Gender Discrimination Essay Example for Free

Gender Discrimination Essay How can you balance work and having a life? Balancing work and life you have to build downtime into your schedule. Make a point to spend time with family and friends. Set up activities that everyone can do and you can combine the two. Set goals, plan and organize what should come first. Having your goals set is much easier than to just go day to day. Work/Life balance is all about flexibility, but to have flexibility you need a support system around you. Both at work and at home. If you dont have the support its harder to deal. Having structure is important because it brings certainty into your world. Without structure life is a bit more chaotic. You then find that you use both physical and emotional energy to bring meaning and clarity to different situations. A good way to improve on your skills is to write things down. It may help you balance out your day, week, or even a whole month. Manage is a world which comes from experience. There are people who took things as they come and manage them accordingly. It is a will power and self-confidence which play a dice game here. Considering women are good managers when they balanced office and home life. Women have a lot going on when it comes to life period. In a large majority of families with children, both parents work, and women now hold half of all jobs. Majority of the time women do more of home caregiving then men. Some men think longs as they bring home the bacon thats all they need to do. Not at all, women work 40 hours a week, have to get kids ready for school, cook, clean, ECT. In my case school to for the adult and Im a single parent. Its so many issues and that alone can cause tension in your  relationship. Many women assume that the men in their lives pick up signals and hints about stuff like needing help at the house, and many men (not all, but honestly most that Ive had any kind of close relationship with) just arent good with those signals. I suppose its a classic issue within genders as well; it seems like many people assume that theyre sending out all kinds of signals to their boss that they want to move up, or have too big a workload, or whatever, those signals arent getting picked up on their end, and then we just get more and more frustrated! This should help people get a better understanding of working out your life and work life so that they both can balance. Everyones situation is different but itll all come together if you prioritize your life balance. Many people are able to accommodate work and home. You can solve your work life problem if your home life is up to par. Pat Katepoo, Founder, WorkOptions.com http://www.womensconference.org/a-flexible-work-life/ Year Published: 2008 Melanie Hawks is the Learning and Development Coordinator at the J. Willard Marriott Library, University of Utah.

Revolutionary Changes in the Atlantic World Essay Example for Free

Revolutionary Changes in the Atlantic World Essay 1. List four (4) 18th century European wars. p.542 2. Define, in short, John Locke’s political philosophy. p.542- 3 3. What was Jean-Jacques Rousseau’s political argument? p.543 4. European monarchs that supported some Enlightenment ideas were called â€Å"enlightened despots†. Who were these monarchs (examples) and why did they favor some Enlightenment ideas? P.543 5. What is Nicolas-Jacques Conte famous for? P.544 6. Describe at least 3 ways in which women were instrumental in the dissemination of new ideas. P.545 7. The intellectual movement known as the Enlightenment most deeply influenced what emerging class in Europe? P. 545 8. What were folk cultures and what were some of their characteristics? P.546-7 9. What two (2) related problems did the British face after defeating the French in 1763? P.547 10. Which Amerindian chief drove the British from some western outposts and raided Virginia and Pennsylvania at the end of the Seven Years’ War? p.547 11. What was the purpose of the Proclamation of 1763? P.547 12. What sparked a political confrontation that led to rebellion in the British N. American colonies? P.548 13. What was the Stamp Act of 1765? P.548 14. Who were the Sons of Liberty? p.548 15. What violent event radicalized many colonists against the British? p.548 16. Before declaring its independence (essentially war), list at least three (3) tactics used by American colonists in response to British policies. P.548 17. Who wrote the inflammatory pamphlet Common Sense? p.549 18. Read the excerpt from the Declaration of Independence. What kind of â€Å"rights† are expressed in the excerpt and what famous British philosopher popularized it? p.549 19. What convinced the French to enter the war on the side of the U.S. in 1778? P.550 20. What were at least two negative aspects of the government under the Articles of Confederation? p.551 21. Why were slaves counted as 3/5 of a person when considering representation? P.551 22. Until what year did the U.S. Constitution permit the slave trade to continue? p.551 23. What happened to King Louis XVI as a result of the French Revolution? p.552 24. (a)Describe the makeup of the Estates General. (b) Why did Louis XVI call a meeting of the Estates General after 175 yrs of recess? P.552-3 25. Which French Estate declared itself to be the National Assembly? p.554 26. What was the Bastille and what prompted common people to attack it in 1793? pp.554-5 27. List four things that were accomplished by the new French constitution. p.555 28. What happened when rumors of counter-revolutionary plots circulated throughout working-class neighborhoods? p.555 29. With whom did Robespierre forge an alliance? p.556 30. What was the period of repression led by Robespierre called? p.556 31. Why did Robespierre remove Sunday from the new calendar? p.556 32. Why did Napoleon succeed in forming Europe’s first popular dictatorship? p.557 33. How did Napoleon achieve support of the peasantry and the middle class? p.557 34. Napoleon’s arch nemesis was Britain, which he attempted to invade in 1805. What was the name of the decisive naval battle and what was the outcome? p.557 35. Napoleon’s invasion of what country eventually led to his demise? p.557-561 36. At what famous battle was Napoleon finally defeated after only one hundred days in power? p.561 37. What was the financial worth of Saint Domingue to French trade? P. 561 38. What destabilized the colonial government of Saint Domingue (Haiti)? p.561 39. What was the main purpose of the Congress of Vienna? p.563 40. The revolutions of 1848 were widespread across Europe and were inspired by what? p.564 41. Greece gained its independence in 1830 from whom? P.564 Free Response Focus Questions: Answer these questions in a 5-7 sentence paragraph. In your own words. Do not simply copy from the book and memorize the response. Know it. Support your response with plenty of facts. Understand where events fall historically (global context, cause/effect, etc) 1. How were the revolutions of the 18th century inspired by a body of new ideas? Discuss Locke and Rousseau in your response. 2. After defeating the French in North America in 1763, the British faced the related problems of continued westward expansion by its settlers and paying for governing the colonies (taxation). What did the British government do in response to these problems and how did they contribute to colonists’ resentment of the British government and eventual war? 3. Describe the nature of the fiscal crisis that triggered the French Revolution. 4. What were some of the reasons for the failure of the French Revolution to initiate lasting representative government and for the rise of the new dictatorship? 5. What were the causes of the revolution in Saint Domingue? 6. The Enlightenment as a social and intellectual movement impacted many segments of society. How did this movement affect women in the elite classes and the common women during the revolutions? Compare/Contrast Thesis statement 7. Compare and contrast the goals and outcomes of the French and Haitian Revolutions.

Psychology Theories of Motivation

Psychology Theories of Motivation The evolution of motivation PART 1 – BRAIN PARTS IN EVOLUTION Human motivation is a psychological construct that has its basis in the brain. The brain is an organ comprised of nervous cells and comprises the nervous system in most organisms, with the exception of certain invertebrates. One view suggests that different parts of the brain are specialized for different functions. Being the most complex organ in a vertebrate’s body, the brain has been associated with several functions. Among these, the brain is responsible for perception, motor control, information processing, but it also has more complex functions for the human species, those of learning and memory. One particularly interesting function of the brain is that of motivation. Motivation is frequently associated with the limbic system. Often called the â€Å"reptilian brain†, the limbic system also accounts for other functions, such as spatial memory, olfaction, learning and emotion. This brain structure is located on both sides of the thalamus, under the cerebrum and is comprised of the telencephalon, diencephalon and mesencephalon. The structures include other numerous areas, among which the hippocampus (memory and spatial navigation), the amygdala (emotions) [LeDoux, 2000]., the olfactory bulbs (processing social and environmental stimuli) and the basal ganglion are contained. The basal ganglion is being associated with motivation, due to its role in reward-punishment process. The basal ganglia are located at the base of the forebrain, representing a set of interconnected areas. Looking at motivation from an evolutionary perspective, it is argued that organisms’ behavior is genetically programmed to ensure survival and reproductive fitness. It is argued that his motivational system of the brain is the basis for the motivational behaviors in which organisms’ engage. Some scholars (Paul D. MacLean) argued that the limbic system is the oldest part of the fore-brain, developing to manage the flight or fight response. When looking at the evolution of brain components, it is important to consider the fact that evolution is selecting on function. This process is mediated by the metabolic cost of the behavioral function. Developmental demands need to come to a certain compromise with developmental variation in order to ensure a positive outcome in terms of function and costs. The limbic system is thus seen as a â€Å"unit of development† due to its patterned change in the compromises taken. Some evidence supports the view that the limbic system is a unit of development [Reep, 1984; Squire, 1992; LeDoux, 2000]. The limbic system has a diversity of functions; however, it acts statistically as a single function. The components of the segmental structures of the forebrain are linked, offering the possibility of a pleiotropic effect on the evolution of behaviour. Thus, it would mean that selecting for one component would mean selecting for all of them. For instance, selecting for a visual component in humans would result for a certain election of structures utilised for different functions, such as motivation. The authors looked at how the scale of the limbic system changed throughout time. They found similar patterns of scaling across all taxa. For primates, insectivores, ungulate and marine mammals, reduced limbic structures were associated with increased volumes of the isocortex. One possible cause explaining this was suggested. They argued that the† expansion and contraction of the domains of regulatory gene expression† which is associated with prosomeres could be a source of such structure. In primates in particularly, the arrangement of neural components by prosomeres suggest the possibility of the inverse relationships between limbic system and isocortex volumes. Put how the limbic system actually decreased Another way one could understand the evolution of the primate brain would be to consider the trade-offs between factors. There has been a reduction in the primate limbic system which could be attributed to a reduction of the olfactory system because of the dependence primates have on vision. Another explanation could be that this reduction is secondary to another adaptation; that of expansion of cortical systems specialised in memory. This unfortunate decrease in the limbic system could be only a minor side effect for the beneficial adaptation the increase of the cortex has brought- storage of long-term memory mediating increasingly social interactions. An evolutionary look at how the structure and function of the basal ganglia changed with time passage shows that it underwent a big elaboration in the transition from amphibians to reptiles. This change consisted in the increase of cells in the basal ganglia, as well as receiving more dopaminergic and serotonergic inputs (hormones). Moreover, more neural circuitry (neuron rich) basal ganglia were found in modern mammals, birds and reptiles. The implications of this change are that amniotes might have had the ability to learn or execute more sophisticated behaviours and movements. This ability could be what allowed the amniotes to better adapt to a fully terrestrial habitat. As for the mammals, it appears that a divergence from this reptile lineage represented by the emergence of the cerebral cortex which became the target of the basal ganglia circuitry’s function in the control of movement. Thus, rudimentary basal ganglia are likely to have been present in the common ancestor of the jawed and jawless vertebrates that live today. The implications of this increase in complexity of the brain can be seen in the behaviour repertoires of animals. The reptiles and mammals have a more complex behaviour than amniotes. This alongside the shift in habitat brought in the need to deal with more complex and variable situations, requiring more complex and adaptive behaviour in order to acquire food, avoid predators and survive. These changes were promoted by the increase in the visual and hearing apparatus -> allowed for more control over behaviour.  Conenct back to motivation – how did the decrease in limbic system affect motivation? Because there is a high interconnectedness between the limbic system and the cerebral cortex, cognitive processes can modify the effect of the limbic system on the functions of the hypothalamus (hormone production), which plays a role in the reward-punishment process – the basis for motivational behavior. The basal ganglia receive information about the body position and motivational state from the cerebral cortex – integrates this information and facilitates for the appropriate (motor) behavior. The role of the basal ganglia in motivated behavior has been explained by Cunha et. al (2012). It consists of the basal ganglia selecting for unconditioned/conditioned responses, goal-directed actions and stimulus-response habits. This is done by the activation of striatal neurons (input neurons of the basal ganglia) by cortical and subcortical neurons encoding those processes. Levels of extracellular dopamine influence the strength of the synapses which signal outcomes that are better or worse than â€Å"expected†. Moreover, the dopamine release in response to the unconditioned/conditioned responses can â€Å"energize† the execution of selected actions. This is why the basal ganglia is thought to play a role in the selection of action processes that are needed to express unconscious and long-term memories, which play a role in motivation. PART 2 – PERSPECTIVES ON MOTIVATION The biological thus shows what the basis of motivation is. It does not, however, explain the cognitive aspect of it. Several attempts to model and explain motivation from an evolutionary psychological way have been proposed. There are different perspectives taken in the study of motivation. Behavioral, cognitive and biological. Art 9 ->Batali and Grundy (1996)  tried to present a model of the evolution of motivation by referring to how they could become integrated into generational adaptive behavior, they tries to establish how the innate and learned components of the motivational mechanisms that generate behavior are connected. They used the concept of motivational system to investigate this process. A motivation system, for them, is the mechanism that allows an organism to feel pleasure and pain as responses to certain environmental conditions; pleasure in response to conditions that are beneficial for the organism’s fitness and pain in adverse conditions. What they argue is that this motivational system evolves alongside the behaviors evaluated by it. They used James Mark Baldwin’s idea through which he argued that an organism’s ability to undergo ontogenetic adaptation, through which the congenital and phylogenetic adaptation that are kept in existence are those which favor adapti ve modifications during the lifetime of organisms which have them. This is how various ontogenetic modes of action, such as learning, can work in synergy with evolution. Thus, organisms that have the ability to learn are more likely to improve their behavior, which in turn offers them an advantage over others. Possessing the improvements that learning offers can result in selection of organisms that carry those traits innately. This is how, he argues, species can evolve in directions endorsed by intelligence. This proposition is similar to Throndike’s â€Å"law of effect†, in which he suggested that animals will repeat the actions that have the most satisfying outcomes and avoid the ones that are displeasing. The mechanism that offers the possibility of feeling this pleasure and pain is the motivation system. This system can also be involved in the process of selecting actions which are expected to be favorably appraised. Evaluations depend on physiological and environ mental factors. Subtle changes in any characteristics of the environment or animal physiology can have drastic impacts on fitness. The authors of this article tried, thus, to model motivation using different complexity world simulations of the evolution of populations that contained designs that generated action and learning. Their findings showed that some organisms developed motivation systems that were accurate enough to direct learning in a direction that increases the fitness of actions performed by the agents. Moreover, their results showed that the motivation systems were attuned to the worlds they were a part of. The systematic distortions present in the worlds could be seen in the structure of the motivational system in such way that the distortions increased the adaptiveness of the generated behaviour. These results show how simple designs can be used to model motivation, implying that the complicated perspective in motivation of the cognitive perspective is somewhat unnecessary. Thus, members of population that incorporated learning tended to evolve more quickly and have higher performance than the organisms whose behaviour was innate. The adaptive behaviour that early generations must learn had the tendency to become more and more innate. This process occurs when there is an evolved motivational system that directs the learning of structures used to cause actions. All in all, this study showed that motivational systems can coevolve with the learning of the behaviours it assesses. =>cognition and motivation: Evidence for the co-evolution of motivation and cognition was found by Ermer et al. (2008)  when investigating whether status plays a role in regulating risky decision-making regarding resources in men. They discussed how access to relevant resources brings about intersexual competition in men, which also serves as a determinant for status. What they discovered was that motivation for risk-taking behaviour appeared in situations where men were of equal status and had resource loss problems. This suggests that the motivational systems that mediate status related problems in the social world also regulate cognitive operations which generate risky decision-making processes in men, implying that motivational and cognitive mechanisms co-evolved to function in synergetic, domain-specific ways. The motivation’s role in this process is to determine what state or good an individual wants to attain – it refers to their aspirations. The controversial point of this finding is that instead of desires or other motivations serving as inputs for domain-general decision regulations, it proposes that responses are produced by a motivational system that is specialized in regulating competitive interactions, being equipped with its own decision rules. It also shows that motivational systems are activated by cues. Another attempt to explain human social motivation from an evolutionary perspective has been done by Buss (1997) through discussing the Terror Management Theory (TMT). Being a theory anchored in evolutionary biology, TMT assumes that the major motive of any organism is survival. What the author argues is that this theory of social motivation should recognize that the engine that drives the evolutionary process is reproduction, and not survival. Thus, it is important to recognise the real causal process of evolution in order to establish what stands behind motivation.

Comparing Wiesners The Three Pigs and Scieszkas True Story of the Thr

David Wiesner's The Three Pigs and Jon Scieszka's The True Story of the Three Little Pigs "Three pigs...Straw, sticks, bricks...Huffs and puffs...You probably know the rest. It's an old story, and every time someone tells it the same thing happens. But who says it's suppose to? Who's in charge of this story? Who gets to decide? Has anyone asked the pigs? No? Well, it's about time someone did" (Wiesner). Well... "...I'll let you in on a little secret ...nobody has ever heard my side of the story. I'm the wolf. Alexander T. Wolf...Al...This is the real story" (Scieszka). The well-known fairytale of The Three Little Pigs has changed directions a little over the centuries. No longer is the simple story of three pigs, a wolf, and a little "huffing and puffing" enough. Both Jon Scieszka and David Wiesner have added different twists to the all too familiar tale. By adding creativity, imagination, and perspectives, these men have developed a whole new adventure that takes the characters and readers for a ride. "Hey! He blew me right out of the story!" "Come on - it's safe ... Comparing Wiesner's The Three Pigs and Scieszka's True Story of the Thr David Wiesner's The Three Pigs and Jon Scieszka's The True Story of the Three Little Pigs "Three pigs...Straw, sticks, bricks...Huffs and puffs...You probably know the rest. It's an old story, and every time someone tells it the same thing happens. But who says it's suppose to? Who's in charge of this story? Who gets to decide? Has anyone asked the pigs? No? Well, it's about time someone did" (Wiesner). Well... "...I'll let you in on a little secret ...nobody has ever heard my side of the story. I'm the wolf. Alexander T. Wolf...Al...This is the real story" (Scieszka). The well-known fairytale of The Three Little Pigs has changed directions a little over the centuries. No longer is the simple story of three pigs, a wolf, and a little "huffing and puffing" enough. Both Jon Scieszka and David Wiesner have added different twists to the all too familiar tale. By adding creativity, imagination, and perspectives, these men have developed a whole new adventure that takes the characters and readers for a ride. "Hey! He blew me right out of the story!" "Come on - it's safe ...

Charles De Galle Essay -- essays research papers

Charles de Gaulle was born in Lille, France, on Nov. 22, 1890, the son of a teacher of philosophy and literature at a Jesuit college. From early childhood he took an interest in reading. Fascinated by history, he formed an almost mystical formation of service to France. De Gaulle graduated from the Ecole Militaire of Saint-Cyr in 1912 and joined an infantry division. In World War I he was wounded and captured at Douaumont in the Battle of Verdun in March 1916. As a war prisoner, he wrote his first book, published in 1924 called La discorde chez l'ennemi. He served on Marshal Henri Philippe Petain’s staff then with the French army in the Rhineland, and later in Lebanon. On April 7, 1921 de Gaulle married Yvonne Vendroux and they had their first child, a son, on December 28. Their daughter, Elisabeth was born on May 15th 1924. In the 1930's de Gaulle wrote many books and articles on military subjects that showed how much of a good writer and thinker he was. In 1931 he published Le fil de l'epee or the The Edge of the Sword, an investigation of military and political leadership. He also published Vers l'armee de metier or later called The Army of the Future and La France et son armee or France and Her Army. He fought for the better uses of armored mobility and air power, because he felt it would provide better defenses than fixed fortifications such as the Maginot Line. His theories were refused by the military and by left-wing leaders.   Ã‚  Ã‚  Ã‚  Ã‚  At the out...

Antigone Essay -- English Literature

Antigone Essay In any story or piece of literature, there will always be the main characters to fill the pages with incessant adventure. The characters whose names appear on almost every page and the characters whose actions the story revolves around. However, a story will also always have its minor characters. These are the characters that contribute heavily to the plot, yet aren't mentioned quite as often and are underestimated regarding their importance in the story. In the Greek masterpiece, Antigone, the author Sophocles construed a myriad of minor characters that contributed to the story in numerous ways. Ismene, one of Oedipus' daughters, was created to foil the main character, Antigone. Haemon, the son of Creon, took the role of adding controversy and showing his father revenge for all the trouble he caused Thebes. And finally, Tiresias, an elderly blind prophet, was constructed to diminish Creon's hubris. Firstly, Ismene's character was created primarily to foil that of Antigone's. When Antigone initially discussed her plans to contest the King's orders, Ismene was against it and tried to argue with her sister, hoping to dispel the plan from her mind. In lines 71-74, Ismene states during her argument, "think what a death we'll die, the worst of all if we violate the laws and override the fixed decree of the throne, it's power- we must be sensible." During the entire story the two characters have obvious opposing views and personalities. Ismene is discerned as rational, cautious, and dutiful, while Antigone is conveyed as intractable, brave, and disobedient. Another example of the discrepancy between the characters is the way that they are physically represented. Sophocles generated Ismene w... ...ty fits together like a puzzle. For example, without those blank sky pieces that fit at the top of a puzzle, it can never be completed. Same rule applies to any story, without the minor characters to reveal hidden information or to simple add drama, then a story can never be completed. In the Greek tragedy, Antigone, the author, Sophocles, presents the minor characters in his story with important functions and responsibilities. Ismene, Antigone's sister, had the purpose of foiling Antigone in order to create undeclared confliction between the characters. Haemon, Antigone's fiancÃÆ'Â ©e, was meant to bring justification to the string of deaths at the end of the story. And lastly, Tiresias, the respected prophet, was carefully produced as the character who pushed Creon's conscious over the edge and influenced him the most to withdraw his punishment for Antigone.

Hip Hop and the African American Dream Essay

Spoken-word music arrived in America for the first time with slave ships from West Africa.   Ethnomusicologists have traced the roots of hip hop to the dance, the drum, and the song of West African griots or storytellers.   The pairing of word and music is recognized as a portrayal of the painful journey of slaves who survived the passage.   In early America, the slaves drew on the common elements of African music with their ring shouts, their field hollers, as well as their spirituals.   Thus, Samuel A. Floyd, the director of the Center for Black Music Research at Columbia College in Chicago attests: â€Å"Speech-song has been part of the black culture for a long, long time† (McBride).   Ã‚  Ã‚  Ã‚   In the summer of the year 1973, an African American teenager in one of the Bronx River Houses, stuck a speaker in his living room window, ran a wire to the turntable in another room, and set the housing project of three thousand folks alight with party music.   Thus, Bronx turned into a music magnet, and hip hop was given birth to.   This birth led to the creation of dance styles, and graffiti artists found a new job: to paint the word â€Å"I† loud and clear because hip hop is all about identity, that is, â€Å"I am the best† (McBride).   Ã‚  Ã‚  Ã‚   James McBride notes: â€Å"Not since the advent of swing jazz in the 1930s has an American music exploded across the world with such overwhelming force.†Ã‚   As a matter of fact, hip hop is nowadays enjoyed by people from around the world, and by all races.   Still, the role of this music among the African Americans – the race through out of which emerge the best hip hop musicians – is crystal clear.   For African Americans, the music represents the good old dream to hit upon a pot of gold to millions of dollars.   Agonizing over how their parents slave many hours a day, young African Americans long to make it big in the hip hop business with fame and riches. Works Cited McBride, James. â€Å"Hip Hop Planet.† National Geographic, April 2007.