Free College Essays - The Character of Achilles in Homers Iliad :: Iliad essays

The Character of Achilles in  Homer's Iliad The story of Homer's Iliad actually centers around the "rage of Achilles, contrary to popular belief. At first thought or reading the epic poem seems like its main theme is utlimately the totality and gruesomness of war. In reality it is an ancient "Saving Private Ryan" in that it tells us of the raw details of war without any lack of description and information. However this ultimate devistation and emotion of the actual fighting and Trojan War is not the main focal point of this heroic tale. The real story centers on one awesome fighter, man, and hero--that man is Achilles. Achilles shows the greatest military prowess of any of the Achaean ranks and has the greatest fighting ability of all of the warriors, Trojan or Achaean. At the beginning of Homer's tale Achilles becomes disenfranchised from the rest of his fellow warriors and chooses to retreat back to his own ships of Myrmidons and refuses to fight for the Achaean cause against the Trojans. Not only is Achilles plauged and troubled by problems with his fellow soldiers, but he ultimately must face the fact that he has chosen to live a short and glorious life, as opposed to his other option of a long and blase life. Achilles knows that he must ultimately die in the heat of battle and gain great fame for doing so--if he actually existed and the story is true in this respect then he certainly has ascertained immortal fame in the pages of Homer's tale. Achilles eventually returns to fight on the side of the Achaeans, but not because of anything Agamemnon offers to him in order to get him to return to the fighting. Achilles' best friend and essential "soul-mate", Patroclus, is slain at the hands of the mighty Hector of Troy. Achilles is hence distraught at this happening and therefore goes to wreak his own havoc with the life of Hector to gain revenge. He manages to eventually kill many Trojans and then finally after chasing Hector several times around the city of Troy, slays him and desecrates his body by dragging him excessively as somewhat of an artifice to get his stored up hate, anger, and fear out.

Child and young persons development Essay

There are three main areas of child development. These are physical, communication and intellectual and social, emotional and behavioural development. The physical stage takes place naturally but children must have opportunities to develop their natural skills. Children will need support to develop their gross and fine motor skills. Gross motor skills use the large muscles in the body, arms and legs, for example crawling, walking and throwing. Fine motor skills use the smaller muscles in the fingers for example using a pencil, fastening buttons and using a knife and fork. The communication and intellectual area of development concerns a childs language skills and learning ability. The number of opportunities and experiences a child has been given from an early stage can have an affect on the intellectual development of a child. The â€Å"nature versus nurture† debate describes two different theories of a child’s intellectual development. Some psychologists believe that a childs intellectual ability is something that they are born with, nature. While other psychologists believe that a child’s intellectual development is dependent on the opportunities that they have been given, nurture. How a child feels about itself, others and the confidence they gain are all part of their social, emotional and behavioural development. During this development stage a child will learn about the kinds of behaviour that are acceptable and how to become more independent. For a child to develop to the best of their ability they will need to have a secure environment where they feel safe. Physical development From 0-3 years is a period of great physical development. In their first year a child will develop from having very little control over their body to being able to sit up, roll, crawl and hold objects. A child will start to walk, climb and play with a ball in their second year. As the ability to control their movement becomes greater they will be able to hold smaller objects, feed themselves and begin to dress themselves. In their third year a child will be able to turn pages in a book, use a cup, use crayons and pencils more effectively and walk and run more confidently. It is during this time that they will enjoy using more physical toys like tricycles and scooters. Between the ages of 3-7 a childs physical development means their movements are now more coordinated. The skills they have already developed have become more refined so they can now write, draw and use scissors. They  can also now catch a ball, pedal a bike, hop and skip. The child continues to grow and refine their skills during the ages of 7-12. It is during this stage that they often take up a hobby, for example football or dancing, and the skills that are required by that hobby are further developed. Their fine motor skills become much more controlled which now allows them to be able to sew or play an instrument. Some girls may start to show the early signs of puberty. Between the ages of 12-16 a child goes through adolescence. During this period they grow stronger, taller and their weight will increase. Most girls will have gone through puberty in this stage and boys will be starting to go through it. As all children go through puberty at different times there will be a great difference in strength and height of different children. On average by the end of this stage usually boys are taller than girls. It is during this stage in development that a young person will be more likely to m aster a skill. At the age of 16-19 a young person is now an adult. Most girls would have reached physical maturity by this stage but boys will continue to physically develop until they are in their mid 20’s. Communication and intellectual development As soon as a child is born they begin to learn the skills of communication when adults talk and sing to them. It is important that they are stimulated because they can experience difficulties with communication in later life if they are not. From the age of one a child will begin to speak, single words at first but by the age of two they may begin to form simple sentences. Their vocabulary will increase quickly, so they may have a vocabulary of around 200 words. By the age of three a child will start to use plurals and negatives in their speech. As the child becomes more social between the ages of 3-7 they begin to use familiar phrases and expressions. They will start to ask questions and use past and future tense. A childs intellectual development during this stage includes learning to read and improving their writing, drawing and number skills. During the ages of 7-12 years a childs communication and intellectual development continues to refine skills they have already developed. Most children are now fluent speakers and their reading and writing skills continue to improve. They are now able to process information more effectively and can reason with others. This stage of development allows them to use more abstract ways to develop their own  ideas. From the age of 12 to the age of 18 a young person will begin to get a clearer idea of what subjects they like and they will become more motivated in these subjects. They also begin to develop a clear preference for art or science and start to question sources of information. They may begin to try and avoid subjects they do not like or show a lack of confidence in them. It is important that during this stage of communication and intellectual development young people feels good about themselves and that they feel a sense of belonging. By the ages of 16-19 the young person is le aving school. They will be looking at their strengths and ways to continue to develop these so they can use them for their future. Social. Emotional and behavioural development The social, emotional and behavioural stage of development for a child between the ages of 0 –3 years will include the child smiling, gazing, forming strong attachments, with parents at first, and using a comforter like a dummy or a blanket. During this stage a child may become attention seeking, reluctant to share and start having temper tantrums. The tantrums are usually because of frustration and wanting to be more independent. Social, emotional and behavioural development is more prevalent from the age of three up to the age of twelve. Between the ages of 3-7 a child will begin to play with others rather than playing alongside them, parallel play. They will begin to form friendships, socialise and use imaginative play. A child will enjoy being independent and having responsibility but they will start to seek adult approval. During this stage of development it is important that a child learns about boundaries, what they are, why they are important and why they are necessary . Firm friendships are developed where the children are supportive of each other between the ages of 7- 12 years. Children will usually play in groups of children of the same sex and they will be more aware of what other people think of them. They will develop a sense of what is right and wrong and they will be uncertain of any changes in their surroundings. It is important that during this stage of development they are given activities that require them to become more independent and they continue to receive praise and encouragement. Between the ages of 12 –16 friendships become very important to a young person, they begin to spend more time with their friends and want more independence. They may experience  peer pressure, feeling pressured from their friends to do something or act in a certain way. During this stage in development a young persons self esteem can be very sensitive, this is due to the changes in their body due to puberty. They will begin to become very concerned about what other people think about them. Young people may feel under a great deal of pressure because of the increase in expectations of them as they are growing up and they may not be aware of how to behave in some situations. It is important to remember during this stage that even though they may begin to look like an adult a young person will still need guidance and advice. From the age of 16-19 the young person becomes an adult but they will still need advice as they lack experience in many areas of life. The way in which people interact and their emotional maturity will vary between different people. It is important to remember that development is a holistic process and the milestones previously described are a broad average. Every child is unique and develops at their own rate some children may hit the milestone earlier than others, some may hit them a little later than others A childs development may be split into three main areas but these areas are not independent of each other. All three areas of development are linked for example a child who is good at football has refined a physical skill which will enable him to socialise more and grow in confidence. It is also often the case that a child who is a low achiever has social, emotional or behavioural problems. A childs development can be affected by different factors including their background, health, and the environment that they grow up in. Children in schools can come from many different backgrounds and cultures. During their time at school a lot of children will experience changes in their home life this could include illness, family break up and moving house. All these can affect a childs development in different areas. I currently work with a child who is 9 years old and the second youngest in a family of four. The children were taken from the family home three years ago because their parents had alcohol problems, which were affecting the welfare of the children. This childs background has greatly affected their development in a number of ways. Their development in social and behavioural areas has been affected, as they are very confrontational and disruptive. They find  friendships quite difficult, as they tend to be controlling. They are a low achiever; their literacy and reading levels are lower than expected this may be because they have not received any support from home or had the opportunity to read to anybody. A child who suffers from a physical disability, impairment or ill health can have developmental problems. Their disability or impairment may mean that they cannot engage in certain activities which may limit what social activities they can participate in. they may have problems with their fine motor skills meaning that they would find holding a pen or pencil difficult. If a child is absent from school a lot because of illness they may find it hard to catch up on the work they have missed and they may find making firm friendships difficult. It is important that adults within a school are aware of the problems these pupils face so that they can support them in the best way possible. Children who come from a background of deprivation and poverty are more likely to have problems achieving in school. The childs parents would have difficulty managing the needs of their child, which would have an affect on their development. The child may not have access to books to help with reading and other materials that would support their studies at school. Development may be affected in a child who has been experiencing a different method of schooling, such as home schooling or a child with no previous education for instance if they have come from another country where formal education does not start until a later age. This child would need additional support until they have settled in school. If a child is in care this may affect their development. Their social, emotional and behavioural development will be affected but the school will monitor them closely and put into place any support that they feel is necessary. Every child or young person will go through a period of change, transition, while they are at school. There are school-based transitions such as changing class along with a change of teacher also changing key stage. The biggest school-based transition that a child will have to face is moving from primary school up to secondary school. During their school life they will also face personal transitions as they go through puberty. When children go through, or are coming up to a transition period they should be given lots of opportunities to talk about what is happening or going to  happen. They should be able to ask questions that will help them be as informed as possible. Being informed can help minimise any negative affects transitions may have on a childs development There are some transitions that not every child will experience. These transitions are usually unexpected and the child may not prepared for it. These transitions could include parental separation, bereavement, a parent changing their partner, moving house, new sibling, illness or injury and a change of carer. Parents should inform the school if something has happened or is going to happen that could have an affect on their child so the school can support the child where necessary. As a member of staff you have to be aware that this does not always happen, if you notice that a child begins to behave out of character then you must inform other members of staff of your concerns. If you work with a child who is experiencing parental separation this could affect the child in many ways but it is important to remember when speaking with the parents you must be sensitive. Bereavement for a child can be very traumatic. Schools usually have procedures in place that will help guide the staff i n the best ways to support the child while they go through this difficult period. A child whose parent has recently changed partner can be greatly affected by the change. How often the child sees their absent parent and how the new partner is introduced to them will affect how big the impact of this transition will be on the child. In this situation you will need to be sensitive when talking to the childs parents. Moving house can be quite exciting for some children, especially those who are not having to change schools but for children who are it can be a very daunting time. If a child has just started at school after moving into the area the child will need support until they have settled into their new school. A new sibling can have an affect on children, particularly young children. Having to vie for their parents’ attention can be difficult to cope with for some children, especially if it is for the first time. A child will need support if they or their loved one becomes ill or injured. They will need support until they become used to the change in their circumstances however long or short that may be. If a child you are working with is in care they may find it difficult to cope with if they have a change of carer. School and social services work very closely with each  other in these circumstances and would be able to support and advise any staff that work with the child. Transitions can affect children in many different ways. They may become withdrawn and quiet, attention seeking, very anxious or they could start behaving uncharacteristically. It is very important that children feel secure in other areas of their life and that they are supported during any transitions. They should be given opportunities to talk about how they are feeling and to ask any questions they may have. If the children are aware of what is going to happen and prepared it can lessen the negative affects that the transition may have. If you know that a child or a group of children are going to experience a transition, such as a change of class, teacher, school or even sitting exams, then you can plan ahead on how best to support them during this period. Transitions can be very traumatic for children so it is vital that they receive support or there social and emotional development can be affected.

Media violence: Pointing at the wrong culprit

Nowadays, violence in the streets is becoming commonplace. Headlines are screaming of assaults and other senseless crimes. Thus, it is necessary to understand what causes violence to minimize, if not stop, its prevalence in society. In this age of technology, media is very influential among people because of its global reach. Thus, there have been arguments that media violence translates to societal violence. Through the years, there has been an increase in the quantity of violence, and media has been transforming to a more sexual, graphic, and sadistic media. Because of the technological development, bullets exploding in people's brains were seen in slow motion in movies. Wrestling fans cheer over hard-hitting action, and one particular video game's, Grand Theft Auto, goal is murdering as many people as possible. Moreover, extremely violent lyrics are common in music. The Web makes access to all these kinds of media easily accessible as well as contains violent materials (Vidal, Clemente, & Espinosa, 2003). The presence of cruelty in different types of media means that it is appealing to people. Violence is incorporated to media because it is what â€Å"sells† to people. The question now is, Does it cause societal violence? Many believe that people exposed to violence in the media have a more aggressive behavior. Media has been accused of teaching children how to kill people. However, the actual connection between media and violence is yet to be established (Bushman & Anderson, 2001), and some researchers believe that blaming media is only one way for others who refuse to believe that the actual violence is seen at home and in the community. Indeed, guns, drugs, alcohol, and poverty heavily influence youth, much more than media does. Those who are believed to be influenced by media live in ghetto cities where people mostly are in the low socioeconomic bracket and belong to the minority groups. A common factor among these people is the presence of abuse and violence, even before the media became a part of the popular culture. Rap music, accused for its violent lyrics, originated from these areas, a reflection of the experiences of those who created the music. Artists of metal music are said to incite violent tendencies among youth, and Marilyn Manson was blamed for the Columbine shooting. Similar to rappers, metal music artists usually had poor upbringing and exposed to violence throughout their childhood. Cases against the rock bands claiming that they are responsible for influencing the violence in teenagers were dismissed because the teenagers were under the influence of drugs and, similarly to most artists, have depressing lives. In reality, music does not cause violence; rather, musicians are only expressing the violence that they experienced in the society.Approximately 90% of violent youths were exposed to violence at homes, were abused, and have depressing lives, even before they learned how to listen to music. As regards movies depicting violent scenes, these only slightly increase aggression (Freedman, 2002). Similarly to music, movies only emulate reality, and the graphics only help to make films as â€Å"real life† as possible. Again, it is the poor home environment that raises a violent child. As an example, movies, animes, and video games in Japan are more violent than in the United States, but are there any reported incidents of shootings by teenagers at school? None. Furthermore, there are less incidence of crimes committed by teenagers. Indeed, violence in society is rapidly rising, but people should not point their fingers at the wrong culprit—media. Media violence does not cause societal violence; rather, violence is only portrayed in media. Although it is true that violence in media increases aggression in children, ultimately, proper upbringing is essential to ensure that a child does not grow to be a violent person. Instead of focusing on media violence, people should focus on the real problem—poverty, drugs and alcohol, loose gun laws, and domestic violence. References Bushman, B. & Anderson, C. (2001). Media violence and the American public: Scientific fact versus media misinformation. American Psychologist, 56(6–7), 477–489. Freedman, J. (2002). Media violence and its effect on aggression: Assessing the scientific evidence. Toronto: University of Toronto Press. Vidal, M.A., Clemente, M., & Espinosa, P. (2003). Types of media violence and degree of acceptance in

Anthrax essays

Anthrax essays As our country stands in the aftermath of the September 11 terriostist attacks the fear of biological warfare worsens as each day passes. During these trying times the word "Anthrax" strikes fear to the heart of many people. All americans need to learn some knowdglegde of Anthrax, what it is, uses of it, how it spreads, and what are the symptoms, and treatment for them. Most americans have heard very little about Anthrax before the events of Sept 11. Virulence of Cacillus Anthracis, Anthrax, is dependent on a 3-component exotoxin and an antiphagocytic poly-d-glutamic acid capsule.() It is formed in plant eating animals such as pigs, cows, and sheep. It occurs naturally in nature, and is caused by the bacteria Bacillus Anthracis. Anthrax is a very old i''ness. It is greatly common were livestock is raised. The occurence has been decreased in both animals and humans since the implement of immense immunization.() Although Anthrax is mostly found in plant eating animals and occurs naturally it can be use many ways for different reasons. On April 2, 1979 in the small Soviet city of Sverdlousk there was an unusal outbreak of Anthras whick affected 94 people and killed at least 64. Livestock in the area also died. The goverment claimed the deaths on intestial Anthrax from tainted meat. It was not until years later that american scientist found that the outbreak was caused by an accidental release of Anthrax spores from an aerosol of Anthras pathogen at a Societ biological weapons base in the city. All the victims and livestock were infected in a straight line downwind from the base when the release happened. If the wind had blown towards Sverdlousk that day the death rate could had have been hundreds or thousands() As shown in the deadly outbreak of 1979 Anthrax can be a very effective Biological warfare agent. Anthra ...

Sample Grad School Recommendation Letter by a Professor

Sample Grad School Recommendation Letter by a Professor Successful graduate school applications are accompanied by several, usually three, recommendation letters. Most of your graduate admissions letters will be written by your professors. The best letters are written by professors who know you well and can relay your strengths and promise for graduate study. Below is an example of a helpful recommendation letter for admission to graduate school. What Effective Recommendation Letters Should Include An explanation of the context in which the student is known (classroom, advisee, research, etc.)The evaluationData to support the evaluation. Why is the student a good bet? What indicates that he or she will be a competent graduate student and, eventually, professional? A letter that does not provide details to support statements about the candidate is not helpful. What to Write Below is a template to help you organize your ideas as you compose a students letter of recommendation. Section headers/explanations are in bold (dont include these in your letter). Attention: Admissions Committee [if a specific contact is provided, address as indicated] Introduction: I am writing to you in support of [Student Full Name] and [his/her] desire to attend [University Name] for the [Program Title] program. Though many students ask me to make this request on their behalf, I only recommend students whom I feel are well-suited for the program of their choice. [Student Full Name] is one of those students. I highly [recommend, recommend without hesitation; as appropriate]  [he/she] be given the opportunity to attend your university. The Context in Which You Know the Student: As Professor of Biology at University Name, for X years,  I have encountered many students in my classroom and lab [edit as appropriate]. Only a small handful of outstanding students offer a unique perspective and really embrace their learning of the subject matter. [Student Name] has consistently shown promise and commitment, as indicated below. I first met StudentName in my [Course Title] course during the [Season and Year] semester. Compared to the class average of [Class Average], [Mr./Ms. Last Name] earned a [Grade] in the class. [Mr./Ms. Last Name] was evaluated on [explain basis for grades, e.g., exams, papers, etc.], in which [he/she] performed exceptionally well. Illustrate the Students Competencies: Though StudentName has consistently exceeded in all areas of [his/her] coursework, the best example of [his/her] promise is indicated in a [paper/presentation/project/etc.] on [works title]. The work clearly showed [his/her] ability to deliver a clear, concise and well-thought presentation with a new perspective by demonstrating.... [embellish here]. [Provide additional examples, as appropriate. Examples that illustrate research skills and ​interests, as well as ways in which you have worked closely with the student are particularly useful. This section is the most important part of your letter. What can your student contribute to the graduate program and professors with whom she may work? Why is she exceptional - with support?] Closing: StudentName continues to impress me with [his/her] knowledge, skill and dedication to [his/her] work. I’m sure you will find [him/her] to be a highly motivated, competent, and committed student who will grow into a successful professional [edit as appropriate- indicate why]. In closing, I highly recommend [recommend without reservation; highest recommendation; add as appropriate] Student Full Name for admission to the [Graduate Program] at [University]. Please feel free to contact me if you require further information. Sincerely, [Professors Name][Professors Title][University][Contact information] Recommendation letters are written with a specific student in mind. There is no generic grad school recommendation letter. Consider the above as a guide as to the sort of information to include as you write recommendation letters but tailor the content, organization, and tone for the particular student at hand.

Why We Root For Some Antagonist Portrayed in Film, Literature and Article - 1

Why We Root For Some Antagonist Portrayed in Film, Literature and Television - Article Example The second example is the main character of the series Revenge, whose plot, regardless of whom it hurts, is aimed at selfish revenge. A different example, as reviewed by Cowden (2014) is the Ruthless killer in captain America, the movie. He is ruthless killer whose memory is frequently erased so that he lacks the emotions of regret. This is worse when he beats a friend he had. Throughout the movie, the watcher is still hopeful that his memory is regained to stop the evil nature. The big question is why do we secretly love and enjoy these kinds of characters yet they are schemers, evil, horrific and merciless? The first reason for hating while loving the antagonists is the fact that these characters are a reflection of who we are. If not for rules and the law, most people would be involved in evil and negative acts. Therefore, watching someone else do what we consider evil and hide within brings a sense of commonness and adventure to the viewer. Secondly, according to Langley (2012), the psychological mindset of reactance is also another reason.. He reports that the human always desires what is prohibited. Since the society is against actions of villainy, the psychological reactance makes us to root for the survival of the bad guy. Another reason for the love for villains is revenge. In most cases, villains are motivated by revenge. We understand and recognise their feeling and the spirit behind the revenge(Vivanco, 2012). Vivanco (2012) also explains the fundamental attribution error that makes us love the antagonists. It is noted once a person understands the need of a stranger they are likely to treat them as they would have desired to be treated. Another reason for the love of villains is the psychological mindset that beautiful is good. Most people view people that are physically attractive as good and hence are held in high regard. The villains in most of the films

You need to choose 2 questions and answer it and each question should Essay

You need to choose 2 questions and answer it and each question should have 2 pages answer - Essay Example This represents a difficult position for the change leader in the fact that the shareholders that they will be integrating with will likely to view an understand the way that the company or firm should proceed in a much different way than the new change leader. Although a difference in perspective is not necessarily a bad thing, it will doubtless be difficult for a new change leader if he/she is faced with a situation in which seniority within the firm becomes a central issue. This of represents a situation in which the â€Å"momentum of the organization† is aligned against that of the change leader. Although this is not an impossible situation to engage with, it puts the change leader in a distinct disadvantage. As a means of drawing such a situation to his/her ultimate benefit, the change leader must first seek to integrate a further and more complete understanding and appreciation for the way in which the firm has operated for the past several years. This is of vital due to the fact that many change leaders are tempted to merely dismiss the way in which shareholders have become accustomed to performing certain tasks out of rather egoistic motives. Whereas the change leader is oftentimes tempted to approach a given situation with the understanding that the old ways are inherently flawed, this is ultimately something that must be guarded against. Though it is oftentimes the case that the old ways are inade34quate for leading with certain eventualities, they are not always all bad and require a thorough review from the change leader prior to outright deciding which particular approach is best for furthering the goals and ends of the given organization. As a function of this level of understanding, one of the primary activities that the change leader should engage upon is a thorough and complete review of all of the ways in which business has been previously conducted. Rather than coming into an organization and demanding that all former culture must be d one away with in order to usher in an era of new dynamics, the change leader should be mindful of whether these former cultures contribute to or take away from the unique motives and activities which he/she wish to promote. All too often the change leader is so focused uon instituting his/her own level of procedures and organization that they lose sight of the fact that some of the prior organizational structure can actually work to achieve a degree of synergy with their own designs. As such, seeking to utilize these means rather than forcibly demanding that the participants outright deny the past means which they both are comfortable with and have grown accustomed to can oftentimes lead to a greater degree of net benefit than demanding otherwise. Question 2) The first issue that must be engaged with regards to question 2 is an appreciation and heartfelt discussion with the employee. As Pat believes that his grievance is of merit, it is incumbent upon the change leader to take his c harge seriously as well as integrate his concern into the change process and consider its overall merit. Regardless of whether or not Pat’s particular point of view is useful in furthering the goals of management, the fact that such a central shareholder in the process believes that the project itself is starting off on the wrong foot and going in the wrong direction is worthy of consideration by the change leader. Likewise, as his point of view represents the fact that the team is in conflict it is the responsibility of the manager to seek to identify with and understand his unique concerns before proceeding on with a particular point of view. Although it is impossible to include each and every point of view