Oedipus and Antigone Essay

Oedipus and Antigone Essay Oedipus and Antigone Essay JT and Jordan Argument 3 Block 2 Antigone Is Justified Antigone was courageous and willing to die for her cause. She thinks burying her brother was the right thing to do. When she approaches her sister Ismene for help to bury Polyneices, she speaks fearlessly about her willingness to die for her cause, â€Å"But if I must bury him, and if I must die, I say that this crime is holy, I shall lie down with him in death and I shall be as dear to him as he to me† (1.2.57-60). She disobeyed Creon and buried Polyneices anyway, knowing that the punishment was death. She places dust on the body only to have it removed by the sentries, than again by the gods and the storm. When confronted about it, Antigone she responds saying, â€Å"Creon is not strong enough to stand in my way† (1.2.36). She isn’t afraid of Creon and she won’t let him hold her back. She isn’t afraid to die for her brother and what she thinks is right. She will fight to the death to try to prove she is right and what she is doing is fair. Later i n the play, when she is arrested, Creon confronts Antigone. She says to Creon, â€Å"I knew I must die, even without your decree, I am only mortal, and if I must die now, before it is my time to die, surely there is no hardship: can anyone living, as I live, with all evil about me, think death less than a friend? † (1.2.73-75). She stands firm even before the highest ruler of Thebes. She doesn’t try to run away from what she did. She didn’t deny what she did. She stood in front of Creon

Fitting Quotations

Fitting Quotations Fitting Quotations Fitting Quotations By Maeve Maddox Incorporating direct quotations effectively is an important writing skill. Here is an example of an ill-fitting quotation in an article about media doctor Mehmet Oz who was recently the subject of a Senate hearing. It’s from an article by Terrence McCoy in The Washington Post (print and digital): â€Å"I recognize that oftentimes they don’t have the scientific muster to present as fact,† Oz said at a U.S. Senate hearing, adding that he â€Å"personally believes in the items I talk about in my show.† One obvious problem with this example is the use of pronouns that don’t go together. Not so obvious is the fact that the quotation differs from what Oz actually said. Quotation marks represent a covenant between writer and reader, a promise that the words enclosed by them are exactly what the person being quoted said. Here’s the original response to Senator McCaskill’s question: I actually do personally believe in the items I talk about in the show. In quoting Oz’s original statement, the writer has fallen into a crack between direct and indirect quotation. The word he is outside the quoted material, but the writer (or editor) has added an -s to believe to make it agree with he. Without noticing that the pronoun I does not fit with the preceding he, the writer adds a my that was not in the original quotation. The writer could have reported the words as an indirect quotation, putting only part of it in quotation marks: he â€Å"personally believes† in the products he talks about in his show. Or, he could have introduced the quotation with a colon: â€Å"I recognize that oftentimes they don’t have the scientific muster to present as fact,† Oz said at a U.S. Senate hearing, adding: â€Å"I actually do personally believe in the items I talk about in the show.† A quotation should not be dropped into an essay or a news article without adequate introduction. It should agree grammatically with surrounding text, reproduce the exact words that were said, and it should not stand alone. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesStory Writing 101Grammatical Case in English

Ecology in the news tasksheet Essay Example | Topics and Well Written Essays - 500 words

Ecology in the news tasksheet - Essay Example The underlying assumption is that warming makes thunderstorms more explosive. The increased water vapour as one of the greenhouse gases fuels the explosion that causes lightning (Romps et al., 2014).. Anthropogenic activities on the environment are the main reason as to why the world is recording increased atmospheric temperatures. On the other hand, the issue qualifies to be of great importance since lightning is one of the environmental problems. Though lightning injuries and accidents are natural calamities, destructive human activities on the environment are increasing the intensity of thunderstorms and lightning the (University of California, 2014). Therefore, an increase in lightning intensity and frequency mean more harm in the form of human injuries. Annually, thousands of people succumb to lightning injuries. The implication is that many will lose their lives if the trend continues in the future. A significant environmental impact of lightning is the increase in wildfires (Romps et al., 2014).. Lighting ignited forest fires are always hard to fight, and they are more destructive to the natural vegetation. However, one advantage of lightning strikes is the additional nitrogen oxides into the atmosphere thus controlling the chemistry of the atmosphere. Alternatively, it is possible to argue that seasonal temperature variations are the reason behind increased lightning. Though this journal ascertains that the projected increase in lightning strikes is due to precipitation and cloud buoyancy, scientists, and meteorologists have not done reliable analyses to predict what the future holds for humanity. However, studying atmospheric properties like the cloud buoyancy and precipitation may give a clue on what thunderstorm and lightning intensities may look like in future (Romps et al., 2014). Nonetheless, it necessary to understand that charge separation that occurs within the clouds causes lightning. Therefore, it takes a good amount of water vapour as

In your own words, define group communication in three to five Essay

In your own words, define group communication in three to five sentences - Essay Example Each member of the group is also encouraged to provide a feedback or to share in the brainstorming session to enrich the collective ideas and arrive at a more suitable outcome. An individual communication refers to the transmission of ideas to another without a need of requiring another person to collaborate or add up to the idea being communicated. The ideas are formulated by the communicator alone in order to implement a plan in accordance to one’s goal. There are approaches that can be used to promote individual and group communication. In individual communication and group communication anyone can be both a communicator and a listener. The participants in communication will be a speaker at one time and a listener at another. Thus, they must both possess the good qualities of a speaker and a listener. As a speaker, it is necessary to speak clearly and organize the idea logically. At the same time, the speaker should be patient to explain one’s thought and the listene r request for further explanation. The strategies are commonly used individuals in face-to-face interaction as well as in the use of social networking platform. Successful communication is facilitated when the communicators are at ease. This will enhance receptivity and allow full comprehension of the message being transmitted.

Consciousness mind Essay Example for Free

Consciousness mind Essay The Psyche, is a culmination of how we interpret the world, all our psychological nature. It’s not about the destination; it’s about the journey. The psyches are different paths to knowledge but have the same ending, personal ideas, experiences, emotions, as well as the collective unconscious. Conscious is the only part to the mind that is known directly by the individual, thinking, feeling, sensing, and intuiting. This is how we grow our consciousness; the attitudes of extroversion and introversion determine how we orient our conscious mind. Individuation, or knowing oneself as completely as possible is how we produce and develop our ego. The Ego acts as the gatekeeper, it determines what perceptions thoughts feeling and memories will enter consciousness. Its what we select to make conscious. The organizational of how we operate. The personal unconscious is the idea of information that we file away in our mind. Its there, but we’re not focusing on it at the moment; it’s below the surface, the storehouse of repressed psychic material Complexes lie in our personal unconscious. They are groups of contents that clump together to form a cluster or constellation. They are separate little personalities within the total personality. They are autonomous, possessing their own driving force, and can be very powerful in controlling our thoughts and behaviors. The collective unconscious is the portion of the psyche, which can be differentiated from the personal unconscious by the fact that its existence is not dependent upon personal experience, composed of contents that were once conscious, but the contents of the collective unconscious have never been conscious within the life time of the individual. Ex: Mans fear of snakes or the dark. Does not learn these fears through experiences with snakes or the dark, although such experiences may reinforce or reaffirm his predispositions. We inherit predispositions to fear snakes and the dark because our primitive ancestors experienced these fears for countless generations. They become engraved upon the brain. Archetypes lie in the collective unconscious, models of our ancestry, it is the endless repetition that has engraved these experiences into our psychic constitution, not in the forms of images filled with content, but at first only as forms without content, representing merely the possibility of a certain type of perception and action. They are universal; everyone inherits the same basic archetypal images. The persona, to take a characteristic that isn’t your own. The persona is the mask or facade one exhibits publicly, with the intention of presenting a favorable impression so that society will accept him. It is necessary for survival, it enables us to get along with people, even those we dislike, in an amicable manner. The anima/animus is the â€Å"outward face† of the psyche because it is that face which the world sees. The â€Å"inward face† he called the anima in males and animus in females. The anima archetype is the feminine side of the male psyche; the animus archetype is the masculine side of the female psyche. Everyone has qualities of the opposite sex. The shadow, is primal and animalistic, it lives in the unconscious. It is projected on the opposite sex and is responsible for the quality of the relationships between the sexes. It is persistent and does not yield easily to suppression. Ex: farmer to poet, burying the idea of being a poet, but an even may trigger that desire. The bigger the personality the bigger the shadow. The self is the organizing principle of the personality. It is the central archetype in the collective unconscious. It harmonizes all the archetypes and their manifestations in complexes and consciousness. It unites the personality, giving it a sense of oneness and firmness. The psyche: a relatively closed system must be dealt with as a unitary system within itself, apart from any other energy system. It is derived from the things we touch, see, smell, taste, feel, or hear. These are the continuous source of stimulation by which the psyche is fed. The psychic energy is the energy by which the work of the personality is performed. Also called the libido, the natural state of appetite, manifested consciously as striving desiring, and willing. Its expresses itself through perceiving, remembering, thinking, feeling, wishing, willing, attending, and striving. It originates from the experiences that a person has. Psychic values, a value is a measure of the amount of energy that is committed to a particular psychic element. When placing a high value on an idea or feeling it can exert a considerable force in influencing one’s behavior. For instance, one who puts a high value on beauty will put forth large amounts of energy to surrounding oneself with beautiful things. This reminded me of my sister in law, whom is obsessed with very beautiful and very expensive things in life. She devotes her time and hard earned money to the material things in life. One might say she’s trying to keep up with the Jones’. She would say she like beautiful and expensive things. Direct observation and deduction, is a complex that does not always exhibit its characteristics in conscious behavior. Ex: The person who says, â€Å"I can’t stand gossips† may be the one who gossips most. Complex indicators are any disturbance of behavior may be indicative of a complex. Ex: when a man calls his wife by his mother’s name, it suggests that his mother complex has assimilated his wife to it. The repressed memory is assumed which has some connection with an unconscious complex so that the memory is swallowed up by it. Emotional Reactions, is the underlying complex. Intuition is the natural and spontaneous capacity every man has to perceive the slightest emotional fluctuation in others. The Principle of Equivalence if the amount of energy cosigned to a given psychic element decreases or disappears, that amount of energy is lost from the psyche; it is simply transferred from one position to another. The principle of Entropy is the direction in which energy flows is conceptualized in physics by the second law of thermodynamics. This principle states, in effect, that when two bodies of different temperatures are placed in contact, heat will pass from the hotter to the colder body until the temp of the two bodies is equalized. Progression and regression, Progression is defined as a persons daily experiences, which advance his psychological adaptation. Ones progression is a continuous process since his environment and experiences change continuously, which then adaptation is never completely achieved. Regression is the backward movement of libido. Through the collision and interactions of the opposites, they steadily become deprived of their energy. It subtracts energy from psychic elements whereas progression adds energy to psychic elements. Individuation Jung understood individuation to be something that began in the second half of life, when individuals reach the zenith of their lives and suddenly find themselves facing an unknown vista or some unforeseen upheaval. Sometimes this turning point takes the form of a crisis: such as a financial failure, a health problem, a broken relationship, or a change of residence or profession something which upsets the status quo. Sometimes this experience assumes the form of a profound self-doubt, a loss of meaning or religious conviction, a questioning of everything previously held so dear. Sometimes it presents itself as a deep yearning or a call to change direction. In essence, one could say that the unconscious, or more specifically, the Self (with a capital S), the central organizing archetype in the human psyche, which has seemingly hidden the greatest measure of its influence while the ego has been busy building a life for itself, suddenly the Self returns full force to claim a significant say, if not a central place, in the overall scheme of things. And for what purpose? To call a person to become a psychological ‘in-dividual,’ a separate, indivisible unity or whole. Those personal aspects, which have heretofore been disregarded be they interests, talents, characteristics, experiences, or issues now come forth to be acknowledged. That which was fragmented now strives for unity. That which was broken now yearns for wholeness. That which was neglected now seeks expression. That which was previously formless in nature suddenly begins to take a new shape, strangely in keeping with what feels like a unique and deeply ingrained individual patterning. The center of the personality moves from the ego toward the Self, in an attempt to establish a new center of the psyche somewhere between the two. There is something in the human psyche, which in its own fullness of time, struggles to produce the true personality. The individuation is an autonomous, inborn process, which means that it does not require external stimulation in order to come into existence. The personality of an individuation is destined to individuate just as surely as the body is destined to grow. But just as the body needs proper food and exercise for healthy growth, so the personality needs proper experiences and education for healthy individuation. For example in the early stages of childhood, of infancy personalities of the child are a reflection of the parent’s personalities, meaning that the child does not carry his own identity. But when the child separates himself from the parents, as in he starts attending school. He will then start shaping his own personality in unique ways apart from the parents. Three facts about Carl Jung. Jung was an introverted child and found happiness in being quiet and being alone. When he was a child he played by himself, since his sister was not born until he was nine. He spent hours inventing and playing games, then abandoning them to devise new and more complex ones. He did not want anyone to disturb him o tot interfere while he played. Jung had religious conflicts throughout his adolescence. Questions concerning religion were taboo. It produced confusion in jungs’ mind but it was the barrier that made communication with his father virtually impossible. He searched unsuccessfully through books for answers to his questions. Religious discussions with his father invariably ended unsatisfactorily, often with fuss and hard feelings. Jungs father died and made his financial situation worse. This left him responsible for the support of his mother and sister. Some of his relatives urged jung to discontinue his studies and seek employment, fortunately, one unclc offered financial assistance to take care of the family and the other relatives loaned jung money to continue at the university.

The Crisis of Religion in the Elizabethan Age :: Religion Religious Elizabethan Age England Essays

The Crisis of Religion in the Elizabethan Age The Elizabethan Age underwent a continuing crisis of religion that was marked by a deepening polarization of thought between the supporters of the recently established Protestant Church and the larger number of adherents to the Roman Catholic faith. Of these latter, Edmund Campion may be taken as the archetype. Well known as an Englishman who fled to the Continent for conscience's sake, he returned to England as a Jesuit priest, was executed by the English government in 1581 and was canonized by the Roman Catholic Church in 1970. It has been observed that the author of the Shakespeare plays displays a considerable sympathy and familiarity with the practices and beliefs of the Roman Catholic Church.i The intent here is to show a link between this English Catholic leader and the writer of the drama, Twelfth Night, as revealed by allusions to Edmund Campion in Act IV, scene ii of that play. A Brief Outline of Campion's Life Though Edmund Campion (1540-1581) was a scholar at Oxford University under the patronage of Queen Elizabeth I's court favorite, Robert Dudley, Earl of Leicester, Campion's studies of theology, church history, and the church fathers led him away from the positions taken by the Church of England. From Campion's point of view, to satisfy the new orthodoxy of the Church of England, a reconstructionist interpretation of church history was being set forth, one chat he found difficult to reconcile with what he actually found in the writings of those fathers [2]. Had the veil been swept away? Were St. Augustine and St. John Chrysostom really Anglicans rather than Roman Catholics? Or were the church authorities trimming their sails to the exigencies of temporal policy? Questions such as these dogged Campion, and eventually his position at Oxford became untenable since he could not make the appropriate gestures of adherence to the established church [3]. Instead, Campion retreated from Oxford to Dublin in 1569, where he drew less attention and enjoyed the protection of Sir Henry Sidney, Lord Deputy for Ireland, and the patronage of Sir James Stanihurst, Speaker of the Irish House of Commons, who planned to have Campion participate in the founding of what was to become Trinity College in Dublin [4]. During this period a number of significant events took place. In 1568, the Catholic Mary, Queen of Scots, was driven from her realm into England, where she came under the protection and custody of the English Crown.

Jane Matilda Bolin

Bolin became the first Black woman to serve as a U. S. Judge. She was the youngest of four children born to Gaius and Matilda Bolin. Her mother, Matilda Emery, was an English immigrant. She died when Jane was only eight years old. Her father, Gaius Charles Bolin, was an African American and, also, part Native American. G. Charles owned a successful law practice in Poughkeepsie, NY. He was the first African American graduate of William College in Western Massachusetts and he was, also, the first African American of the Dutchess County Bar Association. As a child, Jane often shared passionate conversations with her father about law and his profession. She spent a great deal of time in his law office afterschool and on weekends. This helped Jane to determine early on that she wanted to follow in her father’s footsteps and become a lawyer. Having lived a sheltered lifestyle, she was further motivated to pursue a law career when she discovered the hardships of Blacks in America at that time. She became exposed to this through her father’s involvement in the NAACP and by reading the NAACP bi-monthly magazine, The Crisis. The violence, racism, and prejudice that she uncovered was very much unlike the lifestyle in which she grew up, where her father was respected by both blacks and whites. After graduating from high school at the age of 15, she attended Wellesley College in Massachusetts, where she was one of only two black students. Both students were picked on and embarrassed daily. This became Jane’s first racism experience. She graduated in 1928 as one the top 20 graduates in her class. Because she did not receive much support from her professors, she knew what to expect when it was time for seniors to speak to an advisor about career options. Her advisor told her that she would never be able to make it as a black female attorney. However, Jane was determined to attend Yale Law School. Jane’s father wanted to protect her from the prejudice that he endured while trying become a lawyer. He tried to persuade her to become a teacher and inspire other young black minds. However, once he learned that she was accepted to Yale Law School, he gave her all of his support. That year she was one of only three women and the only black woman enrolled in Yale. She became the first African American to receive a law degree from Yale. She returned home, passed the New York State Bar exam, and began practicing law in her father’s law firm. In 1933, Jane married Ralph Mizelle. They moved to New York City and opened their own law practice. Jane began a career in public service in 1937 as an Assistant Corporate Counsel for the City of New York. After two years of serving in this position, Mayor Fiorello LaGuardia swore Jane in as the Judge of the Domestic Relations Court (Family Court) on July 22, 1939. This made her the first African American to be the judge of any U. S. court. As a judge, she made several monumental changes. She made it illegal to place individuals with probation officers based on race. She, also, required childcare agencies that received public funds to accept all children, regardless of race. She later founded an integrated center for trouble youth. Jane served as a judge for 40 years. She retired at age 70 in January of 1979. Jane Bolin died on January 8, 2007. She was 98 years-old. Bibliography http://blackhistory. com/cgi-bin/blog. cgi? blog_id=133098&cid=54

Mongols

In various times Mongols have been equated with the Scythians, the Magog and the Turkic peoples. Based on Chinese historical texts the ancestry of the Mongol peoples can be traced back to the Donghu, a nomadic confederation occupying eastern Mongolia and Manchuria. The identity of the Xiongnu is still debated today. Although some scholars maintain that they were proto-Mongols, the fact that Chinese histories trace certain Turkic tribes from the Xiongnu complicates the issue. 10] The Donghu, however, can be much more easily labeled proto-Mongol since the Chinese histories trace only Mongolic tribes and kingdoms (Xianbei and Wuhuan peoples) from them, although some historical texts claim a mixed Xiongnu-Donghu ancestry for some tribes (e. g. the Khitan). [11] The Donghu are mentioned by Sima Qian as already existing in Inner Mongolia north of the state of Yan in 699-632 BC. Mentions in the Lost Book of Zhou (Yizhoushu) and the Shanhaijing indicate the Donghu were also active during the Shang dynasty (1600–1046 BC).The Mongolic-speaking Xianbei formed part of the Donghu confederation, but had earlier times of independence, as evidenced by a mention in the Guoyu (â€Å" † section) which states that during the reign of King Cheng of Zhou (reigned 1042–1021 BC) the Xianbei came to participate at a meeting of Zhou subject-lords at Qiyang ( ) (now Qishan County) but were only allowed to perform the fire ceremony under the supervision of Chu (? ), since they were not vassals by covenant ( ).The Xianbei chieftain was appointed joint guardian of the ritual torch along with Xiong Yi. These early Xianbei came from the nearby Zhukaigou culture (2200-1500BC) in the Ordos Desert where maternal DNA corresponds to Mongolic Daurs and Evenks (Tungusified Xianbei). The Zhukaigou Xianbei (part of the Ordos culture of Inner Mongolia and northern Shaanxi) had trade relations with the Shang dynasty (1600-1046BC). The Zhou clan lived near the Beidi (who included the Xianbei) for 14 generations before moving to the Central Plains in middle Shaanxi under Gugong Danfu).Another closely connected core Mongolic Xianbei region was the Upper Xiajiadian culture (1000-600 BC) where the Donghu confederation was centered. After the Donghu were defeated by Modu Chanyu the Xianbei and Wuhuan survived as the main remnants of the confederation. Tadun Khan of the Wuhuan (died 207 AD) was the ancestor of the proto-Mongolic Kumo Xi. [12] In 49 AD the Mongolic Xianbei ruler Bianhe (Bayan Khan? ) raided and defeated the Xiongnu, killing 2000, after having received generous gifts from Emperor Guangwu of Han.The Xianbei reached their peak under Tanshihuai Khan (reigned 156-181) who expanded the vast, but short lived, Xianbei state. Xianbei Empire under Tanshihuai (141-181) Three prominent proto-Mongol groups split from the Xianbei, as recorded by the Chinese histories: the Nirun (claimed by some to be the Avars), the Khitan and the Shiwei (a sub-tribe called the â⠂¬Å"Shiwei Menggu† is held to be the origin of the Genghisid Mongols). [13] Besides these three Xianbei groups, there were other Xianbei groups with Mongolic affiliation such as the Murong, Duan and Tuoba.Their culture was nomadic, their religion Shamanism or Buddhism and their military strength formidable. There is still no direct evidence that the Nirun spoke a Mongolic language, although most scholars agree that they were proto-Mongolic. [14] The Khitan, however, had two scripts of their own and many Mongolic words are found in their half-deciphered writings that are usually found with a parallel Chinese text (for example, nair=sun, sair=moon, tau=five, jau=hundred, m. r=horse, im. a=goat, n. q=dog, m. ng=silver, ju. un=summer, n. m. ur=autumn, u. ul=winter, heu. ur=spring, tau. l. a=rabbit, t. q. a=hen and m. g. o=snake). [15] There is no doubt regarding the Khitan being proto-Mongol. [16] Asia in 500 AD, showing the Nirun (Juan-Juan) Empire and its neighbors Geographicall y the Tuoba Xianbei ruled Inner Mongolia and northern China, the Nirun (Yujiulu Shelun was the first to use the title Khagan in 402) ruled Outer Mongolia, the Khitan were concentrated in Southern Manchuria north of Korea and the Shiwei were located to the north of the Khitan.These tribes and kingdoms were soon overshadowed by the rise of the Gok-Turks in 555, the Uyghurs in 745 and the Yenisei Kirghizs in 840. The Tuoba were eventually absorbed into China. The Rouran fled west from the Gok-Turks and either disappeared into obscurity or, as some say, invaded Europe as the Avars under their Khan Bayan I. Some Rouran under Tatar Khan migrated east founding the Tatar tribes, who became part of the Shiwei. The Khitan, who were independent after their separation from the proto-Mongol Kumo Xi (ofWuhuan origin) in 388 AD, continued as a minor power in Manchuria until one of them, Abaoji (872-926), established the Khitan Liao Dynasty (907-1125). The Khitan fled west after their defeat by the Tungusic Jurchens (later known as Manchus) and founded the Kara-Khitan or Western Liao dynasty (1125–1218) in eastern Kazakhstan. In 1218 Genghis Khan destroyed the Kara-Khitan Kingdom after which the Khitan passed into obscurity. The modern-day minority of Mongolic-speaking Daurs in China are their direct descendants based on DNA evidence. [17][18] The Shiwei included a tribe called the Shiwei Menggu. 19] Bodonchar Munkhag (Chagatai tradition dates ‘Buzanjar Munqaq' to the rebellion of Abu Muslim or 747 AD. [20]) the founder of the House of Borjigin and the ancestor of Genghis Khan is held to be descended from the Shiwei Menggu. The early Shiwei paid tribute to the Tuoba Wei (386-534) and submitted to the Khitans. After the Khitans left Mongolia the Shiwei Mongols rose to prominence, when from the 1130s there were reciprocally hostile relations between the successive khans of the Khamag Mongol confederation (Khaidu, Khabul Khan and Ambaghai Khan) and the emperors of t he Jin dynasty.With the expansion of the Mongol Empire, the Mongols settled over almost all Eurasia and carried on military campaigns from the Adriatic Sea to Java and from Japan to Palestine. Mongols simultaneously became Padishahs of Persia, Emperors of China, Great Khans of Mongolia and one Mongol even became Sultan of Egypt (Al-Adil Kitbugha). The Mongols of the Golden Horde established themselves to govern Russia by 1240. [21] By 1279, the Mongols conquered the Song Dynasty and brought all of China under control of the Mongol Yuan Dynasty. 21] With the breakup of the Empire, the dispersed Mongols quickly adopted the mostly Turkic cultures surrounding them and were assimilated, forming parts of Tatars (not confused with a tribe in ancient Mongolia), Uzbeks, Kazakhs, Yugurs and Moghuls; linguistic and cultural Persianization also began to be prominent in these territories. However, most of the Mongols returned to Mongolia, retaining their language and culture. After the fall of t he Yuan Dynasty in 1368 the Mongols established their independent regime as Northern Yuan.However, the Oirads or Western Mongols began to challenge the Eastern Mongols under the Borjigin monarchs in the late 14th century. Present-day Khalkha Mongols and Inner Mongolians are the most prominent of the remaining Eastern Mongols while the Kalmyks (formerly Oirats) in Europe are the main descendants of the Western Mongols. The Khalkha emerged during the reign of Dayan Khan (1464–1543) as one of the six tumens of the Eastern Mongols. They quickly became the dominant Mongol clan in Outer Mongolia.

The Appeal of Dystopian Novels for Teens

The Appeal of Dystopian Novels for Teens Teens are devouring the current popular literature of the dark, grim, and dismal: the dystopian novel. Bleak story lines about leaders who  terrorize citizens every year by making them watch teens fight to the death and governments who condone mandatory operations to remove emotion describe two of the popular dystopian novels that teens are reading.  But just what is  a dystopian novel and how long has it been around? And theres the bigger question: why is this type of novel so appealing to teens? Definition A dystopia is a  society that is broken down, unpleasant, or in an oppressed or terrorized state. Unlike a utopia, a perfect world, dystopias are grim, dark, and hopeless. They reveal society’s greatest fears. Totalitarian governments  rule and the needs and wants of individuals become subordinate to the state. In most dystopian novels,  a tyrannical government is trying to suppress and control its citizens by taking away their individuality, as in the classics 1984 and Brave New World.  Dystopian governments also ban activities that encourage individual thinking. The governments response to individual thinking in Ray Bradbury’s classic Fahrenheit 451? Burn the books! History Dystopian novels are not new to the reading public. Since the late 1890s, H.G. Wells, Ray Bradbury, and George Orwell have entertained audiences with their classics about Martians, book burnings, and Big Brother. Over the years, other dystopian books like Nancy Farmer’s The House of the Scorpion and Lois Lowry’s  Newbery-winning book The Giver have given younger characters a more central role in dystopian settings. Since 2000, dystopian novels for teens have retained the dismal, dark setting, but the nature of the characters has changed.  Characters are no longer passive and powerless citizens, but teens who are empowered, fearless, strong, and determined to find a way to survive and face their fears. Major characters have influential personalities that oppressive governments attempt to control but cannot. A recent example of this type of teen dystopian novel is the incredibly popular Hunger Games  series (Scholastic, 2008) where the central character is a sixteen-year-old girl named Katniss who is willing to take her sister’s place in the annual game where teens from 12 different districts must fight to the death.  Katniss commits a deliberate act of rebellion against the Capital that keeps readers on the edge of their seats. In the dystopian novel Delirium  (Simon and Schuster, 2011), the government teaches citizens that love is a dangerous disease that must be eradicated. By age 18, everyone  must undergo a mandatory operation to remove the ability to feel  love. Lena, who is looking forward to the operation and fears love, meets a boy and together they flee the government and find the truth. In yet another favorite dystopian novel called Divergent (Katherine Tegen Books, 2011), teens must unite themselves with factions based on virtues, but when the main character is told she’s divergent, she becomes a threat to the government and must keep secrets in order to protect her loved ones from harm. Teen Appeal So what do teens find so appealing about dystopian novels? Teens in dystopian novels get to perform ultimate acts of rebellion against authority, and that’s appealing. Conquering a dismal future is empowering, especially when  the teens have to rely on themselves without having to answer to parents, teachers, or other authoritarian figures. Teen readers can certainly relate to those feelings. Today’s teen dystopian novels contain teen characters who exhibit strength, courage, and conviction. Although death, war, and violence exist, a more positive and hopeful message about the future is being sent by teens who are facing future fears and conquering them.

Dian Fossey, Primatologist - Profile and Biography

Dian Fossey, Primatologist - Profile and Biography Dian Fossey Facts: Known for: study of mountain gorillas, work to preserve habitat for gorillasOccupation: primatologist, scientistDates: January 16, 1932 - December 26?, 1985 Dian Fossey Biography: Dian Fosseys father, George Fossey, left the family when Dian was only three.   Her mother, Kitty Kidd, remarried, but Dians stepfather, Richard Price, discouraged Dians plans.  An uncle paid for her education.   Dian Fossey studied as a preveterinary student in her undergraduate work before transferring to an occupational therapy program. She spent seven years as director of occupational therapy in a Louisville, Kentucky hospital, taking care of children with disabilities. Dian Fossey developed an interest in mountain gorillas, and wanted to see them in their natural habitat. Her first visit to the mountain gorillas came when she went in 1963 on a seven-week safari. She met with Mary and Louis Leakey before traveling to Zaire. She returned to Kentucky and her job. Three years later, Louis Leakey visited Dian Fossey in Kentucky to urge her to follow through on her desire to study the gorillas. He told her she later found it it was to test her commitment to have her appendix removed prior to moving to Africa to spend an extended time studying the gorillas. After raising funds, including support from the Leakeys, Dian Fossey returned to Africa, visited Jane Goodall to learn from her, and then made her way to Zaire and the home of the mountain gorillas. Dian Fossey earned the trust of the gorillas, but human beings were another matter. She was taken into custody in Zaire, escaped to Uganda, and moved to Rwanda to continue her work. She created the Karisoke Research Centre in Rwanda in a high mountain range, the Virunga Volcano mountains, though the thin air challenged her asthma.   She hired Africans to help with her work, but lived alone. By techniques she developed, especially imitation of the gorilla behavior, she was again accepted as an observer by a group of mountain gorillas there. Fossey discovered and publicized their peaceful nature and their nurturing family relationships. Contrary to standard scientific practice of the time, she even named the individuals. From 1970-1974, Fossey went to England to get her doctorate at Cambridge University, in zoology, as a way of lending more legitimacy to her work. Her dissertation summarized her work thus far with the gorillas. Returning to Africa, Fossey began taking in research volunteers who extended the work shed been doing. She began to focus more on conservation programs, recognizing that between habitat loss and poaching, the gorilla population had been cut in half in the area in only 20 years. When one of her favorite gorillas, Digit, was killed, she began a very public campaign against poachers who killed gorillas, offering rewards and alienating some of her supporters.   American officials, including the Secretary of State Cyrus Vance, persuaded Fossey to leave Africa.   Back in America in 1980, she received medical attention for conditions that had been aggravated by her isolation and poor nutrition and care. Fossey taught at Cornell University. In 1983 she published Gorillas in the Mist, a popularized version of her studies. Saying she preferred gorillas to people, she returned to Africa and to her gorilla research, as well as to her anti-poaching activity. On December 26, 1985, her body was discovered near the research center. Presumably, Dian Fossey had been killed by the poachers shed fought, or their political allies, though Rwandan officials blamed her assistant.   Her murder has never been solved. She was buried in the gorilla cemetery at her Rwandan research station. On her gravestone: No one loved gorillas more... She joins other famous women environmentalists, ecofeminists, and scientists like Rachel Carson, Jane Goodall, and Wangari Maathai. Bibliography Gorillas in the Mist: Dian Fossey. 1988. Dian Fossey: Befriending the Gorillas. Suzanne Freedman, 1997. Woman in the Mists: The Story of Dian Fossey the Mountain Gorillas of Africa. Farley Mowat, 1988. Light Shining Through the Mist: A Photobiography of Dian Fossey: Tom L. Matthews. 1998. Walking with the Great Apes: Jane Goodall, Dian Fossey, Birute Galdikas. Sy Montgomery, 1992.   Murders in the Mist: Who Killed Dian Fossey?  Ã‚  Nicholas Gordon, 1993. The Dark Romance of Dian Fossey. Harold Hayes, 1990. African Madness. Alex Shoumatoff, 1988. Family Father: George Fossey, insurance salesMother: Kitty Kidd, modelStepfather: Richard Price Education University of California at DavisSan Jose State College

School Counseling Assignment Example | Topics and Well Written Essays - 500 words

School Counseling - Assignment Example Students will become more self-aware. This self-awareness will heighten their awareness of the surroundings also. This knowledge will help them detect and recognize evidence of bullying. It will also help them differentiate it from other arguments. Students will become more aware of how their thoughts or feelings can influence or change their behaviors. Being able to recognize patterns of bullying will make them mentally mature and behaviourally more capable of saying no to bullying people. Students will be asked to categorize their feelings or thoughts into positive and negative in association with a bullying pattern noticed by them. Feelings will be categorized differently for each pattern noticed. Students will understand that relationships based on trust and communication serve as a key to address bullying issues. It is the lack of trust which prevents victims from communicating or reporting bullying to adults. Students will be trained to efficiently report to caring adults. Mock staff rooms will be set up in the corners of each classroom. Students will be divided in to two groups. One group will imitate the staff and students from other group will pretend to be victims of bullying. This pretend play will encourage students to practice trusting the staff. One important activity which will help students improve self-concept and self-esteem is to accentuate the positive. For this purpose, students will be divided into groups of four and focus will be concentrated by each group on one member. Rest of group members will have to identify one positive thing about that student’s behavior. Mental wellbeing is essential to prevent bullying as vulnerable people are easy targets. Students will be made to sit in a circle at the end of the school day in the classroom. Every student will tell one good thing he/she has learned in that day about

Leukemia Essay Example | Topics and Well Written Essays - 500 words - 1

Leukemia - Essay Example It might be chronic and acute (WebMd). Chronic leukemia deteriorates gradually and may not bring about manifestations for a considerable length of time (WebMd). This type of leukemia, which advances through the span of months to years, includes overproduction of mature white platelets that cannot function similar to typical white cells. Acute leukemia deteriorates quick and may make a person feel wiped out immediately. It grows inside of days to weeks, and expansive quantities of immature cells also called "blasts" develop (WebMd). These cells cannot work as typical white platelets, so individuals with intense leukemia are at a higher danger of contamination. Since the body is so caught up with delivering immature cells, it cannot produce the same number of red cells or platelets, which can bring about bleeding issues and anemia. Leukemias are likewise subdivided into the sort of influenced blood cell. By this division, leukemia might also be myelogenous and lymphocytic (WebMd). Myelogenous leukemia influences the other kind of cells that ordinarily get to be granulocytes, red platelets, or platelets. Lymphocytic (also called lymphoblastic) leukemia influences white platelets called lymphocytes (WebMd). On the off chance that the harmful change happens in the kind of marrow that makes lymphocytes, the sickness is called lymphocytic leukemia (WebMd). A lymphocyte is a sort of white cell inside a persons vertebrae insusceptible framework (WebMd). In the event that the malignant change happens in the kind of marrow cells that go ahead to deliver red platelets, different sorts of white cells, and platelets, the ailment is called myelogenous leukemia. The rate at which leukemia advances and how the cells supplant the typical blood and marrow cells are distinctive with every type of leukemia. Based on these divisions, there are four most common types of leukemia: Chronic lymphocytic leukemia (CLL) frequently