TV Made Me Do It! Essays - Dispute Resolution, Crime, Ethics

TV Made Me Do It! Essays - Dispute Resolution, Crime, Ethics "TV Made Me Do It!" Has our nation been deceived by the media? Has the media sent forth an era that it is all right to define what was considered ?old fashion values Values are defined by the Webster?s Dictionary as, beliefs or ideas. Violence on TV affects how children view themselves, their world,and other people. In fact, experts warn that viewing violence can have lifelong harmful effects on children?s health. By the time children complete school, the average child will witness more than 100,000 acts of violence on TV, including 8,000 murders. The more violence children watch on TV, the more likely they may act in aggressive ways, become less sensitive to other?s pain and suffering, and be more fearful of the world around them. Since we live in a violent society, we?re constantly hearing arguments that seeing TV violence, particularly children, desensitizes us so we accept real violence more off handily maybe it even triggers real violence. The theory behind the TV attacks is always the same: if Bobby commits a crime, he?s not responsible and his parents are not responsible: Something Else is responsible. The problem in this society isn?t the easy availability of drugs, or guns, or television, although all are scape goateed. All of these things are mere senseless: they do only what we have them do. All supposedly scientific studies on the subject of TV violence ?causing? real violence are based on a theory of cause-and-effect that is contrary to humans having the capability of making responsible, moral choices. So is the media causing the nation to stray away from the ?old fashion values? We are voluntary beings by nature: we chose what we do and what we make ourselves. For example, you take two brothers from an identical lousy environment missing father, overworked mother, no money, rotten inner city neighborhood. One brother joins a gang and has committed his first murder within a couple of years. On the other hand the second brother hides out from the gangs at the public library and learns to read out of boredom. Since he learns how to read he manages to stay in school and takes a fast-food job while attending night college classes. Comparing two specific phenomena in isolation tells us nothing. How can you isolate one specific set of television images from the effects of the other available images? Further, how do you go inside the skulls of the people doing acts of violence and find out the actual causes, when even asking won?t give you a sure answer of why? Studies linking TV violence with real violence try to reduce human behavior to stimulus and effect. It may work with rat psychology, but it doesn?t work with human psychology. We are not robots which are programmed. We learn, chose what we focus upon, change our minds, ignore what we like or believe, focus on what we like and believe. If someone is prone to violence, then they will probably seek and obtain violent images and if it isn?t broadcast on TV, it will be sought and obtained otherwise. If there is any valid criticism of TV, it?s the same one that can be brought against drugs: both can be distractions designed to dull the pain of living in a stupid, painful, and hope destroying society. TV, not religion, is today?s tranquilizer of the masses. If you want to change TV, change the desire of the viewing public from distraction to intellectual stimulation. Or you can just change the channel.

Table of mRNA Codons and Properties of the Genetic Code

Table of mRNA Codons and Properties of the Genetic Code This is a table of mRNA codons for the amino acids and a description of the properties of the genetic code. Genetic Code Properties There is no ambiguity in the genetic code. This means each triplet codes for only one amino acid.The genetic code is degenerate, which means there is more than one triplet code for many of the amino acids. Methionine and tryptophan each are coded by just one triplet. Arginine, leucine, and serine each are coded by six triplets. The other 15 amino acids are coded by two, three, and four triplets.There are 61 triplet codes for amino acids. Three other triplets (UAA, UAG, and UGA) are stop sequences. The stop sequences signal chain termination, telling the cellular machinery to stop synthesizing a protein.The degeneracy of the code for the amino acids coded by two, three, and four triplets is only in the last base of the triplet code. As an example, glycine is coded by GGU, GGA, GGG, and GGC.Experimental evidence indicates the genetic code is universal for all organisms on Earth. Viruses, bacteria, plants, and animals all use the same genetic code to form proteins from RNA. Table of mRNA Codons and Amino Acids mRNA Amino Acid mRNA Amino Acid mRNA Amino Acid mRNA Amino Acid UUU Phe UCU Ser UAU Tyr UGU Cys UUC Phe UCC Ser UAC Tyr UGC Cys UUA Leu UCA Ser UAA Stop UGA Stop UUG Leu UCG Ser UAG Stop UGG Trp - - - - - - - - CUU Leu CCU Pro CAU His CGU Arg CUC Leu CCC Pro CAC His CGC Arg CUA Leu CCA Pro CAA Gln CGA Arg CUG Leu CCG Pro CAG Gln CGG Arg - - - - - - - - AUU Ile ACU Thr AAU Asn AGU Ser AUC Ile ACC Thr AAC Asn AGC Ser AUA Ile ACA Thr AAA Lys AGA Arg AUG Met ACG Thr AAG Lys AGG Arg - - - - - - - - GUU Val GCU Ala GAU Asp GGU Gly GUC Val GCC Ala GAC Asp GGC Gly GUA Val GCA Ala GAA Glu GGA Gly GUG Val GCG Ala GAG Glu GGG Gly

Game Theory Essay Example | Topics and Well Written Essays - 750 words

Game Theory - Essay Example 2 threatens to play q if the player 1 gives 2 the move; this may be bad for the player 1 so he decides to play W, but also would be bad for player 2. Now, given the opportunity to move, player 2 will prefer to play 1 since it is the remaining Nash equilibrium. One has to bear in mind the tree diagram of probability when handling game perfect equilibrium theory. In game 1, the correct sub-game starts at player2’s decision join; the condition that 2’s choices are Nash equilibrium strategy lowers or reduces the prerequisite that 2 takes the action that yields in the highest induce, thus, player 2 must play 1; these deductions are only possible because there exist a finite extensive form of the game, therefore exists a sub-game perfect Nash equilibrium. In addition, the Nash sub perfect game equilibrium can be jointed to for the tree diagram of probabilities (McCain 55). A different problem with sub-game excellence is that of the concept is not in an alternative unnecessary changing of the game tree. For instance, a tree diagram that has the same form as that of normal form as game 2 but has sub-game completeness (McCain 56). When manipulating for equilibrium in zero, some game will not take into account of the challenger playoff; this is because the opponents are implicit known, they are ever diametric. On the other hand, in non-zero games, one has to put in mind opponents playoff. These will always yield different outcomes. A relevant example is that of innovation of Blu-ray by Toshiba and Sony companies, if both companies goes for the same innovation, the results may be more convenient for only than Toshiba, but if the two companies don’t involve in the same kind of coordination (if only has a greater probability or chance of winning in the innovation ). The game in comparison is Blu-ray for Sony to that of Toshiba, now, if the two companies happen to pick option, then Sony will have a big pay off compared to Toshiba. Consequently, if Toshib a Company reconsiders to the option of HD DVD will leave the Sony Company with a play of o. this will be considered as that playoff 1 for selection of Blu-ray. However, (HD DVD, HD DVD) is another strategic equilibrium. The game theories will term these as pure strategy equilibrium in non-zero game of Nash equilibrium (McCain 78). The co-ordination between the companies will bear some common problems in the scope of business and innovations. Although it is better to understand that solutions reached is as a result of Nash equilibrium; solutions obtained are of the beneficiary to the companies; Sony and Toshiba. Therefore, it important to understand the mixed strategy of Nash equilibrium; this case will put the guiding principle to base on any of the player or company this means that the mixed equilibrium must yield some payoff outcomes (McCain 123). For instance, if we take the mixed strategy for Sony company to be y for choosing Blu-ray and (1-y) for Toshiba company for choosing HD DVD, we can use Toshiba’s payoff to manipulate the values for HD DVD and Blu-ray, these will yield two outcomes as follows; If Toshiba company chooses Blu-ray if Toshiba company goes for HD DVD (1-y)*(y+0)*1 =0*(1-y)*(y+4) y =4-4*y y*5 =4 y =4D5 In this example, Sony’s strategy is to an unsystematic choosing of Blu-ray is (4/5) and the same time (1/5) to that of HD DVD. Now, there will be a mixed strategy of (x, 1-x) of

Montessori's Educational Philosophy Essay Example | Topics and Well Written Essays - 750 words

Montessori's Educational Philosophy - Essay Example On hindsight, I surmised that to a certain extent, the teachers that I had assisted probably applied bits and pieces of Montessori’s teaching philosophy, approach, or perspective. However, I was not conscious of them. William Crain’s narration in â€Å"Montessori’s Educational Philosophy† probably synthesized what seems to be a fundamental facet of what Montessori education is. Through Crain’s â€Å"Montessori’s Educational Philosophy† the idea of children as undergoing â€Å"sensitive periods† was impressed to me. Of course, having been exposed to children between four to seven as well as older children between twelve to thirteen years old, the idea of children having periods of sensitivity on certain dimensions should be â€Å"obvious† to me but, unfortunately, this was not the case. I had taken for granted my experiences, unmindful of the important implications of what should have been obvious. Crain’s article allowed me to review my experience with a new eye or from a new perspective. At the same time, it allowed me to see the Montessori perspective as the correct one, the largely correct one, or at least a USEFUL perspective in childhood education. Education, of course, is not an ideology but a commitment as well as a science of leading or facilitating the young ones to explore and seek knowledge and, in the p rocess, be taught by their interaction with their world. As a science, some of Montessori’s â€Å"theory† or perspective will probably be seen in a better light in future and some facets of the Montessori MAY be even proven by scientific or education research to be misguided. However, what is more important is that the Montessori perspective or â€Å"theory† will be seen as forward advance in how we must conduct education in children. Further, what is most important is that the Montessori perspective fulfills an important role in advancing the science of educating

Study of emotion Essay Example for Free

Study of emotion Essay The results of primate studies have developed in the scientific community a common belief that the amygdala plays a central role in mediating emotions, the anxious temperament and fearful responses. From this generalization, it can be further inferred that a fully intact amygdala, with all others that constitute the brain anatomy in a normal condition, could effect a normal reaction in primates upon exposure to a stimulus (i. e. hostility: defensive stance; threat: fear). On the other hand, a lesioned amygdala can result in abnormal or even totally lack of reaction upon exposure to stimulus. In an article by Kalin, et. al. , (2001), the exposure of lesioned monkeys to unfamiliar threats such as snake and an unknown hostile male resulted to blunted fear responses. This confirms the hypothesis on the role of the amygdala in mediating emotional responses. In mediating fear, information first reaches the eye which will then travel to the thalamus and to the amygdala. The result is a quick registration of any perceived danger to effect a quick response. This is the direct subcortical pathway. In the cortical pathway, information passes to the visual cortex first before passing to the amygdala, allowing for conscious consideration of the danger involved after the initial rapid response. Rapid response is made possible by the innervation of the adrenal glands by the sympathetic axons to produce hormones such as adrenalin, noradrenalin or cortisol which hill hasten blood flow (Peacock, 2005). The registration of danger, and thus, fear is slowed or made impossible by the damage in the amygdala in lesioned monkeys. Still, another part of this article shows that lesioned and unlesioned monkeys showed no differences in emotional processing when exposed to a human intruder. This inconsistency poses a challenge on the notion about the role of the amygdala in mediating behaviors and emotional responses. One possible reason for this inconsistency is that the monkeys have been exposed to human since childhoold (Kalin, et. al. , 2001). In the expression of emotions and behaviors associated with retained memories, a functional amygdala is not necessary (McGaugh, et.al. , 1996) because while the amygdala is necessary in mediating fear, other structures have a more direct function in mediating long-term nonspecific anxiety responses (Davis, et. al. , 1997) These include the bed nucleus in the stria terminalis and the orbitofrontal cortex which may not have been damaged during the exposure. With the orbitorfrontal cortex mediating anxious temperaments based on appraised consequences, input from the amygdala becomes uncritical (Kalin, et. al. , 2001). The amygdala, after all, is involved only in the processing of new and ambigious threatening situations (Whalen, 1998) which may not characterize their exposure to the humans. Physiological psychology gives light to a perspective that is almost completely removed from explanations arising from social biases. The subjectivity of social sciences allows more leeway for as many numbers of interpretations as there are interpreters and gives rise to more confusion rather than understanding. A more objective approach allows an in-depth, more scientific, more uniform appreciation of emotion. That is, even without access to a person’s historical background or experiences, one can predict anyone’s actions by mere examination of one’s anatomy and physiology. Works Cited Davis M, Walker DL, Lee Y (1997) Amygdala and bed nucleus of the stria terminalis: differential roles in fear and anxiety measured with the acoustic startle reflex. Philos Trans R Soc Lond B Biol Sci . 352:1675-1687 Kalin NH, Shelton SE, et. al. (2001). The primate amygdala mediates acute fear but not the behavioral and physiological components of anxious temperament. J Neuroscience. 21(6):2067-2074 McGaugh JL, Cahill L, Roozendaal B (1996) Involvement of the amygdala in memory storage: interactions with other brain systems. Proc Natl Acad Sci . 93:13508-13514 Peacock, S. (2005). Behavior, Physiology and Fear. Mind. Retrieved 05 May 2008 from http://mind. in/node/195. Whalen PJ (1998) Fear, vigilance, and ambiguity: initial neuroimaging studies of the human amygdala. Curr Dir Psychol Sci 7:177-188.

An Analysis of the Epic Poem, Beowulf - Beowulf and His Pride :: Epic Beowulf essays

Beowulf and His Pride      Ã‚  Ã‚  Ã‚  Ã‚   One of Beowulf's main characteristics is his ever present pride.   To most protagonists their pride is usually explained by a friend or narrator. However,   Beowulf is one who likes to show the whole world how important and valuable he is to them.   Through out the chapters which we have read it seems as though the whole point in the book is to show off his strength.   He presents himself before a fight with boasting and an ostentatious manner of fighting.      Ã‚  Ã‚  Ã‚  Ã‚   When Beowulf was a little boy he wanted to show his strength and entered a race with his friend Breeca.   He knew that he would win with no effort at all, but then,   due to a storm, he lost his way.   While Beowulf was trying to return to land he managed to kill nine sea monsters with his bare hands and still caught up to Brecca.   He apparently bragged to such an extent that everyone in Scandinavia knew about this race and the courageous way he cleared the sea of evil.   He,   at this young age,   had no need to think about death.   All he thought about was foolishly having fun and proving himself to the spectators.      Ã‚  Ã‚  Ã‚  Ã‚   When Beowulf fought with Grendel,   the demon who was terrorizing Herot Hall,   he came there boasting about how worthy he was to fight for Denmark.   The people accepted him as a deserving warrior and permitted him to do what ever he needed to rid them of Grendel.   Beowulf wanted to fool Grendel into thinking that he was sleeping so that Grendel would try to kill him,   but instead Beowulf would terminate him.   That night Grendel did come and fell right into Beowulf's trap.   Beowulf had Grendel in his hands,   but no matter how strong Beowulf was the demon escaped missing only an arm.   Grendel would soon die in his lair because of blood loss,   but Beowulf was unhappy that he could not stretch Grendel's body on the floor.   However,   he still hung Grendel's arm,   just to show how only he was strong enough to kill the monster.   This time when Beowulf went to fight he told the king that if he would die then the king should give

Poem of William Caslos William Essay

William Carlos Williams is a pioneer who creates a whole new realm in American poetry. He is regarded as an important and influential poet because of his unique and usually plain style. The poem â€Å"Poem† is one of the most prominent poems reflecting Williams’ style of writing. In this piece of work, Williams discusses a central contrast between the mortality of life and immortality of art through the image of two roses – in nature and in poetry. It can be said that life is symbolized by the rose, the central image and also the main theme of â€Å"Poem†. The real rose and unreal one are skillfully used to represent two factors: the reality and the art. In nature, a rose which cannot avoid the cycle of time undergoes stages of nature rules. First, it germinates from a seed. Then, it grows up and blooms or blossoms. Next, it fades or discolored. Finally, it dies. â€Å"The rose fades – And is renewed again – By its seed naturally† (Williams, 1983). The issue of the rose fading show that life, no matter what forms, follows the nature changing rule and eventually fades away. Meanwhile, Williams uses the image of the rose in poem to respect the art because the real rose will fade naturally but the rose of art keeps an ever-lasting beauty: â€Å"Save in the poem – shall it go – to suffer no diminution – of its splendor† (Williams, 1983). Generally, the whole poem presents the central contrast of nature versus art, death versus life and cycle of time versus perfection that lasts forever. With respect to the highlighted image of the rose in poetry, it can not be touch but lives forever and remains perfect, fresh, young, and beautiful regardless of time. It has the empowerment of splendor, perfection, and immortality. In fact, Williams’ intention after his words of praising the power of the rose in poem is to advocate the power of art in general. It seems that the poet gives prominence to art whose role is to inspire and guide people through curves of life thanks to its beauty and significance of teaching truth, giving beauty and pleasure, shaping moral characters, showing power of language and showing human experience.

A Prayer Fpr My Daughter

A Prayer For My Daughter A Prayer for My Daughter is a poem written by William Butler Yeats in 1919. This poem is a pray-like poem. And it generally tells about the poet's ideas about his daughter who is sleeping at the same time while the poem is being told. Throughout the poem the Yeats reflects that how he wants his daughter's future should be.This essay will analyze the poem under three subtitle: 1- What does this poem mean†, 2- The poetic devices, imagery, rhyming, figures of speech, used in the poem and mood, diction, language, and the structure of the poem, 3- An essay in a feminist point of view titled â€Å"What does the poet want his daughter to become†Ã¢â‚¬  . The poet is watching his infant daughter sleep. In the first stanza he starts with describing the setting of the poem. It is stormy outside, there is a kind of dark and gloomy weather and he prays for her.And he says that he has gloom in his mind and we will understand that what gloom is that in his min d. In the second stanza the poet describes the things while he was praying for his daughter. He walks for an hour and notices the â€Å"sea-wind scream upon the tower†, â€Å"under the arches of the bridge†, â€Å"in the elms above the flooded stream. † They probably represent the dreaming of the human beings and they are decisive. They are all about the present things and they block people from thinking about the future events.The last four lines of the second stanza clearly explain this idea: â€Å"Imagining in excited reverie That the future years had come, Dancing to a frenzied drum, Out of the murderous innocence of the sea. † In the third stanza he prays for her beauty, but not too much. He considers the beauty as a decisive element for choosing the right person to marry. He emphasizes that too much beauty may cause her loose the â€Å"natural kindness† thus that might prevent her from finding the â€Å"heart-revealing intimacy† and a true friend.Related with the third stanza, the fourth stanza refers to Helen herself, who â€Å"being chosen found life flat and dull,† and also to Aphrodite, the goddess of love, who chose her spouse the cripple, Hephaestus. Helen â€Å"had much trouble from a fool†, the fool is Menelaus, the husband of Helen, whom she deserted in favor of Paris. Whereas Aphrodite suffered from â€Å"being fatherless†, hence without a father to guide her, Yeats intends to be a guiding father to his young daughter. The fifth stanza describes the quality that Yeats came to see as at the very heart of civilized life: courtesy.By courtesy he understands a means of being in the world that would protect the best of human dignity, art and emotion. And in his prayer for his daughter he wishes that she will learn to survive with grace and dignity in a world turned horrific. He explains that many men have hopelessly loved beautiful women, and they thought that the women loved them as wel l but they did not. In the sixth stanza he hopes that his daughter will be a â€Å"flourishing hidden tree†, which is not rebel but kind and happy, but contains her happiness within a particular place.And additionally he wants his daughter to be not argumentative and aggressive, or perhaps quite and secure, â€Å"rooted in one dear perpetual place. † When combined with the previous line, the last line clearly defines his hope fro daughter to live in a victorious life â€Å"like a green laurel. † And the linnet also represents that he wants her thoughts to be a guide for a good life for her and her life to be in a good fate. In the seventh stanza he tells about himself a little bit, and we can conclude that he also suffered from love and beauty, but he also emphasize that hatred is drying and destructive.Thus he asserts that hatred is the worst response one can have in the world. He hopes that his daughter will not have such strong opinions which are the forms of hatred. Then he implies that â€Å"an intellectual hatred† is the worst of hatreds. In this stanza he uses an image â€Å"Plenty's horn. † It symbolizes the source of the rich gifts that will be given, served to his daughter. This part of the poem also accuses â€Å"the loveliest woman†, Maud Gonne, because of not using properly the gifts given to her and he hopes that her daughter will use them well and wisely.Ninth stanza serves the ideas of Yeats about hatred and recovering of the world. He supports that a woman can heal herself by getting away from hatred and also the world can be purified by avoiding from hatred and diversions. Thus we can recover the innocence and we can â€Å"be happy still. † In the conclusion stanza he hopes her daughter to be married in ceremony, of which source is the â€Å"horn† again. He uses the ceremony to symbolize the richness of the horn and the power of the â€Å"laurel tree. † POETIC DEVICESOnomatopoeia (the use of words that sound like the thing that they are describing) – howling, scream, spray, choke, scowl, howl Repetition (saying the same thing many times) – in the ninth stanza: self-appeasing, self-delighting, and self-affrighting Alliteration (the use of several words together that begin with the same sound or letter in order to make a special effect) – howling, and half hid, cradle-hood and coverlid, great gloom, sea-wind scream, being made beautiful, like the linnet, live like, linnet from the leaf, hatred driven hence, recovers radical, bellows burst, bridegroom bring, find a friend Assonance (similarity in the vowel sounds of words that are close together in a poem)- walked and prayed, young-hour, such-overmuch, trouble- fool, with-meat, yet-that-played, beauty-very, poor-roved, loved-thought-beloved, hidden-tree, dried-late, linnet-leaf, should-scowl, quarter-bowl, hatred-wares, spreading laurel tree. FIGURES OF SPEECH Metaphor- Ceremony is used for the Plenty's horn, custom is used for the spreading laurel tree, linnet is used for good faith, and laurel is used for having a victorious life Personification- Sea-wind scream-human being, years†¦ dancing-human being, frenzied drum- human being, angry wind- human being, Simile- â€Å"all her thoughts may like the linnet be†, â€Å"may she live like some green laurel† Juxtaposition- â€Å"murderous innocence† Imagery- The â€Å"storm† is representing the dangerous outside forces, may be the future that she will encounter with soon.The â€Å"cradle† is representing his daughter's babyhood. The sea is the source of the wind and logically is the source of â€Å"future years† as well. The â€Å"murderous innocence† is attributed to the sea and represents poet's daughter and the outside world which waits for her. He uses the imagery â€Å"dried† for his mind to explain how the bad ideas are rooted in his mind. And also he uses the â€Å"horn† as ceremony and the â€Å"tree† as custom. LANGUAGE, DICTION, MOOD, STRUCTURE The language used in the poem is like the language used in lectures and also prayer. The word â€Å"may† gives to the poem a pray-like mood. The narrator is the poet's himself, and he tells the poem quite personal.He uses â€Å"I†, â€Å"she†, â€Å"my daughter† to make it personalize. The moods of the stanzas are different than the others. But the first stanza has a frightening atmosphere. In the second stanza he is anxious about what will future bring to her, the third one has the same mood but in here he is careful. In the next one he uses classical mythology to express his obsessions. The fifth one is a little bit more confident and hopeful. The sixth one is more cautious and has a negative mood. The seventh is self aware, strong and kind of regretful. And the last three stanzas are written in a happy mood and have hopefulness. The structure of the poem is not complex to analyze.It has 10 stanzas and eight lines each. It was written in iambic pentameter. The rhyme scheme is aabbcddc, and the rhythm is regular. WHAT DOES THE POET WANT HIS DAUGHTER TO BECOME The poem is about William Butler Yeats ideas, and his anxiety about his baby daughter's future and life. He wants his daughter to become a woman who is virtuous, wise. He uses the image of his daughter partly to represent his ideal woman. Most of the images that he uses are parts of the ideal woman he has in his mind or its opposites. He supports that a woman should be â€Å"a flourishing hidden tree†, who is not well-known but beautiful. She shouldn't be anything but â€Å"merry. † Innocence† is beautiful in women, that's why if his daughter keeps her innocence inside and do not abuse it, she will not be affected by the â€Å"wind. † He thinks that too much beauty distorts women, and causes them to destroy the gifts that are given by â€Å"H orn of Plenty† thus he wants his daughter to use the gifts wisely and properly. And he wants his daughter to learn the fact that â€Å"hearts are earned†, and the men, who are deceived by just beauty, will notice their mistake later. He wants her daughter not to have strong opinions like hatred, because he thinks that hatred is the worst thing in the world. He hopes she will marry, and her house will be full of customs.

Peter The Great essays

Peter The Great essays The development of a particular region sometimes relies on the strength and intelligence of an individual. Throughout the years, many have proven themselves worthy of this exhausting task. When Peter Romanov was declared czar at age ten, he never could have guessed that one day, historians and others would refer to him as Peter the Great. 17th century Russia was undergoing tremendous change and modernization, and it Europe was the place people wanted to be if they desired to see the most recent technology and clothing styles. This was true all over Europe except for Russia, a very large country lying right under the Artic Ocean. Time seemed to have slowed down and stopped completely here. Technology was extremely poor compared to her neighboring countries. Nature easily ruled over most of the natives and serfs who lived as peasants or slaves. These are the folks who were relied on for labor, because of the lack of technology. The merciless Russian winters could bring an army to its knees, and deathbeds if supplies were limited. The government was very close to that of a medieval one, as well as Russias military forces. Elsewhere in Europe Holland was constructing a grand empire and Sweden was assembling an invincible army. Then Peter came to absolute power, and his obsession with the modern world outside of Russia brought along a transformation that affected society from all angles. Peter acquired numerous skills and abilities growing up in the Russian countryside. One of these was his ability to battle as soldiers did in wars. He carried this knowledge with him throughout his rule, and it changed the process in which men were selected for rank in his army. Usually, the wealthier a man was the higher his rank as a soldier. Peter disagreed with this law. He altered it to have men of experience, no matter what their social status, have a higher rank than men ...

Pixar’s Creative Process Will Help You Produce More Innovative Content

Pixar’s Creative Process Will Help You Produce More Innovative Content What does the word innovation mean to you? Too often we think of it as some sort of magical thing that strikes randomly and simply â€Å"delivers† us a brilliant idea. It isn’t. I always sigh when I hear of great companies like Apple or Pixar referred to as simply â€Å"innovative.† While they certainly are, this label only tells a fraction of the story. The genius of Pixar (and Apple) doesnt lie in their â€Å"innovative thinking.† Rather, it comes from their commitment to the actual process of creativity. Pixar is known for making innovative movies time and time again. How does their process keep them so innovative? Image credit: Disney/Pixar Animation Studios In his recent book  Creativity, Inc.,  Pixar  co-founder Ed Catmull (with Steve Jobs and John Lasseter), outlines how the legendary animation studio has made a habit of being innovative. In many ways, Ed unlocks the creative process, and it is something that we can all use to do better work, including in our content marketing. How Inspiration Works When you look at something great, like the iPhone or the first Toy Story movie, you can’t help but feel like it was the result of some sort of divine inspiration, some kind of magic, but it wasnt. As Catmull covers in his book, creativity isnt about an idea or a sudden burst of information. It is a process, and often a messy one. There are three big takeaways from this book that we can use to unlock creativity and inspiration in our own content creation process. Pixar Lesson #1: Creativity Is A Learned Skill In her landmark book, Drawing on the Right Side of the Brain  (circa 1979), art teacher and writer Betty Edwards outlined the creative theory that has dominated art education for the last 30 years. Her method builds on the notion that the brain has two ways of perceiving and processing reality – one verbal and analytic, and the other visual and perceptual. Recommended Reading from Neil Patel: The 6 Types Of Social Media Content That Will Give You The Greatest Value This method is frequently described as the left brain (analytical) and the right brain (creative). While we now know that this physical left vs. right idea isn’t particularly true, the two methods that the brain uses for processing information are very accurate. Using this theory as his basis, Catmull observes a common drawing mistake made by young children (or untrained adults) who are learning art. These artists will often overemphasize certain aspects of the human figure, and underemphasize others. Frequently, this will result in human faces with larger than normal eyes and smaller than normal foreheads. We can see this phenomenon clearly in young children that frequently miss the human torso entirely! Early artists often overemphasize meaningful facial elements. As Catmull and Edwards would agree, this is the the analytic brain at work. These artists are drawing what they know best about the human figure (an analytical approach),   like the eyes (a tremendously important feature of the human face), and extremities like arms and legs. Until someone has learned to embrace their visual and perceptual side, they tend to overemphasize the information like this in their analytic brain. As Edwards outlined in her landmark book, drawing instructors often help new artists break this tendency by drawing â€Å"what is not there,† or by learning to see the negative space. Rather than drawing a chair, the students learn to drawn around the chair, thus learning to see reality in a new way. Before and after comparisons of adults learning to draw using Edwards method. Notice the facial tendencies. In this example, it is clear that innovation and creativity really are about learning how to see things differently rather than how to create things differently.

Economics of Modern Capitalism Essay Example | Topics and Well Written Essays - 1750 words

Economics of Modern Capitalism - Essay Example Malthus made two propositions in his argument about population. Firstly, that population escalates in a geometrical type of ratio and secondly, that subsistence rises in an arithmetical type of ratio. These two Malthus’ propositions form the popular population principle which, as he argues is part of the causes of lack of progress by mankind to the achievement of happiness. This so called cause is coherently related to the human nature where there is a continual trend of the entire animated life to rise in populations beyond what is there to nourish them. The necessary as well as natural impacts arising from such tendency are misery and other related vices that has had philanthropists trying in vain to rectify. The principle of population applied by Malthus to bring forth his argument is all based upon natural law where animated life increases far much higher than the available means for the subsistence of their life. This natural law of growth in population is usually put in check by another as Malthus continued to argue, which is the necessity law that restrains the growth inside particular boundaries and at the same time keeping it as low as the available subsistence means. In the case of humans, this natural law of necessity acts by the dictated way of numerous checks that can be ranked under two major categories. These major categories are with the inclusion of; (i) preventive kind of checks that put an impediment upon fertility and (ii) the positive types of checks that raise mortality or the death probability. The final outcome is the misery and poverty situations witnessed among the poor of every country as well as the futile attempts by the well-to-do to rescue them. Marx, and Engel alike, on the other hand came up with a counter argument in reaction to Malthus’ theory of population. They did their analysis under two levels to make their argument clear. The first level is their view that Malthus’ theory is too general principally i n that it is just another of the way bourgeois economists make more reified the relationships observed in a typical society. In the theory of Malthus, reify bears the meaning of changing concrete historical relations in a society as well as processes into eternal laws of nature. The process of reification mentioned with regards to social relationships, are characterised in the intellectual production nature under the capitalist conditions of production and the process of human reflections of the social life forms in tandem with the scientific analysis of the same social life forms. The second level is the more precise level of the Marx’s reaction to Malthus’ population principle. This level is about the principle of â€Å"the reserve army of labour† which is also referred to as the relative surplus population. He expounds on his point as he continues to make an analysis of the capital accumulation general law. Marx says that the expansion and accumulation of cap ital comprises of the capitalism’s driving force and this becomes a possibility only in scenarios where capitalists are able to operate at a gain. Gains arise in the appropriation of the surplus value that is produced by the power of labour he purchases. Accumulation arises at the point where capitalists change a part of their surplus value capital. This serves capitalists by allowing them some space to realise expansion and to apportion the extra surplus value and

Narrative Essay Example | Topics and Well Written Essays - 500 words - 5

Narrative - Essay Example In June 13, 1775, Leaders of the Colonial forces had collected intelligence that the British troops were planning to march Boston and occupy the surrounding hills. Consequently, 1,200 colonial troops under the control of William Prescott engaged Bunker Hill and Breeds Hill and they formed fortifications for a sudden and unexpected attack. From the beginning, American troops had marked remarkable victory against British Army and the British troops lost â€Å"over a third of the attacking forces, with a high number of commissioned officers, which was shocking news† (Maps of world.com). After the initial crisis, British Army powerfully returned to the battlefield and they captured the Hill and its surroundings completely. Absence of modern weapons and organized war strategies paved the way for unexpected turn in the battle. Death of Major John Pitcairn had pressed the revolutionary forces to withdraw from battlefield. In addition, Colonists failed to overcome the presence of ammu nition. Accompanied with modern weapons bayonet-equipped instruments British Army detained the upper hand. More than 115 American revolutionists were killed, 305 wounded and 30 captured. In case of Britain, 226 were killed and more than 800 wounded in the battle. Historians have identified number of reasons behind the battle related with politics, administration, problem of representation and taxation. The Stamp Act of 1765 imposed unnecessary taxes among the colonists and they were forced to pay taxes for necessary things. Mary Englar observes that ‘Many Colonists claimed Great Britain didn’t have the right to tax them’ (Englar 8). Similarly, Colonists had faced severe identity crisis and they did not get representation in administration. Another important reason is that Britain established some provoking military reforms in Boston and its surrounding areas and these military