Anne Frank Essays (568 words) - Women In World War II,

Anne Frank These "Annex" people could live with hope by remembering all of the good times they had together, before they had to go into hiding. They had hope because they knew one day this would all have to end. Although the "Annex" people were probably stronger than most other people would be, this is because some people just can't live knowing that there can be some people in the world who have such hatred in them, that they would just want to see you die! The families of Mr. and Mrs. Frank and Mr. and Mrs. Van Daan did this by staying together as a family and of all the things going on outside, still being able to be happy and have some fun in the Annex. It was a very hard accomplishment for them, but they did it for their family. Mr. and Mrs. Frank had to be strong to show Anne and Margot that they still had faith and hope. This was as well for Mr. and Mrs. Van Daan and for Peter. After all they've gone through, they weren't about to give up just right there. These two families were very faithful. They strongly believed in their Jewish religion. This is another main reason they still had hope. They believed in God and knew that he was watching over them, and he would take care of them. As each day went by, the families hope grew, they knew that they were one day stronger and they survived one more day. They thanked God for this. These families found out the true meaning of life, how precious life was. With all of the violence outside and the people dying it was hard for them to have hope. Yes they were afraid, who wouldn't be. These Germans were waiting to kill them. If someone was waiting to kill you, you would be terrified! This was the way they felt, and above all this they still had hope! The two families of "Annex" people can still live with hope, because the world has some peace inside of it. They see the world as a beautiful place that is unfortunately being shattered in the wrong way with the Germans. They have hope because they know that inside of each and every German man there lives a place in there heart where they all want to live in a world that has peace over every city and countryside. This is inside everybody's hearts, we just wish we could imagine it that way. Mr. Kraler and Miep gave both families hope. This gave the two families a chance to realize that some people in the world that they live in do care for the Jews. Mr. Kraler and Miep were two very generous people, who took their time wisely and devoted it to people who needed help the most! For my conclusion to as why these two families had hope or could have hope was because... they were desperate and scared. They needed to have hope, for if they didn't they would be depressed. This was a time when all had gone wrong and people had gone mad. It was a time where all Jews had lost everything and all they had inside of them was hope. Hope that one day this would all end and that they could live in peace. This was all the Jews really ever wanted, they wanted to live in peace. They never did hurt a soul, they were just living the life that God gave them. And all they could do was hope, hope that one day this would all end.

Free Essays on Rise Of The Roman Empire

Rise of the Roman Empire The legend about Rome’s origins puts the founding of the city at around 735 B.C. It is said that a Vestal Virgin gave birth to twin boys, Romulus and Remus, and claimed that they were the sons of the god Mars. The Vestal Virgin was the sister of a king. The king believed that she was lying and imprisoned her. He put her two boys in a basket and threw it into the Tiber River. A she-wolf found the twins and raised them. The twins, Romulus and Remus, came back and killed the king and founded the city of Rome. Afterwards Romulus and Remus fought and Remus was killed. Romulus was Rome’s first king and after he died, he became a god and vanished. The Romans were tribal people who lived in central Italy and like other Latins; they tilled small plots of land pastured cows, pigs and goats and tended flocks of sheep. Moreover, they had a council of elders who chose the Chiefs of the tribes. Around 600 B.C the Etruscans a much more advanced people from the north conquered Rome. Consequently, from that time on, Rome was ruled by kings. The Romans learned many crafts from the Etruscans such as the use of bronze. They borrowed the Etruscan twelve-month calendar, the use of first and last names and developed their alphabet from an Etruscan adaptation of Greek. The Romans adapted many agricultural practices such as the growing of grapes and olives. From the Etruscans the Romans learned military strategy including the use of the unit called the legion which fought in phalanx positions. In 509 B.C however, the Roman nobles revolted against their king, Tarquin the Proud, and established a republic. By this time, Rome’s society was already divided into two groups, the common people called the Plebeians, and the nobles called the Patricians. The Patricians were the heads of the leading families of Rome. Instead of the king, they elected two consuls. The consuls ruled the state and led the armies, but they h... Free Essays on Rise Of The Roman Empire Free Essays on Rise Of The Roman Empire Rise of the Roman Empire The legend about Rome’s origins puts the founding of the city at around 735 B.C. It is said that a Vestal Virgin gave birth to twin boys, Romulus and Remus, and claimed that they were the sons of the god Mars. The Vestal Virgin was the sister of a king. The king believed that she was lying and imprisoned her. He put her two boys in a basket and threw it into the Tiber River. A she-wolf found the twins and raised them. The twins, Romulus and Remus, came back and killed the king and founded the city of Rome. Afterwards Romulus and Remus fought and Remus was killed. Romulus was Rome’s first king and after he died, he became a god and vanished. The Romans were tribal people who lived in central Italy and like other Latins; they tilled small plots of land pastured cows, pigs and goats and tended flocks of sheep. Moreover, they had a council of elders who chose the Chiefs of the tribes. Around 600 B.C the Etruscans a much more advanced people from the north conquered Rome. Consequently, from that time on, Rome was ruled by kings. The Romans learned many crafts from the Etruscans such as the use of bronze. They borrowed the Etruscan twelve-month calendar, the use of first and last names and developed their alphabet from an Etruscan adaptation of Greek. The Romans adapted many agricultural practices such as the growing of grapes and olives. From the Etruscans the Romans learned military strategy including the use of the unit called the legion which fought in phalanx positions. In 509 B.C however, the Roman nobles revolted against their king, Tarquin the Proud, and established a republic. By this time, Rome’s society was already divided into two groups, the common people called the Plebeians, and the nobles called the Patricians. The Patricians were the heads of the leading families of Rome. Instead of the king, they elected two consuls. The consuls ruled the state and led the armies, but they h...

Analysis of Neoclassical and Romantic Art Essay Example | Topics and Well Written Essays - 250 words

Analysis of Neoclassical and Romantic Art - Essay Example He mostly worked with historical paintings and portraits. "Portrait of Colonel Guy Johnson" represents the British commissioner of Indian Affairs in the American colony. Next to him is represented a figure with the "peace pipe" in his hand, contrast to the Englishman, holding a gun. In the background we can see a large waterfall, Niagara. In the picture, the figure of the colonel is highlighted, while the aborigine is hidden in the shadow. In this way, the painter contrasts illuminated mind to the civilization located in the darkness of ignorance culture. In general both pictures represent the spirit of â€Å"antiquity†. â€Å""Visions of Antiquity" broadens our understanding of neoclassicism.† (Pagel, D., 1993). The picture of Francisco Goya is definitely a representation of romantic Art. â€Å"In Romantic art, nature—with its uncontrollable power, unpredictability, and potential for cataclysmic extremes—offered an alternative to the ordered world of Enlightenment thought.† (Galitz, K. C., 2000). Comparing two pictures, we can see that they are performed in the same color pattern. The authors mostly use dark background and light items of closing in order to highlight the personalities. In terms of shape, both pictures are presented in two dimensional areas, separating the images of the characters from the surrounding world by the invisible boundaries. Talking about space, the authors used the method of overlap in order to make people on the pictures closer to the viewer. Taking into consideration the art principles, it is necessary to state that the elements of graphic design are expressed in a united and harmonious way. The balance is revealed through the proportional placement of the main elements. The dominance is created by means of the contrasting figures on the first place and the elements behind. Pagel, G. ART REVIEW: A Progressive Definition of Neoclassicism in Visions: LACMAs

Research Proposal Example | Topics and Well Written Essays - 3750 words - 1

Research Proposal Example This sentiment is supported by Van Belle (2000) who argues that political figures within a government structure are pressured to make socially-relevant decisions within the constant presence of the camera, hence media serving as a force to drive political transparency in decision-making and communications. Without media serving as a medium for educating political thought and providing society members with knowledge regarding the behaviors of political representatives, the public would have inferior knowledge about governance activities and political decision-making. In the early 2000s, after the events of September 11, 2001, political ideology in American society changed as a result of media coverage of the George W. Bush political administration and its efforts to curb the spread of terrorism in the United States. In Western nations, such as the United States, the slaughter of civilians is believed, at the social level, to be barbaric and monstrous (Atawneh, 2009). The acting President Bush led a media-driven campaign to publicize his stance on terrorism which emphasized that these terrorist actors were evil and reprehensible, with this discourse influencing American society members to view Middle Easterns as malevolent and immoral (Graham, Keenan & Dowd, 2004). The President, using media as a forum to spread this politically-motivated ideology, utilized the phrase us versus them, where â€Å"us† was representative of peaceful individuals and â€Å"them† as foreign opponents of democratic lifestyle and peace-loving society (Leuda r & Marsland, 2004). Media coverage of Bush’s ideology toward terrorism influenced American society to adopt his political views related to the terror campaign, giving Bush more social clout which ultimately led to society’s political action to elect Bush for a second term. The media, hence, served as the fundamental influence to change political thought of American citizens, with media-covered political rhetoric

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 32

Philosophy - Essay Example As the children learn new concepts, their brain cells form synapses among themselves (Ghaye, 21). Gradually, these connections define the knowledge base of infants. As shown, learning can occur from a very early age regardless of the background or social status. Therefore, such children should also be actively taught by their guardians. Good manners should be among the first things that children get to learn. Such excellent forms of conduct can form cornerstone for the development of character and personality. Language is yet another aspect that can be learned and taught from infancy. Children learn to speak like their parents or guardians. In many instances, children under five years of age show admirable ability to speak the entire language system (Ghaye, 32-35). However, teaching and learning ought to extend beyond the basics of language and articulation. Elementary schools are the first step towards proper teaching and learning. They imbibe children with valuable speaking and writing skills. Each language has certain rules that govern its speakers. Language rules ensure uniformity and consistency. They also facilitate proper understanding and communication between regular speakers. The alphabet forms the fundamental part of language. Subsequent teaching and learning depends on the grasping of all language rules inclusive of the alphabet. Other subjects such as mathematics hinge on the foundation laid by learning and teaching of language. Other languages have modified forms of the alphabet to guide their speakers. For instance, Chinese-speaking persons rely on characters instead of an alphabet (Jadrich and Bruxvoort, 56-59). In addition, other languages focus on phonetic sounds rather than individual letters. Teaching and learning ought to be a gradual and continuous process. This implies that teachers have to be careful not to impart too much information. Learners too need to exercise restraint so as not to attempt to grasp much more than they

Persuasive Power of Neuroimages

Persuasive Power of Neuroimages Neuroimage effect and repeated exposure:  The contextual origin of neuroimage’s persuasive power Bethany Waites Erica Chastain If you were to open up a newspaper, or visit an online news source, there is good chance that you will come across a media coverage story of a scientific research study, and that article will probably contain an image to help facilitate complicated scientific information to the reader (McCabe and Castel, 2008). Many of the popular media articles describing the latest scientific research simplify the findings for the general public, accompany these findings with neuroimages, and more often than not, these findings are oversimplified or misrepresented (Morling, 2012, p.18). In 2008, it was suggested that judgments on the credibility of scientific reasoning behind research conclusions can be positively influenced (or persuaded) by the supplementary presence of neuroimages depicting cognitive processes described in the scientific research presented by media research articles (McCabe and Castel, 2008) – a finding which many have focused on replicating and discovering the for this p ower (Schweitzer et al., 2013; Weisberg et al., 2008; Schweitzer et al., 2013). If the contextual origins of the documented significant power that neuroimages exert on the credibility judgments of the scientific reasoning (henceforth called the Neuroimage Effect or NIE) can be discovered, there would be implications not only in the fields of psychology but across the scientific field in general. The scientific community is dependent on the popular media to correctly facilitate scientific information and findings to the general public, and if there are in fact contexts out of which NIE can arise, it would be imperative for the scientific community to discover and prevent them from occurring in popular media so that scientific information has a better opportunity of being correctly conveyed to the general public. In 2008, McCabe and Castel’s groundbreaking study introduced the idea of NIE after explicitly examining the persuasive power neuroimages had on the perceived credibility of cognitive neuroscience data and argued that the tendency for images to be intuitively interpreted as scientifically credible representations of various cognitive activities may be due to the reductionist nature of humanity. In their tri-experimental study, they: (1) examined whether the presence of the neuroimages led to higher ratings of flawed scientific reasoning in cognitive neuroscience research compared not only to their absence, but also to the presence of another widely-used visual representations of data such as bar graphs and a text-only control group; (2) examined whether brain images affected credibility judgments because they were more visually complex than bar graphs and whether it was this complexity that influenced judgments, and (3) attempted to generalize the findings of the first two expe riments by using a real news article with scientifically sound reasoning to depict material encountered in the real world (McCabe and Castel, 2008). They concluded that the presence of neuroimages had a statistically significant positive influence on judgment ratings of the credibility of scientific reasoning (NIE) than with the presence of bar graphs and text-only groups, and that they may be more persuasive not because of their visual complexity but because they provide tangible physical explanations of cognitive processes appealing to the reductionist nature of humanity. Following the publication of McCabe and Castel’s study, several research studies have attempted to replicate these findings, some with over-exaggerated success (Michael et al., 2013), while others failed to do so overall (Michael et al., 2013; Schweitzer et al., 2013). While a general failure to replicate the original findings of McCabe and Castel’s original study is prominent, these failures were not complete and have produced interesting and surprising results that have prompted the exploration into finding the origin of the marginal persuasive influence of the presence of a neuro-image on the judgments of scientific reasoning (Schweitzer et al., 2013). There are a handful of speculated contextual sources of the persuasive power of neuro-images including: the methodological design of repeated measures (Schweitzer et al., 2013; Weisberg et al., 2008), the quality of the article’s scientific reasoning (Schweitzer et al., 2013; Weisberg et al., 2008), and the pres ence of criticism, which calls into question the validity of the article’s conclusions (McCabe and Castel, 2008; Michael et al., 2013). The first two speculated sources of NIE previously mentioned were examined in the fifth experiment of the Schweitzer et al. (2013) study. The repeated measures effect (RME) is the suggested underlying contextual variable which produces NIE by introducing a comparative opportunity for participants in which they base their judgments of scientific reasoning in subsequent articles on the quality of scientific logic presented in the initial article (Schweitzer et al., 2013, Weisberg et al., 2008). The second mentioned underlying source, the quality of the article’s scientific reasoning, has been argued by Weisberg et al.(2008) to play a role in the influential power of neuroscience information and that the optimal condition for NIE was the use of non-scientific language, a weak argument, and high-impact images (Schweitzer et al., 2013) Schweitzer et al. (2013) designed the fifth experiment to satisfy the optimal conditions presented by Weisberg et al. and others as well as to test RME, and argued its presence would be found in the 2nd block of the experiment, as participants would have been previously exposed to scientific reasoning of the 1st block. They concluded that the study demonstrated a significant NIE in the presence of weak scientific reasoning, but only in the 2nd block after participants were presented with a comparison on which to base their judgments of scientific reasoning credibility, indicating RME as a critical contextual origin. Because there was not a significant NIE in the first block, the authors concluded that faulty arguments were not a critical contextual source. However, it is noteworthy to again mention the fact that McCabe and Castel (2008) used faulty scientific reasoning as a control within their first two experiments which did produce a significant NIE, and coupled with the arguments of Weisberg et al. (2008), it would be unwise to not deem it a potential source of NIE. The final potential source of NIE within the scope of this study is effect that the presence of criticism has on NIE which was introduced by McCabe and Castel (2008) but was iterated upon by Michael et al. in 2013. The original study’s design allowed the researchers to control the participant’s level of reasonable doubt about the credibility of scientific reasoning behind research conclusions by the presence of obviously flawed scientific reasoning within the first 2 articles, and by the presence of criticisms in the last experiment which called into question the validity of the article’s conclusions and counteracted NIE (McCabe and Castel, 2008; Michael et al., 2013). McCabe and Castel (2008) reported that the presence of criticism did not influence the participant’s ratings on the credibility of the article’s conclusions, but upon further investigation of the original data, Michael et al. (2013) discovered that the brain images were more influenti al when critiques were present to question the validity of conclusions – a notable find which counteracted the claims made by the original investigators (Michael et al., 2013). While Michael et al. discovered the discrepancy regarding the role criticism played in NIE and conducted five experiments that included a criticism manipulation, they did not elaborate on the effects of criticisms as they performed a meta-analysis of the original 2008 data and the data from their 10 experiments, to more precisely estimate NIE (Michael et al., 2013). Because this interesting discrepancy was not explicitly investigated, it does pose an intriguing possibility that neuroimages are more influential as they provide evidence against a criticism contradicting the article’s conclusions. The present study attempts to not only examine the persuasive power that neuroimages exert on the perceived credibility of the conclusion’s scientific reasoning (or the Neuroimage Effect; NIE) but also the relationship between NIE and the three potentially critical contextual origins. It is our goal to demonstrate that neuroimages exert a statistically significant positive influence on participant’s ratings of scientific reasoning, and based on prior research, expect to find a significant NIE in each of the three contextual variables. It is also our goal to discover which of those variables produces the most significant NIE, and purpose that NIE is the most influential when participants are presented with a comparative opportunity in which they are able to base their ratings on the credibility of scientific reasoning in subsequent articles on the quality of the reasoning presented in the initial article. References McCabe, D. P., Castel, A. D. (2008). Seeing Is Believing: The Effect of Brain Images on  Judgments of Scientific Reasoning. Cognition, 107(1), 343-352. Michael, R. B., Newman, E. J., Vuorre, M., Cumming, G., Garry, M. (2013). On the  (non)persuasive power of a brain image. Psychonomic Bulletin Review, 20(4), 720-725. doi:10.3758/s13423-013-0391-6 Morling, Beth. Research methods in psychology: evaluating a world of information. New York,  NY: Norton, 2012. Print. Schweitzer, N. J., Baker, D. A., Risko, E. F. (2013). Fooled by the brain: Re-examining the  influence of neuroimages. Cognition, 129(3), 501-511. doi:10.1016/j.cognition.2013.08.009 Weisberg, D., Keil, F. C., Goodstein, J., Rawson, E., Gray, J. R. (2008). The Seductive Allure  of Neuroscience Explanations. Journal Of Cognitive Neuroscience, 20(3), 470-477.

Water In the Middle East: Prospects for Conflict and Cooperation Essay

Reasons and origins of the conflict for water are dating back in the late 40s and the Arab-Israeli conflict. More precisely, the countries involved that represent potential conflict are Israel and Syria, as well as Israel and Palestine. For example, what can be mentioned here are Israeli aspirations to keep tight control over the economically important areas. This is directly linked to the water issues and diverting the water from one to another region. Other Arab countries are strongly opposing such shift as this will increase Israel’s industrial and agricultural capacities and, consequently, will encourage further Jewish immigration to the country. There have been plans to prevent such discourse, but Israeli`s military strikes have prevented these intentions back in 1965−1966 (Kershner, 2013). Even despite the fact that Israel and Jordan have settled their water disputes in the 1994 peace agreement (ibid), the water remains an important source of tension between Israel and Syria and, by default, between Israel and Lebanon. Water disputes are contributing towards failure of the peace talks between Israel and Syria in the 1990s, as well as those between Tel Aviv and the Palestinian Liberation Organization (PLO) (ibid). Many of the water resources in the peninsula have been under Israeli control and some of the construction works of the other countries have been the first significant attempts to challenge the above mentioned status quo. On the other hand, apart for the prospects for conflict, the role of the international community has been from great importance, as it is trying hard to impose a middle ground between the conflicting countries. It is clear that no final agreement is possible until there are agreed-upon borders betw... ...er. The University of Michigan, 1997. 11. Jordan Times, 1 June 1994. 12. Juusola, H. Water Conflicts in the Middle East. December, 2012. 13. Kershner, E. (2013). A Rare Middle East Agreement, on Water. New York Times, Middle East. 14. Middle East International, â„â€" 458, 10 September 1993. 15. Monday Morning. No. 448, September 2002. 16. Muhammad al-Baba Shaaban, Abdallah Khoury et al al-Dzhugrafiya. 1988, Beirut, page 55; US Army Corps of Engineers, Water in the sand: A survey of Middle East water issues. 17. Palace, Z. (2013) â€Å"Business and Water: New Channels for Breaking the Impasse in the Middle East?†. Business and water, panel summaries and transcripts. Forum 2000 18. PBS Online edition: â€Å"A Struggle for Water Resources in Middle East Conflict†. October, 2010. Retrieved from http://www.pbs.org/newshour/extra/video/blog/2010/10/a_struggle_for_water_resources.html