Cavemen :: History

  Ã‚  Ã‚  Ã‚  Ã‚  In early times, cavemen lacked useful tools to communicate and survive. Their early weapons were brittle and made it difficult to successfully hunt. They were always on the move, traveling to find food and shelter. Because of these things, groups of cavemen remained small. The caveman eventually overcame these problems and grew to be civilized. The caveman made many great advances throughout history.   Ã‚  Ã‚  Ã‚  Ã‚  Some fundamental things that cavemen discovered were fire, hunting weapons, tools, and a verbal language that was much more complex than their animal ancestors. The first discovery, fire, provided them with warmth and protection, light, and heat to cook things. The second, hunting weapons, were made mostly of flint and dulled easily. The third advance was tools. They had tools that helped them in hunting and farming. Because they now had tools for farming, they could remain more stationary than their ancestors. Their language, consisting of only syllables, allowed them to communicate with less hindrance than their predecessors.   Ã‚  Ã‚  Ã‚  Ã‚  The reason these advances were so great was that they provided them the â€Å"stepping stone† for becoming civilized. They could now remain in one location instead of being nomadic. The tools they had for farming allowed them to make agriculture worth the effort. It also gave them much free time to work on other things such as inventing the wheel. They also developed art, which shows us their higher level of thought.   Ã‚  Ã‚  Ã‚  Ã‚  The caveman's discoveries changed people’s way of life for years to come.

Hitlers Weltanschauung (world View) :: essays research papers fc

In the early quarter of the twentieth century, a young man was beginning to fill his mind with ideas of a unification of all Germanic countries. That young man was Adolf Hitler, and what he learned in his youth would surface again as he struggled to become the leader of this movement. Hitler formed views of countries and even certain cities early in his life, those views often affecting his dictation of foreign policy as he grew older. What was Hitler's view of the world before the Nazi Party came to power? Based in large part on incidents occurring in his boyhood, Hitler's view included the belief that Jews should be eliminated, and that European countries were merely pawns for him to use in his game of world dominion.Adolf Hitler grew up the son of a respectable imperial customhouse official, who refused to let his son do what he was most interested in-art. Hitler never excelled in school, and took interest only in art, gymnastics and a casual interest in geography and history due to a liking he had taken to his teacher. It was his history teacher who would fill Adolf's mind with a simple thought: "The day will come, that all of us, of German descent, will once more belong to one mighty Teutonic nation that will stretch from the Mediterranean to the Baltic, just like the Empire of the Middle Ages, and that will stand supreme among the peoples of this earth." Already the young Adolf could envision himself in such a position.Much of the ideology that Adolf Hitler used was not original by any means. There were many thinkers and writers who laid the groundwork for what would become not just Hitler's, but the Nazi Party's Weltanschauung (world view). Three primary writers were Dietrich Eckart, editor of a harshly anti-Semitic periodical, Auf gut deutsch (Agd), Alfred Rosenberg, a Baltic German and contributor to Agd, and Gottfried Feder, an opponent of finance capitalism. These three men molded the political outlook of the German Worker's Party before Hitler encountered it in 1919, and would become quite influential in Adolf's ideology. Rosenberg contributed largely to Hitler's view of the Jews on an international perspective, suggesting the existence of a Jewish conspiracy to overthrow established nation-states on a worldwide scale. In 1924, Hitler proclaimed that he had departed from Vienna as an absolute anti-Semitic, a deadly enemy of the whole Marxist outlook, and as a Pan-German in his political persuasion.

Children are never too young to enjoy books

Reading has been proven to create a proliferation of insights and ideas on the reader. During the process, it creates an avenue of learning for an individual. The capability of books to tap curiosity, interest and learning paves the way for better appreciation of the different fields and provide continued growth and development for a person. The capacity of books to address every age group has provided numerous benefits to each one. This part shall look into the benefits of reading to children. Inviting children to read books at an early age can create a fun and fruitful way to discover new things that life has to offer them.Even the simplest form can create a lasting effect in their lives. â€Å"Children are never too young to enjoy books, and for babies it's not just about reading the words. It's also about enjoying the interaction with the parents as the child sits with them and enjoys the attention. † (The Kids Window, p. 1) Creating appreciation for books at an early age can give children the proper foundation for the future. â€Å"It's also a good age to learn the basics of language and numbers, and reading along to stories and counting books will aid their understanding of words and numbers. † (The Kids Window, p. 1) For teenagers, reading is also deemed vital.Studies have shown that people with a keen interest in reading show exemplary performance not just in school but also in other activities as well. â€Å"When teens read more than just their classroom assignments, research clearly shows that they generally do well in school. † (Gisler & Eberts, 2006, p. 1) Reading creates avenues for children to expand their horizons over their area of interests. This helps them in addressing the challenges present in school. Reading can help increase vocabulary, deepen analytical skills and improve writing skills. â€Å"This leads to a solid core of knowledge that is useful in a wide variety of classes.† (Gisler & Eberts, 2006, p. 1) Las tly, reading among teenagers gives them the capacity to perform well in the future particularly college exams. â€Å"No other activity builds the vocabulary and comprehension skills needed to do well on these tests as well as reading. † (Gisler & Eberts, 2006, p. 1) For adults, reading can create huge benefits. Adults will â€Å"have a better chance for a successful, fulfilling adult life. † (Jewell, 2007, p. 1) Adults can use books to inform of them of new trends and issues present in the environment. With these they can be more adaptive and dynamic to change.â€Å"And with the explosion of information in the workplace, only avid readers can stay well informed with relative ease. † (Jewell, 2007, p. 1) Reading can also help adults to â€Å"acquire the ability to sift information and to understand how unrelated facts can fit into a whole. † (Jewell, 2007, p. 1) By practicing reading as an alternative for work, it can help adults be relieved from stress an d fatigue. With reading, adults can learn additional information, critically assess important things, impart experiences and beliefs and at the same time enjoy from the pleasure it brings. To conclude, reading has been an important facet of human behavior.Maintaining a passion for reading can create unlimited opportunities for the reader. Given the positive effects that reading can give to an individual, it is important not to neglect and be taken for granted. As new technology creates opportunities for each individual to tap on new ideas, information and pleasure easily, preference for reading books is slowly diminishing. The challenge now is to revitalize reading to people. People must reach out to the public and create awareness of what reading can contribute to society. Be able to prove that until now reading is still vital in the holistic growth and development of an individual.In the end, reading will still be an important activity that can create possibilities for all people wherever age group they are in. References Eberts, M. Ed. S and Gisler, P. Ed. S (2006) Benefits of Reading as a Teen. Retrieved October 11, 2007 from http://school. familyeducation. com/teen/reading/40617. html Jewell, A. V. (2007) Benefits of Reading in family. org. Retrieved October 11, 2007 from http://www. family. org/entertainment/A000000969. cfm The Kids Window. Young Children and the Benefits of Reading. Retrieved October 11, 2007 from http://www. thekidswindow. co. uk/childbooks/benefits-of-reading. htm

Gender-role in Advertisement Essay

This paper explores gender-role in modern advertisement. Sample modern-day advertisements will be analyzed in relation to gender-roles. Gender-role refers to a person’s way of actions and thinking that is identified as either related to male or female characteristics (Haig, 2004). It is a set of expectations on how females or males should think, behave, and feel. It is in the adolescence stage that male and females start to define their roles while their gender is intensified by conformity to transitional gender-roles in during puberty (Hill & Lynch, 1983), which indirectly signals that they begin to act in ways that resemble the stereotypic female or male of their culture (Huston & Alvarez, 1990). In addition to the demands of work and changing trends in the society and the increased number of employed mothers in the mid twentieth century, adolescents exposure to the media is considered to have a possible impact on their attitudes and perceptions about gender relationships, identity formation, and gender-roles (O’Donnell & O’Donnell, 1978; Durkin, 1986; Lovdal, 1989; Richards & Duckett, 1994; Dietz, 1998; Hovland et al. , 2005). The effects of advertisements to the perpetuation of gender-role stereotypes have received considerable importance in research and it has been debated whether it stereotyped advertisements have long term or short term impact on people’ own gender-role and whether advertisements with stereotypic portrayals gain more profit or does not have significant influence in people’s buying behavior at all. Effects of media in gender-role There are many factors that that affect gender-role development and the media is considered to be one (Golombok & Fivush, 1994; Durkin, 1995). Dietz (1998) asserted that the media, in addition to environmental or social factors, affects people’s perception of gender-roles. The impact of advertising on audiences is often explained by social learning theory or by theories that are based on it. The argument is that, as people are repeatedly exposed to advertising images, they tend to internalize the advertisers’ views of themselves and others. The more ubiquitous the images are in advertisements, and the more frequently they see the advertisements, the deeper the audience identifies with the images. In addition to social learning theory (Bandura, 1977), framing research or frame analysis, introduced Goffman (1974), was used to obtain empirical evidence regarding the effects of media portrayals in people’s thoughts and consciousness. Framing assumes that the media frame reality is used to explain how people perceive and think about gender-roles because of the things they see and experience. Framing is used as a remedy sort in selecting a particular aspect of a perceived reality in order to emphasize, convey, or interpret something. However, framing may directly or indirectly influence people’s judgments on recognizing ideas presented in advertisements (Entman, 1993). Another issue on the effects of media is identified by Mead (1962) in his theory, arguing that individuals’ characterizations in the media affect children’s attitudes, relationships with other people, and behavior expectations. When traditional feminine or masculine roles become distinctive and children starts to identify with a particular gender-role, they are likely to expect specific characteristics and behaviors from females and males. Gender-role stereotyping negatively affects young individuals’ attitudes towards males and females since traditional portrayals of women are usually portrayed as dependent, obtaining approval from family and males, weak, victims, supportive of men’s roles, sex objects, and adornment rather than individuals (Hall, Iijima & Crum 1994; Artz, Munger, & Purdy, 1999). As a result, these negative or substandard characteristics of women adversely affect children’s perception that women may ever find it difficult to attain gender equality and function as effective as men do in the society. This female portrayal restricts young females to think of achieving beyond their potential because many attributes, activities and traits are being designated as inappropriate for their gender (Dietz, 1998). Traditional stereotyped gender-role portrayals in advertisements Most advertisements portrayed both males and females stereotypically. Since 1950s, significant changes in gender-roles have occurred as the division of labor has become less distinctive and the entry of increased number of women into the workforce where professional positions, which were used to be exclusively for men, have opened opportunity for them to progress. Images of men and women in advertising in the early times have been heavily stereotyped. Men were depicted as independent, active, assertive, work-oriented while women were portrayed as dependent, passive, and domestic. Advertisements in the 1970s to 1980s continued to portray gender-stereotyping due to the difficulty of presenting people without specific gender-roles, especially when advertising specific products of particular gender. The strategies of advertisers in attracting people’s intentions and behaviors were more likely to favor gender-stereotyped representation since the public was more familiar and comfortable with gender-stereotyped advertisements (Morrison & Shaffer, 2003). Gender portrayals in the context of advertisements were found to be predominantly stereotypic with dominant males and nurturing females in the mass media, music, film, as well as the print media. Although changes in the society and culture have been apparent, advertisements still rely upon women’s roles as subordinate. Women’s subordination was a useful tool in selling a wide variety of products such as alcohol, medicine, cigarettes, perfume, and vehicles. Constant exposure to derogatory portrayals of females in advertisements may result to socially induced depression and lowered levels of aspirations in achieving ones goals. Women portrayal as subordinates has been consistently practiced and presented in advertising until today although some changes and reversions have been observed (Mclaughlin & Goulet, 1999). Advertisements usually portray men as being strong who are expected to have jobs that require much physical strength. They are portrayed as being the authority, dominant, having higher intelligence, becoming public figures, belonging to upper-middle class, being able to take medicine, law or business courses, aggressive, and sometimes gentlemen or bad guys. At home, men are portrayed to use car wax, auto parts, carpentry tools, motor oil, and lawn mowers. Women are rarely depicted as professionals in advertisements (Dietz, 1998). When women in advertisements are presented as professionals or experts in the products they advertise, they are often backed up by male figure or an authoritative male voice-over to strengthen the efficiency of convincing the audience since males were viewed as the authority (Lovdal, 1989). In traditional male magazines (e. g. , Esquire and Field & Stream), gender-role stereotyped advertisements that portrayed men with masculine or manly activities have not decreased as much as the traditional female and general interest magazines. Although there have been some trends toward less stereotypic portrayals of masculine images in some print media advertisements, the traditional stereotype of the male gender still provides cultural representation (Furnham & Thomson, 1999) Women are stereotypicly depicted in relation to beauty, physical attraction, family, domestic responsibilities, parenting, occupations such as teacher, waitress, masseur, bride, actress, secretary, vendor, household cleaners, maid, model, guest relations officer, and the like, as well as negative representation like evil, witch, possessions of men, passive, deferent, object for men’s pleasure. At home, women are portrayed to take care of every member, do all the chores, and maintaining relationships. They are often portrayed as supportive wives, mothers, sex objects, dependents, lack exploration, skills, knowledge, credibility, self-expression, and sense of mastery. Advertisers market products in magazines, like in television, using young, professional women as a product of beauty techniques and methods in order to attract and keep handsome, lucrative, and sophisticated men. Comic strips and children’s books also continued to adopt and support traditional portrayals of women in the society. For instance, illustrations show traditional female activities or a situation in which there is a dutiful wife in the bathroom or kitchen wearing an apron to model cleaning products, kitchen wares and appliances or food (Dietz, 1998; Peirce, 2001).

Mitch Tooley

English Assessment Plaster cast and Fresh bait The stories I have chosen to talk about today are Plaster Cast by Archimede Fusillo, and Fresh Bait by Sherryl Clark. I have chosen to talk about these particular stories, because the ways in which they are similar captured my interest when reading them. Both stories feel as if they are written from end to beginning. They unfold slowly, keeping the reader in rapt suspense, on the edge of their chair, until the very end, when the story takes its last breath to reveal to the reader the horrible, unforeseen truth.The authors of these two stories employed many techniques to create works that are similar in some ways, dissimilar in others. It is these different techniques I will talk to you about today. One of the most important elements of a short story is characterization. In both stories, the author intertwines the concepts; confusion and suspicion to portray their individual protagonists, letting out small details to intrigue the reader a nd make them wonder about the characters. In plaster cast, Miranda (the main protagonist) is a new art student entering gruesome sculptures into her school art show. uote â€Å"They’re not fit for a school art show† pg49 Her character is slowly developed and revealed through these sculptures, that seem eerie and â€Å"too lifelike† for comfort. Similarly to Plaster Cast, the character traits of the main protagonist in Fresh Bait are revealed slowly. The unnamed character remains to the reader a mystery, as we are left to stumble slowly yet blindly after her on her strange journey. Similarly to Miranda, the anonymous hero in Fresh Bait seems somewhat strange to the people around her who cannot understand the peculiar things the does. uote â€Å"I walked back a few paces, bent down and noted his number plate. † Pg19 Structure Language Technique comparison The Technique in these stories is quite different. In fresh bait the language techniques mostly include adjectives, listing and a few similes and metaphors, quote â€Å"Called up the list in my head again. Blue Holden new. Sales Forty-Fifty. Finger. † Pg21. This quote is an example of listing. The language techniques in the plaster cast mostly include adjectives and repetition. Quote â€Å"They could be living things. Breathing, pulsating, living things. † Pg49

Essay Free Will Essay

â€Å"Free Will† takes one of the central questions of any religious realm. Whether a human has a freedom in his choice? Whether a human can make a personal, independent decision such us what he should do in each situation? Or are all of his actions predetermined, and the possibility of making a free choice an illusion? Since the time of the Greek philosopher Socrates to modern times, philosophers, theologians, scientists have tried to prove the existence of â€Å"Free Will† or its absence, and as well have to answer to the question do people have real control over their actions? The question, about existence of â€Å"Free Will†, appeared in ancient Greek philosophy. Socrates and his followers believed that the dependence of the lower sensual impulse is an equivalent to slavery, but responsible subordination which was inspired by human mind, means a â€Å"Free Will†. Socrates argued that all humans are looking for the good behavior, but not all equally know what good behavior is. If a person really knows what the true goodness is, then this person wants to do it, but one, who doesn’t know, usually takes imaginary goodness instead of real goodness. Then rushes to reach the imaginary goodness and makes mistakes. This then produces evil deeds. No one is willing to be bad on their own will. This way, moral evil reduced to thoughtlessness, that equal to a lower needs level, and goodness for Socrates, according to Aristotle, expresses of the intellect, which is an equivalent to a â€Å"Free Will†. Which means, only human who doing good things can have â€Å"Free Will†. Based on the foregoing, it is possible to make a conclusion, that by the term â€Å"Free Will†, Socrates understands the qualities that exceptional people have, rather than an integral part of every human being. The idea of â€Å"Free Will† gets a new interpretation with the development of Christianity. If we trace the history of â€Å"Free Will† in the Bible, it is necessary to start with the character of God, who decided on his own and created the universe and all that fills it. The Bible says that man was created in the image and likeness of God. This means that a human is equal to God, and has a consciousness, feelings and will, and has the ability to think and make decisions. Suppose a person is really free in his choice. In such a case, two problems appear right away. According to religious beliefs, everything in this world happens only by the will of God. â€Å"God makes, all he wants, in heaven and on earth. † And no one, including human can’t resist God’s will. How, then, can a person can have any â€Å"Free Will†? If a person is not free, another ethical problem appears. According to Christianity (as well as Islam and Judaism) God rewards man for good behavior and punishes him for his bad. However, if a person cannot choose what he should do in each case, if his actions were predetermined and even corresponded to the will of God, how and why in this case, it is possible to punish humans? And what then is the â€Å"Free Will† for a man? Scientists consider issues related to the freedom of will. With development in science particularly genetic engineering, neuroscience and psychiatry; human view the presence of â€Å"Free Will† has changed. Scientists believe that people do not choose the genotype and the environment, do not choose the other factors affecting their lives. People do not choose in which family to be born, therefore they do not choose hereditary genes that are the most meaningful way determine our lives. Some genes predisposing to a human disease, some genes determining appearance, behavior, intellectual abilities all of them affect our lives. According to scientists, human body is as a kind of machine, established and acting at the direction of the external forces that cause it to work in certain way. This point of view is a concern because it is mean that people cannot be responsible for their behavior in any situation. No one has found the answer to the question of whether people have the â€Å"Free Will† or is it just an illusion. But in any case, a human has the right to follow the path of good or choice the path of evil. All humans exist like cells in a single large organism called â€Å"the universe. † World created from all its parts or elements. Each element contributes to the world their personal characteristic; effects and change world’s destiny. It may be weak and insignificant in the overall system of the world, but it is exists. It operates within certain limits on domestic fundamentals essence and nature. Without any of these elements would be a different world.

Read and Review God the Economist the book Essay

Read and Review God the Economist the book - Essay Example re discussed thoroughly, along with the idea of the Christian tradition and the application of radical implications for individual Christians and for the churches. M. Douglas Meeks received his B.D. and his Ph.D. from Duke University and studied as a Fulbright Fellow at Tubingen University. Previously ranking as the dean and professor of systematic theology at Wesley Theological Seminary in Washington, DC, as well as professor of systematic theology at Eden Theological Seminary in St. Louis, Meeks is the author, co-author or editor of 16 books, one of his most praised being this one in particular – God the Economist. Meeks’ record of professional service includes membership on a variety of academic and ecclesial councils and commissions dealing with theology and economy, religion and science, liberation theology, points at issue between black and white theologies, and theological education. He is also an ordained minister in the United Methodist Church. These past and present qualities are what enabled Meeks to have such an accurate and intellectual view on two such critical subjects – God and the economy. When it comes to Christians and the church speaking about economy, or vice versa, it seems that those involved often falter at the subject. In this book, Meeks is noted for developing his doctrine of the economist God in order to show that provision for all the needs of all people is not simply an add-on to the Christian faith but is instead entirely relevant and is its very heart and soul. Meeks centers his argument on a social conception of the Trinity, each of whose persons are understood to be giving and sustaining, rather than self-sufficient and domineering. A main point that Meeks makes in this book is that we as a world – especially in the North American countries – fail to see the destitution and despair both economically and spiritually around us, while all the time trying to fix massive other problems which seem to actually not be near as