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Maslow ¡Ã‚ ¯s hierarchy of needs theory Abraham Maslow is known for establishing the theory of a hierarchy of needs, writing that human beings are motivated by unsatisfied needs, and that certain lower needs need to be satisfied before higher needs can be satisfied. According to Maslow, there are general types of needs (physiological, safety, love, and esteem) that must be satisfied before a person can act unselfishly. He called these needs "deficiency needs." As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self-actualization. Satisfying needs is healthy, blocking gratification makes us sick or evil. In other words, we are all "needs junkies" with cravings that must be satisfied and should be satisfied. Else, we become sick. A figure of Maslow ¡Ã‚ ¯s hirerarchy of needs model has shown as follows: Æ’8 ¡5 Physiological Needs Physiological needs are the very basic needs such as air, water, food, sleep, sex, etc. When these are not satisfied we may feel sickness, irritation, pain, discomfort, etc. These feelings motivate us to alleviate them as soon as possible to establish homeostasis. Once they are alleviated, we may think about other things. Æ’8 ¡5 Safety Needs Safety needs have to do with establishing stability and consistency in a chaotic world. These needs are mostly psychological in nature. We need the security of a home and family. However, if a family is dysfunction, i.e., an abusive husband, the wife cannot move to the next level because she is constantly concerned for her safety. Love and belongingness have to wait until she is no longer cringing in fear. Many in our society cry out for law and order because they do not feel safe enough to go for a walk in their neighborhood. Many people, particularly those in the inner cities, unfortunately, are stuck at this level. In addition, safety needs sometimes motivate people to be religious. Religions comfort us with the promise of a safe secure place after we die and leave the insecurity of this world. Æ’8 ¡5 Love Needs Love and belongingness are next on the ladder. Humans have a desire to belong to groups: clubs, work groups, religious groups, family, gangs, etc. We need to feel loved (non-sexual) by others, to be accepted by others. Performers appreciate applause. We need to be needed. Beer commercials, in addition to playing on sex, also often show how beer makes for camaraderie. When was the last time you saw a beer commercial with someone drinking beer alone?

Discussion of the Dispossession of Lolita’s sexuality in Vladimir Nabokov’s Lolita

In the novel Lolita, the concept of sexuality is greatly emphasized by the author. It is apparent in the character of Lolita and Humber that one is in control over the other. Humbert possesses greater power over Lolita to make all her needs possible.On the other hand Lolita uses sex as her way of gaining things that she desires. There is a big complex relationship between the tow since Lolita is in dispossession of her sexuality and Humbert is in possession of it.The sexual relationship of the two main characters can be considered unnatural because Lolita is only on her 12 years. But since Lolita is in dispossession of her sexuality she agreed to the consummation of their relationship although giving the consent to sexual relations with an old man is really no consent.She can by no means what so ever be held accountable for, or be said to legitimately consent to, the sexual relationship between the two.   The question of power and control between the two main characters in Vladimir Nabokov’s Lolita is crucially linked to the fundamental weakness and vulnerability of both the erotically obsessed Humbert Humbert and the childish object of his obsession, Lolita herself.The first instance of Humbert’s attempting to bribe and pacify Lolita with material offerings occurs at the point in the narrative where she first learns of her mother’s death.   This is also the point, following their first full-fledged sexual encounter, where Lolita initiates the practice of sardonic reference to the immorality and illegality of their relationship.   She has actually suffered internal injury from their intercourse and does not yet seem to have a manipulative purpose for verbally goading her stepfather/lover.â€Å"You chump,† she said, sweetly smiling at me.   â€Å"You revolting creature.   I was a daisy-fresh girl, and look what you’ve done to me.   I ought to call the police and tell them you raped me.   Oh, you dirty, dirty old man.† (Nabokov 141)Humbert then informs her of Charlotte Haze’s death.   Lolita’s grief and indignation are announced by the fact that in their next lodging they take separate rooms.   Humbert has already cited a list of purchases he has made in hopes of mollifying her—everything from a box of candy to a travel clock to a new wardrobe of summer dresses.   But it is her complete childish dependency and vulnerability that bring her to him.â€Å"At the motel we had separate rooms, but in the middle of the night she came sobbing into mine, and we made it up very gently.   You see, she had absolutely nowhere else to go† (Nabokov 142)Lolita â€Å"works† hard in order to get her allowance. It is atypical for her to do a work like that at her age because it means that she needs to have sex with him to get everything that she needs and wants.   Humber will ask Lolita to perform sexual favors for him so that he can give him allowance in retur n.This is one of the visible proofs that he is in control over her sexuality. The control is not only based on a psychological level but also on a physical level. Everything that she needs, from a simple candy or cartoon magazine and a visit to a movie house will not be easily granted if she will not perform any sexual encounter with Humbert. Although there are several times that she gains fulfillment by getting her desires, she is still in no control of the situation or her sexuality.â€Å"Her weekly allowance, paid to her under condition she fulfill her basic obligations, was twenty-one cents at the start of the Beardsley era-and went up to one dollar five before its end.This was more than generous arrangement seeing she constantly received from me all kinds of small presents and had for the asking any sweetmeat or movie under the moon-although, of course, I might fondly demand an additional kiss, or even a whole collection of assorted caresses, when I knew she coveted very badly some item of juvenile amusement† (Nabokov 183-184).Lolita becomes, in effect—and as a result of forces brought relentlessly to bear on her essentially vital and resilient nature, she is a live-in prostitute of the most venal nature. â€Å"O Reader!   Laugh not, as you imagine me, on the very wrack of joy noisily emitting dimes and quarters, and great big silver dollars like some sonorous, jingly and wholly demented machine vomiting riches; and in the margin of that leaping epilepsy she would firmly clutch a handful of coins in her little fist† (Nabokov 184).That understated â€Å"little fist† line is the moral center of this passage.   Lolita is still a child.   Whatever her learned capacity for degenerate bargaining, what she loses—and what she knows she is losing—by her required performance of sexually â€Å"paradisal philters† is the carefree childhood to which she is entitled by the developmental norms of her society.Even in school. Lolita experiences great trouble connecting with the boys in the way her teachers feel she should. She displays behavior that is really differently from the other girls. This also strengthens the fact of the argument that Humbert is in possession of her sexuality, and she cannot do anything about it.   â€Å"Dolly Haze, she said is a lovely child but, the onset of sexual maturing seems to give her trouble† (Nabokov 193).  Humbert deprives Lolita of every possibility of salutary contact with males her own age.   In fact he deprives her of performing any and all activities that will drive her away from his desires for addictive gratification.   Part of this is his fear that Lolita will tell other people the kind of life thay have whenever they are together.Participation in school theatricals becomes a particular source of tension for Humbert.   This issue is resolved, in typical fashion, by an unusually exciting favor.   During a visit to her school, Humber t comes to a classroom where Dolly is quietly studying in the company of another girl. â€Å"I sat beside Dolly†¦and unbuttoned my overcoat and for sixty-five cents plus the permission to participate in the school play, had Dolly put her inky, chalky, red-knuckled hand under the desk† (Nabokov 198).

What did the people of the Upper Paleolithic period eat and how did they obtain this food?

Throughout Africa, the Middle West, Asia, the Americas, and Australia, complicated and elaborate technologies and other cultural decorative artifacts are found in abundance (Scupin, 2008). This is known as the Upper Paleolithic period, which dated between 40,000 and 10,000 years ago. This was the earliest era of human development and transformation of the entire human species from apelike to true Homo sapiens. During this period, the development of specialized tools, weapons, engraving, sculptures, and cave painting were formed.This evolution was the longest and it spread over three consecutive periods. The key development that came out of this period, were the creation of tools and weapons, which were made of stone, wood and bone. Upper Paleolithic hunter-gatherers lived in areas that was rich of resources and consumed a significant amount of meat. Today’s technology reveals that early modern Homo sapiens were clever and excellent hunters. Not only did they make tools, but th ey developed weapons with long, narrow blades (known as harpoons) used for hunting. They became great spear throwers with good accuracy.The weapons helped the Upper Paleolithic protect themselves as well as help from any harm during their hunting trips. Vast amount of animal bones, both large and small, were found at the bottom of high cliffs. This indicated that hunters not only used their weapon to kill, but use their weapons as aid by stampeding the animals off the cliffs. This would allow other hunters to wait and butcher the dead animals at the bottom of the cliff. Upper Paleolithic people also gathered fish, shellfish, leafy vegetables, fruit, insects, and plants to supplement their food resources.Plants were probably used for both nutritional and medicinal purposes (Scupin, 2008). Having other resources, other than hunting, enable Paleolithic foragers to have enough food without expanding excessive amount of energy. In conclusion, the Upper Paleolithic was characterized by hi gher intake of meat and lower intake of other resources. They developed their own tools and weapons, made of stone, wood and bone, which made them excellent hunters. They obtain their food through their use of weapons and strategic planning and took advantage of the area resources.

Guide How to Write an Informative Essay All You Need to Know

Guide How to Write an Informative Essay All You Need to Know What Is an Informative Essay? The main goal of any informative essay is to inform its audience about a specific topic on a particular object, phenomenon, or person. The goal of the essay is to explore the topic in details to ensure that the audience gains a full understanding of the topic. It is assumed that the reader of the informative essay has little to no understanding of the essay topic. For this reason, informative essays are mostly written at a high school and college level to ensure that the essay is not overwhelmed with difficult terminology that is difficult to understand for an entry-level reader. However, professional language can indeed be used in an informative essay as long as its use is appropriate. The condition for using professional language in an informative essay is to provide exact explanations to all terms that are being used. Choosing a Topic for an Informative Essay As a rule, topics of an informative essay are of an average difficulty because such essays are rarely completed on an academic level above college. It is possible to select an informative topic within the competency of a student that would engage the audience and present them with new valuable information. Some of the appropriate examples of an informative essay topics include: Contemporary Racism in the United States; An Introduction to the South Indian Cuisine; The Relevance of the Zero Waste Movement; Main Components of a Balanced Diet; Benefits and Risks of Consuming Marijuana; Practical Tips for Starting the First Business; Health Consequences of a Sedentary Lifestyle; Career Trends of the 2020s; The Peculiarities of the Electoral College System and Possible Solutions; Alternative Approaches to Learning. Pre-Writing Tips from Our Expert Writers Selecting a topic is the most important step of the prewriting process unless the topic is already provided by the instructor. The process of an informative essay topic selection is specific in more than one way. First of all, a successful informative essay can never be focused on a broad, non-specific topic. What is more, a topic of an informative essay cannot be too narrow since the writer is likely to face challenges related to the limitations of available information that can be presented to a reader. All in all, a topic of a medium scope is the best choice for an informative essay as it allows the author to have enough maneuver in presenting the information. At the same time, choosing a medium-scope topic limits the author to the right extent for an essay to remain logical, focused, and understandable by the audience. When choosing a topic for an informative essay, one should avoid selecting the topics he or she has little to no interest in. Whereas this rule is true for many forms of essays, it is especially relevant in case of writing informative essays since choosing a topic that does not appeal to the writer will likely result in poorly written paper. The context of ones class is also important in the process of selecting a topic for an informative essay. The best decision is to choose the topic that is may be useful for ones colleagues because an informative essay should also be practical and allow people to learn something new. Unlike in argumentative essays, where it is not recommended to choose a topic one is passionate about due to the possibility of bias, one may choose a topic for an informative essay of his or her interest. Such a choice is likely to keep the audience engaged; moreover, the writer is likely to explore the topic from different angles and present it to the audience in an approachable manner if he or she is interested in the topic. There is a need to stay focused on target audience of the essay. For instance, if an essay is a regular assignment that is presented to an instructor only, it should be primarily aimed at him or her. What is more, it is important to not overestimate one’s knowledge about the chosen topic. Even if the writer considers himself or herself an expert in the chosen field, there is a need to prepare oneself and conduct in-depth research before starting to write. Though the writing styles of the students are different, and some can come up with a perfect structure of an essay in the process of writing, it is in student’s best interest to create a thesis statement and imagine the basic structure of all claims before writing. What is more, it is necessary to find the sources that would serve as an evidence base for the claims. If one is familiar with the topic of an informative essay before starting, it is useful to write down basic facts that would serve as a skeleton of the arguments. However, double-check the facts in the process of finding the relevant sources to make sure that they are true. If you are assigned to write an informative essay on the topic you have no prior knowledge, it is necessary to spend some time on research to ensure at least a basic understanding before starting forming the arguments and finding the evidence. Structure of an Informative Essay The structure of an informative essay reflects a typical structure of an academic essay. According to it, the essay should contain an introduction, a minimum of three body paragraphs, and a conclusion. The number of paragraphs depends on the specifications provided by the instructor, as well as on the specifications of the chosen topic. If the topic of an essay is complicate, it makes sense to include more body paragraphs to reflect all aspects. Outline An informative essay begins with an introduction that should keep the audience focused on the topic of the essay. The introduction should be appealing to make the audience interested in reading the paper. Introduction of an informative essay should not be too general as it is expected to reveal the background context that the reader should be aware of in order to understand the topic of an essay. An introduction of an informative essay is followed by a clear and concise thesis statement. A thesis statement has some characteristics that differentiate it from a usual thesis statement in an argumentative essay of different kinds. Whereas argumentative essays create a thesis statement in the form of an argument, a thesis statement in an informative essay should be focused on stressing out the need for researching the topic of an essay. It should not reflect author’s personal opinion on the topic of the paper. On the contrary, it should present the topic in an unbiased manner. Apart from being clear and concise, a thesis statement of an informative essay should be relatively easy for understanding. The body paragraphs of an informative essay should follow a clear structure. The most important thing for the body paragraphs it to be logically concise and informative. Each of the body paragraphs should start with a topic sentence to give a reader a clear understanding of what is about to follow. From a stylistic perspective, it is important to have a smooth transition between the paragraphs, with all of the paragraphs related to the thesis statement. Each of the paragraphs should include the main point and details that are used to support the given point. It is better to structure the main idea of each paragraph on just one fact, and not to overcrowd the paragraph with the abundance of the main points. The key idea of the paragraph should reflect the part of the thesis that is being proven in a particular paragraph. Supporting details are based on the outside evidence that is used to support the statement. Supporting evidence can be found in books, peer-reviewed articles, and other relevant sources. Finding correct evidence is extremely important as an essay is merely an opinion piece without them. Finally, each paragraph should successfully connect a thesis statement to a claim made in a paragraph. The explanation should be based on the point and supporting evidence. At times, there is a need to present extra evidence to prove the connection between the claim and the thesis statement. However, the points and evidence already presented are usually enough to make a connection. Each paragraph usually ends with a synopsis of the presented information. A final part of an informative essay is its conclusion. A conclusion of an informative essay provides a concise summary of the main essay topic. A conclusion of an informative essay does not merely restate its thesis statement, but also offers additional insights into the theme of the essay that might have been left out in the first place. The essay ends with a concluding statement that explains the overall value of the provided explanations. Post-Writing Tips After a draft of an informative essay is finished, there is a need to check the draft for vocabulary, grammar, coherence, and consistency. The language of an essay should be edited to communicate the topic of an essay more clearly. Correct grammar, including punctuation and spelling, is important in an informative essay just like it is in any other essay. What is more, correct grammar adds legitimacy to the authors claims from the perspective of a reader. However, logical consistency is the most important component of an informative essay because the paper achieves its purpose of informing the reader about the topic through smooth transitions and the right flow of a logical argument. When in doubt, it is possible to ask ones peers to give an unbiased review of the essay in order to potentially make some changes according to the feedback. Reviews both from those with the knowledge of the topic and without such knowledge might be equally useful. The former can review the quality of the essays content, whereas the latter can inform the author whether the ideas are well explained. Finally, there is a need to self-check the essay for coherency. The questions for self-check can include: Did I share all of the relevant information that I discovered in the process of preparing the essay with the audience? Does the thesis of an essay reflect the goal of an essay? Is the thesis of the essay clear? Are the transitions between the paragraph smooth? Does each paragraph have a concise main claim that is backed up by supporting evidence? Is the quality of the supporting claims high? Does the paper achieve its goal of informing the audience about its topic? The list of questions is approximate, and the questions can be more specific depending on the topic of an essay. At this point, the essay could be checked for the context-based mistakes that quite often appear in the informative essays. One of such mistakes is the repetition when two identical statements that are somehow paraphrased are used as the main points in two different paragraphs. Another common mistake to look for is the overflooding of the paragraph with a piece of extra information that is not quite relevant to the point of the essay. Finally, inconsistency could be a major problem if the connection between the main points and the supporting information is lost. In conclusion, the draft of an informative essay should be transformed into a final version of an essay as soon as all changes are made. A final look at the paper allows to track down the minor mistakes that were not visible before. Having confidence in ones essay is an important component of an informative essay that signals of the essays high quality. References How to Write an Informative Essay. (2019). Retrieved from https://www.wikihow.com/Write-an-Informative-Essay Examples of Informative Essays. (2019). Retrieved from https://examples.yourdictionary.com/examples-of-informative-essays.html Steps How to Write an Informative Essay: Guides A Research Guide. (2019). Retrieved from https://www.aresearchguide.com/write-informative-essay.html What is an informative essay, and how do I write one? | eNotes. (2019). Retrieved from https://www.enotes.com/homework-help/what-an-informative-essay-how-do-you-write-one-361998

Chronology of Ancient Mesopotamian Kings of Sumeria

Chronology of Ancient Mesopotamian Kings of Sumeria Mesopotamia, the Land Between Two Rivers, was located in present-day Iraq and Syria  and was home to one of the most ancient civilizations: the Sumerians. Between the Tigris and Euphrates rivers, Sumerian cities such as Ur, Uruk, and Lagash provide some of the earliest evidence of human societies, along with the laws, writing, and agriculture that made them function. Sumeria in southern Mesopotamia was countered by Akkad (as well as Babylonia and Assyria) in the north. Rival dynasties would shift the center of power from one city to another over thousands of years; the Akkadian ruler Sargon united the two societies during his reign (2334-2279 B.C.) The fall of Babylon to the Persians in 539 B.C. saw the end of indigenous rule in Mesopotamia, and the land was marked by further conquests by Alexander the Great, the Romans, and before coming under Muslim rule in the 7th Century. This list of ancient Mesopotamian kings comes from John E. Morby. Notes based on Marc Van De Mieroops. Sumerian Timelines First Dynasty of Ur c. 2563-2387 B.C. 2563-2524... Mesannepadda 2523-2484... Aannepadda 2483-2448... Meskiagnunna 2447-2423... Elulu 2422-2387... Balulu Dynasty of Lagash c. 2494-2342 B.C. 2494-2465... Ur-Nanshe 2464-2455... Akurgal 2454-2425... Ennatum 2424-2405... Enannatum I 2402-2375... Entemena 2374-2365... Enannatum II 2364-2359... Enentarzi 2358-2352... Lugal-anda 2351-2342... Uru-inim-gina Dynasty of Uruk c. 2340-2316 B.C. 2340-2316... Lugal-zaggesi Dynasty of Akkad c. 2334-2154 B.C. 2334-2279... Sargon 2278-2270... Rimush 2269-2255... Manishtushu 2254-2218... Naram-Suen 2217-2193... Shar-kali-sharri 2192-2190... anarchy 2189-2169... Dudu 2168-2154... Shu-Turul Third Dynasty of Ur c. 2112-2004 B.C. 2112-2095... Ur-Nammu 2094-2047... Shulgi 2046-2038... Amar-Suena 2037-2029... Shu-Suen 2028-2004... Ibbi-Suen (The last king of Ur. One of his generals, Ishbi-Erra, established a dynasty in Isin.) Dynasty of Isin c. 2017-1794 B.C. 2017-1985... Ishbi-Erra 1984-1975... Shu-ilishu 1974-1954... Iddin-Dagan 1953-1935... Ishme-Dagan 1934-1924... Lipit-Ishtar 1923-1896... Ur-Ninurta 1895-1875... Bur-Sin 1874-1870... Lipit-Enlil 1869-1863... Erra-imitti 1862-1839... Enlil-bani 1838-1836... Zambiya 1835-1832... Iter-pisha 1831-1828... Ur-dukuga 1827-1817... Sin-magir 1816-1794... Damiq-ilishu Dynasty of Larsa c. 2026-1763 B.C. 2026-2006... Naplanum 2005-1978... Emisum 1977-1943... Samium 1942-1934... Zabaya 1933-1907... Gunnunum 1906-1896... Abi-sare 1895-1867... Sumu-el 1866-1851... Nur-Adad 1850-1844... Sin-iddinam 1843-1842... Sin-eribam 1841-1837... Sin-iqisham 1836... Silli-Adad 1835-1823... Warad-Sin 1822-1763... Rim-Sin (probably an Elamite. He defeated a coalition from Uruk, Isin, and Babylon and destroyed Uruk in 1800.)

Prester John - Important Figure for Geography

Prester John - Important Figure for Geography In the twelfth century, a mysterious letter began to circulate around Europe. It told of a magical kingdom in the East that was in danger of being overrun by infidels and barbarians. This letter was supposedly written by a king known as Prester John. The Legend of Prester John Throughout the Middle Ages, the legend of Prester John sparked geographic exploration across Asia and Africa. The letter first surfaced in Europe as early as the 1160s, claiming to be from Prester (a corrupted form of the word Presbyter or Priest) John. There were over one-hundred different versions of the letter published over the following few centuries. Most often, the letter was addressed to Emanuel I, the Byzantine Emperor of Rome, though other editions were also often addressed to the Pope or the King of France. The letters said that Prester John ruled a huge Christian kingdom in the East, comprising the three Indias. His letters told of his crime-free and vice-free peaceful kingdom, where honey flows in our land and milk everywhere abounds. (Kimble, 130) Prester John also wrote that he was besieged by infidels and barbarians and he needed the help of Christian European armies. In 1177, Pope Alexander III sent his friend Master Philip to find Prester John; he never did. Despite that failed reconnaissance, countless explorations had the goal of reaching and rescuing Prester Johns kingdom that had rivers filled with gold and was the home of the Fountain of Youth (his letters are the first recorded mention of such a fountain). By the fourteenth century, exploration had proved that Prester Johns kingdom did not lie in Asia, so subsequent letters (published as a ten-page manuscript in several languages), wrote that the besieged kingdom was located in Abyssinia (present-day Ethiopia). When the kingdom moved to Abyssinia after a 1340 edition of the letter, expeditions and voyages began to head to Africa to rescue the kingdom. Portugal sent expeditions to find Prester John throughout the fifteenth century. The legend lived on as cartographers continued to include the kingdom of Prester John on maps through the seventeenth century. Throughout the centuries, the editions of the letter kept getting better and more interesting. They told of strange cultures that surrounded the kingdom and a salamander that lived in fire, which actually turned out to be the mineral substance asbestos. The letter could have been proven a forgery from the first edition of the letter, which copied exactly the description of the palace of Saint Thomas, the Apostle. Though some scholars think that the basis for Prester John came from the great empire of Genghis Khan, others conclude it was merely a fantasy. Either way, Prester John profoundly affected the geographical knowledge of Europe by stimulating interest in foreign lands and sparking expeditions outside of Europe.

The Importance of Music in Schools Essay Example | Topics and Well Written Essays - 2250 words

The Importance of Music in Schools - Essay Example This article stresses that while music education can provide a great deal of benefits to the developing child as they make their way from kindergarten through high school, there are still some concerns as to how to make this education benefit all children. While music education of any kind has been amply proven in the literature to have significant beneficial effects upon brain development in the form of creating additional neural pathways and increasing efficiency of operation, the ways in which it does this are still not understood or fully explained to the satisfaction of all. Although several studies have indicated that children who participate in music education generally have better academic scores in a variety of fields than those students who did not benefit from any kind of music education, this, too, has not been sufficiently linked to previous music experience, or the effects of said experience, to satisfy everyone to the extent that issues such as disrupted classes and re duced core classroom time are justified. This paper makes a conclusion that while students have been observed to respond favorably to music education in terms of developing their own personal set of values and positive behaviors, even to the extent that disruptive behavior has been seen to decrease among this student population, there are also significant concerns regarding the actual effects this sort of education might have on minority groups. This is due to the inequalities of musical representation presented in these classes as well as the lack of studies conducted on the need of more well-rounded music education to be introduced.