The Neolithic and Industrial Revolutions - 2038 Words

The Neolithic and Industrial Revolutions The two changes in the use of the earths resources that had the greatest effect on the world population were the Neolithic and the industrial revolutions. The Neolithic revolution (a.k.a. agricultural revolution) was a change in the way of life of our ancestors. It took place about 8000 years ago among various tribes in Asia and the Middle East. It included a transition from foraging and hunting to the domestication of animals (most probably starting with the dog) and to farming. Tribes settled in fertile areas and formed agricultural communities many of which grew into villages and cities. This relatively stable way of life and the more reliable food supply (and surplus) led to the development†¦show more content†¦Biogeochemical cycles In the carbon cycle, the key events are the complementary reactions of respiration and photosynthesis. Respiration takes carbohydrates and oxygen and combines them to produce carbon dioxide, water, and energy. Photosynthesis (6CO + 12H O + Light Energy C H O + 6O +6H O) takes carbon dioxide and water and produces carbohydrates and oxygen. The outputs of respiration are the inputs of photosynthesis, and the outputs of photosynthesis are the inputs of respiration. The reactions are also complementary in the way they deal with energy. Photosynthesis takes energy from the sun and stores it in the carbon-carbon bonds of carbohydrates; respiration releases that energy. Both plants and animals carry on respiration, but only plants and other producers can carry on photosynthesis. The chief reservoirs for carbon dioxide are in the oceans and in rock. Carbon dioxide dissolves readily in water. Once there, it may precipitate as a solid rock known as calcium carbonate. Corals and algae encourage this reaction and build up limestone reefs in the process. On land and in the water, plants take up carbon dioxide and convert it into carbohydrates through photosynthesis. This carbon in the plants now has 3 possible endings. It can be returned to the atmosphere by the plant through respiration; it can be eaten by an animal, or it can be present in the plant when the plant dies. Animals obtain all their carbon in their food, and, thus, all carbonShow MoreRelatedFood Gathering And Its Effects On The Environment Essay1663 Words   |  7 Pagesthese strategies of survival and adaptation, there comes a consequence of damaging the surrounding environment. At what cost are humans taking to survive on this planet that they are unintentionally destroying? In this paper, the topics of the Neolithic Revolution, these strategies of food gathering, and the consequences of the strategies will be discussed. Along with the amazing ways humans are able to adapt to the extreme conditions environm ents offer; the different settlements of various culturesRead MoreHealth Decline and Population Growth of the Neolithic Revolution 909 Words   |  4 Pagesdiscussed in class by Dr. Birch, the term Neolithic was coined to refer to new techniques of grinding and polishing stone tools. The significance of the Neolithic, however, is related to the creation of an entirely new economy, not just the difference in artifacts. During the Neolithic Revolution many groups became dependent on domesticated foods, meaning at least 50 percent of their diet consisted of domesticated foods (Kottack 2011:234). These Neolithic economies, whose primary diet consisted ofRead MoreHistory Of The World. Arguement: Throughout All Of Human1642 Words   |  7 Pages History of the World Arguement: Throughout all of human history, each major revolution or major event has lead to an even more important event or more significant revolution following it. During the Paleolithic period, humans grouped together in small societies such as tribes, and survived by gathering plants and hunting wild animals.The Paleolithic is characterized by the use of stone tools, although at the time humans also used wood and bone tools. Humankind gradually evolved from early membersRead MoreAchievements Of The Neolithic Revolution1585 Words   |  7 Pages November 30, 2017 Neolithic Revolution The Neolithic revolution has influenced encompassing the centuries 13,000 B.C to 5000 B.C in many continents changed society from hunter-gatherer to agriculture. Along with this came change in life style, human dynamics and population. Throughout its discovery revealed down faults and successes that created our current agriculture. Discoveries such as clothing, wovel, makeup products were essential for individuals. Neolithic Revolution is one of human kindsRead MoreDescribe how the second industrial revolution of the late nineteenth century differed from the first industrial revolution of the late eighteenth and early nineteenth century.1420 Words   |  6 Pagesï » ¿Describe how the second industrial revolution of the late nineteenth century differed from the first industrial revolution of the late eighteenth and early nineteenth century. This paper intends to compare the first industrial revolution of the 17th and 18th centuries and the second industrial revolution of the mid-18th and 19th centuries. It will highlight the transformation from the first revolution to the second revolution, focusing on the presence of giant firms and role of science and technologyRead MoreEssay The Mark of Agriculture in Neolithic Revolution1064 Words   |  5 PagesThere have been several major revolutions throughout human history. V. Gordon Childe explains them as; The Neolithic Revolution, The Urban Revolution and The Industrial Revolution. (Harris 1994) These revolutions mark monumental periods in human history. Each thought to be a tremendous benefit to the survival of humankind. However, when all of the evidence is taken into account, especially regarding the Neolithic revolution, it would appear that there is significant detriment to the survival of theRead More The Industrial Revolution Essay example985 Words   |  4 PagesPe ter Stearns claims that the industrial revolution was an intensely human experience. What initially arose as scientific advancements in metallurgy and machine building, the industrial revolution period saw a redefinition of life as a whole. As industry changed, human life began to adapt. Work life was drastically changed which, in turn, resulted in family life being affected. As is human nature, major change was met with great resistant. Ultimately, the most successful people during the transitionRead MoreDifference between Economic Growth and Economic Development1187 Words   |  5 Pagesof GDP is that it is simple and convenient to measure. 4. Describe the North and Thomas model explaining the Neolithic Revolution. Specifically, use a graph to illustrate how population growth affected this change? How is this model consistent with what we know about the transformation from Hunter-Gatherers to Settled Agriculturists? 5. Explain how the Neolithic revolution ultimately led to the formation of civilizations (list the steps in this evolutionary process). Provide 3 characteristicsRead MoreThe Neolithic Revolution, A Llist of Events466 Words   |  2 Pagesthrough the cold months possible. It was also useful for cooking foods. Spears were useful for hunters and gatherers. It helped catch and kill their prey. After the industrial revolution, innovations such as the plow helped in agriculture to speed the process and not have to do each individual task by hand. 2. The Neolithic Revolution was the start of agriculture. Due to it causing a surplus of good production, specialized jobs were introduced. If one person has the ability to produce enough foodRead MoreThe Enlightenment, Scientific Revolution And The Industrial Revolution889 Words   |  4 PagesThe Impacts of Evolution Through the Enlightenment, Scientific Revolution and the Industrial Revolution philosophers and scientists were able to define and study many ideas and ideologies. These time periods of social and scientific reform allowed for the definition of evolution to be defined as, â€Å"the process of continuous branching and diversification from the common trunks.† Evolution though did not begin then, it began at the start of this universe. We as humans would not be here if it werent

Techniques for Improving Eyewitness Testimony the...

Techniques for Improving Eyewitness Testimony: The Cognitive Interview An eyewitness is somebody who sees an act, occurrence or happening and can give a firsthand account of the event. The police often rely on such people to provide accurate recollections of these situations in order to aid in their investigations. Research has shown however, that eyewitness testimony can be inaccurate and unreliable. It is absolutely crucial that eyewitness testimony be as accurate as possible, as there have been as many as 225 innocent people falsely convicted of crimes due to mistaken eyewitness identification (Innocence Project, 2013). Techniques such as hypnosis, line-up construction or the cognitive interview have been employed in an attempt to†¦show more content†¦Consequently, an eyewitness may falsely recall the events of a crime because they are reporting what their schema of a crime is, rather than what actually happened. It has also distinguished that the recall of information from memory is influenced by the strategies implemented to gain access to that information, but more on that shortly (Ornstein, Medlin, Stone Naus, 1985). The cognitive interview is based on four memory retrieval rules (known as mnemonics) and several supplementary techniques. Each of the retrieval rules were tested and were determined to be useful in the interview process (Geiselman, Fisher, MacKinnon Holland, 1986). The first rule involves the eyewitness mentally reinstating their own personal as well as the environmental contexts. The participant is asked to mentally revisit the event they are attempting to recall. The interviewer may ask them to mentally recreate the environment in which the event took place. This picture could include the positioning of buildings, other people, or even reporting what the weather was like. The interviewee is also asked to recall their own mental state (stressed, anxious, and scared) and then report these feelings in detail. This process increases the feature overlap between initial witnessing and future retrieval contexts (Memon Bull, 1991). The next rule is in-depth reporting. The interviewer encourages the eyewitness to report any and every detail they can, regardless of how insignificantShow MoreRelatedThe Cognitive Interview and Eyewitness Credibility1534 Words   |  7 PagesThe Cognitive Interview and Eyewitness Credibility My Initial Hypothesis Hypothesis: The cognitive interview increases the credibility of eyewitness testimony by decreasing memory error and confabulations. Information is the lifeblood of a criminal investigation. The ability of investigators to obtain useful and accurate information from eyewitnesses of crimes is crucial to effective law enforcement, yet full and accurate recall is difficult to achieve (Stewart, 1985). Such elicitationRead MoreAccuracy of Eyewitness Testimony1815 Words   |  7 Pages(The Justice Project).† Eyewitness testimony is highly relied on by judges, but it can not always be trusted. Approximately 48% of wrong convictions are because of mistaken identity by eyewitnesses (The Psychology of Eyewitness Testimony). After we discovered this information, we became curious as to whether in a testimony, the eyewitness’ memory is more reliable after a short period of time or after a longer period of time? According to previous experiments, eyewitness testimony is unreliable. LikelyRead MoreValidity of Eyewitness Testimony2353 Words   |  10 PagesValidity of Eyewitness Testimony Validity of Eyewitness Testimony In todays court system one of the strongest pieces of evidence, or that most commonly accepted as fact by a jury, is eyewitness testimony. When correct, eyewitness accounts can aid in the conviction of many guilty people. However when it is incorrect, eyewitness testimony can do severe damage. Researchers have found that more innocent citizens are wrongfully tried and convicted on the basis of eyewitness evidence in Great BritainRead MoreEssay about Eye Witness Testimony625 Words   |  3 PagesEye Witness Testimony The language used by the police when interviewing witnesses and barristers during a trial may influence answers given by witnesses, this language may affect initial perception and subsequent recall. Both of these effects are shown in the study by Loftus Palmer {1974). My experiment into this field showed the leading question with the `verb` contained the information about what the answer should be, thus language can have a distorting effectRead MoreAge Differences in Eyewitness Testimony8653 Words   |  35 PagesLaw and Human Behavior, Vol. 10, No. 4, 1986 Age Differences in Eyewitness Testimony* Gail S. Goodmant and Rebecca S. Reed1: This study examined age differences in eyewitness testimony. Children, three and six years of age, and adults interacted with an unfamiliar man for 5 minutes. Four or five days later, the witnesses answered objective and suggestive questions, recalled what happened, and tried to identify the confederate from a target-present photo line-up. The adults and 6-year-oldsRead MoreHuman Memory: a Passive Mechanism or Dynamic System? Essay2709 Words   |  11 Pagesconsists of a range of interconnected memory systems serving different functions. The idea that human memory was a passive process, whereby information was simply laid down and stored permanently in the brain, was therefore a pervasive one. Early cognitive psychologists conceptualized memory as a form of information processing. The internal and external environment provided stimuli through the senses which were then transformed, stored and retrieved using various reflexive processes. This was serialRead MorePsychology Workbook Essay22836 Words   |  92 Pagesabout the role of the unconscious? | | |1.9 According to Maslow and Rogers, what motivates human behavior and mental process? | | |1.10 What is the focus of cognitive psychology? | | |1.25 What is the main idea behind evolutionary psychology? | | |1.26 How is

Savage Inequalities Essay Example For Students

Savage Inequalities Essay Word Count: 1951In , Jonathan Kozol documents the devastating inequalities in American schools, focusing on public educations savage inequalities between affluent districts and poor districts. From 1988 till 1990, Kozol visited schools in over thirty neighborhoods, including East St. Louis, the Bronx, Chicago, Harlem, Jersey City, and San Antonio. Kozol describes horrifying conditions in these schools. He spends a chapter on each area, and provides a description of the city and a historical basis for the impoverished state of its school. These schools, usually in high crime areas, lack the most basic needs. Kozol creates a scene of rooms without heat, few supplies or text, labs with no equipment, sewer backups, and toxic fumes. Schools from New York to California where not only are books rationed, but also toilet paper and crayons. Many school buildings turn into swamps when it rains and must be closed because sewage often backs up into kitchens and cafeterias. Kozols descriptions of the schools help to instill the feeling of hopelessness and destitution that the children in these areas not only feel in their education but in their everyday lives as well. By describing the deteriorating conditions of the schools in the selected areas against those in the more affluent districts, he implies that money is the short-term fix to the problem. Money may fix the roof or the walls but more then just money needs to be put into these schools. Kozol writes with the intention to shock his readers with graphic details, and push them towards change. Kozol describes the enormous differences between poor schools, and affluent schools, usually located just minutes apart. When speaking of a North Lawndale kindergarten class of twenty three, he states that in twelve years fourteen will have dropped out of school, only four will go to college, and three of the twelve boys will have spent time in prison. A school in the South Bronx is set in a windowless skating rink next to a mortuary with class size up to thirty-five. The school contains a library of only seven hundred books and no playground. This school is ninety- percent black and Hispanic. Only a few minutes north of that school Kozol visits another school in a more affluent part of the Bronx with an overwhelmingly white and Asian population. Flowering trees, two playing fields, and a playground surround this public school. The school has a planetarium and a library with over eight thousand books. Kozol comments that, nearly forty years after Brown vs. the Board of Education many of are schools are still separate but no longer even remotely equal. Kozols main argument is that public education should be free and equal to people of all economic classes. Kozol believes that children from poor families are cheated out of a future by unequipped, understaffed and under funded schools in the United States inner cities and less affluent suburbs. The majority of these children are non-white, and living amongst poverty and crime. Kozol argues about the unfair standards we expect these underprivileged children to rise to. Children in these poor areas are being compared to children in affluent areas where the quality of their education is much higher. Kozol asks how these children will succeed in todays world if they are not given the same opportunities as affluent schools give their children. Kozol believes that by depriving our poorer children of their basic needs we are forcing them into lives of crime, poverty and a never-ending cycle of inequalities in education. Kozol stresses that these students must be taught that savage inequalit ies do not have to exist between them and students in more affluent schools, and that all children are entitled to an equal education. .u9eefa338a30961fac12eb610cc3240c5 , .u9eefa338a30961fac12eb610cc3240c5 .postImageUrl , .u9eefa338a30961fac12eb610cc3240c5 .centered-text-area { min-height: 80px; position: relative; } .u9eefa338a30961fac12eb610cc3240c5 , .u9eefa338a30961fac12eb610cc3240c5:hover , .u9eefa338a30961fac12eb610cc3240c5:visited , .u9eefa338a30961fac12eb610cc3240c5:active { border:0!important; } .u9eefa338a30961fac12eb610cc3240c5 .clearfix:after { content: ""; display: table; clear: both; } .u9eefa338a30961fac12eb610cc3240c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9eefa338a30961fac12eb610cc3240c5:active , .u9eefa338a30961fac12eb610cc3240c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9eefa338a30961fac12eb610cc3240c5 .centered-text-area { width: 100%; position: relative ; } .u9eefa338a30961fac12eb610cc3240c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9eefa338a30961fac12eb610cc3240c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9eefa338a30961fac12eb610cc3240c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9eefa338a30961fac12eb610cc3240c5:hover .ctaButton { background-color: #34495E!important; } .u9eefa338a30961fac12eb610cc3240c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9eefa338a30961fac12eb610cc3240c5 .u9eefa338a30961fac12eb610cc3240c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9eefa338a30961fac12eb610cc3240c5:after { content: ""; display: block; clear: both; } READ: Macbeth As A Machiavellian Man EssayI had many different reactions to this book. At first, I was horrified and shocked to learn about the conditions of these poor schools. Growing up in an affluent suburb and attending private schools, I took my education for granted. While reading the book my reaction changed to anger. I cannot believe that in this day and age, children have to attend schools in these conditions. It disgusts me to imagine schools with toxic fumes, and holes in the ceilings, when we complain about unimportant things like a bookstore not being large enough. It does seem unfair to these children tat they have to receive such an unequal education when only a few minutes away children are receiving so much more. Shock and anger turned to sadness. While reading the accounts told by the children, I often had tears in my eyes. These children know that they are not receiving an equal education, and many end up feeling like they do not deserve one. These children have dreams and aspirations that most will never achieve due to the lack of opportunities made available to them. The part of the book that shocked me the most was when Kozol reported on the schools in Camden, New Jersey. Camden is so close to my home and my schools, that it is almost unbelievable that the conditions could be so horrid. Of course you would come to expect these inequalities in New York or Chicago, but never this close to home. After finishing this book, the ways in which I view education has changed. I hope now that I can become more involved politically, to advocate for these types of schools. Conditions in these schools have to change, and the public needs to become more aware of the situation.Many problems were discuss ed throughout this book that caught my attention. Education in the inner cities seemed to be one of the worst problems in our public schools. Education in the inner cities needs money, support, dedication of administrators and faculty, and family involvement. A key consideration in rebuilding our schools is linking the schools to the community. Considering the impact on our society, it mould make more sense to spend money on preparing our children for the future instead of spending a great deal more money in the future on public assistance and prisons to support them. Educational funding is not the only issue, it is however certainly central to the problem. Additional funds could be the beginning of change in the inner city schools. Repairing existing buildings or constructing of new schools, updating lab equipment, technology, and texts, and hiring qualified staff members would help to improve the education these students receive. Improving the learning environment is the first step to rebuilding our inner city schools. More importantly, programs for the students and families will improve their future. Studies have shown many benefits for poor urban students who engage in planned after-school activities. A large number of such programs have been implemented in cities around the country. One study reported that over three million children participated in some type of program in the nineties. One such program is the Brotherhood/SisterSol program serving young Black and Latino men and women, age twelve to twenty-one. In this program members can find a safe place where they can vent their fears, anger, and pain. These children have a space where they and their elders can come together to share knowledge, history and culture. Other programs have also been started to help these underprivileged children stay on the right track. The International Youth Leadership Institute (IYLI) conducts academic, cultural, and leadership development programs that focus on local and international issues. It helps African American and Latino high school students to contribute to their community and the broader society. Head Start is one national program that is helping inner city, or underprivileged children. Head Star is an U.S. federally funded, educational program for disadvantaged pre-school children. It was established under the Economic Opportunity Act of 1964. The program is aimed at preparing poor children for elementary school. The Head Start program is set up to meet the individual needs of every child in the classroom. Head Start provides medical services to low-income families, to prevent health problems to go on undiagnosed. Head Start encourages parent involvement inside and outside of the classroom. Head Start also provides services that assist families in need. Activities included are community outreach, referrals, and emergency assistance and intervention. .uf9c0a44d003e39e779a70bc71e1b752e , .uf9c0a44d003e39e779a70bc71e1b752e .postImageUrl , .uf9c0a44d003e39e779a70bc71e1b752e .centered-text-area { min-height: 80px; position: relative; } .uf9c0a44d003e39e779a70bc71e1b752e , .uf9c0a44d003e39e779a70bc71e1b752e:hover , .uf9c0a44d003e39e779a70bc71e1b752e:visited , .uf9c0a44d003e39e779a70bc71e1b752e:active { border:0!important; } .uf9c0a44d003e39e779a70bc71e1b752e .clearfix:after { content: ""; display: table; clear: both; } .uf9c0a44d003e39e779a70bc71e1b752e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf9c0a44d003e39e779a70bc71e1b752e:active , .uf9c0a44d003e39e779a70bc71e1b752e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf9c0a44d003e39e779a70bc71e1b752e .centered-text-area { width: 100%; position: relative ; } .uf9c0a44d003e39e779a70bc71e1b752e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf9c0a44d003e39e779a70bc71e1b752e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf9c0a44d003e39e779a70bc71e1b752e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf9c0a44d003e39e779a70bc71e1b752e:hover .ctaButton { background-color: #34495E!important; } .uf9c0a44d003e39e779a70bc71e1b752e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf9c0a44d003e39e779a70bc71e1b752e .uf9c0a44d003e39e779a70bc71e1b752e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf9c0a44d003e39e779a70bc71e1b752e:after { content: ""; display: block; clear: both; } READ: Chester Barnard EssayThese programs as well as the many after-school and enrichment programs offer some desperately needed assistance. Although this is a good beginning, a lot more needs to be done before real improvement is made. The educational systems in America have many faults, but if more people become aware, things can only improve. I believe that we can change things, and with time maybe equal education for everyone wont be just a far away dream.

Nietzsche And Freud Both Had The Same Idea That Society Was A Major Fa

Nietzsche and Freud both had the same idea that society was a major factor effecting ones behavior. However they differed in their perception of the innate qualities of humans and how human progress is best achieved. It will be shown in this paper how Nietzsche and Freud differ in their perception of the innate qualities of humans. Nietzsche believed that humans were innately good and that the essence of humans lied within their will. Freud believed that humans' innate qualities were bad and it was society which was needed to suppress these qualities. Nietzsche felt that society had too much control over individuals. He states that society had adopted a type of slave morality. Nietzsche felt that if the individual wanted to succeed he or she had to break free of society to better him or herself. The basis of this idea was the theory of the will. Nietzsche believed the will was the human essence. Will is an innate quality because it is not conscience from what society says. Nietzsche believed that individuals were basically born good and it was society that made one bad. In order to avoid society corrupting an individual, one had to follow their will. He wanted the will to be unobstructed by society and in order to do this one had to do away with conscience and consciousness. Conscience is ones sense of right or wrong which comes from what society says. Nietzsche believed that ones consciousness is an illusion and it must be abandoned. By leaving behind what society said and following ones will the individual could achieve greatnes s. Success and progress is best achieved, according to Nietzsche, only when there is an infinite expression of the will present. Freud felt it was society that was beneficial to the individual. Contrary to Nietszche, Freud believed that individuals were naturally born bad and it was society which made him or her bad. Freud believed that individuals were born with an id. The id is basically composed of ones biological drives, such as aggression and sexual desires. The id was repressed by society and expressed through the primary process. It was the primary process that expressed humans' innate qualities. These qualities such as Freud's idea of the "dirty little secret" which made humans naturally corrupt. By following the guidelines of society according to ones conscience human progress can best be achieved. The innate qualities of ones id can only lead to failure if this primary process is acted upon. I believe a valid idea of Freud's is to let society tell you what is right and wrong. This is why I feel that Nietzsche is invalid in his reasoning. If society is not present to tell you what you are doing is wrong, then how are individuals controlled? Nietzsche states that humans are innately born good and it was society that makes you bad. If rules from society today are not present and it is the will that governs how you act, then society as we know it would be in total chaos. Serial killers and the mentally insane would completely corrupt the masses as murder and rape are allowed to run wild with no control. According to Freud if these id drives of aggression and sexuality are not controlled then the natural evil tendencies of humans would destroy the stability of any society.

Barnum Brown the Famous Paleontologist

Barnum Brown the Famous Paleontologist Barnum Brown Born/Died 1873-1963 Nationality American Dinosaurs Named Ankylosaurus, Corythosaurus, Leptoceratops, Saurolophus About Barnum Brown Named after, but not related to, P.T. Barnum (of traveling circus fame), Barnum Brown had a flamboyant personality to match. For much of his long life, Brown was the chief fossil hunter for the American Museum of Natural History in New York, and he participated in a huge number of digs, including one that unearthed the very first Tyrannosaurus Rex skeleton in southeastern Montana (Brown, unfortunately, didn’t get to name his find; that honor went to museum president Henry Osborn). Despite the large number of fossil finds to his credit, mostly in Montana and Canadas Alberta province, Brown is remembered more as an energetic, tireless, well-traveled digger than as a published paleontologist (though he did write some influential papers). His techniques seem to have matched his personality: in the early 20th century, his preferred method for finding fossils was to blow up huge tracts of land with dynamite, scour the rubble for bones, and cart the resulting finds back to base camp on horse-drawn carriages. Befitting his name, Barnum Brown had his share of eccentricities, many of them recounted in a memoir published by his wife, I Married a Dinosaur. For publicity purposes, he insisted on being photographed at his fossil digs wearing an oversized fur coat, and he claimed to work as an intelligence asset for the U.S. government during World War I and World War II and as a corporate spy for various oil companies during his trips abroad. He was referred to by his closest friends as Mr. Bones.

Vietnam War Brigadier General Robin Olds

Vietnam War Brigadier General Robin Olds Born July 14, 1922, in Honolulu, HI, Robin Olds was the son of then-Captain Robert Olds and his wife Eloise. The oldest of four, Olds spent the majority of his childhood at Langley Field in Virginia where his father was stationed as an aide to Brigadier General Billy Mitchell. While there he also associated with key officers in the US Army Air Service such as Major Carl Spaatz. In 1925, Olds accompanied his father to Mitchells famed court-martial. Dressed in a child-size air service uniform, he watched his father testify on Mitchells behalf. Five years later, Olds flew for the first time when his father took him aloft. Deciding on a military career at an early age, Olds attended Hampton High School where he became a standout in football. Declining a series of football scholarships, he elected to take a year of study at Millard Preparatory School in 1939 prior to applying to West Point. Learning of the outbreak of World War II while at Millard, he attempted to leave school and enlist in the Royal Canadian Air Force. This was blocked by his father who forced him to stay at Millard. Completing the course of study, Olds was accepted to West Point and entered the service in July 1940. A football star at West Point, he was named an All-American in 1942 and later was enshrined in the College Football Hall of Fame. Learning to Fly Selecting service in the US Army Air Forces, Olds completed his primary flight training in the summer of 1942 at the Spartan School of Aviation in Tulsa, OK. Returning north, he passed through advanced training at Stewart Field in New York. Receiving his wings from General Henry Hap Arnold, Olds graduated from West Point on June 1, 1943, after completing the academys accelerated wartime curriculum. Commissioned as a second lieutenant, he received an assignment to report to the West Coast for training on P-38 Lightnings. This done, Olds was posted to the 479th Fighter Groups 434th Fighter Squadron with orders for Britain. Fighting Over Europe Arriving in Britain in May 1944, Olds squadron quickly entered combat as part of the Allied air offensive prior to the invasion of Normandy. Dubbing his aircraft Scat II, Olds worked closely with his crew chief to learn about aircraft maintenance. Promoted to captain on July 24, he scored his first two kills the following month when he downed a pair of Focke Wulf Fw 190s during a bombing raid over Montmirail, France. On August 25, during an escort mission to Wismar, Germany, Olds shot down three Messerschmitt Bf 109s to become the squadrons first ace. In mid-September, the 434th began converting to the P-51 Mustang. This required some adjustment on Olds part as the single-engine Mustang handled differently than the twin-engine Lightning. After downing a Bf 109 over Berlin, Olds completed his initial combat tour in November and was given two months leave in the United States. Returning to Europe in January 1945, he was promoted to major the following month. On March 25, he received command of the 434th. Slowly increasing his score through the spring, Olds scored his final kill of the conflict on April 7 when he destroyed a Bf 109 during a B-24 Liberator a raid over LÃ ¼neburg. With the end of the war in Europe in May, Olds tally stood at 12 kills as well as 11.5 destroyed on the ground. Returning to the US, Olds was assigned to West Point to serve as an assistant football coach to Earl Red Blaik. Postwar Years Olds time at West Point proved brief as many older officers resented his rapid rise in rank during the war. In February 1946, Olds obtained a transfer to the 412th Fighter Group and trained on the P-80 Shooting Star. Through the remainder of the year, he flew as part of a jet demonstration team with Lieutenant Colonel John C. Pappy Herbst. Seen as a rising star, Olds was selected for a US Air Force-Royal Air Force exchange program in 1948. Traveling to Britain, he commanded No. 1 Squadron at RAF Tangmere and flew the Gloster Meteor. With the end of this assignment in late 1949, Olds became the operations officer for the F-86 Sabre-equipped 94th Fighter Squadron at March Field in California. Olds next was given command of the Air Defense Commands 71st Fighter Squadron based at the Greater Pittsburgh Airport. He remained in this role for much of the Korean War despite repeated requests for combat duty. Increasingly unhappy with the USAF, despite promotions to lieutenant colonel (1951) and colonel (1953), he debated retiring but was talked out of it by his friend Major General Frederic H. Smith, Jr. Shifting to Smiths Eastern Air Defense Command, Olds languished in several staff assignments until receiving an assignment to the 86th Fighter-Interceptor Wing at Landstuhl Air Base, Germany in 1955. Remaining abroad for three years, he later oversaw the Weapons Proficiency Center at Wheelus Air Base, Libya. Made Deputy Chief, Air Defense Division at the Pentagon in 1958, Olds produced as series of prophetic papers calling for improved air-to-air combat training and the increased production of conventional munitions. After assisting in generating the funding for the classified SR-71 Blackbird program, Olds attended the National War College in 1962-1963. Following graduation, he commanded the 81st Tactical Fighter Wing at RAF Bentwaters. During this time, he brought over former Tuskegee Airman Colonel Daniel Chappie James, Jr. to Britain to serve on his staff. Olds left the 81st in 1965 after forming an aerial demonstration team without command authorization. Vietnam War After brief service in South Carolina, Olds was given command of the 8th Tactical Fighter Wing at Ubon Royal Thai Air Force Base. As his new unit flew the F-4 Phantom II, Olds completed an accelerated training course on the aircraft before departing to take part in the Vietnam War. Appointed to instill aggressiveness into the 8th TFW, Olds immediately placed himself on the flight schedule as a rookie pilot upon arriving in Thailand. He encouraged his men to train him well so that he could be an effective leader for them. Later that year, James joined Olds with the 8th TFW and two became known among the men as Blackman and Robin. Increasing concerned about F-105 Thunderchief losses to North Vietnamese MiGs during bombing missions, Olds designed Operation Bolo in late 1966. This called for 8th TFW F-4s to mimic F-105 operations in an effort to draw enemy aircraft into combat. Implemented in January 1967, the operation saw American aircraft down seven MiG-21s, with Olds shooting down one. The MiG losses were the highest suffered in one day by the North Vietnamese during the war. A stunning success, Operation Bolo effectively eliminated the MiG threat for most of the spring of 1967. After bagging another MiG-21 on May 4, Olds shot down two MiG-17s on the 20th to raise his total to 16. Over the next few months, Olds continued to personally lead his men into combat. In an effort to raise morale in the 8th TFW, he began growing a famed handlebar mustache. Copied by his men, they referred to them as bulletproof mustaches. During this time, he avoided shooting down a fifth MiG as he had been alerted that should he become an ace over Vietnam, he would be relieved of command and brought home to conduct publicity events for the Air Force. On August 11, Olds conducted a strike on the Paul Doumer Bridge in Hanoi. For his performance, he was awarded the Air Force Cross. Later Career Leaving the 8th TFW in September 1967, Olds was made Commandant of Cadets at the US Air Force Academy. Promoted to brigadier general on June 1, 1968, he worked to restore pride in the school after a large cheating scandal had blackened its reputation. In February 1971, Olds became director of aerospace safety in the Office of the Inspector General. That fall, he was sent back to Southeast Asia to report on the combat readiness of USAF units in the region. While there, he toured bases and flew several unauthorized combat missions. Returning to the US, Olds wrote a scathing report in which he offered deep concerns in regard to a lack of air-to-air combat training. The following year, his fears were proven true when the USAF incurred a 1:1 kill-loss ratio during Operation Linebacker. In an effort to aid the situation, Olds offered to take a reduction in rank to colonel so that he could return to Vietnam. When this offer was refused, he elected to leave the service on June 1, 1973. Retiring to Steamboat Springs, CO, he was active in public affairs. Enshrined in the National Aviation Hall of Fame in 2001, Olds later died on June 14, 2007. Olds ashes were interred at the US Air Force Academy. Selected Sources Robin Olds: BiographyAce Pilots: Major Robin Olds in World War IIUS Air Force: Legendary Fighter Pilot Robin Olds Dies

Teaching Strategies Article Example | Topics and Well Written Essays - 250 words

Teaching Strategies - Article Example The content knowledge in this strategy is the encouragement of peer to peer communication and interaction. This strategy enables learners to interact with students who speak English as the primary language s that they are enabled to clarify the essential concepts. The instructor uses various activities which helps the learners to go through he guided interaction successfully by grasping key language skills and concepts. This strategy helps learners to practice their pre-reading and also pre-writing skills so that they could have a meta-cognition of English language. This strategy helps the learners to express their thinking processes in verbal and written language. The assessment activities that teachers use in this strategy include think aloud and guides for complete chapter readings (Tissington and LaCour, 2010). Explicit instruction involves teaching the essential language concepts with an aim of building the background knowledge of the learners. At this stage, learners are given tasks which require cognitive skills of English reading. The teacher employs tools and activities which enable learners to classify, analyze, compare, interpret and synthesize the language concepts. This strategy aims at introducing learners to concepts which emanate from familiar themes, prompts and resources. The instructor aims at motivating the learners to link various ideas from their linguistic and social cultural backgrounds so that the interest of the student in learning English is determined. The motivation of the teacher will enable students to overcome the learning challenges (Tissington and LaCour,