Genealogy of the Titans and Gods in Greek Mythology

Genealogy of the Titans and Gods in Greek Mythology The genealogy of the Greek gods is complicated. There was not one uniform story all the ancient Greeks and Romans believed. One poet could directly contradict another. Parts of stories dont make sense, seemingly happening in reverse order or contradicting something else that was just said. You shouldnt throw up your hands in despair, though. Familiarity with the genealogy doesnt mean your branches always go in one direction or that your tree looks like the one your neighbor prunes. However, since the ancient Greeks traced their ancestry and that of their heroes to the deities, you should have at least a passing acquaintance with the lineages. Further back in mythological time than even the gods and goddesses are their ancestors, the primordial powers. Other pages in this series look at some of the genealogical relationships among the primordial powers and their other descendants (Chaos and Its Descendants, Titans Descendants, and Descendants of the Sea). This page shows the generations referred to in the mythological genealogies. Generation 0 - Chaos, Gaia, Eros, and Tartaros In the beginning were primordial forces. Accounts differ as to how many there were, but Chaos was probably the first. The Ginnungagap of Norse mythology is similar to Chaos, a sort of nothingness, black hole, or chaotic, swirling disordered state of conflict. Gaia, the Earth, came next. Eros and Tartaros may also have sprung into existence at about the same time. This is not a numbered generation because these forces were not generated, born, created, or otherwise produced. Either they were always there or they materialized, but the idea of generation involves some sort of creation, so the forces of Chaos, the earth (Gaia), love (Eros), and Tartaros come  before the first generation. Generation 1 The earth (Gaia/Gaea) was the great mother, a creator. Gaia created and then mated with the heavens (Ouranos) and the sea (Pontos). She also produced  but did not mate with the mountains. Generation 2 From Gaias union with the heavens (Ouranos/Uranus [Caelus]) came the Hecatonchires (hundred-handers; by name, Kottos, Briareos, and Gyes), the three cyclops/cyclopes (Brontes, Sterope, and Arges), and the Titans who numbered as follows: Kronos (Cronus)Rheia (Rhea)Kreios (Crius)Koios (Coeus)Phoibe (Phoebe],Okeanos (Oceanus],TethysHyperionTheia (Thea)Iapetos (Iapetus)MnemosyneThemis Generation 3 From the Titan pair Kronos and his sister, Rhea, came the first Olympian gods (Zeus, Hera, Poseidon, Hades, Demeter, and Hestia). Other Titans like Prometheus are also of this generation  and cousins of these early Olympians. Generation 4 From the mating of Zeus and Hera came: AresHebe the cup-bearerHephaestusEileithuia the goddess of childbirth There are other, conflicting genealogies. For instance, Eros is also called the son of Iris, instead of the more conventional Aphrodite, or the primeval and uncreated force Eros; Hephaestus may have been born to Hera without aid of a male. In case it is not completely clear where brothers marry sisters, Kronos (Cronos), Rheia (Rhea), Kreios, Koios, Phoibe (Phoebe), Okeanos (Oceanos), Tethys, Hyperion, Theia, Iapetos, Mnemosyne, and Themis are all offspring of Ouranos and Gaia. Likewise, Zeus, Hera, Poseidon, Hades, Demeter, and Hestia are all offspring of Kronos and Rheia. Sources Timothy Gantz: Early Greek MythHesiod Theogony, translated by Norman O. Brown

Free Online Public Schools for Alabama Students, K-12

Free Online Public Schools for Alabama Students, K-12 Alabama offers resident students the opportunity to take online public school courses for free. Below is a list of no-cost online schools currently serving elementary and high school students in Alabama. In order to qualify for the list, schools must meet the following qualifications: classes must be available completely online, they must offer services to state residents, and they must be funded by the government. Virtual schools listed may be charter schools, state-wide public programs, or private programs that receive government funding. List of Alabama Online Charter Schools and Online Public Schools Alabama ACCESS (off-site link) About Online Charter Schools and Online Public Schools Many states now offer tuition-free online schools for resident students under a certain age (often 21). Most virtual schools are charter schools; they receive government funding and are run by a private organization. Online charter schools are subject to fewer restrictions than traditional schools. However, they are reviewed regularly and must continue to meet state standards. Some states also offer their own online public schools. These virtual programs generally operate from a state office or a school district. State-wide public school programs vary. Some online public schools offer a limited number of remedial or advanced courses not available in brick-and-mortar public school campuses. Others offer full online diploma programs. A few states choose to fund â€Å"seats† for students in private online schools. The number of available seats may be limited and students are usually asked to apply through their public school guidance counselor. (See also: 4 Types of Online High Schools). Choosing an Alabama Online Public School When choosing an online public school, look for an established program that is regionally accredited and has a track record of success. Be wary of new schools that are disorganized, are unaccredited, or have been the subject of public scrutiny. For more suggestions on evaluating virtual schools see: How to Choose an Online High School.

History Essay Example | Topics and Well Written Essays - 250 words - 1

History - Essay Example In 539 B.C., armies of King Cyrus swept into Mesopotamia and managed to capture Babylon. They then took over northern Mesopotamia, Syria, Asia Minor, Canaan as well as the Phoenician cities. Of importance to note is the fact that Cyrus the Great showed all his new subjects great kindness; and his good treatment to them played a significant role in holding his empire together. Cyrus also had an army of professional soldiers trained – sometimes they conquered without bloodshed. In order to connect their holdings, which were obviously extensive, the Persians built roads, with the Royal Road stretching from Asia Minor to the Persian capital, Susa. The Persians also set up wayside stations to supply king’s messengers with fresh horses as well as food and shelter. What is more is that the leaders who followed Cyrus did not cease to add to the Persian territory – they conquered a region northeast of Greece called western India, Egypt, as well as Thrace (Spielvogel 132). Another thing worth noting is what the rulers did to the Persian Empire when it became bigger and therefore very challenging to manage. The government needed reorganization to make it manageable, which King Darius did following his coming to the throne in 521 B.C.

Reading engagement article review Research Paper

Reading engagement article review - Research Paper Example The first article is titled Seven Rules of Engagement: What’s Most Important to Know about Motivation to Read by Linda B. Gambrell. In the article’s introduction, Gambrell argues against the relevance of instruction whose purpose is to provide students with decoding strategies and comprehension skills. She gives substance to her argument by citing a study carried out by the OECD in 2010 under the Program for International Student Assessment, which established that students with a high interest in reading recorded much better performance than children with little interest in reading (Gambrell, 2011). Gambrell simply corroborates what many teachers have already observed in their classrooms, that below grade level and struggling readers usually have little interest in reading activities due to lack of reading motivation. Gambrell, a professor of education at Clemson University in South Carolina, bases her article on research-based sources. She combines credible findings fr om studies carried out by institutions and organizations such as the International Reading Association, to research conducted by individual scholars, including those she carried out in collaboration with other researchers. For example, Essential Reading in Motivation, by Gambrell, Marinak, and Malloy provided the author with deep insights regarding the value of motivation in reading and literacy proficiency. The author goes a step further than most other authors have done when writing about the subject of reading motivation. She not only outlines evidence backing the importance of stimulating student motivation for reading in the classroom, but also provides simple strategies which teachers can use to help boost their students’ reading motivation. As a teacher with classroom experience, I recognize that there are numerous challenges marring the process of stimulating intrinsic motivation among disengaged readers. Teachers mostly learn methods of stimulating reading motivation through interaction with more experienced colleagues. However, they bear knowledge regarding only a handful of methods, of which they are not fully conversant (Guthrie, Wigfield & Von Secker, 2000). Therefore, Gambrell has lessened the burden teachers bear in this respect by outlining seven clearly explained evidence-based rules of boosting student reading engagement. Moreover, Gambrell, provides useful classroom tips of maximizing each of the seven rules of engagement (Gambrell, 2011). The second article that I selected which has high relevance to my case study topic is titled Putting the Fun Back into Fluency Instruction by Mary Ann Cahill and Ann E. Gregory. This article focuses on the value and strategies of using fun activities to enable lower grade students master fluency while reading. The article is not research-based, but derives content from observation of another teacher’s fluency teaching methods during a classroom session. However, the authors cite extensively f rom previous research in order to corroborate the methods applied by Mrs. Victoria in her class (Cahill & Gregory, 2011). I chose this article after noting that Mrs. Victoria’s method of stimulating reading fluency has a high potential for success for a number of reasons. Firstly, she takes time at the beginning of the process to ensure that her students gain a solid understanding of the true meaning of fluency. Mrs. Victoria recognized that merely

Conflicting Perspectives Essay Example for Free

Conflicting Perspectives Essay â€Å"An important outcome of studying this elective is the realisation that all representations of perspectives are designed to provoke an intended response. † To what extent does this statement relate to your study of at least one of Hughes’ poems and one related text of your own choosing? In some texts authors have the intention to evoke a personal understanding in the audience. However, the personal experience varies between each individual creating conflicting ways in response to a text. These responses to the messages from the authors are shaped through personal experience and values of the individual. The notion of conflict within perspectives is evident in â€Å"Birthday Letters† by Ted Hughes especially in the poems â€Å"Fulbright Scholars† and â€Å"Sam† as well as in Michel Gondry’s film â€Å"Eternal Sunshine of the Spotless Mind. † The conflict within memory and connections leads to a representation of their conflict in perspectives. The nature and strength of memories is to some extent subjective in relation to events, situations and people. Hughes proves this idea of selective memory through the use of rhetorical questions asked in his first poem Fulbright Scholars such as â€Å"where was it, in the Strand? † and â€Å"was it when I bought a peach? These questions are evidence of his disordered memory. Hughes perspective of Plath is somewhat subjective as he remembers vague details of particular moments and her â€Å"Veronica Lake bangs. † In his second poem â€Å"Sam† depicts the same events as Plath’s poem â€Å"Whiteness I remember† but showing his conflicting interpretation of Plath’s memory. The two poems prove conflicting ideas through the tempo of the first paragraphs and Hughes ongoing use of caesura. Although Plath interprets the event to be a â€Å"great run† and â€Å"high as the roofs† conflicting this idea Hughes describes it as dangerous and Plath having â€Å"lost (her) stirrups. The text â€Å"Eternal Sunshine of the Spotless Mind† proves memory to be a selective sense; the character Joel displays merely a memory of selective moments, objects and feelings of his past relationship with Clementine. The key motifs are birthday presents and certain outings. The fallibility of memory can lead the distortion of connections between memory and reality. The author intends to create a particular emotional response to the text that is represented through a connection between the audience and their perspective of the text. The connection between the perspectives in â€Å"Eternal Sunshine of the Spotless Mind† show the author is being balanced and unbiased. The perspectives of both the character is shown equally to the audience, forcing and internal response in each individual. In â€Å"Fulbright Scholars† Hughes repetitively uses â€Å"you† to simultaneously speak to Plath as well as the audience, to create a more intimate connection with the text. This continues into his next poem â€Å"Sam† alongside alliteration and assonance in the line â€Å"horribly hard, swift river† increasing the intensity for the audience. In the final stanza Hughes personifies Sam as himself, and positions the audience as Plath. In the line â€Å"you strangled me† he uses accusatory language to gain an emotional response and connection from his audience, which relates back to the publics perceptions of him during this time. It is clear that all authors create their texts to gain a reflection the audience towards the text. Each text is a representation of the author’s perspective response to their memory, creating an emotional connection to their audience, which provokes an internal response. The connections made are used to intensify a reaction within each individual.

The Journey of Self-discovery Brian Moores The Luck of Ginger Coffey E

The Journey of Self-discovery Brian Moore's The Luck of Ginger Coffey When Ginger Coffey brought his family to Canada from Ireland, little did he know that he would attain partial triumph by discovering "himself and the refugee among the lame and the old". With the aid of those around him, Coffey pursued personal freedom and status in his adopted country. He stumbled through a journey of self-discovery while materialism obstructed his vision. The importance of his family rooted Coffey to his homeland and to his moral values while he tried to discover himself as an immigrant. All the world appeared hostile to Ginger Coffey when he tried to carve a niche for himself in this new country, for he felt insecure as a New Canadian—and he was faced with midlife crises to boost. As a schoolboy, Coffey had been warned by old Father Cogley that boys who didn’t settle like everyone else would sink in this world and the next, "because that class of boy is unable to accept his God-given limitations†¦has no love of God in him†¦is an ordinary, lazy lump and his talk of finding adventures is only wanting an excuse to get away and commit mortal sins." (The Luck of Ginger Coffey, 18) Coffey dreamed of a world in which "all men had reached the top of the hill; there were no dull jobs, no humiliating interviews, no turndowns; no man was saddled with ungrateful daughters, there were unlimited funds to spend†¦You were free." (40) Indeed, Coffey was a dreamer who longed for personal freedom. Having hopped from job to job because he detested being a "glorified office boy," (13) Coffey could not face the "misleading facts of a life" (7) and he was unprepared to scale the steep ascent to a successful career. While hunting for a job, Ginger Coffey no... ...use she needs [him]; it’s knowing [he] and she will still care about each other when sex and daydreams, fights and futures—when all that’s on the shelf and done with." (243) Mingling amongst the "lame and the old," Ginger Coffey saw reflections of himself as a New Canadian everywhere. He had learned that life was the victory, and that going on was the victory. The little triumphs in life have liberated him. Coffey, in his adjustment period as an immigrant, has found materialism to have a negative impact on his life. Concerned with the welfare of his family, Coffey was able to discover his tender-most self. Certainly, the weak and the poor have acted as the best guides for Ginger Coffey who, through a tumultuous journey, found himself at last. Work Cited Moore, Brian. The Luck of Ginger Coffey. Boston and Toronto: Atlantic-Little, Brown and Company, 1960.

Paper on US Presidential Campaigns

This has been the strangest of American election campaigns; the most exciting in 40 years in terms of the closeness of the contest, yet one in which both major candidates have utterly failed to capture the national imagination. The lead in the polls has changed hands half a dozen times since September and, even at this late stage, only the very bravest dare forecast the outcome. Campaigning, alas, tends to bring out the worst in Gore. As the standard-bearer of the incumbent party, he should have long since locked up this election. Yet his turgid style, his maddening tendency to condescension, and his craven unwillingness to depart from the script provided by his advisers have combined to squander the â€Å"peace and prosperity† factor that should have guaranteed victory. It should be said, too, that his Republican opponent, George W Bush, has improved considerably as the campaign has progressed. Not only has he won the personality contest, a vital component of any American election, hands down; he has held his own in the second debate, adroitly focused his attack on Gore's weak points, and avoided the gaffes that everyone expected. In short, he has done enough to make a plausible president. But that does not mean he would be a good president. His short attention span, his pervasive lacks of curiosity, his general lightness of being, remain unnerving. He has mastered his lines, but all too often does not seem to understand them. On the domestic front, Gore's ideas for using the massive budget surpluses ahead are far more convincing; his ideas on abortions, global warming, education, and campaign-finance reform more clearly address the problems facing America. Gore-appointed justices in the Supreme Court would offer added protection against a social lurch to the right. Al Gore believes that a woman should have a right to legal abortions, and that they should be â€Å"safe and rare.† Gore supports FDA approval of abortion pill Mifeprex and he wants to reinforce security around clinics to protect the doctors who perform abortions, and the patients who seek their services. â€Å"I think it†s up to the woman, and I strongly support a woman†s right to chose, and I support the FDA†s approval, assuming it†s safe for the woman who takes it,† said Gore. Bush on the other hand disagrees completely saying that the FDA†s decision was totally wrong. Ensuring Clean and Reliable Sources of Electricity: Al Gore's plan would ensure clean and reliable sources of electricity by enhancing our nation's capacities to reliably generate and distribute electricity and by providing market-based incentives to clean up aging power plants. Gore revived the issue of global warming, a subject from his past that he has generally ignored this year. Seizing on a new UN report asserting that pollution appears to be raising world temperatures, Gore tried to portray global warming as a populist issue. He called the effort to stop global warming a fight against big polluters, in an attack similar to those he has made on drug companies, insurance companies, & health-maintenance organizations. â€Å"It does not have to happen and won†t happen if we put our minds to solving this problem,† Gore said of the predicted rise in temperature and problems that would create. Gore†s turn to global warming suggests he now thinks he can use the subject to cast an unfavorable light on Bush, who has expressed skepticism about the danger. Bush says, â€Å"It†s an issue that we need to take very seriously. I don†t think we know the solution to global warming yet and I don†t think we†ve got all the facts before we make decisions.† In the field of education Gore says: â€Å"We can't reform education with half an agenda. We can't make education our top priority if huge tax cuts for the wealthy are already the first, second, and third priority. That's really the choice we face: a commitment to education for life or a set of priorities that could leave us with budget deficits for life.† He argues that if you drain the money away from the public schools for private vouchers, it hurts the public schools. George W. Bush has a narrower education agenda because his massive tax cut leaves few resources to invest in education. Vice President Al Gore supports reforms to eliminate gray areas in legislation. He backs McCain-Feingold Bill because it†s that important that all of the issues like prescription drugs for seniors that is opposed by the drug companies, will be easier to pass if we limit the influence of special interests. Whereas Bush supports an effort to ban corporate soft money & labor union soft money. Bush thinks that there needs to be instant disclosure on the Internet as to who†s given to whom. Gore supports using $2.2 trillion of the Social Security surpluses to shore up the program and pay down the debt, thus saving billions of dollars in interest, which can be redirected to ensuring the solvency of the Social Security trust fund until at least 2050. He supports the elimination of the Social Security earnings limit, which the president signed into law on April 7, 2000. Gore supports an increase in benefits for widows and eliminating the â€Å"motherhood penalty† — the resulting reduction in benefits for women who take time off from work to raise children. â€Å"I do not believe it's right to play games with Social Security or pit young against old in a scramble to fulfill extravagant and competing campaign promises,† he said in a speech in Kissimmee, in central Florida. â€Å"I believe we have to strengthen Social Security by giving unprecedented new opportunities for families to save more, invest more and get higher returns,† Gore said. Bush does not rule out the possibility of rising the eligibility age for baby boom-era recipients as part of trade-off for private investment accounts. Bush freely admits that he would rely on advisers. They are an indisputably reassuring bunch, led by Colin Powell, his likely Secretary of State, and Dick Cheney, his running mate and a former Secretary of Defense. But what if the advisers disagree? Again, I come back to Bush's lack of depth. The Republican might have won the campaign. But Gore deserves to win the election and the presidency; Gore†s views are clearly more logical and realistic to this country and that†s why I would vote for Gore.

Bloodsucking Fiends: A Love Story Chapter 1

This is a work of fiction. Names, characters, places, and incidents either are products of the author's imagination or are used fictitiously. Any resemblance to actual events or locales or persons, living or dead, is entirely coincidental. Acknowledgements The author gratefully acknowledges those people who helped in the research and writing of Bloodsucking Fiends: Mark Joseph and Mark Anderson for help with research in the Bay Area. Rachelle Stambal, Jean Brody, Liz Ziemska, and Dee Dee Leichtfuss for their careful reads and thoughtful suggestions. My editors, Michael Korda and Chuck Adams, for their clean hands and composure. And my agent, Nick Ellison, for his patience, guidance, friendship, and hard work. In memory of my father: Jack Davis Moore Part I Fledgling Chapter 1 Death Sundown painted purple across the great Pyramid while the Emperor enjoyed a steaming whiz against a dumpster in the alley below. A low fog worked its way up from the bay, snaked around columns and over concrete lions to wash against the towers where the West's money was moved. The financial district: an hour ago it ran with rivers of men in gray wool and women in heels; now the streets, built on sunken ships and gold-rush garbage, were deserted – quiet except for a foghorn that lowed across the bay like a lonesome cow. The Emperor shook his scepter to clear the last few drops, shivered, then zipped up and turned to the royal hounds who waited at his heels. â€Å"The foghorn sounds especially sad this evening, don't you think?† The smaller of the dogs, a Boston terrier, dipped his head and licked his chops. â€Å"Bummer, you are so simple. My city is decaying before your eyes. The air is thick with poison, the children are shooting each other in the street, and now this plague, this horrible plague is killing my people by the thousands, and all you think about is food.† The Emperor nodded to the larger dog, a golden retriever. â€Å"Lazarus knows the weight of our responsibility. Does one have to die to find dignity? I wonder.† Lazarus lowered his ears and growled. â€Å"Have I offended you, my friend?† Bummer began growling and backing away from the dumpster. The Emperor turned to see the lid of the dumpster being slowly lifted by a pale hand. Bummer barked a warning. A figure stood up in the dumpster, his hair dark and wild and speckled with trash, skin white as bone. He vaulted out of the dumpster and hissed at the little dog, showing long white fangs. Bummer yelped and cowered behind the Emperor's leg. â€Å"That will be quite enough of that,† the Emperor commanded, puffing himself up and tucking his thumbs under the lapels of his worn overcoat. The vampire brushed a bit of rotted lettuce from his black shirt and grinned. â€Å"I'll let you live,† he said, his voice like a file on ancient rusted metal. â€Å"That's your punishment.† The Emperor's eyes went wide with terror, but he held his ground. The vampire laughed, then turned and walked away. The Emperor felt a chill run up his neck as the vampire disappeared into the fog. He hung his head and thought, Not this. My city is dying of poison and plague and now this – this creature – stalks the streets. The responsibility is suffocating. Emperor or not, I am only a man. I am weak as water: an entire empire to save and right now I would sell my soul for a bucket of the Colonel's crispy-fried chicken. Ah, but I must be strong for the troops. It could be worse, I suppose. I could be the Emperor of Oakland. â€Å"Chins up, boys,† the Emperor said to his hounds. â€Å"If we are to battle this monster, we will need our strength. There is a bakery in North Beach that will presently be dumping the day-old. Let's be off.† He shuffled away thinking, Nero fiddled while his empire went to ashes; I shall eat leathery pastries. As the Emperor trudged up California Street, trying to balance the impotence of power with the promise of a powdered-sugar doughnut, Jody was leaving the Pyramid. She was twenty-six and pretty in a way that made men want to tuck her into flannel sheets and kiss her on the forehead before leaving the room; cute but not beautiful. As she passed under the Pyramid's massive concrete buttresses she caught herself limping from a panty-hose injury. It didn't hurt, exactly, the run that striped the back of her leg from heel to knee, the result of a surly metal file drawer (Claims, X-Y-Z) that had leaped out and snagged her ankle; but she was limping nonetheless, from the psychological damage. She thought, My closet is starting to look like an ostrich hatchery. I've either got to start throwing out L'eggs eggs or get a tan on my legs and quit wearing nylons. She'd never had a tan, couldn't get one, really. She was a milk-white, green-eyed redhead who burned and freckled with sun. When she was half a block from her bus stop, the wind-driven fog won and Jody experienced total hair-spray failure. Neat waist-length waves frizzed to a wild red cape of curl and tangle. Great, she thought, once again I'll get home looking like Death eating a cracker. Kurt will be so pleased. She pulled her jacket closer around her shoulders against the chill, tucked her briefcase under her breasts like a schoolgirl carrying books, and limped on. Ahead of her on the sidewalk she saw someone standing by the glass door of a brokerage office. Green light from the CRTs inside silhouetted him in the fog. She thought about crossing the street to avoid him, but she'd have to cross back again in a few feet to catch her bus. She thought, I'm done working late. It's not worth it. No eye contact, that's the plan. As she passed the man, she looked down at her running shoes (her heels were in her briefcase). That's it. Just a couple more steps†¦ A hand caught in her hair and jerked her off her feet, her briefcase went skittering across the sidewalk and she started to scream. Another hand clamped over her mouth and she was dragged off the street into an alley. She kicked and flailed, but he was too strong, immovable. The smell of rotten meat filled her nostrils and she gagged even while trying to scream. Her attacker spun her around and yanked on her hair, pulling her head back until she thought her neck would snap. Then she felt a sharp pain on the side of her throat and the strength to fight seemed to evaporate. Across the alley she could see a soda can and an old Wall Street Journal, a wad of bubble gum stuck to the bricks, a â€Å"No Parking† sign: details, strangely slowed down and significant. Her vision began to tunnel dark, like an iris closing, and she thought, These will be the last things I see. The voice in her head was calm, resolved. As everything went dark, her attacker slapped her across the face and she opened her eyes and saw the thin white face before her. He was speaking to her. â€Å"Drink,† he said. Something warm and wet was shoved into her mouth. She tasted warm iron and salt and gagged again. It's his arm. He's shoved his arm in my mouth and my teeth have broken. I'm tasting blood. â€Å"Drink!† A hand clamped over her nose. She struggled, tried to breathe, tried to pull his arm out of her mouth to get air, sucked for air and nearly choked on blood. Suddenly she found herself sucking, drinking hungrily. When he tried to pull his arm away she clutched at it. He tore it from her mouth, twisted her around and bit her throat again. After a moment, she felt herself fall. The attacker was tearing at her clothes, but she had nothing left to fight with. She felt a roughness against the skin of her breasts and belly, then he was off her. â€Å"You'll need that,† he said, and his voice echoed in her head as if he had shouted down a canyon. â€Å"Now you can die.† Jody felt a remote sense of gratitude. With his permission, she gave up. Her heart slowed, lugged, and stopped.

Ethics in Law Enforcement Essay Sample

Ethics in Law Enforcement Essay Sample Ethics in Law Enforcement Essay One similarity between ethics and the rule of law are their origins. Even before we have conceptualized what is considered as a written law, or even coined the term ethics, our ancestors have always known the idea of mores or laws which are the very foundation of what is right or what is wrong. Nevertheless, these mores are not exactly enforced or are just about for certain members of the society, even if people knew that doing do is not right. An example of this could be slavery. For hundreds if not thousands of years, slavery is deemed acceptable and also practiced in most parts of the world. This idea is even inscribed in written laws, saying that slavery and forced work is mandatory for individuals who are considered slaves, but not for royalties. In those times, the concept of being unethical and law enforcement is not exactly questioned by mores (right not to die) – since our ancestors have not yet recovered it in their subconscious – and thus are both considered as enforced by law and ethical. However, as time goes by and the intellectual machine of millions and millions of tinkers and scholars who have tapped into the subconscious have combined together to questions these other beliefs, the convergence of the rule of law, ethics, and mores have been inevitable. What this means is that today, what is considered a basic right (more: the right to live) is also enforced by the law and consequently, what is deemed ethical (by following it). In line with this, many people today believe that the statements contained in our rule of law are also what is considered as ethical for everybody and the continued existence of society. However, just as any system established by humans, even the rule of law has its own lapses and one of them is the process of law enforcement. As seen in the news that circulates mass media today, there are cases where law enforcers such as policemen and military have undermined the rights of individuals and have violated these people while in service. In most of these cases, the conflict that happened is due to differences in races, religions, beliefs, or even gender. These puts forward the question of how ethical is law enforcement today, since at times, fulfilling these duties almost equates to doing things which fall outside what is ethical. Nevertheless, what is amusing is how flexible and adaptive law is in addressing these issues. Ever since the beginning of time, our laws have adjusted to accommodate everyone and anyone as well as everything that humans should be concerned about. And, because of the recent commotions and distress about the events which are considered unethical, this flexibility has translated to additional laws and regulations which have been added so that law enforcers could not simply circumvent t hem and rationalize their unethical doings. An example of this law added states that any violence done to anyone, which is unnecessary and which is tied to reasons that include racial differences is punishable by dismissal from office as well as imprisonment. Based on this what is apparent is that as we grow and continue our existence here on this planet, the systems that we’ve made are now becoming more and more similar to the mores that existed above of us. So, today, these mores depicted above, are what is considered as ethical, and therefore both the rule of law and law enforcement must strive to replicate them in order to be considered as so. And hopefully, time will finally come when both the rule of law and its enforcement become completely similar as the mores for which they are based on.

Calls To Action

Calls To Action Calls To Action Calls To Action By Maeve Maddox A reader wonders about the plural for a marketing term: Recently the CEO of a company wrote an email to me saying that his software would automatically generate call-to-actions. I am pretty sure he should have written calls-to-action. Am I right? The reader is correct. When pluralizing a compound word that contains more than one noun, the general rule is to make the principal noun plural. In this case, call is the principal noun. The plural is â€Å"calls to action.† The term â€Å"call to action† refers to the part of an advertisement that prompts a consumer to act. In texts intended for readers in the marketing industry, the term is usually written CTA. â€Å"Buy now!† and â€Å"Order now!† are typical CTAs. As â€Å"call to action† does not have an entry in the OED, Merriam-Webster Unabridged, Collins, or the AP Stylebook, I can’t cite one of my usual authorities as to whether the noun form should be hyphenated. My instinct is that it should not. The view expressed in The AP Stylebook reflects the common attitude among publishers: â€Å"The fewer hyphens the better; use them only when not using them causes confusion.† A Web search isn’t much help in discovering which form–hyphenated or non-hyphenated–is more common with â€Å"call to action.† I did find a business blog that plumps for the hyphens: call-to-action, calls-to-action, CTA, CTAs:  Always hyphenate when used as a noun (as in â€Å"call-to-action† or â€Å"calls-to-action†) or an adjective (as in â€Å"call-to-action button† or â€Å"call-to-action manager†). Whenever possible, try to use  CTA  or  CTAs  instead of the hyphenated version (it’s a mouthful!). However, the unhyphenated phrase seems to be the preferred choice in reputable British, Australian, American, and Canadian publications and on government sites. â€Å"Call for action† can be understood without hyphens as a noun, but it does require them when the phrase is used as a modifier. Here are examples of both noun and adjective use: Every website should have a call to action, a response you want users to complete. Does Your White Paper Have a Call to Action? Design and generate  call-to-action buttons  in minutes.   Go plant those call-to-action phrases in your copy and watch your business grow. With or without hyphens, add the -s to call to make the phrase plural. Related post: Compound Plurals Video Recap Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:How Many Tenses in English?Ten Yiddish Expressions You Should KnowI wish I were...

IIS Networking Infrastructure Design Project Research Paper

IIS Networking Infrastructure Design Project - Research Paper Example The rising globalization and the increasing competition in the business world have led the different companies in different industries to focus their business strategies into newer and innovative measures to attract greater number of customers and gain more profits. The study is based on such incorporation of new telecommunication and network infrastructure in the Intelligent Imaging Solutions Company. The company thus focuses on determination of a new solution that can be best suited to the organization’s requirements. Integrated security and advanced information technology (IT) system and the incorporation of optical fibers have been selected as a probable solution for the company’s new infrastructure. The report presents the business needs, the needs of the customers, the operations of the company, the applications of the new facilities, and the organizational benefits that are expected to be obtained from the use of the new technology. The details of the scope of the new solution have been reflected thus discussing about the protocols, the cable connections, security and other relevant details of the process. The details of the software and hardware facilities have been covered in the proposal as well. The probable process of pre- and post- installation processes and the network communication details have been obtained. Along with that the training schedules of the employees have been tried to be determined. A financial outline forecasting the required amounts of investments in the different areas of the project have been provided keeping in view the budget that the company has planned for investment in the concerned project.