Greek Mythology and Atlantis Essay Example for Free

Greek Mythology and Atlantis Essay The myth of Atlantis started with only a few pages from a book written from the famous Greek philosopher Plato. He spoke of a island kingdom, situated just beyond the pillars of Hercules. It was a glorious city made up of a series of layered walls and cannels, and at the very top of the hill was a temple dedicated to Poseidon â€Å"god of the sea.† All the myths behind Atlantis were all based on old Greek legends, dating back as far as 350 B. C. Plato had written a minimum amount of information about this â€Å"lost empire†, but enough to make people look farther into the subject. Plato’s theory was that Atlantis was a great island kingdom, full of wealth and bliss. It was a futuristic impression of a perfect society, controlled by the Greek gods. But the people of Atlantis became corrupt and greedy, so the gods decided to destroy them. A Volcano erupted off the shores of North Africa causing a monstrous wave, which found its way to this great empire. The wave destroyed the city causing the island to sink into the sea, never to be seen again. No other mystery on earth has sparked such an obsession. What happened to the legendary city of Atlantis? Or was it just that, a legend?  Over the years the story of this ancient city had has taken on a life of its own, transformed into countless fantasylands, hotel, even movies. Everyone was in the race to find Atlantis. Donyana national park. A massive ancient bay once existed in this large marsh in southern Spain, conveniently located just beyond the Pillars of Hercules. In the marsh strange circular patterns were found in satellite photos.  Comparing these photographs to the detailed description in Plato’s writing, Researchers were convinced it was there in the Donyana national park wear Plato’s Atlantis was. In Plato’s writing he describes a port city with three rings of connected harbors and gives exact dimensions for each ring. Researchers believed that the circular patterns seen in the satellite photos are a match to Plato’s description. And there’s more, in Plato’s writing he speaks of a temple dedicate to the god Poseidon. He gives the exact dimensions the temple. In the satellite photos it shows a rectangle shape matching the exact dimensions given in the writing. Now many of you are probably are thinking, Atlantis†¦ its only a myth. But just a thousand miles east from Donyana, is a place the Turkish call Troya, for proof that myth can become reality. Troy is one of the most storied place in the acicent world. For years people thought that Troya was just a made up fantasy, only described in Hommers poem â€Å"The Eliot† in this 3000-year-old story troy is the setting for the trogon war, and the legendary trogon horse. Like Atlantis troy was thought of as just a myth. But this proves that facts and myth can sometimes be one in the same. But how is it possible that in one night an entire city and all of its people can vanish? Think of if you woke up one morning and Hawaii just disappeared? It was like it never even existed. There are countless theory’s to what really happened to Atlantis, some say it was pulled out to sea by Poseidon and now the entire city and its people are under the water. And some have more logical explanations. If Atlantis truly were to be discovered, myth would become reality. But the real question is does Atlantis even exist, or was it just a silly old tale a very old man made up?

Chysalids Compared To By The Waters Of Babylon Essay -- essays researc

Two very good stories are The Chrysalids by John Wyndham and â€Å"By The Waters Of Babylon† by Stephen Vincent Benet. Both these stories are sci-fi and depict what human civilizations will be like after a nuclear holocaust. The result of the holocaust has altered the Hill People and Waknuk people’s morals and religious beliefs. The main difference between the stories is one is viewing the future as positive the other is portraying the future negatively. The Chrysalids was a better story. It portrayed what humans act like. In the following paragraphs many points will be looked upon to prove that The Chrysalids is a better story. The Chrysalids takes place in an eastern part of Canada called Labrador. It is set in the future after a nuclear holocaust has occurred. The town of Waknuk is isolated because the surrounding areas have heavy radiation and nothing can survive there. Because of this isolation Waknukians had to make up new religious and moral beliefs. Both these stories have many similarities as well as many differences. Some of the most visible similarities are in the setting. They are both set in the future after a nuclear holocaust. Both stories are set in small villages where laws are strict and the surrounding areas of the villages are forbidden. Both civilizations have lost all knowledge of past civilizations, they must recreate beliefs and morals the best they can. As well they also thought very highly of the Old People. What these villages do not understand they make up stories to explain them.   Ã‚  Ã‚  Ã‚  Ã‚   Some of the differences in setting are some Hill People know what is around them. No one in Waknuk knows what is around them. In â€Å"By The Waters Of Babylon† priests are allowed to go into dead places, where as in Waknuk no one is allowed to go into the fringes. â€Å"By The Waters Of Babylon† takes place in New York. The Chrysalids is set in Labrador. What the Hill People do not understand they attributed to God where as in Waknuk what is unknown is associated with the devil. The novel The Chrysalids starts out when the main character, David is having a dream. The dream is about a city with flying objects in the sky and buggies without horses to pull them. After this dream David is curious of what this city is. He realizes he has the gift of telepathy. He and the others with telepathy must keep it a secret or they will be banished... ...s. The themes of these stories are alike in the sense that they both show strict religious views. There laws are very strict and clear. The themes are different in the way that society is presented. In The Chrysalids humans are portrayed as being ignorant and negative. On the other hand â€Å"By The Waters of Babylon† presents humans as being accepting and optimistic. The most significant difference in these stories is the way the societies think. The Waknuk people refuse to change and are very stubborn. The Hill People are accepting of the truth and are willing to change. The novel The Chrysalids went into a lot more detail and seemed more relatable then â€Å"By the Waters of Babylon.† The best story is The Chrysalids. It portrayed society more accurately. It was also more exciting and realistic. Both these stories were well written. They had many similarities as well as many differences. The better story of the two is The Chrysalids by Jon Wyndham. His story went into greater detail and was more exciting. The plot of The Chrysalids was also a lot more elaborate. After observing many points about setting, plot, characters and theme the more accurate story of humans is The Chrysalids.

For Environmental Balance, Pick Up a Rifle Essay

In the article â€Å"For Environmental Balance, Pick up a Rifle† by Nicholas Kristof, the author informs the reader about the importance of hunting, arguing that hunting needs to be brought back in the United States to control the deer population. He talks about the negative impact deer have caused in death of people by car accidents and with the destruction of the ecosystem with their overpopulation. The majority of deer have had a profoundly unnatural effect in certain parts of New York and New Jersey. Kristof notes that these days many people view hunting as a cruel and brutal and are opting for other methods for deer control due to their sympathy for deer. He states that it is a waste of time and money for liberals and conservatives to be using birth control and condoms; to prevent pregnancy to the deer. With the decline in hunting practices in North America, further environmental imbalance continues, which makes hunting an ecological necessity. If hunting were to increase in the coming years, individuals would be able to participate in the outdoors and enjoy nature. However, Kristof is an unreliable source in the knowledge of animal control and uses ineffective persuasion on this controversial topic. When it comes to experts on animal control, environmentalists spend an excruciating amount of time examining animals that have had a habitat interference with the ecosystem. Nicholas Kristof is not a reliable source of information; he has based his article off of an outsider’s point of view. While a column piece points out issues associated within our society, Kristof has yet to have the appropriate background and information to support his claim. Growing up on a farm in Oregon, studying law, and working as a columnist in The New York Times, gives some insight as to why Kristof wrote the article in the first place. This is because his audience includes a wide range of people; from highly educated to hardly any education. He is  writing in a city where hunting is a foreign concept, which leads Kristof to writing a commentary piece that relates to other topics individuals know about rather than the information of the deer in general. For example, he states â€Å"It’s s till true that in a typical year, an American is less likely to be killed by Osama bin Laden than by Bambi† giving the reader irrelevant material that has nothing to do with the topic of deer control. The author often states statistics that are in his favor, so his point is substantiated. In an article, â€Å"Journal of Wildlife Management† by Clinton Faas talks about how people generalize all deer as something harmful without considering the different types of deer. Not many people know about the axis and white-tailed deer that have had a negative impact throughout the environment. While in the article Kristof’s states that â€Å"The New Jersey Audubon Society this year advocated deer hunting as an ecological necessity.† (Kristof, 13) Yet while researching the Audubon Society it states that the white-tail deer made resources scarce in the ecosystem and it shows no sign of resorting to the concept of hunting. Nicholas Kristof takes the word deer throughout his article and made an assumption that all deer are harmful to society. The idea that hunting deer should be encouraged for the benefit of society and that it connects people with nature is remarkably repugnant in Nicholas Kristof’s â€Å"For the Environmental Balance, Pick up a Rifle.à ¢â‚¬  Many animal activists, such as the People for the Ethical Treatment of Animals (PETA) would agree that animals are not ours to use for food, clothing, experimentation, or entertainment. The reason that it is important to treat other living things with dignity and respect is because they have the capacity to suffer as people do. We are told that it is wrong to hurt other people, physically and mentally. Although in the article Kristof becomes indulged in the fact that animals are the problem in society and should be put down for it. For instance he quotes â€Å"So it’s time to reestablish a balance in the natural world, by accepting the idea that hunting is as natural as bird watching.† (Kristof, 18) Yet the majority of the environments issues are caused by human actions. For example, misguided construction, irrigation and mining can deface the natural landscape and disrupt important ecological processes. Aggressive fishing and hunting can deplete entire stocks of species. Human migration can introduce alien competitors to native food chains. While reading Nicholas Kristof’s article,  I analyzed and exposed the unreliable information he provide d. He stated statics that were vague and unspecific, misguiding the reader with irrelevant facts on other topics, and did not have the appropriate background to be considered an expert on the problem of animal control. Overall, hunting is not the way to control the deer population nor has the author convinced his reader.

Learning Notes Essay

|STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

Free Essays on Virtues

Plato’s Four Virtues Virtues contribute to people’s actions in today’s society. Society as a whole has a common set of virtues that many people agree on. In today’s society, these are known as laws. Virtues also mold the individual outlook on life, and give them the moral’s to do what is right. In The Republic, Plato divides a society into three classes: gold, silver, as well as bronze and iron souls. Each class is designated to posses a specific virtue. He believes that wisdom, courage, moderation, and justice combine together to form The Republic. However, Plato’s four virtues individually do not necessarily produce a utopian society. A combination of the four in each citizen along with other personal emotions is necessary in producing the ideal society. In Plato’s search for the perfect â€Å"republic†, he decides that the basis of the society will be on four virtues. The first of these virtues is wisdom. Of the three classes , the gold souls posses the virtue of wisdom. The gold souls are the only class whose knowledge goes beyond the mere facts to the level of true wisdom. â€Å"†¦This class, which seems to be by nature the smallest, belongs a share of the knowledge that alone among all the other kinds of knowledge is to be called wisdom† (429a). The second virtue that Plato defines is courage or spirit. Courage is the preservation of the opinion produced by law, through education about what things are terrible, and what things are good. Courage can be found in the silver souls, or the guardians. Plato uses the example that when dyers want to dye wool, they start with the background. They need the right kind of white material, and they have to prepare it carefully; and if they go to this trouble, you can’t bleach the color out. If they do a poor job of it, the cloth quickly becomes washed-out and faded. Plato used the dyeing analogy to state how he wishes to train the silver souls. H e states that the people will under... Free Essays on Virtues Free Essays on Virtues Plato’s Four Virtues Virtues contribute to people’s actions in today’s society. Society as a whole has a common set of virtues that many people agree on. In today’s society, these are known as laws. Virtues also mold the individual outlook on life, and give them the moral’s to do what is right. In The Republic, Plato divides a society into three classes: gold, silver, as well as bronze and iron souls. Each class is designated to posses a specific virtue. He believes that wisdom, courage, moderation, and justice combine together to form The Republic. However, Plato’s four virtues individually do not necessarily produce a utopian society. A combination of the four in each citizen along with other personal emotions is necessary in producing the ideal society. In Plato’s search for the perfect â€Å"republic†, he decides that the basis of the society will be on four virtues. The first of these virtues is wisdom. Of the three classes , the gold souls posses the virtue of wisdom. The gold souls are the only class whose knowledge goes beyond the mere facts to the level of true wisdom. â€Å"†¦This class, which seems to be by nature the smallest, belongs a share of the knowledge that alone among all the other kinds of knowledge is to be called wisdom† (429a). The second virtue that Plato defines is courage or spirit. Courage is the preservation of the opinion produced by law, through education about what things are terrible, and what things are good. Courage can be found in the silver souls, or the guardians. Plato uses the example that when dyers want to dye wool, they start with the background. They need the right kind of white material, and they have to prepare it carefully; and if they go to this trouble, you can’t bleach the color out. If they do a poor job of it, the cloth quickly becomes washed-out and faded. Plato used the dyeing analogy to state how he wishes to train the silver souls. H e states that the people will under...

Research methodology Essay Example | Topics and Well Written Essays - 500 words

Research methodology - Essay Example According to Johnson (2008), some scholars argue that domestic violence is mainly perpetrated by men, while others argue that women are equally violent as their male counterparts in intimate relationships. The second debate involves establishing the number of women that are abused by their partners annually. According to Leone et al. (2007), between two to six million women are abused by their partners globally per year. However, Johnson (2008) argues that these estimates are generalized, ignoring the types of violence perpetrated in an intimate partner relationship. This is a research methodology of establishing the types of intimate partner violence and the number of women that are afflicted by the violence in New York City in United States. According to Johnson, (2008), domestic violence does not occur as a unitary incident. Johnson, (2008) classifies intimate partner violence into four types. These include intimate terrorism, situational couple violence, mutual violence and violent resistance. This classification is based on the part that power and control play in an intimate relationship. To collect information on the types of intimate partner violence, this study will concentrate on establishing the number of women that are abused annually in the United States. Using Johnson (2008) classification of intimate partner violence, the number of abused case will be established. This study will cover New York City whereby the data of abused persons in relationships will be obtained from health records in hospitals and other facilities such as pol ice departments, counseling institutions where cases of domestic violence are reported. This information will be obtained from the database of these institutions where applicable. In addition, collecting the data directly from responsible authorities in these institutions and victims of domestic violence will be undertaken in order to include statistics of intimate

Read Abigail Solomon-Godeau's essay on Gauguin and answer the Assignment

Read Abigail Solomon-Godeau's essay on Gauguin and answer the questions - Assignment Example This lead to oppression. Gauguin escaped European civilization and technology and took refuge in Tahiti. This action made him live a simple and natural lifestyle. His desire for sexual freedom was manifested in his paintings. He viewed Tahiti as the earthly arcadia of love, naked nymphs and gentle climate to mark it all. He also extended the academic pastoral to include all other non-European models. He believed in celebrating the society of his adoption against colonialism (Solomon-Godeau, 127). What undermined him as primitive is that he took adolescent mistresses as young as fifteen years. He also saw sexual freedom from the male point of view. It concludes that elements of primitivism involves interweave of race, sexual fantasies and power (Solomon-Godeau 130). In the end, he victimized the Tahitians because he regarded them as