The Relationship Of Dido And Aeneas - 1652 Words

Sam Whiteman Dido and Aeneas Marriage The relationship of Dido and Aeneas is a complicated story. Beginning at the end of book one and continuing until after she is dead and in the underworld in book six. The two lovers disagree on the terms of their relationship, Dido believes they are wed while Aeneas does not believe they are in a formal relationship. The two Goddesses who put Aeneas and Dido together were Venus, of erotic love and fertility, and Juno, of marriage. Originally Dido’s love was forged by Venus, with the intention of ensuring Aeneas’ protection against the Queen of Carthage by making Dido her â€Å"ally-in-arms in [Venus’] great love for Aeneas† (1.6). Struck with love, Dido now will do no harm to the Trojans and spends time with Aeneas during his stories of the fall of Troy. Juno takes advantage of Dido’s infected heart and has the two lovers left alone in a cave in order to â€Å"bind them in lasting marriage† to join Troy and the Tyrian s in Carthage, to eliminate the threat of Aeneas forming Rome and destroying Carthage (4.155). It appears from these conversations between Juno and Venus that Aeneas and Dido would have the blessing of the two goddesses of love and marriage, and therefore would have a healthy and royal matrimony with all the spoils of Ancient Roman Marriage. Aeneas and Dido do immediately share gifts as would be evident of a normal marriage, Aeneas founding the city fortifications, Building homes in Carthage. And his sword-hilt Is studdedShow MoreRelatedDido Aeneas Relationship778 Words   |  4 PagesDIDO AND AENEAS RELATIONSHIP Throughout the beginning of the Aeneid Dido, the queen of Carthage, and Aeneas, son of Venus and leader of the Trojans have an intimate relationship that ends in death. The relationship begins in Book I when Venus, the goddess of love, has her other son Cupid fill Dido with passion for Aeneas, to ensure Aeneass safety in this new land. Meanwhile Venus/Plotted new stratagems, that Cupid, changed/ In form and feature, should appear instead/ Of young Ascanius, andRead MoreEssay on The Relationship between Dido and Aeneas774 Words   |  4 PagesThe Relationship between Dido and Aeneas Throughout the beginning of the Aeneid Dido, the queen of Carthage, and Aeneas, son of Venus and leader of the Trojans have an intimate relationship that ends in death. The relationship begins in Book I when Venus, the goddess of love, has her other son Cupid fill Dido with passion for Aeneas, to ensure Aeneass safety in this new land. Meanwhile Venus/Plotted new stratagems, that Cupid, changed/ In form and feature, should appear instead/ Of young AscaniusRead MoreEssay on The Love of Dido and Aeneas685 Words   |  3 Pages The love of Dido and Aeneas: Could it have been viable? As one hopes to have a long-term relationship, one cannot assure its existence or permanence. Some relationships are destined to fail from the start. Dido and Aeneas’s relationship exemplifies this. When Dido and Aeneas engage in their relationship, they fail to realize how they each perceive their love for each other. Dido perceives their relationship as a marriage, whereas Aeneas perceives their re lationship as something merely sexual. ByRead MoreAeneas And Dido : The Outcome Of One Of The Most Tragic Love Stories Essay1578 Words   |  7 PagesAeneas and Dido are the outcome of one of the most tragic love stories, first described in Virgil s Aeneid. Before Aeneas founded Rome, in the days of being a Roman Soldier, he left a fallen troy, and a number of followers on 7 ships. He however was shipwrecked on the shores of Carthage, the great African City ruled by Queen Dido. Dido and Aeneas fell deeply in love, but the gods called Aeneas away to fulfill his destiny in Italy, and Dido was left heartbroken and alone. In her despair, she builtRead MoreTheme Of Betrayal In The Aeneid1247 Words   |  5 Pagesfailed relationships, whether it be with a best friend or a significant other, the idea that one of the partners may not have put enough effort into the relationship is ever present, which soon causes the other to feel neglected and drift away. But women continue to pour their heart out to try and make their partner happy; however, in the end, they fall short of their love and end up heartbroken. Book IV of the Aeneid is a prime example of this because Queen Dido promises to love only Aeneas foreverRead MoreFire, Furor and Internal War Essay1193 Words   |  5 Pagesassociated with violence and insanity. Dido’s love for Aeneas exemplifies the internal turmoil that afflicts individuals when they are deprived of the love that they crave so ardently. Virgil accomplishes this through the incorporation of the symbol of fire and through the platonic metaphor of the war between reason and appetite in his work. Virgil uses the dual nature of fire to depict the change in the disposition of Dido’s relationship with Aeneas. Fire is a common literary symbol for the eroticRead MoreLiterary Theorist Thomas Pavel Takes A New Approach In1021 Words   |  5 Pagespresented through Aeneas’s relationship with his father versus his relationship with Dido. When interpreting the myth solely through the binary opposition, the myth ultimately deems blood relations more significant than voluntary association, but it fails to recognize the details that lead to profound implications within Aeneas’s voluntary association to Dido. Books III and IV of the Aeneid mostly depict Aeneas’s time in Carthage and his romantic relationship wih Dido which also presents the binaryRead MoreDutiful Men and Their Emotional Women in the Odyssey and Aeneid1567 Words   |  7 Pagesand their Emotional Women† In reading the Aeneid I took a particular interest in the relationship that develops between Aeneas and Dido and how this relationship highlights the desires and roles that each gender may have had in this time period. For example it seems the male desire is to seek his kingdom while the female role seems to secure a partner. Dido and Aeneas in Book Four resemble the relationship that we see between Odysseus and Calypso in Book Five of the Odyssey. The departure ofRead MoreThe Aeneid : The Struggle Of Establishing An Empire1136 Words   |  5 PagesThe Aeneid, the famous epic poem written by Virgil, depicts the struggle of establishing an empire. The beginning of The Aeneid introduces Aeneas, son of the goddess Venus, whose fate is to find a new home in Italy after the fall of Troy. Throughout the perilous journey, Aeneas faces great obstacles as he strives to fulfill his prophecy and gradually transform into the ideal Virgilian hero. To emphasize his growth, I will discuss three themes in this essay: the extent of free will as it relates toRead MoreThe Aeneid By Virgil Vs. Aeneas Essay1506 Words   |  7 Pagesthe main character Aeneas is born of Venus; he is the pious, loyal hero of Rome from Troy. The idea of a hero in Virgil’s epic poem was built upon a dual pillar structure of piety and loyalty. The ideal version of piety is exemplified in Aeneas, who often sacrifices his own loyalties to appease the gods. The other pillar that the book stands upon is loyalty to friends, family, the gods, and the future. These two pillars often clash and Aeneas must choose one over the other, Aeneas always chooses loyalty

Prejudice and Tolerance in To Kill a Mockingbird - 1068 Words

â€Å"Prejudice and Tolerance.† By Elizabeth Cassar, Laura Furze, and Angelica Newbond During the 1930’s depression, there was a great divide between black and white America. There were many communities and groups who had been exposed to the same treatment and persecution as the Negroes in To Kill a Mockingbird. Harper Lee has used a small town setting, such as that in To Kill a Mockingbird, to illustrate America’s views on white supremacy and the inferiority of the black race. The author has illustrated view that are expressed world-wide through her characters in Maycomb county. In the small town of Maycomb, prejudice towards Negroes was a common sentiment of white people. Prejudice is strongly evident between these cultures in To Kill†¦show more content†¦people still looked at the Radley Place, unwilling to discard their initial suspicions† (p. 9) Maycomb’s prejudice towards Mr Arthur Radley was cruel and unfounded; Boo was a mockingbird, who never hurt the world, but through people’s early judgment, they hurt him. Boo Radley proved to be one of the heros of the novel, which supported Atticus’s view that ideas formed before hand are groundless, and prejudice is wrong. In the country town of Maycomb, people were easily influenced so prejudice was shown by most. The citizens knew that the colour of your skin determined your place in life and that Negroes were to be treated differently. In the novel To Kill a Mockingbird, there was only one true character that portrayed the true essence of tolerance. Atticus Finch stood on his own two feet, and never formed an opinion unless he had prior knowledge on the particular person or situation. Throughout the entirety of this novel, it was Atticus alone who not only was tolerant, but set an exemplarily example to his children, and the town, of how knowing before judging is not only important, but vital to society. â€Å"First of all†¦if you can learn a simple trick Scout, you’ll get along better with all kinds of folks. You never really understand a person till you consider things from his point of view†¦until you climb into his skin and walk around in it† (p.33). This is a perfect ex ample of how Atticus passes on his knowledge to his children, and educates them on how respectShow MoreRelatedEssay To Kill a Mockingbird: An Analysis of Discrimination893 Words   |  4 PagesTo Kill a Mockingbird: An Analysis of Discrimination The most important theme of the 1960 Pulitzer Prize winning novel To Kill a Mockingbird is author Harper Lee’s tenacious exploration of the moral nature of people. Lee tenaciously explores the moral nature of human beings, especially the struggle in every human soul between discrimination and tolerance. The novel is very effective in not only revealing prejudice, but in examining the nature of prejudice, how it works, and its consequencesRead More Symbolic Mockingbirds Essay940 Words   |  4 PagesSymbolic Mockingbirds Symbolism is used extensively in the novel To Kill a Mockingbird. The theme of prejudice in the novel can be best perceived through the symbol of the mockingbird. Atticus advised his children that if they went hunting for birds to shoot all the bluejays you want, if you can hitem, but remember its a sin to kill a mockingbird (96). Miss Maudie explains this further by saying that mockingbirds dont do one thing but make music for us to enjoy. They dont eat up peoplesRead MorePrejudice And The Dark Abyss Of Prejudice By Harper Lee1297 Words   |  6 Pagesâ€Å"Prejudices are the chains forged by ignorance to keep men apart.†(Marguerite Gardiner Blessington). Over the years, countless people have fallen in to the dark abyss of prejudice because they merely following the trend of society. Prejudice is exactly what it sounds like; its root words are firmly planted. Prejudice may be defined as the act of pre judging someone because of their race, religion, sex, ethnic background, or can be based solely on how they look. Prejudice is a flaw in society manyRead MoreGo Set A Watchmen By Harper Lee930 Words   |  4 Pagesâ€Å"Go Set a Watchmen† is Harper Lee’s second full-length novel following her 1960 Pulitzer Award winning novel â€Å"To Kill a Mockingbird†, a narrative within a novel where a black man is accused of raping a white woman and whom is also awaiting trial in a small Alabama town. In this, Harper Lee illustrates a theme of the injustices of prejudice, intolerance, judgments of others, and prejudice itself through the use of the setting: a time of social turmoil and havoc, a time of early American sociology, andRead MorePrejudice in To Kill a Mocking Bird by Harper Lee Essay870 Words   |  4 Pagesbeen a victim to prejudice? I have – it’s like being thrown into a trench of darkness every time, with only the wish to change you for the sake of society. It’s a terrible feeling, coming from Southeastern A sia it’s something my family and I have encountered continually. I believe that prejudice, intolerance, and moral blindness should not be an issue in our world, especially in the year of 2014. We as young Canadian citizens should learn virtues of fairness, charity, and tolerance in order for ourRead MoreMaturity And Personal Growth Often Appear Through The Experience1628 Words   |  7 PagesHarper Lee’s novel, To Kill a Mockingbird presents the ideas of coming of age and the loss of innocence while the Great Depression was occurring in the 1930s. Racism and gender inequality were widespread issues during this time period which gave rise to the Civil Rights Movement. To Kill a Mockingbird teaches its readers that the coexistence of tragedy and the loss of innocence affect personal growth through the way in which several innocent characters suffer the wrath of prejudices, resulting in imprisonmentRead MoreWhy Not to Ban Harper Lees To Kill A Mockingbird990 Words   |   4 PagesTo Kill a Mockingbird by Harper Lee has been challenged/banned countless times since it’s original publication in 1960. The reasoning people could have behind banning it is that they feel that the racism, language and subject matter in the book is offensive, inappropriate, immoral and that it encourages and condones such things. To Kill a Mockingbird takes place in Maycomb, a small town in Alabama, during the depression from 1935-1937, and is told from the perspective of a little girl named ScoutRead MoreAnalysis of To Kill a Mockingbird by Harper Lee Essay1360 Words   |  6 PagesAnalysis of To Kill a Mockingbird by Harper Lee In 1960, Harper Lee published her critically acclaimed book To Kill a Mockingbird. Only a year after being published the American classic novel was awarded the Pulitzer Prize in fiction as well as the Brotherhood Award of the National Conference of Christians and Jews. Gregory Peck stared as Atticus in the successfully adapted 1962 motion picture of To Kill a Mockingbird that won an Academy Award. This book is based on many childhood experiencesRead MoreRacial Segregation And The United Arab Emirates1422 Words   |  6 Pagesthe UAE has created a dynamic entrepreneurial environment for international investors. The finan To Kill a Mockingbird, produced in 1962, is an exquisite film adored by many. This classic trial displayed drama and established a childhood innocence from the narration of an adult’s point-of-view, which captivates the viewers’ attention throughout the entire film. To Kill a Mockingbird uses dynamic historical references, narrative structure, and editing to contrast the problem of the racism andRead MoreKill A Mocking Bird By Harper Lee Essay1581 Words   |  7 PagesTo Kill a Mocking Bird is a written narrative by Harper Lee. The story is a linked sequence of conflict as seen through the eyes of a little girl named Scout. It looks back at a time when social injustice of prejudice was prevalent. The story if full of interesting characters, some good and some bad, but each very important to the plot of the story. It is very important to understand each of character’s views and the plot of the story as it plays an important role in the overall theme of the story

Creative Essay Example For Students

Creative Essay Year 12 Essay Creative It was a typical Friday night job, thirteen young teenagers wanting to head out to the city. I received a page to my taxi referring me to an address 127 Croft Rise Eltham, I quickly checked up the address and before I knew it I was in front of the house with thirteen guys giving me directions to where they wanted me to take them in the city. Luckily the city was quiet compared to most Friday nights in Melbourne. The guys directed me to chapel St South Yarra to a club called Chasers. I dropped the guys off doing the stock no meter on and pocketing the cash for myself which was around 30 dollars. Before I knew it I had to come back to the eastern suburbs, on Doncaster road and thats where I came across a red BMW M3 convertible with 21inch chrome rims on it, this caught my attention and the next thing I saw was a bicycle in my windscreen shattering with the airbag puffing into my face my body Rowling around in the car whilst another body went through my windscreen landing in the back seat unconscious. The nurse walked in, I could barely hear her say my name. I saw my family readily available standing around me all with black eyes knowing that they have been waiting for me to wake up only to give me the worst news of my life. The doctor and the nurse and my whole family standing in one room watching me as they tell me that I was hit by a taxi two days ago and I have been paralysed from my hip down. From my distort anger I didnt want myself to believe this had happened. The first month moved on and went into court to face the negligent reckless taxi driver. There was a great tension in the two groups and as he went up to face the judge he was also brought up for not turning the meter on in the taxi and that he stole money from the cab. He was done for one count for negligence and one count of reckless driving and was put away for a minimum of 15 years and a maximum of 20 with no bail. As the taxi driver was taken away he said it was a beautiful BMW which I didnt understand where tha t was coming from. The first 6 months moved so fast and before I knew it my 18th birthday had come and I had a massive party which was a great night for everyone to come n see me again. That night my parents had got me a little puppy which slowly became the joy of my life his name was peppy. I started to fell great my body felt like it was growing my legs especially which I was surprised I was paralysed I had never felt so good in my last six months. I called my doctor and booked an appointment to see him, he was amazed wen he saw me he said I had grown 5 centimetres in the last 6 months and that something was wrong he put me through lots of progressive scans and he came to a decision that I wasnt paralysed that I was recovering and with some months of physio therapy he would be able to play sport again. Two months passed on and it was my first training session with my team for a whole year I was a bite rusty but there was time to get back into shape for the coming season.

Kelly Clarkson - My December free essay sample

Kelly Clarkson My December, 4/5 stars The former American Idol winners third CD is not without controversy. Before its release, record label mogul Clive Davis publicly denounced support of My December, reportedly offering Clarkson an extra million dollars to record new songs. The reason behind Daviss griping is evident: Clarksons new CD severely lacks the catchy pop tunes that dominated her previous chart-topping records. Instead of appealing to the sugary tween market, My December echoes the raw, angry tones of Alanis Morrisettes classic album Jagged Little Pill. While most of the songs are not as radio-friendly as the girl-power beats from her last albums, My December is by no means a flop. On the contrary, Clarkson fans will likely mark it as their favourite of all her releases. Clarksons expressive vocals shine when paired with an edgy rock beat, ranging from raspy shouts to coy, honeyed whispers. We will write a custom essay sample on Kelly Clarkson My December or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Yet it is sometimes My Decembers powerful lyrics that take centre-stage. Clarkson penned the entire album, taking from her own experiences with a cheating boyfriend. Clarkson rips angry passages from her diary for the albums first single, ‘Never Again. â€Å"Never again will I touch you. Never again will I kiss you. Never again will I love you. Never!† she bellows, the depth in her voice hinting at a deep anguish beneath her rage. She later reveals a softer persona in ‘Be Still. â€Å"Foolish one with the smile, you dont have to be brave. Ill gladly climb your walls, if youll meet me halfway,† she sings during one of the albums rare, tender moments. The record itself is a bit of an oddity. Clarksons pop-star status hinders her creditability on rock stations, yet My December is too raw for pop and soft-rock radio. While the record is worthy of praise, it does take a few listens to appreciate Clarksons new, mature style. Whether the public has an attention span long enough to allow My December to grow on them, however, is another matter. Highlights of My December include: ‘Never Again: ‘Never Again puts into song the deep anger felt over a cheating lover. The first single off My December, it debuted at no. 8 on the Billboard Top 100, but received little radio airtime. While not immediately catchy, soon youll find yourself humming and jumping along to the songs heavy rock beat. ‘Sober: The tranquil, almost hypnotic quality of ‘Sober is a significant but welcome change from My Decembers heavy sound. The second release from My December, ‘Sober received virtually no airplay and quickly exited the charts. This is unsurprising, given the songs unusual rhythmic sound. It is a beautiful song, however, and impeccably embodies the essence of quiet December night. ‘Be Still: One of the albums few romantic songs, Clarkson whispers to her lover: â€Å"Be still, I already know.† Yet like the rest of her album, the song is bittersweet, as Kelly sings of a crumbling relationship. Her beautiful voice is fully displayed on this track, gently echoing the clear notes of a bell. ‘Yeah: One of the records standout tracks, ‘Yeah should have been a single. Its catchy, tongue-in-cheek chorus compares to Clarksons Breakaway hit ‘Since You Been Gone, yet with a less over-produced sound. Chivas (hidden track): ‘Chivas is an unlisted track that plays one minute and 25 seconds after My Decembers last song, ‘Irvine. An acoustic song about drowning ones sorrows after a breakup, ‘Chivas is humourous and light-hearted. When Clarkson proudly proclaims to her audience: Its hard not to look, I know. Im amaz-zing-ingg, who are we to argue?

The Untouchables, a true taste of 1920s prohibition America Essays

The Untouchables, a true taste of 1920s prohibition America Essays The Untouchables, a true taste of 1920s prohibition America Paper The Untouchables, a true taste of 1920s prohibition America Paper as gangsters from rival gangs riddled each other with bullets, and deftly defied the law through slightly, less-than-honorable techniques, the 1930s were plagued with corruption on the municipal scale. Many bootleggers secured their business by bribing the authorities, namely federal agents and persons of high political status (Bowen, pg160). Many law enforcement agencies were brought into suspected areas of illegal alcoholic activity to put a stop on these banned doings. Director Brian De Palma portrayed one account of these actions in his 1987 movie, The Untouchables. The film centered on straight-arrowed cop Eliot Nesss obsession to end the infamous Capone crime syndicate in Chicago. Recruiting the help of a group of law enforcement officers who were unable to be bribed, and thus untouchable, Ness finally stopped the gangster boss on the grounds of income tax evasion. But was this movie as historically accurate as one would expect? By examining some of the elements of the movie, the true historical colors of the film might shine through. Through the use of cinematography, setting, as well as knowledge of actual events, the accuracy of this historical movie can fairly be judged. Brian De Palmas use of period specific sets really helps the viewer get the feeling they were there in the 1930s, this is achieved by filming on location and showing the eccentricity of 1920s and 1930s through architecture. One fantastic scene is where there is an overview shot of La Calle Street Canyon in Chicago when Sean Connerys character, Wallace, leads Kevin Costners character, Eliot Ness, to one of Capones booze cellars across the street. The scene displays huge, almost monolithic, buildings and rows of period cars. This was important in setting the stage of the film thus giving the viewer a sense of realism. Another important scene includes the descending of Al Capone and his men in the hotel that he considered being the headquarters of his gangster consortium. Almost everything in the scene has a golden aura to it, sharply contrasting to the prevalent power of Scarface himself. Overall, the amount of money they spent to surround the actors with scenes and memorabilia of the 1930s really paid off and made for a great film visually historic. When you see Capone leave the hotel, its almost like he was an iconic figure, the media gave him the attention as they would a movie star. Children would mimic him in the streets; many other gangsters and outlaws held this iconic status, mass murderers such as Billy the kid would also get similar media attention. Al Capone himself enjoyed a celebrity status in Chicago and was a master at public relations, Capone saw to it that the press was friendly to him and never missed a chance to play up his donations to a charitable group. To the people of Chicago he was a hero who saved them from the oppression of the people for prohibition. Al Capones popularity was incredible; this is because he was providing a banned alcohol for an alcohol hungry people, oblivious to the atrocities being caused by the underground mobs. Normal everyday people were becoming criminals, criminal groups organize around the steady source of income provided by laws against victimless crimes such as consuming alcohol (Thorton, 13). Because alcohol was no longer legally available, there was a sudden increase in crime, the public turned to gangsters to obtain alcohol, as a result the amount of money to be made caused massive rivalry between gangs, the Untouchables gives you great examples of this rivalry, by giving the viewer graphic scenes of gang violence. The profit motive caused over four hundred gang related murders a year in Chicago alone (Bowen, 175). One of the most gruesome and remembered gangster shoot-outs of all time occurred on Valentines Day, 1929, which was portrayed excellently in the film, because of business differences, Capone had his henchman, Machine Gun Jack McGurn plot the murder of the OBanions, led by Bugs Moran. McGurn staged a delivery of alcohol to Moran at a warehouse and had his gang members impersonate police officers and pretend to raid the transaction. With a sweep of machine gun fire, McGurn killed all that were inside. Capone had a solid alibi, being in Miami at the time, and no convictions were ever made. This event is an example of how prohibition fueled gang warfare and increased the crime rate in America (Bowen, 175). While the film is based on a real aspect of the hunt for Capone in Prohibition-era Chicago, the writer and director deviated from the subjects historical accuracy. While they got the major concepts of the untouchables correct, there were facts altered to benefit the storyline. First off, Eliot Ness is portrayed as a family man and didnt come from Chicago, whereas he was actually from Chicago and had no immediate family, yet both were key elements to Nesss character. Another important fact altered for the film was that Nesss original 10-man team of untouchables suffered no causalities and the fact that two of the most beloved men of the group were killed in the movie which adds to the idea of dramatizing history. Perhaps the biggest flaw of the film comes at the end. In the very climax of the film, after Nesss rooftop chase with gangster, Frank Nitti, Ness pushes Nitti over the edge of a building ending his life in another of De Palmas notoriously bloody scenes and, as expected, followed up by an aerial view of the impact. The flaw in this series of events is that Nitti was not killed by Ness. In fact, Nitti was Capones successor and lived a further 12 years as head of the illustrious crime organization. However there were also some almost unbelievable yet accurate historical events as well. One of the most famous and memorable scenes from The Untouchables was the baseball bat attack by Capone upon three suspected traitors, though slightly reworked, added to the portrayal of Capone as a dangerous criminal. So while some events were completely changed for Hollywood, some events were simply shown in their entirety adding to the historical authenticity of the film. If not totally accurate The Untouchables still gives the viewer a taste of America during Prohibition. The films convey through graphic scenes, the violence caused by prohibition and also the failings of prohibition, Prohibition did not achieve its goals. Instead, it added to the problems it was intended to solve (Thorton, pg15). The movie also gets across to the viewers the time period. Looking at De Palmas use of cinematography, setting, and the knowledge of actual events from The Untouchables lets viewers see the film in a new, more historically critical light.

The Crimes of Florida Death Row Inmate Emilia Carr

The Crimes of Florida Death Row Inmate Emilia Carr Emilia Carr, 26, was sentenced to death for her role in the murder of Heather Strong in what authorities described as a deadly love triangle. Case Summary Josh Fulgham and Heather Strong started dating when Strong was 15 years old. Their relationship was tumultuous from the beginning, but despite it they had two children together. In 2003 the family moved from Mississippi to Marion County, Florida. Their fighting continued and over the next several years the couple fought, broke up, and then reunited several times. In June 2008, during one of their separations, Strong decided she and the children would move in with the couples friend, Benjamin McCollum. The plan was that she would be the live-in nanny for McCollums two children, but after about three weeks their relationship became intimate. Fulgham did not like that Strong lived with McCollum, even though he engaged to Emilia Carr, who had three children and was pregnant with his child. Over the next six months Fulgham stalked and  harassed both Strong and McCollum repeatedly and threatened them both with a gun. According to friends, Strong seemed very happy with McCollum and with her new life. They found it surprising when she decided to leave McCollum and return to Fulgham in December 2008. Carr was also surprised by the couples reunion. A few weeks into December, she was told by Fulgham that their relationship was over and that she had to move out. She told friends that she loved Fulgham and did not know how she would live without him, especially since she was pregnant with his child. By December 26, Fulgham and Strong got married; however their honeymoon was a short one. Six days into the marriage, Strong had Fulgham arrested after he threatened her with a shotgun during a heated argument. Fulgham   was charged with assault with a deadly weapon and remained in jail for several weeks. During that time Carr visited Fulgham and they rekindled their relationship. His mother and Carr, both who were on friendly terms with Strong, tried to get her to write a letter on Fulghams behalf, but she refused. During one such attempt, witnesses said Carr became so enraged by Strongs refusal to help get Fulgham released from jail, that she pulled her hair and held a knife to her neck. She only relinquished the knife after being held in a choke-hold by a mutual friend, James Acome. Hiring a Hit Man James Acome once dated Carr and she believed he was the father of her youngest child, although he never acknowledged it. He was also friends with Strong and Fulgham. In early January, while visiting Carr who was in the advanced stage of pregnancy with Fulghams child, she asked Acome and his friend, Jason  Lotshaw, if they would kill Strong for $500. They rejected her proposal. She told another friend to help her put the word out that she would pay someone $500 to kill Strong. She said that she planned to use her income tax refund to pay for the job. No one applied for the job. Acome and Strong In mid-January, Acome and Strong began dating and moved into an apartment together on January 26, 2009.  A week later Fulgham was released from jail and he moved in with his mother. Strong Disappears On February 15, Fulgham asked his mother to help him compose a letter for Strong to sign, giving him custody of their two children. This was motivated by Carr, who informed Fulgham while he was still in jail that Strong was planning on leaving the state with the children.   On that same day Strong left work after receiving an emergency phone call about her children. Around mid-day on the same day, Fulghams mother saw her son and Strong driving away from her home. Later that evening Acome returned home from work and found that Strong and her children had moved out. He then received a call from Fulgham who told him that he and Strong were back together. Reported as Missing On February 24, 2009, Misty Strong contacted the Marion County Sheriffs office and reported that her cousin Heather Strong had disappeared. The investigation led to Carr and Fulgham who were brought in for questioning. Over the course of several days and multiple interviews, both Carr and Fulgham blamed each other for the murder of Heather Strong. The Murder According to investigators, Fulgham and Carr plotted together to kill Strong because of his earlier arrest and because she had refused Fulghams request for custody of their children and was planning to move them to another state. On February 15, Fulgham lured Strong to a mobile home that was being used for storage and that was located on the property where Carrs family lived. Fulgham told Strong that Carr had hidden money inside the storage trailer. Once the two were inside, Carr, who was seven months pregnant, entered the trailer as planned. Seeing Carr frightened Strong and she attempted to leave the trailer, but Fulgham wrestled her back inside. Fulgham then tied Strong to a chair from which she managed to escape. Then Carr used duct tape to tape her body and hands to the chair while Fulgham held her down. Strong began crying and begging to be released. Instead, Fulgham forced her to sign the custody letter that his mother had helped him prepare. Carr said Fulgham broke the flashlight that she was carrying, when he used it to hit Strong over the head. He then placed a garbage bag over her head while Carr pulled off enough duct tape to wind around Strongs neck, which tightened the bag. Carr then made two failed attempts to break Strongs neck. When that did not work, Fulgham covered Strongs nose and mouth with his hand and suffocated her to death. Two days later, Fulgham returned to the trailer and buried Strongs body in a shallow grave nearby. Fulgham ended up disclosing the location of Strongs body to the detectives while he was being interviewed about her disappearance. He also told them that Carr was responsible for his estranged wifes death. Carr was being questioned at the same time and told detectives that Fulgham was the killer, but her story changed several times. Physical and forensic evidence found at the trailer, in the shallow grave and on Strongs body gave investigators enough to arrest both Carr and Fulgham and charge them with first-degree murder and kidnapping. Take Your Pick Unknown to Carr, Fulghams sister agreed to cooperate with the police. Carr trusted her and would often cry on her shoulder, not knowing her conversations were being recorded. What she told Fulgmans sister about the murder was completely different than what she told the police. At first she said she had not seen Strong since January 2009. Next she said she had information about Fulgham who she said told her that he killed Strong. That changed to discovering Strongs body inside the trailer a day after Fulgham committed the murder. She then admitted to seeing Fulgham kill Strong, which led to her final confession that she helped Fulgham carry out the plan to murder Strong. In her final admission before her trial, she provided investigators with information that proved her involvement; including an accurate description of a blanket and suitcase that she and Fulgham used when burying Strong, as well as a description of the clothing Strong was wearing when she was murdered. She also led police to Strongs shoes that had not been found on the body or in the grave. The Trial At her arraignment in April 2009 Carr waived her right to a speedy trial. Immediately afterwards, lead prosecutor Rock Hooker filed notice of his intent to pursue the death penalty. The trial began on December 1, 2010. State Attorney Brad King, the lead prosecutor, had built the case on circumstantial evidence. There was no real physical evidence found that proved Carr had anything to do with Strongs murder. However, several witnesses lined up to give testimony that they were asked by Carr to kill, or help her find someone to kill, her boyfriends estranged wife, Heather Strong. There was also testimony given about the time Carr held a knife to Strongs throat when she refused to drop charges against Fulgham after he threatened her with a shotgun. However, the most damaging evidence the prosecution presented were videos of Carr telling the police different versions of what happened the night of the murder.   He also presented the tape recordings of Carr talking to Fulgmans sister Michele Gustafson, who was working with the police. Carr supplied a detailed account of what inside the trailer, which contradicted her previous statements to police that she never entered the trailer on the night Strong was murdered. On the tape jurors clearly heard Carr talking about her attempts to break Strongs neck and how she thought it would be quick and painless. She also admitted to Gustafson that Strong fought off Fulgham, but that she helped him restrain her and that they duct taped her to a chair. She also said that she intended to tell authorities that Jamie Acome and Jason Lotshaw were responsible for the murder; although she left out that she had already implicated Fulgham. Carr described how Fulgham hit Strong hard on her head with the flashlight each time she said something that he did not like and finally how she placed the garbage bag over Strongs head and how Fulgham suffocated her to death. The jury deliberated for two and a half hours and found Carr guilty of kidnapping and first-degree murder. Penalty Phase During the penalty phase of the trial, defense attorney Candace Hawthorne spoke about the abuse Carr experienced as a child.  Members of Carrs family testified that she was traumatized as young child after being sexually abused by her father and grandfather. It had little impact on the jury who, in a slim 7-5 vote, recommended that Carr, age 26, receive the death penalty. Having remained silent since her arrest, Carr spoke out to the press after the jury voted for death. In yet another version of what happened, she said that she had never gone into the trailer and in fact did not even know that Fulgham and Strong were there. In reference to the secret tape recording that police had of her admitting her involvement to Fulgmans sister, she said that she was trying to get details about the murder to give to the State Attorney so that she could get immunity and get her children back. She needed details, so she made up stories. She said she felt pressure to make up things after the police threatened her with her children. In February 22, 2011, Circuit Judge Willard Pope formally sentenced Carr to life imprisonment on the kidnapping charges and death for the murder charges.  On February 23, 2011, Carr was moved to death row at Lowell Correctional Institution in Marion County, Florida. Fulgham Gets Off Easy Joshua Fulgham went on trial a year later. He was also found guilty of first-degree murder and kidnapping. His defense lawyer asked the jury to consider a life sentence because he suffered from mental and sexual abuse. The jury returned an 8-4 vote for a life sentence. Circuit Judge Brian Lambert upheld the jurys decision and Fulgham was given a life sentence with the possibility of parole.

Flight Simulators Research Paper Example | Topics and Well Written Essays - 1250 words

Flight Simulators - Research Paper Example However, before any flight simulator is used for any aviation purpose, it must be evaluated and certified by various authorities like the National Aviation Authority (3). In Canada, this responsibility falls within the mandate of the National Certification Authority and Transport Canada (TC). The device is normally evaluated against a given set of criteria focusing on different aspects. Despite the presence of several types of simulators in the aviation field, the aviation regulators have classified these simulators into three major classes. Full- flight simulators (FFS) flight training devices (FDT), and flight navigation and procedure trainers (FNPT). The full flight simulators are the most comprehensive and consist of completely closed cockpits which create the impression of real aircraft (4). They use very accurate 3D simulations in the training process. The FFS produced by cueSim is certified by the Transport Canada TC and given Level B qualification. This simulator is effective in the training of pilots for S76C++ aircraft types (4). CueSim has been awarded several qualifications for most of its simulators. FFS simulators play a very important role in the initial and recurrent training of the pilots in order to enhance their skills. In this regard, the FSS is granted certifications by different authorities in different countries. While dealing with the flight simulators, the authorities normally differentiate between the technical ability of the simulator and its use in the training process. The evaluation is meant to ascertain the replication of the simulator for training purposes (4). On the other hand, the flight navigation and procedure trainers (FNPTs) offer most of the services realized in the FFS but without the six-axis moving the base. These simulators are normally used in certain levels of flight training and recertification purposes.  

Projective Techniques Research Paper Example | Topics and Well Written Essays - 1500 words

Projective Techniques - Research Paper Example It is still implicitly used in many areas of management, but is seldom acknowledged. For example, in operational management, OCE layout theory assumes that managers project their subconscious in designing their OCE space (bunker, open etc.). This paper would mainly focus upon the detail analysis of the projective techniques and its application in academic researches as well. The idea of projective techniques is usually accredited to Frank (1939) with techniques initially developed in clinical psychology, where they were used for personality assessment and psychoanalytic treatment (Bellak 1992, Graham and Lilly 1984, Kassarjian 1974). The hypothesis that \research participants project aspects of their personalities in the process of disambiguating unstructured test stimuli" was the basis for this development. A number of different techniques were developed such as the well-known Rorschach technique or ink-blot test" where subjects are assumed to project aspects of their own personalit y onto the ambiguous features of a series of pictures of inkblots. Projective techniques provide the researcher with the tools to elicit projection and thus go beyond the fence of bounded rationality. This is because they have the ability to tap into the unconscious mental processing of individuals and can be used to get through the defensive barriers that respondents erect (Boddy, 2010, Ramsey, Ibbotson, and McCole 2006, Rogers and Beal 2006), the barriers of incorrect attribution or the barriers due to research question sensitivity (Anderson 1978, Fram and Cibotti 1991, Soley 2009). The first use of projective techniques in management research is generally accepted to be Haire (1950). He conducted a marketing study in the United States using projective techniques and found that female consumers formed impressions about the personalities of other women based on their product purchases, which they could not, or would not, state during direct questioning. The study gave unique and va luable insights into the barriers to product acceptance among housewives and these were deemed to be so useful that the study was basically the launch pad for the use of projective techniques in marketing research. Professional marketing researchers adopted the use of projective techniques and concluded that projective techniques were far superior to other research methods because they assessed the deep-rooted motivations of consumers. Follow up studies have consistently confirmed and supported the validity of Haire's approach and this cemented their use in marketing research (Soley, 2009). This common usage of projective techniques in marketing and advertising communications research continues to this day. Projective Techniques can be classified in a number of ways based on mode of response provides for five types. These are: Association Techniques Association techniques ask participants to respond to a stimulus with whatever association first comes to their mind. For example they may be asked What type of car would an accountant usually drive?" This is an example of word association, which is the most common test in this category. It is a simple enabling device where respondents or research participants suggest words that they can associate, in some way, with something relevant to what is being researched. The weakness of word association tests is that they do not provide respondents with the

Comparison of Freud’s and Plato’s Aspects of Human Character Essay Example for Free

Comparison of Freud’s and Plato’s Aspects of Human Character Essay Aspects of human character have been discussed in a number of fields; inputs from the philosophical and political perspectives can be identified by how human character is in place with respect to the society whereas concepts from the psychological field can be observed to focus more on the individual and its relationship with his environment.   Such is demonstrated by Plato in his The Republic which can be seen to potentially contrast with Sigmund Freud in his discourse in Civilization and its Discontents.    Plato had apparently came up with literature describing a functional society according to certain controls needed in order to establish a civilization according to certain ideologies such as justice, authority, and the ideal state, among others.   Freud, on one hand, tackled a world that is already in existence and presented an analysis on life and reality. From this, when it comes to their respective discussions on the human character, Plato’s The Republic presented how human character should be while Freud discussed what human character is through instinctual drives.   Plato’s prescription for the Guardians, the social class tasked to rule the society, mentioned that their education should emphasize their â€Å"love for wisdom† and â€Å"high spirits†.   This characterization can be therefore compared with Freud’s discussion on Eros and Death; the comparison can thereby give way in identifying whether their references for the twin aspects of human character were the same or not. Plato’s â€Å"Love of Wisdom† and â€Å"High Spirits† Plato proposed the formation of a social class called the Guardians who would rule the society.   Given the great responsibility that is going to be vested in them, these Guardians are proposed to learn certain aspects that would make them an effective ruler and manager of the state.   In this case, it was brought up in the discussion in The Republic that [†¦] its our job, as it seems, to choose, if were able, which are the natures, and what kind they are, fit for guarding the city (Book II, 374e).   Hence, the discussion resulted to a description of the Guardians, as follows (Book II, 376c): Then the man whos going to be a fine and good guardian of the city for us will in his nature be philosophic, spirited, swift, and strong. The context in which they discussed the trait of â€Å"love of wisdom† (Book II, 376b) apparently referred to the philosophical leanings of the Guardian.   In addition, possessing the love of wisdom is also associated with having the â€Å"love of learning† (Book 2, 376b).   It can be gathered that â€Å"love† in this context is based on having the nature to pursuit a deep interest for knowledge thereby demonstrating how an individual can have the characteristic of an ideal ruler. In addition to the discussion on â€Å"love of wisdom†, possessing a high spirit or â€Å"spirited† is also seen as a significant characterization of a Guardian.   The characters initially discussed this aspect in the context of citing animal behavior, hence, demonstrating that the high spirits may initially come from the individual’s courageous nature.   What makes the human distinctive from the animals, as seen in the discussion, is how this ideal person also injects a sense of gentleness in this instinctive characteristic (Book II, 375c): Yet, they must be gentle to their own and cruel to enemies. If not, theyll not wait for others to destroy them, but theyll do it themselves beforehand. In this case, what they are looking for in a Guardian is someone who is â€Å"gentle and great-spirited† (Book II, 375c); the challenge, however, as noted in the dialogues, is how these two traits oppose each other. The concept of â€Å"love of wisdom† and â€Å"high spirits† in Plato’s work, in the context of Guardians’ characters, clearly show that they are discussing human characteristics that are admirable.   The twin aspects of human character, in this case, show how these two characteristics complement each other in which case, the ideal person for the function is some who is spirit and by nature, philosophical. Freud’s Eros and Death The context in which Freud discussed Eros and Death in Civilization and its Discontents is how these two instinctive forces, albeit opposing, work together in life.   As Freud discussed (66): That is to say, as well as Eros there was an instinct of death. The phenomena of life could be explained from the concurrent or mutually opposing action of these two instincts â€Å"[†¦] A more fruitful idea was that a portion of the instinct is diverted towards the external world and comes to light as an instinct of aggressiveness and destructiveness. In this way the instinct itself could be pressed into the service of Eros, in that the organism was destroying some other thing, whether animate or inanimate, instead of destroying its own self. Conversely, any restriction of this aggressiveness directed outwards would be bound to increase the self-destruction, which is in any case proceeding.† Although Freud noted that Death, which is also associated with destruction, and even Evil, may â€Å"name his adversary not what is holy and good, but Natures power to create, to multiply lifethat is, Eros† (68), he noted that Eros and Death can be â€Å"alloyed† with each other, thereby resulting to an integration which hides either purpose.   An example Freud cited is how this is evident in sadism in which destruction can also bring satisfaction, the very idea in itself brings a certain degree of enjoyment. Conclusion: Comparison Based on the above discussions, the contexts in which Plato and Freud discussed â€Å"love for wisdom† and â€Å"high spirits†, and Eros and Death can be regarded to be total opposites.   For Plato, how these human aspects function is for the purpose of greater good; the ideal nature of the individual in the form of the Guardians is meant to benefit the society which the Guardians are tasked to serve.   In this case, the intent to define these traits, which is the union of philosophy and spiritedness, is meant to put together an exceptional leader.   In Freud’s discussion, on one hand, presented a justification as to how two opposing ideas, Eros and Death, actually work, and how these are in fact a reality of human nature. Plato and Freud discussed human nature in different contexts: for Plato, the opposing twin aspects of human nature (â€Å"love of wisdom† and â€Å"high spirits†) can be reconciled and further enhanced through education, thereby resulting to an ideal functional leader for the ideal city.   Freud, on one hand, discussed how the opposing Eros and Death do exist in human nature and how this is exemplified by the presence of satisfaction in destruction; the integration of Eros and Death may not result to an ideal person, but this demonstrates the humanness of the individual. Apparently, the similarity ends there; the similarity can be seen in the seed of the argument which is how opposing ideas do work together as a part of human nature.   Both demonstrated how internal contradictions further contribute to human characteristics that lead to how people eventually function.   In this case, the premise of their discussion is the same yet the intent of the discussion is different.   For Plato, the marriage of â€Å"love of wisdom† and â€Å"high spiritedness† gives way to an ideal class in an ideal society whereas Freud’s â€Å"alloyed† Eros and Death benefits the destruction more because it is in the face of Eros that Death can hide. Upon a close reading of the texts, there is also a similarity of the premise in terms of these two works; Plato’s The Republic contains a series of discussions leading to the definition of an ideal state whereas Freud’s Civilization and Its Discontents showed how the individual can be in conflict with the society.   In addition, both agreed how the implementation of laws can establish control in a society basically manned by individuals with baser instincts; however, Plato pointed out how education can manage these instincts and how people can be formed into functional citizens while Freud mostly highlighted how individuals will be always governed by the pleasure principle.

Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History

Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was the way society was run, in a period in French history occurring before the French Revolution (1789 - 1799). France was ruled by an absolute monarchy (a system where the king was classed as divine - an infallible role) King Louis XVI and Marie Antoinette. The French society was separated into classes or Estates. The first Estate was the Clergy who were extremely rich. There were about 100,000 of these people. They had control over censorship of the press and of educational institutions Their wealth came from the Roman Catholic Church, which was made up of the upper and lower Estates. The upper, Bishops and Abbots who had the authority and the lower, Priests and Monks who had a modest income and had no say in church affairs. The Second Estate was the Aristocracy or Nobility, which was made up of about 400,000 people. They owned 20% of all the land in France and paid no taxes. They were very wealthy and enjoyed a carefree life. Their only grievance was the power that the First Estate held. The Second Estate were the men who held positions in the government. They were also exempt from taxes. The special concern of the Second Estate was to see that the King did not introduce tax reform. They wanted more political power to make sure events like this did not happen. While they denounced the monarchy's absolutism they wanted to set up their own form of it. The third and largest Estate was made up of the Bourgeoisie (educated and privileged middle class) and the Serfs (peasants). The King and the Aristocracy enjoyed parties, banquets and tax exemptions, while the Bourgeoisie and serfs had to pay heavy taxes. Many of the serfs died from starvation and the living suffered under enormous financial hardships. The Third Estate had no success in voting because of the differing opinions about the tax system between them and the Second Estate. The Third Estate despised the privileges of the Second Estate and hated the tax system, which involved only themselves, the majority, paying the heavy taxes. There was a huge need amongst the Third Estate, who represented the 'people' of France for tax reform. The Second Estate worsened this situation because they were determined not to give up their tax concessions. Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? :: European Europe History Revolution in France: Who Benefited Most From The Collapse Of The Ancien Regime? The Ancien Regime (French for Old Order) was the way society was run, in a period in French history occurring before the French Revolution (1789 - 1799). France was ruled by an absolute monarchy (a system where the king was classed as divine - an infallible role) King Louis XVI and Marie Antoinette. The French society was separated into classes or Estates. The first Estate was the Clergy who were extremely rich. There were about 100,000 of these people. They had control over censorship of the press and of educational institutions Their wealth came from the Roman Catholic Church, which was made up of the upper and lower Estates. The upper, Bishops and Abbots who had the authority and the lower, Priests and Monks who had a modest income and had no say in church affairs. The Second Estate was the Aristocracy or Nobility, which was made up of about 400,000 people. They owned 20% of all the land in France and paid no taxes. They were very wealthy and enjoyed a carefree life. Their only grievance was the power that the First Estate held. The Second Estate were the men who held positions in the government. They were also exempt from taxes. The special concern of the Second Estate was to see that the King did not introduce tax reform. They wanted more political power to make sure events like this did not happen. While they denounced the monarchy's absolutism they wanted to set up their own form of it. The third and largest Estate was made up of the Bourgeoisie (educated and privileged middle class) and the Serfs (peasants). The King and the Aristocracy enjoyed parties, banquets and tax exemptions, while the Bourgeoisie and serfs had to pay heavy taxes. Many of the serfs died from starvation and the living suffered under enormous financial hardships. The Third Estate had no success in voting because of the differing opinions about the tax system between them and the Second Estate. The Third Estate despised the privileges of the Second Estate and hated the tax system, which involved only themselves, the majority, paying the heavy taxes. There was a huge need amongst the Third Estate, who represented the 'people' of France for tax reform. The Second Estate worsened this situation because they were determined not to give up their tax concessions.

Cashless Society Essay

CONCEPT OF CASHLESS SOCIETY Today this world is heading towards industrialization,  privatization and globalization and the only thing which  plays an important role is strong capital. Globally the most dominant currency is GREEN BAG ($dollar) & everyone is headstrong to grab this. Now a days money is everything name, fame, power, desire, health and wealth. Let us halt here for a second and use our divine senses. Is that money really important for us to become a good soul With little stress on grey cells we find that thousands of year ago our ancestors did not use cash at all because their basic requirement was only food and shelter. Because of the cash, man becomes greedy, selfish,defiant,stubborn and notorious and he demolished his actual purpose of life. As man is a social animal so he has lots of responsibility towards society to make it free from evils like crime, cast ism, racism,  discrimination,women exploitation etc. So think about  a society in which no one has a cash(liquid asset) and  the survival is based on talent ,efficiency ,analytical ability and knowledge. YES†¦Ã¢â‚¬ ¦instead of cash ,man  exchange services to fulfill their requirement. The cashless society has multiple advantage such as reduced crime(no physical money in banks), increased competition purely based on skills ,labour and talent ,  convenience in payment between friends and most   importantly increase social interaction. For this we can have access to money via credit cards and mobile transactions and by using disruptive technology. A disruptive technology is the phenomenon occurring when two or more separate technologies converges unexpectedly to a new type of technology. If no physical money existed ,the social interaction would probably be different too.

Myths According to Joseph Campbell

Kevin Gerbier What is a myth? When one thinks of a myth perhaps one thinks about a story being told by the fire, or a dramatic tale about an invincible hero, or perhaps a cosmological occurrence that caused everything to be. Personally, when I think of the word myth, I think of the ancient Greeks or Romans with their many gods and goddesses; however, to most, the story being told by a myth is simply that, just a story.To most the term â€Å"myth† has been confused for a legend or folklore. The truth of the matter is however, that to religious scholars, a myth is more than just a story; a myth is how a society’s religion came to explain what seemed the inexplicable. With modern science booming and being capable of explaining the events that our ancestors could not, there has been a mix up on the term â€Å"myth† and on the function that it plays in the religious backbone.As a scientist, when I hear the word myth or that something is simply a myth, I understand tha t as being false or completely untrue; or, when people in south America are told the horrendous story of the â€Å"chupa cabra† that is simply disregarded as a â€Å"myth,† a folklore invented by someone who may have seen an animal they did not know and simply disguised it as a monster. The reality of the matter however, is that, scholarly, a myth is as true as anything else can be. This does not necessarily mean that when one hears the story of the great flood it literally means that god flooded the entire world.A myth can be based on historical facts or none at all; the facts are not what make a myth true but it is the story that inspired it and the content of it. A myth is simply a metaphorical poem telling a story that explains the human encounter with the unknown. This is where the religious aspect ties in with the scholarly view of myths. Every religion has it’s own story or â€Å"myth† on how the universe was created, how humans came to be, where l ife came from, and so on. These stories show a kind of relationship with the supernatural and the mortal beings.Myths began as stories that were told by word of mouth; eventually however, they began to be written and in a religion’s sacred writings. From these written down myths, the teachers or the wise from each religion can interpret the metaphorical story that has been passed down from older generations of that religion and enlighten those who follow it. The importance of myths is how it functions and plays a role in a particular religion and society. Joseph Campbell was a mythologist and a writer. He believed that myth was in fact non-fiction and that it played a great role in how it functioned with religion and beliefs.He wrote The Hero’s Journey where he outlined four major components that gave a function to myths. These were that, first myths produce a mystical function, myths also have a cosmological function, myths posses a sociological function, and finally myths have a psychological function according to joseph Campbell. The mystical function of myth is meant to keep the believer in awe and be able to experience first hand the power of the divine through the story. The stories are meant to engage the listener or reader so that they can relate to an extent beyond their comprehension.This function places the believer in a humble state when the realization of how miniscule they are compared to their â€Å"god. † The mystical function unites the believer with the â€Å"transcendent reality† to which they originated from. This function is meant to instill a sense of faith to that which cannot be directly seen but is felt when engaged in the story. The cosmological function of myth is one that can be seen less in our advanced society due to all the scientific research that has discredited many of the sacred texts’ stories on creation and many other subjects the divine.For example, the Christian myth about the Garden of Eden, Adam, Eve, and the forbidden tree could once have been seen as factually true. With modern science as an ally, we are no longer confined to that story as an explanation to our beginnings. The cosmological function however is meant to do just that, narrate a divine story that explains that which inexplicable at the time the story was created. The third function of myths is the sociological function; this function of myths can be trivial and sometimes twisted and turned for a select group’s own benefit.Not only do the metaphorical stories told in myth explain how the world functions or came to be per say, but also they leave teachings of social order and divine order. An example of this can be seen in the Bible where homosexuality is said to be an â€Å"abomination. † This type of lesson leads the believers in straying away from that sort of behavior because their god frowns upon it. The sociological function is also meant to build a better society by instilling a sense of morals, ethics, and customs upon the people.The problem with this type of function arises when zealots begin to use the rules and orders set in their sacred texts to their selfish needs and neglect the rest. The final function of myths is that they possess a psychological function and this may perhaps be the most important one of the set. This functions links the believer with him/herself and helps them with internal struggles they may have at some point by being able to relate to a â€Å"hero† in the mythological story.Such hero can be seen in the story of Lot found in the bible; Lot faced many hardships and struggles because god was testing his faith through them. Once his struggles were through and god saw that Lot did not lose faith in him, Lot was rewarded in multiple amounts to more than what he had before his hardships. This kind of story tells the believer that no matter what they might be going through they are being tested for a greater purpose. This is the type of self lesson that the psychological function of myths posses.The term â€Å"myth† is a term that is thrown around very loosely in our society to describe something that may be untrue or with a fictitious background. As discussed, the term is much more than that and has some truth to it. Stories in myths were told as metaphors and had truthful insights and lessons behind them. Myths serve a mystical, cosmological, social, and psychological function that allows believers to relate to the stories in a much different level. A divine level perhaps. Myths connect the believer to their divine entity, to the society they are living in, and to themselves.

Free Essays on Strickness

Strictness Can’t be out past eleven, can’t wear what you want to wear, can’t do your hair how you want, and can’t spend your money how you want. Welcome too only some of the rules that my overly strict parents have placed on me. What have I done to deserve this? Nothing. This is a problem that most teens and children face: overly strict parents. Even though my parents are overly strict, I know they are doing this for my own good. My parents have always been strict on my other siblings and me. As we got older it only got worse. When I was about 8-14 the war between my parents and me was not as bad. My brother and I had no problem being in by nine-o-clock (that was our curfew until we were in high school), mainly because our transportation was our parents, and they would pick us up from wherever we were. Our curfew wasn’t really ever a big deal with my brother and me. What caused the biggest fights was that we wanted to go to different places with our friends that our parents did not approve of. Our mom and dad would not let us go to a new friend’s house unless they have had a chance to speak with their parents. So if our parents did not have enough time to visit a new friend’s house we didn’t get to go there until they could. If that friend was having a birthday party or any other type of party we were not allowed to go until the home was â€Å"approved† by our parents. My brother and I would moan and groan for days until our parents would go and meet their parents. I remember one time that I had met a new friend that lived on the other side of the neighborhood from us. His name was Robert. The first day that my new friend Robert and I found out we lived so close to each other I decided to go to his house without asking my mom because I knew she wouldn’t approve until she and Robert’s mom could sit down to lunch together and get to know each other. Usually I got home from school and arrived at the bus stop at... Free Essays on Strickness Free Essays on Strickness Strictness Can’t be out past eleven, can’t wear what you want to wear, can’t do your hair how you want, and can’t spend your money how you want. Welcome too only some of the rules that my overly strict parents have placed on me. What have I done to deserve this? Nothing. This is a problem that most teens and children face: overly strict parents. Even though my parents are overly strict, I know they are doing this for my own good. My parents have always been strict on my other siblings and me. As we got older it only got worse. When I was about 8-14 the war between my parents and me was not as bad. My brother and I had no problem being in by nine-o-clock (that was our curfew until we were in high school), mainly because our transportation was our parents, and they would pick us up from wherever we were. Our curfew wasn’t really ever a big deal with my brother and me. What caused the biggest fights was that we wanted to go to different places with our friends that our parents did not approve of. Our mom and dad would not let us go to a new friend’s house unless they have had a chance to speak with their parents. So if our parents did not have enough time to visit a new friend’s house we didn’t get to go there until they could. If that friend was having a birthday party or any other type of party we were not allowed to go until the home was â€Å"approved† by our parents. My brother and I would moan and groan for days until our parents would go and meet their parents. I remember one time that I had met a new friend that lived on the other side of the neighborhood from us. His name was Robert. The first day that my new friend Robert and I found out we lived so close to each other I decided to go to his house without asking my mom because I knew she wouldn’t approve until she and Robert’s mom could sit down to lunch together and get to know each other. Usually I got home from school and arrived at the bus stop at...

Top 10 Ways to Get Into a Top College - Things Colleges Watch Out For

Top 10 Ways to Get Into a Top College - Things Colleges Watch Out For The 2010 survey of independent college consultants was released in June 2010 and highlights theâ€Å"Top Ten Strengths and Experiences Colleges Look for in High School Students.†Ã‚   The list changes every time it’s compiled, an event that occurs every few years.   Your grades, test scores, and the rigor of your high school curriculum still top the list.   But there are some changes from prior years. Guess what?   The importance of the application essay has moved up in the list    from #7 to #6 since the last survey!   Part of the reason for this is that many colleges have begun to make the SAT and ACT optional with â€Å"test optional† policies.   The admissions essay continues to be more important to private liberal arts colleges than it is at large state universities, so if you are targeting Ivy League and other top private schools, put some focused attention on the essay part of your application. It’s hard to write a good essay without good material.   Not surprisingly, factors #4 and #7-10 are all essay-related as well.   â€Å"Passionate involvement in a few activities, demonstrating leadership and initiative,† which ranks #4, gives you great essay material.   Ã¢â‚¬Å"Special talents or experiences† comes in at #7 and is also fodder for an outstanding essay, as is â€Å"demonstrated leadership in activities† (#8), a factor that showed up for the first time on the list this year. It is crystal clear from this list that schools are not looking for well-rounded students – they are looking for leaders.   It is much more important to get deeply involved in a few activities than to do a little of everything.   And you’ll have a lot more to write about in your college application essay if you take on leadership positions that require you to manage people, organize big projects and events, and grow as a person. Note that succeeding in these areas requires some planning ahead.   If you are not a harp player already by the time you are entering your senior year of high school, it is unlikely that you will become one.   If you haven’t been deeply involved in a student organization, it might be difficult to take on leadership suddenly.   It’s more important than ever to find your passion early and follow it. Finally, â€Å"demonstrated enthusiasm to attend† ranked #10 in the survey.   Take this factor under advisement as you write your college essay.   You would do well to write something about why you want to attend a particular school, especially if it’s your first or second choice.   Just make sure to send the correct essay to each school, mentioning the school you’re applying to and not another school!   Mixing this one up is a great way to get yourself into the â€Å"no† pile (and it happens all the time). Thankfully, you have a lot of guidance about how to get into the â€Å"yes† pile.   Determine where you will most stand out as an interesting candidate with leadership abilities, and write a great essay about it. For help on your college essay from The Essay Expert, contact us at info@TheEssayExpert.com or by phone at 608-467-0067 OR 717-390-6696. Category:College AdmissionsBy Brenda BernsteinAugust 5, 2010

Should Intelligent Design be taught in Public School Assignment

Should Intelligent Design be taught in Public School - Assignment Example Moreover, ID does not provide a basis whereby its claims can be tested. Since ID does not know how something works, it usually associates it with a higher power (Goodman, n.d). Therefore, if schools adopt ID as a science, then the children who are in schools today would not be adequately prepared to handle fields such as medicine or biology. There is a major controversy surrounding the teaching of ID in schools. For example, in 2005, a school in Pennsylvania was sued because it allowed its students to present ID as an alternative to creation as well as in explaining how life came to be. Research reveals that ID normally violates the rules of science that are centuries old. For example, ID invokes supernatural connection and it also attacks evolution negatively. As a result, ID has been entirely disproved by the scientific community (Ruse, 2012). In this perspective therefore, scientific experts argue that if ID is to be taught in schools, it should be taught in fields such as philosophy, religion and politics (Goodman, n.d). However, it should not be taught in any science course. This is because it would confuse the students especially regarding the various scientific concepts that are normally applied in biology and

Thermodynamics Essay Example | Topics and Well Written Essays - 2000 words - 1

Thermodynamics - Essay Example work (W) is made of electrical work (We,in), paddle-wheel work (Wpw,in), and boundary work (Wb) and for a piston – cylinder setup with insulation, ‘Q’ zeroes out (since there would be ‘no heat transfer’ between the system and its surroundings). Hot exhaust gases of an internal combustion engine are to be used to produce saturated water vapour at 2 MPa pressure. The exhaust gases enter the heat exchanger at 400ï‚ °C at a rate of 32 kg/min while water enters at 15ï‚ °C. The heat exchanger is not well insulated, and it is estimated that 10% of heat given up by the exhaust gases is lost to the surroundings. If the mass flow rate of the exhaust is 15 times that of water, determine: An air-conditioning system involves the mixing of cold air and warm outdoor air before the mixture is routed to the conditioned room in steady operation. Cold air enters the mixing chamber at 5ï‚ °C and 105 kPa at a rate of 1.25 m3/s while warm air enters at 34ï‚ °C and 105 kPa. The air leaves the room at 24ï‚ °C. The ratio of the mass flow rates of the hot to cold air streams is 1.6. Using variable specific heats,

Project1 Essay Example | Topics and Well Written Essays - 1250 words

Project1 - Essay Example The products are marketed as a total solution to different hair and scalp problems and thereby act as market leaders in scalp care. Over the years from 1961 to current, ‘Head and Shoulders’ have slowly evolved as one of the best shampoos to fight perennial problems like dandruff and hair fall and also other types of scalp problems. Products marketed under the Dandruff category are further divided into three types like shampoo, conditioner and 2-in-1 for both men and women customers. Shampoos and hair products of Head and Shoulders generate a wide array of benefits to customers like generating protection to damaged and broken hair and also in making hair thicker, stronger and moist in nature (Procter & Gamble, 2014). Procter and Gamble, the company that markets Head and Shoulders operates as a multinational company in the consumer goods segment. The company aims at producing branded products that contribute in enhancing the lives of consumers along different parts of the globe. Value additions are generated in terms of innovating different product offerings to meet the changing needs of the consumers from time to time and in retailing the right quality and quantity of products to the customers (Procter & Gamble, 2014). Procter and Gamble is well known in terms of the global brands created by the company along which are marketed by the company along different consumer segments spread along 180 different countries. Current estimates related to Procter and Gamble reflect that the company through its operation baaed along 23 different brands earns the potential of generating a total sales revenue of around $10 billion. Another set of 14 brands tend to generate a total sales of around $1billion in an annual fashion. The rate of market capitalization for Procter and Gamble is evaluated to be greater than the Gross Domestic Product of a number

A Letter Concerning the Tuition Fee Increase in the Campus Essay Example for Free

A Letter Concerning the Tuition Fee Increase in the Campus Essay This academic year in our school had been very exciting and full of learning for the students. The school had been efficient enough in providing us the quality education that students’ need in preparation of their future careers. However it had been a serious issue in the campus among us, students, the continued increase in our tuition and other fees.   Students see, that in order to escalate further the quality of education in our school, the school has to face strenuous modifications in technology, books, and other school facilities. However, there would always a need for students to be consulted first about the issue, because these matters would always concern us. Along with the increase in the tuition fee is the increase in all other fees. Why? First, if the school would not fight for a greater state subsidy, then the school had to pay for the bills, the salary as well as to the technology and materials it would employed. With this matter, the budget would come from the tuition of the students and everything else would be increased; Internet fee, laboratory fee, school paper, etc. Second, education is supposed to be a right and not just a privilege, but with the continued increase in the tuition fee, along with other miscellaneous fees in the campus, there had been an apparent decline in the enrollment rate compared to the previous years. This only shows that few students were able to access the right to education because of the increase. Hence, there is a significant relationship between tuition fee increase and to the limited access of students to education (Dalton 2006). A similar study from the Rand Corporation in 1995 indicated that for every 10percent increase in the tuition fee of the students, there would be a 1.97 percent in the enrollment of the focus of study. Third, the effect of tuition fee and other fee increases would be felt less by those of the middle class brackets. Most of the burden would be felt by those in the lower class; usually with among black and with ethnic backgrounds. Accordingly, majority of the students in most schools were usually coming from the lower bracket and they were the ones who were greatly affected. The school is the only way for these students to move to the next ladder in the society. The tendencies for these students are to dropout or to transfer to a cheaper school with low educational standards. Needless to say, the educational preparation that they got is not enough to equip them for a high paying job in the future. The tuition fee increase that the school implemented is a subtle permit for the state to less care for the educational welfare of its citizens. Students are wary of the fact, that because of the tuition fee increase, we have to burden ourselves with part time jobs more than double just to compensate for the shortage in budget. Students recognized that tuition fee increase in needed to uplift the educational quality in this school. However, it is too fast and too soon to implement. Students are not prepared yet; emotionally, physically and financially.   There was no consultation in the increase in fees. It had always been our right to know and the responsibility for this school to be transparent. The students carried the baggage of financial hardship just to beautify the school, but the education that we got before then was still the same as now. Except of course in slight innovations in the laboratory facilities and in technology, the same education system we got from the school. If tuition fee increase is really bound to happen, we wanted to be prepared for it. We wanted an apparent positive change in the learning that we got; of course it is not to say that we got no learning from this school, it is just that, the change in learning is just minimal. This school has been our battleground to combat poverty, to uplift our situations and to gain learning. If the school is to increase its tuition fee and other fees, we expect that it would also provide subsidy through scholarship, or other alternative solutions to augment our financial difficulties. As well as it is the responsibility of our parents to finance our education; it is also the responsibility of the state to provide to its people the right to education. But how could we get this if tour very right has now become a mere privilege. The sad fact is, not the privilege of the majority but of the few only.   If we are destined to suffer from the tuition fee and other fee increases, would it be right that we would also demand great changes in everything. Would the payment that we give, be enough for us to pose subordinate command over our instructors and over other employees; anyway, we paid for them. Students believe, that in this school, students of characters should be made and not just a mere passive, technologically dependent ones. We need support to develop our minds, which is the role of this school. But where would we go now if this school would deprive us of that need? We seek to be consulted first, we need data of its great benefits on us, and we need alternatives for the increase that is accessible for everybody and not only for the few. Sincerely, [Name of the Sender] [Position/Occupation] Works Cited Dalton, McGuinty. â€Å"Canandian Federation of students.† 8 March 2006 http://www.reducetuitionfees.ca/en/issue/watch_video_of_the_tuition_fee_increase_announcement

Free Slaughterhouse-Five Essays: Dresden :: Slaughterhouse-Five Essays

Slaughterhouse-Five Dresden The focal point of Kurt Vonnegut's Slaughterhouse-Five is the devastating fire-bombing of Dresden in World War II, an event which was experienced by the real-life Vonnegut as well as the fictional Billy Pilgrim. Through the novel, Vonnegut renders his account of an occurrence which is, in itself, indescribable. In order to tell this story to the world, Vonnegut uses Billy Pilgrim's Tralfamadorian experience as a window that allows the reader some relief from the horrors of war. According to the author, the war was a traumatic experience which is virtually impossible to describe. As Vonnegut says in the introduction, " . . .I thought, too, that it [the novel] would be a masterpiece or at least make me a lot of money, since the subject was so big . . .but not many words about Dresden came from my mind then"(Vonnegut 2). As a result of Vonnegut's involvement in the war, the accounts which are depicted in the novel create a realistic picture for the reader. Such accounts include Billy's trek to the actual slaughterhouse, and his stay there, which lasted for years. Vonnegut had this same experience. According to one source, "Sheltered in an underground meat storage locker, Vonnegut managed to survive a raid that devastated the city and killed an estimated 135,000 people-more than the number of deaths in the atomic bombings of Hiroshima and Nagasaki combined"(Boomhower 1). Also, all of the characters mentioned in the novel are based on actual people encountered by Vonnegut throughout the war. At the very beginning of the war the author states that all of this "happened, more or less. The war parts, anyway, are pretty much true . . .I've changed all of the names(Vonnegut 1)." Vonnegut makes clear that he, too, has experienced Billy's struggles. He does so by intruding into the accounts of the fictional Billy with his own personal thoughts. In one case Vonnegut states, " . . .it would make a good epitaph for Billy Pilgrim--and for me too"(121). Another such event occurs when Pilgrim travels "back to Dresden, but not in the present. He was going back there in 1945, two days after the city was destroyed. Now Billy and the rest were being marched into the ruins by their guards. I was there. O'Hare was there"(212). Billy escapes from the nightmares and realities of his earthly life on the planet Tralfamadore.

Methods of intervention Essay

Any form of restraint, for example leg or wrist restraints, should only be introduced after a multidisciplinary assessment, which includes consultation with service users their families and advocates. If used, they should be selected carefully to impose the least restriction of movement required to prevent harm while attempts should continue to be made to achieve the desired outcomes with less restrictive interventions. Carers who have received specific training in their usage should only use such devices. The rational for using any devices and the circumstances in which they may be used must be clearly recorded within an individual’s care plan/ Positive Handling Plan. The Scottish Social Services Council have their own codes of practice for social service workers and employees. A quote from their handbook states; â€Å"Social Service workers must: Respect the rights of service users, whilst seeking to ensure that their behaviour does not harm themselves or others† This is following a pattern from the previous values and standards mentioned, which stated clients can only really go so far, before a method of intervention has to be used. In the mid nineties, a form of intervention was introduced in Scotland, which is now widely practiced in the care industry. C.A.L.M (Crisis and Aggression Limitation Management) Various systems use a prone position in which to restrain. This can be face up, or face down. In this country, the face down position is usually used. In the case of CALM the prone restraint is only one of a hierarchy of responses. There has been growing anxiety about the use of prone restraint. It has been associated with deaths due to positional asphyxia, although other positions also have this risk associated with them. In the US, some states have banned face down prone restraint; others have banned face up prone restraint. It is a method, which can compromise the dignity of both young person and staff. However, there is anxiety in some quarters that the removal of prone restraint may make methods  less effective. CALM Training Services are considering removing the prone restraint from their system. Certain methods of physical restraint include techniques, which include the deliberate use of pain to ensure compliance – CALM does not. CALM is a training package which covers the management of difficult behaviour, and which contains, as one of its components, strategies for physical intervention, including physical restraint. In addition, when staff have been trained by CALM Training Services, they are then assessed as to how competently they can carry out the physical elements, and thereafter, if they reach an acceptable standard, they receive accreditation, which has to be updated annually. CALM is now the method of choice of a significant number of employers in Scotland and beyond, and is used in child care services, learning disability services, and mental health services.  ·Physical restraint devices–such as safety vests and jackets, lap and wheelchair belts, and fabric body holders–may be beneficial to patients and their caregivers when used properly in settings ranging from nursing homes and hospitals to private homes.  ·Used properly, restraints have many benefits for patients and caregivers in both institutions and homes. Restraints may help protect the elderly from falls, which could result in injury or even death. If absolutely necessary, restraints also can help make medical treatment easier if a patient is temporarily uncooperative or highly agitated. If a patient is dangerous, restraints can protect other patients and staff from possible harm. Some patients feel safer and more secure, and need not worry about falling, if they use physical restraints. The method of restraining can be beneficial for many clients, depending on state of mind/health and situation at present time. A warning though; putting a restraint on certain patients may actually worsen their condition. For example, a chronically agitated patient may become more agitated with a restraint.

Oppositional Defiant Disorder

Oppositional Defiant Disorder: Case Study and Research Samaritan L. Carlo Suffolk County Community College SYS 213, Exceptional Child Able Keller is an English-speaking and physically healthy four-year-old boy. He lives with his mother and eighteen-year-old sister, and attends preschool during the week. Babel's mother works seven days a week and he is supervised on the weekends by a nanny. His current nanny began working for the family fairly recently; the two nannies prior to her both worked for less than two months before quitting.Babel's parents have been divorced for two years. His mother is his primary care-giver and is father sees him infrequently. Lately, Babel's mother and preschool teacher have been unable to cope with his disruptive and distressing behaviors. Babel's teacher estimates that his disruptive behaviors began at the beginning of the school year, which was approximately eight months ago; his mother says that the behaviors began roughly one year ago and have been i ncreasing in severity and frequency since then.Babel's sister has also voiced concerns regarding her brother's spiteful actions towards her due to the strain his recent behaviors have put on their relationship (PAP, 2013). Babel's mother reports that Able cannot go more than two days without becoming extremely irritated with necessary daily tasks. Once, Babel's mother requested that he go wash his hands before dinner. Able became irrationally frustrated, blatantly refused to wash his hands, and began lashing out in a manner which she describes as â€Å"one of his tantrums. Babel's mother also describes an instance in which their last nanny was on the receiving end of Babel's disruptive behavior. The nanny took away Babel's toy at his refusal to brush his teeth and get ready for bed, and later found her toothbrush in the toilet boil. After further acts of blatant defiance by Able, the nanny resigned and Babel's mother was forced to find a new nanny. Able exhibited a similar behavior towards his sister when she asked him if he could grab her a pencil for her homework. Able was instantly irritated at this request and yelled â€Å"Don't tell me what to do! He then proceeded to rip up her homework and run to his room. According to his mother, destruction of property in such an aggressive manner has been very infrequent in Babel's behavior. However, his spitefulness resulted in the loss of a nanny and his sister's increasing emotional sisters that her â€Å"sweet baby brother† has taken on such a resentful attitude towards her (PAP, 2013). Babel's preschool teacher told his mother that his behavior will no longer be tolerated and recommended that he be assessed. His teacher explains his behaviors in class as â€Å"defiant and disruptive. Almost daily, he actively ignores class rules, such as not talking during reading time, and becomes even more defiant when his violations are addressed by the teacher. His teacher has paused class multiple times to stop hi m from distracting either the whole class or individual students. She ports that the most troublesome aspects of Babel's behavior are the frequency of the disruptions and his responses to being reprimanded. Once, when a classmate went to the teacher after Able ignored her plea that he stop poking her arm, Able became outwardly more motivated to continue poking her relentlessly.When his teacher explained why his behavior is unacceptable, Able accused the classmate that he had been poking of initiating the incident and provoking him by being â€Å"annoying. † Babel's teacher reports that he has yet to accept blame or responsibility for any of his misdoings and that he is often ostracizes by his peers. Classmates have called him â€Å"annoying† and † a tattle-tale. † Teachers discourage this taunting behavior, but the discrimination has led to further emotional distress within Able which has been exhibited by more frequent moods of frustration and irritability at home (PAP, 2013).Babel's behavior has been extremely distressing at home and in school over a duration of at least eight months, but has not presented a problem elsewhere thus far. His teacher has felt stress due to her inability to get him to obey rules, a lack of time to address his disruptions, and phone calls from parents whose children claim to have en harassed in some way by Able. His sister has become distraught over his behavior and his mother has been put under enormous pressure to maintain a trustworthy and reliable nanny.Due to the duration of his irritable, defiant, and occasionally vindictive behaviors, which have occurred at home and at school, have had negative consequences in his academic, social, and emotional functioning, and have caused distress for several people in his life, Able has been diagnosed with Oppositional Defiant Disorder of a moderate severity. Babel's defiant, argumentative, ND vindictive symptoms put him at risk for developing Conduct Disorder, and his increasing emotional distress due to peer issues at school increases his risk of developing an emotional disorder (PAP, 2013).Recent research of oppositional defiant disorder (ODD) is characterized by the emergence of two themes: developmental precursors to the disorder and the dimension of irritability. The study of precursors to ODD are discussed by Tinfoil and Malta (2013) in their research study which examines the relations between interpretative understanding, moral emotional attribution, and sympathy with the ability to predict ODD symptoms.Burke, Babylon, Rowe, Duke, Steep, Hippies, and Walden (2014) discuss varying dimensionality models of ODD, the identification of irritability by certain symptoms, and the implications of the results for further research on ODD. Tinfoil and Malta (2013) suggest that the limited success of current ODD treatments may be attributed to the lack of empirical research on the disorder's developmental antecedents. Their research responds t o this insufficiency by assessing supposed key components in the genesis of antisocial behaviors: social-cognitive development and moral emotions (Tinfoil & Malt', 2013).The study analyzes a sample of 128 four- and eight-year-old children with ODD and investigates the links between the symptoms of ODD and interpretative understanding, or theory of mind skills, in children (Tinfoil & Malt', 2013). The research of Tinfoil and Malta (2013) also analyzes ODD symptoms in relation to sympathy and moral emotion attribution (MEA), and examines the mediating role that each of these may have on each others' development. The participants of the study include 128 English-speaking children and one caregiver each parent assessments (Tinfoil & Malta, 2013).The only exclusion criterion is a hill with autism spectrum disorder, and the ethnicities of the participants vary (Tinfoil & Malt', 2013). Symptoms of ODD in the children are rated by caregivers using ADSM-oriented scales, interpretive understa nding ratings are obtained by professionals using the Landed and Chandler's puppet activity, sympathy is measured by caregiver and child self-reports, and MEA is evaluated using each child's negative or positive responses to the presentation of hypothetical vignettes of varying lapses in morality (Tinfoil & Malt', 2013).The procedure of the research study involved each child and their caregiver attending one session at the research ABA, the parent providing written consent and the child providing oral agreement, and the child being interviewed for a duration of approximately forty-five minutes by psychology undergraduate students (Tinfoil & Malta, 2013). The caregiver for each child filled out the symptom questionnaires outside of the interview room during the process (Tinfoil & Malta, 2013). Tinfoil and Malta (2013) find that interpretive understanding, sympathy, and MEA all influence ODD symptoms.Ratings of child sympathy by the caregivers play a mediating role on the effect of in terpretive understanding on ODD symptoms, and MEA strength significantly influences interpretative understanding in the domain of rule violation (Tinfoil & Malt', 2013). The research of Tinfoil and Malta (2013) indicates the necessity of further research on social-cognitive and affective-moral factors that could potentially precede ODD and help with early prediction, and highlights a possible origin of the rule-violating behavior so prevalent in Babel's case as a deficit in MEA.Recent research on ODD also focuses on the importance of irritability and on reaching a consensus regarding which symptoms best identify irritability (Burke et al. , 2014). Burke et al. (2014) introduces the study by explaining how existing data purports that symptoms of ODD represent a unidirectional assembly and are distinct from those of other disorders. Recently, studies have found conflicting evidence regarding the dimensions ODD symptoms are categorized by, which questions the reliability of assessment using the existing ODD model (Burke et al. 2014). Also, inconsistencies exist concerning which symptoms of ODD comprise which dimensions (Burke et al. , 2014). Burke et al. (2014) suggests that a factor model of the disorder may help solve these conflicts surrounding the concept of diagnostic irritability. The study tests single and multi- dimensional models of ODD including factor and competing models, analyzes various elements of measurement within symptoms, and aims to identify the extent to which specific dimensions relate to each other and general ODD symptoms (Burke et al. 2014). The study also attempts to determine if there is a distinguishing dimension of irritability within ODD, if one model of ODD is superior to all other models, and if there is an additional general dimension of ODD (Burke et al. , 2014). ODD symptom data of five community samples of five- to eighteen-year-old boys and arils is evaluated by Burke et. Al (2014) using assorted measurement scales and care- g iver reports.Methods of assessing symptom presence, frequency, and severity are the Revised Diagnostic Interview Schedule for Children, Parent Version, Child Symptom Inventory-4, Child and Adolescent Psychopathology Scale, Developmental and Well-Being Assessment, and Emory Diagnostic Rating Scale (Burke et al. , 2014). The data is analyzed using five models of ODD dimensionality and two models of irritability, which identify irritability as either touchy, angry, and spiteful, or touchy, angry, and frequent loss of temper (Burke et al. 2014). Burke el al. (2014) concludes that the best model for symptoms of ODD is a general factor model in which irritability and oppositional behavior factors exist alongside a general ODD factor, and in which irritability and oppositional behaviors significantly correlate with each other (Burke et al. , 2014). This model is consistently better across multiple samples and is made up of eight general ODD items, each correlated with either an irritabilit y or an oppositional behavioral dimension (Burke et. Al, 2014).The irritability mission includes temper, touchiness, and anger; the oppositional behavior dimension includes argumentativeness, defiance, annoyance, balefulness, and spitefulness (Burke et. Al, 2014). Burke et. Al (2014) also finds that irritability is most accurately characterized by touchiness, anger, and temper loss. The implications of the results are the emergence of strong evidence for a multidimensionality within ODD, and support for an identification of irritability characterized by loss of temper, touchiness, and anger (Burke et al. , 2014).Although the research is unable to answer attention questions regarding the existence of a third dimension, the initial questions are addressed concerning the underlying structure of symptom dimensions and provide evidence for a superior set of characteristics of irritability (Burke et al. , 2014). Lastly, Burke et al. (2014) addresses that possible limitations in the study were due to the variability of the questionnaires, the variability of the scaling systems, and the different research structure for boys and girls in the samples. References American Psychiatric Association. (2013).Section II: Disruptive, impulse-control, and induct disorders. Diagnostic and statistical manual of mental disorders (5th De. ). New York: PAP Press. Burke, J. D. , Babylon, K. , Rowe, R. , Duke, E. , Steep, S. D. , Hippies, A. E. , & Walden, l. D. (2014). Identifying the irritability dimension of ODD: Application of a modified factor model across five large community samples of children. Journal of Abnormal Psychology, 1-11. Tinfoil, M. & Malt', T. (2013). Interpretive understanding, sympathy, and moral emotion attribution in oppositional defiant disorder symptomatically. Child Psychiatry & Human Development, 44, 633-645.