Thursday, August 27, 2020
There are various schools of musings to clarify why the transformation began, however out of the considerable number of schools concur the most with the Imperial School. The Imperial School is the consequence of the conflict of two realms, the British and the Americans, with various perspectives. The British needed to have power over the Americans while the Americans needed to be autonomous from the British, a free country. This conflict in perspectives brought about insurgency which later outcomes in Americas autonomy and change in the public eye. Americans were guided by the British having similar convictions and doing what hello were told.Shortly, this would all change when the administration began to make acts. These demonstrations Were passed because of the obligation (140 million pounds) Of the Seven Years War. In Britain charges were normal and were in any event, getting raised at the same time, for Americans it was new to have such an incredible concept as assessments to help the legislature financially. We will compose a custom article test on The American Revolution-Whose Revolution Was It? or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Everything began with the Sugar Act in 1764, it expanded the obligation on sugar being imported from the West Indies. The settler didnt favor of this demonstration and began to dissent and accordingly the assessment began to lower, later it ceased to exist. Dissent didnt stop just there however proposed once the Quartering Act turned out in 1765.This caused pilgrim to give food to British soldiers. While making this new demonstration they began to uphold another assessment called the stamp charge. This duty was not for the obligation, however to help the new military power. The assessment was for every authoritative record to be stepped which guaranteed that the duty was paid. Once more, the Americans started to dissent yet this time they made a move. They accumulated in congregations and wouldn't do as the Quartering Act requested and casted a ballot they would just give just 50% of the materials they were requested to provide for the soldiers. This refusal to do as they were told later came known as Greenville aggression.The British, seeing as the settler were assuming responsibility for the state, started to have office of the chief naval officer courts, the jury was not permitted in court. This implied you were at that point liable and needed to substantiate yourself honest rather than it being the opposite way around, blameless until demonstrated blameworthy. Despite the fact that numerous British idea this would prevent the Americans from revolting, it didn't; Americans proceeded and shouting out, No imposing taxes without any political benefit. These gatherings of Americans that battled for their privilege later name to be known as the Sons and Daughters of Liberty. Americans began to utilize their insight and pondered having their own rights.They started to consider universal solidarity. After some time, the demonstrations were no more however then the Parliament needed to authorize the charges once more. They needed to nullify the Stamp Act yet didnt. Rather they did the Townsend Act, to import obligation on glass, white lead, paper and tea. This was far more regrettable than the Stamp Act since it paid expenses materials that the pilgrim utilized on a day by day. This brought about the Boston Massacre. On March 5, 1 770, pilgrim walked to ten redcoats and toss snowballs. This honest battle finished with firearm fire and demise, eleven were either executed or injured. The British were the ones who began the upset. After the Seven Year War the British started to implement all sort of assessments to take care of the obligation however rather lost a state. The American Revolution was the Americans upheaval since it was their battle to get their privileges. After the expenses were passed, individuals assembled to record their privileges however the ruler overlooked it. They enticed the Americans to revolt. The British needed to have such a great amount of authority over the Americas it turned crazy. They ought to have had some sympathy towards the Americans however didn't on the grounds that the British just considered the to be as a gold mine. They never went to the provinces until the obligation tagged along; they at that point got inspired by the settlements. The Americans being new to the duties wasnt even taken in thought, it was just implemented on the Americans. In the wake of seeing the response of the Americans towards the Sugar Act and the Stamp Act they ought to have quit upholding charges on the Americans. Be that as it may, rather the Parliament simply kept upholding charges and got the Americans tired. Giving them this weight made them consider having their own activity. They all sat, recorded their privileges and still they kept constraining the Americans.Thomas Paine put some sense into the Americans, letting them know: If they are such a major nation for what reason would they say they are being overwhelmed by such a little nation? This appeared well and good in light of the fact that the Americans knew how government could maltreatment of their capacity, what their privileges really were and how to run the ir own nation. Subsequent to deduction so barely Americans started to rebel against the British which brought about triumph. The Treaty of Paris of 1 783 made the Americans liberated from the British. The British kept Canada while the Americans got all their region they had won from the Seven Years War.
Saturday, August 22, 2020
30 Words Inspired by 29 People and An Elephant 30 Words Inspired by 29 People and An Elephant 30 Words Inspired by 29 People and An Elephant By Maeve Maddox A great many English words might be classed as eponyms, words got from appropriate names. Numerous eponyms get from purposeful decisions to call an item, development, or logical revelation after the individual most firmly connected with it, for instance: macadam, guillotine, purification. Some of the time logical terms are begat to respect a celebrated individual or a companion, for instance, watt, ohm, and dahlia. Different eponyms get from characters in fiction, folklore, or topographical areas, for instance rambo, bisexual, long distance race. Eponyms I find particularly intriguing are those that get not from a purposeful naming procedure, yet from unmistakable relationship with explicit people. Here are 30 eponyms that owe their reality to somethingphysical highlights, way of dress, composing style, calling, or behaviorassociated with explicit individuals (and one elephant). The People 1. bowdlerize [bÃ¥ dlÃ©â¢-rÃ¤ «z, boud-] evacuate explicitly hostile words or entries from a composed work before distributing it. From Thomas Bowdler (1754-1825) who distributed a release of Shakespeare that forgot about such things as the watchman scene in Macbeth. As outrageous as the thought may appear to be currently, it was a help to ladies who had recently been hindered from perusing the plays by their folks, spouses, or fear of social dissatisfaction. 2. blacklist [boikÃ¥ t] decline to work with somebody. From Charles C. Blacklist (1832-1897), the Irish land specialist for a non-attendant landowner. Blacklist would not adjust to land changes bolstered by the Irish Land League. The League acted against Boycott by forestalling his entrance to stores, postal assistance and other monetary necessities. Boycotting is a significant device in battles of detached protection from uncalled for social conditions. 3. cardigan [krdÃ¤ -gÃ©â¢n] style of sweater that opens at the front. From James Thomas Brudenell, seventh Earl of Cardigan who is said to have worn a weaved petticoat to keep warm on crusade. He was one of the officers in the field upon the arrival of the deadly Charge of the Light Brigade in the Crimean War. 4. casanova [kÃ¤Æ'sÃ©â¢-nÃ¥ vÃ©â¢] This is one of those numerous doublespeaks for a man who goes after ladies. One definition is a man courageously mindful to ladies. Others are wanton man, or swinger. From Giacomo Jacopo Girolamo Casanova de Seignalt (1725-98), an Italian swashbuckler who composed a journal in which he boasted about his successes. 5. hawkishness [shÃ¥ vÃ©â¢-nÃ¤ zÃ©â¢m] over the top nationalism or an exceptional confidence in the prevalence of ones own sexual orientation, gathering, or kind. From Nicholas Chauvin, a fighter in Napoleons Army who was a by-word for obstinate dependability to Napoleons Empire long after Napoleons rout. Male bullheadedness is the conviction that men are innately better than ladies and along these lines reserve the option to set the guidelines for adequate female conduct. The descriptive word is high and mighty. 6. C-segment (shortening of Caesarian Section) clinical technique in which a youngster is conveyed by being cut from the moms belly. Convention follows the word to the conviction that Roman Dictator Julius Caesar was so conceived. Nonetheless, Roman specialists played out the system to spare a youngster when the mother passed on before finishing conveyance. Julius Caesars mother, Aurelia Cotta, lived to bring up her fantastic little girl. The word Caesarian for the clinical methodology may have more to do with the family name Caesar than with Aurelias child. Caesar originates from Latin caesus, past participle of caedere, to cut. 7. manipulating [jÃ¤â¢rÃ¤- mÃ¤Æ'ndÃ©â¢r, gÃ¤â¢r-] practice of isolating democratic locale to give uncalled for preferred position to one gathering. From Massachusetts representative Elbridge Gerry (1744-1814). The state of one of the democratic regions proposed the body of a lizard, inciting a staff member at the Boston Gazette to coin the word Gerrymander. 8. leotard [lÃ¤Ã©â¢-trd] tights worn for moving. From Jules LÃ£ ©otard (around 1839-1870), French aerobatic entertainer who was the motivation for the 1867 tune The Daring Young Man on the Flying Trapeze. 9. luddite [lÃ¥ dÃ¤ «t] rival of mechanical advancement. From Ned Ludd, an English worker who should have demolished weaving hardware around 1779. Later on (1811-1816) a band of weavers calling themselves Luddites obliterated apparatus in the Midlands and northern England. 10. lynch [lÃ¤ nch] Originally lynching implied any sort of offhand equity, mainly whipping. Presently it intends to balance somebody in a horde craze without a preliminary. From William Lynch, the creator of Lynchs Law. The law was a concurrence with the Virginia General Assembly in 1782 that permitted Lynch to catch and rebuff crooks in Pittsylvania County without preliminary. The province needed authority courts. 11. ambitious [mÃ¤Æ'kÃ¤- Ãâ¢-vÃ¤â¢lÃ¤- Ãâ¢n] portrayed by practicality, personal circumstance, and duplicity. From NiccolÃ£ ² Machiavelli (1469-1527), Italian political scholar who composed The Prince (1513). In it Machiavelli contends that the best route for men and governments to accomplish and keep up power is to act regardless of good contemplations. 12. Mae West [mÃ¤ wÃ¤â¢st] a sort of inflatable life coat. Named for curvaceous U.S. film star Mae West (1892-1980). 13. marcel [mr-sÃ¤â¢l] a hairdo portrayed by profound customary waves made by a warmed hair curling accessory. Named for Francois Marcel, nineteenth century French beautician who designed the procedure in 1872. Can be utilized as an action word. 14. martinet [mrtn-Ãâ¢t] a military official who requests exacting acquiescence to guidelines; by expansion, any individual who requests total adherence to structures and rules. Authored from the name of Col. Jean Martinet, a French drillmaster during the rule of Louis XIV (1643-1715). 15. masochism [mÃ¤Æ'sÃ©â¢-kÃ¤ zÃ©â¢m] sexual joy in being harmed or manhandled. Authored in 1883 by German nervous system specialist Richard von Krafft-Ebing (1840-1902), from the name of Leopold von Sacher-Masoch (1836-95). Sacher-Masoch was an Austrian writer who composed Venus in Furs, a novella about a man who appreciates agreeable associations with barbarous ladies. The modifier is masochistic. 16. McCarthyism [mÃ©â¢-krthÃ¤- Ã zÃ©â¢m] the act of blaming individuals for political traitorousness without proof; the utilization of out of line examination strategies to smother resistance. From U. S. Congressperson Joe McCarthy (1908-1957). Writer Arthur Miller allegorized McCarthy and his techniques in The Crucible, a dramatization about the 1692 witch chase and hangings in Salem, Massachusetts. 17. mirandize [mÃ©â¢-rÃ¤Æ'ndÃ¤ «z] to peruse the lawful rights to a suspect captured on a criminal accusation. From Ernesto A. Miranda (1941-1976), a worker whose conviction on hijacking, assault, and outfitted theft was toppled in light of the fact that capturing officials had neglected to illuminate him regarding his lawful rights. Heres the remainder of the story: Ernesto Miranda was retried after his conviction was toppled by the Supreme Court. In his subsequent preliminary, his admission was not introduced. All things considered, he was again indicted for seizing and assault dependent on other proof. He served eleven years in jail before being paroled in 1972. After his discharge from jail, he brought in cash by selling Miranda rights cards with his mark on them. In 1976, at 34 years old, he was cut to death in a bar brawl. The man associated with executing him summoned his Miranda rights and would not converse with police. He was discharged and never accused of Mirandas murder. Imprint Eiglarsh 18. Oscar statuette granted for greatness in movie acting, coordinating, and so on., given every year since, 1928 by the Academy of Motion Picture Arts and Sciences. The name Oscar was first applied to the statuette in 1936. The story is that Margaret Herrick, the Academys custodian, responded to her first gander at the statuette with the comment: He helps me to remember my Uncle Oscar. Her uncle was Oscar Pierce, U.S. wheat rancher and natural product cultivator. 19. pompadour [pÃ¥ mpÃ©â¢-dÃ£'r, - dÃ¥ r] hairdo in which the front of the hair is cleared up and in a huge roll. Named for Jeanne Antoinette Poisson, Marquise de Pompadour (1721-1764) courtesan of Louis XV. A manly form of the pompadour brushes the hair up from the temple. 20. Ponzi plot [pÃ¥ nzÃ¤] a speculation trick by which early financial specialists are paid off from the commitments of later ones. Named for Charles Ponzi, who executed such a trick from 1919 to 1920. The name Ponzi might be obscured by that of Madoff to depict such a plan. Ponzis plot got just two or three million dollars. Bernard Madoff took $50 billion from his financial specialists over a time of a very long while. 21. quisling [kwÃ¤ zlÃ¤ ng] backstabber; turncoat; adversary associate. From Vidkun Quisling (1887-1945) a Norwegian lawmaker who headed a manikin government for the Nazis during the World War II control of Norway. 22. raglan [rÃ¤Æ'glÃ©â¢n] having or being a sleeve that stretches out in one piece to the neck area of the article of clothing, with inclined creases from the armhole to the neck. Named for Fitzroy James Henry Somerset, first Baron Raglan who was short an arm. The uncommon sort of sleeve made his coat fit better. Typically found in the expression raglan sleeve. 23. Reaganomics the monetary arrangements of expense cutting and shortfall spending. Named for Ronald Reagan, U.S. President from 1981 to 1989. 24. rubenesque [rÃ¥ «bÃ©â¢-nÃ¤â¢sk] stout or plump and attractive. From Flemish painter Sir Peter Paul Rubens (1577-1640) whose works of art favor that specific female body type. 25. twistedness [sÃ¤ dÃ¤ zÃ©â¢m, sÃ¤Æ'dÃ¤ z-] love of remorselessness. From Count Donatien A.F. de Sade (1740-1815), a.k.a. the Marquis de Sade. He composed books that, as indicated by the Wikipedia article, investigated such disputable subjects as assault, inhumanity and necrophilia. He was a defender of outrageous f
Friday, August 21, 2020
Blog Archive B-School Chart of the Week The Class of 2015 Employment Placement by Industry Around this time of the year, business schools release employment placement information for the most recent graduating class. While we wait for all the top-ranked schools to publish their Class of 2016 employment statistics, letâs take a final look at the Class of 2015. We at mbaMission examined the placement reports of 16 top-ranked schoolsâ"including the Wharton School of the University of Pennsylvania, Columbia Business School, Harvard Business School, and the Stanford Graduate School of Businessâ"to discover which industries attracted the most newly minted MBAs last year. Consulting and finance together claimed more than half of all graduates, with 28.1% leaning toward consulting and 25.8% toward finance. Meanwhile, 18.9% accepted positions in technology, while 8.1% chose the consumer packaged goods and retail industries. Health care, biotechnology, and pharmaceuticals attracted 5.0% of graduates, and such industries as manufacturing, government and nonprofit, and media and entertainment were the choice for smaller percentages of the class (3.4%, 2.6%, and 2.6%, respectively). Did industry preferences change with the Class of 2016? We shall find out soonâ¦ Share ThisTweet B-School Charts
Monday, May 25, 2020
Those Who Exalt Themselves: The Pride of Hektor I. Introduction While pride is a vice that is often frowned upon in modern cultures, it occupied a vastly different place in ancient Greek culture. Indeed, it was often inextricably tied to their concept of glory and heroism. Be as that may, Homer, in The Iliad of Homer, despite it being one of the most well-known pieces of ancient Greek literature, portrays pride in a more negative light than was the norm of his time. Pride in the Iliad most often causes much destruction and ends up being the downfall of many key characters, including Achilleus and Agamemnon. When the pride of Agamemnon is such that he misappropriates one of AchilleusÃ¢â¬â¢s war-won concubines, which ignites AchilleusÃ¢â¬â¢s pride to the point of refusing to fight in the war, they nearly singlehandedly hand over the victory to the Trojans. Given that these two eventually reconcile, however much they personify pride, it is Hektor whose hubris ultimately brings about his downfall. Homer uses HektorÃ¢â¬â¢s storyline to exemplify the dangers of excessive pride and warn against allowing it to govern your actions. In his pursuit of pride and glory, Hektor shames himself by bringing about the deaths of his men and is killed after realizing his mistakes and seeking to restore his honor. It is only when Priam abandons his pride and humbles himself that HektorÃ¢â¬â¢s storyline is resolved. II. Opposition Greek culture heavily stressed the importance of material goods as a status symbol. In
Thursday, May 14, 2020
Self-concept is our personal knowledge of who we are, encompassing all of our thoughts and feelings about ourselves physically, personally, and socially. Self-concept also includes our knowledge of how we behave, our capabilities, and our individual characteristics. Our self-concept develops most rapidly during early childhood and adolescence, but self-concept continues to form and change over time as we learn more about ourselves. Key Takeaways Self-concept is an individuals knowledge of who he or she is.According to Carl Rogers, self-concept has three components: self-image, self-esteem, and the ideal self.Self-concept is active, dynamic, and malleable. It can be influenced by social situations and even ones own motivation for seeking self-knowledge. Defining Self-Concept Social psychologist Roy Baumeister says that self-concept should be understood as a knowledge structure. People pay attention to themselves, noticing both their internal states and responses and their external behavior. Through such self-awareness, people collect information about themselves. Self-concept is built from this information and continues to develop as people expand their ideas about who they are. Early research on self-concept suffered from the idea that self-concept is a single, stable, unitary conception of the self. More recently, however, scholars have recognized it as a dynamic, active structure that is impacted by both the individualÃ¢â¬â¢s motivations and the social situation. Ã Carl RogersÃ¢â¬â¢ Components of Self-Concept Carl Rogers, one of the founders of humanistic psychology, suggested that self-concept includes three components: Self-Image Self image is the way we see ourselves. Self-image includes what we know about ourselves physically (e.g. brown hair, blue eyes, tall), our social roles (e.g. wife, brother, gardener), and our personality traits (e.g. outgoing, serious, kind). Self-image doesnÃ¢â¬â¢t always match reality. Some individuals hold an inflated perception of one or more of their characteristics. These inflated perceptions may be positive or negative, and an individual may have a more positive view of certain aspects of the self and a more negative view of others. Self-Esteem Self-esteem is the value we place upon ourselves. Individual levels of self-esteem are dependent on the way we evaluate ourselves. Those evaluations incorporate our personal comparisons to others as well as othersÃ¢â¬â¢ responses to us. When we compare ourselves to others and find that we are better at something than others and/or that people respond favorably to what we do, our self-esteem in that area grows. On the other hand, when we compare ourselves to others and find weÃ¢â¬â¢re not as successful in a given area and/or people respond negatively to what we do, our self-esteem decreases. We can have high self-esteem in some areas (I am a good student) while simultaneously having negative self-esteem in others (I am not well-liked). Ideal Self The ideal self is the self we would like to be. ThereÃ¢â¬â¢s often a difference between oneÃ¢â¬â¢s self-image and ones ideal self. This incongruity can negatively impact oneÃ¢â¬â¢s self-esteem. According to Carl Rogers, self-image and ideal self can be congruent or incongruent. Congruence between the self-image and ideal self means that there is a fair amount of overlap between the two. While it is difficult, if not impossible, to achieve perfect congruence, greater congruence will enable self-actualization. Incongruence between the self-image and ideal self means thereÃ¢â¬â¢s a discrepancy between oneÃ¢â¬â¢s self and oneÃ¢â¬â¢s experiences, leading to internal confusion (or cognitive dissonance) that prevents self-actualization. Development of Self-Concept Self-concept begins to develop in early childhood. This process continues throughout the lifespan. However, it is between early childhood and adolescence that self-concept experiences the most growth. By age 2, children begin to differentiate themselves from others. By the ages of 3 and 4, children understand that they are separate and unique selves. At this stage, a childs self-image is largely descriptive, based mostly on physical characteristics or concrete details. Yet, children increasingly pay attention to their capabilities, and by about 6 years old, children can communicate what they want and need. They are also starting to define themselves in terms of social groups.Ã Between the ages of 7 and 11, children begin to make social comparisons and consider how theyÃ¢â¬â¢re perceived by others. At this stage, childrenÃ¢â¬â¢s descriptions of themselves become more abstract. They begin to describe themselves in terms of abilities and not just concrete details, and they realize that their characteristics exist on a continuum. For example, a child at this stage will begin to see himself as more athletic than some and less athletic than others, rather than simply athletic or not athletic. At this point, the ideal self and self-image start to develop. Adolescence is a key period for self-concept. The self-concept established during adolescence is usually the basis for the self-concept for the remainder of oneÃ¢â¬â¢s life. During the adolescent years, people experiment with different roles, personas, and selves. For adolescents, self-concept is influenced by success in areas they value and the responses of others valued to them. Success and approval can contribute to greater self-esteem and a stronger self-concept into adulthood. The Diverse Self-Concept We all hold numerous, varied ideas about ourselves. Some of those ideas may only be loosely related, and some may even be contradictory. These contradictions dont create a problem for us, however, because weÃ¢â¬â¢re conscious of only some of our self-knowledge at any given point in time.Ã Self-concept is made up of multiple self-schemas: individual concepts of a particular aspect of the self. The idea of self-schema is useful when considering self-concept because it explains how we can have a specific, well-rounded self-schema about one aspect of the self while lacking an idea about another aspect. For example, one person may see herself as organized and conscientious, a second person may see himself as disorganized and scatter-brained, and a third person may have no opinion about whether she is organized or disorganized.Ã Cognitive and Motivational Roots The development of self-schema and the larger self-concept has cognitive and motivational roots. We tend to process information about the self more thoroughly than information about other things. At the same time, according to self-perception theory, self-knowledge is acquired in much the same way as we acquire knowledge about others: we observe our behaviors and draw conclusions about who we are from what we notice. While people are motivated to seek out this self-knowledge, they are selective in the information to which they pay attention. Social psychologists have found three motivations for seeking self-knowledge: To discover the truth about the self, regardless of what is found.To discern favorable, self-enhancing information about the self.To confirm whatever one already believes about the self. Malleable Self-Concept Our ability to call up certain self-schemas while ignoring others makes our self-concepts malleable. In a given moment, our self-concept is dependent on the social situations in which we find ourselves and the feedback we receive from the environment. In some cases, this malleability means that certain parts of the self will be especially salient. For example, a 14-year-old may become especially aware of her youth when she is with a group of elderly people. If the same 14-year-old was in a group of other young people, she would be much less likely to think about her age. Self-concept can be manipulated by asking people to recall times when they behaved in a certain way. If asked to recall times when they worked hard, individuals are generally able to do so; if asked to recall times wen they were lazy, individuals are also generally able to do so. Many people can remember instances of both of these opposing characteristics, but individuals will generally perceive herself as one or the other (and act in accordance with that perception) depending on which one is brought to mind. In this way, self-concept can be altered and adjusted. Sources Ackerman, Courtney. What is Self-Concept Theory in Psychology? Definition Examples. Positive Psychology Program, 7 June 2018. https://positivepsychologyprogram.com/self-concept/Baumeister, Roy F. Ã¢â¬Å"Self and Identity: A Brief Overview of What They Are, What They Do, and How They Work.Ã¢â¬ Annals of the New York Academy of Sciences, vol. 1234, no. 1, 2011, pp. 48-55, https://doi.org/10.1111/j.1749-6632.2011.06224.xBaumeister, Roy F. Ã¢â¬Å"The Self.Ã¢â¬ Advanced Social Psychology: The State of the Science, edited by Roy F. Baumeister and Eli J. Finkel, Oxford University Press, 2010, pp. 139-175.Cherry, Kendra. Ã¢â¬Å"What is Self-Concept and How Does It Form?Ã¢â¬ Verywell Mind, 23 May 2018. https://www.verywellmind.com/what-is-self-concept-2795865Markus, Hazel, and Elissa Wurf. Ã¢â¬Å"The Dynamic Self-Concept: A Social Psychological Perspective.Ã¢â¬ Annual Review of Psychology, vol. 38, no. 1, 1987, pp. 299-337, http://dx.doi.org/10.1146/annurev.ps.38.020187.001503McL eod, Saul. Ã¢â¬Å"Self Concept.Ã¢â¬ Simply Psychology, 2008. https://www.simplypsychology.org/self-concept.htmlRogers, Carl R. Ã¢â¬Å"A Theory of Therapy, Personality, and Interpersonal Relationships as Developed in The Client-Centered Framework.Ã¢â¬ Psychology: A Story of a Science, Vol. 3, edited by Sigmund Koch, McGraw-Hill, 1959, pp. 184-256.
Wednesday, May 6, 2020
Lysistrata was a political satire written by Aristophanes in early 400 B.C.E., and was performed in Athens. The connection between Lysistrata and the society and culture surrounding it is deeply significant. Due to the immense cultural pressure in this period, itÃ¢â¬â¢s difficult to pinpoint a singular theme that Aristophanes was trying to make a comment on. With the Peloponnesian War continuing to lead a seemingly endless reign of chaos over Greece and its citizens, these elements of fear and despair became very relevant in the plays of the time, most notably being AristophanesÃ¢â¬â¢ Lysistrata. Within such satires, it became commonplace to see women being used as satirical devices to call attention to the craziness that had consumed society. It also contributed to the idea of women having a social or political power and, more importantly, having worth and a voice. Although it is impossible to know exactly which social aspects Aristophanes was trying to comment on, through histo rical documents and contexts, it is clear that statements were made condemning war through the satirical use of subverting gender norms to reinforce the foolishness in society and fighting. The fighting and devastation that influenced Aristophanes was the result of the Peloponnesian War. The war had been reigning terror and sorrow from about 431 to 404 B.C.E. across the Greek nation (Ã¢â¬Å"The Peloponnesian WarÃ¢â¬ ). It was fought between Sparta and Athens, however, each of these cities served as the head of
Tuesday, May 5, 2020
Tamim ENC 1101 Ebbinghouse M/W 11am-12:15pm Compare Essay 02/27/2012 A Journey Towards Discovery Throughout history human beings have had an insatiable desire to venture into uncharted territories and discover the unknown. There are countless examples of historic and modern figures and their quest toward knowledge of the unseen. Christopher Columbus and Neil Armstrong were two of the greatest figures in history that paved the way toward discovering new territories that had not been so vastly known by men before. They were both scientific explorers and supporters of knowledge and discovery. Their contributions in the fields of scientific discovery is widely known and considered to be a mile stone for new generations. They were both explorers, travelled great distances and were the first of their generation to discover a new place that was not well known to man. Although they were from different time and their journeys involved different means of travel and their quests were the same, discovering new places. Neil Armstrong, as a young man was interested in planes and later on became a pilot for the Air force. He traveled to many places around the world, as Columbus did in his early life. Armstrong was backed and funded by NASA, where they trained him extensively for what was to come in space. Columbus was also funded by the government, but was not trained, he used his skills he learned throughout his life. Columbus had the goal of a better trade route to Asia for better business which meant more profits and more money. Armstrong and his crew had the goal of national prestige for America. Armstrong had two trips to space, not knowing what it would be like or what he would find, but Columbus had four journeys across the Atlantic. The Nina, Pinta, and Santa Maria were the ships used for Columbuss voyage across the Atlantic. Columbus himself sailed on the Santa Maria which was the largest of the three. The Nina and Pinta were smaler but much faster than the Santa Maria. They carried about one hundred and twenty men, loaded with equipment and supllies, and armed for batle. Columbus wanted to find a new passage to Asia from Spain, but ended up on and island they named San Salvador, in the Bahamas. Apollo 11 was the space flight that Neil ArmstrongÃ comanded that would land the first humans on the moon. They carried equipment and supplies to help them with thier journey, but unlike Columbuss ships, Apollo 11 was not armed for battle, and only carried three men, instead of onehundred and twenty men. The Spaceship was fueld by rocket boosters, where Columbuss ships used wind in the ships sales to move the ship. Neil Armstrong, along with America was in a competition to beat the Soviet Union to space and be the first humans on the moon. He risked his life on a four day trip to be the first man on the moon, and bring pride to his country. He risked having his spacecraft malfunction, lossing communication with earth, and running out of fuel, resulting in a mission falure. But he had new technologies to help the mission go smother such as new compouter software, freeze dried food, and new spacesuits. Christopher Columbus was in a race against other European countries and Portugal to find a new traiding route to Asia that took a total of about thirty seven days to even see land. Columbus risked the lives of his crew and himslef on rough sea waters, and enemeys attacking his ships. He also took the risk of bringing back nothing to show for his voyage such as riches or an amazing discovery. To help with Columbuss journey, he had new ships that were made specificly for him that combined sqaure european sails with Arab triangle sails. He also had new intruments that would help with dtermining latitude at sea. But unlike Armstrong, Columbus had no map and was unaware of where he was going. Armstrong coud look up in the night sky and see where he was going. Both Armstong and Columbus had very long and dangerous journeys were they risked their lives to better their countries, and no one had ever attempted to do what they did. Columbus dreamed of a round earth but could never actualy see it, Armstrong got to see the round earth with an amazing view from the moon. During the time of Columbus, exploration was a very dangerous bussiness. Disease, war, and the unknowing of what to expect were factors that made exploring very dangerous. Crews had little to no education, paid poorly, and could take no credit for any discovories that were made. Armstong and his crew were heavily educated unlike columbuss crew, and were ready for a veryÃ dangerous mission as colombus was for his mission across the Atlantic. Although Armstrong was captain of Apollo 11, his crew had an equal part in the moon landing, they were a team, and all were honord with credit for the moon landing. Columbus took the credit for discovoring the new world, but his crew did all of the work to get him to the new world. Without Colombus accidentily discoving the new world, Niel Armstrong may not of been the first man on the moon. Both these men were risk takers, but also very influential explorers who risked thier lives to go into the unknown and seek fame. One was a captian and team player with a crew of three, and the other was captian of one hundred and twenty men who worked as a solo explorer. These explorations of Neil Armstrong and Christopher Columbus help change and shape the world we live in today.