acts are motivated by our self interest. People act selfishly to promote happiness and foster their self interest. Thomas Hobbes, a believer of psychological egoism, emphasized that people are selfish unconsciously. They do things for their own interest or for their own survival. With this statement, it cancels its real essence if we talk about doing things for others. If we do things for other people, does it always means that we did it for our own interest That's the big argument now. According to Hinman, there are two interpretations about psychological egoism, it's either people act for selfishness or they act for their own interest. It may sound the same but between these two interpretations, there is a difference. It actually depends upon one's motive or the consequence the person gets doing things for other people. If we intend to do something good for other people, we did it because it satisfies us inside. It rarely happens for a person to act genuinely for it self. They even sometimes hide what's the real them. Instead, people act apparently in their self-interest. What is more vocal of a person is when it acts for a certain motive. The essence of psychological egoism cancels out when intentions comes in. It falsifies its real meaning if we consciously do something or intend something. If there are two interpretations of psychological egoism there are also two versions of ethi... l to promote one's good, it is essentially never moral not to do so-that is, there may be conditions in which the avoidance of personal interest may be a moral action. There are personal, individual, and universal ethical egoism. The first implies that a person does only his self interest and disregards the other person's behavior. The individual ethical egoism states that all people should serve my own interest and universal ethical egoism means that all persons should act exclusively for their self-interest. Among the three, the personal ethical egoism is the weakest. This kind of ethical egoism is not recommendable to others for what is important is your own interest. The strongest among the three is the universal ethical egoism. This states that you should only pursue your self-interest exclusively. Psychological egoism and ethical egoism is two different things. Psychological egoism emphasizes that human beings are selfish in nature. They don't notice it because it is subconscious. In contrast to this, ethical egoism is a kind of egoism which states that a person's action is done by the person's best self-interest. It may harm or benefit others. Ethical egoism is defined by an inherent desire to perform altruistic acts while psychological egoism is defined by inbuilt selfishness of all acts. Ethical egoism doctrines states that all persons must act to their own interest while the doctrines in psychological egoism stresses that a human's motivation of every voluntary action is a need for humans own happiness. The difference is between fact for psychological egoism and value for ethical egoism. With the two kinds of egoism we have there is a thin line between what is selfish and what self-interest is. We can say that humans are being selfish because we claim for

Economy and Society of Historical Brazil Essay Example for Free

Economy and Society of Historical Brazil Essay This essay investigates how the political distribution of land and the employment of coerced labor on sugar plantations and mining affected the development of economies and societies in colonial Brazil. Distribution of land in colonial Brail was politically-motivated and strikingly unequal. Landlords owned huge territories and exerted considerable influence upon both people residing in that territories and local governance institutions. People who didn’t own land were completely powerless against the tyranny of landlords. Furthermore, unequal distribution of land had negative economic consequences: landlords owned more land than they could manage, so great areas were used in a wasteful way (Wright Wolford, 2003). As concerns coerced labor, slavery also had a profound impact on Brazilian economy and society. Coerced labor was used in sugar-cane mills, gold mines, and sugar plantation. Slavery contributed significantly to the economic development of the country, especially of its North-Eastern parts. Coerced labor can be regarded as a major factor in turning Brazil into export-oriented agricultural economy. As for the influence on the society, resistance among slaves used to be a source of constant social tension. However, in cultural terms, certain elements of African culture eventually fitted well in the mainstream culture of the country, Capoeira being the most telling example. Also, slave trade become a source of quick accumulation of wealth by certain categories of population, like traders and slave market owners. Thus, the political distribution of land and use of coerced labor can be regarded as two major factor shaping the economy and social structure of colonial Brazil.

Reflective Essay of the Family

Reflective Essay of the Family Write a short autobiographical piece relating to the theories and concepts discussed in the first half of the course. How might parts of your own or your familys life observe, illuminate or be illuminated by the theories and concepts discussed in weeks 1-5 of the course? I was born in Italy and resided there till the age of twenty-eight. I lived in a regional town of around forty-thousand inhabitants with limited cultural opportunities. I studied for a baccalaureate in business and entered the working environment as a news cameraman. In Italy, this would be the equivalent of a blue-collar worker. After having been working for ten years I moved to London and commenced employment as a sales and account manager in I.T. This job required intellectual application to office administration and high degrees of interpersonal relations, combined with knowledge of the product and its application within the marketplace. My increased earnings allowed me to purchase a home for the first time. Access to cultural opportunities in London has broadened my knowledge and understanding of the arts. London has allowed me to realise my potential to become a professional and commence this process by undertaking a history degree. My experience of London has been one of inqui ry and integration within a tolerant and multicultural environment. I will now seek to observe and to illuminate by application to my life some of the concepts and theories discussed in the first half of the course. Conventional wisdom has redefined the social structure of society by cataloguing the population into three classes: the rich, the middle class and the poor. This is very likely to represent the current classification in Italy. Therefore, the distribution of income is the main factor why classes still exist through the buying and selling of labour.[1] In Italy, I would have been classified as being a member of the poor class. Italy is characterised by a stark division between highly industrialised districts and underdeveloped areas of peasant farming. However, it is not always the case that farmers are positioned in a lower economic class than those of white-collar workers. For instance, and from my own experience, Italian farmers may be economically better-off than public servants because of the potential to sell their produce in their ow n shops and to secure a higher income. Accordingly, their economic capital is directly converted in the form of property rights and tangible assets such as houses and cars. [2] By relocating to London my observable classification within a conventional understanding of class remained unchanged because I could only sell my skills and labour. Now applying Bourdieus frameworks for class in Italy, I would have been considered as having a low economic capital. However, Bourdieus concept of cultural and social capitals applied to my employment as a news cameraman demonstrates an enrichment of both those capitals due to the enlargement of my social contacts. It could be claimed that I had found the perfect fit and I was floating like a fish in water: my habitus, made up of layering built up by experiences grounded in my body and mind, had met a social world of which it is the product,[3] therefore, I was experiencing the world pleasantly and I was in my comfort zone. Being a newcomer in London brought about the experience of a downward shift on all my capitals. Work, education and social networks had to be rebuilt. When someone steps out of the comfort zone it is likely to resemble a fish out of water, a suffused sense of inadequacy.[4] The new environment has offered me opportunities to improve my education and expand my social contacts. Bourdieu suggests that it is under conditions of hysteresis[5] when you are a fish out of water that great changes can occur. The hysteresis effect might provide an explanation of how I can make sense of my new environment based on my habitus, and on my capacity to decode parallels between the previous context and the new one. The seven classes of the Great British Class Survey of 2013 are built upon the development of certain sectors of economic activity, such as the technical middle class and the new affluent workers.[6] In Italy I would have been included in the traditional working class. Using the Survey Calculator twice and ending up in two different classes, it was evident that I provided the same social and cultural capitals and only modified my income. Firstly, when I used to work as an account manager, I was assigned to the group of Established middle class, secondly, now that I am a student, I fall within the Traditional working class. Mike Savage, one of the promoters and researchers of the survey, in his BBC Radio 4 interview, has stated that the study has moved away from the occupational classes.[7] This would not be the case, in fact as the results of my two surveys demonstrate, it does not take into consideration cultural and social capitals. I also agree with Colin Mills, lecturer in sociol ogy at Nuffield College Oxford, that the nature of the BBC sample is somewhat flawed: the 160.000 respondents of the online survey are most likely to be more educated and in highly paid jobs, whereas the respondents of the face-to-face research of 1000 people are more varied and allowed to build more classes[8]. It can be claimed that the findings of the BBC survey come from the information provided by the smaller research, hence the internet survey plays almost no role in defining these categories and the class I fall in. It can be clearly observed that, by applying class theories to my own life, only one class theory demonstrates any depth of analysis with regards to social and cultural aspects, namely the one developed by Bourdieu. By moving from Italy to London, my class has shifted upwards in all my three capitals. References [1] https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm#007 [accessed on 20th January 2017] [2] Pierre, Bourdieu, The Forms of Capital, in John Richardson (ed.), Handbook of Theory and Research for the Sociology of Education, (New York, 1986),p.243 [3] Pierre, Bourdieu and LoiÃÅ'ˆc J. D., Wacquant, An invitation to reflexive sociology, (Cambridge, 1992),p.127 [4] Diane, Reay, Gill, Crozier and John, Clayton, (2010) Fitting in or standing out: working-class students in UK higher education, British Educational Research Journal 32(1),p.11 [5] Pierre, Bourdieu, Outline of a theory of practice, trans. Richard Nice, (Cambridge, 1977),p.78 [6] Mike, Savage et al., A new model of social class? Findings from the BBCs Great British Class Survey experiment, Sociology 47(2), p. 230 [7] http://www.bbc.co.uk/programmes/b07gg1kb [8] Ibid.

Portrayal of Native Americans in Film Essay -- Native American Stereot

When Columbus first set foot in the New World, he believed that he had arrived in the islands just off the coast of Cipango, known today as China. Thinking this, he called the people that he met Indians, as they lived on the islands that he falsely believed were the Indies. The term Indian spread back to Europe, as did the term Indies, and to this day, Native Americans are known as Indians, and the Caribbean islands are referred to as the West Indies. The Indians populated a much greater area than Columbus could have imagined, covering the land of two Continents. The Native people of these lands, known already by a term in their languages that roughly meant "the people", were now thrown into one large group called Indians, which stretched nearly pole to pole. The Indians were an invented people. The place they inhabited was not the Indies, and their culture varied from tribe to tribe. The Indian in film is also an invented population of people. No distinction between reality and the imagination are made in these movies. The portrayal of the Native American, and the Native American ways of life were displayed incorrectly in film, and warped the image of the Native American in the eyes of all Americans, especially their descendants. The movies studied vary, from those dealing with Columbus' first encounter with these fascinating people, up through to the end of the 19th century. The films viewed include: 1492 (1992), Christopher Columbus (1985), Christopher Columbus: The Discovery (1992), The Last of The Mohicans (1992), Apache (1954), Dances With Wolves (1990), Crazy Horse (1996), A Man Called Horse (1970), A Man Called Horse III (1982), Soldier Blue (1970), Buffalo Bill and The Indians (1976), and Black Robe (1991). Th... ... L. Native American Images and Stereotypes. 1996. http://www.millersv.edu/~columbus/search/papers/garner ~1.html Internet Movie Database. http://www.imdb.com Last of the Mohicans, The. Dir. Michael Mann. With Daniel Day-Lewis and Madeline Stowe. 20th Century Fox. 1992. 122 min. Mission, The. Dir. Roland Joffe. With Jeremy Irons and Robert Deniro. Warner. 1986. 125 min. Pathfinder, The. Dir. Donald Shabib. With Kevin Dillon and Graham Greene. Leather Stocking. 1996. 84 min. Soldier Blue. Dir. Ralph Nelson. With Candice Bergen and Peter Strauss. AVCO. 1970. 114 min. Spence, Lewis. Myths and Legends of the North American Indians. London: George G. Harrap & Company, 1914. Tecumseh. Dir. Larry Elikann. With Jesse Borrego. 1995. Wilson, Samuel M. Hispaniola: Caribbean Chiefdoms in the Age of Columbus. Tuscaloosa: University of Alabama Press,1990. Portrayal of Native Americans in Film Essay -- Native American Stereot When Columbus first set foot in the New World, he believed that he had arrived in the islands just off the coast of Cipango, known today as China. Thinking this, he called the people that he met Indians, as they lived on the islands that he falsely believed were the Indies. The term Indian spread back to Europe, as did the term Indies, and to this day, Native Americans are known as Indians, and the Caribbean islands are referred to as the West Indies. The Indians populated a much greater area than Columbus could have imagined, covering the land of two Continents. The Native people of these lands, known already by a term in their languages that roughly meant "the people", were now thrown into one large group called Indians, which stretched nearly pole to pole. The Indians were an invented people. The place they inhabited was not the Indies, and their culture varied from tribe to tribe. The Indian in film is also an invented population of people. No distinction between reality and the imagination are made in these movies. The portrayal of the Native American, and the Native American ways of life were displayed incorrectly in film, and warped the image of the Native American in the eyes of all Americans, especially their descendants. The movies studied vary, from those dealing with Columbus' first encounter with these fascinating people, up through to the end of the 19th century. The films viewed include: 1492 (1992), Christopher Columbus (1985), Christopher Columbus: The Discovery (1992), The Last of The Mohicans (1992), Apache (1954), Dances With Wolves (1990), Crazy Horse (1996), A Man Called Horse (1970), A Man Called Horse III (1982), Soldier Blue (1970), Buffalo Bill and The Indians (1976), and Black Robe (1991). Th... ... L. Native American Images and Stereotypes. 1996. http://www.millersv.edu/~columbus/search/papers/garner ~1.html Internet Movie Database. http://www.imdb.com Last of the Mohicans, The. Dir. Michael Mann. With Daniel Day-Lewis and Madeline Stowe. 20th Century Fox. 1992. 122 min. Mission, The. Dir. Roland Joffe. With Jeremy Irons and Robert Deniro. Warner. 1986. 125 min. Pathfinder, The. Dir. Donald Shabib. With Kevin Dillon and Graham Greene. Leather Stocking. 1996. 84 min. Soldier Blue. Dir. Ralph Nelson. With Candice Bergen and Peter Strauss. AVCO. 1970. 114 min. Spence, Lewis. Myths and Legends of the North American Indians. London: George G. Harrap & Company, 1914. Tecumseh. Dir. Larry Elikann. With Jesse Borrego. 1995. Wilson, Samuel M. Hispaniola: Caribbean Chiefdoms in the Age of Columbus. Tuscaloosa: University of Alabama Press,1990.

A Comparison of Perfection in Beowulf and Sir Gawain and the Green Knig

Perfection in Beowulf and Sir Gawain and the Green Knight The heroes of both Beowulf and Sir Gawain and the Green Knight are fighters. However, the traits they have in common are far less numerous than those that set them apart. As each of the two is dubbed perfect by his contemporaries, it should be possible to draw the picture of both the model warrior and the paragon knight by comparing Beowulf and Gawain. The first question to arise is that of leadership. In Beowulf, the hero is referred to as "prince"*, the "helmet-of-Weders"**, or "master-friend"***. This is not without reason: in the times of the epic, might did literally make right. Therefore, he who was to be an accomplished warrior had to display a leader s qualities as well as combat prowess. As for the knights, they had their appointed ruler, king Arthur, and none thought of challenging him. Neither did any of the knights distinguish himself as a general; all their exploits were done single-handedly. Now, let us focus on combat. Beowulf fights a great many battles during his life, and while some of these are only briefly mentioned (the famous sea-monsters, for instance), the really titanic ones are described fully and with abundance of detail. The clash between the Geats and Grendel may serve as an example here: " Now many an earl of Beowulf brandished blade ancestral, ( ) The outlaw dire Took mortal hurt "* And so it continues for fifty-one verses. And this is but one of the heroe s armed encounters! Clearly, one has to fight much to be a great warrior The matter is quite different when it comes to knights. While Gawain's skill with sword and lance is highly praised throughout the poem, his battles are only hinted at as... ...e himself notices, "nothing is said of Beowulf's wife in the poem, but Bugge surmises that Beowulf finally accepted Hygd's offer of kingdom and hoard, and, as was usual, took her into the bargain"*** - which reflects the lack of concern a true warrior should show when dealing with women. There is, however, a trait common to the warrior and the knight: the two have a set of rules they should obey. And though the regulations that force Beowulf to come to Hrothgar's help are not nearly as neatly organised as Gawain's chivalric code embodied in the "pentangle"****, the idea of being compelled to act in a way dictated by generally accepted rules appears in both poems. We have thereby drawn the pictures of the ideal men of two different ages, and proved in the process how much the notion of perfection has changed from Beowulf to Sir Gawain and the Green Knight.

Teen Suicide

Teen suicide is â€Å"the third-leading cause of death for young people age 15 to 24. (American Psychological Association) According to the research of the Center for Disease Control and Prevention(CDC), nearly 1,700 teenagers in the US commit suicide annually because emotional, social and family pressures. Teenagers are in the gray area between childhood and adulthood, and on the way to find out their own sexual identity and relationships with others. Also, they are under great pressure to be independence and responsible for their lives.Suicidal risk factors among teens are: * Family crisis- family loss, parents separation or divorce * Psychological problems- anxiety, depression, bipolar disorder, insomnia, or alcohol/drug use. * Family history of depression or suicide * Being victims of bullying * A previous suicide attempt * Feelings of isolation from others, family or peers; hopelessness. * Emotional, physical, or sexual abuse. Teen suicide is preventable, so being aware of the warning signs is important. (American Psychological Association) Taking about Dying – any mention of dying, shooting oneself, or other types of self harm *Recent Loss – through death, divorce, broken relationship, loss of interest in friends and hobbies. *Change in personality – sad, withdrawn, irritable, anxious, tired, or indecisive. *Change in sleep Patterns – Change in Eating Patterns – insomnia, early waking or oversleeping, nightmares. *Change in Eating Habits – loss of appetite and weight, or overeating. Low Self Esteem – Feeling worthless, shame, overwhelming guilt, self-hatred. Indication of a suicidal plan((Teen Suicide): *Actually says about committing suicide. *Giving away or throwing away favorite belongings. * Shows signs of extreme cheerfulness following periods of depression. * Creates suicide notes. *Expresses bizarre or unsettling thoughts on occasion. The role of the nurse as a healthcare professional is important t o educate parents, teachers and community members about the warning signs to prevent a teen suicide.The nurse can help parents recognize who is at risk for suicide, and what they can do is essential. Keeping relations with the teen who are at risk, and asking questions about the thoughts of hopelessness or suicide can be an important step to prevent. Moreover, inform the parents how they can get help from health professionals. The parents can help in case of emergency by calling (800)SUICIDE for help. Suicidal thoughts do tend to come and go, so the nurse should encourage the parents to keep the scheduled appointment with a mental health professional, even though the teen refuses.Nearly 60% of all suicides in the US are committed with a gun, therefore inform the parents that any gun should be unloaded, locked, and kept out of the reach of teens. Furthermore, overdose using over0the-counter, prescription, and non-prescription medicine is another method for teens for suicide. Therefor e, the nurse needs to educate the parents to monitor carefully all medications in their homes. ( Kids Health) Losing a child from suicide is a painful tragedy for the patents, and the teen who is a survivor of suicide need help from a health care professional to recover from the tragedy.Advise them to maintain contact with others, remember that other family members are grieving, too, expect that any anniversaries, birthdays, and holidays may be difficult, understand that it’s normal to feel guilty, counseling and support groups. **New Jersey Regional Crisis Hotline: Bergen County (all areas)? (201) 262-HELP, 262-4357: Bergen Regional Hospital, Hotline, Psychiatric Emergency Room, Mobile Screening **New Jersey’s Hotline Local hotline number: 908-232-2880, or Text â€Å"CWC† to 839863 M,W,F 4:00pm -10:00pm References 1. New Jersey Regional Crisis Hotline: http://www. njit. edu/counseling/gethelp/crisis. php 2. New Jersey’s Caring and Crisis Hotline, Contact We Care: http://www. contactwecare. org/ 3. Teen Suicide: http://www. teensuicide. us/articles2. htm 4. About Teen Suicide. Kids Health. http://kidshealth. org/parent/emotions/behavior/suicide. html# 5. Teen Suicide is Preventable. American Psychological Association. http://www. apa. org/research/action/suicide. aspx