Wu Zetian Chinas Only Female Emperor

In the history of China, only one woman has ever sat in the imperial throne, and that was Wu Zetian (æ ­ ¦Ã¥Ë†â„¢Ã¥ ¤ ©). Zetian ruled the self-proclaimed â€Å"Zhou Dynasty† from 690 C.E. until her death in 705 C.E., in what ultimately became an interlude during the much lengthier Tang dynasty that preceded and followed it. Heres a brief overview of the life of the infamous female emperor, and the legacy she left behind. A Brief Biography of Wu Zetian Wu Zetian was born into a well-to-do merchant family in the waning days of the reign of the first Tang emperor. Historians say she was a stubborn child who reportedly spurned traditional womens pursuits, instead preferring to read and learn about politics. As a teenager, she became a consort to the emperor, but she did not bear him any sons. As a result, she was confined to a convent upon his death, as was the tradition for the consorts of dead emperors. But somehow—how exactly isn’t clear, though her methods appear to have been quite ruthless—Zetian made it out of the convent and became a consort of the next emperor. She gave birth to a daughter, who was then killed by strangulation, and Zetian accused the empress of murder. However, many historians believe that Wu actually killed her daughter herself to frame the empress. The empress was ultimately deposed, which paved the way for Zetian to become the emperor’s empress consort. Rise to Power Zetian later gave birth to a son, and began working to eliminate rivals. Eventually, her son was named heir to the throne, and when the emperor began to fall ill (some historians have accused Wu of poisoning him) Zetian was increasingly put in charge of making political decisions in his place. This angered many, and a series of struggles ensued in which Wu and her rivals attempted to eliminate each other. Ultimately, Wu won out, and although her first son was exiled, Zetian was named regent after the emperors death and another of her sons ultimately took the throne. This son, however, failed to follow Zetians wishes, and she had him quickly deposed and replaced with another son, Li Dan. But Li Dan was young, and Zetian essentially began to rule as emperor herself; Li Dan never even made an appearance at official functions. In 690 C.E., Zetian forced Li Dan to abdicate the throne to her, and declared herself the founding empress of the Zhou dynasty. Wu’s rise to power was ruthless and her reign no less so, as she continued to eliminate rivals and opponents using tactics that were sometimes brutal. However, she also broadened the system of civil service exams, elevated the status of Buddhism in Chinese society, and waged a series of wars that saw China’s empire expand further West than ever before. In the early 8th century, Zetian fell ill, and shortly before her death in 705 C.E., political maneuvering and fighting amongst her rivals forced her to abdicate the throne to Li Xian, thus ending her Zhou dynasty and restoring the Tang. She died soon after. The Legacy of Wu Zetian Like that of most brutal-but-successful emperors, Zetian’s historical legacy is mixed, and she is generally viewed as having been an effective governor, but also as having been overly ambitious and ruthless in attaining her power. Needless to say, her character has certainly captured China’s imagination. In the modern era, she has been the subject of a wide variety of books, films, and television shows. She also produced a fair amount of literature herself, some of which is still studied. Zetian also appears in earlier Chinese literature and art. In fact, the face of the largest Buddha statue at the world-famous Longmen Grottoes is supposedly based on her face, so if you want to gaze into the giant stone eyes of China’s only empress, all you have to do is take a trip to Luoyang in Henan province.

What Are Oncolytic Viruses - 1225 Words

What are Oncolytic Viruses? Oncolytic viruses are viruses that are either genetically manufactured or naturally made, that can kill cancer cells without affecting normal cells. The virus rapidly multiplies until the cancerous cell explodes. This releases the virus, tumor specific agents, and GM-CSF. This causes the immune system to recognize cancerous cells and fight them with the help of the virus. Who/When Was it Developed? The uses of viruses to treat cancer have been talked about since the 1900’, but only due to the recent advances in microbiology, immunology, and virology, have we been able to understand how it reduces the size of cancerous tumors. One of the earliest recorded cases of viruses killing cancer was in 1896. A 42-year-old woman just recovering from influenza, when the doctors realized that her cancer was going into remission. â€Å"Dock described a 42-year-old woman with myelogenous leukemia that went into remission after a presumed influenza infection. 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Becoming a Human and the Transformative Power of Grace Free Essays

Becoming a human has both a philosophical and theological inclination. For Hegel, becoming is the unity of being and nothing. It means that being exist out of nothing and this being undergone a process of development which made the being a becoming. We will write a custom essay sample on Becoming a Human and the Transformative Power of Grace or any similar topic only for you Order Now So becoming means the being in transit, or in the coming to be. Theologically however, becoming means more than the existence of being out of nothing. Becoming means not only transformation; it is a movement from one condition to another (Wawrykow, p.  22). Becoming involves change and development. Applying becoming to human being therefore speaks of the origination of the human beings, which was simply nothing as being come out of nothing and what men will be is still a becoming. In theology and religion, becoming a human usually apply to Jesus Christ as God who became man. In Saint Paul’s letter to the Philippians chapter two, verse. 7 referring to Jesus, Paul says â€Å"but made himself nothing,† Here the essence of becoming is clearly manifested. It was from this situation that Jesus became human and Paul goes on to say that when Jesus became nothing he was becoming a human â€Å"taking the very nature of a servant† verse 7. Jesus previous condition according to Paul is that he was â€Å"in the very nature of God† Verse 6 in which he has moved to a different condition of becoming a human being. In his letter to the Romans, Paul describes the human condition in Chapter 3 verse 23, as being lost in sin and had fallen short of God’s Glory. Paul categorically said that all have sin and God will punish everyone with sure death because of the sins committed. The gravity of man’s sins according to Saint Paul is that even men knew God â€Å"they neither glorified him as God, nor gave him thanks† Chapter 1 verse 21. Thus, Jesus becoming a human is an act of grace made available by God to human being. This is clearly explained by Paul in chapter 6 verse 23, which says, â€Å"For the wages of sin is death but the gift of God is eternal life in Christ Jesus our Lord† (NIV). Here there are two theological discussions involve about the condition of human being. First, all human beings according to Paul have fall into sin and deserved God’s punishment. Andrew Purves and Charles Partee call this fallen condition as depravity. Although depravity for them does not mean of total abandonment of God of the human being, they pointed out that human depravity means, â€Å"nothing about us is beyond the reach of sin. In other words, all the human faculties are exposed to sin and are indeed contaminated by sin. Paul admits this in Romans Chapter 7: 14-25, in his confession of his condition with sin contaminating all his being. Paul confessed that he wants to good but he cannot do the good he wants but the evil the he do not want to do. In verse 23 Paul explained that the reason of his struggle is that there is another law at work in him. Paul said, â€Å"But I see another law at work in the members of my body, waging war against the law of my mind and making me prisoner of the law of sin at work within the members of my body† Romans 7: 23. Because of this condition of the human being, Paul emphasized that there is an extreme need for human being to be rescued from the fallen condition. Theologians call this as redemption. This was exactly the purpose of Christ’s human becoming which Paul explained in his letter in Philippians chapter 2. G. M. Newlands contends that Jesus life, death, and resurrection were in relation to humanity in order to be reconciled to God. Newlands pointed out, â€Å"It is through the transformative humanity of Jesus Christ that we recognized the divinity within him† (p. 107). He meant that God is not only compassionate on the human being’s predicament but also the source of effective transformation. The nature of God’s grace according to William B. Arnold, there are two important manifestations of God’s grace. According to him, God’s grace Comes to us â€Å"freely and without dependence on our asking† (p. 30). Paul in Romans Chapter 5 verse 8 explains this, Paul says â€Å"But God demonstrates his own love for us in this: While we were still sinners, Christ died for us. † Arnold pointed out that God’s transformative grace is God’s initiative. The implication of God’ transformative grace in human being is that it reconciled man to God, in a way that his fallen nature has been restored to its former condition prior to his fall in to sin. Paul stated in Romans chapter 11 verses 30 that gentile people had been at one time disobedient to God â€Å"have now received mercy as result of their disobedience. † Conclusion Human becoming must be seen in the context of Jesus intension of taking human dorm and live a human life, and die on the cross for the forgiveness of sin and for the redemption of humanity from the fall to sin. The transformative grace of God has been the God’s initiative and the proof of God’s love for his creation, as he did not totally leave humans just by them selves despite of their sins. The transformative grace is the grace of God that enables human to able to be united with God, through the work of the Holy Spirit. It is also the saving grace of God given to human being through the life, death, and resurrection of Jesus Christ, that who ever believes in him shall not perish but have eternal life, John 3: 16. He be then a new creation and his old fallen nature is gone I Corinthians 6:17. Work Cited Arnold, Williams. Introduction to Pastoral Care. Pennsylvania, USA: The Westminster Press, 1982. Newlands, George M. Christ and Human Rights: The Transformative Engagement. England: Ashgate Publishing Limited, 2006. Purves, Andrew and Partee, Charles. Encountering God: Christian Faith in the Turbulent Times. USA: Westminster John Knox Press, 2000. Wawrykow, Joseph Peter. The SCM A-Z of Thomas Aquinas. London: SCM Press, 2005. John 3: 16 Romans 1:21 Romans 3:23 Romans 5:8 Romans 6:23 Romans 7:14-25 Romans 11:30 I Corinthians 6:17 How to cite Becoming a Human and the Transformative Power of Grace, Papers

Compare the two poems First Love and Shall I compare Thee to a Summers day Download this essay Example For Students

Compare the two poems First Love and Shall I compare Thee to a Summers day Download this essay First Love and Shall I compare thee to a Summers day are two poems written before the 1900s by John Clare and William Shakespeare. The poems share similar language and imagery mainly about love but vary in structure. The poems allow the reader to see Clares experience as he has lost his heart and Shakespeares emphasis that his loves beauty is immortal. The two poems both comprise of love and physical relationships and are both written in the first person to portray a personal view intended for the reader to see the effects of being in love and how you see a person differently when you are in love. The poem by Clare is a love lyric written in the first person about a woman in contrast to Shakespeares which is written also in the first person but addresses his love where she is apostrophised. This creates a more powerful and effective approach to the reader as Shakespeare intelligently conveys his love as exasperating and uncontrollable. Clare uses the symptoms of love and relates to recognizable or understandable feelings to cleverly interact with the readers reactions by describing blood and sight as blushing and rendered. Combined with the lost sense of time in lines 11 and 12 Clare produces the idea of great sadness and ache to the reader and gains sympathy by doing this. Shakespeare on the other hand chooses to rely heavily upon the notion of Nature and connects the idea of Summer being too hot sometimes and can be interrupted by winds to the undeclared love of an anonymous person. The two methods of engaging the reader are both effective but I believe Shakespeare delivers a much more suited and successful view due to the mixture of feelings and Nature. Both poems also contain many rhetorical questions Shall I compare thee to a summers day and Why is love so physically cruel? these rhetorical questions not only keep the reader thinking but show the writers intent and their own opinions on the forthcoming feelings and actions. The paradoxes in lines 17 and 18 suggest Clare seems to extend the involvement of the reader in that we have to think further beyond the answer of a rhetorical question to the actual correction and analysis of the paradox. Clares poem is longer containing more discursive language and uses simple repetitions such as pale as deadly pale to suggest confusion and the idea of death through love causing death-like symptoms. These symptoms are again reinforced in the next line as Clare continues with the idea that the power of love is disabling him My legs refused. The romantic imagery used by both poets is intensified in Shakespeares as he uses the seasons for his central image to enlighten the reader through the darling buds of Maie. This creates a calm and relaxed atmosphere whilst promoting Shakespeares comparison of a lady to a day in summer. This comfortable atmosphere of Nature and summer invites the reader to read on and digest the various ideas that are implemented with love. Shakespeares sonnet is written in iambic pentameter containing three quatrains of four lines and a final rhyming couplet. The structure of the sonnet is intelligently constructed with Shakespeare introducing the summers advantages and disadvantages in the first quatrain. The second quatrain advances on the idea of summers limitations and connects the feeling of disturbance to the inconsistency of being in love with a partner. The last quatrain lengthens the idea of the summers day and the love being eternal, eternal Sommer. The final couplet at the end of the sonnet tells the reader why Shakespeare admires his love, as well as how her beauty is nurtured by the admiring glances of men. .u798de37ccc2473e50cfd93044815f2da , .u798de37ccc2473e50cfd93044815f2da .postImageUrl , .u798de37ccc2473e50cfd93044815f2da .centered-text-area { min-height: 80px; position: relative; } .u798de37ccc2473e50cfd93044815f2da , .u798de37ccc2473e50cfd93044815f2da:hover , .u798de37ccc2473e50cfd93044815f2da:visited , .u798de37ccc2473e50cfd93044815f2da:active { border:0!important; } .u798de37ccc2473e50cfd93044815f2da .clearfix:after { content: ""; display: table; clear: both; } .u798de37ccc2473e50cfd93044815f2da { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u798de37ccc2473e50cfd93044815f2da:active , .u798de37ccc2473e50cfd93044815f2da:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u798de37ccc2473e50cfd93044815f2da .centered-text-area { width: 100%; position: relative ; } .u798de37ccc2473e50cfd93044815f2da .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u798de37ccc2473e50cfd93044815f2da .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u798de37ccc2473e50cfd93044815f2da .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u798de37ccc2473e50cfd93044815f2da:hover .ctaButton { background-color: #34495E!important; } .u798de37ccc2473e50cfd93044815f2da .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u798de37ccc2473e50cfd93044815f2da .u798de37ccc2473e50cfd93044815f2da-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u798de37ccc2473e50cfd93044815f2da:after { content: ""; display: block; clear: both; } READ: The Tell Tale Heart By Edgar Allan Poe EssayClares poem is much more varied containing three stanzas written in iambic tetrameter. In comparison to Shakespeares sonnet Clares lyric poem is much less specific and much more physical. This is demonstrated in the first stanza where Clare describes physical symptoms and shows how the power of love is destructive. The second stanza shows the emotional aspect on being in love and how it can affect the senses and feelings of a person. The third stanza shows the reaction to his love and how he then accepts that he has fallen fully in love. The two poems share the similar intent about romantic love but use different methods in order to show their view. Shakespeares sonnet is effective in captivating the reader and exploring the likeness of his love to a summers day whereas Clare manages to be more open and less restricted in his writing and still intrigue the reader. I find Shakespeares sonnet to be well-structured and balanced in his descriptions and comparisons which create a more intelligent and favourable sonnet to Clares lyric.

Traveling With a Companion Essays - Culture, Tourism, Travel

Traveling With a Companion Traveling alone or with a companion ? Whe n I always start to think about traveling, I think about the destination and who I should travel with. There many tasks I should do to prepare for traveling. Some of my friends and relatives have previous experience in traveling to many places around the world. I prefer to travel with a companion rather than travel alone where we can share our experience, save money and have more fun. First, sharing our experience is one of the reasons that I prefer to travel with a companion . Traveling is not an easy activity. Before we travel, we should organize many things like hotel, transportation, restaurants and the places that we are going to go . My companion and I can share these tasks and use our experience to make the trip easy. Second, saving money is another reason why I prefer to travel with a companion. Some Traveling agencies offer special prices for travelers as group. Also paying for hotels, eating food in restaurants and using transportation are more cheap as group than in individually. Traveling with a friend can make the trip less expensive and save a lot of money. Third, another reason why I prefer to travel with a companion is that we can have more fun. When I travel with a companion, we can talk and do some activities. I tried both experience traveling alone and with group. I had more fun when I traveled with a comp anion than traveling alone. S ome people may be like to travel alone and have more freedom. However, traveling is not easy activity and traveling with a companion can help you in many task s , save your money and enjoy the trip . You don't know what is going to happen in trip. We also feel safer when we travel with a companion that h e/she can help me if something unexpected maybe occurs during the trip where we don' t know anyone and away from our families and friends . For these reasons, I always chose to travel with someone than I travel by myself. There are always a lot benefits from traveling with a companion are available for us. The trip can be easy, unexpansive and enjoyable. The advantages of the traveling with someone are always put traveling with a companion first and best idea for traveling plan.

The Architecture of the Log Cabin

The Architecture of the Log Cabin Todays log homes are often spacious and elegant, but in the 1800s log cabins reflected the hardships of life on the North American frontier. The roomy log cabins we build today are likely to include skylights, whirlpool tubs, and other luxuries. However, for homesteaders settling the American West, log cabins fulfilled more basic needs. Wherever timber was readily available, a log cabin could be built in just a few days using only a few simple tools. No nails were needed. Those early log cabins were sturdy, rainproof, and inexpensive. Some of the first buildings constructed in a colonial frontier were log cabins like the Chicken, Alaska Post Office. Log cabin construction came to North America in the 1600s when Swedish settlers brought building customs from their home country. Much later, in 1862, the Homestead Act influenced the design of Americas log cabins. The Act gave homesteaders rights to open land, but required that they cultivate it and build homes at least ten by twelve feet in size, with at least one glass window. The PBS television series, The Frontier House, documented efforts of three modern American families to build and live in frontier style log cabins. Deprived of modern comforts such as indoor plumbing and kitchen appliances, the families found life harsh and exhausting. Examples of Log Homes and Cabins Log cabins are examples of building with local materials. When pioneers encounter trees, they cut them down and built shelter. A log cabin built by homesteaders on the Alaskan frontier would be something to be proud of c. 1900-1930. How might they have constructed it? A frontier style cabin would often have notches cut with an ax on the ends of each log. The homesteaders would then stack the logs and fit the notched ends together at the corners. The log cabin of poet Robert W. Service (1874-1958) may have been built this way. Called the Bard of the Yukon, in Dawson City, Canada, this retreat was ahead of its time with what today is called a green roof. The Revolutionary War shelters at Valley Forge in Pennsylvania probably had wooden shingle roofs. Log Cabin Construction Facts Do you think you could build and live in a frontier style log cabin? Before you answer, consider these log cabin facts: The frontier style log cabin was introduced to the New World by Swedish settlers in the early 1600s - pioneers who perhaps had lived in cabins in the Swedish Lapland. It used no nails; contained only one room; was only 10 feet wide; measured 12 to 20 feet long; had at least one glass window; included a loft area for sleeping. To build a frontier style log cabin: lay a rock or stone foundation to keep logs above the damp soil; square off each log; cut notches on the top and bottom of each end; stack the logs and fit the notched ends together at the corners; chick (or stuff) sticks and wood chips in the gaps between the logs; fill remaining spaces with mud; cut open a door and at least one window; build a stone fireplace; rake the dirt and gravel floor smooth. Does this sound too rustic? If you prefer your cabin to have all the modern amenities, there are plenty of ways to learn the craft - week-long schools, training videos, and plenty of books have been published by people in the know. Log Home Affordability Theyre not called cabins anymore. And theyre not made from the timber growing behind your lot. The Log and Timber Home Council of the National Association of Home Builders (NAHB) suggests that anyone who can afford to build a home can afford to build a beautiful log home. Here are some of their secrets: Choose stock plan kits with pre-cut and pre-drilled timber.Choose a simple, rectangular design.Go small and simple, with an open floor plan.Think like a pioneer and build only what you need at first, then add on porches and extras.Do the start-up work yourself. As much as 35 percent of your budget will go to clearing your home site, excavating a foundation, creating a driveway and installing utilities, claims the NAHB Council.Keep the design of the roof simple.Choose a builder trained in log home construction. Sources 16 Secrets of Affordable Log Home Design! Log and Timber Home Council of the National Association of Home Builders [accessed August 13, 2016]Chicken, Alaska Post Office photo by Arthur D. Chapman and Audrey Bendus at flickr.comFrontier Log Cabin, Alaska Homesteaders, photo LC-DIG-ppmsc-02272, Carpenter Coll. Library of Congress Prints Photographs Div. (cropped)Photo of man notching log by Thinkstock/Stockbyte/Getty Images (cropped)Photo of Robert Serivce cabin by Stephen Krasemann / All Canada Photos / Getty ImagesPhoto of cabin at Valley Forge by Aimin Tang / Collection: Photographers Choice / Getty Images (cropped)Photo of Swedish cabin by Cultura Travel/Philip Lee Harvey/Photolibrary Collection/Getty Images (cropped)

Write a critical commentary on part 3 of the Prologue of Nietzsches Term Paper

Write a critical commentary on part 3 of the Prologue of Nietzsches text. (Thus Spoke Zaratustra) - Term Paper Example Nietzsche positions the Superman as the most effective solution to the nihilism which, according to him, is the definitive feature of his reality and the world around him. In part 3 of Zarathustra’s prologue, Nietzsche refers to the analogy with Darwin’s philosophy of evolution, to prove that the process of transition to the Superman is in no way a product of natural selection; rather, it is something an individual can achieve only through a profound self-transformation and sacrifice. Part 3 of Prologue in Nietzsche’s Thus Spoke Zarathustra offers an insight into the concept of the Superman and the ways individuals can achieve the highest state of spiritual being. Actually, the Superman is the highest state of each person’s being and the only way individuals can combat nihilism which dominates their society: â€Å"The Superman is the meaning of the earth. Let your will say: The Superman shall be the meaning of the earth!† (Nietzsche). Those, who are unable to grasp the meaning of the Superman and are not willing to lead themselves to the spiritual self-awareness and revival, are bound to spend their lives surrounded by disguise and blasphemy. The Superman is something that can help people to look beyond their bodily urges and concerns. The Superman can help the society to look contemptuously on their bodies from the viewpoint of a supreme thing (Nietzsche). The Superman will work to reduce the poverty and pollution of the society’s spi rit and soul and justify the happiness of its existence. It is interesting to see, that in his explanation of the Superman concept, Nietzsche (or Zarathustra) refers to the concept of evolution and Darwin’s theory. Zarathustra uses Darwin’s concept of evolution, to illustrate the point of the Superman and to show the best way toward the ultimate point of happiness and self-fulfillment. Zarathustra criticizes the society’s belief in evolution and points out that achieving the highest state of consciousness is spirit

BUS 101 Essay Example | Topics and Well Written Essays - 500 words

BUS 101 - Essay Example When the central bank is "tightening", it slows the process of private bank issue by selling securities on the open market and pulling money (that could be loaned) out of the private banking sector. It reduces or increases the supply of short term government debt, and inversely increases or reduces the supply of lending funds and thereby the ability of private banks to issue new money through debt. The operative notion of easy money is that the central bank creates new bank reserves (in the US known as "federal funds"), which let the banks lend out more money. These loans get spent, and the proceeds get deposited at other banks. Whatever is not required to be held as reserves is then lent out again, and through the magic of the "money multiplier", loans and bank deposits go up by many times the initial injection of reserves. (Wilkepedia.org.) Accounts Payable: This is the most important source of short-term financing for many firms. Beware that increased use of Accounts payables (such as by not paying off when you should) can be expensive as most firms offer favorable terms for prompt payment and delaying payments can also upset your suppliers. Commercial Paper-IOUs.

Reaction Paperon Overthrow by Stephen Kinzer Essay

Reaction Paperon Overthrow by Stephen Kinzer - Essay Example The second part involves overthrows that were because of covert actions. During this time, the world’s big countries were involved in a cold war. Kinzer argues that the reasons for the overthrows were mainly to assist anti-colonial elements in some of the affected countries, make changes in the democratic system, and to protect the U.S. security. However, the principal objectives of carrying out the overthrows were to establish U.S. business that acts as desired as stipulated. The U.S. also had in mind the ambition to expand and access needed resources necessary for the expansion. The need to obtain new markets and strengthen the U.S. economy at the expense of its competitors also contributed to this. In part one of the Overthrow, the U.S. carried out the overthrows with the purpose of protecting its citizens and companies operating in these affected countries. For example, the Nicaraguan president was overthrown because he compromised the American security and did not promote democratic principles. The then president of the U.S. ordered the Nicaraguan president to be overthrown with the idea of defending the right of American companies to operate as they wished in Nicaragua. The same case applied to Hawaii, the government was overthrown to help American companies get access to the sugar plantations. This was an opportunity to invest in those plantations for the benefit of the Americans. When the U.S. joined hands with the rebels in Cuba to fight the Spanish rule, they did not realize that the U.S. was doing this to help itself. Immediately after the government was overthrown, the U.S was given the right to maintain military bases in Cuba. The U.S. government gave Cubans permissi on to rule themselves as long it had to be consulted before Cuba made any decision. During this Imperial period, the U.S. government also overthrew the Puerto Rico government. Puerto Rico was under the Spanish rule and the U.S. was not happy about this. Kinzer urges

Biopsychosocial Perspectives of Learning

Biopsychosocial Perspectives of Learning John Sweeney Abstract Human-beings are ever learning throughout their lifetime. Many processes go into the formation of the material in which they learn. There are many aspects in learning from biological to psychological factors as well as social and environmental factors. Some learning is inherited genetically for survival while other forms of learning are through psychological cognitive processes while other types of learning can be accidental or incidental. Human-beings also tend to learn from the environment in which they inhabit as well as through social interactions. When an individual chooses to understand how the fundamentals of the learning process works the biopsychosocial model is best for explaining these reasons. When most people think about learning they think about student- teacher roles and educational classroom setting. Many people do not realize all that goes into an individuals ability to learn behind the scenes. It’s what is going on inside of the individual which is unseen that makes human learning a unique extraordinary process. From genetics to mental functions of the brain and social influences an individual is equipped with the necessary genetic make-up, mindset and settings to be an ever learning product of their environment. There are various theories of psychology which suggest what an individual learns, when an individual learns, where an individual learns, why an individual learns and how an individual learns. These theories in themselves show the unique ability of the human thinking, reasoning, perspective and learning processes in which the human brain is capable of. Biological Factors Biological factors such as genetics suggest that brain chemistry, brain structure, and genetic abnormalities are responsible for human behavior. Effects of how an individual learns begin before he/she is even born. While still in the womb the fetus is still forming to develop as is the foundation being set for the child’s learning ability. For example there are many different types of intelligence in which a child will inherit from their parents. This inheritance of biological genes from the parent will set the foundation for the child’s personality, temperament, intellectual potential and cognitive abilities among other traits. An evolutionist will argue learning is biologically inherited for survival of the species. Recent years and technology has shed light on the genetic makeup and some of the genes which are responsible for being involved in an individual’s ability of learning. One such example of a genetic inheritance is the dopaminergic genes in which human genetic polymorphism (DRD2-TAQIA), a neurotransmitter modulates dopamine D2 receptor density. Probabilistic learning, task, behavioral and computational results stem from this dopaminergic neurotransmission. Researchers have been able to pinpoint both positive and negative learning outcomes which can be predicted in genes associated with Polymorphisms striatal dopamine function (Hutchison et al., 2011). It has long been argued if learning stems from nature or nurture. Nature is involved through genetic imprinting in which an evolutionist would explain mammal behavior in which a mammal would mimic the parent’s behavior by autoshaping of an experience such as with avoidance and acceptance behaviors. Human-beings however differ as they learn through biologically predisposed associations. For example scientists have tied fear to the basolateral nucleus of amygdala (BLA) region of the brain. A behaviorist would argue that conditioned stimuli (CSs) when associated with unconditioned stimuli (UCs) would cause the undesired outcome association of fear. The same can be assumed that any stimulus could be associated with another stimulus with equal ease such as in the case of learning. However, scientific evidence of biologically predisposed associations needs to be taken into consideration of the adaptive function of selective associations such as within the learning process. Researche rs suggest amygdala neurons have specific microcircuits and cell signaling dynamics which ensure that associations provide significant survival benefits which activate neurons in a convergent fashion and generate prompt learning (Chung et al., 2011). This would explain a more complex theory opposed to simple conditioned stimuli (CSs) and unconditioned stimuli (UCs) associations. Psychological Factors There are many theories on the psychology of learning from Behaviorism, Cognitive theory, Humanistic perspective, Social learning perspective and Instructional theories. Since Cognitive theory is the most widely accepted theory this approach will be utilized. Cognitive psychologist look at four general principles of the human learning process which consist of an assumption of a limited capacity of one’s ability to learn, a control mechanism that is required to regulate one’s learning, a two-way flow of information between the learner and the material being learned and being genetically prepared to process and organize information in specific ways. These psychological principles set the foundation of an individual’s ability to learn. Since the mental system has limits on how much information can be processed the encoding, transformation, processing, storage, retrieval and utilization of information of the mental system must be overseen by a control mechanism to regulate processing power of a newly learned task. The mental system is also responsible for information gathered and stored in memory and distinctively separates the information by what information is real and what information is imagination or fantasy as well as inductive and deductive reasoning (Huitt, 2013). Other learning theories suggest the conceptual framework in which human-beings interpret what they learn and observe. For example Behaviorism focuses purely on observational learning whereas Cognitive theory explains the brains processes of brain-based learning goes beyond observations and associations. Constructivism on the other hand focuses on the learner’s process of learning through creativity and individual constructed ideas or concepts. One way of looking at learning would be to combine all three of these theories into one. A theory of learning which comes close to doing so is the Transformative learning theory in which human-beings are believed to revise and reinterpret meaning. Since interpreting and meaning varies among individuals in the way they see their worlds, Transformative learning theory focuses on cognitive processes in which human-beings may reject emotions, associations and concepts which are not compatible with their own personal values (Taylor, 2001). Ho wever, just like with any other theory there are limits and critics of Transformative learning theory. Social Factors As mentioned earlier the long time debate of whether nature or nurture was responsible for learning, nurture indeed does play part just as nature does in the human learning process. Social, cultural and environmental factors influence an individual’s learning in many ways such as with interactions, perspectives and content of the new material being introduced. It is believed nurture is responsible for many mental functions such as memory, attention and the capacity to make associations for individuals to make sense of their surrounding environments. Natural mental functions such as the ones mentioned above can be acquired through the process of incidental learning. Incidental learning is the process in which new material was learned in which no learning was ever intended. Children for example are easily susceptible to incidental learning due to natural mental functioning (Kristinsdà ³ttir, 2008). Other social factors that contribute to an individual’s learning process can be environmental such as the individual’s socioeconomic status as well as sociodemographics. An indicator of an individual’s ability of learning and education level is largely associated with the individual’s environmental setting. Stimulating environmental settings has been shown to significantly promote learning. Research has shown experiences a child experiences at home will influence and transfer to the classroom. Sociodemographics of children of lower socioeconomic status tend to have poor transitioning into the educational system. One reason for the poor transitioning from home to school of these children may be due to socioeconomic disparities among families which largely effects family and school relationships which results in inconsistencies of childhood learning (Crosnoe et al., 2010). Conclusion Human-beings are unique and complex in the way they learn when compared to other species as they are consciously aware of themselves. All factors of biological, psychological and sociological aspects have an impact on how an individual will learn. From early childhood to late adulthood and beyond, one thing for certain is human-beings are constantly learning. Human-beings learn from one another, their environment, technology and natural instincts. Whether it is due to hereditary genes, psychological mental processes or social interactions, human-beings have the ability to learn, interpret and decide what they choose to or not to learn. Human-beings also have the unique ability of perceptiveness of what they learn. In result an individual’s perspective can alter or change another individual’s perspective of the way new material is learned, obtained or altered. References Chung, A., Barot, S. K., Kim, J. J., Bernstein, I. L. (2011). Biologically Predisposed Learning and Selective Associations in Amygdala Neurons. Learning Memory, 18(6), 371-374. Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., Pianta, R. C. (2010). Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood. Child Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x Doll, B., Hutchison, K., Frank, M. (2011). Dopaminergic genes predict individual differences in susceptibility to confirmation bias. The Journal Of Neuroscience: The Official Journal Of The Society For Neuroscience, 31(16), 6188-6198. doi:10.1523/JNEUROSCI.6486-10.2011 Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved August 13, 2014 from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html Kristinsdà ³ttir, S., (2008). Social factors of learning and education. Retrieved August 16, 2014 http://mennta.hi.is/starfsfolk/solrunb/socfac.htm Taylor, E., W. (2001). Transformative Learning Theory: A Neurobiological Perspective of the Role of Emotions and Unconscious Ways of Knowing. International Journal of Lifelong Education 20 (3): 218–236. doi:10.1080/02601370110036064

Stereotypes and Diversity in the Movie, Crash Essay examples -- Racism

Stereotyping is a major issue in the world today, however, mostly in the United States. It is known as fixed impressions, exaggerated or preconceived ideas about particular social groups, usually based solely on physical appearance (The New York Company). Crash is a great example because it shows others stereotyping individuals in many ways. According to Schingel, it is the perfect analogy of how we as a human race deal with life, people and our own experiences. The movie, released in 2005, shows each character's point of view, rather it be from an African-American, Caucasian, or a Latino. It follows each character throughout the movie to show how they live their daily lives. Crash is known for having numerous examples of stereotypes. It shows characters stereotyping against all races, no matter what the condition may be. For instance, one illustration of label is with Sandra Bullock's character. Her character is afraid of every race except Caucasian. In the movie Crash, she had a gun shoved to her head by two black men while they stole her car. Another case is when she pulls her husband aside and tells him that she wanted the new lock changed the next morning because she was afraid the Mexican male who was changing the lock would give his "homeys" a key. She states, "He is a gang-banger because of his shaved head, prison tattoos and his pants around his ass" (Schingel). However, she could not have been more wrong. Daniel, the locksmith, was actually a well-mannered family guy. Daniel, of course, is a sweet-natured husband and father struggling to get his family to a neighborhood where the gunfire doesn't pop all night (Burr). What Sa ndra Bullock did to the locksmith was incorrect and spitef... ...there is good and bad in everyone. It is just the way the world works. In all cultures, there is the good, bad, and the ugly. Each person in each culture has their faults, but also at the same time, they have their nobility and heroic side. Works Cited ""A Definition of Stereotypes"." The New York Times 2008 20Mar2008 . Burr, Ty. ï ¿ ½Well-acted 'Crash' is a course in stock characters.ï ¿ ½ . Crash. Haggis, Paul. (DVD), 2005 Greydanus, Steven. Crash (2005)."http://www.decentfilms.com/sections/reviews/crash2005.html. 2008. Schingel, Rebecca. "How the Movie Crash Illustrates Race and Ethnic Relations in America."http://www.associatedcontent.com/article/18187/how_the_movie_crash_illustrates_race.html. 2006.