Akkadian Empire The Worlds First Empire

As far as we know, the worlds first empire was formed in 2350 B.C.E. by Sargon the Great  in Mesopotamia. Sargons empire was called the Akkadian Empire, and it prospered during the historical age known as the Bronze Age. Anthropologist Carla Sinopoli, who provides a useful definition of empire, lists the Akkadian Empire as among those lasting two centuries. Here is Sinopolis definition of empire and imperialism: [A] territorially expansive and incorporative kind of state, involving relationships in which one state exercises control over other sociopolitical entities, and of imperialism as the process of creating and maintaining empires. Here are more interesting facts about the Akkadian Empire. Geographic Span Sargons empire included the Sumerian cities of the Tigris-Euphrates Delta in Mesopotamia. Mesopotamia consists of modern-day Iraq, Kuwait, northeast Syria, and southeast Turkey. After taking control of these, Sargon went through modern-day Syria to the Taurus Mountains near Cyprus. The Akkadian Empire eventually also stretched across modern-day Turkey, Iran, and Lebanon. Sargon is, less plausibly, said to have gone into Egypt, India, and Ethiopia. The Akkadian empire spanned approximately 800 miles. Capital City The capital of Sargons empire was at Agade (Akkad). The citys precise location is not known for certain, but gave its name to the empire, Akkadian. Sargons Rule Before Sargon ruled the Akkadian Empire, Mesopotamia was divided into north and south. The Akkadians, who spoke Akkadian, lived in the north. On the other hand, the Sumerians, who spoke Sumerian, lived in the south. In both regions, city-states existed and warred against each other.   Sargon was initially the ruler of a city-state called Akkad. But he had a vision to unite Mesopotamia under one ruler. In conquering Sumerian cities, the Akkadian Empire led to cultural exchange and many people eventually became bilingual in both Akkadian and Sumerian.   Under Sargons rule, the Akkadian Empire was large and stable enough to introduce public services. The Akkadians developed the first postal system, constructed roads, improved irrigation systems, and advanced arts and the sciences. Successors Sargon established the idea that a rulers son would become his successor, thus keeping power within the family name. For the most part, Akkadian kings ensured their power by installing their sons as city governors and their daughters as high priestesses of major gods.   Thus, when Sargon died his son, Rimush, took over. Rimush had to deal with the rebellions after Sargons death and was able to restore order before his death. After his short rule, Rimush was succeeded by his brother, Manishtusu.   Manishtusu was known for increasing trade, constructing great architectural projects, and introducing land reform policies. He was succeeded by his son, Naram-Sin. Considered a great ruler, the Akkadian Empire reached its peak under Naram-Sin.   The Akkadian Empires final ruler was Shar-Kali-Sharri. He was Naram-Sins son and was unable to maintain order and deal with exterior attacks. Decline and End The invasion of Gutians, barbarians from the Zagros Mountains, at a time when the Akkadian Empire was weak from a period of anarchy due to a power struggle over the throne led to the fall of the empire in 2150 B.C.E. When the Akkadian Empire collapsed, a period of regional decline, famine, and drought followed. This lasted until the Third Dynasty of Ur took power around 2112 B.C.E.   References and Further Readings If youre interested in ancient history and the reign of the Akkadian Empire, here is a shortlist of articles to further inform you about this interesting topic. Sargon Unseated. Saul N. Vitkus. The Biblical Archaeologist, Vol. 39, No. 3 (Sep., 1976), pp. 114-117.How the Akkadian Empire Was Hung Out to Dry. Ann Gibbons. Science, New Series, Vol. 261, No. 5124 (Aug. 20, 1993), p. 985.In Search of the First Empires. J. N. Postgate. Bulletin of the American Schools of Oriental Research, No. 293 (Feb., 1994), pp. 1-13.The Archaeology of Empires. Carla M. Sinopoli. Annual Review of Anthropology, Vol. 23 (1994), pp. 159-180.

Twains Adventures Of Huckleberry Finn Essay - 2827 Words

Research Paper on Twains Adventures Of Huckleberry Finn Mark Twains Adventures of Huckleberry Finn is a novel about a young boys coming of age in the Missouri of the mid-1800’s. It is the story of Hucks struggle to win freedom for himself and Jim, a Negro slave. Adventures of Huckleberry Finn was Mark Twain’s greatest book, and a delighted world named it his masterpiece. To nations knowing it well - Huck riding his raft in every language men could print - it was Americas masterpiece (Allen 259). It is considered one of the greatest novels because it conceals so well Twains opinions within what is seemingly a childs book. Though initially condemned as inappropriate material for young readers, it soon became†¦show more content†¦This method served him best after he had conjured up characters from long ago, who on coming to life wrote the narrative for him, passing from incident to incident with a grace their creator could never achieve in manipulating an artificial plot (Kaplan 16). His best friend of forty years William D. Howells, has this to say about Twains writing. So far as I know, Mr. Clemens is the first writer to use in extended writing the fashion we all use in thinking, and to set down the thing that comes into his mind without fear or favor of the thing that went before or the thing that may be about to follow (Howells 186). The main character, Huckleberry Finn, spends much time in the novel floating down the Mississippi River on a raft with a runaway slave named Jim. Before he does so, however, Huck spends some time in the fictional town of St. Petersburg where a number of people attempt to influence him. Huck^Ã’s feelings grow through the novel. Especially in his feelings toward his friends, family, blacks, and society. Throughout the book, Huck usually looks into his own heart for guidance. Moral intuition is the basis on which his character rests. Before the novel begins, Huck Finn has led a life of absolute freedom. His drunken and often missing father has never paid much attention to him; his mother is dead and so, when the novel begins, Huck is not used to following any rules. In the beginning of the book HuckShow MoreRelatedMark Twain’s The Adventures of Huckleberry Finn Essay1103 Words   |  5 Pages Published in 1885, Mark Twain’s American classic, The Adventures of Huckleberry Finn, captured the both the hearts and hatred of its audience. While some view it as a masterpiece that successfully blended the American condition in a captivating and interesting manner, others observe it to be nothing more than racist trash. The latter is a shallow misunderstanding of the novel’s purpose and potential enlightening impact on its readers. From a more appreciative and open-minded perspective, one wouldRead MoreEssay on Mark Twains The Adventures of Huckleberry Finn 1742 Words   |  7 PagesMark Twains The Adventures of Huckleberry Finn Mark Twains classic novel, The Adventures of Huckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the MississippiRead More The Outcast in Mark Twains The Adventures of Huckleberry Finn641 Words   |  3 PagesOutcast in Huckleberry Finn nbsp; One of the themes that has been addressed by writers since the beginning of civilization is the issue of the split between living in society and living by oneself. We see this in that peculiarly American genre of books known as road books, in which the protagonist embarks upon a long journey or period of time away from society in order to find themselves. 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While Huck Finn seems to be only a book of satire, most want this book banned because it is seen as highly racial. â€Å"The reading of Huck Finn is humiliating to back studentsRead More The Final Episode of Mark Twains The Adventures of Huckleberry Finn3016 Words   |  13 PagesThe Great Importance of the Final Episode of Huckleberry Finn      Ã‚  Ã‚  Ã‚   One of the things many critics of Huckleberry Finn   just cant seem to understand is the final episode of the novel where Tom returns and sidetracks Huck from his rescue of Jim through a long series of silly, boyish plans based on ideas Tom has picked up from Romantic novels, such as those of Walter Scott.   Critic Stephen Railton dismisses these final chapters as just another version of their RoyalRead More The Public Reception of Mark Twains Adventures of Huckleberry Finn963 Words   |  4 PagesReception of Mark Twains Adventures of Huckleberry Finn Upon its publication in 1884, Mark Twains Adventures of Huckleberry Finn was met with mixed reviews. Some reviewers called it flat, trashy, and irreverent. Others called it Twains best work yet, hailing his humor and style throughout the novel. Though obscure at first, reviews began to appear in many newspapers throughout the country as more and more became interested in the novel as a result of these reviews. Huckleberry Finn was publishedRead More Prejudice and Racism in Mark Twains The Adventures of Huckleberry Finn1062 Words   |  5 PagesPrejudice and Racism in Mark Twains The Adventures of Huckleberry Finn    Despite all the criticism, of racism and other questionable material for young readers, Mark Twain’s The Adventure of Huckleberry Finn is a superbly written novel, which in the opinion of this reviewer should not be remove the literary cannon. Twain’s novel is a coming of age story that teaches young people many valuable lessons and to some extend makes students reexamine their own lives and morals. The most common argument

Prioritise the Nursing Responsibilities

Questions: 1.Prioritise the Nursing Responsibilities and associated Rationales related to the Administration of Morphine to Eleanor.2.Describe the Structural and Functional Changes that Occur in the Pathogenesis of Ulcerative Colitis that led to Eleanors Episodes of Diarrhoea with Blood and Pus.3.Explain the Characteristics of the Intravenous fluid that was ordered for Eleanor, and the rationale, related to Eleanors Specific Fluid Balance status, for the administration of this Intravenous Fluid to Eleanor. Answers: 1.Morphine is one of the opioid pain medicines. Morphine is the member of narcotic drug family. Brokjr et al. (2015) mentioned that nurses mainly provide morphine for giving relief to the patients to severe from moderate pain. During administer of morphine, nurses needs to remind few things as morphine has various side effects. Some particular condition of the service users can alleviate. Therefore, during administration of morphine to Eleanor, the nurse needs to remind the following things: Responsibilities of Nurses Rationale Allergies Narcotic drugs like morphine may develop side effects such as allergy. It can elevate the health issues of Eleanor. Monitoring area of pain and measurement of pain Morphine helps to reduce the pain. Therefore, the nurse needs to measure the severity and apply the dose. Check the administration of drug Morphine can have negative effects on patients health (Butler et al. 2013). Moreover, she needs to share this concern with doctors and ask to change it. Check the necessary parameters of patients such as blood pressure, heart rate and respiratory rate Morphine can affect the parameters of patient. Patient consent Ethical consideration Proper route In case of drug administration, nurse should be careful about the route that reduces the chance of overdoes and is the safest way. Aware about dosage Eleanor has renal problem (ulcerative colitis). Therefore, overdose can be fetal for her. Nurse needs to be careful. Other medication of the patient MAO inhibition may interact with drug that may have side effects on Eleanor. Site of drug administration To avoid the inflammation of administration site Sedative use The sedative use may interact with drugs, which may have adverse effect 2.Ulcerative colitis is a chronic renal disease. In this case, the inflammation of colon is seen that is the inflammatory bowel disease. Due to the inflammation of colon, the absorption rate of the patient decreases. Ulcerative colitis has various symptoms like bloody stool. The inflammation of colon increases with the progress of the disease. This can influence the bleeding rate. Bloods comes out with mucus with the stool in case of ulcerative colitis. At the time of flare up and the relapse, the blood comes out directly from the rectum. Bressler et al. (2015) mentioned that in case of ulcerative colitis, small laceration of abscesses is made during bowel movement in small intestine. The main reason of the bleeding is abscesses. As the inflammation spread, the area of disease increase and the rate of blood in stool increases. Due to this, the amount of hemoglobin decreases with the raising of erythrocyte sedimentation. In case of Eleanor, the ulcerative colitis has spread to the lar ge intestine. As a result, the rate of blood secretion increases with the inflammation. Inflammation causes the cytokine secretion and the activation of WBC. The increased rate of WBC plays vital role at the site of inflammation and develops the blood secretion. 3.In case of Eleanor, the Hartmans solution is suggested to maintain the fluid balance. This works as the IV fluid so that the fluid status can be balanced. The compound of Hartmans solution is the sodium lactate that works for intravenous infusion BP (Yung, Letton and Keeley 2017). The sodium lactate helps provide the sufficient balance of fluid and salts in the body. The concentration of sodium lactate is similar to the fluid of body that is blood. In case of Eleanor, the solution was provided via vein drip. As Eleanor is losing blood, which is a body fluid, therefore this solution can help Eleanor to restore the body fluid. As per the pathology result, doctor suggested to give 1000 mL dose/6hours. References Bressler, B., Marshall, J.K., Bernstein, C.N., Bitton, A., Jones, J., Leontiadis, G.I., Panaccione, R., Steinhart, A.H., Tse, F., Feagan, B. and Group, T.U.C.C., 2015. Clinical practice guidelines for the medical management of nonhospitalized ulcerative colitis: the Toronto consensus.Gastroenterology,148(5), pp.1035-1058. Brokjr, A., Kreilgaard, M., Olesen, A.E., Simonsson, U.S., Christrup, L.L., Dahan, A. and Drewes, A.M., 2015. Population pharmacokinetics of morphine and morphine-6-glucuronide following rectal administrationA dose escalation study.European Journal of Pharmaceutical Sciences,68, pp.78-86. Butler, S.F., Cassidy, T.A., Chilcoat, H., Black, R.A., Landau, C., Budman, S.H. and Coplan, P.M., 2013. Abuse rates and routes of administration of reformulated extended-release oxycodone: initial findings from a sentinel surveillance sample of individuals assessed for substance abuse treatment.The Journal of Pain,14(4), pp.351-358. Yung, M., Letton, G. and Keeley, S., 2017. Controlled trial of Hartmann's solution versus 0.9% saline for diabetic ketoacidosis.Journal of Paediatrics and Child Health,53(1), pp.12-17.

Pressures to Be Thin Essay Example

Pressures to Be Thin Essay Models represent what clothes should look like on women. With the occupation relying purely on looks, models are under a lot of pressure from agents and designers to have the perfect body image. In western society, this image means that they all have to be thin. It affects not only the models, but also the public who desire to look like them. To achieve this size 0 body image, women often develop eating disorders or turn to drugs. To stop this epidemic, designers need to stop hiring waif looking models and instead hire women who promote a healthier image. Although, it is not just the models who need to change. It is society’s obsession with being thin and people’s constant dissatisfaction with their body images that more importantly needs adjusting. Models define beauty in western society. They dictate what the latest dress or bikini should look like on a woman. The creation behind the occupation of a model is that they are supposed to act like a clothes hanger or a porcelain model in a shop window. Their aim is to show off the clothes, not for the woman to show off herself. Kate Moss proved this definition recently when she modelled as a mannequin in a store window to promote her new clothing line. We will write a custom essay sample on Pressures to Be Thin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Pressures to Be Thin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Pressures to Be Thin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Moss is one of the highest paid supermodels in the world. Our society sees her as beautiful, sexy, successful and powerful, unlike overweight people who are seen as lazy, useless and unpopular. Having ribs, collarbones, hipbones, shoulder blades and spines showing has now become normal and accepted on catwalks. With models meeting the definition of beauty with these characteristics, our definition needs to change. Beauty should not represent bones or people starving themselves. To achieve our society’s definition of beauty, models often develop eating disorders or turn to drugs to help them stay thin. This activity is not always hidden, with drugs and alcohol often found backstage at fashion shows. Designers and agents do not condemn this behaviour because it results in models staying thin. Janice Dickinson, the first American supermodel and now an agent says, â€Å"models are supposed to be thin. They are not supposed to eat. I’ve got 42 models in my agency and I’m trying to get them to lose weight. In fact, I wish they’d come down with some anorexia. I’m not kidding. I’m running into a bunch of fat-assed, lazy little bitches who on’t know how to do the stairs or get their butts into the gym† (Dickinson, 2007). This statement may shock some, but most in the fashion world actually agree with her. Many designers and agents have the same opinion, which is why the models are still under the continuous pressure to be thin. It is not just the models who develop eating disorders, it is also women who aspire to look like them. When teenage rs see models taking drugs instead of eating, it gives them a solution of how to loose weight. A study by the Office of National Drug Control (2007) explains that 71. % of grade eleven students use drugs occasionally. Some of these students also have eating disorder, with 43% of 16-20 year olds diagnosed (General Eating Disorder Statistics, 2005). Even though students are taught about the affects of drugs and dieting at school, this information is over ridden when they see their favourite models doing it. It makes drugs and diets more common and normal. Our society no longer sees a problem with teenagers dieting, encouraging it to stop obesity. Although for many, depression with not having a models figure can lead to unhealthy diets and eating disorders. Unlike average women, often models have fast metabolisms and start dieting so young, that they skip puberty and do not develop properly. Gemma Ward, who is 19, is an example of this. She has a tiny frame, small bust and a figure of someone in their early teens. For a woman with a naturally large frame and slow metabolism, it is very difficult to achieve the appearance of a model. Extensive dieting is needed, which can often lead to eating disorders when weight loss is not happening fast enough. This leads to the question, is all dieting controlled? A diet is defined by Funk Wagnalls Standard Dictionary as â€Å"a regulated course of eating and drinking† (1976, p. 356). While an eating disorder is defined by them as â€Å"loss of appetite resulting in excessive weight loss† (p. 165). An eating disorder can be regulating how much one is eating, say only one meal a day. In this instance, an eating disorder can be hidden as a diet. A tactic used by not only average women, but also models. Websites encouraging people to loose weight is another tactic used to achieve a models body. These websites are mainly forums or active email discussion ists, where images of thin models are posted as an inspiration to keep on dieting. Disturbing thoughts are emailed on these sites such as â€Å"I was recovering but I really want to be thin again, thanks for the boost all the models out there the feeling you get when you see the weight drop and you see bones is like nothing else on earth† (Roslyakova, 2007). This shows how ea sily girls have become warped by the media, endlessly assaulted by images of women who are unnaturally thin. The fashion world is becoming out of control, putting clones of girls on catwalks and in magazines. A trap is being set for generations to come, who will have endless pressures to be thin. Society’s obsession with weight and being thin is slowly being noticed and needs adjusting. With most fashion models thinner than 98% of American women, (Smolak, 1996) society is looking for someone to blame. Designers and agents are the most obvious suspects. They encourage plastic surgery and dieting in order to make more profits. A report by the British Medical Association says that â€Å"models commonly have body fat levels as low as 10%, the average for a healthy woman is 22% to 26%† (‘Models link to teenage anorexia,’ 2000). Designers and agents ignore these results and do not understand that woman with such low fat levels are risking their lives. In 2006, a Uruguay model fell to her death as she left a runway. It is thought that she had a â€Å"diet of lettuce leaves and Diet Coke† (Nussbaum, 2007). Did the designers notice how unhealthy this girl was when they hired her? All they noticed was how their clothes looked like on her. Models are not to blame for this behaviour, it is the designers who are responsible. They are the ones pressuring these girls to be a certain image. If designers asked for heavier models, the girls would put on weight in order to stay hired. This would then take some of the pressure of models to be so thin and allow them to have a healthy lifestyle, while still having a successful career. The public watch fashion shows and they buy clothes that have appeared in magazines and advertisements. When seeing a waif looking model, they no that their weight is unhealthy. Most people understand that these women must be on diets for their entire careers. They agree with the views from doctors and nutritionists that models should â€Å"present a healthy image with at least n 18% Body Mass Index† (Guerra, 2006) in order to stay on catwalks. Although, people keep on buying the clothes they see modelled, not realising that by doing this, they are actually continuing the profits of designers who use anorexic girls to model their clothes. This means that the public are actually encouraging designers to continue. If people stop buying thes e clothes, the designers will be forced to change their models. Models body images have always been an issue in society. They are seen as too thin and are blamed for the high level of eating disorders among young girls. Pressure is put on them by designers and agents to be size 0 and their lives are threatened because of it. Although at times, the issue is not about the models, designers and agents. It is about societies discomfort when exposed to our obsessions with being thin. Designer’s clothes are sold because of how good they look on models. Models are not the only ones who need to change, it is society’s views of perfection and weight. Healthier models need to be hired to promote healthier body images, not just for young girls, but also for aspiring models.

The Characteristics of the Henrician Reformation Essays

The Characteristics of the Henrician Reformation Essays The Characteristics of the Henrician Reformation Paper The Characteristics of the Henrician Reformation Paper The Characteristics of the Henrician Reformation In 1534, when Henry VIII decided to separate England from Rome, he did so for both political and personal reasons. We can identify Henry’s political reasoning because he wanted to consolidate his power as King. His personal reasoning is simply that he wanted to secure an heir to the throne. I am focusing on the political reasoning for this paper. At that time, Henry was deciding to separate England from Rome, public opinion viewed the Church’s representation as worldly, corrupt and immoral. The Pope’s power was used for personal advantage and benefit not for the spiritual development of the people or country but for the benefit of the higher clergy. Lower clergy was leading a life of misery and poverty, while the higher clergymen lived a life of wealth and pleasure. With all of these discontentment and resentment, it was an optimum time for Henry to make his change. Using the people’s resentment and cry for change, Henry VIII boldly took major steps to put an end to growing power of the church and consolidate his power. He took necessary steps to limit the power of the clergy in the English church by destroying monasteries and enacting laws that were to be followed by the church authorities. The substance of these laws mandated that a priest could be associated with a single church only and that the Pope was to be elected by the clergy who were nominated by the King. In the end, the English church was separated from the Roman church and the communities of Christians were split into two camps: the Roman Catholics and the Protestants. The Henrician Reformation is characterized by the monarchy and the Church of England being fundamentally reshaped. I believe that this reshaping was distinguished by two categories: (1) Act of Supremacy; and (2) The dissolution of the monasteries. I. Act of Supremacy Henry VIIIs plan for Reformation was made clear through the Act of Supremacy. Henry saw himself as a godly reformer, a king who answered directly to God. This notion became deeply rooted in Henry’s kingship, where it became a part of his identity and reinforced by the imagery surrounding him. He sees himself as the king who had banished corruption from the Church and restored the truth of the Bible. [1] Henry set about reforming the Church that had come under his jurisdiction. The Act of Supremacy is one of the crucial key in Henrician Reformation as well as his plans for monastic dissolution. After all, he was the King of England and as King, he was the head of the church. As the head of the Church, he has all authority to make all decisions regarding the Church and religious matters. 2] In Henry’s view, how could someone governs a part of your realm that is not higher than you or God? In 1530, Henry instructed his representative in Rome to advise the pope that the royal person was not only prince and king, but set on such a pinnacle of dignity that we know no superior on earth. †[3] â€Å"For Henry, the Royal Supremacy was as much about the King as it was about God and questions of doctrine and church tradition were inseparable from an understanding of his divinely-ordained kingship. [4] Henry intertwined his views of Royal Supremacy with his religious belief by attending Mass on a daily basis, celebrating holy days and participating in other parts of his religion. If Henry was to be the head of the church as king, he had to be a godly king because his success was dependent on his divineness as the head of the English church. So to maintain his divineness, Henry had to dissolve the monasteries. This was crucial since the religious houses were loyal to the papal authority and this loyalty had to be crushed in order to drown out all foreign influence. Further, dissolving the monasteries was an act that clearly exercised the kind of authority Henry VIII bestowed upon himself through the Act of Supremacy. The type of control Henry desired was made to manifest through the dissolution of the monasteries, and any attempt to defy him was crushed mercilessly. Since Henry’s basis for his Supremacy was based upon the Bible, it was necessary that every parish church have an English Bible. In 1537, the English Bible was published under sanction of the government and allowed to be freely distributed. Although, Henry VIII had no real interest in the English people studying the Bible, it was another way for Henry to promote English nationalism and ensure that English church would no longer be relying on the Roman Latin Bible. II. The Dissolution of the Monasteries One of the key features in the Henrician Reformation was the attack on the monasteries known as the â€Å"the dissolution of the monasteries†. To Henry, the monasteries were seen as another evidence of Papal authority in England and Henry VIII was not going to tolerate it. Henry knew that monasteries were likely to bear allegiance to Rome, so he abolished them. Another factor that played in the abolishment of the monasteries was greed. [5] Since Henry VIII naturally assumed that these monasteries would remain loyal to the Pope, he cleverly used several key pieces of enactments that were introduced to end any evidence of the Pope’s authority. Legislations such as Act of First Fruits and Tenths of 1534, Valor Ecclesiaticus of 1535 and Dr. Thomas Layton and Mr. Richard Leigh, the crown’s investigative dynamic duo, whose letters concerning the monastic houses, known as the Compendium Compertorum, gave Henry his sovereignty ability to act. Starting very small, Henry VIII took steps against the power of the Church in 1538. To avoid too much outcry, Henry started on the less powerful houses and confiscated their property making their buildings unsuitable to use. He then he focused on the monasteries that were rich. Some were sold to wealthy gentry as country estates and others became building materials for local inhabitants. The key point to this was that not only did it serve Henry VIII’s self-interest but a lot of the wealth involved found its way back to the royal treasury. How did it affect the clergy? Not much because most of the clerics themselves believed it was time for a change. The only realy difference is that they thought that the wealth ascertained by the closing of these monasteries should have gone to charity or educational program. Greed always played a factor when dealing with politics or religion. Henry wanted money, Parliament wanted the money, gentry saw a way to increase their holdings and the merchant middle class saw a chance to become landed gentry themselves. So who profited the most with all of the dissolution of the monasteries? The new class of gentry who bought the lands benefitted the most. [6] The control and dismantling of the monasteries was so severe that there was no other economic base to compete with the new class of gentry. The real sadness is that numerous priceless manuscripts were destroyed in the process. CONCLUSION Within the Henrician Reformation, there were many events that contributed its formulation but the Act of Supremacy and dissolution of Monasteries were the key events that allowed Henry VIII to consolidate his power and establish himself as the head of the English Church. As we look back and evaluate his attitudes and policies as he pursued his self-interest by dismantling the control of the Roman Catholic’s influence on the English church, while not abandoning his religious beliefs, it clearly show that Henry was looking for a middle ground between Protestant and Catholic. What he really wanted was a church with a medieval model as respects constitution and doctrine, but an English sovereign for its supreme head in place of the Pope. Basically, what he wanted was a Catholic church without the pope. Still, as Henry VIII acquired more power by eliminating monasticism, he took over a lot of ecclesiastical property. He gave properties to the lesser nobility to appease them and win their support. Without such complete sovereignty, dissolving the religious houses would not have been possible. No matter what his political motives were, it is very clear, that Henry changed the established religion in England. WORK CITED Ban, Joseph D. â€Å"English Reformation: Product of King or Minister? † Church History, Vol. 41, No. 2 (Jun. , 1972), pp. 186-197. Ryrie, Alec. The Age of Reformation: The Tudor and Stewart Realms 1485-1603. Harlow: Pearson, 2009. Wooding, Lucy. â€Å"Henry VIII and Religion†. History Review, Dec 2008, Issue 62, p42-47. [1] Wooding, Lucy. Henry VIII and Religion. History Review, Dec 2008, Issue 62, p 45. [2] Alec Ryrie, The Age of Reformation: The Tudor and Stewart Realms 1485-1603. Harlow: Pearson, 2009, p. 128. [3] Ban, Joseph D. , English Reformation: Product of King or Minister? Church History, Vol. 41, No. 2 (Jun. , 1972), pp. 186-197 [4] Wooding, at 47. [5] Ryrie, pp. 134-135. [6] Ryrie, p. 131.

How to Stay Motivated in the Final Weeks of School

How to Stay Motivated in the Final Weeks of School If college were easy, more people would be attending- and graduating. And while college can be challenging, there are definitely times when things are more difficult than usual. The end of the semester, for example- and especially the end of the spring semester- can sometimes feel harder to get through than the rest of the year combined. Youre low on energy, time, and resources, and its more challenging than usual to recharge yourself. So just how can you stay motivated at the end of the semester? Try Changing Your Routine How long has it been since you mixed up your schedule? As in...really mixed it up? You might be in a bit of a funk because youre just going through the motions: go to bed late, wake up tired, go to class, procrastinate. If you need to snap yourself out of it, try reworking your routine, if even just for a day or two. Go to bed early. Get enough sleep. Eat a healthy breakfast. Eat a healthy lunch. Do your homework in the morning so you can hang out, without guilt, all afternoon and evening. Go off campus to study. Mix things up so that your brain can engage and recharge in a new context. Add Some Exercise When youre low on energy, adding exercise to your routine sounds positively dreadful. Making the time for physical activity, however, can help relieve your stress, increase your energy, and clear things up mentally. Go for a nice long run outside, if you can, or join an exercise class that youve never been to. Play a pick-up game with friends or just zone out on the rowing machine. No matter what you do, promise yourself youll do it for at least 30 minutes. Chance are youll be amazed at how much better you feel. Schedule in Some Downtime Even if you know youll be hanging out with people throughout the week, it can be hard to really let yourself relax if youre worried about everything else you have to do. Consequently, make an official night out, dinner out, coffee date, or something similar with friends. Put it on your calendar. And then let yourself really relax and rejuvenate while youre out. Get off Campus and Forget Youre a Student for a Little While Everything you do probably revolve around your college life- which, while understandable, can also be wearisome. Leave your backpack behind and head to a museum, a musical performance, or even a community event. Forget that youre a student and just let yourself enjoy the moment. Your college responsibilities will wait for you. Remind Yourself of Your Long-term Goals Studying can be exhausting when you think of all you have to read and learn and memorize and write within the last few weeks of the term. However, thinking about your long-term goals- both professionally and personally- can be incredibly motivating. Visualize or even write down what you want your life to be like in 5, 10, and even 20 years. And then use those goals to help you plow through your to-do list. Make Attainable Short-term Goals While looking at your long-term goals can be motivating, focusing on your short-term goals can also be incredibly helpful. Make simple, very-short-term (if not downright immediate) goals that you can reach with a little extra effort. What is the one big thing youd like to get done by the end of the day today? By the end of the day tomorrow? By the end of the week? You dont have to list everything; just list one or two tangible things that you can aim for and reasonably expect to accomplish. Spend an afternoon imagining the details of your life after college. Focus on as many details as possible. Where will you live? What will your house or apartment look like? How will it be decorated? What kinds of things will you have hanging on the walls? What kind of dishes will you have? What kinds of people will you have over? What will your work life be like? What will you wear? What will you eat for lunch? How will you commute? What kinds of situations will make you laugh and feel joyful? Who will be part of your social circle? What will you do to have fun and relax? Spend a good hour or two imagining the details of what your life will be like. And then refocus and recharge yourself so you can finish your semester and make progress toward creating that life. Do something creative. Sometimes, the demands of college mean you end up spending your entire day doing things you have to do. When was the last time you did something you want to do? Allocate an hour or two to do something creative not for a grade, not for an assignment, but because you simply need to let your brain do something else. Do something new and silly. Are you tired of having all of the items on your to-do list be serious and productive? Add something that adds some brevity and good, old-fashioned silliness. Take a cooking class, go fly a kite, read a trashy magazine, finger paint, get in a water gun fight with friends, or run through some sprinklers. It doesnt matter what you do as long as you let yourself be goofy and enjoy it for what it is: ridiculous. Find a new place to study. Even if youre lacking motivation, you still have certain things to do like studying. If you cant change your to-do list, change where you get things done. Find a new place to study on campus so that you at least feel like youre mixing things up instead of repeating the same routine over and over and over again. Set up a reward system for yourself. It doesnt have to be fancy or expensive to be motivating. Pick two things on your to-do list and set an easy reward, like that candy bar in the vending machine youre always daydreaming about. When you finish those two tasks, treat yourself! Similarly, add in other short-term rewards, like a snack, nice cup of coffee, power nap, or other small treasure. Drop something from your to-do list and dont feel bad about it. Do you have a ton to do? Are you tired? Do you just not have the energy to get everything completed? Then instead of focusing on how to motivate yourself to do the impossible, take a hard look at your to-do list. Pick one or two things that are stressing you out and drop them without feeling guilty. If things are stressful and your resources are low, then its time to prioritize. What seemed important a month ago may no longer make the cut, so cross off what you can and focus on what you really need to focus on. You just might surprise yourself with how your energy levels replenish and your stress levels decrease.

Humanities Essay Example | Topics and Well Written Essays - 750 words - 8

Humanities - Essay Example Humanities Essay Example | Topics and Well Written Essays - 1250 words - 1 Humanities - Essay Example Today, Haitian culture is a mix of African and European influence. Since a culture or society can roughly be called a larger representation of the family unit as it is thought of within the society, looking at family structures and social factors in Haiti can also show one of the most important areas of influence on artistic and cultural factors. In Africa, family ties were binding and not exclusive, and the idea of the extended family was important because all of the members worked together to help each other as much as As mentioned, art and culture in any nation can be traced back to history, but family structures and social structures are a keen part of this history. Like in Africa, in Haiti "In rural areas, the extended family has traditionally been the social unit" (Haiti, 2006). The importance of extended family is necessary to keep society together through a code of familiarity and support, and as the economy in rural Haiti is similar, this pattern has stayed the same after the Diaspora that brought Africans to Haiti. During this time, extended families stay together in close relationships of agreement, sustaining each other and the economy. There is not the spirit of one generation disagreeing with another generation with which we are familiar in the U.S., leading to art and culture that is often clashing: instead, there is cross-generational respect. In Haiti, families are built on almost unquestioning piety and are not represented by "the nuclear" but by extension. This is the extended fam ily concept, which can also be extended into the arts of the nation. There is a lot of art to look at in Haiti as well, and there is a thriving art scene currently that is based on Haiti's social, familial, political, and cultural histories. There are many representative styles that are both unique and derivative, from more historical styles to the abovementioned modernist abstract collages of Basquiat. The concerns of the society are shown through artists' work, and there are also cultural influences and mixes that are part of Haitian history and society which are then infused into the art produced by society. Therefore when visiting Haiti, it is also important to see the arts and crafts of the people, so that one can make the correlations between the culture itself, and the art that is produced from the true resource of a nation: its human beings. "While Haitian art may lack polish, it makes up for it with a deep and engaging representation of humanity. The Haitian artist finds holiness in the ordinary subjects of everyday life. Simple, soulful ima ges are found in Haitian art. It is this soulfulness that attracts so many to admire and collect this remarkable art." (Flavors, 2007). The cultural and social traditions and mixes of influence can also be seen in this art, which varies according to the individual. Since Haiti was one of the first Caribbean nations to declare independence, it has been relatively free, in comparison to many of its neighbors, of the colonial cultural control (also known in some circles as

Final Essay Example | Topics and Well Written Essays - 1500 words

Final - Essay Example 1. Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface. The paths of water in the hydrologic cycle can be categorized and examined to assist the comprehension of the key processes in hydrology. According to Waite (2010) the determination of the quantity of water that makes way through these identified paths is dependent upon the conditions of the area under assessment and the seasonal variations. O’Callaghan (1996) defines the phenomenon in a series of stages and states that the initial path of water that is associated with the hydrologic cycle occurs upon the entrance of water into a river b asin as a consequence of precipitation which could take the form of rain, hail or snow (1) once, the water transitions from this path the point of interception is determined through the surface of land which could be vegetation or the soil surface (2) this phase of the hydrological cycle is followed by the movement of the water towards the plants or within the soil in addition to the possibility of evaporation which is succeeded by recondensation and precipitation (3). O’Callaghan (2006) comments that in a scenario where the movement of the water is directed towards the soil surface, the water essentially penetrates through the pores of the soil and once the infiltration capacity reaches its maximum, the remaining water covers its path by taking the form of small channels, accordingly, another scenario reflects the possibility of water amassing within the soil system (4) additionally, in case of the saturation of soil horizons water movement occurs as interflow and ultimately goes into rivers and streams. The aforementioned analysis primarily highlights the inflow of water through the hydrologic cycle however, it is important to understand the significance of key pathways which allow water outflow. These pathways include; the process of evaporation, the river network and the groundwater pathways (O’Callaghan, 1996). Any change in the 3 states of water is marked by distinct processes during which energy is either lost or gained. When ice acquires sufficient heat, the solid matter transforms into liquid through the release of heat energy. During this process, the bonds of heated atoms and molecules are broken. The phase change which transforms solid matter into liquid is called melting in which thermal energy is gained. Consequentially, the phase change of freezing is characterized by a loss of energy while, the process of vaporization is marked by the absorption of heat or gain in energy from the surrounding to allow the bonds between molecules an d atoms to break. The water zones within the subsurface in humid regions are categorized on the basis of their depth and contents of water and the lowest constituent of these three stratums is known as the zone of saturation (Petersen, Sack and

Cause and Effects essay Essay Example for Free

Cause and Effects essay Essay There is no doubt that education is essential to peoples lives. Having a good educational background is an important factor to get a good job and to work effectively. However, one of the saddest issues in todays society is the college dropout rate in many college or university remains very high. Some people are successful because they have the motivation and determination to graduate college; others are less lucky because they start college and feel as if they lack the preparation, desire, discipline or ability to succeed academically or persevere until a degree has been earned. This leads to quite a situation–to find the support needed to continue or to dropout? Whether you’re realizing that college isn’t for you, family issues, laziness or even debt, understanding some of the common causes and effects of quitting college may aid in the decision. College is an investment. Students either pay for college themselves, possibly with family support or scholarships, or with financial aid. Many students drop out of college because they can’t or don’t want to take on any more student loan debt. The consequence of dropping out at this point is that you have already piled up sizable debt and loan payments (students who drop out of college are required to pay back a portion of their federal-aid funds such as the Pell Grant) that you have to begin paying back several months after you quit school, yet you don’t get the payoff of a degree. Many financial aid administrators feel that the government shouldn’t penalize poor students for dropping out of college, and nor should lower-income students have to â€Å"punch a clock† in order to receive their grant money. Satisfying all the academic requirements and paying all your bills is both necessary and sufficient for being eligible to graduate. In addition to any debt you must repay, your earning potential without a degree is much lower to degree holders. Thus many college dropouts struggle to cover short-term bills and expenses, and find it difficult even to consider saving up money for a home. A college dropout earns about seven percent less than someone with an associate’s degree and about thirty-two percent less than someone with a bachelor’s. College dropouts face more limited career options than graduated peers. A bachelor’s degree commonly  opens the door to entry-level positions in many industries and career fields. As a dropout, your access to many jobs that require a college degree is limited to compete for jobs against people who hold degrees, even when a degree is not required. Job opportunities aren’t the only things that push people to college, sometimes it comes from a progenitor. Some students attend college under pressure from parents or to make their parents proud, not always making themselves happy in the process. In these cases the decision to drop out is not always warmly received. In fact, some students are told that they can’t return home after dropping out, which can only build on more stress. The expectation is that they will get a job and enter the â€Å"real world.† However, to get a job with good pay is hard to find without a degree, and most people don’t realize that. Another reason for dropping out of college is if there was a death in the family or someone you were close to falls ill. A death can cause depression which will eventually make you lose focus of your studies and you’ll end up either failing out, or dropping out. Dropping out can negatively affect relationships with significant others, as well. Recent studies show that divorce rates were significantly lower for college graduates than those without degrees. Having a great academic background can take you a long way, and you can learn how to work adequately in the future. To ensure a successful future, one must strive and have the incentive to succeed. Unfortunately certain things happen and some students have to drop out. It could be a personal choice, or it could be a sacrifice they have to make. In instances where it would be a choice, the students feel as if they’re working towards a dead end and have the lack of motivation. Knowing the reasons and the consequences can help others understand the decision that was made.

How excessive Internet use increasingly inflicts negative effects on ou

How excessive Internet use increasingly inflicts negative effects on our society "An estimated 147 million people worldwide accessed the Internet at least once a week from their businesses and home--more than double the 61 million who browsed the Net in 1996, according to a recent report by Computer Industry Almanac." The current estimated statistics show that there are over 63 million home internet users, and with the growing importance of the Internet in everyday life, excessive use and its negative effects are growing. Research shows excessive Internet usage is associated to several growing problems; A few examples are Internet crimes against children, identity theft, and Internet Addiction Disorder. First, According to the U.S. Department of Justice, the Internet is an effective and anonymous way for predators to seek out and groom children for criminal purposes such as producing and distributing child pornography, contacting and stalking children for the purpose of engaging in sexual acts, and exploiting children of sexual tourism for personal and commercial purposes. Predators consider children and young teenagers to be perfect targets for criminal acts because they are commonly trusting, naive, curious, looking for adventures, and eager for attention and affection. With so many children online, the Internet provides predators a new place to target children for criminal acts. Statistics from the "Crimes Against Children Research Center at the Un...

Boredom: Prank Call

Boredom paper Can Boredom get you into trouble? That is the question that i will be discussing in my paper. I think boredom can get you into trouble because you tend to do things you normally wouldn't do. Second I think boredom can get you into trouble because you can get arested. Lastly I think boredom can get you into trouble because when you are bored you tend to eat more and more. There's still some good in being bored. When your bored you can draw,read and just write about anything. My paper is going to be about the bad in boredom.My first reson that i think boredom can get you in trouble is because you will start doing thingsyou wouldn;t normally do. If your at home and your bored and hungry but you don't know how to cook what's going to happen? Your going to want to experiment but you don't know how cook,but you cook anyway. You cook anyway and you end up burning down your house and almost killing yourself. See that's what boredom does to you. My second reason that I you think boredom can get you in trouble is because you can get arrested. When your bored some people prank call people for fun depending on their aghe they can get fined or arrested.I went on my computer and typed in things to do when your bored,two things that came up were prank calling people and hurting yourself and others. That's what being bored does to you. My last reason that I think boredom can get you in trouble is because you tend to eat more and more. When your bored you eat just to eat. You eat just to eat because your bored and there's nothing else for you to do. When you eat because your bored all your doing is gaining wieght and seting yourself up for health problems down the road. See that's what boredom can leads too.

Macbeth †Directing Act 2 Scenes 1 and 2 Essay

From the director’s point of view, this scene is very dramatic because of the impact on Macbeth’s decision in Act 1 scene seven. In this scene Macbeth almost decides that he has talked himself out of killing the king, but his wife Lady Macbeth has other plans and forces him into a decision that will lead to the death of the king. This affects the two scenes I will be directing because in these two scenes the decision is put into practice when Macbeth kills the king. So I have to direct the two crucial scenes that see the king murdered by Macbeth. The setting for act two scene one is in Macbeths castle. It is dark and Banquo and Fleance are in the courtyard discussing what time of day it is, and as to whether it is past midnight or not. They work out what time it is by seeing if the moon is down, and then the candles are blown out. Now it is at this point large gusts of wind are heard howling throughout the castle with thunder and lightning clashing down around the audience. Owls are heard calling and all manner of nightlife is heard. This effect is used so that the audience are made intense and unaware as to what is happening next and to create tension. The sounds would be achieved through sound effects being played over the speakers and sharp, crisp lighting would be used to symbolise the lightning. A background tune will be played very lightly to create a mood so scary it will keep the audiences fixed to the stage from the edges of their seats. When Macbeth meets Banquo, Macbeth tells him that he is sorry for not being as good a host as usual and Banqou reassures Macbeth that he has been an excellent host to the king. Then he brings up the subject of the witches. He says that he dreamed of the weird sisters the night before, and tells Macbeth â€Å"To you they have showed some truth.† Macbeth replies, â€Å"I think not of them†, which is a deliberate lie. It is true that we haven’t heard him mention the witches, but he has been thinking of nothing except how to make the prophecies come true. If I was the director I would introduce Macbeth by letting him enter from right and to walk on quietly, sneakily in fact with only soft dull lighting to imitate the moon light. He would be wearing a long black smock to represent the fact he was upset or in regret that he was about to commit a terrible deed. The black would be used because it is traditionally the colour of the night and Macbeth had to blend into the background and move like the night in order not to be spotted or noticed. Banquo would be wearing red pants and a silver lightweight vest created out of steel with the imprinted cross of Scotland on the vest. He would be wearing a polished steel helmet with a sword placed neatly in its pouch, left hanging on the brown leather belt fastened around his waist. He would also have a spear in his hand with a long shaft that would also be used as a walking stick. He would be dressed like this because as a general protecting Duncan king of Scotland he would be expected to wear the kings finest military uniform. As a director I would expect Macbeth to deliver his lines to Banquo in a nervous manner. I would have him stutter and muddle up his words he would also jolt and pause in mid-sentence to give the impression to the audience he is unsure and nervous as to the crime he is about to commit. The lighting in this part of the play as I have already touched on would be dull yet crisp to create a sense of atmosphere and to create a mood, which would help Macbeth, deliver his lines. The torchlight the servant would be carrying at this point would be quite sharp and a glowing effect would be used to create the fire effect. Macbeths facial expressions would be few and far between because I would want him to be pale and blank faced so that it looked like he had other things on his mind, more important and life threatening things. At the opening of Act 2 scene two, Lady Macbeth is stood near to Duncan’s room waiting for Macbeth to return. At this point, I would want to emphasise the crime that is about to be committed and to create strong tension between the audience and the stage. Ideally the audience would be sitting focused, eyes fixed on the events and I would want them to feel a sense of danger and betrayal the moment Macbeth kills the King. The effects used to create this feeling would be sudden cold gusts of wind lashing through the audience. A strong gust of smoke would slide swiftly along the surface of the stage creating a dark musty atmosphere. Sharp lightning would be seen jolting over the stage with deep blasts of thunder to follow. Lady Macbeth would be dressed in a long silk red dress to represent betrayal and guilt even though she does not show any. When Macbeth returns with the daggers, I think it would be a dramatic moment, so I would chose to have a powerful spotlight focusing on Macbeth as he staggers across the smoke filled stage to his wife. My decision for this is that I would like the whole audience to be fixed to Macbeth’s every movement. I would want this because I would want the audience just to think about him and the crime that he was just committed. Makeup would be used on Macbeth to make him look like a ghost he would be completely white except for the small dashes of red on his face that would represent the kings blood. His hands and the area around his waist would be completely covered in blood to give the impression that he had hacked the king to pieces. At the opening of act two scene one, Macbeth is confident that he is ready to kill the king. When he tells the lie to Banquo that he has given no more thought to the witches predictions, he should deliver these lines with a certain stutter including repeating and missing out some words. He would also stop and jolt in mid sentence. I think he should speak like this because it makes the audience think he is not sure about what he is about to do and he isn’t sure as to whether he can or not. When Macbeth hallucinates he thinks that there is a dagger before him and he reaches out for it and of course can’t grasp it. Macbeth is not sure, and wonders whether it is ‘A dagger of the mind, a false creation’. If I was the director, I would make Macbeth say these words with confidence then I would make him sound confused as to what he was saying. To give the impression his mind was thinking one thing but common sense was thinking about something else. As Macbeth speaks of the ‘bloody business’ and how ‘ wicked dreams abuse/the curtained sleep,’ he appears much more confident. To indicate this, I would make him start of whispering the lines then slowly increasing the sound so by the time he had delivered the lines he was screaming them from the rooftops. I would expect his face to be blank, a dark spotlight would be shining on him, as he started shouting his lines he would smile and the spotlight would be turned up, eventually when he had finished Macbeth would be smiling, and the spotlight would be shining brightly. After Macbeth has murdered the king and he returns with the bloody daggers, he seems to be nervous and edgy. His repeated question ‘who’s there? What ho?’ indicates this. I would show this by making Macbeth speak his lines in a slow, shallow majestic voice with the words flowing slowly but surely one after the other with a short silent pause between each precious word. Macbeth considers the enormity of the crime that has been committed, and is terrified, as he knows that he can never be forgiven. He stresses how he could not say ‘Amen’ after the murder, and how he thought that they heard a voice cry ‘ List’ning their fear, I would not say ‘Amen’, when they did say ‘God bless us.’ To make this point more dramatic, I would chose to make Macbeths voice cry lightly and sharp frequent drops of water would be seen running across his chin and dripping onto the stage. It would sound like he was in pain with sudden shrieks lashing through the audience as though he wants everyone to experience the heart breaking pain that he is going through. After the murder, Macbeth says ‘I am afraid to think what I have done /look on’t again I dare not.’ Perhaps Macbeth does feel genuine remorse for his crime, or maybe he is more afraid about what will happen to his soul when he dies. I think that he does show some genuine remorse because I think deep down he didn’t want to kill Duncan but was in fact talked into by his wife and has now noticed the error of his ways. I could show this by making him drop to his knees and holding his head in his hands crying out for mercy from God. In act two scene one, I would choose to have Banquo to speak in a stern but tired way, as he is Macbeth’s friend. I would indicate to the audience that he is honest by making sure that he is looking loyal and worthy along with proud and upstanding when he is speaking to another character. Throughout the scenes, Lady Macbeth is revealed to be calm and calculated. When Macbeth returns from the scene of the murder, he says ‘ I heard the owl scream and the crickets cry. Did not you speak?’. I would reflect her unemotional state by having her speak nicely; soft and quiet. Her eyes would wonder as if she were thinking of something completely different. Lady Macbeth seems ill concerned with her husband when he talks of his inability to sleep. She warns him ‘You do unbend your noble strength to think/ so brain of things.’ ‘ Why did you bring these daggers from the place? They must lie there: go carry them, and smear the sleepy grooms with blood.’ If I were the director, I would show her irritation by speaking to her with an abrupt sarcastic voice with a tone that suggests that she’s speaking to an idiot. She will snap and snarl at Macbeth and look down on him. To conclude I have tried to answer each section as best I can. I have tried to incorporate the mood set by each characters lines by using lightning and sound effects as well as the way the actors portray their lines. My aim was to try to get the audience involved in the play without them actually acting, so that they could experience one to one the characters moods, so that they could really understand and get into the play. I would chose Ozzy Osborne to play Macbeth because he is older than some, dresses in black and has a certain element of disguise in him which I feel Macbeth’s actor needs to portray well. I would choose Halle Berry to play Lady Macbeth because her latest film ‘Gothika’ was a perfect example of a spooky story of which she played her part extremely well.

Free Essays on Cassandra

Cassandra, was a daughter of Hecuba and King Priam, the rulers of Troy during the Trojan War according to Homer's Iliad. Cassandra was a beautiful young woman, blessed with the gift of prophecy by Apollo, who was infatuated with her. Unfortunately, she shunned Apollo at the last minute and he added a twist to her gift; Cassandra was doomed to tell the truth, but never to be believed. "I promised consent to Apollo but broke my word... and ever since that fault I could persuade no one." [Aeschylus, Agamemnon 1208ff.] "Have I missed the mark, or, like true archer, do I strike my quarry? Or am I prophet of lies, a babbler from door to door?" [Cassandra. Aeschylus, Agamemnon 1194] For this reason Cassandra was not believed when, near the end of the Trojan War, she said that there was an armed force hidden in the wooden horse that the Achaeans had abandoned. King Priam did not know what to do with her, so he tried to keep Cassandra locked up and out of the way of the warriors of Troy. When Troy finally fell to the Greek invaders, Cassandra was attacked and supposedly raped by the Greek warrior Ajax of Locris, but eventually avenged by Athena. When Cassandra accompanied the Greek hero Agamemnon as his mistress to his homeland, she was killed by his vengeful wife, Clytaemnestra. Aeschylus's Agamemnon tells the story of the Greek hero Agamemnon's fateful return home to Myceneae, where his wife Clytaemnestra waits to kill him. Cassandra is a powerful figure in this play, foretelling the doom of the hero and herself through visions of a curse upon his household. On his arrival Agamemnon fell victim of a conspiracy conceived by his own wife Clytaemnestra and her lover Aegisthus, who murdered both Agamemnon and Cassandra. This too Cassandra predicted: "... for me waits destruction by the two-edged sword." [Cassandra. Aeschylus, Agamemnon 1149] The tragedy begins with Clytaemnestra awaiting Agamemnon's return from Troy, her secret lover and accomplic... Free Essays on Cassandra Free Essays on Cassandra Cassandra, was a daughter of Hecuba and King Priam, the rulers of Troy during the Trojan War according to Homer's Iliad. Cassandra was a beautiful young woman, blessed with the gift of prophecy by Apollo, who was infatuated with her. Unfortunately, she shunned Apollo at the last minute and he added a twist to her gift; Cassandra was doomed to tell the truth, but never to be believed. "I promised consent to Apollo but broke my word... and ever since that fault I could persuade no one." [Aeschylus, Agamemnon 1208ff.] "Have I missed the mark, or, like true archer, do I strike my quarry? Or am I prophet of lies, a babbler from door to door?" [Cassandra. Aeschylus, Agamemnon 1194] For this reason Cassandra was not believed when, near the end of the Trojan War, she said that there was an armed force hidden in the wooden horse that the Achaeans had abandoned. King Priam did not know what to do with her, so he tried to keep Cassandra locked up and out of the way of the warriors of Troy. When Troy finally fell to the Greek invaders, Cassandra was attacked and supposedly raped by the Greek warrior Ajax of Locris, but eventually avenged by Athena. When Cassandra accompanied the Greek hero Agamemnon as his mistress to his homeland, she was killed by his vengeful wife, Clytaemnestra. Aeschylus's Agamemnon tells the story of the Greek hero Agamemnon's fateful return home to Myceneae, where his wife Clytaemnestra waits to kill him. Cassandra is a powerful figure in this play, foretelling the doom of the hero and herself through visions of a curse upon his household. On his arrival Agamemnon fell victim of a conspiracy conceived by his own wife Clytaemnestra and her lover Aegisthus, who murdered both Agamemnon and Cassandra. This too Cassandra predicted: "... for me waits destruction by the two-edged sword." [Cassandra. Aeschylus, Agamemnon 1149] The tragedy begins with Clytaemnestra awaiting Agamemnon's return from Troy, her secret lover and accomplic...

How to Simulate Weather Fronts (With Ingredients in Your Kitchen)

How to Simulate Weather Fronts (With Ingredients in Your Kitchen) Weather fronts are a part of our everyday weather. Make understanding what they are easier with this visual demo. Using blue water (cool air) and red water (warm air), you will see the ways in which frontal boundaries (areas where warm and cold air meet, but mix very little)  are formed between two different air masses.   What Youll  Need: 2 identical baby food jars (no lids needed)plastic coated heavy paper or an index cardblue food coloringred food coloringwater2 measuring cups with pour spoutsspoonpaper towels Heres How: Fill a  measuring cup with warm water (from the tap is fine) and add a few drops of red food coloring so that the water is  just dark enough to clearly see the color.  Fill the second measuring cup with cold water from a faucet and add a few drops of blue food coloring.Stir each mixture to evenly disperse the coloring.Cover a table top with towels or plastic to protect the surface. Have paper towels handy in the event of a spill or leak.Inspect the top of each baby food jar to ensure there are no cracks or chips in the tops. Place one jar upside down on the other jar to ensure that they are an exact match. If the jars are not meeting exactly, you will end up with water everywhere!Now that you have inspected both jars, fill the first jar with cool water until it is almost overflowing. Fill the second jar with the warm water until is almost overflowing. Make sure your warm water jar is easy to touch and not too hot!Place the index card or plastic coated paper on the top of the wa rm water jar and press down around the edges of the jar to make a seal. Keeping your hand flat on the paper, slowly turn over the jar until it is upside down. Do not remove your hand. This step may take a little practice and some spilling of water is normal. Move the warm water jar over top the cold water jar so that the edges meet up. The paper will act as a boundary between the layers.Slowly remove the paper once the jars are stacked on each other. Pull gently while keeping your hands on the two jars. Once the paper is fully removed, you will have a front. Now let’s see what happens when the two jars are moved.Keeping one hand on each jar, lift the two joined jars and slowly turn the jars to one side while holding the center together. (To protect against accidents and broken glass, do this over a sink or protected area.) Remember, the jars are not sealed together in any way. You have to hold them together carefully!Now, watch as you see the blue water (colder and denser) slide underneath the warmer water. This is the same thing that happens to air! You have just created a model weather front! Tips: No special precautions are needed to complete this experiment. Please be aware that this can become a very messy experiment if the jars get knocked over and some of the colored water spills. Protect your clothing and surfaces from the food coloring with smocks or aprons as stains may be permanent.

BUSINESS LAW Essay Example | Topics and Well Written Essays - 1000 words

BUSINESS LAW - Essay Example In case an individual is claimed with the tort of negligence, it makes it evident that a person has been not able to show careful act which must have caused harm to the other person in terms of property or other. It should be noted that the negligence tort has been long debated for different kinds of cases which have been posed against professionals over the time. It is highly necessary for the claimant to prove that the person who has been charged with the negligence tort has provided no care of duty within certain circumstances which ultimately caused him or her to lose property or any other damages. Herein, it is significant to understand the history of negligence tort. It was noted about 100 years ago, â€Å"Man is entitled to be as negligent as he pleases towards the whole world if he owes no duty to them†1. This is quiet an effective ground on which the tort of negligence can be well understood. By carefully interpreting this quotation, it becomes easier to note that a p erson is probable to show negligence towards his duty. In case there are damages noted as a result of the negligence towards the duty then it is suggested that the person may be claimed against. There are basically three situations which should be marked in case there is a reporting of a case claiming an individual to be negligent regarding his duty. Initially, it should be well proven that in case the duty was performed effectively then it would have helped in the safety of the property or any other damage bearer. Also, there needs to be a clear definition regarding the relationship between the claimants and defendants who were involved in the case2. It should be noted that there were a number of situations which were testes when the tort was practiced in a number of cases of negligence. One of the most effective yet history-making cases was between Donoghue v Stevenson [1932]  UKHL 100. As per the case rulings, a snail was found in an opaque ginger beer bottle which was being pr oduced by the company of Stevenson. The consumption of the ginger beer was done Donoghue where the damage was noted to be extreme shock and abdominal pain. It was marked the Donoghue sued Stevenson for risking the life of customers. As a result of the claim, it was demanded that the food/beverage company owned by Stevenson must pay a handsome amount for the pain caused. The ruling provided by the judges on the case presented a new dimension to the tort of negligence and liability. The landmark case of Donoghue v Stevenson was marked to testify the neighbor principal whether there is a need of determination against the duty of care held for the purpose of damages3. Other than the cases of negligence, there can be various situations where one needs to bring surety of the statements as provided in the shape of advice. It has been widely noted that many financial agents would provide information based on mere discussions and not truth/facts. Such an example of negligent misstatement has been posed in the case of Hedley Byrne v Heller (1963). As the information posed, Hedley, the firm needed relevant information regarding Easipower for sanctioning credit4. It is for this purpose that Hedley asked Heller5 to provide necessary information. As a result, it was marked that credit was provided to Easipower. With the passage of time, it was noted that Easipower was going out of the business because there were increased

MGMT499 U4 DB Research Paper Example | Topics and Well Written Essays - 250 words

MGMT499 U4 DB - Research Paper Example Proper management is also essential in enhancing business success (Wright, 2014). Apple Inc. has embraced proper management through teamwork in order to increase their sale capacity. Through their dedicated teamwork, Apple Inc. has become a leading company in the world. Increase in the cost of acquiring new and innovative technology is a major event that could cause a negative impact to the company. Increase in the production cost leads to a decrease in the profit margin. Low-profit margin is a major factor that affects business success (Long, 2014). If there is a negative effect due to the high cost of purchasing innovative technology, the company can respond through increasing the price of their products. Change in leadership is another event that could happen leading to a negative impact to the company. Vertical form of leadership prevents teamwork in the company. In this case, subordinate employees are denied chances to engage in decision-making processes of the company. This approach lowers the capacity of the company to become successful. If there is a negative impact due to lack of teamwork, the company can allow workers to engage in decision-making in order to enhance business success. Teamwork allows the company to change it strategies in order to acquire higher market share. Staff members in the company participate in the production of high-quality product and offering standard services, which boost their success (Long, 2014). Wright, F. (2014). Factors Impacting on Business Success. Retrieved September 17, 2014, from Entrepreneur:

Decisions within CA state assembly Essay Example | Topics and Well Written Essays - 500 words

Decisions within CA state assembly - Essay Example This case highlighted many important issues questioning the rights and status of non-immigrants in the US. It also poses a question mark on the visa issuing authorities in the country as Garcia was unable to get permanent residence in the US even after 19 years. The federal statue 8 U.S.C, section 1621, does not allow any benefits to the non-immigrants, such as the issuance of practicing licenses. According to California Statute AB 1024, presented by Governor Jerry Brown, if an applicant for admission in state bar meets all the requirements set by Committee of Bar Examiners of the State Bar, the matter of undocumented immigration should be ignored. Sergio Garcia, the case representative was a Mexican citizen. He was born in 1977 and was brought into California (USA) in the age of 17 months. He started to reside in California till the age of nine when he was brought back to his country. After eight years he came back to California, earn high school education and then professional law education from there. Garcia’s father on his behalf filed an application for permanent residence in the US 1994, since then Garcia has been waiting for having a permanent citizen status and his application accepted. In 2009, after completing degree in law, Garcia submitted his application for admission in State Bar mentioning his application ‘pending’ status. The Committee of Bar Examiners investigated the entire issue and filed a case in Supreme Court highlighting non-migrant status of Garcia. The committee asserted that its proposal for granting admission to Garcia in State Bar is the first attempt noting that the committee is unaware of any law, which allows such permission to a nonimmigrant. The Supreme Court issued an order in response to the submitted case asking the committee for show causing the reasons for granting its motion. The Supreme Court demanded the State Bar Committee to

Babies Infants Knowledge

Babies Infants Knowledge Claims about infant number competence contrast with claims of toddler ignorance. Consider explanations of the discrepancy. 1- Introduction: This essay will explore the researches which claim that babies are born with a predisposition to learn about objects and numerosities. It also aims to understand the issues that why some psychologists are still unconvinced about inborn knowledge. And if babies are so smart, why are preschoolers so ignorant? The question is to what extent is the sense of numbers innate and to what extent is it learned? Piaget used observational and informal experiments to study infants. He denied the existence of innate knowledge. Early Piaget experiments (1942) described that infants are born with no understanding of numerosity. He argued that the number concept is built from previously existing sensorimotor intelligence. In contrast, recent researchers argue that sensitivity to number is innate and even young infants possess strikingly mature reasoning abilities in the numerical domain. Vygotsky (1978) pointed out â€Å" childrens learning begins long before they enter school they have had to deal with operations of division, addition, subtraction, and the determination of size. Consequently, children have their own preschool arithmetic, which only myopic psychologists could ignore† (p. 84). Similarly, recent experiments have shown that infants between 4 to 7 months are able to discriminate two items from three items, but not 4 items from 6 items (Starkey et al 1983). In 1992, Karen Wynn argued that â€Å"human infants can discriminate between different small numbers of items† (p.749). Wynn used differences in looking times as evidence of knowledge. Similar logic in Baillargeon’s (2004) studies of infants is reported. In contrast to claims about infant capabilities and predispositions, recent studies of toddlers (preschoolers) suggest slow development and gradual understanding of numerical skill. Now we will discuss the researches which claim about infants’ knowledge of number competence contrast with claims of toddler ignorance. 2- Studies which claim about human infants’ knowledge of number competence: 2.1- Wynn’s approach: In 1992, Karen Wynn, came up with the idea of using a technique called Preferential Looking Time (PLT) to study the mathematical abilities in babies. Wynn took advantage of the fact that infants will gape, eyes wide with surprise, at things they dont expect to see, to show that babies as young as five to ten months old can add and subtract small numbers. In her experiment Wynn (1992) shows the baby a Mickey Mouse doll and then places it behind a screen. As the baby continues to watch, the researcher places a second Mickey behind the same screen. In half the trials, she then uses a hidden trapdoor to remove one of the dolls. Then screen drops and Wynn found that babies stared much longer when only one Mickey doll is there. They had apparently expected to see two. But were the babies really calculating one plus one equals two? Or did they simply realise that one plus one had to equal something more than one? To answer that question, Wynn tried the babies on one plus one equals three. The babies were appropriately surprised when three dolls appeared from behind the screen rather than two. According to Wynn (1992), â€Å"infants possess true numerical concepts- they have access to the ordering of and numerical relationships between small numbers and can manipulate these concepts in numerically meaningful way† (p750). Wynn argued that looking for longer time at the wrong results of 1+1 and 2-1 is evidence that infants have innate number knowledge. There are many questions which need explanations e.g. were infants surprised or familiar? Were they responding to differences in quantity or numerosity? Can infants really add and subtract? etc. Leslie B. Cohen and Kathryn S. Marks in ‘How infants process addition and subtraction events’ mentioned†¦. â€Å"Wynn has argued that infants are not only sensitive to number; they are able to manipulate small numerosities. She pointed out three major claims about infants’ abilities: Infants understand the numerical value of small collections of objects. Infants’ knowledge is general and can be applied to varying items and different modalities (for example, Starkey, Spelke, Gelman, 1990). Infants are able to reason at the ordinal level and compute the result of simple arithmetic problems (i.e., add and subtract)† (P.5-6). Wynn (1990) argued that children learn the meanings of smaller number words before larger ones within their counting range, up to the number three or four and by the age of 3  ½ years they can learn cardinal principle. But in everyday life we are failed to provide the evidence regarding the competence in early years of life. There is no doubt that many studies reported that children have an innate understanding of the basic counting but many other studies which do not support these findings. 2.2- Starkey, Spelke, Gelman approach: In 1990, Starkey, Spelke, Gelman found that infants between ages 4 and 7 ½ months can differentiate two items from three, but not 4 items from 6. In this study, 7 month old infants were presented with two photographs of two or three items accompanied with two or three drumbeats. Starkey et al.’s criterion was same as Wynn’s (difference in looking time).The infants looked significantly longer at the photos with the number of items matching the number of drumbeats. This study did not tell us that infants perceived that 2 is more than 1 or 3 is more than 2. The ability to understand even small numerosity from the early months of life seems to suggest that there is an innate mechanism for number which forms the basis for further development of numerical skills and abilities. Starky et al. (1990) interpreted these results as evidence that infants can recognize the number distinctions both in audio and visual display. This research is also controversial. There are contrasting claims which abandon ideas of competence. According to Mix, Huttenlocher, and Levine (1996), â€Å"it has been claimed that acquisition of the conventional number system is guided by preverbal numerical competencies available in infancy (Gallistel Gelman, 1992; Gelman, 1991).Thus, if infants have an abstract number concept, this should be evident in early childhood† (p.1593). Mix, Huttenlocher, and Levine (1996), using a procedure adapted for preschoolers, found that three-year-olds were unable to correctly match auditory to visual numerosity. 3- Studies which deny the claim of human infants’ knowledge of number competence: 3.1- Mix, Huttenlocher, and Levine approach: Mix, Huttenlocher and Levine (1996) tested infants, toddlers and preschool children from a variety of backgrounds to see at what age they began to recognize the connection between repeated sounds and similar numbers of objects before them and when infants and children begin grasping the basic concepts of mathematics. They conducted three experiments to find out whether preschool children could do significantly well on similar tasks as used by Starkey et al.’s (1990) infants studies. They found that infants were unable to make the audio-visual matches but could make visual-visual matches. Similarly, three year olds were able to make visual matches between groups of objects and sets that corresponded in number, but only made the same number of audio-visual matches they would have made had they been guessing. According to Mix, Huttenlocher and Levine (1996) In contrast, 4-year-olds performed significantly above chance in both conditions, indicating that the ability to detect audio-visual numerical correspondences develops during this age period(p.1600). They argued that if Starkey et al.’s (1990) claims about infants are true then preschoolers should show a similar competence. By their studies, Mix, Huttenlocher and Levine (1996) found no evidence that 3 year olds can detect audio-visual numerical correspondences. The developmental period between 3 to 4 years was found to be a crucial for mathematics, as preschoolers quickly expand their ability to understand the abstract relationship between numbers and sets as dissimilar as objects and events. They also tested toddlers ability to perform nonverbal calculation and found that the ability develops between ages 2  ½ and 3. Some studies have suggested that abstract numerical knowledge develops in infancy, but Levine and Huttenlocher found that babies only have an approximate understanding of numbers and at age of 3 years children can represent number exactly. Mix, Huttenlocher and Levine (1996) claim that: The discrepancy is due to the contrast criteria between infant study and preschool study. For infant study criteria was looking for longer time and in preschool study an active choice response was needed, which was much more demanding criteria. The ability to match and calculate correctly, nonverbally, is neither innate nor independent of general ability. Mix (1999) studied preschool children to see whether they ‘recognise numerical equivalence between sets that vary in similarity’. She pointed out that if claims about number competence in infancy are true then children should be able to judge numerical equivalence for other types of similarity. She emphasized that none of the tasks in infants’ studies â€Å"requires the explicit numerical comparison of one set to another† (p.272). According to Mix (1999) â€Å"a prevalent claim is that numerical abstraction emerges very early, perhaps as part of an innate knowledge structure that is specific to the number domain (Gallistel Gelman, 1992).This implies that development of numerical competence should have some advantages or at least follow a distinct path compared to other domains† (p.290). But she did not find any evidence. She proposed that discrepancy between infants and toddlers knowledge of number competence is because of different levels of understanding. She clarified that preschool matching task was different as compared to infant looking time task and these both task measures different type of numerical knowledge. (p.291) In 2002 Mix, Huttenlocher and Levine critically reviewed â€Å"the idea that quantitative development is guided by an inborn ability to represent discrete number† (p.278). They tested the quantitative competencies of infants and young children mentioned in their article. They arise many questions which are very important and need clarification: ‘What non-numerical cues do infants use? How does a number-based representation develop from such origins? How do children differentiate and ultimately integrate discrete and continuous quantification?’ 3.2- Clearfield and Westfahl approach: Clearfield and Westfahl (2006) conducted three experiments on 3 to 5 months infants to see how familiarization affects their looking time during addition problems. They replicated Wynn’s (1992) procedure in first experiment and found that infants looked longer at incorrect outcome same as in Wynn’s findings. They strongly argued on the basis of their results that â€Å"infants responded to the stimuli based on familiarity rather than the mathematical possibility† (p.40) (number competence) of the event in Wynn’s original finding and in Experiment 1. They also pointed out that there was no statistical difference in infants’ looking towards 1+1=2 and 1+1=3 (in Wynn’s finding). They asked for future research to confirm this. (p.40) In their article, Clearfield and Westfahl (2006) mentioned that Cohen and Marks (2002) challenged Wynn’s (1992) finding about infants’ number competence. Clearfield and Westfahl (2006) also told about Wynn’s (2002) response to it i.e. she rejected their challenge by saying that they did not replicate her study exactly. 4- Discussion: Evidence show that infants have inborn number competence and even they can manipulate simple arithmetic (Wynn, 1992). There is a considerable debate is going on young children’s ability about numerosity especially with regard to addition and subtraction. The problem is word number learning which they learn at later years. By the age of 2 years, children can count up to three or more (Gelman Gallistel, 1978). Wynn’s (1992) finding is challenged by Cohen and Marks (2002) as cited by Clearfield and Westfahl (2006). But Wynn’s (2002) rejected this challenge and still strict with her claims about infants’ inborn number competence. Clearfield and Westfahl (2006) interpreted that infants do not have counting ability but their performance on infants’ studies was based on familiarization. They insisted that researcher must work on the issues of familiarization and other basic perceptual processes rather than more controversial concept of number competence in infants. Learning the number system is one of the most difficult tasks for a young child. It is a slow process which takes many years to complete. Researchers have explored questions about the roots of numerical knowledge using looking time techniques with infants. It is still unclear to what extent is the sense of numbers innate and to what extent is it learned and how early the child acquires a meaningful counting procedure? Results of early counting studies appear unstable with each other. Some studies focus on conceptual competence (early counting) and some suggest that understanding the purpose of counting take place in later years. Young children often confuse to answer how many are there? It requires children to tell the last word when counting a set. They usually start counting the objects (Wynn, 1990). Counting out a number of objects from a large set is much complex than counting the number sequence. This all need a practice and clear understanding which develops later on. There is evidence â€Å"that five year old children take large number words to apply to specific, unique cardinal values† (Lipton Spelke, 2005, p.9). They argued that infants are born with innate knowledge of number from which they learn an understanding of number words and verbal counting. It is still unclear that if infants look so smart then why toddlers look so ignorant. Some researchers criticized the infants’ studies that they were not manipulating numbers when confronted with small quantities but may be they looking for total surface area of objects, not for number. We really do not know what was in infants’ mind. But criteria in Mix et al.’s study (1996) required children to point out the picture matching in numerosity, was much more demanding. And other studies involving counting ‘how many objects there are?’ require more understanding and more skill. To conclude all the interpretations about infants and preschoolers, it seems that criteria for judging preschoolers knowledge of number was too demanding. It is clear that at least some of number knowledge is innate. But the question still remains as to how much of it is innate, and how much is learned. In 2004, Zur Gelman argued that 4- and 5-year olds can easily be taught the basics of addition and subtraction. They concluded that even 3- year old children can do addition and subtraction by predicting and checking under supportive environment. Zur Gelman (2004) study is instructive because their emphasis is on practice and how teachers use different strategies. 5- References: Baillargeon, R. (2004). Infants’ reasoning about hidden objects: evidence for event-general and event-specific expectations. Developmental Science, 7, 391-424. Clearfield, M. W., Westfahl, S. M. C. (2006). Familiarization in infants’ perception of addition problems. Journal of Cognition and Development, 7, 27-43. Cohen, B. L. Marks, S.K. (n.d).How infants process addition and subtraction events. Retrieved on January 04, 2008 from http://homepage.psy.utexas.edu/homepage/Group/CohenLab/pubs/Cohen_and_Marks final.pdf/ Cordes, S. Gelman, R. (2005). The Young Numerical Mind: When Does It Count? The Handbook of Mathematical Cognition. Psychology Press; London. 127–142. Retrieved on January 04, 2008 from http://ruccs.rutgers.edu/~chenml/411/CordesandGelman.pdf Gelman, R., Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press. Lipton, J. S., Spelke, E. S. (2005). Preschool children master the logic of number word meanings. Cognition,xx,1–10. Retrieved on January 14, 2008.from http://www.wjh.harvard.edu/~lds/pdfs/lipton2005b.pdf Mix, K. S. (1999). Similarity and numerical equivalence: Appearances count. Cognitive development, 14, 269-297. Mix, K. S., Huttenlocher, J., Levine, S. C. (1996). Do preschool children recognize auditory-visual correspondences? Child Development, 67, 1592-1608. Mix, K., Huttenlocher, J., Levine, S. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278-294. Starkey, P., Spelke, E., Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155-193. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750. Zur, O., Gelman, R. (2004). Young children can add and subtract by predicting and checking. Early Childhood Research Quarterly, 19(1), 121-137.