...Ivan IV, also known as Ivan the Terrible, didn't get his nickname "the Terrible" right after he was born. Since there were no evidence of his papers, notes, or correspondence, it was hard for researchers to know the true facts about him. The only evidence that researchers were able to figure about him was that he was a sensitive, intelligent boy with a remarkably quick and intuitive mind. He realized that he should be aware of all the people around him and how precious his position is. He was judged at the times. In order to understand how Ivan was a bad person but a good leader, one must know the fact that he was still a good leader even though people neglected him for his actions. First of all, Ivan was the first Russian sovereign to be crowned...
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...introduction of Ivan IV. Ivan IV, also known as Ivan the Terrible, was known as one of the most violent and aggressive tsars Russia ever had. His grandfather, Ivan the Great, was the first to expand Russia as well as regain the control surrounding provinces had other Russia. His father and grandfather had created a great foundation for what would later be known as the empire of Russia. Ivan, however, had a reign that consisted of many highs and lows for the people and government of Russia. The laws, acts, and wars created by Ivan the Terrible greatly increased servitude in the people of Russia. The beginning of Ivan’s life involved multiple deaths that helped to pave his future as tsar. Ivan was...
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...Ivan the Terrible Ivan IV Vasilyevich or more commonly known as Ivan the Terrible ruled Russia with an Iron Fist during the times of 1547 to 1584. This horrific leader of Russia was prone to mental illness and autocratic control. The other side of the coin with Ivan the Terrible was a wise poet and a devout Christian. This essay will explore a deeper understanding of what made Ivan the Terrible such a controversial figure in world history. First, Ivan The Terrible was the grand prince of Moscow , and later was the Tsar of all the Russias.He transformed Russia from a medieval state into an empire, though at immense cost to its people and its broader long term economy. He was born August 25 1530 and died March 28 1584 at the age of 53. Ivan...
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...Ivan IV, more commonly known as Ivan the Terrible was born into the Vasilyevich family during their Rurik Dynasty. His father, Vasili III, and mother, Elena Glinskaya, both died before Ivan reached the age of 8. After his fathers death, Ivan took to the throne on 12/13/1533 at a baffling 3 years of age, with the title of Grand Prince of Moscow. At age 16 on 1/26/1547, Ivan became the Tsar of all Russian fulfilling his dream of absolute power. The kingdom of Russia at the time spanned east from the Kingdom of Poland all the way to the land of the Kazakhs. The events that took place early in Ivan's life led to him becoming one of the most powerful of all Russia's rulers past and present. One of the first demonstrations of absolutism seen in Ivan took place when he was only 15. The boyars, knowing that they had to remove Ivan from the throne abused Ivan from a young age while constantly struggling for power in Russia. After finally deciding enough was enough, Ivan called a meeting with the boyars and publicly denounced them. He then took their leader, Prince Andrew Shuiksy, and had him thrown into a pack of bloodthirsty hunting dogs. Realizing that they had lost their relatively short battle for the throne, the boyars fell out of power and Ivan was crowned Tsar of all Russia....
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...Umajesty Allah 6/26/15 PSY 104 Child and Adolescent Development (Instructor: Suzanne Little) Week 5 Final Paper Name of center: Making a Difference! Human development covers a large selection of human behaviors that have been studied since the beginning of psychology in order to understand the full potential of humans and the way that they think, learn, and behave. Sigmund Freud has been predominantly influential in the study of human development and is the father of psychodynamics and the first to study human development and the inner working of the mind and since then child development has become a crucial aspect in virtually every field of psychology due to several influencing factors on childhood growth and experience (DeVitis, 2011). The stage theories are significant tools in understanding the psychology of human development. Each theorist offers logically uncomplicated justifications of human behavior. However, unanswered questions still arise as to how accurate a theory based on characterizing human behavior in general can be when applied to one particular individual. This paper will discuss and compare the evolutionary/Sociobiological, learning, and psychoanalytical theories and their similarities and differences in the overall development of the child (Savania, & all). Sigmund Freud who is often the most well-known person in the field...
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... Final Paper Name of center: Making a Difference! Human development covers a large selection of human behaviors that have been studied since the beginning of psychology in order to understand the full potential of humans and the way that they think, learn, and behave. Sigmund Freud has been predominantly influential in the study of human development and is the father of psychodynamics and the first to study human development and the inner working of the mind and since then child development has become a crucial aspect in virtually every field of psychology due to several influencing factors on childhood growth and experience (DeVitis, 2011). The stage theories are significant tools in understanding the psychology of human development. Each theorist offers logically uncomplicated justifications of human behavior. However, unanswered questions still arise as to how accurate a theory based on characterizing human behavior in general can be when applied to one particular individual. This paper will discuss and compare the evolutionary/Sociobiological, learning, and psychoanalytical theories and their similarities and differences in the overall development of the child (Savania, & all). Sigmund Freud who is often the most well-known person in the field of Psychology introduced the psychoanalytical theory. Freud believed that our subconscious and ego controlled much of our behavior. The learning theory, that was introduced, by Ivan Pavlov...
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...Disorders: Causes, Effects and Treatments In today’s society, people seem to have a lot of problems that are classified as mental disorders. These disorders include: depression, schizophrenia, bipolar, and even seasonal affective disorder (SAD). The immediate stigma that is placed on most if not all mood disorders is that they are sicknesses. In the case of depression, this is not to confuse depression, a normal emotion with biological depression, an illness. Further along this line of irrational thought is the belief that they are not treatable and the person affected is in some way, shape or form disconnected from civilization as we know it. In this research paper, we will attempt to destroy these unfair stereotypes on this subject, attempt to rationalize the behaviors, and shed light on treatments for the various disorders. The research gathered will attempt to understand and answer these questions: 1. What are mood disorders and their symptoms? 2. What are the causes? 3. How can the stigma of mood disorders be removed? 4. What forms of treatment are the most successful? What Are Mood Disorders And Their Symptoms? In order to get a good idea of what causes mood disorders, we first must attempt to categorize what various classes of disorders there are. Our text, Psychology: A Journey (2008 p. 500), defined mood disorders as major disturbances in mood or emotion, such as depression...
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...PETER SINGER ETHICS AND INTUITIONS (Received 25 January 2005; accepted 26 January 2005) ABSTRACT. For millennia, philosophers have speculated about the origins of ethics. Recent research in evolutionary psychology and the neurosciences has shed light on that question. But this research also has normative significance. A standard way of arguing against a normative ethical theory is to show that in some circumstances the theory leads to judgments that are contrary to our common moral intuitions. If, however, these moral intuitions are the biological residue of our evolutionary history, it is not clear why we should regard them as having any normative force. Research in the neurosciences should therefore lead us to reconsider the role of intuitions in normative ethics. KEY WORDS: brain imaging, David Hume, ethics, evolutionary psychology, Henry Sidgwick, Immanuel Kant, intuitions, James Rachels, John Rawls, Jonathan Haidt, Joshua D. Greene, neuroscience, trolley problem, utilitarianism 1. INTRODUCTION In one of his many fine essays, Jim Rachels criticized philosophers who ‘‘shoot from the hip.’’ As he put it: The telephone rings, and a reporter rattles off a few ‘‘facts’’ about something somebody is supposed to have done. Ethical issues are involved – something alarming is said to have taken place – and so the ‘‘ethicist’’ is asked for a comment to be included in the next day’s story, which may be the first report the public will have seen about the events...
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...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the...
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...No one should ever work. Work is the source of nearly all the misery in the world. Almost any evil you’d care to name comes from working or from living in a world designed for work. In order to stop suffering, we have to stop working. That doesn’t mean we have to stop doing things. It does mean creating a new way of life based on play; in other words, a ludic conviviality, commensality, and maybe even art. There is more to play than child’s play, as worthy as that is. I call for a collective adventure in generalized joy and freely interdependent exuberance. Play isn’t passive. Doubtless we all need a lot more time for sheer sloth and slack than we ever enjoy now, regardless of income or occupation, but once recovered from employment-induced exhaustion nearly all of us want to act. Oblomovism and Stakhanovism are two sides of the same debased coin. The ludic life is totally incompatible with existing reality. So much the worse for “reality,” the gravity hole that sucks the vitality from the little in life that still distinguishes it from mere survival. Curiously—or maybe not—all the old ideologies are conservative because they believe in work. Some of them, like Marxism and most brands of anarchism, believe in work all the more fiercely because they believe in so little else. Liberals say we should end employment discrimination. I say we should end employment. Conservatives support right-towork laws. Following Karl Marx’s wayward son-in-law Paul Lafargue I support the right to...
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...CALIFORNIA POLYTECHNIC STATE UNIVERSITY Winter, 2010 © 2010 Hillary Sheehan Delinquency 2 TABLE OF CONTENTS Chapter Page Research Proposal…………………………………………………………………………3 Annotated Bibliography…………………………………………………………………...5 Outline……………………………………………………………………………………10 Abstract…………………………………………………………………………………..14 Introduction………………………………………………………………………………15 The “Broken Home”: Truth or Trend……………………………………………15 Statistics on Single-Parent Families and Juvenile Delinquency…………………21 Case Study……………………………………………………………………….23 Theories…………………………………………………………………………..27 Criticisms………………………………………………………………………...32 Conclusion……………………………………………………………………….34 Bibliography……………………………………………………………………………..36 Delinquency 3 Research Proposal The goal of this research paper is to explore the topic of juvenile delinquency and to analyze the cause of such behavior. The topic of most interest is how the family structure plays a role in delinquent behavior and what can be said about the so called broken home. There is a lot of research in criminal justice that tries to explore the reasons behind people’s behavior and this paper is intending to address youth who have been involved in the system. By exploring this topic I hope to get a better understanding of juvenile delinquency facts and trends as well as see what issues play a role in this behavior. There is a lot of research required to narrow my topic so that I can focus in on a point of interest. By looking at the history of juvenile delinquency and...
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...MINISTRY OF EDUCATION, SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV THE FACULTY OF FOREIGN LANGUAGES LINGUISTIC MEANS OF POTRAYING MAIN CHARACTERS IN “THE CANTERBURY TALES” BY GEOFFREY CHAUCER COURSE PAPER PRESENTED BY LILIA YAREMA a fourth year student of the English department SUPERVISED BY SPODARYK O. V. an assistant professor of the English department LVIV 2012 TABLE OF CONTENTS INTRODUCTION…………………………………………………………… 3-4 CHAPTER I. THEORETICAL ISSUES IN LINGUISTIC ANALYSIS…… 5-16 1.1 Linguistic analysis……………………………………………… 5-8 1.2 Discourse and Text analyses….…………….………………….. 9-11 1.3 Stylistic analysis ………………………………………………… 12-16 CHAPTER II. LINGUISTIC ANALYSIS OF CHAUCER’S CHARACTERS 17-28 2.1 “The Wife of Bath’s Tale” ……………………………………… 18-22 2.2 “The Pardoner’s Tale” ………………………………………….. 23-28 CONCLUSION………………………………………………………………. 29-30 REFERENCES...… ………………………………………………………….. 31-32 INTRODUCTION The theme of the course paper is “Linguistic means of portraying main characters in “The Canterbury tales” by Geoffrey Chaucer”. This paper intends to make an analysis of the language in the collection of stories “The Canterbury Tales”, written by Geoffrey Chaucer at the end of 14th century. We will analyze the language used to describe characters. It was based on the idea that every choice made by the author of a sentence is meaningful. Therefore, once we understand the choices...
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...Comics as Archives: MetaMetaMaus Hillary Chute | University of Chicago Abstract: In the view of some critics, the form of comics is a locus of the archival, a place where we can identify an archival turn. Art Spiegelman’s Maus first and perhaps most forcefully established the connection between archives and comics. His groundbreaking work documenting his father’s experience in WWII Poland, where he survived internment in Auschwitz, is a visual narrative based on oral testimony that consistently heightens our awareness of visual, written, and oral archives, and where they interact, overlap, or get transposed one into the other. Hillary Chute recounts and interprets her collaboration with Spiegelman in the process of assembling MetaMaus, a book compiling interviews and archival materials on the making of Maus. MetaMaus, argues Chute, reflects the tension between different kinds of extant archives—oral, written, photographic—and the cross-discursive work of (re)building new archives that motivates Maus. Its defining feature is that it shows the materiality of Spiegelman’s archive; it is about the embodiment of archives. The subject of Maus is the retrieval of memory and ultimately, the creation of memory…. It’s about choices being made, of finding what one can tell, and what one can reveal, and what one can reveal beyond what one knows one is revealing. Those are the things that give real tensile strength to the work—putting the dead into little boxes. – Art Spiegelman (MetaMaus...
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...Unit 1 Discussion Board Applying Learning Theories EDU622-1304C-02 Regina Dzwonar Most records acknowledged formal education as existing as least as far back as ancient Greece. The big three names universally known are Socrates, Plato and Aristotle. Education at this time was concerned mainly with reason, logic and philosophy. Socrates, Plato and Aristotle differed in preferences of extremes. Socrates is infamous for pushing limits while Aristotle preached balance. Many historians consider Plato the most sophisticated of the three; Socrates taught on the streets of Athens. Sources, such as the American Psychological Association, credit Plato, with founding the first formal institution of education, “After returning to Athens, Plato set up his own school, which was called the Academy. Philosophy and other subjects were taught there, and the Academy continued to produce scholars for many centuries after Plato died.” (Downey, 2006, para. 6). Aristotle, according to legend, was the teacher of Alexander the Great. The most notable theory from this time the Socratic Method, which consists of posing probing questions to students rather than espousing a hierarchy of knowledge. Brief History of its Founding Modern theories such as behaviorism, founded in the early twentieth century, are associated with theorists including Watson, Skinner, Pavlov and Thorndike. Watson known as the father of behaviorism proposed an alternative to the views of Wilhelm Wundt the founder of...
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...professional experience. It is presented in good faith. Although the authors and the publisher have made every reasonable effort to make the information presented accurate and authoritative, they do not warrant, and assume no liability for, its accuracy or completeness or fitness for any specific purpose. The information is intended primarily as a learning and teaching aid, and not as a final source of information for the design of building systems by design professionals. It is the responsibility of users to apply their professional knowledge in the application of the information presented in this book, and to consult original sources for current and detailed information as needed, for actual design situations. This book is printed on acid-free paper. Copyright © 2006 by John Wiley and Sons. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance...
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