I need help creating a thesis and an outline on The Nature of the Hero. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. The hero’s moodiness inhibits exploration of human behavior. Some heroes are disobedient fellows who committed a wrong in the past. The most vivid example of an evil hero is Hector who is described as “The Hero-slaughtering Hector!” (Homer). The youth of heroes tells against them-it is part of the theme that heroes have been molded into the settled prejudices of the world. Any attempt to allegories of human nature without paying due attention to our sexual responses must appear to be incomplete. It is possible to say that a journey symbolizes important life stages as the process of becoming an ‘adult’ and the new perception of self (in Inferno). A man becomes a hero coming through different stages of moral and physical development.

Some heroes show a social fanaticism rather than actual bravery, for instance, Dante in Inferno. Since this struggle takes place in many literary works, it is possible to say that a portrait of the hero is more psychological than physical. It is again evident that destiny is irresistible and that one hastens his end by the wrong behavior. Moreover, the hero is the fatal man who evidences this sort of behavior since it is he who accelerates the progression of events toward an inevitable end. The heroes are depicted as young men who possess enormous physical strength.

Love is an important part of the hero’s life and journey. Almost all heroes need to win the love of a beautiful woman away from an older man. the older man, who is somehow socially and politically superior to the younger, metes out a dreadful punishment to him. For instance, the Garden of Eden portrays love as an essence of the hero’s life and struggle. Also, love is a driven force that guides the hero. Othello kills Desdemona because of love and jealousy: “She was false as water. Aemil. Thou art rash as fire, to say / That she was false” (Shakespeare). Conversely, an image like cynical, demanding, and arrogant is personal in the bad sense. it is rather showy and individualistic, rather ‘clever’ and affected. images like this, whose validity can’t be verified by readers.

On the other hand, it is possible to refute these arguments because the hero is an instrument of necessity in the social context. As such he may be an executor of fatality who sets into motion a concatenation of events which destroy others, or he may, in turn, be victimized since certain causes in society effect his own end. It is important to note that in the Iliad and Beowulf, the hero’s actions benefit not the hero himself but the society which received him and in which he becomes a brave and courageous man.

Write a 6 pages paper on child development psychology analysis. In attempting to define these, this paper will highlight a few small examples in early childhood and adolescent behavior piecing together the normal and a few examples of abnormal behavior.

Recent research has changed our past assumptions about the capabilities of infants. We know that there is evidence at the birth of complex interactions with the parent or caregiver. (Papalia, 2006) Reaching and grasping, the ability to imitate facial expressions like a parent’s smile, and attachment behaviors such as crying and clinging are all evidenced at birth. The sense of smell, sight, and sound are used in formulating this property and are within normal ranges according to the standard baseline used by most international psychological associations. (Carducci, 2009) Newborns have specific innate preferences for large, shiny objects with lots of contrast, moving objects like mobiles hovering over their heads, curves versus lines, complex versus simple lines, and even show evidence of a preference for facial stimuli. (Papalia, 2006) A neonate’s demonstration of defensive movements if an object looms toward his or her face suggests the ability to perceive a three-dimensional world. (Cole, 2004)

Factors that can influence this development can be varied. The economic and social structures in place for a child’s development can help or hinder these developmental milestones and lead to delayed psycho-motor development, depression, and withdrawal from social interactions. While these can be remedied, they still pose problems in reaching motor skills milestones, cognitive development, and much more. In the famous Harlow experiment where monkeys were used as subjects and later developed psychosis, the stunting of emotional development shows a large negative influence on infant growth and development.&nbsp.

I need help creating a thesis and an outline on Torture in Extreme Emergencies. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. A third viewpoint has arisen recently which combines views of both the groups and debates that torture can in some extreme emergencies be morally justified, however it should not be legalized or institutionalized. As per the definition of torture, it involves some practices like using electric shocks, cutting some body parts, using a hot iron, administrating severe pain, depriving of food, water and sleep for days together or beating. All this includes physically assaulting a person by the torturer by having control over the person. The person who is being tortured is defenseless and also not agreeable to such assault. Apart from these, extreme mental assault can also be considered torture. However, the extent of it and consent of the person being tortured to brand the assault as torture is well arguable. On the other hand, it might be argued that some cases of intentional infliction of extreme mental suffering on non-consenting, defenseless persons are cases of torture, whereas some instances are not. According to an article on Torture by Stanford Encyclopedia of Philosophy published in February, 2006, “In various national and international laws, e.g. Convention against Torture and Other Cruel, Inhuman and Degrading Treatment or Punishment (United Nations 1984 – see Other Internet Resources), a distinction is made between torture and inhumane treatment, albeit torture is a species of inhumane treatment. Such a distinction needs to be made. For one thing, some treatment, e.g. flogging, might be inhumane without being sufficiently extreme to count as torture. For another thing, some inhumane treatment does not involve physical suffering to any great extent and is therefore not torture, properly speaking (albeit, the treatment in question may be as morally bad as, or even morally worse than, torture). Some forms of the infliction of mental suffering are a case in point, as are some forms of morally degrading treatment, for example causing a prisoner to pretend to have sex with an animal.” (Unknown author, Torture, 2006) Though the main reason for torture is to break the victim’s will, the other reasons for torture according to the above-mentioned U.N. Convention list them as to get a confession for a crime, to gather some information. to force a person or a group of people to behave in a way desired by the torturer as well as to punish for the crime.&nbsp. Now the question arises on why torture is considered as wrong. Torture includes two aspects which are morally wrong as it involves administrating acute physical assault which is done intentionally on another person as well as it is administered on a fellow human being involving intentional, substantial curtailment of individual autonomy.&nbsp. Authorities in the field feel that torture is worse than killing. According to Michael Davis,

“Both torture and (premature) death are very great evils but, if one is a greater evil than the other, it is certainly torture” (Davis, Michael, 2005: 165), and David Sussman feels, “Yet while there is a very strong moral presumption against both killing and torturing a human being, it seems that we take the presumption against torture to be even greater than that against homicide” (Sussman, David, 2005: 15).&nbsp.

Your assignment is to prepare and submit a paper on prayers in school does not violate the bill of rights. Having any prayer in school goes against the basis in which our country was formed. America came into being because colonists wanted religious freedom. Our founding fathers carefully wrote the constitution to grant the freedom of separation of church and state. A prayer created and supported by a government violates the very essence of the spirit in which the US was formed.

It was not until 1962, in the case of Engel v. Vitale, that the Supreme Court ruled that the voluntary prayer used to begin the day in New York public schools was unconstitutional. [Paul D. Kauper, 1963] The prayer, created by the New York Board of Regents, read, “Almighty God, we acknowledge our dependence on Thee, and we beg Thy blessings upon us, our parents, our teachers, and our country.”[Geoffrey R. Stone, 1983] The decision to ban school-sponsored prayer was “so unpopular that many school districts simply have disregarded it.”[Greenawalt] In fact, a 1980 American National Election Study found that 72.1% of Americans believe that schools should be allowed to start each day with a prayer.[Kirk W. Ellefson and C. Kirk Hadaway]

Since the banning of organized prayer in public schools in 1962, the nation has been in steady moral decline. Divorce rates, teen pregnancy, violent crime, and drug use have all increased. Many school prayer supporters believe there is a direct correlation between the removal of prayer from public schools and the decline of morality. Religious conservatives are convinced that religious influence in the schools is necessary to teach students morals and values.

Through their rulings, the court has also defined some times and conditions under which public school students may pray, or otherwise practice religion at any time before, during or after the school-day, as long as your prayers do not interfere with other students. In meetings of organized prayer or worship groups, either informally or as a formal school organization. Before eating a meal at school — as long as the prayer does not disturb other students. In some states, student-led prayers or invocations are still delivered at graduations due to lower court rulings. [Geoffrey R Stone] However, the Supreme Court’s ruling of June 19, 2000, may bring this practice to an end. Some states provide for a daily “moment of silence” to be observed as long as students are not encouraged to “pray” during the silent period.

As society goes we have things we would be better suited to addressing than whether or not kids get to go to a crusade. Kids seem to have a better handle on it than we adults. If your kid gets out of school two hours to hear a nondenominational sermon why are you concerned There are far worse things for your kid to get out of school for. If your religion does not believe in a God then your kid should be firmly grounded in your faith that he cannot be swayed by listening to this. [Riley M. Sinder & John K. Lopker]

Prayers in public schools should be allowed as it may inculcate the belief that God exists. In today’s world, many are turning out to be an infidel.

I will pay for the following article Observation of a biligual child. The work is to be 8 pages with three to five sources, with in-text citations and a reference page. The class that I am observing is a key stage one classroom which is a year one class and the children are aged between five and six. The classroom environment is filled with exciting displays and a separate display for language of the month which is currently Urdi. According to Baker (2006) the school setting is vital in developing the first language of any bilingual pupil. The children are split into different grouping according to their abilities. Flowers is the theme of this classroom daffodils, tulips, lilies and poppies this is their abilities settings for numeracy reading and literacy there is a BTA ( Bilingual teaching assistant) in class as well she will work with the EAL children ( English as an additional language) regardless of their abilities.

Research (Cummins 1981, Collier and Thomas 1989) show that, it takes as long as seven years for EAL pupils to acquire a level of English proficiency compared to their monolingual peers. Teachers cannot wait till EAL pupils to develop high levels of English language ability before embarking on the demands of the national curriculum but must enable pupils to participate in curriculum context learning while they are simultaneously learning English (Gravelle, 2000) children’s use of language in school differs from the language used outside of school. In addition, different academic subjects’ areas have specific genres or registers. An important aspect of an inclusive curriculum is that the mainstream class teacher and the EAL/EMAG specialist should work together. to ensure that academic context is linked to language objectives and that language objectives are compatible with academic context.

The lesson that I was observing was a literacy lesson and the teacher firstly went over the class rules which took approximately ten minutes then we started our literacy lesson the Bilingual Teaching Assistant (BTA) sat with the four EAL focus children on one table when there is a BTA in a classroom she always sits with the EAL children regardless of their abilities. The children in the group where Somalia and Tamil speakers (Some of them came from war torn countries and have seen a lot of war and poverty). The literacy lesson was to understand the features of a non- chronological report, such as an introduction impersonal language and present tense. The teacher asked the children what the features where of a non chronological report a Somalian child put his hand up and said “not in order” although his answer was partly correct when the teacher asked him to explain what he meant he was not able to answer even with the BTA help the teacher did not take into account of his English knowledge may not be enough to explain his thoughts further. The BTA was able to explain clearly in his home language as well as use a white board to record their thoughts and draw a diagram as a visual aid the BTA praised all the children relevantly.

Moreover as the focus children in group two were Somalia speakers the BTA was able to explain clearly in their home language as well as used a white board to record their thoughts and also used a sheet containing a diagram of visual aid.