Hektor and Paris Essay Example for Free

Hektor and Paris Essay The Illiad is an ancient Greek epic poem which comprises of twenty-four books. It is believed to be composed in the 8th century BC. It describes the events of the Trojan War, a conflict between Greece and Troy that took place four centuries earlier. The initial cause of the Trojan War was the abduction of Helen, the queen of Sparta, by Paris, aTrojan prince. As the poem unfolds more and more is apparent as we are introduced to new characters, who we see develop in new situations. Distinctive characters are formed within the Illiad as Homer has made their importance and significance to the story apparent. Two such characters are Hektor and Paris, whom I am going to analyse thoroughly by referring to books three and six. Paris is the son of King Priam and Queen Hecuba, and brother to Hektor. He is also referred to as Alexandros in the Illiad. In Book three we are first introduced to Paris very early on, on the battle field, just as the Achaians are approaching. He is described as Alexandros the godlike. Throughout the Illiad Homer uses many references to refer to Paris. He refers to Paris as the hero, as godlike and even as son of Priam. Homer also uses the same technique in reference to Hektor. Hektor is also the son of King Priam and Queen Hecuba as he is brother to Paris. Hektor is referred to as the mightiest warrior in the Trojan army. He is also referred to as tall Hektor, as beloved of Zeus and as the slayer of men. Although these references are insightful, they are vague. To understand these characters true personalities we must look closer at the text and the context in which they are present in. Pariss character is apparent and definable from the context in book three alone. We learn a lot about him and how he is perceived, not just by his family, but also his people. Our first description of Paris in book three is in his armour as he is prepared for combat. He is described as wearing across his shoulders the hide of a leopard, curved bow and sword; while in his hands shaking two javelins pointed with bronze. This brief description is insightful as we can deduct a lot about his personality just from his attire. The fact that Paris is intending to use a curved bow in combat is significant. A curved bow was seen as a cowardly means of fighting as it involves attacking from a safe distance, as no physical combat is therefore necessary. This suggests that Paris has no real intention of fighting appropriately but is just present for show. The fact Homer has described his attire in so much detail further exemplifies this. The leopard across his shoulders is symbolic of the great Herakles whom fought and killed a leopard as part of his twelve labours. Perhaps Homer is suggesting that although Paris may appear to be of the same physical stature as Herakles, he certainly doesnt posses the same courage and fighting ability. Pariss cowardly nature is then confirmed as when he saw Menelaos showing among the champions, the heart was shaken within him; to avoid death he shrank into the host of his own companions. Although we do not get a direct insight into Hektors fighting capability in books three and six, he is constantly referred to as the mightiest warrior of the Trojans and slayer of men. We do however get an insight into Hektors leadership qualities, which Homer runs parallel and contrasts to Pariss gutless nature. After Hektor confronted Paris on the battlefield he confronted the rest of the Trojan and Greek  army to inform them of how the battle could be resolved. Hektor hearing his word was happy and went into the space between and forced back the Trojan battalions holding his spear by the middle until they were all seated. But the flowing-haired Achaians kept pointing their bows at him with arrows and with flung stones striving ever to strike him. This point the situation is very perilous for Hektor as he is being attacked from all sides. Homer has to bring in Agamemnon to deal with the situation and calm his men down to hear what Hektor has to say. It is only after the men are calmed that we see Hektors great leadership qualities as he sustains the attention of both sides of the army and clearly presents them with an ulterior way of resolving the war. This scene is interesting as Hektor is portrayed strangely in a heroic light. Here Hektor is being confronted by the entire Greek army yet doesnt stand down or hide away, he faces up to them in an attempt to get his message across. This situation mirrors Pariss, when he fled and hid on the battlefield because he confronted by just one warrior. Although Paris appears to possess greater strength and courage, it is actually Hektor who does. Homer has clearly distinguished a difference in character between the two brothers here. Paris is portrayed as an effeminate character in comparison to the rest of the male characters in several ways. It has already been established that he is not a great warrior as he posses no courage or strength. The degree of precision which Paris takes in putting on his armour is humorous as his vanity shines through. First he placed along his legs the fair greaves linked with silver fastenings to hold the greaves at the ankles. Not only is the style in which he dresses himself effeminate but also the  extent of his armour. The fact that everything is trimmed with silver and that his helmet is well-fashioned illustrates this. The idea of Pariss looks being his  distinguishing characteristic is again exemplified when he is being referred to by Aphrodite. Shining in his raiment and his own beauty; you would not think that he came from fighting against a man; you would think he was going rather to dance, or rested and had been dancing lately. This description is very insightful as Homer is almost suggesting that Paris is only fit for and suitable for dancing, he is not made to fight, unlike his brother Hektor.

Treating Every Child As Unique Individual Children And Young People Essay

Treating Every Child As Unique Individual Children And Young People Essay Children are unique. They are individuals and no two children are alike: physically, emotionally, socially and intellectually, Because children are unique, even if there are common needs and characteristics that children of a particular age or stage of development share, they must be understood by their parents and teachers in their uniqueness, and their individuality must be respected. The benefits of treating every child as unique individual: Help to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each individual childs development pathway. Make child responsible for this own actions, giving him the independence so many seek, typically acting out as teenager while trying to assert his independence. Listen to your advice and reasoning and take the more responsible choice. Treat them as equals in every aspect of your daily life and you will be rewarded with honest, caring children that make good choices that celebrate them for the unique individuals they are. Babies and children are vulnerable and become resilient and confident if they have support from others, also receive the chance to learn about other cultures and develop critical socialization skills that will serve them well. By treat each child as unique individual we designing an environment that positively influencing all areas of childrens development: physical, social /emotional, and cognitive. Language and learning are nurtured in an environment that values and plans appropriate opportunities which can support the development of behaviours that are valued in our society, such as cooperation and persistence. An aesthetically pleasing space can develop a childs appreciation for the beautiful world around them. Help children and youth become full participating citizens of society and help to build a sense of community. Question 2: Describe how the principles of anti-discriminatory practice can be applied to practice. Anti-Discriminatory Practice is an action taken to prevent discrimination against people on the grounds of race, class, gender, disability etc (see entry above). Anti-discriminatory practice promotes equality by introducing anti-discrimination policies in the workplace (i.e. the care settings.), Also known as anti-oppressive practice. All employees in a care setting should promote this practice in the workplace as it is way to combating prejudice, in doing so they are trying to eradicate discrimination and promote equality for service users and for staff. Kind of discrimination: 1.Overt discrimination this is when someone is openly discriminating against an individual, an example of this is a health and social care setting paying a male nurse more money than a female nurse for the same job, directly because of their gender. In the health care sector, overt discrimination is more likely to be seen in the way a patient is treated by staff. 2.Covert discrimination Covert discrimination can be best described as being hidden away. An example of this is three individuals applying for the same job as a nurse; they should all be shortlisted using the same criteria. However, if the shortlist panel decided not to call someone for an interview based on their name or area they lived in, this would be covert discrimination. Children have a right to non-discrimination. This means that all children, without exception, should enjoy their rights to effective protection. The rights of all children and young people are stated in the United Nations Convention on the Rights of the Child (1989). The UK government ratified the treaty in 1991 and must ensure that the rights of children in the UK are protected through law. These rights are extensive and include the right to education and the right for children to have their views respected, No child will be discriminated against on the grounds of sex, race, religion, colour or creed. Wherever possible those designated disabled or disadvantaged will be considered for a place, taking into account their individual circumstances and the ability of the nursery to provide the necessary standard of care The promotion of anti-discriminatory practice should underpin all work in settings. It is not sufficient to have policies in place which make statements about anti-discriminatory practice or just to pay lip service to it, they must demonstrate anti-discriminatory practice. They must also monitor the ways that positive practice impacts on the education and well-being of the children and young people. As a member of the care setting team we should share responsibility to ensure that anti-discriminatory practice is promoted, and must also recognise when discrimination is happening. The Nursery will strive to ensure that all services and projects are accessible and Relevant to all groups and individuals in the community within targeted age groups. We will strive to promote equal access to services and projects by taking practical steps such as ensuring access to disabled people and producing material in relevant languages and media. It is important to practice anti -discrimination to ensure that everyone is included and has the opportunity to fully access any areas of learning within the framework. Providing an inclusive environment for children enables them to develop self esteem and confidence. It shows them that they are valued and respected as unique individuals regardless of any additional needs, family and ethnic background, eliminate unlawful discrimination; promote equal opportunities; and promote good relation. The Nursery and staff are committed to: Encourage positive role models, displayed through toys, imaginary play and activities that promote non-stereotyped images. Books will be selected to promote such images of men and women, boys and girls. All children will be encouraged to join in activities, i.e. dressing up, shop, home corner, dolls, climbing on large apparatus, bikes, etc. Regularly review child-care practice to ensure the policy is effective Ensure that individuals are recruited, selected, trained and promoted on the basis of occupational skill requirements. In this respect, the Nursery will ensure that no job applicant or employee will receive less favourable treatment on the grounds of age, gender, marital status, race, religion, colour, cultural or national origin or sexuality, which cannot be justified as being necessary for the safe and effective performance of the work or training for the work Question 3: Describe why it is important to plan activities that meet the individual needs of children. Children of different ages have different needs. These needs are based on each childs stage of growth and development. Remember that two children of the same age can be similar in some ways but different in other ways. Try to understand the unique characteristics of each child. This helps children to feel good about them. This will also help you plan activities that are developmentally appropriate for each child. Appropriate activities help children learn and are lots of fun. The planning process helps to set goals for children and aims for staff. It is directed at what children need and defines how the practitioners supporting them are going to provide for this effectively. Planning also means the environment is kept fresh and children are given new choices in their play. The importance of planning activates meeting childrens individuals needs is: Promote development. Some children develop and learn faster than others and it is partly our responsibility to ensure all childrens needs are cared for no matter what stage of development they are at. Identify the exact learning needs of children by carrying out observations which can show us clearly what stage of development each individual child is at, to compare each child against milestones for that age and stage of development and then we begin to plan to meet the learning needs of certain children who are not meeting milestones and also plan to accommodate for those children who are over excelling the milestones. Children will develop better if there are adequate numbers of staff/adults present, taking into account the correct staff ratios for each particular age of children. With more hands on around the setting children will benefit greatly so Plan how many adults/staff should be present for a particular day/activity, by doing so there is a higher chance of meeting all of the childrens needs. Have successful planning that will support childrens independence, and a well organised environment that will make it easy for the children to find and to put away activities of their choosing. This doesnt mean rigidity, lack of choice or the loss of spontaneity for children. The well-designed and carefully structured environment will be planned in a way that means those working with children are clear and confident about developmental, play or learning needs, and what and how they are providing for these needs . Effective planning means that contingencies can be dealt with easily, so staff know where and how they can source materials quickly and according to the required need of the child, Good planning allows opportunities for change to occur and provides a backdrop of support for childrens all-round development. Question 4: Explain how the practitioner can promote childrens physical and emotional well-being within an early years setting. When children have positive early experiences with physical activity they are more likely to enjoy being active later in life and this will contribute to their long term physical, social and psychological health. Children benefit from having a wide choice of gross motor experiences that are non-competitive and focussed on having fun. The role of the practitioner in supporting childrens physical and emotional well-being To provide a balanced programme of activities to support the physical development and well being of the children To provide sufficient space (indoors and outdoors), time and resources to allow effective physical development Providing material and equipment for the improvement of fine motor skills Providing cooking, sewing, woodwork and other activities to enhance hand-eye coordination. To provide time, opportunity and support for children with motor impairments or physical disabilities to develop their physical skills.   If appropriate this will include working with outside agencies such as physiotherapists The programme of work should include some or all of the following types of activity: Movement: 1. Group games involving running, jumping and hopping. 2. Group games involving movement followed by stopping. 3. Moving to music. 4. Balancing activities and games. 5. Play on a range of landscapes. Sense of Space: Role plays activities giving children the opportunity to create pathways. 2. Giving the children the opportunity to create their own spaces (e.g. tent from blankets). 3. Group games that involve following or imitating. 4. Encourage games and activities that involve sharing resources with other children. 5. Discussions about body parts and bodily activity . 6. Singing action songs (e.g. Head, shoulders, knees and toes). Health and Bodily Awareness 1. Discussions about keeping safe, fit and healthy. 2. Discussions about eating a healthy diet. 3. Encouraging children to make decisions by choosing between different types of food. 4. Making and eating food from a range of cultures that can form part of a healthy diet. 5. Providing opportunities for children to talk about health issues. When we talk about emotional development, we are referring to childrens growing ability to: Identify and understand their own feelings Accurately read and understand the feelings of others Manage the way they feel Shape the way they behave Develop empathy for others, and Build and keep good relationships with friends, family and others. From the time they are born, children quickly develop their abilities to experience and express different emotions, as well as their capacity to cope with and manage a variety of feelings. To support the childrens emotional well-being practitioner roles are: Work in partnership with parents in order to find out about the childs experiences, culture and home background, to build up a profile of each child, using information supplied by parents as the starting point. Being warm and affectionate towards them. Giving them the opportunity to express how they feel , Help the children gain an understanding of their feelings through the use of books, board games, puppets, interactive storytelling or role-plays and Help children to understand the difference between their own and other peoples feelings. Making them feel secure and valued Giving children time and attention to adjust to new situations Observe the childs nonverbal behaviour for clues as to how he or she is feeling. Problem solve with the child by encouraging him or her to think of options and decide what constructive action to take Keep lines of communication open.

Did The Cold Wars Ending Cause Globalisation Politics Essay

Did The Cold Wars Ending Cause Globalisation Politics Essay Was globalization a cause or consequence of the end of the cold war? Globalization is a concept that is difficult to define. Due to the ambiguity surrounding what globalization actually constitutes, different political theories can have different views on globalization. In reference to whether globalization was a cause or consequence of the end of the Cold War, it can be argued that globalization was both and cause and consequence, depending on what theoretical approach is taken by the individual, as this essay will demonstrate. Globalization is a recent term which essentially encompasses a number of different concepts to explain a worldwide sense of interconnectedness. To understand globalization one needs to think of it as an extensive series of relationships which connect the economic, social, technological and cultural aspects of our (and other peoples) lives. Essentially globalization refers to movement, specifically an awareness that these relationships are changing with increasing speed and volatility as a result of the increasing ability for people, information, goods and services and even ideas to transgress the globe with relative ease, resulting in the relative de-territorialisation of social, economic and cultural activity and ideas within states. However, we must keep in mind that globalization is not homogenous and means a number of different things to different people. The Cold War (1939 1991) was a period of assumed conflict between the Soviet Union (USSR) and the United States of America (USA). Competition between the USSR and the United States was assumed because neither state directly engaged each other in military conflict. However, each state was vying for the dominance of opposing social and value systems (Zimmermann 2003: 20) which resulted in large increases in military spending for both countries, military coalitions with other nations (often resulting in proxy wars) and most famously a nuclear arms race (Duffield 2007: 25-26). The result of this was uniquely bipolar world structured in terms of liberal democracy [versus] socialist communism (Zimmermann 2003: 11) The end of the Cold War (generally thought of as the period from 1985 1991) ended with the collapse of the Soviet Union, an event which can be contributed to a number of events (Spellman 2006: 60). By examining the underlying factors for these events, from both a realist and liberalist perspective, we can come to an understanding of how globalization can be argued to be both a cause for the end of the Cold War and a consequence of the end of the Cold War, depending on which viewpoint is taken by the individual. We are able to use the tenets of realism to argue that, essentially, the end of the Cold War also ended the bipolar structure of the world (which inhibits globalization) thereby allowing globalization to take place. Realism holds the belief that the international system exists in anarchy meaning that there is no higher power to enforce rules upon that state. The bipolar structure of the world can be considered to be an example of anarchy in the global system in light of the fact that during the Cold War, states aligned themselves with either the United States of America or the Soviet Union, according to whether they were more inclined towards socialism or democracy, (Zimmermann 2003: 37) resulting in two distinct global blocs (eventually symbolised by NATO and WARSAW). A realist argument for this bipolarity could be that, in the absence of any meaningful international institution which could guarantee the security of state members, the survival of the state is its primary interest and comes above anything else. Consequently individual states believed that supporting one of the two superpowers would guarantee them this security if their sovereignty was threatened by another state. It can therefor e be argued that due to such multi-national alliances the structure of the world became very bipolar, inhibiting any form of globalization, which relies on the de-territorialisation and interconnectedness of states. Realism also proposes that international institutions are meaningless. At this time the United Nations proved ineffective as it relied largely upon the continued goodwill and co-operation of the Soviet Union and the United States of America (Romero 2005: 127). The end of World War II saw deterioration in relations between the USSR and the USA resulting in the Cold War which lead to the United Nations body (the formerly meaningful overarching power) becoming insignificant. Since globalization, to an extent, relies on the co-operation of states with each other the inefficiency of the United Nations at this time symbolizes the lack of co-operation between states, preventing globalization from taking place. A realist could argue that the hegemony of the United States of America over the USSR lead to the collapse of the Soviet Union. In the period leading up to the end of the Cold War the United States was able to dominate the Soviet Union diplomatically, economically and in terms of military strength as illustrated by President Regans ability to unite the western world in a stance against the Soviet Union (Ronald Reagan Presidential Foundation 2008), the thriving U.S economy (compared to the USSR which was stuck in an extended period of stagnation) and the largest peace time military build-up in U.S history which the Soviets were unable to equal. (Zimmermann 2003: 223) This domination had a number of consequences for the Soviet Union including public discontent, a call for change in the face of communism and a move towards the fundamental principles upheld by the west nationalism, individualism and free market capitalism (Spellman 2006) which resulted in the collapse of the Soviet Unio n in 1991. The end of the Soviet Union had the effect of breaking the bipolarity of the world structure by removing the barriers inhibiting globalization, thereby allowing globalization in the form of increased connectivity and concomitant dependency (Zimmermann 2003) to take place. In this realist context globalization is a consequence of the end of the Cold War. In contrast, the liberalist perspective is that globalization caused the end of the Cold War, predominantly through denationalisation of power, resulting in the collapse of the Soviet Union. The overall approach or aim of liberalist theories is to promote individual freedom, rational thinking and human progress by removing the barriers that obstruct equality. In 1985 the Politburo elected reform minded Mikhail Sergeyevich Gorbachev as the General Secretary of the Communist Party of the Soviet Union. Unlike previous secretaries Gorbachevs view of the world included the desire to end the conflict between the United States and the USSR, however many consider his reforms to have been extemporaneous, providing fewer and fewer tools to deal with the crises of the Soviet Union. In fact [Gorbachevs] policies accelerated these crises, (Romero 2005: 86) and to have lead to the decline of the USSR. In an attempt to bolster the Soviet Union and lift it out of a extended period of economic stagnation Gorbachev implemented a number of liberal based policies such as glasnost (political policy of freedom) and perestroika (reconstruction) (Young 1999: 109) thereby effectively removing ba rriers to individual freedom, realistic thinking and human development posed by the formerly oppressive policies of the socialist state. Gorbachevs policy changes can be argued to be in part, contributed to the effects of globalization, in the sense that Gorbachev had been influenced by western (non-socialist) principles when making his reforms which supports the argument for globalization, that state interconnectedness de-nationalizes state power. Liberalist theory places emphasis on individual freedom and rights, it considers the existence of the state to solely promote and preserve the rights of its individual citizens; an inability to do this will result in the breakdown of the state. Mikhail Gorbachevs glasnost and perestroika reforms had unintended consequences for the authority of the communist state over its people. The reduction of communist control over the people under glasnost resulted in the Politburo losing control of the media. With new found freedom to speak out against the state, the media readily exposed the past and present inadequacies and failures of the USSR to the public and more importantly the rest of the world. For example: the countrys current economic difficulties, Chernobyl disaster and former endorsement of Adolf Hitler during World War II were all events which exposed the fault lines in [an] already weak state (Duffield 2007: 53). The public became dissatisfied with the so called positives of sovi et life as the negative aspects of the Soviet Union were brought into the spotlight, and readily expressed their dissatisfaction, threatening the existence of the USSR. Essentially the result of the glasnost and perestroika reforms made the Soviet Union more globalised in the sense that state power was de-nationalised and distributed among institutions (Zimmermann 2003: 59-60) such as the free media which had the ability to spread ideas about the state amongst the public and people outside the Soviet Union, ideas which contributed to the collapse of the Soviet Union and therefore the end of the Cold War. The inability of the Soviet Union to represent the best interests of the public resulted in an uprising against the USSR which was catalysed through globalization. In a notable incident in Poland the oppressed people of the Solidarity movement were able to protest the ban on Solidarity. Gorbachev, through glasnost, had weakened the ability of the Soviet regime to impose its control over its republics, for Poland this meant no leaders to restore central authority (Spellman 2006: 192) which allowed the polish to protest without excessive oppression. To liberalists this can be considered to be an act of globalization in the sense that ideas of the Solidarity movement were able to transgress the territorial borders of the state enabling American president Ronald Reagan to seize upon the opportunity to extend a hand of support to the millions behind the iron curtain who looked to the west for help by placing economic sanctions of Poland to protest Solidarity resulting in Soviet non-interv ention in the affair (Ronald Reagan Presidential Foundation 2008) which in part contributed to the collapse of the USSR for the reason that other constitute republics followed Polands lead in a move away from socialism (Spellman 2006: 87) mitigating the Soviet power base Liberalists would consider the rise of the people against the socialist state as inevitable due to the fact the only purpose of the state is to promote and preserve the rights of its individual citizens something which the predominately communist Soviet regime was not doing. Globalization as an ever increasing state actor acted upon the bipolar structure of the world, slowly breaking it down as co-operation between states and an emphasis on freedom, equality and free market capitalism increased in the eastern bloc (Romero 2005: 57-58) which resulted in domestic actors and structures within the USSR challenging the socialist regime of the country cumulating in a breakdown of the USSR and the end of the Cold War As demonstrated globalization can be considered both cause and a consequence for the end of the Cold War depending on the theoretical approach taken and which facets of that theoretical approach are applied to the situation. Considering this, the question of whether the globalization was a cause or consequence of the end of Cold War has no definitive answer when applied alongside political theoretical framework and merely constitutes an opportunity for the individual to appreciate the arguments of different theoretical approaches.

World Studies Definitions :: essays research papers

1. Edison, Thomas Alva - 1847-1931, American inventor, b. Milan, Ohio. A genius in the practical application of scientific principles, Edison was one of the greatest and most productive inventors of his time, but his formal schooling was limited to three months in Port Huron, Mich., in 1854. For several years he was a newsboy on the Grand Trunk RR, and it was during this period that he began to suffer from deafness, which was to increase throughout his life. He later worked as a telegraph operator in various cities. Edison's first inventions were the transmitter and receiver for the automatic telegraph. 2. Bell, Alexander Graham - 1847-1922, American scientist, inventor of the telephone, b. Edinburgh, Scotland, educated at the Univ. of Edinburgh and University College, London; son of Alexander Melville Bell. He worked in London with his father, whose system of visible speech he used in teaching the deaf to talk. In 1870 he went to Canada, and in 1871 he lectured, chiefly to teachers of the deaf, in Boston and other cities. During the next few years he conducted his own school of vocal physiology in Boston, lectured at Boston Univ., and worked on his inventions. His teaching methods were of lasting value in the improvement of education for the deaf. 3. Carnegie, Andrew - 1835-1919, American industrialist and philanthropist, b. Dunfermline, Scotland. His father, a weaver, found it increasingly difficult to get work in Scottish factories. In 1848 he brought his family to Allegheny (now Pittsburgh), Pa. Andrew first worked in a cotton mill as a bobbin boy, then advanced himself as a telegrapher, and became (1859) a superintendent for the Pennsylvania RR. He resigned (1865) his railroad position to give personal attention to the investments he had made (1864) in iron manufactures. 4. John Davison Rockefeller - 1874-1960, b. Cleveland, grad. Brown, 1897 took over active management of his father's interests in 1911 and engaged in numerous philanthropies. Riverside Church in New York City was built through his gifts. He also gave vast sums for religious projects, for scientific investigation, and for the restoration of historic monuments. Among his most notable philanthropies were the restoration of colonial Williamsburg, Va., and the donation of the site for the United Nations headquarters in New York City. He founded (1931) and helped plan Rockefeller Center in New York City, which the Rockefeller interests, completed in 1939. 5. Gompers, Samuel - 1850-1924, American labor leader, b.

Essay --

Cindy Christensen CCR092021 19, November 2013 Analysis 4 Argumentative Has Child Behavior Gotten Better or Worse In the Years? than it was years ago? My argument is that child behavior has worsened over the years. Through my research I’ve learned that there are many causes such as, parents that do not make time for their children because, they hold down two jobs. Children raised in poverty increases their involvement in crime. Kid’s manners are no longer here to exist. They also getting away with lying, stealing and fighting. Another cause is children today have too many options, such as television and video games, drugs and less parent supervision. Children are not as well behaved as they used to be. Children are not well behaved because, they are being raised by single parent or both parents carry jobs. â€Å"Research does shows that growing up in poverty, especially sustained poverty and extreme hardship during early childhood, increases the risk of later involvement in crime†(U.S. Census Bureau figures). Children that do not have their parent’s home to give them the attention they need will cause, kids to act out for example, kids will get into trouble at school or at a friend’s place and in up in a detention center or to jail. I think a lot of parents today do not realize how they affect their children, because if they did, kids would be better behaved. There would be less kids ending up in detention centers and less crime. Kids are not as well-mannered today due to parent’s lack of time. In the past one parent would work and the other would stay at home and spend time with his or her children. I’ve seen some of my friend’s homes and even their bedrooms and they are destroyed. Therefore the parent was too busy working or talk... ...nts would get more respect from their children as well. Parents have too much going on and let their work life or friend’s, problems and drama in their lives effect how they treat or teach their child. Unfortunately that means more bad behavior in the future and can lead to more crimes and drugs. A child will do anything to get attention and regrettably, it will be bad attention. Work Cited Healthychildren.org:Http://www.healthychildren.org/english/familylife/workplay/pages/working-parents.as Date 7/9/2013 Web 11/10/2013 Harvard Health letter: Harvard Health Publisher Database Date Oct 2010. Web 11/10/2013 Will Child Poverty raise crime rate? Http://www.politico.com/news/stones/1110/45527.html Date 11/23/2010 Web. 11/10/2013 Spiteri, Ylenia Galea, Elizabeth M. Psychology Research Progress: Psychology of Neglect, Publisher Nova Science Publishers, Inc. 2012 Print.

Ramses II’s Victory

The victory of Ramses II over the Khita’s was probably one of the greatest stories of Egyptian literary works on war that had survived thousands of years to convey to us, the present generation, the underlying truths on how the centuries-past generations of Egyptians had regarded their Pharaohs: as a leader, a warrior, a general, and a man-god. WAR The poem starts with the king of Khita, together with his enormous armies and chariots, laid in wait for an ambush on the Egyptian Pharaoh. He had his armies divide into two groups, the first initiated a surprise attack on the Legion of Hormakhu, south of Kadesh, and successfully annihilated the Egyptian armies in that town who were not expecting such an attack (Halshall, 1998). Upon being informed of the tragedy that befell his troops, Ramses II quickly readied himself for war, donning his weapons and armors, and galloping on his majestic horses. But soon he found himself in the middle of the Hittite army; completely surrounded and alone, in an impossible battle between 2,500 chariots against one (Halshall, 1998). Due perhaps to his imminent defeat and utter helplessness, the Pharaoh-god called upon his deceased father for help. Enumerating the many glorious monuments, temples, shrines, and sacrificial offerings he had made for the glory of the deceased former god/Pharaoh Ammon, his father (Poem of Pentaur, 2003). And behold! Ammon had heard his cry from the temple of Hermonthis and had come for his beloved son for help. With strength as the sun-god Ra, and arms as strong as hundreds of thousands of men, Ammon found grace in Ramses II’s valor and bravery, and allowed for Ramses II to use Ammon’s god-strength in defeating the Hittites. And when Ramses II, alone except for his charioteer, Menna, finally assaulted the 2,500 strong enemy, the entire Khita army, together with their king, were stunned, frozen with fea r, unable to wield their sword and spear, for Ramses II fought with the spirit of a god. And when the day had come to pass, Egypt’s Pharaoh was able to slay each and every army of the Khita. No one was able to escape alive, each and everyone was fell by the Pharaoh. Propagandistic Element The Battle of Kadesh, as written by the ancient Egyptian authorities during Ramses’ reign, was a literature made for propagandistic purpose. Perhaps the ruler’s aim, other than for the citizens’ assertion of their belief of the Pharaoh as a god-man, was also to use this as a psychological tool on other nations against planning an invasion against Egypt. These types of exploits of Egypt’s Pharaohs being engraved on the walls of temples further amplify the effect of invincibility and immortality of the rulers of Egypt, by making it as a monument for all nations to see. Such is the case in one of the walls (Fig. 1. 1) where Egyptian chariotry is engaged in a battle between Hittite foot soldiers, when in actuality based on facts, it had been Hittites’ tradition to do battle using chariots (Battle of Kadesh, 2003). Thus, using politics in asserting control and obedience over the populace, as well as in warfare, rulers of ancient kingdoms often relied on exaggerated literature on war-victories as a means in achieving these. In the modern history, we have witnessed similar propagandistic methods used by governments, usually in defense of its purpose in declaring war: Hitler’s Arian race ideology, Marx’s and Lenin’s Russian Proletariat Revolution, the Atomic bombing of Hiroshima and Nagasaki, the Vietnam War, Desert Storm, and so forth. Almost always, the adage that goes, the victors write history, is appropriate.

Edward de Bono’s Six Thinking Hats Essay

Thinking Hats Edward de Bono was born in Malta in 1933. He attended St Edward’s College, Malta, during World War II and then the University of Malta where he qualified in medicine. He proceeded, as a Rhodes Scholar, to Christ Church, Oxford, where he gained an honours degree in psychology and physiology and then a D. Phil in medicine. He also holds a Ph. D from Cambridge and an MD from the University of Malta. He has held appointments at the universities of Oxford, London, Cambridge and Harvard. Dr Edward de Bono is one of the very few people in history who can be said to have had a major impact on the way we think. In many ways he could be said to be the best known thinker internationally. Six Thinking Hats â€Å"Six Thinking Hats† is a powerful technique that helps you look at important decisions from a number of different perspectives. It helps you make better decisions by pushing you to move outside your habitual ways of thinking. As such, it helps you understand the full complexity of a decision, and spot issues and opportunities which you might otherwise not notice. Each â€Å"Thinking Hat† is a different style of thinking. These are explained below: * White Hat: With this thinking hat, you focus on the data available. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them. This is where you analyze past trends, and try to extrapolate from historical data. * Red Hat: Wearing the red hat, you look at the decision using intuition, gut reaction, and emotion. Also try to think how other people will react emotionally, and try to understand the intuitive responses of people who do not fully know your reasoning. Black Hat: When using black hat thinking, look at things pessimistically, cautiously and defensively. Try to see why ideas and approaches might not work. This is important because it highlights the weak points in a plan or course of action. It allows you to eliminate them, alter your approach, or prepare contingency plans to counter problems that arise. Black Hat thinking helps to make your plans tougher and more resilient. It can also help yo u to spot fatal flaws and risks before you embark on a course of action. Black Hat thinking is one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance, leaving them under-prepared for difficulties. * Yellow Hat: The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it, and spot the opportunities that arise from it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult. * Green Hat: The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. A whole range of creativity tools can help you here. * Blue Hat: The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, and so on.