Zeus And Odin Essay Example For Students

Zeus And Odin Essay Zeus and Odin Zeus is the ruler of the Greek gods. He is the son of Cronosand Rhea, in fact the only son of these two to survive to adulthood. Zeus hadbeen hidden by Rhea so that Cronos would not swallow him like he had all ofhis other offspring; he had been warned that one of his children wouldeventually overthrow him. Rhea sent Zeus to the island of Crete where he wasraised. Zeus eventually killed his father. After he killed Cronos, he restored lifeto his brothers and sisters. He then drew lots with his brothers Poseidon andHades to see who would become ruler of the various parts of the universe. We will write a custom essay on Zeus And Odin specifically for you for only $16.38 $13.9/page Order now Zeus won the draw and became the supreme ruler of the gods. He is lord ofthe sky, the rain god. His weapon is a thunderbolt, made for him by theCyclopes under the direction of Hephaestus, which he hurls at those whodisplease him. He married a succession of spouses with whom he had manychildren including: Athena, The Fates, Ares, Apollo, Artemis, and Hermes. His last, and most well-known wife is Hera but he is famous for his manyaffairs. Odin is the leader of the Norse gods and has a myriad of namesincluding Allfather, Ygg, Bolverk (evil doer), and Grimnir. He also has manyfunctions within the myths including being a god of war, poetry, wisdom, anddeath. However, he is not considered the main god of each of thesefunctions. Odins symbol is his magical spear named Grungir which nevermisses its mark. He also owns a magic ring called Draupnir which can createnine of itself every night. It was this ring that Odin laid on his son Baldersfuneral pyre and which Balder returned to Odin from the underworld. Odinalso has two wolves, Geri and Freki, and two ravens, Hugin (thought) andMunin (memory). He sends his ravens out every day to gather knowledge forhim. Odin was destined to die at Ragnarok; Fenris-Wolf swallowed him. Knowing his fate, he still chose to embrace it and do battle, showing the truewarrior ethic. He is the god of warriors and kings, not the common man. Among his children are:Thor, Hermod, and Balder. He is married to Frigg, thegoddess of marriage. The first obvious similarity between Zeus and Odin is intheir appearance. Both are very large men, but they are not depicted as fatmen. Both look very powerful and foreboding. They also are both shown ashaving beards. A beard represents manliness, in a very basic way as facial hairis something that every man can have. In this sense the beard as a signaturefeature of these gods brings in a sense of attachment to the people within thesocieties that worshipped them. If they had a different signature feature, forexample wings, this would remove the gods from the common man. Thebeard is something ordinary people can relate to. It may also be of note thatthe stereotypical view of Vikings and Norsemen almost always includesbeards on the men. Maybe they were trying to emulate their head god ormaybe the god was created in the image of the ordinary man. Here is thedirect comparison. Zeus and Odin w ere respective rulers over the gods intheir mythologies. Zeus was known for upholding the law and social order. Infact, one of his titles was Zeus Horkios which literally means the Guarantor ofOaths. This is quite similar ot Odins recording of all the laws, contracts andagreements onto his spear which he was bound to uphold. They both had theirpalaces in the sky to some extent. Mt. Olympus was very high (in themythologies; the real Mt. Olympus is a mountain, but not very high.) It is alsoimportant to note that when the three brothers (Zeus, Poseidon, and Hades)were deciding which part of the world each would get, Zeus chose the sky. .u30272da9e67625b8a185b1885ba7b058 , .u30272da9e67625b8a185b1885ba7b058 .postImageUrl , .u30272da9e67625b8a185b1885ba7b058 .centered-text-area { min-height: 80px; position: relative; } .u30272da9e67625b8a185b1885ba7b058 , .u30272da9e67625b8a185b1885ba7b058:hover , .u30272da9e67625b8a185b1885ba7b058:visited , .u30272da9e67625b8a185b1885ba7b058:active { border:0!important; } .u30272da9e67625b8a185b1885ba7b058 .clearfix:after { content: ""; display: table; clear: both; } .u30272da9e67625b8a185b1885ba7b058 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u30272da9e67625b8a185b1885ba7b058:active , .u30272da9e67625b8a185b1885ba7b058:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u30272da9e67625b8a185b1885ba7b058 .centered-text-area { width: 100%; position: relative ; } .u30272da9e67625b8a185b1885ba7b058 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u30272da9e67625b8a185b1885ba7b058 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u30272da9e67625b8a185b1885ba7b058 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u30272da9e67625b8a185b1885ba7b058:hover .ctaButton { background-color: #34495E!important; } .u30272da9e67625b8a185b1885ba7b058 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u30272da9e67625b8a185b1885ba7b058 .u30272da9e67625b8a185b1885ba7b058-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u30272da9e67625b8a185b1885ba7b058:after { content: ""; display: block; clear: both; } READ: Chad Vonder Haar: "Irresponsibility is a problem with today"s youth" EssayThere are many stories of Zeus looking down from Mt. Olympus into the livesof other men. This is also the case with Odin. He could watch other people,gods and mortals alike, from his throne Hlidskialf in Asgard, Asgard being thepalace in the sky where the gods met. So there are distinct similaritiesbetween Asgard and Mt. Olympus: both were in the sky, both allowed for theobservation of the rest of the world, both were the meeting place for the godsin their respective mythologies. The actions of the two gods are very importantto look at as well. Zeus is well-known for going off into the world of morta lsand trying to have relations with the mortals. Often times he would changeshape in order to accomplish this. He took such forms as a bull, swan, goldenshower, and a quail, for example. This shape-shifting was also a typical actionof Odin. He changed himself into animals occasionally, such as a snake or aneagle. (Interestingly, Zeus is often depicted as an eagle!) But, more often thannot, Odin changed himself into The Wanderer. In this form he was known towear a long grey cloak and a wide brimmed hat that covered or cast shadowsover his missing eye. In this form he attempted, on many occasions, to haverelations, often spawning offspring. There is one story of Odin and Rindwhere Odin must change his shape multiple times to meet the needs of Rindwho he is wooing. He transforms from captain of her fathers army to a smithto a warrior and finally is accepted into her arms only after taking his naturalform as a god. This raises one important difference between the two: theattitudes of th e two respective wives of the gods, Hera and Frigg. Hera iswell-known for her jealous and vengeful reactions to Zeus actions. However,Frigg does not have the same reaction. To see the development of thisthought, see the wives page. Another commonality of the two gods is theirinteraction with mortals. In both their visiting and aiding of these mortals Zeusand Odin identified certain people that they considered great and offered themtheir assistance. This supports the theory that these mythologies, because theywere serving generally less-advanced societies (industrially, socially andintellectually), created gods who would come down and physically interactwith mortals, gave the gods a sense of tangibility to the society. At this pointcould a society have been able to accept a flawless, omnipotent being,especially one on a cosmic level, rather than a physical level? If a god couldcome to a man and physically aid him, that would be an incentive to believeand worship. Both of these gods h ave a specific symbol of power. Zeus hashis lighting bolt, and Odin has his spear. Both of these items have a somewhatnegative interpretation. Lighting is a destructive force and a spear is a weaponused to kill. In our society, gods are usually displayed to have a very positivelight surrounding them and a weapon may seem strange to us as a symbol of agod. We must also see that the gods both used their respective weapons bythrowing them. Maybe this is the beginning of the thoughts of a cosmic entity the gods did not have to be physically there, but could project theirintentions from afar. The fact that both of these symbols were destructive inone form or another raises a few questions: Were these cultures looking for adestructive god? Were they still at a state that a primitive personification ofman was desired as a god? Were these societies looking at chaos anddestruction as being more important in the society than order? It may be thatthe fear that they invoke will have people thin king that they can be punished,and if they are punished it will not be a simple slap on the wrist, but rather aspear or lightning bolt hurled at them. So I believe that this fear was usedwhen the myths were being originally fashioned so that one would beintimidated to believe and worship. One last thing to be considered aboutthese two gods, and their manliness, is that both of them were very fertile. .ufc90b9d91f8f3433684e59db1adbeeb6 , .ufc90b9d91f8f3433684e59db1adbeeb6 .postImageUrl , .ufc90b9d91f8f3433684e59db1adbeeb6 .centered-text-area { min-height: 80px; position: relative; } .ufc90b9d91f8f3433684e59db1adbeeb6 , .ufc90b9d91f8f3433684e59db1adbeeb6:hover , .ufc90b9d91f8f3433684e59db1adbeeb6:visited , .ufc90b9d91f8f3433684e59db1adbeeb6:active { border:0!important; } .ufc90b9d91f8f3433684e59db1adbeeb6 .clearfix:after { content: ""; display: table; clear: both; } .ufc90b9d91f8f3433684e59db1adbeeb6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufc90b9d91f8f3433684e59db1adbeeb6:active , .ufc90b9d91f8f3433684e59db1adbeeb6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufc90b9d91f8f3433684e59db1adbeeb6 .centered-text-area { width: 100%; position: relative ; } .ufc90b9d91f8f3433684e59db1adbeeb6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufc90b9d91f8f3433684e59db1adbeeb6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufc90b9d91f8f3433684e59db1adbeeb6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufc90b9d91f8f3433684e59db1adbeeb6:hover .ctaButton { background-color: #34495E!important; } .ufc90b9d91f8f3433684e59db1adbeeb6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufc90b9d91f8f3433684e59db1adbeeb6 .ufc90b9d91f8f3433684e59db1adbeeb6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufc90b9d91f8f3433684e59db1adbeeb6:after { content: ""; display: block; clear: both; } READ: Long Tail EssayThey were both fathers to many offspring, thus spreading their wonderfulqualities around to other beings. What I think these societies needed was apowerful man, one who was warlike, strong, large, intimidating and prolific. This was they type of god that one in those times could fear and respect, andtherefore worship fairly easily.

German Verbs Haben (to Have) and Sein (to Be)

German Verbs Haben (to Have) and Sein (to Be) The two most important German verbs are  haben  (to have) and  sein  (to be). As in most languages, the verb to be is one of the oldest verbs in German, and therefore one of the most irregular. The verb to have is only slightly less irregular, but no less vital to surviving speaking German. The Rules of Haben in German Well start with  haben. Look at the following table for the conjugation of  haben  in the present tense, along with sample sentences. Notice the strong resemblance to English for many forms of this verb, with most forms only one letter off from the English ( habe/have, hat/has). In the case of the familiar you (du), the German verb is identical to Old English: thou hast is du hast. Haben  is also used in some German expressions that are translated with to be in English. For example:   Ich habe Hunger.  (Im hungry.) Haben  -  To  Have Deutsch English Sample Sentences Singular ich habe I have Ich habe einen roten Wagen. (I have a red car.) du hast you (fam.) have Du hast mein Buch. (You have my book.) er hat he has Er hat ein blaues Auge. (He has a black eye.) sie hat she has Sie hat blaue Augen. (She has blue eyes.) es hat it has Es hat keine Fehler. (It has no flaws.) ​ Plural wir haben we have Wir haben keine Zeit. (We have no time.) ihr habt you (guys) have Habt ihr euer Geld? (Do yall have your money?) sie haben they have Sie haben kein Geld. (They have no money.) Sie haben you have Haben Sie das Geld? (You, sir, have no money.) Note: Sie, formal you, is both singular and plural. To Be or Not to Be  (Sein Oder Nicht Sein) Look at the following table for the conjugation of  sein  (to be) in the present tense. Notice how similar the German and English forms are in the third person (ist/is). Sein  -  To  Be Deutsch English Sample Sentences Singular ich bin I am Ich bin es. (Its me.) du bist you (fam.) are Du bist mein Schatz. (You are my darling.) er ist he is Er ist ein netter Kerl. (He is a nice guy.) sie ist she is Ist sie da? (Is she here?) es ist it is Es ist mein Buch. (It is my book.) Plural wir sind we are Wir sind das Volk. (We are the people/nation.) Note: This was the slogan of 1989 East German protests in Leipzig. ihr seid you (guys) are Seid ihr unsere Freunde? (Are you guys our friends?) sie sind they are Sie sind unsere Freunde. (They are our friends.) Sie sind you are Sind Sie Herr Meier? (Are you, sir, Mr. Meier?) Note: Sie, formal you, is both singular and plural.

Worldbuilding in a Novel 120+ World Building Questions to Get it Right

Worldbuilding in a Novel 120+ World Building Questions to Get it Right Worldbuilding in a Novel: 120+ World Building Questions to Get it Right Writing a novel requires more than good writing chops and fancy literary devicesyou need solid worldbuilding in order to craft a realistic image for our readers.And you’ve heard the word ‘world building’ being tossed around a lot, especially in association with the science-fiction and fantasy genre.In this post, well walk you through how to world build in your novel with tips and questions to make sure your book is well-rounded.Heres how to world build in your novel:Understand what world building isBuild the look of the worldDecide on what and who the inhabitants areDevelop a strong world historyForm societal rulesDevelop religions and social customsWorld building questions for fantasyWorld building questions for sci-fiNOTE: If youre ready to take your world and get it in front of readers everywhere, make sure to check out our VIP Fiction Self-Publishing Program, where youll have 1-on-1 time with a bestselling author as your coach! Learn more about it hereWhat is world building?Worldbuilding is the process of creating a fictional world within your novel that can be as complex as designing an entirely new and unique location with exotic creatures, societies, religions, and governments.Or it could be as simple as using the world we currently live in as a foundation, then tweaking it with a few historical, physical, or social adjustments.World building gives the writer a clear understanding of what their world looks and feels like. The imaginary world serves to establish where the story takes place. Its purpose as the setting of the story is to anchor the reader into the book by giving them a concrete location.When a writer makes the decision to half-heartedly world build, it shows. The world they create lacks authenticity and leaves the reader wanting. World building is a chance to capture the imagination of your reader. Once the reader is immersed in your world, they will be able to suspend disbelief and fully engage with the entire story str ucture to enjoy a full experience.But, how does one go about achieving this?World building might seem daunting, but it can be broken down into simple steps that will make the process thorough and fun.It is important to think of how the world you are creating is going to be unique to your story ideas. However, it is just as important to keep in mind how your world will serve the plot and affect the characters.Four general questions to ask yourself before you start building your world are as follows.#1 What does the world itself look like?The physical appearance of your world makes a big difference. Because you have to describe the story setting, you need to know what that looks like.Here are some questions you can use to do this:Is it a small dense area, or a vast world full of different environments? How much of your world are you going to need to show in order to support the story?How does the terrain influence the story?What is the weather like regularly as well as when its sever e?What does the landscape look like? (Hint: this will influence transport and clothing)Are the characters going to be concentrated in one area like a small town, or inside a labyrinth?If so then all you need to world build is that location and focus on elements such as: is this location safe and what is the social structure within this location?An author who does a great job of setting up the world right from Chapter 1 is Jenna Moreci in The Saviors Champion. You can see in the example below, you know what the land looks like, how it feels, and even one of the primary agricultural elements isall in a few short paragraphs.However, if the cast is going to be traveling within your world, then things get more complex, and you may need to create multiple countries or planets.Creating multiple countries means analyzing how they will be different from each other.Here are some questions to get this part right:Where do the borders lie?What are the languages spoken?What are the natural resour ces?What are the various cultures and cultural practices?If you are creating multiple planets, how do they differ from ours? Are there seasons? Is there more than one moon/sun? What life forms exist on these planets?Knowing these details upfront can also help you shape the cultures and customs around the world itself as we have done in this world. Your worldbuilding will appear more natural this way as well.#2 Who are the inhabits?Think of your main cast. Since your characters drive the story, its important to be clear on every type of person involved from the start of the story to the end.Answer these questions for worldbuilding your inhabits:Are they human, alien, or hybrids?What is their population?How did they get to be a part of this world?Is there are class system amongst inhabitants?Is the class system defined by wealth or some other factor?What of gender, race, and species?How do the inhabitants of the world you are building get along?Are there natural alliances between par ticular groups?Are some of the inhabitant’s oppressors towards the others?What resources do the inhabitants have?Knowing these details can not only help you shape the plot, but being able to slide in these details will make your world appear more lifelike and therefore, more entertaining for your readers.#3 What is the history of the world?History is important, it tells of how things came to be the way they are. Your fictional world, just like the real world, is going to have to have a history- and this history can often be very influential to your plot. Therefore, you have to know it.While it is not vital for you to know every minute detail in regards to the history of your world, it is crucial to know what are some of the important events of the past.Here are a few aspects to consider:Who have been the major rulers?What key events took place during their reign?How did their reign change the governments?How did the countries or settlements arrive at the state they are curre ntly in?Is there a recent historical event of note?What are the religious and political historical events that are impactful to your plot?What have been the major environmental disasters? Famine, plagues, flooding?How have these impacted the land and the people?Wars – what nations have been at war with each other in the past? What nations are still at war?Has there been any civil wars?This can be the most fickle and influential part of your world building ventures.An author who excels at weaving history into his storyline is George R.R. Martin in his Game of Thrones series.The more you know about your worlds history, the more opportunities you have for foreshadowing, plot twists, and a more comprehensive story in general.#4 What are the rules of society?Every society has codes of conduct, a set pattern of behavior expected to be followed.Having rules in place will give an understanding to character actions and reactions as well as the overall character development process. A sk yourself what the guidelines in your world are, who enforces them, and how these will affect the plot.Here are more questions for worldbuilding your society:What is the political structure of the world?Who holds power, influence, or authority?Is it an individual or a group?Is there a ruling monarchy?Or is it a form of totalitarianism, authoritarianism, or a democracy? Are characters going to be breaking or bending the rules, or will they be the ones administering them?Are the rules considered fair and just, or is the society at large frustrated by the rules imposed upon them?How are inhabitants punished if the rules of society are broken?This is a great starting point for crafting the mood and general vibe of your book, not to mention building your main character and others to fit these standards.#5 What are the religions, and social customs?Readers and critics generally frown upon a world building so unimaginative that it contains only one race of people.Creating a society fill ed with inhabitants of different races means there will be a variety in the traditional practices from one particular cultural group to the other.A well- developed world will have its national/religious holidays, dress customs, cuisine, and linguistic characteristics. How will this affect your characters? What are the legends and fairy tales that serve as a means of entertainment or education for inhabitants?Here are more religious and social customs worldbuilding questions:What is the religious belief system?What gods, if any, exist?Do the gods play a tangible and active role in the world, or are they entities people believe in?Are there religious services attended to at a house of worship?How much does religion play into the daily life of the lay person?What is considered sacred?Are particular symbols revered?What are some rituals or customs related to religion in your world?How many inhabits believe in the religious system?Are there any quarrels between different religions?Are th ere any specific festivals or celebrations that occur?Do people work all week?Are there holidays?Do people celebrate their birthdays?How do the various social classes behave?What customs to they adhere to?How are gender roles defined?How do families, marriages, and other relationships operate?How is death handled – are services held, and do loved ones’ mourn?Is procreation done out of love or duty?Do people get to choose their own partners?What behaviors are generally considered to be improper or immoral?While there are a lot of questions for this section in particular, these are some of the most important, as they have the power to shape motives, societies, and characters in full.Even if you decide to create a society that is a monolith – where the entire cast is of the same race or religion, you still need to clearly state what the customs unique to your world are.How to World Build for Science-Fiction and Fantasy SpecificallyThese book genres are among the mo st important for worldbuilding.From the halls of Hogwarts, to the Starship Enterprise, to the Seven Kingdoms of Westeros, a captivating and unique world is what sets the SFF genre apart from the other genres.When it comes to the science-fiction and fantasy, there are some key world building elements to consider in addition to the above.World Building for Fantasy QuestionsFantasy is a genre that includes magical elements or a supernatural humanoid races/species such as elves, vampires, dwarfs, and fairies and that means it needs a set of world building criteria that differs from the above.World Building for Magic Systems:Magic systems need rules, regulations, and overall, its own set of world building.Here are some world building questions for your fantasy magic system:How does the magic system operate?Who is able to use it and where does it come from?Are some individuals more adept at magic than others?How are magic users grouped and perceived?How do people hone their magic skills a nd become stronger?What is the general attitude towards magic, are people accepting of magic, weary of it, or both?What are the limitations and rules of the magic?What happens when these rules are broken?Are there any exceptions to these set rules and how are they possible?World Building for Supernatural Humanoids:These creatures run rampant in both science fiction and in fantasy, but well touch on fantasy right now.Here are some worldbuilding questions for supernatural humanoids in fantasy:How are they received in society?How ethnically and culturally diverse are they within their own species?Did they evolve or migrate from somewhere?Where do their powers come from?Generally speaking, are they a friendly species?Who or what do they worship?What languages do they speak?Are there any cultures or customs distinctive to what they are specifically?World Building Questions for Sci-Fi NovelsScience-Fiction is a genre that typically deals with futuristic concepts: advanced science/technolo gy, artificial intelligence, time travel, space exploration, and extraterrestrial life.Because of all these elements we dont experience in our day-to-day lives (yet, in some cases), you have to be diligent with ensuring the world makes sense.Heres some help with world building for science fiction.World Building for Advanced Science and Technology:Because this is the backbone of what makes a novel belong in the sci-fi genre, you should spend a great deal of time in this area.Here are some questions to help you world build for sci-fi:What is the level of technological development, how does this affect day to day living?What technologies are used to communicate?What ones are used for entertainment?What technology is used to travel?What is weapons technology like?Who can afford the technology and how does technology affect social structure?Who created these technologies?What are some up-and-coming technologies?What technologies cause the most issues in your cultures society?Which techno logies are the most helpful?World Building for Artificial Intelligence:This is another hot and ever-growing topic in the sci-fi world. Because artificial intelligence is so significant right now, you have to remember to include it and ensure it sounds natural in your world.Here are some questions for developing artificial intelligence in your sci-fi book:Who created the artificial intelligence?How does the artificial intelligence operate?Are they self-aware?What form do they take?Are they easily identifiable?How do they communicate with each other in order to complete tasks?Are AI considered a lower caste? If so are they assigned roles of caretakers of the world?How have humans managed to sustain supremacy over the artificial intelligence?Do artificial intelligence feel the need to break out of their assigned roles?World Building for Time Travel:Another common practice when writing a sci-fi novel is to include some sort of time travel.While not all sci-fi novels have this concept, i f yours does, its helpful to get clear on some details to avoid plot holes later in your writing journey.Here are some worldbuilding questions for time travel:Who can time travel?What is the time travel paradigm?Can people meet their past/future selves?How far back/forward in time can one travel?What are the repercussions of time travel?Does the time traveler physically change upon returning?Does time travel have effects on mental health?How is time travel viewed in society?What happens when the laws of time travel are abused?World Building Questions for Space Exploration:Many science fiction books include space exploration or travel at one point or another.Here are some world building questions for space exploration:Who was the pioneer of space exploration?Is this a new undertaking, or have multiple worlds been aware of each other and living as a large community?How many planets and how many solar systems does a galaxy comprise of?What is the system of travel between worlds?How is the language barrier between worlds solved?Who regulates space travel?What sort of documentation is needed for space travel?Can anyone space travel or is it reserved for specific individuals?What is the purpose of space exploration and travel?How was space exploration made possible in your world?World Building Questions for Extraterrestrial life:Aliens are a natural part of space exploration so if this is in your novel, you may want to work on world building this particular bit as well.Here are some questions for world building with extraterrestrial life:How were they discovered?Are they friendly or antagonistic?What are their goals/motivations?How does their presence affect the community?What do they eat?What are their weaknesses and strengths?How do they communicate?Does the public know of their existence?How long has their presence been known for?World building can be as simple or as complex as the author chooses. Keep in mind, even though you will be developing your world from s cratch, not every single element of your world needs to be revealed to the reader. It is important to not overwhelm your audience, and avoid the dreaded info dump.Elements of your world should be sprinkled in slowly, the details woven into your story in a manner that is enjoyable for the readers instead of dropped all at once in exposition.Your imaginary world will naturally grow and develop as you write. When done correctly, world building can be a wonderful way to enhance your story.Uplevel Your Book TODAYWe know you love your book. And that means you want to see your book in the hands of readers everywhere.We can help you with thatand heres a sneak peek for FREE.

Sensitivity report Coursework Example | Topics and Well Written Essays - 1000 words

Sensitivity report - Coursework Example These resources are the machine time for this case as profits for the products is not sought as a solution to the company’s problem of finding the best combinations for the products. With regards to the three resources available in this analysis, they represent hours at the machines’ disposal. However, it is observed that, it more hours per machine were allowed, then higher total profits would be increase immensely. In order to answer questions like whether it is reason for the company to invest in more machine hours, should the company be willing to pay for more manufacturing time, and whether is profitable to hike the production hours. Using the solver solution represented as table 1, these questions and how they relate to the right combinations for product production can be identified. Using a theoretical analysis approach, it is by design that changes in right-hand-side of the constraint; a corresponding change is registered not unless it is conditional that the con straint is redundant. This translates to a change in the optimal solution as well. With regards to the reduction of hours the machines time may result to a increase of decrease in profit per hour. The change in profit per hour is referred to as the shadow price and is therefore used to determine whether the company should consider investing in more machine hours or a better combination of the produced products. To a constraint, the shadow price represents the improvement to the functional objective that may be a product of one-unit increase within the constraints right-hand-side. With regards to the fact that the profits generated per hour in normal circumstances is ?0.33333 the right combinations of the products are desired in order to preserve the need for increasing machine time. Hence fore, the fact that the company’s profit increased with ?0.3333 for every additional hour, it means that more product B types should be considered if time alone is to be considered. However, while the value of one product A is 24 Sterling Pounds and that of product B is 4 sterling pounds. Therefore, it is also observed that for every single product A a profit of 2 sterling pounds is made as compared to the 4 sterling pounds’ profit on product B. However, given that product A produces at machine at for four hours and two hours at machine B. The total amount of products producible at machine A will be 30 products with regards to the count of four hours for a machine allowance time of 120. On the other hand, the same product can process at machine B for two hours against the allowed duration of 72 hours to give 36 products A. With reference to product B, out of the allowed machine hours for machine A, 120 hours, only 20 product Bs can be produced within the time limit of 6 hours per product. This means that on the other hand, the only 12 product Bs can be produced using machine B speed of 6 hours per product against the allowed timeframe of 72 hours. In this case, since hours are constant and the company does not need to increase machine hours in order to keep investment at the original figure. This means that for product A to be processed within the time frame allowed for machine A and B will translate to a profit of ?60 per hour when processed in machine A and ?72 when process by machine B. On the case of product B, the solver solution shows that for all products B producible in machine A will yield a profit of ?80 with respect to the ?4 profit margin for every unit of

Evaluate the general differences between quantitative and qualitative Essay

Evaluate the general differences between quantitative and qualitative methodologies. What are the advantages when employing them in combination - Essay Example Therefore, it can be seen that the methodologies of social research have a profound effect on the theories and inferences later formulated. This paper evaluates the differences in the two broad categories of data collection approaches, quantitative and qualitative, and discusses how using them together might benefit social research. Quantitative Method: the method of data collection that is more popular and deemed more reliable as compared to other methods in scientific circles is that of quantitative collection and evaluation of social data (Social Research Methods 2006). As the name suggests, it is concerned with quantifying (Wikipedia 2008) the information that has to be collected. In this method, the pertinent social issue is regarded as distinct from the society and the premises in which it is originally carried out (Wikipedia 2008), the positivist technique, (Wikipedia 2008) and viewed as a problem complete unto itself that is unaffected by its environment. Consequently, the variables (Weinreich Communications 2006)_ that is, the factors that exist outside of the problem-system that might have a role to play in the issue_ to be considered are lessened quite significantly (Wikipedia 2008), and the issue is dealt with more like a closed system. For the same purpose, the researcher is required to be objectiv e (Weinreich Communications 2006), meaning that his or her own experiences, thoughts or affiliations should not interfere with the way the problem is viewed and handled. As the purpose is to quantify the information, a large amount of data is required to be collected, meaning that the number of cases are quite large whereas the variables considered are less (Wikipedia 2008). This, combined with the fact that the researcher is supposed to be objective makes this method of data collection very reliable (Lecture Notes 2007), as the same results can be produced over and over again regardless of the place of study or the person conducting the research (Weinreich Communications 2006). A large amount of data and theories worked out, henceforth, means that the approach is deductive (Lecture Notes 2007), as a general concept is worked out from specific nature of data. In fact, quantitative method is extremely apt at and useful for generalisations, and it is for this reason that it is widely used as a tool in policy and decision making practices (Social Research Methods 2006). Another reason for this is that the ontology for this method is realist; it concentr ates on developing universal laws and principles (Lecture Notes 2007) based heavily on numeric (Lecture Notes 2007) and scientific data that is collected systematically and is processed in a way that it becomes scientifically reliable and viable for realist approach. The different methods of data

Market Segmentation Essay Example for Free

Market Segmentation Essay An organization cannot satisfy all the needs and wants of all the consumers. Therefore, Market is divided into different segments so an organization can focus on the needs and wants of the specific consumers who share similar needs and demonstrate similar buyer behavior. In the world, there are different types of buyers with their own needs and behavior. Segmentation is the process to match groups of the purchasers with same needs and wants. Market segmentation: The division of a market into different groups or the process of splitting customers in a market into different groups or segments, within which customers show similar buying behavior and share a similar level of interest in the same set of needs and wants satisfied by a marketer is called Market segmentation. Reasons for segmentation of market: The reason for segmenting a market is to allow your marketing program to focus only on the segment that is most likely to buy your offering. Market segmentation makes possible how to use marketing mix for different target markets. A company is then able to determine which groups of customers are best suited to serve and which product and service offers will meet the needs of the customers and will satisfy them. Therefore, the main objective of segmentation must be how to win and retain the customers you want to serve. If the segmentation process is done properly then it will insure the maximum return for your marketing and sales expenditures, depending on what you are selling and whether you are selling your offerings to individual consumers or a business. Levels of Market Segmentation †¢Segment Marketing †¢Individual Marketing †¢Niche Marketing †¢Local Marketing Segment Marketing: Dividing the market into different segments on the basis of homogenous need. Segmented on basis of broad similarity with regard to some attributes. Segmentation is also sometimes identifying, capturing retaining potential new markets. Individual Marketing: Extreme marketing in which marketers focus on individual customers. Keep track of individual tastes preferences of individual customers. Many companies are approaching individuals through e-mails to promote their products. Niche Marketing: Marketer’s effort to position their product or service in smaller markets that have similar attributes and have been neglected by other marketer. Segment further divided into sub segments to cater unsatisfied needs of small group is called as niche. Local Marketing: Marketers offer customized products to suit the local markets. McDonalds introduced â€Å"Muslimized† or â€Å"Arabic† products such as Big Mac, Halal Chicken, Mac Arabia, and more†¦ Variables to Segment the Market: There are a number of segmentation variables that allow an organization to divide their market into homogenous groups. These variables will be discussed briefly below: †¢Geographic †¢Demographic †¢Psychographic †¢Behavioral Geographic segmentation It is based on regional variables such as region, climate, population density, and population growth rate. Geographic segmentation divides markets into different geographical areas. Marketers use geographic segmentation because consumers in different parts of world vary in characteristics and behaviors. An area can be divided by the town, the region or the country. If you are an organization working on a global scale you may divide by global regions such as Europe, North America, South America, Asia and Africa. Example: McDonalds globally, sell burgers aimed at local markets, for example, They also offer vegetable burgers in India due to lots of vegetarians and burgers are made from lamb in India rather than beef because of religious issues also. In Mexico more chili sauce is added and so on. In Muslim countries halal food is offered. In Arabic countries Arabic food is offered like Mc Arabia. Demographic Segmentation It is based on variables such as age, gender, ethnicity, education, occupation, income, and family status. Demographics originate from the word ‘demography’ which means a ‘study of population’. The population can be divided into age, gender, income, and family lifecycle amongst other variables. As people age their needs and wants change, some organizations develop specific products aimed at particular age groups. Gender segmentation is commonly used within the cosmetics, clothing and magazine industry. Income segmentation is another strategy used by many organizations Products and services are also aimed at different lifecycle segments. Examples: ïÆ'ËœFor different age groups: Nappies for babies, toys for children, clothes for teenagers and so on. Introduction of Maxim, (www.maxim-magazine.co.uk)A male lifestyle magazine covering male fashion, films, cars, sports and technology. Psychographic Segmentation: oIt is based on variables such as values, attitudes, opinions, interests, personality and lifestyle. oIt is used highly in the hospitality industry oVALS (Values And Lifestyles) Principle Oriented- principles or beliefs rather than feelings, events, or desire for approval. Status Oriented- status or other people’s actions, approval, or opinions. ï‚ §Action Oriented- action prompted by a desire for social or physical activity, variety, and risk taking. Behavioral Segmentation: It is based on variables such as usage rate and patterns, price sensitivity, brand loyalty, and benefits sought. It refers to why people purchase a product or service. How will the product enhance their overall lifestyle? Occasion is another variable. When should a product be purchased? Occasion segmentation aims to increase the ‘reason to buy factor’ and thus increase sales. Usage rate divides customers into light, medium and heavy users. Heavy users obviously contribute more to turnover then light or medium users, the objective of an organization should be to attract heavy users who will make a greater contribution to company sales. It is based on benefits people seek when buying a product. It is based on Total satisfaction from a service rather than individual benefits. Examples: When someone is going out to dinner McDonalds and local restaurant will not come in the same breathe for choices of where to go. When purchasing a computer the benefit sought will be of ‘ease of use’. ïÆ'ËœThe demand for turkeys increases during Christmas, flowers and chocolates on mother’s day and so on.

Stereotypes Essay -- essays research papers

To adequately investigate the question as to whether stereotypes are the psychological lubricant on intergroup behaviour, several areas need to be considered. In the context of this essay the concept of stereotypes needs to be defined. Although Lippmann (1922) is credited with first using the term 'stereotype' in this context it is perhaps Brown (1995) who offers the most applicable definition when he wrote that "to stereotype someone is to attribute to that person some characteristics which are seen to be shared by all or most of his or her fellow group members." (p.83). With this definition in mind this essay will, firstly, in an attempt to address the question make a brief review of some of the research that has been conducted on the formation of stereotypes. Secondly, this essay will move onto examine the function of these stereotypes in the individual, both from the perspective of intergroup conflict and also in intergroup co-operation. Thirdly this essay will also exa mine the research that has been carried out into the persistence of stereotypes. Because of the vast amount of research that has been conducted in this area, this essay will, as far as possible, concentrate primarily on the more recent research conducted within the last decade. It appears from some of the research (for example Hamilton and Gifford, 1976; Hamilton and Sherman, 1989 and Chapman, 1967) that stereotypes are often derived from an over-awareness of statistically infrequent events. More specifically that if an event occurs infrequently amongst a group then it is remembered more vividly than events which might occur on a more regular basis. In a study carried out by Hamilton and Gifford (1976) they divided their participants into two groups with a disproportionate number of participants in the first group. The participants were then informed of a number of desirable and undesirable behaviours. It was found that despite the fact that members of both groups were just as likely to engage in undesirable activities an 'illusionary correlation' of the smaller group meant that a far higher number of these activities was perceived. Schaller and Maass (1989) found that this illusionary correlation would occur for positive as well as negative traits, al though not when the perceived negative trait was perceived to be associated with the in-group, o... ...m. British Journal of Social Psychology, 36, 107-117. * Schaller, M., & Maass, A. (1989) as cited in Maass, A. & Schaller, M. (1991) Intergroup biases and the cognitive dynamics of stereotype formation. European Review of Social Psychology, 2, 190-206. * Snyder, M. & Miene, P. K. (1994). Stereotyping the elderly: A functional approach. British Journal of Social Psychology, 33, 62-82. * Tajfel, H. (1969) as cited in Haslam, S. A., Oakes, P. J., McGarty, C., Turner, J., C., Reynolds, K., J. & Eggins, R., A. (1996). Stereotyping and social influence: The mediation of stereotype applicability and sharedness by the views of in-group and out-group members (1996) British Journal of Social Psychology, 33, 369-397. * Tajfel, H. & Turner, J. C. (1979) as cited in Platow, M. J., Harley, K., Hunter, J., A., Hanning, P., Shave, R. & O'Connell, A. (1997). Interpreting in-group-favouring allocations in the minimal group paradigm. British Journal of Social Psychology, 36, 107-117. * Turner, J. C. (1987) as cited in Maass, A. & Schaller, M. (1991) Intergroup biases and the cognitive dynamics of stereotype formation. European Review of Social Psychology, 2, 190-206. Stereotypes Essay -- essays research papers To adequately investigate the question as to whether stereotypes are the psychological lubricant on intergroup behaviour, several areas need to be considered. In the context of this essay the concept of stereotypes needs to be defined. Although Lippmann (1922) is credited with first using the term 'stereotype' in this context it is perhaps Brown (1995) who offers the most applicable definition when he wrote that "to stereotype someone is to attribute to that person some characteristics which are seen to be shared by all or most of his or her fellow group members." (p.83). With this definition in mind this essay will, firstly, in an attempt to address the question make a brief review of some of the research that has been conducted on the formation of stereotypes. Secondly, this essay will move onto examine the function of these stereotypes in the individual, both from the perspective of intergroup conflict and also in intergroup co-operation. Thirdly this essay will also exa mine the research that has been carried out into the persistence of stereotypes. Because of the vast amount of research that has been conducted in this area, this essay will, as far as possible, concentrate primarily on the more recent research conducted within the last decade. It appears from some of the research (for example Hamilton and Gifford, 1976; Hamilton and Sherman, 1989 and Chapman, 1967) that stereotypes are often derived from an over-awareness of statistically infrequent events. More specifically that if an event occurs infrequently amongst a group then it is remembered more vividly than events which might occur on a more regular basis. In a study carried out by Hamilton and Gifford (1976) they divided their participants into two groups with a disproportionate number of participants in the first group. The participants were then informed of a number of desirable and undesirable behaviours. It was found that despite the fact that members of both groups were just as likely to engage in undesirable activities an 'illusionary correlation' of the smaller group meant that a far higher number of these activities was perceived. Schaller and Maass (1989) found that this illusionary correlation would occur for positive as well as negative traits, al though not when the perceived negative trait was perceived to be associated with the in-group, o... ...m. British Journal of Social Psychology, 36, 107-117. * Schaller, M., & Maass, A. (1989) as cited in Maass, A. & Schaller, M. (1991) Intergroup biases and the cognitive dynamics of stereotype formation. European Review of Social Psychology, 2, 190-206. * Snyder, M. & Miene, P. K. (1994). Stereotyping the elderly: A functional approach. British Journal of Social Psychology, 33, 62-82. * Tajfel, H. (1969) as cited in Haslam, S. A., Oakes, P. J., McGarty, C., Turner, J., C., Reynolds, K., J. & Eggins, R., A. (1996). Stereotyping and social influence: The mediation of stereotype applicability and sharedness by the views of in-group and out-group members (1996) British Journal of Social Psychology, 33, 369-397. * Tajfel, H. & Turner, J. C. (1979) as cited in Platow, M. J., Harley, K., Hunter, J., A., Hanning, P., Shave, R. & O'Connell, A. (1997). Interpreting in-group-favouring allocations in the minimal group paradigm. British Journal of Social Psychology, 36, 107-117. * Turner, J. C. (1987) as cited in Maass, A. & Schaller, M. (1991) Intergroup biases and the cognitive dynamics of stereotype formation. European Review of Social Psychology, 2, 190-206.

Animal Dissection

Animal Dissection: No Longer Cutting Edge American Politics 115-01 Dr. Griffith Chelsea Morrison April 24, 2012 The use of animals in science that results in harm or death has traditionally played an integral role in education. Many thousands of animals have been killed worldwide during attempts to teach practical skills or to demonstrate scientific principles which have, in many cases, been established for decades. Anatomy and experimental physiology started to be practiced around 300 B. C. Notable scientists like Aristotle, Vesalius and Gale conducted countless scientific studies with the dissection of animals almost every day.If the law permitted, human cadavers were also dissected, but the use of animals in vivisection and dissection was generally less mired in ethical or religious concerns. Like today, animals were dissected not only to learn more about them, but also as surrogates for humans. Though animal and human dissections were used to educate medical students, artists suc h as Leonardo da Vinci and Michelangelo, who wanted to learn to illustrate their subjects with better accuracy, also conducted dissections (Knight). They were also performed simply to illustrate the contents of ancient scientific texts.Later the 1500s, Andreas Vesalius, the founder of modern human anatomy, thought that dissection should be used to correctly teach students about anatomy instead of using illustrations in books, as well as to gain new knowledge (Knight). From this, Vesalius set the foundation for dissection as a teaching and research tool. In the early 1900s, the dissection of animals became more common in biology classes (Knight). Frog dissection was established in college level courses and eventually was taught in high schools.Around 1915, frogs became commercially available for use in education and by the 1920s, many high school classes considered frog dissection routine. A wider variety of animal dissection in high school became widespread after the Biological Scie nces Curriculum Study (BSCS). The BSCS was a federally-funded initiative in the 1960’s to create a science curriculum for elementary and high school students (Gilmore). Also as a result, more high schools offered advanced biology courses with the dissection of cats, minks, and fetal pigs, and even live animals.In 1998, it was estimated that animal dissection occurred in 75-80% of pre-college level biology classes (Gilmore). Most prevalently today, dissection of such animals is now in college anatomy courses. In fact, each year, an estimated 20 million animals – around 170 or more different species – are used in the U. S. in all areas of education and grade level (Capaldo). In most countries, veterinary students learn surgery through surgical practice on healthy animals and then killed afterwards by the students.It’s these practices that are controversial in veterinary school in concern for animals being harmed. But since harm accrues from any pain or disc omfort associated with such procedures, and it disrupts of the animals’ normal life, the dissections are harmful. With student being exposed to the vast amount of animal dissection worldwide, students are exhibiting an opinion being forced on them with no options to oppose dissection. Under the stress of forced dissection, education is also is disheartened.When forced to use animals in ways the student objects to, the student is traumatized and invariably learns less (Capaldo). But there are other options to animal dissection like â€Å"computer simulations, high quality videos, ‘ethically-sourced cadavers,’ such as from animals euthanized for medical reasons, preserved specimens, models and surgical simulators, non-invasive self-experimentation, and supervised clinical experiences†(Knight). Such options have been studied and proven to over and over to benefit both schools, educators and students.In a 2007 study, â€Å"twenty nine papers in which live ani mal dissection didn’t occur illustrated additional benefits of humane teaching methods in veterinary education† (PETA). These benefits include time and cost savings, enhanced potential for customisation and repeatability of the learning exercise, increased student confidence and satisfaction, increased compliance with animal use legislation, elimination of objections to the use of purpose-killed animals, and integration of clinical perspectives and ethics early in the curriculum.This evidence demonstrates that educators can best serve their students and animals, while minimising financial and time burdens, by introducing humane teaching methods that are not reliant on harmful animal use. Classroom dissection desensitizes students to the sanctity of life. Research has shown that a significant number of students at every educational level are uncomfortable with the use of animals in dissection and experimentation (PETA).Studies also suggest that exposing young people to a nimal dissection as ‘science’ can foster a callousness toward animals and nature and even dissuade some from pursuing careers in science. (Wadman) Students simply do not need to cut up animals to understand basic anatomy and physiology. In contradicting, students who plan to go into a medical field can do better to study humans in a controlled and supervised setting, examine human cadavers, or use any of the many non-animal learning methods available, such as those provided by computer models and sophisticated simulators.The simulation-based education would more accurately reflect what students will encounter when they get to medical school. This is in consideration that more than 90% of U. S. medical schools have abandoned the use of animals in their standard curricula (Wadman). Yet, despite the benefits, from 1986 to 2007, many academics remain opposed to the use of humane teaching methods (AAVS). I think more students haven’t stood up for their rights to not d issect because they do not even know where the animals are coming from and the process that occur.Pound seizure is a term that not many people are familiar with unless they are against humane animal dissection. Any animal shelter or pound that is located in a state that has a pound-seizure law, must turn over animals who are not claimed within a about five days, to laboratories that ask for them. These animals are then used in animal dissection or experiments and usually the healthiest animals are used for dissection.This presents an uncomfortable situation for families when they learn this because if their cat should run away and is not found for a week, chances are the cat has gone through pound seizure and since it’s a healthy house cat, their child might see her cat in the next dissection lab. Education institutions know this very well and support it because pound seizure provides an inexpensive and easy source of animals and allows educators to continue using animals ins tead of switching to better and humane alternatives that may require a financial outlay.For example, Texas Tech University Health Sciences Center had bought cats for decades from a local animal shelter. They paid fifteen dollars for each cat and used the cats in cruel and deadly medical training exercises and dissections. Cats used had tubes lodged down their throats and needles stabbed into their chests, even though sophisticated simulators were available (City of Odessa). However, after PETA sprang a campaign that uncovered the school’s relationship with the shelter, the school stopped buying animals from the shelter and ended the use of animals in their courses (Hartman).More controversy is spiked from claims that the best educational learning is solely attributable to dissection on animals (Animal-Dissection); this is simply not true. An article published in the Journal of the Royal Society of Medicine  evaluated the claims and concluded that it was not supported by any evidence (PETA). In fact, most animal dissections are not relevant to human health, don’t add meaningfully to medical advances, and many are done out of sheer curiosity and don’t even hold promise for curing illnesses.People are only under the misapprehension because the media, experimenters, universities and lobbying groups exaggerate the potential of animal dissection to lead to be the only way to learn and how they have helped in past medical advances- as in centuries ago with Galen, which is irrelevant with today’s technology-. In the last presidential election, 2012 midterms and most recent republican primaries, no laws or acts were implemented against animal dissection in education.The obvious reason is because the public is not concerned with the issue and is not being properly informed. In a 2009, a survey of opinions was conducted by the American Association for the Advancement of Science (AAAS) to a general public of 2,000 adults. The poll reviled tha t â€Å"59% of the people thought regulations on animal research are not serious at all of an issue and only 27% said it’s a very serious issue†(PRCPP). However, past progress has been made, but it’s minimal.The following states have laws safeguarding students’ rights to choose humane alternatives over dissection without being penalized: Florida, California, Pennsylvania, New York, Rhode Island, Illinois, Virginia, Oregon, New Jersey and Vermont. Currently, student-choice legislation is pending in Connecticut. In Maine, Maryland, Massachusetts and New Mexico the Board of Education have policies, and Louisiana passed a state resolution in 1992. Numerous schools and school boards have also independently enacted student-choice policies because of student-run campaigns.This information relates to Bill of Rights that is frequently discussed in class and what we have learned about one of its ten parts; the freedom of religion, speech, press, right of assembly, petition. PETA itself is a non-profit government organization that despite many people who disagree with their beliefs, still releases revolutionary and controversial articles such as this one because of its right to freedom of speech and press. Hundreds of large, infamous companies have been fined millions, given a bad reputation, and shut down like PLRS because of PETA.I am sure many large research companies that use animal testing, zoo’s, food industry CEO’s and others would like PETA to keep their mouths shut and silence their undercover workers so they can stop sweating through late night anxiety attacks about whether PETA will catch them red handed next. But, because PETA’s work is protected under the Bill of Rights, their beautiful, righteous, revolutionary, jaw-dropping and god-like work can continue to save millions of animals’ lives.I am for the new virtual dissections because of its significantly better educational attributes and it prevents in nocent animals from being victims of companies trying to make a quick profit. I would improve animal dissection in education by implementing a law that requires all education institutions to provide students with an option to dissect real animals or do the virtual dissection. In addition, the optional agreement must provide each student with a list of both the positive and negative facts about each option because not many students will know why they should choose one option over the other.This shows both a lack of awareness and education of the severity of animal experimentation. In order to allow the student to form their own opinion, they must be given the correct facts about both options. Plus, PETA provides a wonderful service that allows you to create your own leaflet (brochure) advocating an issue your concerned about so I would   start a campaign urging local high school students not to dissect animals, create leaflets for the students or download or  order PETA's anti-di ssection leaflets and then expand to my college. This issue greatly impacts my life now and in the future.Currently, I dissected a fetal pig last week and was told my juniors who are also majoring in biology, that I must also dissect a cat and human cadaver. I understand the person who died did not die for the purpose of being dissected and willing donated their body to science, unlike animals. If I had been informed of where the fetal pigs came from and if there was a virtual option available, I would have definitely chosen the virtual option. Therefore, I am comfortable dissecting the cadaver but not the cat or any other future animals for dissection.

English 101 Paper

Stephanie Semans December 4, 2012 English 101 Mrs. Tietjen Consumers will always disagree about whether the online marketplace is helpful or exploitative, but each individual has the independent responsibility to make the best decision. What comes to mind when someone says privacy? Places where no one can see anything, a place where you’re safe, well guess what, there unfortunally is no place like that. In the book â€Å"Blown to Bits† it explains that no matter where someone is theirs no privacy. 50 years ago, there were no cameras on the street corners or even laptops.On the laptops today there are webcams hooked into them and some turn on the computer on without knowing. I know it’s happen to me before. Even leaving the classroom to go to the bathroom you’re on at least two or three cameras. Internet consumers go online for banking and don’t think about how hackers could steal personal information. Yes it’s convenient and always there but, digital users would rather risk information for easiness and accessibility. But in a way technology and cameras are also good because Hal Abelson says â€Å"After one of the assaults, a victim took out her cell phone.Click! Within hours, a good head shot was up on the web and was shown on all the Boston area television stations. Within a day, Berman was under arrest and charged with several crimes†. (23) Technology isn’t all bad; it can be used for some good. So who’s to say that it’s neither good nor bad? Consumers can argue all they want about why it’s good or bad but no one has the right answer. Daniel Burrus of â€Å"is technology good or evil† says, â€Å"So it’s not about whether technology is good or bad; it’s about what we decide to do with technology matters†. CITE) Yes I agree that the privacy and security should be better and cause less heartache but at the same time it can be used for criminals and kidnapped people. For example, the other day my friend got her phone stolen and they pinged it to the locations it was recently at plus it could tell in a 400ft area they could narrow it down to and ended up finding it in someone’s car. Her and her family was happy that she got it back. Without the uses of technology today she wouldn’t have been able to find her phone or catch the guy on the transit.Just imagine the police are reopening cold cases because of the technology to go further in on evidence and details then they did back some decades ago. Like I said I can sit here and say that privacy is good and bad but when it comes down to it, no one has the right answer. If someone has a bad run with technology and it’s done nothing for them then yes their going to say it’s bad and causes trouble, but someone where it has helped them out so much they might say it’s amazing and I’m glad I have it. Some examples of why technology is â€Å"good† a re that the military is using it to help fly planes over the Middle East with cameras to spy.Also, without technology today we wouldn’t be able to help treat cancer with chemotherapy. Some â€Å"bad† examples are that terrorists and criminals have the ability to create bombs and hack computer to steal personal information about someone. In Korea where the woman let her dog go to the bathroom on the subway and they took pictures of her and she was known as â€Å"puppy-poo girl†, â€Å"Blown to Bits† says, â€Å"the pictures wouldn’t of made it worldwide, but the thought that it was posted and stuff is bad enough.The incident was captured by a fellow passenger and posted online. She soon became known as â€Å"gae-ttong-nyue† (Korean for â€Å"puppy poo girl†)†¦ It is unlikely that the story would have made it around the world, and that it would have achieved such notoriety and permanence)†. (Abelson 23) Last night I was look ing at the worldwide cams that are in the book and I looked up a highway near my house and it’s pretty cool because I never knew that there were cameras even hidden there.So to actually see the roads in Maryland kind of freak me out, Just knowing that the satellites can take pictures of your house from space, there really isn’t any privacy at all. Citations: Abelson, Hal, Ken Ledeen, and Harry Lewis â€Å"Naked in the Sunlight. † Blown to Bits, Uppersaddle River, NJ. Addison Wesley. 2008 19-72 print Burrus. â€Å"Is technology good or evil? † The Huffington post. Thehuffingtonpost. com, 24 Aug. 2012. Web. 03 Dec 2012. http://www. thehuffingtonpost. com/daniel-burrus/is-technology-good-or-evil_b_1826270. html.

Virus Essay essays

Virus Essay essays A virus is a strand of hereditary material coated by protein. They are too small to be seen by a light microscope and can take many shapes and forms. They can also do many different things. Viruses have neither a cell membrane nor nucleus or any other organelles. Viruses are harmful because they multiply by infecting host cells, living cells within the body, and then make copies of themselves while inside the living cell. After the new copied viruses disperse from the host cell, it dies. Some viruses, latent viruses, do not multiply, but become part of the host cell changing and becoming part of it's hereditary material. When a host cell infected with a latent virus copies itself, the viral DNA is also copied. Viruses can stay latent for many years, and certain conditions may activate the virus. Viruses attack all sorts of hosts, such as animals, plants, fungi, protists and all prokaryotes. While some many affect a broad range, other viruses can only infect certain kinds of cells. Viruses can not move by themselves, they must be transported by external means, such as wind. Most viruses only attack one kind of host cell because it must fit together exactly with the virus. A different type of virus is the bacteriophage. Bacteriophages infect bacteria by entering and releasing hereditary material. Each infected cell releases around 100 viruses. To fight viruses, we use vaccines. Vaccines are made of inactive, dead or weakened virus cells that con no longer infect host cells. Edward Jenner was the first to create a vaccine. In 1796 he developed a vaccine for small-pox by taking inactive cells from a disease called cowpox and injecting them into healthy people. Antibiotics do not work on viral infections because they are meant for bacterial infections. If not treated by vaccine, your body can try to prevent viral infections by making inferons. They are proteins created by infected cells, and are sent to other ...

Aggression In Violent Offenders Psychology Essay

Aggression In Violent Offenders Psychology Essay Anger is considered to be an innate emotion within human beings that is associated with positive and negative qualities. Subjectively, anger can range from mild to severe or from mere irritation to rage (Wright, Day, & Howells, 2009). Anger can positively act to mobilize psychological resources, facilitate perseverance, protect self-esteem, energize corrective behaviors, and communicate negative sentiments. However, anger also holds the negative potential to cause individuals to act out violently and harm themselves or others (Wright, Day, & Howells, 2009). The concept of anger is considered to be multidimensional in that it involves behavioral, cognitive, physiological, and phenomenological variables (Wright, Day, & Howells, 2009). Anger results from interactions between four dimensions such as behavioral reactions, external events, physiological arousal, and cognitive processes (Wright, Day, & Howells, 2009). The association between anger and distorted perceptions can result in th e inability to make appropriate assessments of behaviors, attitudes, and interactions within social contexts (Wright, Day, & Howells, 2009). Anger that has significant intensity, duration, and frequency is referred to as clinical anger. This form of anger is described as being a precursor to health and social difficulties (Gardner & Moore, 2008). These difficulties can occur interpersonally, occupationally, and legally as well as could impact an individual’s physical and mental health (Gardner & Moore, 2008). While clinical anger does not have a criterion for diagnosis, it does serve as a contributing factor to various mental disorders (American Psychiatric Association, 2000). Furthermore, anger was described as being central to many forms of violence, which makes anger relevant to treating violent offenders (Wright, Day, & Howells, 2009). Concept of Aggression Aggression is defined as behaviors that are intended to harm another person or persons (Casas, 2005). Much research addressing aggression has focused on physical acts of aggression but has since begun to expand upon the definition of aggression (Casas, 2005). Purdy and Seklecki (2006) asserted aggression is typically associated with harmful and violent acts, such as assaults and homicides. According to Beaver (2009) career criminals are more likely to use serious violence and physical aggression compared to other offenders. In addition, various aggressive and violent crimes such as robbery, assault, rape, and murder are almost exclusively confined to habitual offenders (Beaver, 2009). Tew, Dixon, Harkins, and Bennett (2012) described aggression in relation to offenders in terms of verbal and physical aggression. Verbal aggression consisted of raising one’s voice, shouting, swearing, being abusive, being argumentative, conveying threats, ranting, having an outburst, initiating a confrontation, and bullying (Tew et al., 2012). Acts such as hitting, smashing up belongings, throwing belongings , slamming doors, hitting tables, or acts that resulted in restraint are considered to be physical acts of aggression (Tew et al., 2012). Similarly, Casas (2005) described various forms of aggression. Aggression can be classified as physical aggression, indirect aggression, social aggression, or relational aggression (Casas, 2005). Casas’ (2005) description of physical aggression was consistent with how Tew et al. (2012) described physical aggression. Indirect aggression involves covert and harmful behavior in which a victim is not directly confronted by the perpetrator. Social aggression involves harming another individual’s self-esteem, social acceptance, or social status (Casas, 2005). Lastly, relational aggression is defined as harming another in terms of damaging a relationship, feelings of acceptance, or group inclusion (Casas, 2005). In general, social and biological factors contribute to aggression (Casas, 2005).

Stock Options From an Accounting Point of View Essay - 1

Stock Options From an Accounting Point of View - Essay Example For the reason that most stock options had exercise prices at least equal to current market prices, no compensation expenditure was recognized. This approach ignored any possibility that the stock price would exceed the exercise price in the future. In June 1993, FASB attempted to be familiar with the reality of stock-option value by issuing proposed SFAS 123, which required measuring the option value based upon the scores of issue that reflect its underlying value. As a result, total compensation expenditure was to be based upon the fair value of the options expected to vest on the grant date. No adjustments would be completed following the grant date in response to subsequent changes in the stock price. Fair value was to be estimated using Black-Scholes or binomial option-pricing models. An upsurge of substantial opposition to this fair value technique resulted, led primarily by industries making significant use of stock options, particularly in the high-technology sector. Smaller high-tech corporations were very verbal, arguing that offering stock options was the barely way they could hire top professional management. Furthermore, they claimed that the losses that would result from forcing them to recognize stock options as compensation expenditure would impair their stock price and put them at a disadvantage compared to larger corporations better able to absorb the expenditure of stock options (Apostolou, 2005). Opponents to the expensing of stock options embodied many members of Congress. In 1993, Senator Joseph Lieberman introduced a bill that would have mandated the SEC to necessitate that no compensation expenditure be reported on the income statement for stock-option plans. This bill would have set a treacherous precedent for interfering in the operations of FASB. The puissant interests aligned against it forced FASB to compromise. In 1995, FASB decided to hearten, rather than