Macroeconomics Essay Example | Topics and Well Written Essays - 1000 words

Macroeconomics - Essay Example The industry generates a lot of revenues for the United States, but the amounts of jobs created by these companies are limited and specialized. According to the article innovation and economic growth are two correlated concepts. An organization that has done a good job in promoting medical innovation is the National Institute of Health. In order for more innovation to occur in the United States across different industries the federal government and the academic community have to get more involved. The federal government can finance innovative projects by providing research grants to organizations. The government can also perform their own research in-house in order to promote innovation. In 2010 the government showed that its involvement can affect the private industry directly. The US government took over GM Corporation to safeguard the company from bankruptcy in to protect a car company that is currently one of the most innovative players in the auto industry. One of the showcase p roducts developed by GM is the Chevy Volt, a care capable of giving over 230 miles per gallon. The network of private and public universities in the United States is a big contributor to innovation in this nation. Universities receive funds from both the private and public industry in order to perform research. ... Exposing students to the research environment is the best way to get more students interested in pursuing careers dedicated to research. The colleges of this nation have to develop more scientist and engineers so that there won’t be a shortage of talent in the private industry. Basic research is often what economist called a ‘public good’ which offers economic returns for years to come (Leonhardt). An issue identified by the author of the article which is hurting the long term ability of the United States to get involved in innovative projects is the fact that our basic educational system is flawed. There are many students graduating from high school that do not have the capabilities and basic knowledge in math and science in order to perform research in innovative projects. Innovation is something that is not created out of thin air. People must provide the ideas needed to create innovative projects. The US Congress has to rethink its strategy concerning our chil dren’s educational system. More teachers need to be hired these teachers need better training in order to better prepare students for the realities of the working world. In high school teachers should encourage students to participate in events such as the science fair which promote innovation. The US government has to increase its educational budget to provide teachers and students access to better materials. A topic that was discussed by the author which has tremendous implication in the development of innovation is the use of clean energy. There has to be greater innovation in the green movement in order to develop alternative sources of energy that are not based on petroleum. Our society has to realize that the dependency on crude is not

Three Protagonist Characters Essay Example for Free

Three Protagonist Characters Essay This essay mainly concentrates on differences between teenage boys, problems they deal with and boys’ relationship with adults. Most experts of young adults’ literature agreed upon characteristics that have historically defined the genre that a protagonist is a teenager and events revolve around the protagonist and his struggle to resolve conflict (Pam, p. 49). In short stories discussed the three main characters are teenage boys. They differ from each other in their age, appearance and behaviour. All boys in stories are of different age, Charles is from eight to thirteen years old, Peter age is not directly sad, but he is at age that his father ‘’wants me [he] to learn to drive’’ (Tuohy, p. 124) and finally, the third boy, whom name is not mentioned, is 18 years old: ‘’they had been studying for ‘A’ levels together’’ (‘A’ levels – a British exam taken in particular subject, usually in the final year of school at age of 18) (MacLaverty, p. 110, 121). The narrator tells the story from his childhood flashbacks when he was a very young boy. Age differences show distinct perspective on these boys’ behaviours. The appearance of the boys’ are also described dissimilar. Peter’s look is represented as it is not important, the narrator just comments on his voice: ‘’Peter’s voice thrum like a slack guitar string’’ (Tuohy, p. 124). This simile allows the reader to create a visual portrait of adolescent boy. In Bernard MacLaverty’s short story the boy’s appearance is also not explained. However, Penelope Lively in her story describes Charles appearance in detail: ‘’The child had black hair, slicked down smooth to his head. His ears, too large, jutted out†¦laced with tiny, delicate veins. His clothes had the shine and crease of newness’’ (Lively, p. 102). It is evident that it was taken grate care of his look to show the importance of Charles’s appearance in the story. Moreover, the behaviours of the boys separate them from one another. Charles through the entire story says no word, he blocks with a wall of silence. Only from his facial expressions the author allows the reader to understand the boy: ‘’His face is haggard with anticipation’’ (Lively, p. 105). It shows that Charles is unhappy and miserable. Another character Peter in the story is acts like a typical adolescent boy who is not very friendly with adults: ‘’Please don’t always try to shut me out, Peter’’ (Touhy, p 124). This passage shows that Peter is rude and he disagrees with adults. The third character is a boy in his flashbacks of his childhood, he is interested in everything that it is not familiar with him, he wants to know everything: ‘’What is this? / Who is that in uniform? / Was your friend killed in the war? ’’ (MacLaverty, p. 114). All these questions create the image of the young boy who is nosey and importunate. ‘’Young adult authors and publishers know that adolescents can be impatient‘‘ (Pam, p. 64) for that reason authors have to create different characters and the differences they all have are making their personalities more understandable to young adults‘ literature readers. According to Pam (p. 63) the issues discussed in teenage literature are morality and religion and the modern-day novel, however, can browbeat the reader with a social issue. Teenagers deal with all types of problems in their adolescence period. In these short stories protagonists deal with different problems more frequently related with social issues. For instance, in ‘’Secrets’’ the young boy confront the problem of betrayal and deception, he is the one who is betraying others. Nosey boy reads his aunt’s letters that he is not allowed to: ‘’You are a dirt, and always will be dirt. I shall remember this till the day I die’’ (MacLaverty, p. 119). He offends his aunt by disobeying her will. The boy betrays his aunt and by this action he shows that he is too young to be reliable. In the short story ‘’Next Term, We’LL Mash You’’ Charles faces the problems more related to teenagers, it is bulling. Charles is threatened by boys of new school: ‘’Next term, we’ll mash you, we always mash new boys’’ (Lively, p. 105). This phrase shows that Charles is no exception, he will be bullied like other children and they just warn Charles what he could expect. In the third story ‘’The Licence’’ the main problem Peter deals with is adolescence. It is a difficult period in boy’s life as he is no longer a child and not quite an adult. Peter has a lot to cope with in his life because of the recent death of his mother: ‘’He hid under his handkerchiefs the photograph of his mother, and the letter she had written to him before shie died’’ (Tuohy, p. 127). Peter hides the letter because he does not want everyone to know what pain he is feeling, for teenagers it is common to hide their feelings in order not to get everyone’s attention. To conclude, problems discussed in the texts are often used in young adults’ literature, they are as follows: bulling, betrayal and adolescence. The teenagers’ stages in life when they are feeling the most misunderstood are depicted. Relationship between adults and teenagers are the most difficult because they do not understand each other. In addition, all three boys in the three different stories disagree and misapprehend with grown-ups. Firstly, in the story ‘’Next Term, We’LL Mash You’’ the relationship between Charles and his parents do not exist, his mother is asks him all kinds of questions but never hears the answer. Parents do not care about Charles willing, they decide to send him to school before listening to his opinion, and just after agreement the mother ask politely: ‘’Would you like to go there, Charles? ’’ (Liveli, p. 105) even they have already decided to send him. Treating child as he is not worth an opinion, makes parents heedless and careless. Furthermore, in ‘’The Licence’’ Peter is not understand by adults, his aunt claims that he is ‘’[†¦] just a child’’ (Tuohy, p. 125) although his father is telling him ‘’[†¦] to learn to drive’’ (Tuohy, p. 124). This shows how two adult characters are treating Peter differently and seeing him in different points of view, as a child and a grown up. Finally, in ‘’Secrets’’ the boy is treated by his aunt with care: ‘’She would sit with him on her knee, her arms around him and holding the page flat with her hand’’ (MacLaverty, p. 111), she covers the boy with love and solicitude. The aunt’s behaviour changes after the boy reads her letters without her permission: ‘’Get out, get out of my room’’ (MacLaverty, p. 118). She is mad on the boy because he defy to her. Aunt changes immediately and shouts on the boy, because he is just a young boy not an adult and she does not count him as an equal. To conclude, adults’ relationships with teenagers are complicated, the adults consider teenagers as not equal to them, as they do not understand them and do not stand well with each other. To sum up, young adults’ literature analyse problems that teenagers’ frequently deal with. The authors of three short stories discuss issues of teenager characters and reveal how every protagonist character deal with problems they have to face in their adolescence life.

Gender and Education Sociology Essay

Gender and Education Sociology Essay Education is just as an important factor in a persons life now as it was in the past. Only, the difference between now and the past are the people that are able to receive a complete education. Education was gender segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into coeducational schools. Both had separate academic subjects, separate classrooms, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time. Men had the choice of continuing education after high school, while women had the household choices ranging from what to wear to what to cook. By being educated for the sake of family and society which needed educated mothers to produce knowledgeable and responsible male citizens, it was expected by men and society that women were to have children, raise those children, and to be the best homemaker. Although today, everyone is entitled to the right to peruse an education, sexism is still maintained in obvious and subtle ways. Ways in which show that gender inequalities are and have been shifting into a more female advantaged educational system. The inequalities between girls and boys are apparent even before a child begins elementary school. Girls are first introduced to the idea that they are unequal to boys, with girls being dressed in pink and given dolls for toys, while boys are dressed in blue and given toy cars and trucks to play with. Even different behaviors are acceptable for boys than for girls. For example, every time teachers seat or line-up students by gender, they are confirming that girls Page 2 and boys should be treated differently. While girls are distinguished for being neat, calm, and quiet; boys are urged to think independently, be active, and voice opinions. Girls are socialized in schools to believe popularity is most important and that educational performance and ability are of lesser importance. Girls in grades six and seven rate being popular and well-liked as more important than being perceived as competent or independent. Boys, on the other hand, are more likely to rank independence and competence as more important (Bailey, 1992). According to Dr. Sax, author of the book Why Gender Matters, what parents and teachers should really know about, is that the brain develops differently and is wired differently in each sex. In girls, the language area of the brain develops before the areas for open relations and for geometry. Emotion is processed in the same area of the brain that processes language making it is easier for most girls to talk about their emotions. But for boys, the area involving talking and the areas involving feelings are completely separate. Girls and boys also respond differently when it comes to stress. While stress increases the learning ability in males, the same exact stress actually makes learning more difficult for girls. Ignoring these differences between the male and female mind can increase the chance of misunderstanding among the youth and thus lead to dissocialized outcomes. Research shows that one is born with either a male or female brain and that nothing can change your brain from male to female. The lay-out of a young boys brain is so different compared to that of a young girl that it is easily visible with the naked eye. An example of how a male brain functions differently than that of a female can be seen through a task as simple as Page 3 giving directions. While the male tends to use distances and directions such as east, west, north, and south to map out the path, it is easier for women to use simple reminders such as landmarks. Knowing how the brain works has a lot to do with knowing how someone learns; it is where everything is stored. When it comes to learning, boys and girls do not learn the same way at all. Psychologists have found that girls set higher standards for themselves when it comes to school, and they look over what they have accomplished more critically than guys do. Recent evidence even shows girls becoming more academically successful than boys, despite reviews showing how boys and girls are still socialized in ways that work against gender equality. Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms (Marshall, 334). Gender bias in education is reinforced through lessons, textbooks, and teacher interactions with students; as well as, through the resources teachers choose for classroom use. For example, textbooks that leave out contributions of women or those that stereotype gender roles. Teachers should be aware of the gender bias hidden within such materials and texts and discontinue their usage. We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, brave, curious, and powerful, but girls and women are passive, silent, and invisible (McCormick pg. 41). Page 4 Girls enter school in the first grade with the same skills and ambitions as boys, but due to biased conditioning in the classroom, they suffer lower self-confidence and aspirations by the time they graduate from high school. Even though, two out of every three teachers may be women, they are usually for sexual stereotypes, favoring the assertive male students and the non-assertive female students. Typically, teachers call on boys more often, give them more detailed criticism, and compliment the quality of their work more than girls work, while more likely complimenting girls for their neatness. Such bias and stereotypes sparked ideas into many people over the injustice of these outcomes and because of this, equal education was a major theme to write about among many authors. Mary Wollstonecraft, a female writer in the late 1700s, took a firm position toward the empowerment of women. In 1792 she wrote A Vindication of the Rights of Women, which revolves around the idea that women should share equal rights with men relating to education. At the time, women were basically still invisible and secluded from outside activity and they had little to no contact with the world outside their own homes. In order for women to raise well-rounded intelligent children, Wollstonecraft suggested that mothers needed to be educated so that they could successfully raise their children to become contributing members of society (Wollstonecraft Para. 11). She pleaded that women should reject submissive behavior and educate themselves, building up their own self- esteem and respect, which would turn women into more affectionate sisters, more faithful wives, more reasonable mothers-in a word, better citizens (Para. 16). The education of women would have these positive effects bec ause women would be free from restriction, allowing them to find happiness in sharing common interests with Page 5 their husbands and allowing mothers to assist in the teaching of their children (Para. 14). Wollstonecraft felt that if women had independence in providing support for their own needs that they would be closer to their entitled freedoms and equality, as well as marry for love instead of support. Daniel Defoe, also a famous writer, expresses how women were taught to do housework and nothing else throughout his essay The Education of Women. Their youth is spent to teach them to stitch and sew or make baubles. They are taught to read, indeed, and perhaps to write their names, or so; and that is the height of a womans education (Defoe Para. 2). Defoe thought that if women were taught more than housework, then they may gain more wit. He talks about the possible reasons that men had to not educate women and expresses that if men were to give women the same education, women could possibly be smarter than men as the capacities of women are supposed to be greater, and their senses quicker than those of men (Defoe Para. 4). Thus, Defoe believes, men fear women battling for superiority resulting in his views of still restricting womens education. He limits their education to just learning music, dancing, learning the French and Italian languages, teaching women to hold an intellectual conversation, and learning history. Obviously, these are not the only things that men were educated in. The passage of Title IX of the Education Amendments of 1972 banned single-sex education in American public schools, marking a huge landmark in the fight for gender equal education. It states, No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid (Hansot pg. 19). Before Title IX, women Page 6 were not allowed to be admitted into certain colleges because of state laws prohibiting all women, married or single, from being accepted into their college. Only eighteen percent of women had completed four or more years of college compared to twenty-six percent of young men. Women were also less likely to be in high math or science classes and tended to drop out of school more than males. After the passing of Title IX, the effects on women became immediately clear within the educational system. The dropout rate of females as well as the number of females who became pregnant declined. There was a significant increase in the completion of bachelor, graduate and professional degrees. By 2004, women were earning 58 percent of all bachelors degrees in the United States and according to the Department of Education, the gender gap will only widen in the upcoming decade. It certainly seems clear that when women are provided with certain important resources and with opportunities to learn and practice specific skills, their academic achievement improves (Pollard pg. 104). These significant increases in statistics show how Title IX has opened many new opportunities for females. Title IX was originally enacted to impact high school and collegiate sports; although, it does not specify due to the statute covering all educational activities and complaints alleging discrimination. The statute shows how women can be just as successful as men by allowing both to have equal opportunities. It has made a large impact on the lives of many Americans today, by allowing them to make decisions and choosing any school they would like to attend. It applies to almost everyone, whether you go to an elementary school, or a university or college. Page 7 From all of this, it is clear that women have fought hard for the educational freedoms they are destined to have, but is it possible that women are changing the educational system more to their advantage? Researchers Thomas DiPrete and Claudia Buchmann seek to answer this question and discover the reasons for the growing gender gap. They explained how greater chances of getting and staying married, higher wage earnings, and a better standard of living resulted in the growing number of women achieving success in higher education. According to data from the General Social Surveys (DiPrete Buchmann pg. 522) which provides information on educational accomplishment and family background, in individuals born prior to the 1960s, daughters were only equal to sons in families where both parents were college educated. Whereas, in less educated families and female headed households, parents favored sons over daughters. Surprisingly, the female disadvantage was even greater in households where mothers had more college experience than fathers. For those born after the 1960s, the male advantage began to decline. DiPrete and Buchmann note, A shift appears to have taken place between these two periods such that the mothers level of education has become more important for daughters and the fathers level of education has become more important for sons(pg. 523). Their research shows that after 1966, the status of fathers within the family became a main influence in forming the educational outcomes of girls and boys. In families where the father was absent or only high school educated, a continual shift has occured, changing from a male advantage to a female advantage. Boys growing up in such households had, and continue to have, difficulties in obtaining a college degree, despite the fact that prior to 1966, a fathers education did not affect his sons educational achievement. On the contrary, daughters growing up under the same conditions demonstrated the highest increases in college enrollment and graduation, further influencin g future generations of women. Throughout hundreds of years, the educational system has been an absolute patriarchal system in which the male is in control. But recently over the past few decades we have seen a shift in this control; a change in the educational system that we as a society are so well adapted to. More women are becoming more academically successful then men and are graduating with honor at higher and higher levels. This can be attributed to many the factors mentioned previously; structure changes within the educational system, womens increase in labor participation, higher wages, the difference in each persons learning habits and brain make-up, and the effect of background on education. Each factor influences the academic outcomes of each sex. In a society where man once ruled academia and stood as the working figure, women have progressed throughout history to weaken the male role within education among other feats. They have taken gender bias in education and weakened it for the good of the peopl e to give themselves the overall advantage.

Human Necessity :: Religion Christianity Papers

Human Necessity Today, we live in a world where the question, "why?" proceeds nearly every statement or action. We live in a society where faith alone, for most, is not enough to justify belief. In her novel Regeneration, Pat Barker shows us this need to question by referring to the Gospel of Saint Luke. On page 106, Dr. Rivers recites Luke 4:23 to himself: "Ye will sure say unto me this proverb. Physician heal thyself." Barker uses this Biblical reference to develop a theme concurrent with the entire novel: our innate human need to seek justification for actions. The phrase, "Ye will surely say unto me this proverb. Physician heal thyself," is spoken by Jesus in the Gospel of Saint Luke. Saint Luke tells us that at the age of 30 Jesus began his public ministry. Prior to his preaching, he had worked as a simple carpenter in the city of Nazareth (New International Version Bible, Luke 3:23). Upon hearing about the arrest of John the Baptist, Jesus left Nazareth and went to Capernaum, a city close to the Jordan River. In Capernaum, Jesus began his teachings. Jesus would preach in synagogues and perform miracles: casting out demons, making the paralyzed walk, and relieving deadly fevers from the sick ("Capernaum"). News of the coming of a Messiah spread all over Galilee, including to Jesus' hometown of Nazareth, where the residents had never known Jesus as the Messiah, or as a man who could perform miracles. To the residents of Nazareth, Jesus was merely a simple carpenter. For thirty years, the people of Nazareth had referred to Jesus as "The Perfect Man," but never had witnessed a miracle or anything that would prompt them to think more highly of Jesus (Gledenhuys 167). The residents of Nazareth had heard of Jesus' miracles at Capernaum and were eager to see if this man, whom they had known since birth, was what he claimed to be. Jesus began preaching to the Nazarenes, but as he spoke the residents began to grumble and question each other: "Isn't this Joseph's son?" (New International Version Bible, Luke 4:22). They did not believe that Jesus was the Messiah, because they had not seen any physical evidence; they had not witnessed a miracle. Jesus, sensing their lack of faith, says to them, "Y e will surely say unto me this proverb. Physician heal thyself" (New International Version Bible, Luke 4:23).

Ib Psychology Essay; Bloa Ethics

Discuss ethical considerations related to research studies at the biological level of analysis. As with any aspect of Psychology that uses research studies, studies in the Biological Level of Analysis require the researcher to follow main ethical guidelines. While all the guidelines should be followed and respected, there are quite a few of which should be taken into extra careful consideration, although so is not always the case. To keep the research in ethical bounds, most psychologists agree to follow a certain code of ethics in order to abstain from inhumane experiments and studies.Deception, debriefing, and exploitation of animals in the use of invasive techniques, all come into play as significant considerations at this level. Sometimes, however, it is not possible for researchers to always follow that code as it may affect their studies' results. For example in a Schachter and Singer (1962) experimental study –intending to challenge several theories of emotion- voluntee rs were recruited to receive a vitamin injection and informed that they would be participating in vision experiments.In reality, three groups received an injection of adrenaline, and those of a fourth were given placebo injections. Even worse, one of the groups was not told about even a single possible side effect. Despite a safe amount of adrenalin, fully informed consent could not be obtained since it could influence and alter the overall results, attributing to in fact a characteristic placebo effect. This gives researchers justification of their use of deception in an attempt to keep their work valid and controversy-free.Researchers use placebos during studies to help them understand the effectiveness of a new drug or some other treatment on a certain condition. A placebo is a seemingly legitament medical treatment that is in fact fake and has no physical affect whatsoever on an individual; a response to which can be positive or negative. The relationship between the mind and bo dy has been the focus of research on the placebo effect.One of its most common theories is that the effect is due to the individual's expectations: anticipating a particular outcome from, for example, a pill can actually lead to the body's own chemical makeup carrying that out to some extent if not exactly. The third principle of the biological level of analysis states that animal research may inform our understanding of behavior; suggesting that we share a common ancestor, we can therefore make human inferences based on that. There is significant controversy concerning the use of animals in such acts nd the understanding of its advantages and namely disadvantages. And so, another group of studies to consider in terms of ethical issues is research involving animals. It is an obvious solution to quite a number of researchers' problems to simply harm animals rather than resort to humans. However, it is widely believed that all animal research is unethical primarily due to the lack of ability to obtain informed consent on behalf of the animals. In addition to this, it is not possible for researchers to predict the amount of harm or pain that the animal will undergo – if any.In specific, numerous experiments comprising of animals to study brain correlations have been conducted. Hetherington and Ranson were in charge of such an experimental study, in 1942, in testing the function of the hypothalamus. Upon the lessoning of the hypothalamus, the rats' appetites were distorted which resulted in a doubling of their weight. From this, researchers concluded the belief that the hypothalamus is indeed responsible for the regulation of appetite or hunger. The damage done however was not reversible in any sense.This again is a question of ethics. Thus, there is a range of ethical issues that researchers working at The Biological Level of Analysis must have in mind at all times, ready to look through rather than looking past. Never-ending debates present for almost eve ry topic, study, or discovery, may never really seize to exist. Nonetheless, this just emphasizes the need for extra effort to be put in†¦ People define ethics in the way that personally suits them, and this in its own way is a perfect example of lack of ethics, as well as decorum. Ib Psychology Essay; Bloa Ethics Discuss ethical considerations related to research studies at the biological level of analysis. As with any aspect of Psychology that uses research studies, studies in the Biological Level of Analysis require the researcher to follow main ethical guidelines. While all the guidelines should be followed and respected, there are quite a few of which should be taken into extra careful consideration, although so is not always the case. To keep the research in ethical bounds, most psychologists agree to follow a certain code of ethics in order to abstain from inhumane experiments and studies.Deception, debriefing, and exploitation of animals in the use of invasive techniques, all come into play as significant considerations at this level. Sometimes, however, it is not possible for researchers to always follow that code as it may affect their studies' results. For example in a Schachter and Singer (1962) experimental study –intending to challenge several theories of emotion- voluntee rs were recruited to receive a vitamin injection and informed that they would be participating in vision experiments.In reality, three groups received an injection of adrenaline, and those of a fourth were given placebo injections. Even worse, one of the groups was not told about even a single possible side effect. Despite a safe amount of adrenalin, fully informed consent could not be obtained since it could influence and alter the overall results, attributing to in fact a characteristic placebo effect. This gives researchers justification of their use of deception in an attempt to keep their work valid and controversy-free.Researchers use placebos during studies to help them understand the effectiveness of a new drug or some other treatment on a certain condition. A placebo is a seemingly legitament medical treatment that is in fact fake and has no physical affect whatsoever on an individual; a response to which can be positive or negative. The relationship between the mind and bo dy has been the focus of research on the placebo effect.One of its most common theories is that the effect is due to the individual's expectations: anticipating a particular outcome from, for example, a pill can actually lead to the body's own chemical makeup carrying that out to some extent if not exactly. The third principle of the biological level of analysis states that animal research may inform our understanding of behavior; suggesting that we share a common ancestor, we can therefore make human inferences based on that. There is significant controversy concerning the use of animals in such acts nd the understanding of its advantages and namely disadvantages. And so, another group of studies to consider in terms of ethical issues is research involving animals. It is an obvious solution to quite a number of researchers' problems to simply harm animals rather than resort to humans. However, it is widely believed that all animal research is unethical primarily due to the lack of ability to obtain informed consent on behalf of the animals. In addition to this, it is not possible for researchers to predict the amount of harm or pain that the animal will undergo – if any.In specific, numerous experiments comprising of animals to study brain correlations have been conducted. Hetherington and Ranson were in charge of such an experimental study, in 1942, in testing the function of the hypothalamus. Upon the lessoning of the hypothalamus, the rats' appetites were distorted which resulted in a doubling of their weight. From this, researchers concluded the belief that the hypothalamus is indeed responsible for the regulation of appetite or hunger. The damage done however was not reversible in any sense.This again is a question of ethics. Thus, there is a range of ethical issues that researchers working at The Biological Level of Analysis must have in mind at all times, ready to look through rather than looking past. Never-ending debates present for almost eve ry topic, study, or discovery, may never really seize to exist. Nonetheless, this just emphasizes the need for extra effort to be put in†¦ People define ethics in the way that personally suits them, and this in its own way is a perfect example of lack of ethics, as well as decorum.

An Introduction to Inti and the Inca Sun God

An Introduction to Inti and the Inca Sun God The Inca culture of Western South America had a complex religion and one of their most important deities was Inti, the Sun. There were many temples to Inti and Sun worship affected many aspects of life for the Inca, including architecture, festivals and the semi-divine status of the royal family. The Inca Empire The Inca Empire stretched from present-day Colombia to Chile and included most of Peru and Ecuador. The Inca were an advanced, wealthy culture with sophisticated record-keeping, astronomy and art. Originally from the Lake Titicaca area, the Inca were once one tribe of many in the high Andes, but they began a systematic program of conquest and assimilation and by the time of their first contact with Europeans their Empire was vast and complex. Spanish conquistadors under Francisco Pizarro first encountered the Inca in 1533 and swiftly conquered the Empire. Inca Religion Inca religion was complicated and incorporated many aspects of the sky and nature. The Inca had a pantheon of sorts: major Gods who had individual personalities and duties. The Inca also venerated countless huacas: these were minor spirits that inhabited places, things and sometimes people. A huaca could be anything that stood out from its surroundings: a large tree, a waterfall, or even a person with a curious birthmark. The Inca also venerated their dead and considered the royal family to be semi-divine, descended from the Sun. Inti, the Sun God Of the major gods, Inti, the Sun God, was second only to Viracocha, the creator god, in importance. Inti was higher-ranking than other gods such as the Thunder God and Pachamama, the Earth Mother. The Inca visualized Inti as a man: his wife was the Moon. Inti was the Sun and controlled all that implies: the Sun brings warmth, light and sunshine necessary for agriculture. The Sun (in conjunction with the Earth) had the power over all food: it was by his will that crops grew and animals thrived. The Sun God and the Royal Family The Inca royal family believed they were directly descended from Apu Inti (Lord Sun) through the first great Inca ruler, Manco Capac. The Inca royal family was therefore considered semi-divine by the people. The Inca himself - the word Inca actually means King or Emperor although it now refers to the entire culture - was considered very special and subject to certain rules and privileges. Atahualpa, the last true Emperor of the Inca, was the only one observed by the Spaniards. As the descendant of the Sun, his every whim was fulfilled. Anything he touched was stored away, later to be burned: these included everything from half-eaten ears of corn to sumptuous cloaks and clothing. Because the Inca royal family identified themselves with the Sun, it is no accident that the greatest temples in the Empire were dedicated to Inti. The Temple of Cuzco The greatest temple in the Inca Empire was the temple of the Sun in Cuzco. The Inca people were rich in gold, and this temple was unrivalled in its magnificence. It was known as Coricancha (Golden Temple) or Inti Cancha or Inti Wasi (Temple of the Sun or House of the Sun). The temple complex was massive, and included quarters for the priests and servants. There was a special building for the mamaconas, women who served the Sun and even slept in the same room as one of the Sun idols: they were said to be his wives. The Incas were master stonemasons and the temple represented the pinnacle of Inca stonework: parts of the temple are still visible today (the Spanish built a Dominican church and convent on the site). The temple was full of golden objects: some walls were covered in gold. Much of this gold was sent to Cajamarca as part of Atahualpas Ransom. Sun Worship Much Inca architecture was designed and built to assist in the worship of the Sun, Moon and stars. The Inca often built pillars which marked the position of the Sun at the solstices, which were celebrated by grand festivals. The Inca lords would preside at such festivals. In the great temple of the Sun, a high-ranking Inca woman – generally the sister of the reigning Inca, if one were available – was in charge of the cloistered women who served as the Sun’s â€Å"wives.† The priests observed holy days such as solstices and prepared the appropriate sacrifices and offerings. Eclipses The Inca could not predict solar eclipses, and when one occurred, it tended to trouble them greatly. The diviners would attempt to figure out why Inti was displeased, and sacrifices would be offered. The Inca rarely practiced human sacrifice, but an eclipse sometimes was considered cause to do so. The reigning Inca would often fast for days after an eclipse and withdraw from public duties. Inti Raymi One of the most important religious events of the Inca was Inti Ramyi, the annual festival of the sun. It took place in the seventh month of the Inca Calendar on June 20 or 21, the date of the Summer Solstice. Inti Raymi was celebrated all over the Empire, but the main celebration took place in Cuzco, where the reigning Inca would preside over the ceremonies and festivities. It opened with the sacrifice of 100 llamas selected for brown fur. The festival lasted for several days. Statues of the Sun God and other gods were brought out, dressed up and paraded around and sacrifices were made to them. There was much drinking, singing and dancing. Special statues were made of wood, representing certain gods: these were burned at the end of the festival. After the festival, the ashes of the statues and sacrifices were brought to a special place on a hillside: only those disposing of these ashes were ever allowed to go there. Inca Sun Worship The Inca Sun god was relatively benign: he was not destructive or violent like some Aztec Sun Gods like Tonatiuh or Tezcatlipoca. He only showed his wrath when there was an eclipse, at which point the Inca priests would sacrifice people and animals to appease him. The Spanish priests considered Sun Worship to be pagan at best (and thinly-disguised Devil worship at worst) and went to great lengths to stamp it out. Temples were destroyed, idols burned, festivals forbade. It is a grim testament to their zeal that very few Andeans practice any sort of traditional religion today. Most of the great Inca goldwork at the Cuzco Temple of the Sun and elsewhere found its way into the melting fires of the Spanish conquistadors - countless artistic and cultural treasures were melted down and shipped to Spain. Father Bernabà © Cobo tells the story of one Spanish soldier named Manso Serra who was awarded a massive Inca sun idol as his share of Atahualpas Ransom. Serra lost the idol gambling and its eventual fate is unknown. Inti is enjoying a bit of a comeback lately. After centuries of being forgotten, Inti Raymi is once more being celebrated in Cuzco and other parts of the former Inca Empire. The festival is popular among native Andeans, who see it as a way to reclaim their lost heritage, and tourists, who enjoy the colorful dancers. Sources De Betanzos, Juan. (translated and edited by Roland Hamilton and Dana Buchanan) Narrative of the Incas. Austin: the University of Texas Press, 2006 (1996). Cobo, Father Bernabe. Inca Religion and Customs. Roland Hamilton (Translator), Paperback, New Ed edition, University of Texas Press, May 1, 1990. Sarmiento de Gamboa, Pedro. (translated by Sir Clement Markham). History of the Incas. 1907. Mineola: Dover Publications, 1999.