How Nothing’s Changed and Two Scavengers deal with social injustices Essay

Both â€Å"Nothing’s Changed† and â€Å"Two Scavengers† deal with social injustices, however, there are some big differences between them. â€Å"Nothing’s Changed† is set in Cape Town, Africa and focuses on the segregation of black and white people, after an apartheid was made. It is an autobiographical poem by Tatumkhulu Afrika. The poem is about how District Six used to be a place for blacks and whites to live together. But when that changed, Tatumkhulu left in anger (and prison). Now he has returned to his old home after many years and has discovered that the segregation has gotten wider and worse. The social injustice in the poem is the black and white segregation. On the other hand, â€Å"Two Scavengers† deals with the social segregation between the classes in America. At a set of traffic lights, early in the morning (9am), a garbage truck has stopped next to a couple in a Mercedes. The garbage men then ponder on the class system and how they are less respected by people like this couple. They wonder if they’d ever be seen as equals as they wonder if the democracy of America really works. The social injustice in the poem is the way the different classes are each treated differently. The first stanza of â€Å"Nothing’s Changed† is setting the scene as the writer walks towards his old home. We can tell that the area is now a wasteland by what the writer treads over (like the cans and weeds) on his walk back home. We can tell he’s angry from how his old home has turned out from when he says, â€Å"The hot, white, inwards turning anger of my eyes†, as he knows he has returned home. Although all of the stanzas use commas a lot, the second stanza uses â€Å"and† after each comma. I feel that the commas are used to in order to add more expression as you read, and as you pause at each comma, you wonder what’s coming next, thus creating suspense even though, in my opinion, the poem is not that exciting or interesting enough for it to have any use. On the other hand, the â€Å"ands† that are used throughout the second stanza, instead picks up the pace as we experience what he is going through at the same time that he is going through his feeling, since the poem is wrote in first person, as if he is actually reliving these memories, making us feel more emotional and connected to the writer. In the fourth stanza, there is only one line, but one that I feel is a very important line for comparing the poems.†No sign says it is: but we know where we belong†.This line shows us that although no one is saying that whites are treated better (new restaurant) than blacks (working man’s cafà ¯Ã‚ ¿Ã‚ ½), this line shows us that the blacks know that the segregation is still there. The writer says of how his, â€Å"Hands burn for a stone, a bomb, to shiver down the glass† of the whites only restaurant. We know that this is the same reason why the writer was sent. to prison all those years ago, but we are unsure whether this is that memory he is â€Å"reliving† or if he is speaking of the present day.The next and final sentence of the poem has the writer commenting that, â€Å"Nothing’s Changed†. This, I’d like to believe, tells us that, either way, the writer is willing to risk prison (or worse?) in order to vent his anger at the segregation. The first stanza of â€Å"Two Scavengers† sets the scene by introducing us to the characters and telling us what they are doing.The garbage truck is described as â€Å"bright yellow† while the garbage men are described wearing â€Å"red plastic blazers†, both of which would stand out anywhere in San Francisco at nine in the morning. I feel that this tells us that no matter how hard the government might try to â€Å"hide† the garbage men, they are going to get noticed at some point. The writer says of the garbage men, â€Å"one on each side hanging on†, in reference to where they are on the garbage truck (back stoop).This makes me think that the writer is trying to make out that the men are struggling to hold on to this job, even though it is such a looked down upon job. The writer then says that the two garbage men are â€Å"looking down into an elegant open Mercedes with an elegant couple in it†. In that section, the writer has took the literal meaning of â€Å"looking down† but we also think of the figurative meaning and then are meant to wonder if the garbage men are in fact better people than the couple and so their position should be swapped. From the fact we know that the couple are heading to his architect’s office while the garbage men are on their journey home, shows us that the couple and garbage men are like night and day, both there, but never at the same time. This emphasizes the segregation between the different classes. In the second stanza, the writer describes the older of the two garbage men as some â€Å"gargoyle Quasimodo†, Quasimodo being the title character of â€Å"The Hunchback of Notre Dame†, the main theme of the book being the cruelty of social injustice.Quasimodo led a tragic life, being kind and loving despite his ugliness. However, he dies of a broken heart. Quasimodo means â€Å"almost finished† or â€Å"half made†.From this, I believe that the writer is backing up my point about the garbage men perhaps being better people than the couple and that what we are seeing of the garbage men is only the tip (no pun intended) of the iceberg. In the second stanza, the writer describes the older of the two garbage men as some â€Å"gargoyle Quasimodo†, Quasimodo being the title character of â€Å"The Hunchback of Notre Dame†, the main theme of the book being the cruelty of social injustice.Quasimodo led a tragic life, being kind and loving despite his ugliness. However, he dies of a broken heart. Quasimodo means â€Å"almost finished† or â€Å"half made†.From this, I believe that the writer is backing up my point about the garbage men perhaps being better people than the couple and that what we are seeing of the garbage men is only the tip (no pun intended) of the iceberg. The last stanza is made almost entirely of a metaphor, one part of which grabs my attention because it is an oxymoron, the part being â€Å"small gulf†.The metaphor describes how even though there is not much of a gap between the two vehicles, making it easy for one person to climb into the other vehicle, they’ll never be able to do so because of the class system and how, because of it, they are always going to be looked down upon. Of course, the two poems are similar in the way that they both deal with social injustices (Class system and Segregation), but, in the same way, different because the two place settings (San Francisco and Cape Town) are so far apart. In â€Å"Nothing’s Changed†, as previously mentioned, the writer uses a lot of commas to slow down the pace in order, I believe, to add suspense.On the other hand, the writer of â€Å"Two Scavengers† doesn’t use any punctuation, instead stopping the line whenever he wants the reader to stop and let what they’ve just read sink in. Because of the punctuation, the structure of â€Å"Nothing’s Changed† looks less pre-prepared and more â€Å"straight from the heart†, as the plot would suggest.However, â€Å"Two Scavengers† is neater in it’s construction, despite the lack of punctuation, thus giving off the opposite feel to â€Å"Nothing’s Changed†. After studying both poems, although I feel that I wouldn’t need to, it’s obvious to me that â€Å"Nothing’s Changed† shows far more anger, raw as it might be, than â€Å"Two Scavengers†.The reasons for this being that in â€Å"Nothing’s Changed†, there is a constant reminder of how angry the writer is as he walks around his old home, in the end, of course, wishing he had a bomb to blow up a white’s only restaurant.But, in â€Å"Two Scavengers†, the two garbage men look at the social injustice in hope rather than anger, as seen by when they wonder if they’d ever be able to reach in to the Mercedes and start a normal conversation with the couple, like old friends.

Dehumanization in Night Essay

Night is a heart pulling memoir of its young Jewish author, Ellie Weasel, and his experiences in the Holocaust. The book begins with him living in the town of Sighet. He had a very sheltered life, with no accounts of negativity in the world. He and his family were also raised heavily on Jewish beliefs. One day a man by the name of Moshe the beadle comes to warn the people of the dangers of the Nazis. Unfortunately the people did not heed this and Sighet was invaded by Nazis. Weasel and his family are taken and separated. He only had his father now and they braved much torture and mal treatment by the kapos in the camps. At the end of it all only weasel himself made it out alive, though a brutal scar was marked upon his soul. He’d lost his family and his faith at those camps. But through all his sorrow and loss he wanted to share his accounts in this dark volume of his life, so that people understand what the Jews went through all those years ago. This led him to write Night, where in which Weasel points out the inhumanity towards other humans during the holocaust as one of the themes of his chilling story. One of the major factors that contribute to this theme is actually one of the first cruel things he encountered was the Nazis. At first on the other had he didn’t see them for the monstrous people that they were. In the book Eliezer, Weasels character, even recalls, â€Å"Our first impressions of the Germans were most reassuring†¦. Their attitude toward their hosts was distant, but polite.† But this is just one of the many aspects of the holocaust that was tremendously misunderstood. But even more so unthinkable was the cold-blooded butchery of millions of innocent people. As the memoir progresses you will see how Weasel puts a spotlight of the actions of the Nazis by first seeing them as humans beings but then later on reveals the evil deeds that they commit upon innocent Jews. Night also exhibits how inhumanity can spread to others who have been shown inhumanity. This is shown when the Jews start to turn on each other, instead of braving their harsh treatment together. It is even said by a Kapo: â€Å"Here, every man has to fight for himself and not think of anyone else. . . . Here, there are no fathers, no brothers, no friends. Everyone lives and dies for himself alone.† Because the Kapo are also just prisoners that are in control of the other prisoners, this is a very significant message. They were happy to help the Nazis in their plans for genocide. This led them to act really ruthlessly towards those under their command. In the fifth section of the book Eliezer mentions them as being, â€Å"functionaries of death.† The perspective of the Kapos show how those effected by the Holocaust can use inhumanity to infect other people like it as a virus.

Reflection on assessment feedback Essay Example | Topics and Well Written Essays - 1000 words - 1

Reflection on assessment feedback - Essay Example I had made slides for my students in a simple manner that even a layman could understand solely because I dint know the audience at all hence could not judge whether they would be from a nursing background or not. Based on my previous efforts in giving a slide based lecture, I minimized the use of visual aids since they tend to distract the audience away from the topic. These slides gave general information about spinal cord compression that might help any adult responsible for health education and increase there knowledge about this complication and how to prevent it. Although it was a hard job for me not to include nursing jargons, I managed it by using various websites that gave me non-technical terminologies. The students were given reading exercises where they had to comprehend the general patient information and present their individual’s group work by the end of the session. Since each group will take responsibility for each section in the educational session, the learning and comprehension of the information will increase manifold as compared to if the information was just fed to them. Acting and group based learning, according to me, is vital for student participation, confidence and learning. My real role began after this when I had to act my role in front of the students. I asked the students to form themselves into groups and decide on a topic that they would like to present. Making these groups was the most difficult part for me here since this was an entirely new experience for me. When I tried to force one person to go to a group, there would be wide protests maybe because some people weren’t conformable forming groups with certain people (Hunter, 1995). After using various combinations, groups were formed and I made a mental note that I would have to practice this before another one of these group formations arrive. After each section was assigned to the groups, I opened the discussion where I explained

Community Work Research Paper Example | Topics and Well Written Essays - 1250 words

Community Work - Research Paper Example Although our community strives to provide diversity for all individuals in many ways Cascade Maryland lacks opportunities for ethnically diverse individuals. At my profession I often assisting in providing treatment to individuals composed of different races. Like many other individuals in our community I was born in America. My ancestors immigrated to America from Germany in 1785. According to Washington County Maryland (n.d.), our town was "a city founded by German immigrants in 1762" (pp. 2). Our community does not have a large foreign born population. Encountering individuals with accents is a rarity. From 1995-2000 the foreign born population was 0 (City-Data, n.d.). Community work manuals and texts are relevant to me as an individual. I believe these readings are meant to address people like me. I would imagine the minorities living in this community may struggle with understanding these work manuals; as they are not designed for them based upon their cultural make-up. Approximately 95% of individuals living in this community speak only English and no other languages at home (City Data, n.d.). The remaining five percent that utilize different langue at home are compiled by languages such as Spanish (.3%), European (1.9%), or Asian (2.8%). Perhaps the lack of cultural diversity can be attributed partially to the history of our state. Our state is home to many historical battle sites and monuments. Maryland being one of the thirteen original colonies formed was effected by west bound expansion during the 1800's leading many immigrants to settle in other states. Due to the geographical location of our state finding immigrants is not a common occur rence. In the past I have encountered skeptism from minorities I have treated in my profession. I remember during the O.J. Simpson murder trial talking to an African American woman about the trial. With the evidence present by the media we both agreed that we felt that he was guilty of the crime. Some time passed before the verdict in the trial was read and I thought very little about the conservation as I did not see the woman for treatment regularly. After the verdict was read the woman called my human resources department claiming that I was a racist. I do not believe my actions constituted racism as I was merely stating an opinion in the discussion we were having. The human resources department for the facility I work for did not believe this constituted racism either. However, I have learned not to discuss trials, politics, or other controversial views and/or opinions with the clients I treat out of fear for the potential negative ramifications that could occur for stating my opinion ; even when the client initially agrees with my opinion. Our community is composed equally of half women and half men. My age is slightly older than the rest of the community. Our community consists of people mainly child bearing age. My children are grown and on their own. I am the proud grandparent of seven grandchildren and a prouder great grandmother to two young children. . According toThe United States Census(2000),18.6% of the population is over the age of 55. Unlike few others in my community I am a widow. My husband died suddenly in 2007. Of the people in my community the widows 9% are widowed. Of this 9% the majority (7%) are women. I believe that the community is well represented politically

Historical Roots of Christian Diversity Essay Example | Topics and Well Written Essays - 750 words

Historical Roots of Christian Diversity - Essay Example Orthodox and Roman Catholic Christians agree with the teachings of the first seven councils as genuine interpretations of the gospel, but only Roman Catholics acknowledge decrees formulated after the nineteenth century. Tradition is a particular interpretation of scripture as described within the Christian community and affirmed by the church. Given that tradition originally permitted new interpretations to meet questions not particularly addressed in the scripture, it was meant to be fluid rather than fixed. When a group shows a tendency to canonize tradition making it appear unbending, tension might result. This development of tradition was not meant to lead to religious rigidity, but was instead developed specifically to recognize the dynamic interaction between, the concrete fixed authority of scripture, and the fluid developing authority of everyday practice. Since it is dynamic, tradition adds a little new thing to Christianity as it enlarges upon scripture. People usually expa nd a tangible communication beyond tradition’s original scope, as it is a factor of exercising human ingenuity in the development of tradition (Weaver and Brakke 64). The power of Rome At a time when the Roman mystique was at its peak, Jesus was born into the Mediterranean world ruled by Rome. The world had never experienced an empire so vast that when people thought of Rome, they envisioned a set of related ideas. Caesar, who presided over Rome, was a central ruling authority who stood close to divinity and symbolized in his person the glory of Rome. The glory of Rome dimmed and then seemed to be restored to some level by Constantine. It was normal to wonder whether the old Rome might reclaim the world’s attention. If Rome can be seen more as an idea than a place, then perhaps it can be understood why it was extremely powerful and attractive. Rome became a goal, and an idea to nature policy. As a fact, it is not surprising that that attracted Constantine and Christian s in general. As the roman emperor, it was clear that Constantine had the best claim on the project. When he moved his capital from the city of Rome to a new site in the Eastern part of the Roman Empire, a political vacuum was left in the West which in turn invited rival claimants. Several groups were inspired to restore Roman glory in the West, and they included; old senatorial families, new barbarian families, and the bishops of Rome, who later are known as popes. The ancient forms of Christianity grew into separate churches generally because of extensively differing political experiences. The Orthodox Church was organized into two ways: at the local level and along the administrative lines of the Roman Empire. The patriarch of Constantinople understood that his position was tied to the emperor. Both the patriarch and the pope did consider themselves as Roman and as heirs of the greatest political empire in the world’s history. This led to a great schism between the two chu rches that lasted until the present day (Weaver and Brakke 78). The two Christian models The first Christian model is; Constantinople as the new Rome in the Greek Orthodox system. When the emperor reunited the fragments of the Roman Empire, he did so under the sign of the cross. Constantine’s bibliographer made a claim that Constantine was directly called by God to embrace Christianity.

Cause and Effect essay (Only on CAUSE) Example | Topics and Well Written Essays - 750 words

Cause and Effect (Only on CAUSE) - Essay Example The impact of the rise in fees is seen in the increase in the number of students requesting financial aid or seeking student loans. The hike has begun to put college education nearly out of the reach of a vast majority of middle-class Americans. This means that a lot of the students have to make do with only a high school education, which reduces their job market considerably. A lot of teenagers, especially colored males, find themselves unemployed because of lack of proper qualifications. A large segment of graduates who do find jobs are overwhelmed by the debts incurred as cost of education, and to avoid this situation they try to seek jobs during their education. Since unemployment rates take into account the number of people actively seeking jobs, these students get bracketed as unemployed and not merely as students, raising the count of the unemployed. For those who pass out of the American educational system with a high academic degree, the news is not very good either, and this brings us to our second reason behind the rising rates of unemployment in the United States. Technology has made the world increasingly globalised: the internet has dramatically shrunk distances. Boston and Bangalore are now neighbors, and the level of competition for jobs and businesses is higher than ever before. Places like Bangalore in India, for instance, have a large number of English speaking populace, and the professions of being a doctor and engineer are eagerly sought after. The time in India is exactly the complement of that in the United States; night time in America is day time in India. This means that American businesses can send work down to India at the end of the day, and have it done by morning. This ideal combination of the right education and the time difference has turned India into a prime destination for assignments in the medical and engineering field, making the employment of

Functionalist and Feminist Views of the Family Essay

Functionalist and Feminist Views of the Family - Essay Example Traditionally, family is equated with the nuclear family of a married mother and father and their children. Marriage can best be defined as a legal or socially mandated arrangement between two people usually featuring sexual intercourse and consisting of both privileges and obligations (Kendall, 1998, p. 247). This couple, and its dependents, are 'a relatively permanent group of people related by ancestry, marriage or adoption, who live together, form an economic unit, and take care of their young' (Eitzen and Baca-Zinn, 2003, p. 436). This unit is primarily responsible for the 'achievement of adult satisfaction and social integration' (Ross and Sawhill, 1975, p. 3), which is why Sociologist are so interested in its functions and repercussions. Between the 1940's and 1970's, the prevalent theory in the field was the markedly anti-Marxist structural functionalism, which is most frequently identified with the work of Talcott Parsons. For the Functionalists, individual self-interest, although pursued with some frequency, is not the only motivator of people, as these would make organised societies impossible. Men and women behave in accordance to shared ethical standards and mutual expectations, and these behaviours are 'internalised in the motivational systems of individuals' (Johnson, 1993, p. 116). In this system, 'people act on the basis of their values; their actions are oriented and constrained by the values and norms of people around them; and these norms and values are the basis of social order' (Knapp, 1994, p. 191-192). So where does family fit in According to Parsons: A social system consists in a plurality of individual actors interacting with each other in a situation which has at least a physical or environmental aspect, actors who are motivated in terms of a tendency to the "optimisation of gratification" and whose relation to their situations, including each other, is defined and mediated in terms of a system of culturally structured and shared symbols (Parsons, 1951, p. 5-6). In other words, society consists of a large number of different people interacting in different physical locations. These people are able to communicate through culturally determined methods, and this mutually understood communication is possible even if the individuals are interacting for the first time. This socialisation is not natural-it is a skill, and the learning process begins at a very early age within the family unit. This is only one of the functions of family within the social order. In fact, the importance of family to the functionalist model lies in the universal functions it provides (Robertson, 1989). In addition to socialisation, these functions are: regulation on sexual behaviour; member replacement (providing society with new members via childbirth); safety and care; social placement and emotional support. These initial functions provided the foundation for the more complex relationships required for interaction with society on a larger scale. Although the functionalist perception of family as a heterosexual married couple with children seems rather stagnant and old-fashioned now, that does not mean it was a static concept. Even though the family did not cause great social transformation, it did modify when such shifts occurred. As families had existed for countless years and

Discharge Plan Assiigment Essay Example | Topics and Well Written Essays - 2000 words

Discharge Plan Assiigment - Essay Example cation of discharge or transfer, pre-admission planning, effective communication between the clinician and Care giver and good management plan to ensure that care are given continually. This paper is an outline of a manager who plans the transfer process of a patient suffering from ESRD on dialysis. The patient prefer going back home while the third parties are in disagreement of the idea. As the case manager the procedure below will be the guideline followed to deal with the matter in question. On the onset of admission, the transfer needs would be the autonomous decision of the patient and the immediate environment of the patient. In this case the patient’s ability to make rational decision is considered important. In case of mental disability, the patient is farther diagnosed for any mental illness. The extent to which the care givers are committed to give the care services needed by the patient. These two factors are put into consideration and make the basis upon which decision of transfer will be made on. When the patient makes rational decision and the environment is conducive, he or she will be transferred. In case otherwise, other options will be explore such as negotiating with immediate care takers. The discharge level care for the patient is transferred from the staff to the immediate family members at home. These are third party carers who provide the service at home. They can either accept the duty or disagree. In case of disagreement negotiations are necessary to strike a deal with the family members. The patient is destined to home not any other place, this is because the patient wanted to be transferred back home not any other place even though the family members were in disagreement. The basis of the decision is guided by the principle of autonomy of the client which must be considered in relation to other option. The other principles are independency of the patient, the protection of the patient’s well being and the integration of

Ho Chi Minh Essay Example for Free

Ho Chi Minh Essay Within his years of living, he had shaped and changed Vietnam to the country he dreamed it to be by truly being a great leader of Vietnam. Ho Chi Minh had been interested in Vietnam’s wellbeing from a young age. He did not jump straight into action and instead stood back and examined the necessities of gaining such rights, waiting for the moment to stand up for his country. His father believed that French education was only the best. Therefore in 1907, Ho passed an exam to enter the National Academy of Hue. He was made fun of because he came from a poor background, and the only reason why he was at the academy was because he had received a scholarship. His motivation was not wavered. In 1908, protests were held by farmers from nearby villages. They protested about the excessive taxation that the French were asking for, and Ho translated the Vietnamese language for the French. This was his first colonial encounter. The next day he was expelled for aiding the Vietnamese. As time went on he understood the concept of Marxism and strongly believed in it. In 1911, Ho boarded a ship set for France and took small jobs, all the while trying to gain knowledge about the world. His ideas for Vietnam’s independence and what it could someday be developed during his trips. In 1914, Ho Chi Minh began to build networks in the outside world and talked to his fellow Vietnamese about the French colonial rule. And in 1918, Ho Chi Minh wrote a letter to the President of the United States about how world peace could be achieved. This was the fourteen-point peace plan. Besides thinking of Vietnam, he also put the rest of the world into mind. This shows that Ho Chi Minh is thoughtful and avoids reckless tactics. After WWI he was engaged in Communist activities and was in the founding group for the French Communist Party. ? In his later years, Ho Chi Minh began to develop more plans. He soon became frustrated and indignant at the treatment that the Vietnamese were getting from the French. He heard about the Russian Revolution while living in France, and it offered millions of people living under colonial rule hope. Ho Chi Minh took inspiration from the Russian Revolution. He used it as a helping hand, for great leaders take ideas from elsewhere and use those to their best advantage. During his later years, Ho Chi Minh learnt of Stalin and Mao Zedong, who quickly became his role models. He believed the Communism would be what would allow Vietnam to gain true independence. Ho Chi Minh went to China and Hong Kong to spread the word about Communism and form Communist Parties. He was forced to leave when local authorities drove him out. He returned because he wanted the ideas of Communism, of the Vietnamese, and of his ideas to be known throughout. Ho Chi Minh was arrested in Hong Kong and remained in prison until 1933. Yet these roadblocks did not slow the motivated leader down. When Japan occupied Vietnam in 1941, Ho Chi Minh organized the Vietminh that caused the Japanese to surrender in 1945. Ho Chi Minh went on and declared Vietnam’s independence from the Japanese. At this point, Ho only needed to be rid of France to succeed entirely. Ho Chi Minh signed an autonomous agreement with the French in a conference. But his success was worth nothing when he returned home to find that the agreement was not effective. The French had already began bombing Vietnam to try and reoccupy the country. As Vietnam was low on resources, they took to fighting guerilla warfare and used a hit-and-run tactic. The USA and Europe backed France, while China, being a Communist country, backed Vietnam. Ho Chi Minh was grateful for China’s support and won the guerilla war. Independence was proclaimed. Post-war Vietnam was split up into two, yet the Vietnamese did not get a say in this. Ho Chi Minh did not like the idea of fellow Vietnamese turning on each other, the South on the North and visa versa. He wanted unity between the entire Vietnam, and secession was the last thing they needed. Though Ho Chi Minh allowed his people to take part in various risky and violent events, he only did so because he thought it best. He had confidence that his people would win their battles and indeed they did. Though he was anxious and worried when the US arrived in North Vietnam to chase out the Communists, he helped North Vietnam hold together like a rock and won the battle doing so. He did not risk using proper warfare because he knew that Vietnam was low on those resources. Instead he took to hit-and-run, and the Vietnamese depended on surprise and speed. After all their hardships, they were rewarded with the unification of the North and South Vietnam. Ho Chi Minh was a great leader because he was willing to do anything to help Vietnam. He was expelled the next day of his first colonial encounter. He travelled to France and to the United States to gain knowledge. He wrote letters to important figures that would be able to assist them in making a change. No one was more motivated than Ho Chi Minh. Throughout the years, Ho Chi Minh held on the hope that Vietnam would someday be free from colonial rule. He pushed many Vietnamese to follow dreams, in more ways than one. He was the inspiration of his people. No man, woman, or child under his leadership detested his choices, for they understood that he knew best. In overall he did many things for Vietnam, and the people were grateful for each and every little detail. When Ho Chi Minh died due to heart failure, everybody cried. For a whole week, it rained, and the people said that the sky itself was crying too. Ho Chi Minh was a great leader, a father figure, and a role model to many Vietnamese.

Class Scheduling System Essay Example for Free

Class Scheduling System Essay College and university campuses frequently struggle with the task of getting academic classes and the wide variety of non-academic meetings and events that they host into the appropriate rooms. Ensuring the availability of the necessary services and resources can also be difficult. How Class Schedule Maker Software Can Help You A class schedule maker will go a long way in making life easier for students as this automates the process of scheduling classes to some extent. It is a useful tool that will save a lot of time. College days are tough as students have to juggle time between studies and part-time jobs to keep them afloat meanwhile and some students also have to participate in sports and athletics. And classes are only available at certain times and students have to wrap their schedule around these. A tool that will help with scheduling will be really helpful for students and teachers alike. College teachers have some of the best and most respected jobs. But enriching the intellect of young minds takes a lot of responsibility as the competence of the teacher plays a part in deciding to what extent the student will excel in that subject. And for this teachers have to spend a lot of time preparing proper study material. And if you put yourself in the academician’s shoes, you will see that this is quite difficult. Plus, there is the added responsibility of scheduling classes. This would be unnecessary added stress to the teachers and an electronic aid to help them will prove to be really helpful. A graphic representation of data is always useful and this is one of the benefits of a class schedule maker. They say a picture is worth a thousand words and nowhere is this truer than in the case of pie charts and bar graphs which say a lot in a very few words. By creating customized graphic layouts, you can easily view schedules at a glance and manage your time accordingly. Instead of wasting time scheduling the studies, teachers can now focus on the actual studies and this results in increased productivity gains for both students and teachers who can now utilize their time more efficiently. A Genetic Algorithm Based University Timetabling System The annual construction of an Exam Timetable is a common problem for all institutions of higher education. Quite often it is done by hand or with the limited help of a simple administration system and usually involves taking the previous year’s timetable and modifying it so it will work for the new year. Many British institutions are now introducing the concept of the modular degree. This gives the students much greater flexibility in what courses they take as well as giving a much greater choice. For the timetable, this, and the recent growth in student numbers, means that the timetable will be more constrained than ever. It is no longer good enough to use the previous year’s timetable. Every year a new timetable must be produced to take account of staff, student and course changes causing a necessarily large amount of administrative work. COMPLETE CAMPUS SCHEDULING With EMS Campus, all the functionality necessary for handling the many facets of campus-wide space management – academic scheduling, event management, meeting scheduling, resource tracking – is seamlessly integrated into one â€Å"complete campus scheduling† product. For the academic departments and registrars working to ensure that every class meets in a location and at a time that is acceptable to professors and students, the system provides automatic room assignment within user-supplied parameters, integration with your SIS/ERP software and efficient online collaboration tools. It also simplifies final exam scheduling. Meeting and event staff have access to a powerful array of tools for booking single- or multi-day events, reserving the services and resources required for those events, producing operational and statistical reports, and tracking financial transactions. For those tasked with publishing a web calendar for the campus, the Virtual EMS component of the system makes it simple. ACADEMIC SCHEDULING SOFTWARE VS TIMETABLING SOFTWARE Unlike timetabling software or timetable software, which is typically used to create a class schedule from scratch each semester, academic scheduling software allows you to roll existing schedules forward and modify them, making the scheduling process more efficient. Simple data entry It is quick and easy to enter all subjects, classes, classrooms, teachers and their contracts. The application also enables creating all specific divisions of classes into groups. It is possible to unite more classes into one lesson or to have more teachers for one lesson. Automatic generating In few minutes, the program generates a complete timetable that fulfills all your requirements. The program follows all psycho hygienic and organizational requirements such as: * The minimization of gaps in teachers schedules the limitation of maximal number of gaps in teachers schedules, as well as the limitation of days, when teachers teach. * A class of a subject has to be distributed equably in the entire week. * Verification of succession of entire and divided classes. * Placing lessons into allowed classrooms. * And many more Verification of the timetable The program verifies the data entered and helps you remove standard entry errors. It also verifies, whether the created timetable fulfills all conditions. You can make changes to the timetable, and the program notifies you, in case of illegal changes. Complete print You can print your timetable. The program automatically creates timetables for each class, teacher or classroom. It creates summary timetables of classes, teachers or classrooms for the entire school. Once printed it helps you easily assign substituting teachers when necessary. You can specify which classes, teachers or classrooms you want to print in each summary timetable.

The Childcare Act 2006 in Early Years Education

The Childcare Act 2006 in Early Years Education Unit 3: Building Positive Relationships Every child deserves a good start in life and support to fulfil their potential. Children develop quickly in the early years. A secure, safe and happy childhood is important in its own right. High quality early and pre-school learning, together, provide the foundation children need to make the most of their abilities and talents as they grow up. Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations in order to remain registered. The Childcare Act 2006 provides for the Early Years Foundation Stage Learning and development requirements to comprise 3 elements: The early learning goals. The educational programmes the matters, skills and processes which are required to be taught to young children. The assessment arrangements for assessing young children to ascertain their achievements. The requirements laid down must be delivered by the child care provider with no exceptions. Document published by the Department for Education on 27 March 20012 states that â€Å"there are seven areas of learning and development that must shape educational programmes in early years settings†. Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. Physical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wide range of reading materials – books, poems, and other written materials, to ignite their interest. Mathematics involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive arts and design involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Parents and carers play an important role in assisting children to build self-respect, and then through the childs personal understanding of that experience develop the values and skills needed to express respect to others. This interactional process becomes a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and reinforcement, thus building further self-respect and further facilitating the capacity to demonstrate respect for others. Of course the counter to that occurs when a child experiences continuous disrespect, fails to build healthy self-respect, and then responds to those destructive and negative feelings by treating others in similarly disrespectful ways. It is important that children learn about other people’s feelings and that we show them how we behave in society and to except all walks of life. We could help them to do this by having resources that show the different types of people. For example wheelchair users, people who are hard of hearing and other disabilities etc. You could also celebrate festivals from different cultures or religion. It is good to read the children stories about friendships and display posters that shoe diversity. Showing a child praise when they behave in a socially acceptable manner will give them more confidence and make them feel respected themselves. Introducing a child to their own culture, traditions, and heritage helps the child valuing themselves and then others. Researchers (for example, Brown, 2008; Hughes et al., 2006) consistently find that young people from minority groups have better life outcomes when they develop a sense of pride in their own heritage and culture. As parents, we can cultivate this strength by helping our children participate in meaningful activities and rituals, spend time with others who share their culture or tradition, or use their native or first language. It also comes from having positive messages and role models in the media and culture that reinforce the value of one’s heritage, culture, and identity. If I was caring for a group of children from diverse cultural or ethnic backgrounds I would encourage them to explore their heritage and make it an educational project for the whole group. By making the approach inclusive rather than exclusive it would foster a greater understanding of cultural differences and backgrounds amongst all the children. For example: each week could be devoted to an individual child’s particular background with that child encouraged to explore and learn about their culture (traditions, religion, celebrations, food, history) – the depth of research being determined by the child’s age. The child could make a presentation to the group and be encouraged to find photos and other items to help present their culture. The child could possibly be encouraged to bring a family member with them to help with their presentation (if possible). The other children in the group would engage with the activity by making their own posters, drawings and deco rations with the theme of the culture being presented. This activity would carry on for several weeks depending on the size of the group. As an alternative, if the group was not primarily multi-cultural the above plan could still be used with a cultural theme being decided on in advance and the children being encouraged to learn about the culture and share their findings with the group. Consistency in parenthood and for children is having the rules, routines and expectations the same over the course of time. This helps the child better understand rules and discipline, and it helps the childs world stay predictable and allows it to be a less confusing situation. Consistency helps children learn to be accountable for their actions. Consistency is extremely important because children need set limits. When a child is allowed to do things and then reprimanded it is confusing to them. These children will push limits of adults while thinking it is okay to do so. Consistency will help the child to understand what is tolerable and what is not. What is acceptable and what is unacceptable. Being fair is only right. Children should be taught that for every action there is a consequence. It is also important for these children to help set the guidelines for what is a consequence. This should be done before the consequence is needed, not the moment of. Positive reinforcement allows for the children to continue to have appropriate actions and become intrinsically motivated to do these actions. Positive reinforcement should be reduced over time otherwise the children will always seek the reinforcement instead of just doing the good deed in itself. With negative behaviour it is important that you always give a reason for when you say no. The child will then know that it is not safe to cross the street because they might get hurt, or it is not safe to stand on the table because they might fall. If a child is given a reason for negative behaviour it is usually understood better and therefore will likely not happen again. And if you must give a child a limit follow through, or it will not work again the next time. The child will then push your limits and try to again get off of the hook. In my opinion quiet time is a perfect time for children to just sit quietly and calm down and it helps you to simply get on with your work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when you simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not to be confused with the naughty spot or naughty chair. There is a different negative feeling to being on the naughty spot, than there is to having quiet time. The naughty chair implies that the child is naughty, which is of course negative and unhelpful. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way you are far more likely to end unwanted behaviour rather than temporarily distracted a child from it. Another good strategy is to acknowledge and praise good behaviour and mature interactions with others, rather than only acknowledging bad behaviour and aggression. Often, a child will engage in bad behaviour, including fighting with others, in order to gain the attention of nearby adults. Only paying attention to negative behaviour reinforces the idea that negative behaviour gets results. Conflict between children and adults or between children can be very distressing. In child care settings conflict is very common for children having trouble with an adult authority. Over the years many behavioural theorists debated whether conflict has a positive or negative impact on child development. Some of them felt that conflict is a natural part of life. Others viewed conflict as a negative occurrence instead of being accepted as part of being human. Research carried out by Dennis, Colwell and Lindsey from the Texas Tech University found that there are gender differences between children identifying areas of conflict. The girls tended to have more conflict with their peers over the things that had been said displaying a child to child conflict, whereas the boys manifested themselves in the form of disobeying the teacher. Research supports work of Vygotsky who find that â€Å"†¦ conflict provides for a learning experience for children when they have correct modelling or â€Å"scaffolding† from adults† (Travick-Smith, 2003,p54). The research showed that there were certainly gender differences, with girls’ conflicts arising from reaction to â€Å"words† and boys’ conflicts with â€Å"actions†. Among the many tasks of early childhood, two stand out: to communicate needs in a respectful way to other children and to listen with respect to the ideas of others. These areas of learning are important to all young children, but especially to those who participate in group settings away from home – preschool and child care programmes, playgroups, or summer camps. With the support of knowledgeable adults, children are able to learn the skills necessary for effective communication within peer groups. As children learn to be together in a group, they will inevitably experience conflict with another child. Many adults find conflict among children frustrating and feel uncertain about how to be helpful. However, when adults are thoughtful and skilled in their approach to classroom conflict, children benefit. Conflict resolution is an important foundation for future growth and learning.   References Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. Runcorn: Department for Education. Riddall-Leech, S. (2010) Home-Based Childcare, Oxford, Pearson Publ Oxford Heinemann. Statutory Framework for the Early Years Foundation Stage (July 2006) the Child care act 2006. Tassoni, P. Beith, K. Bulman, K. Eldridge, H. (2007) Child Care and Education. Publ. Heinemann.

Affirmative Action: A Means to End Inequality Essay -- Equality Rights

Affirmative Action: A Means to End Inequality Throughout the United States, many types of inequality can be identified. What exactly does this statement mean? First, defining inequality would help one best approach this matter. The Merriam-Webster Online Dictionary defines inequality as â€Å"the quality of being unequal or uneven† through† a lack of evenness b: social disparity c: disparity of distribution or opportunity d: the condition of being variable† (Merriam Webster). Now the question is clearer, as identifying types of inequality is equivalent to recognizing the different groups that exist within the boundaries of the U.S. For instance, people can be grouped based on income, the level of education, or their position in their workplace. Inequality shown as such is easy to identify and falls nicely into categories. However, understanding such inequalities in the context of race and gender is not so simple. The median income of a white male full time worker in 2002 was near 41,000 dollars, a black male full time worker under 32,000, and a Hispanic male full time worker around 25,000 (Race: Fact File). These numbers also drop significantly for women in each category (Race: Fact File). Unemployment rates, home ownership rates, high school and college graduation rates, and even health care coverage all show inequality in America, especially in the context of race and gender (Race: Fact File). The government has taken steps to try to eliminate these inequalities through the implementation of affirmative action programs. This leads to an important issue, namely, is affirmative action a fair and an effective method of eradicating inequality? To understand and answer this question, the origins of affirmative action... ...ted States, and South Africa (in SICA Silver Jubilee).† Public Administration Review, Vol. 59, No. 6. (Nov. - Dec., 1999), pp. 495-508. http://links.jstor.org/sici?sici=0033-3352%28199911%2F12%2959%3A6%3C495%3APOPLFI%3E2.0.CO%3B2-P {scholarly primary source, print via the internet, authoritative } Wilcher, Shirley J. â€Å"The History of Affirmative Action.† Americans for a Fair Chance, Motion Magazine. Washington DC, October 12, 2003. {popular news, print via internet, apparently credible} Winter, Greg. â€Å"After Ruling Three Universities MainTain Diversity in Admissions.† The New York Times: April 13, 2004. Section A; Page 22; Column 3 {distinguished news, print via the internet, authoritative } Yetman, Norman R. â€Å"Race and Ethnicity†. Sociology: Social Foundations of Public Issues. McGraw Hill 2003. p. 348 {secondary scholarly; print; authoritative}

King Leopolds Ghost Essays -- English Literature Essays

King Leopold's Ghost Out of sight mind is very convenient. If we don’t see what is really going on it is easier for us as consumers to sleep at night. Capitalism, colonialism and slavery are still practiced today, but in foreign countries and in a different manner. Before reading King Leopold’s Ghost, when I thought of slavery I thought of the transatlantic slave trade or Africans working as slaves in the US. After reading the book my eyes were open to a whole new perspective on slavery, capitalism and colonialism. When buying a product from a local store, one rarely inquires of the origin of the product’s raw materials as well as the working conditions / living conditions of the employees who created it. Our clothes, toys, accessories, and many other items have more history than we decide to realize. Take the designer imitation shoes you bought on sale from Payless for $10. Did ever wonder why or how you could get such a â€Å"Great Deal!† If the tag says â€Å"MADE IN CHINA†, it was produced for very cheap labor possibly by children working and living in conditions we would find unbearable for ourselves. In a way it is slavery, because in poor countries jobs are often scarce and pay is bad. If you have a job you will go to extremes to keep it, not because you like the job, but because you need it to survive. The owner of the business knows that and therefore he or she has a control over your life. This form of slavery is linked directly to capitalism and communism first b ecaus...

Go out for dinner

When people ask to go out and have coffee, it does not only mean to drink coffee. It has more meaning of to socialize, rather than to get rid off of the thirst they have. This can also be seen when people ask to have dinner. When people finish their work or classes, they feel relief and want to enjoy their free time. A lot of the times, people finish their work in the evening and they try to socialize by asking to have dinner.Although some people can not drink alcohol or do not Like to go to bar or pub, hen asking to have dinner can be used for anyone to socialize. To have dinner together, people have be hungry. Asking to have dinner can be a chance to not only have dinner together, but also spend time until they become hungry. For example, If people want to have dinner together but they are Just a little hungry, they can hangout; for example, go out to watch a movie until they feel hunger. Moreover, If they want to talk more after dinner, they can go drink.Then having dinner means n ot only to eat food together, but also to spend time from the evening to the night. However, when a person tries to ask other sex for dinner, â€Å"having dinner,† there comes up another meaning of the term. When a man asks a woman to go lunch, she should not be anxious about her appearance very much, but when he asks her to go out for dinner, she should. When a man and a woman have dinner have special meaning. It means eating delicious food with formal appearance and appropriate manner.That a man asks a woman to have dinner implies he thinks she is special and wants to make romantic mood among them. Men ask women to have dinner especially when men try to tell a declaration of love, celebrate their special day, or to propose to women. Then in a relationship between men and women, having dinner together means to arrange special time or day. As I stated in this paper, there are two main usage in term, â€Å"having dinner. † It is granted as socializing term widely and ma ny people have dinner with others to socialize.

Reactivity of Mg and Ca Essay

Introduction The aim of this practical is to observe the difference in the reactivity between Mg and Ca when hot and cold water is added. Hypothesis We think they will react in some kind of form. Variables The independent variable was the temperature of the water and also the quantity of metal use in the experiment and the dependent variable was the reaction. Equipment * Mg (s) * Ca (s) * Phenolphthalein * Beaker * Cold and hot water * Sandpaper * Test tubes with rack Procedure 1. The Magnesium was cleaned with sandpaper. 2. Two pieces of magnesium was put into two test tubes and two pieces of calcium was put into two test tubes. 3. Cold water was added into two test tubes one with calcium one with magnesium. 4. Two droplets of phenolphalein were added in each of the test tubes filled with cold water to observe the change in ph. 5. Water was heated over a Benson burner and poured into the two test tubes without water while observing the reactions. 6. Two droplets of phenolphalein were added in each of the test tubes filled with cold water to observe the change in ph. Observation Relative reactivity of Cold water Hot water Mg There was a minimum reaction. Fig. 1 There is a bigger reaction than with the cold water. Fig. 2 Ca The temperature of the water increases right away. Before we dropped the phenolphthalein the solution was white, fig.3, but after adding the phenolphthalein it turned pink, fig.4, which means that the reaction is basic. The temperature stayed the same but because the water was hot the reaction was more explosive and quicker. Before the phenolphthalein the solution was white, fig.3, and after dropping the phenolphthalein it turned pink, fig.4, which means that is a basic solution. Results Are your results in accordance with what you have learned about reactivity? Yes because calcium has more orbits the atom has the less energy it needs to give away electrons. In this case the atom that has more orbits is the calcium that is why it reacts more than the magnesium because calcium needs less energy to give electrons away. And the magnesium didn’t react much because it needs more energy that the one that we gave it. Write the balanced equation for the reaction between Mg and H2O: Mg (s) + H2O (l) MgO (s) + H2 (g) Uncertainties Other element might have been present. The hot water might have been heated more. Conclusion We learned that both magnesium and calcium is basic solutions because of the pink tint to the color. We also learned that calcium reacted faster than magnesium.

How Vainly Men Themselves Amaze Essay

1.Introduce the author and the title of the story. What is the story about? Try to answer in one sentence. 2.What is the genre of the story? (epistolary, a fragment from a novel, a play, a poem, a newspaper article, a short story, etc.) From whose point of view are the events presented? What type of narration is it? ( the text is wholly narrative, is a first person /a third person narration, the story is told from the point of view of†¦/perceived through the eyes of†¦/combines narration with description and elements of dialogue ) What effect is achieved by this type of narration in the given genre? 3.Comment on the composition of the story. What does the author gain from this particular composition? What distinct parts does the text fall into? What does each part describe/reveal/llustrate/present? Find the key sentense of each part. Prove the unity of each part both stylistically and pragmatically. If you are analyzing a complete piece of fiction trace the basic elements of the plot ( exposition, complication, climax, denouement ), provide the chain of events in short precise sentences in the present tense. Comment on the author’s arrangement of the elements of the plot with regard to the development of the conflict (external/internal, physical, psychological, moral, etc.). 4.What are your impressions of the characters? Give adjectives and prove your impression by quoting the text and commenting on the means used by the author to create/achieve this impression. Specify whether direct or indirect character drawing is chosen by the author. 5.What is the message of the story? Base your answer on the analysis of the characters and the title. 6.Comment on the cultural aspect of the story (Is the language British or American English? Prove your point of view). Provide some linguistic analysis.

Immortals of Greek mythology Essay

The Greeks created images of their deities for many purposes. A temple would house the statue of a god or goddess, or multiple deities, and might be decorated with relief scenes depicting myths. Divine images were common on coins. Drinking cups and other vessels were painted with scenes from Greek myths. Gods & Goddesses Aphrodite ( , Aphrodite) Goddess of love, beauty, desire, and pleasure. Although married to Hephaestus she had many lovers, most notably Ares, Adonis, and Anchises. She was depicted as a beautiful woman and of all the goddesses most likely to appear nude or seminude. Poets praise the radiance of her smile and her laughter. Her symbols include roses and other flowers, the scallop shell, and myrtle wreath. Her sacred animals are doves and sparrows. Her Roman counterpart was Venus. Apollo ( , Apollon) God of light, music, arts, knowledge, healing, plague and darkness, prophecy, poetry, purity, athletism, manly beauty, and enlightenment. He is the son of Zeus and Leto, and the twin brother of Artemis. As brother and sister, they were identified with the sun and moon; both use a bow and arrow. In the earliest myths, Apollo contends with his half-brother Hermes. In sculpture, Apollo was depicted as a very handsome, beardless young man with long hair and an ideal physique. As the embodiment of perfectionism, he could be cruel and destructive, and his love affairs were rarely happy. His attributes include the laurel wreath and lyre. He often appears in the company of the Muses. Animals sacred to Apollo include roe deer, swans, cicadas, hawks, ravens, crows, foxes, mice, and snakes. Ares ( , Ares) God of war, bloodshed, and violence. The son of Zeus and Hera, he was depicted as a beardless youth, either nude with a helmet and spear or sword, or as an armed warrior. Homer portrays him as moody and unreliable, and he generally represents the chaos of war in contrast to Athena, a goddess of military strategy and skill. Ares’ sacred animals are the vulture, venomous snakes, dogs, and boars. His Roman counterpart Mars by contrast was regarded as the dignified ancestor of the Roman people. Artemis ( , Artemis) Virgin goddess of the hunt, wilderness, animals, young girls, childbirth and plague. In later times she became associated with the moon. She is the daughter of Zeus and Leto, and twin sister of Apollo. In art she was often depicted as a young woman dressed in a short knee-length chiton and equipped with a hunting bow and a quiver of arrows. Her attributes include hunting spears, animal pelts, deer and other wild animals. Her sacred animals are deer, bears, and wild boars. Diana was her Roman counterpart. Athena ( , Athena) Goddess of intelligence and skill, warfare, battle strategy, handicrafts, and wisdom. According to most traditions, she was born from Zeus’s head fully formed and armored. She was depicted crowned with a crested helm, armed with shield and a spear, and wearing the aegis over a long dress. Poets describe her as â€Å"grey-eyed† or having especially bright, keen eyes. She was a special patron of heroes such as Odysseus. Her symbol is the olive tree. She is commonly shown accompanied by her sacred animal, the owl. The Romans identified her with Minerva. Demeter ( , Demeter) Goddess of grain, agriculture and the harvest, growth and nourishment. Demeter is a daughter of Cronus and Rhea and sister of Zeus, by whom she bore Persephone. She was one of the main deities of the Eleusinian Mysteries, in which her power over the life cycle of plants symbolized the passage of the human soul through its life course and into the afterlife. She was depicted as a mature woman, often crowned and holding sheafs of wheat and a torch. Her symbols are the cornucopia, wheat-ears, the winged serpent, and the lotus staff. Her sacred animals are pigs and snakes. Ceres was her Roman counterpart. Dionysus ( , Dionysos) God of wine, parties and festivals, madness, chaos, drunkenness, drugs, and ecstasy. He was depicted in art as either an older bearded god or a pretty effeminate, long-haired youth. His attributes include the thyrsus (a pinecone-tipped staff), drinking cup, grape vine, and a crown of ivy. He is often in the company of his thiasos, a posse of attendants including satyrs, maenads, and his old tutor Silenus. The consort of Dionysus was Ariadne. Animals sacred to him include dolphins, serpents, tigers, and donkeys. A later addition to the Olympians, in some accounts he replaced Hestia. Bacchus was another name for him in Greek, and came into common usage among the Romans. Hades ( , Hades) or Pluto ( , Plouton) King of the underworld and the dead, and god of the earth’s hidden wealth, both agricultural produce and precious metals. His consort is Persephone. His attributes are the drinking horn or cornucopia, key, sceptre, and the three-headed dog Cerberus. The screech owl was sacred to him. He was one of three sons of Cronus and Rhea, and thus sovereign over one of the three realms of the universe, the underworld. As a chthonic god, however, his place among the Olympians is ambiguous. In the mystery religions and Athenian literature, Pluto (Plouton, â€Å"the Rich†) was his preferred name, with Hades more common for the underworld as a place. The Romans translated Plouton as Dis Pater (â€Å"the Rich Father†) or Pluto. Hephaestus ( , H? phaistos) Crippled god of fire, metalworking, and crafts. The son of Hera by parthenogenesis, he is the smith of the gods and the husband of the adulterous Aphrodite. He was usually depicted as a bearded man with hammer, tongs and anvil—the tools of a smith—and sometimes riding a donkey. His sacred animals are the donkey, the guard dog and the crane. Among his creations was the armor of Achilles. Hephaestus used the fire of the forge as a creative force, but his Roman counterpart Volcanus (Vulcan) was feared for his destructive potential and associated with the volcanic power of the earth. Hera ( , H? ra) Queen of the heavens and goddess of marriage, women, childbirth, heirs, kings, and empires. She is the wife of Zeus and daughter of Cronus and Rhea. She was usually depicted as a regal woman in the prime of her life, wearing a diadem and veil and holding a lotus-tipped staff. Although she was the goddess of marriage, Zeus’s many infidelities drive her to jealousy and vengefulness. Her sacred animals are the heifer, the peacock, and the cuckoo. At Rome she was known as Juno. Hermes ( , Hermes) God of boundaries, travel, communication, trade, thievery, trickery, language, writing, diplomacy, athletics, and animal husbandry. The son of Zeus and Maia, Hermes is the messenger of the gods, and a psychopomp who leads the souls of the dead into the afterlife. He was depicted either as a handsome and athletic beardless youth, or as an older bearded man. His attributes include the herald’s wand or caduceus, winged sandals, and a traveler’s cap. His sacred animals are the tortoise, the ram, and the hawk. The Roman Mercury was more closely identified with trade and commerce. Hestia ( , Hestia) Virgin goddess of the hearth, home and chastity. She is a daughter of Rhea and Cronus and sister of Zeus. Not often identifiable in Greek art, she appeared as a modestly veiled woman. Her symbols are the hearth and kettle. In some accounts, she gave up her seat as one of the Twelve Olympians in favor of Dionysus, and she plays little role in Greek myths. Her counterpart Vesta, however, was a major deity of the Roman state. Poseidon ( , Poseidon) God of the sea, rivers, floods, droughts, earthquakes, and the creator of horses; known as the â€Å"Earth Shaker†. He is a son of Cronus and Rhea and brother to Zeus and Hades. He rules one of the three realms of the universe as king of the sea and the waters. In classical artwork, he was depicted as a mature man of sturdy build with an often luxuriant beard, and holding a trident. The horse and the dolphin are sacred to him. His wedding with Amphitrite is often presented as a triumphal procession. His Roman counterpart was Neptune. Zeus ( , Zeus) King of the gods, the ruler of Mount Olympus and the god of the sky, weather, thunder, lightning, law, order, and fate. He is the youngest son of Cronus and Rhea. He overthrew Cronus and gained the sovereignty of heaven for himself. In artwork, he was depicted as a regal, mature man with a sturdy figure and dark beard. His usual attributes are the royal scepter and the lightning bolt, and his sacred animals are the eagle and the bull. His counterpart Jupiter, also known as Jove, was the supreme deity of the Romans. Primordial deities Ancient Greek name English name Description (Aith? r) Aether The god of the upper air and light. (Ananke) Ananke The goddess of inevitability, compulsion, and necessity. (Chaos) Chaos The nothingness from which all else sprang. (Chronos) Chronos The god of time. Not to be confused with the Titan Cronus, the father of Zeus. (Erebos) Erebos or Erebus. The god of darkness and shadow. (Eros) Eros The god of love and attraction. (Gaia) Gaia or Gaea or Ge Personification of the Earth (Mother Earth); mother of the Titans. (Hemera) Hemera Goddess of daylight. (â€Å"Hypnos†) Hypnos God of Sleep. N (Ne? soi) The Nesoi The goddesses of the islands and sea. (Nyx) Nyx or Night The goddess of night. (Ouranos) Uranus The god of the heavens (Father Sky); father of the Titans. (Ourea) The Ourea The gods of mountains. (Phanes) Phanes The god of procreation in the Orphic tradition. (Pontos) Pontus. The god of the sea, father of the fish and other sea creatures. (Tartaros) Tartarus The god of the deepest, darkest part of the underworld, the Tartarean pit (which is also referred to as Tartarus itself). (Thalassa) Thalassa Spirit of the sea and consort of Pontos. (â€Å"Thanatos†) Thanatos God of Death. Titans Greek name English name Description The Twelve Titans (Hyperion) Hyperion Titan of light. With Theia, he is the father of Helios (the sun), Selene (the moon), and Eos (the dawn). (Iapetos) Iapetus Titan of mortality and father of Prometheus, Epimetheus, Menoetius, and Atlas. (Koios) Coeus Titan of intellect and the axis of heaven around which the constellations revolved. (Kreios) Crius The least individualized of the Twelve Titans, he is the father of Astraeus, Pallas, and Perses. (Cronos) Cronus The leader of the Titans, who overthrew his father Uranus only to be overthrown in turn by his son, Zeus. Not to be confused with Chronos, the god of time. M (Mnemosyne) Mnemosyne Titan of memory and remembrance, and mother of the Nine Muses. (Oceanos) Oceanus Titan of the all-encircling river Oceans around the earth, the font of all the Earth’s fresh-water. (Phoibe) Phoebe. Titan of the â€Å"bright† intellect and prophecy, and consort of Koios. (Rhea) Rhea Titan of female fertility, motherhood, and generation. She is the sister and consort of Cronus, and mother of Zeus, Hades, Poseidon, Hera, Demeter, and Hestia. (Tethys) Tethys Wife of Oceanus, and the mother of the rivers, springs, streams, fountains, and clouds. (Theia) Theia Titan of sight and the shining light of the clear blue sky. She is the consort of Hyperion, and mother of Helios, Selene, and Eos. (Themis) Themis Titan of divine law and order. Other Titans (Asteria) Asteria Titan of nocturnal oracles and falling stars. (Astraios) Astraeus Titan of dusk, stars, and planets, and the art of astrology. (Atlas) Atlas Titan forced to carry the sky upon his shoulders by Zeus. Also Son of Iapetus. (Aura) Aura Titan of the breeze and the fresh, cool air of early morning. (Di? ne) Dione Titan of the oracle of Dodona. (E? s) Eos Titan of the dawn. (Epimetheus) Epimetheus Titan of afterthought and the father of excuses. (Eurybia) Eurybia Titan of the mastery of the seas and consort of Krios. (Eurynome) Eurynome Titan of water-meadows and pasturelands, and mother of the three Charites by Zeus. (H? lios) Helios Titan of the sun and guardian of oaths. (Clymene) Clymene or Asia Titan of renown, fame, and infamy, and wife of Iapetos. (Lelantos) Lelantos Titan of air and the hunter’s skill of stalking prey. He is the male counterpart of Leto. (Let? ) Leto Titan of motherhood and mother of the twin Olympians, Artemis and Apollo. (Menoitios) Menoetius Titan of violent anger, rash action, and human mortality. Killed by Zeus. (Me? tis) Metis Titan of good counsel, advice, planning, cunning, craftiness, and wisdom. Mother of Athena. (Ophion) Ophion. An elder Titan, in some versions of the myth he ruled the Earth with his consort Eurynome before Cronus overthrew him. (Pallas) Pallas Titan of warcraft. He was killed by Athena during the Titanomachy. (Perses) Perses Titan of destruction and peace. (Prometheus) Prometheus Titan of forethought and crafty counsel, and creator of mankind. (Sel? ne) Selene Titan of the moon. (Styx) Styx Titan of the Underworld river Styx and personification of hatred. Personified concepts Achlys ( ), spirit of the death-mist Adephagia ( ), spirit of satiety and gluttony Adikia (), spirit of injustice and wrongdoing Aergia ( ), spirit of idleness, laziness, indolence and sloth Agon ( ), spirit of contest, who possessed an altar at Olympia, site of the Olympic Games. Aidos ( ), spirit of modesty, reverence and respect Aisa ( ), personification of lot and fate Alala ( ), spirit of the war cry Alastor ( ), spirit of blood feuds and vengeance Aletheia ( ), spirit of truth, truthfulness and sincerity The Algea ( ), spirits of pain and suffering Achos ( ) â€Å"trouble, distress† Ania ( ) â€Å"ache, anguish† Lupe ( ) â€Å"pain, grief, sadness†. Alke ( ), spirit of prowess and courage Amechania ( ), spirit of helplessness and want of means The Amphilogiai ( ), spirits of disputes, debate, and contention Anaideia ( ), spirit of ruthlessness, shamelessness, and unforgivingness The Androktasiai ( ), spirits of battlefield slaughter Angelia ( ), spirit of messages, tidings and proclamations Apate ( ), spirit of deceit, guile, fraud and deception Apheleia ( ), spirit of simplicity Aporia ( ), spirit of difficulty, perplexity, powerlessness, and want of means The Arae ( ), spirits of curses Arete ( ), spirit of virtue, excellence, goodness, and valour Ate ( ), spirit of delusion, infatuation, blind folly, recklessness, and ruin Bia ( ), spirit of force, power, bodily strength, and compulsion Caerus ( ), spirit of opportunity Corus ( ), spirit of surfeit Deimos ( ), spirit of fear, dread, and terror Dikaiosyne ( ), spirit of justice and righteousness Dike ( ), spirit of justice, fair judgement, and the rights established by custom and law Dolos ( ), spirit of trickery, cunning deception, craftiness, treachery, and guile Dysnomia ( ), spirit of lawlessness and poor civil constitution Dyssebeia ( ), spirit of impiety Eirene ( ), goddess of peace Ekecheiria ( ), spirit of truce, armistice, and the cessation of all hostilities; honoured at the Olympic Games Eleos ( ), spirit of mercy, pity, and compassion Elpis ( ), spirit of hope and expectation Epiphron ( ), spirit of prudence, shrewdness, thoughtfulness, carefulness, and sagacity Eris ( ), spirit of strife, discord, contention, and rivalry The Erotes ( ) Anteros ( ), god of requited love Eros (), god of love and sexual intercourse. Hedylogos ( ), god of sweet talk and flattery Himeros ( ), god of sexual desire Pothos ( ), god of sexual longing, yearning, and desire Eucleia ( ), spirit of good repute and glory Eulabeia ( ), spirit of discretion, caution, and circumspection Eunomia ( ), goddess of good order and lawful conduct Eupheme ( ), spirit of words of good omen, acclamation, praise, applause, and shouts of triumph Eupraxia (E ), spirit of well-being Eusebeia (E ), spirit of piety, loyalty, duty, and filial respect Euthenia (), spirit of prosperity, abundance, and plenty Gelos ( ), spirit of laughter Geras ( ), spirit of old age. Harmonia ( ), goddess of harmony and concord Hebe ( ), goddess of youth Hedone ( ), spirit of pleasure, enjoyment, and delight Heimarmene ( ), personification of share destined by fate Homados ( ), spirit of the din of battle Homonoia ( ), spirit of concord, unanimity, and oneness of mind Horkos ( ), spirit of oaths Horme ( ), spirit of impulse or effort (to do a thing), eagerness, setting oneself in motion, and starting an action Hybris ( ), spirit of outrageous behaviour Hypnos ( ), god of sleep The Hysminai ( ), spirits of fighting and combat Ioke ( ), spirit of pursuit in battle Kakia (K ), spirit of vice and moral badness Kalokagathia ( ), spirit of nobility The Keres ( ), spirit of violent or cruel death Koalemos ( ), spirit of stupidity and foolishness Kratos ( ), spirit of strength, might, power, and sovereign rule Kydoimos ( ), spirit of the din of battle, confusion, uproar, and hubbub Lethe ( ), spirit of forgetfulness and oblivion, and of the river of the same name Limos (), spirit of hunger and starvation. The Litae ( ), spirits of prayer Lyssa ( ), spirit of rage, fury and rabies in animals The Machai ( ), spirits of fighting and combat Mania ( ), spirit or spirits of madness, insanity, and frenzy The Moirai, or â€Å"Fates† ( ) Clotho ( ), the spinner of the life thread Lachesis ( ), the measurer of the life thread Atropos ( ), the severer of the life thread Momus ( ), spirit of mockery, blame, censure and stinging criticism Moros ( ), spirit of doom. The Neikea ( ), spirits of quarrels, feuds and grievances Nemesis (), goddess of revenge, balance, righteous indignation, and retribution Nike ( ), goddess of victory Nomos ( ), spirit of law Oizys ( ), spirit of woe and misery The Oneiroi ( ), spirits of dreams Epiales ( ), spirit of nightmares Morpheus ( ), god of dreams, who takes shape of humans Phantasos ( ) spirit of dreams of fantasy, who takes shape of inanimate objects Phobetor ( ) or Icelos ( ), spirit of nightmares, who takes shape of animals Palioxis ( ), spirit of backrush, flight and retreat from battle Peitharchia ( ), spirit of obedience Peitho (), spirit of persuasion and seduction. Penia ( ), spirit of poverty and need Penthus ( ), spirit of grief, mourning, and lamentation Pepromene ( ), personification of the destined share, similar to Heimarmene Pheme ( ), spirit of rumour, report, and gossip Philophrosyne ( ), spirit of friendliness, kindness, and welcome Philotes ( ), spirit of friendship, affection, and sexual intercourse Phobos ( ), spirit of panic fear, flight, and battlefield rout The Phonoi ( ), spirits of murder, killing, and slaughter Phrike ( ), spirit of horror and trembling fear. Phthonus ( ), spirit of envy and jealousy Pistis ( ), spirit of trust, honesty, and good faith Poine ( ), spirit of retribution, vengeance, recompense, punishment, and penalty for the crime of murder and manslaughter Polemos ( ), personification of war Ponos ( ), spirit of hard labour and toil Poros ( ), spirit of expediency, the means of accomplishing or providing, contrivance and device Praxidike ( ), spirit of exacting justice Proioxis ( ), spirit of onrush and battlefield pursuit Prophasis ( ), spirit of excuses and pleas The Pseudologoi, spirits of lies. Ptocheia ( ), spirit of beggary Soter ( ), male spirit of safety, preservation, and deliverance from harm Soteria ( ), female personification of safety, preservation, and deliverance from harm Sophrosyne ( ), spirit of moderation, self-control, temperance, restraint, and discretion Techne ( ), personification of art and skill Thanatos ( ), spirit of death and mortality Thrasos ( ), spirit of boldness Tyche ( ), goddess of fortune, chance, providence, and fate Zelos ( ), spirit of eager rivalry, emulation, envy, jealousy, and zeal Chthonic deities. Amphiaraus ( ), a hero of the war of the Seven Against Thebe who became an oracular spirit of the Underworld after his death Angelos ( ), a daughter of Zeus and Hera who became an underworld goddess Askalaphos ( ), the son of Acheron and Orphne who tended the Underworld orchards before being transformed into a screech owl by Demeter Cerberus ( ), the three-headed hound who guarded the gates of Hades Charon ( ), ferryman of Hades Empusa ( ), a monstrous underworld spirit or spirits with flaming hair, the leg of a goat and a leg of bronze. They are also servants of Hecate. Erebos ( ), the primeval god of darkness, his mists encircled the underworld and filled the hollows of the earth The Erinyes ( ), the Furies, goddesses of retribution Alecto ( ), the unceasing one Tisiphone ( ), avenger of murder Megaera ( ), the jealous one Hecate ( ), goddess of magic, witchcraft, the night, moon, ghosts, and necromancy. Judges of the Dead Aiakos ( ), former mortal king of Aegina, guardian of the keys of Hades and judge of the men of Europe Minos ( ), former mortal king of Crete and judge of the final vote Rhadamanthys (), former mortal lawmaker and judge of the men of Asia Keuthonymos ( ), an Underworld spirit and father of Menoetes Cronus ( ), deposed king of the Titans; after his release from Tartarus he was appointed king of the Island of the Blessed Lamia ( ), a vampiric Underworld spirit or spirits in the train of Hecate Lampades ( ), torch-bearing Underworld nymphs Gorgyra (). Orphne ( ), a Lampad nymph of Hades, mother of Askalaphos Macaria ( ), daughter of Hades and goddess of blessed death (not to be confused with the daughter of Heracles) Melinoe (), daughter of Persephone and Zeus who presided over the propitiations offered to the ghosts of the dead Menoetes ( ), an Underworld spirit who herded the cattle of Hades Mormo ( ), a fearsome Underworld spirit or spirits in the train of Hecate Nyx ( ), the primeval goddess of night Persephone ( ), queen of the underworld, wife of Hades and goddess of spring growth. Rivers of the Underworld Acheron ( ), the river of pain Kokytos (K ), the river of wailing Lethe ( ), the river of forgetfulness Phlegethon ( ), the river of fire Styx ( ), the river of oaths Tartarus (), the primeval god of the dark, stormy pit of Hades Thanatos ( ), spirit of death and minister of Hades Sea deities Aegaeon ( ), god of violent sea storms and ally of the Titans Achelous ( ), shark-shaped sea spirit[citation needed] Amphitrite ( ), sea goddess and consort of Poseidon. Benthesikyme ( ), daughter of Poseidon, who resided in Ethiopia Brizo ( ), patron goddess of sailors, who sent prophetic dreams Ceto ( ), goddess of the dangers of the ocean and of sea monsters Charybdis ( ), a sea monster and spirit of whirlpools and the tide Cymopoleia (), a daughter of Poseidon married to the Giant Briareus Delphin ( ), the leader of the dolphins, Poseidon placed him in the sky as the constellation Delphin Eidothea ( ), prophetic sea nymph and daughter of Proteus Glaucus ( ), the fisherman’s sea god Gorgons ( ), three monstrous sea spirits Stheno ( ). Euryale ( ) Medusa ( ), the only mortal of the three The Graeae ( ), three ancient sea spirits who personified the white foam of the sea; they shared one eye and one tooth between them Deino ( ) Enyo ( ) Pemphredo ( ) The Harpies ( ), winged spirits of sudden, sharp gusts of wind Aello ( ) or Aellope ( ) or Aellopous ( ) Ocypete ( ) or Ocypode ( ) or Ocythoe ( ) Podarge ( ) or Podarke ( ) Celaeno ( ) Nicothoe ( ) Hippocampi ( ), the horses of the sea they are half horse with the tail of a fish Hydros ( ), primordial god of waters The Ichthyocentaurs ( ), a pair of centaurine sea-gods with the upper bodies of men, the lower fore-parts of horses, ending in the serpentine tails of fish Bythos ( ) â€Å"sea depth† Aphros ( ) â€Å"sea foam† Karkinos ( ), a giant crab who allied itself with the Hydra against Heracles. When it died, Hera placed it in the sky as the constellation Cancer. Ladon ( ), a hundred-headed sea serpent who guarded the western reaches of the sea, and the island and golden apples of the Hesperides Leucothea ( ), a sea goddess who aided sailors in distress Nereides ( ), sea nymphs Thetis ( ), leader of the Nereids who presided over the spawning of marine life in the sea Arethusa ( ), a daughter of Nereus who was transformed into a fountain Galene (), goddess of calm seas. Psamathe ( ), goddess of sand beaches Nereus ( ), the old man of the sea, and the god of the sea’s rich bounty of fish Nerites ( ), a sea spirit who was transformed into a shell-fish by Aphrodite Oceanus ( ), Titan god of the Earth-encircling river Oceanus, the font of all the Earth’s fresh-water Palaemon ( ), a young sea god who aided sailors in distress. Phorcys ( ), god of the hidden dangers of the deep Pontos ( ), primeval god of the sea, father of the fish and other sea creatures Poseidon (), king of the sea and lord of the sea gods; also god of rivers, flood and drought, earthquakes, and horses Proteus ( , a shape-shifting, prophetic old sea god, and the herdsman of Poseidon’s seals Scylla ( ), monstrous sea goddess. The Sirens ( ), sea nymphs who lured sailors to their death with their song Aglaope ( ) or Aglaophonos ( ) or Aglaopheme ( ) Himerope ( ) Leucosia ( ) Ligeia ( ) Molpe ( ) Parthenope ( ) Peisinoe ( ) or Peisithoe ( ) Raidne ( ) Teles ( ) Thelchtereia () Thelxiope ( ) or Thelxiepeia ( ) The Telchines ( ), sea spirits native to the island of Rhodes; the gods killed them when they turned to evil magic Actaeus ( ) Argyron ( ) Atabyrius ( ) Chalcon ( ) Chryson ( ) Damon ( ) or Demonax ( ) Damnameneus ( ) Dexithea ( ), mother of Euxanthios by Minos Lycos ( ) or Lyktos ( ) Lysagora ( )? Makelo ( ) Megalesius ( ) Mylas ( ) Nikon ( ) Ormenos ( ) Simon ( ) Skelmis ( ) Tethys ( ), wife of Oceanus, and the mother of the rivers, springs, streams, fountains, and clouds Thalassa ( ), primeval spirit of the sea and consort of Pontos Thaumas ( ), god of the wonders of the sea Thoosa ( ), goddess of swift currents Triteia ( ), daughter of Triton and companion of Ares Triton ( ), fish-tailed son and herald of Poseidon Tritones ( ), fish-tailed spirits in Poseidon’s retinue Sky deities Achelois ( ), â€Å"she who washes pain away†, a minor moon goddess Aeolus (Aiolos) ( ), god of the winds. Aether ( ), primeval god of the upper air Alectrona (), solar goddess of the morning or waking up Anemoi, gods of the winds Boreas ( ), god of the north wind and of winter Eurus ( ), god of the unlucky east or southeast wind Notus ( ) god of the south wind Zephyrus ( ), god of the west wind Aparctias ( ), another name for the north wind (not identified with Boreas) Apheliotes ( ), god of the east wind (when Eurus is considered southeast) Argestes ( ), another name for the west or northwest wind Caicias ( ), god of the northeast wind Circios ( ) or Thraskias ( ), god of the north-northwest wind Euronotus (), god of the southeast wind Lips ( ), god of the southwest wind Skeiron ( ), god of the northwest wind Apollo, Olympian God of light, knowledge, music, healing, the sun, and the arts (also god of day). Arke ( ), messenger of the Titans and twin sister of Iris Astraios ( ), Titan god of stars and planets, and the art of astrology The Astra Planeti ( ), gods of the five wandering stars or planets Stilbon ( ), god of Hermaon, the planet Mercury Eosphorus ( ), god of Venus the morning star Hesperus ( ), god of Venus the evening star Pyroeis (), god of Areios, the planet Mars Phaethon ( ), god of Dios, the planet Jupiter. Phaenon ( ), god of Kronion, the planet Saturn Aurai ( ), nymphs of the cooling breeze Aura ( ), goddess of the breeze and the fresh, cool air of early morning Chaos ( ), the nothingness from which all else sprang, she also represented the lower atmosphere which surrounded the earth Chione ( ), goddess of snow and daughter of Boreas Helios ( ), Titan god of the sun and guardian of oaths Selene ( ), Titan goddess of the moon Eos ( ), Titan goddess of the dawn Hemera (), primeval goddess of daylight and the sun Hera ( ), Queen of Heaven and goddess of the air and starry constellations Herse ( ), goddess of the morning dew. The Hesperides ( ) The Hades, nymphs that represented a star cluster in the constellation Taurus and were associated with rain Iris ( ), goddess of the rainbow and divine messenger Nephelai ( ), cloud nymphs Ouranos ( ), primeval god of the heavens Pandia ( ), daughter of Selene and Zeus The Pleiades ( ), goddesses of the constellation Pleiades Alcyone ( ) Sterope ( ) Celaeno ( ) Electra ( ). Maia ( ) Merope ( ) Taygete ( ) Zeus ( ), King of Heaven and god of the sky, clouds, rain, thunder, and lightning Rustic deities Aetna ( ), goddess of the volcanic Mount Etna in Sicily Amphictyonis ( ), goddess of wine and friendship between nations, a local form of Demeter Anthousai ( ), flower nymphs Aristaeus ( ), god of bee-keeping, cheese-making, herding, olive-growing, and hunting Attis ( ), vegetation god and consort of Cybele Britomartis ( ). Cretan goddess of hunting and nets used for fishing, fowling and the hunting of small game Cabeiri (), gods or spirits who presided over the Mysteries of the islands of Lemnos and Samothrace Aitnaios ( ) Alkon ( ) Eurymedon ( ) Onnes ( ) Tonnes ( ) Centaurs ( ), a race of half-man, half-horse beings Asbolus ( ) Chariclo ( ), wife of the centaur Chiron Chiron ( ), the eldest and wisest of the Centaurs Eurytion ( ) Nessus ( ), a ferryman at the river Euenus Pholus ( ). The Cercopes ( ), a pair of monkey-like thieves who plagued the land of Lydia in western Anatolia Akmon ( ) Passalos ( ) Chloris (), goddess of flowers and wife of Zephyrus Comus ( ), god of revelry, merrymaking, and festivity Corymbus ( ), god of the fruit of the ivy The Curetes ( ), guardians of infant Zeus on Mount Ida, barely distinguished from the Dactyls and the Corybantes Cybele ( ), a Phrygian mountain goddess associated with Rhea. The Dactyls ( ) â€Å"fingers†, minor deities originally representing fingers of a hand Acmon ( ) Damnameneus ( ) Delas ( ) Epimedes ( ). Heracles (not to be confused with the hero Heracles) Iasios ( ) Kelmis ( ) Skythes () companions of Cybele Titias ( ) Cyllenus ( ) Dionysus ( ), god of wine, drunken orgies, and wild vegetation Dryades ( ), tree and forest nymphs Gaia ( ), primeval goddess of the earth Epimeliades ( ), nymphs of highland pastures and protectors of sheep flocks Hamadryades ( ), oak tree dryades Hecaterus ( ), minor god of the hekateris — a rustic dance of quickly moving hands — and perhaps of the skill of hands in general Hephaestus ( ), god of metalworking Hermes ( ), god of herds and flocks, of roads and boundary stones The Horae ( ), The Hours.

Assessment Care Adult

Assessment Care Adult The purpose of this assignment is to discuss the approaches and models of assessment, which can provide possible insights and better understanding to the presenting issues in the case study. The essay will begin by giving a brief overview of the issues that are present within this family. It will then outline the purpose of an assessment and critically evaluate models of assessment. For the purpose of this essay it will explore two concepts namely abuse and memory loss focussing mainly on Ted. This essay aims to critically evaluate the research and theory that underpin the concepts. It will define abuse and elder abuse; discuss risk factors for elder mistreatment. Various causes of memory loss will be discussed. The issues of discrimination that older people endure will be highlighted. The issues presented in the case study are; Queenie has moved to long-term care in a residential home. She was Ted’s carer for over 18 months. Ted is in need of care and has asked his daughters to share looking after him. Ted is reported of having an authoritarian approach to parenting. He suffers from chronic arthritis in his legs, has suffered from a mild stroke and has weakness in one of his arms. Ted has been reported of presenting as being confused and is experiencing forgetfulness. He has bruises on his arms and chest; there is a possibility that he is undernourished and dehydrated. Regan is an informal carer and looks after her father Ted. She has moved in with Ted. Regan is experiencing increased difficulties in balancing her 25 hours part time bar work and looking after Ted. She has been drinking heavily and has increased her involvement with her father’s financial affairs. Regan has declined offer from her sister Cordelia in looking after her father, she also discourages her from visiting Ted. Regan is a victim of domestic violence. McDonald (2006, p31) defined assessment as â€Å"a perceptual, analytic process of selecting, categorising, organising and synthesising data†. This means gathering of information, evaluating it to identify areas of strengths and difficulties and explore plans in order to achieve preferred scenario. Thompson (2005, p64) highlighted that assessment is a â€Å"holistic process† that takes into account all relevant and interactive domains. Trevithick (2006) stated that the purpose of an assessment is to assist people sustain their livelihood and decrease deterioration. Stepney and Ford (2000) suggested that choosing the right model of assessment determines the quality of the assessment. Coulshed and Orme (2006) described two approaches to assessments namely positivists and constructivists. Positivist approach is on the assumption that undertaking an assessment requires a person to have good â€Å"administrative† and interpersonal skills. This helps people to address, identify and respond appropriately to issues that are affecting them. Berger and Luckman cited in Coulshed and Orme (2006) highlighted that the constructivist approach is based on the notion that individuals are able to identify their problems and can contribute to recognizing their needs or solutions. Therefore it is important that social workers are open and honest to service users in what can be offered.

Intellectual Property Essay Example | Topics and Well Written Essays - 2500 words

Intellectual Property - Essay Example The paper the looks at areas for opportunities to devise a new innovative customer-focus service, how and where to search to devise and develop a new customer-focused service idea, and the new services development (NSD) process. The paper then looks at the potential risks and costs that will be determine by the successful development of new or modified services and the intellectual property issues. Finally, the paper makes a conclusion based on the discussions from the research conducted. There has been an increased attention on innovation which is the key to organizational growth and development. Most organizations today face increased competition because of the fast pace of improved technology, and the market external change that has pushed economic and organizational growth. Innovation has become a crucial part of organizations which has been driven by excellent labor force and advanced machinery. Therefore, innovation has become a powerful method of securing a competitive advantage and as a way of defending the strategic position. The research and development plays a crucial role in product and service innovation process. Innovation does not only apply to product or services, but also aims at improving the way people work, live, and play. Innovation has two aspects, which include radical and incremental innovations. Radical innovation refers to a total change in the way people think and use products or manufacture new products as compared to the way they did things before. This form of innovation aims at taking advantage of new technology, thus, creating new opportunities. On the other hand, incremental innovation is involves a day to day change in an organization in order to make sure that there is a continuous improvement in the productivity and quality of products and services through innovation. There are four types of innovation that includes the process

African American Studies Assignment Example | Topics and Well Written Essays - 750 words

African American Studies - Assignment Example As Ogbar points out, it is now the case that in the past decade, hip-hop has often "deviated from conventional notions of race," even though race and ethnicity still play a big role (Ogbar, 38). The first section of the chapter deals with the way that definitions of the "real" from the 60s, 70s, and through the 90s. Ogbar argues that hip-hops appeal during its formative years stemmed from the way it pulled from what he labels "black oppositional culture," which opposed "the dominant [white] culture and ideologies" (Ogbar, 39). Because of this, what makes things real in hip-hop is at some level "an intimate familiarity with the urban, working-class landscapes" of the 1970s, as well as basic knowledge of criminal activity in most cases (Ogbar, 39). It is worth noting, however, that hip-hop from the late 90s on has been increasingly political as well, including from commercial rappers who address the problems their ethnic culture faces in "sophisticated and highly racialized discources" (Ogbar, 40). Interestingly, Ogbar also points out that a lot of the essential elements of hip-hop culture came from Puerto Ricans and other non-black ethnicities (Ogbar, 40). This leads into a longer discussion of race, going from what coinstitues a "real nigga" (Ogbar, 44), the rise of gangsta rap (Ogbar, 45), and the effect that a shift from New York City to Los Angeles, with its rampant gangs, heavier chicano presence, had as hip-hop began to feature "raw and bold depiction[s] of ghetto life in postindustrial Los Angeles" (Ogbar, 45). It is especially interesting to see how the group called Cypress Hill, which was made up of Latino artists, used black slang that should have been very offensive, but which ended up making them "the first Latino group to go platinum" (Ogbar, 46). And the way in which Asian-American hip-hop singers do the opposite, by not using black slang at all but still talking out about racism