The History of Gaea Goddess

The history and parentage of Gaea goddess Over 200, 000 years ago, individuals in Africa formed beliefs and myths depending on their nature of life. This resulted from realization of the fact that they are finite in nature. Due to migration of people into the ancient East, the myths found their way into Greece.Advertising We will write a custom essay sample on The History of Gaea Goddess specifically for you for only $16.05 $11/page Learn More Gaea is an ancient god on earth. Her siblings were among the other gods who lived on the land. All the other gods transformed into demons. Gaea was left fearing that the dead gods would finish the generations that were to come. She therefore asked the earth’s biosphere to use its force and eliminate the evil spirits. She was the only one who survived amongst that entire god’s generation. As a result, she infused her godly nature on other living beings. She was believed to be the spirit of harvest, gro wth, life and change of planet and its renewal. It is also believed that Gaea was the daughter of Chaos and Taturus (Conway, 1995, p. 51-57). This paper seeks to analyze various issues associated with the goddess, Gaea. The power of the goddess Mythically, Gaea, a wife and mother of Uranus, was known for her powers with regard to motherhood and prophesy. She had the power to curse and release evil spells on those who defied her rule. It is believed that Gaea’s Deep Breast hold the mountains and the sea around the earth. This power was believed to be very effective. Studies conducted on myths show that even after the male gods succeeded her Shrines, the gods still used her name when taking oaths. This shows that she was an extraordinary being (Conway, 1995, p. 53). Gaea had the power to bring chaos upon the earth. Being the great mother on earth, Gaea had sex with herself and gave birth to the sky, earth and dark void. These were symbols of maiden, mother and crone respectivel y. This means that she would control humanity through the use of the moon, sky and the dreaded Cronus. She also had the power to grant freedom to humans so that they could learn through experiences (Marier, Graf, 1996, p. 80-89). In addition, she had the power to give dreams and nature plants and human beings in their growth. Her celebrations involved slaughtering of young cows. Gaea was also able to cause or deter fertility.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Characteristics of this goddess that may affect or influence us today One major characteristic of Gaea is that she controlled the earth and its forces. These powers were capable of bringing natural catastrophes such as Katrina and draught. This is because she had the power over wind and production in the land. The effects of this would definitely be felt by the earth’s creatures. More so, Gaea was behind procreatio n abilities on people and the green vegetation and therefore the ability to decide the fate of a generation’s life (Conway, 1995, p. 51-57). Gaea is also depicted as the force behind procreation in human nature and propagation in plants. In addition, Gaea was an earth maternal goddess and hence she is a parent to all other gods that are worshipped on earth today. Modern day goddess Today, Gaea is not worshipped but is often invoked by the white witches commonly known as the Wiccan religion. Such witches in the current world include Sara Bailey of Los Angeles and Paige Halliwell of San Francisco. These individuals have extraordinary powers and psychic skills. She is also represented in the world by a loose group of spirits during cupid modern holidays. How the goddess’ characteristics relate to the definition of the ideal woman in her culture and time period Gaea’s husband, Uranus hated all his children but she would hide them from their father who used to eat th em due to fear of being succeeded. Culturally, this is a characteristic of an ideal woman. The woman is depicted as caring and loving. She also carries on generations by allowing procreation and propagation (Marier, Graf, 1996, p. 80-89). The story of the goddess Gaea enlightens about goddess worship as a suppressed evil or devil worship. This is only the back side of the Gaea goddess and her control. Other insights relate to sorceresses and wizards who are mostly affiliated to this goddess. Below is Gaea’s image. She is believed to be a matronly woman. In this picture, she is pleading on behalf of her son Gigantean not to be killed by gods when in war. Image of GaeaAdvertising We will write a custom essay sample on The History of Gaea Goddess specifically for you for only $16.05 $11/page Learn More Source: https://www.theoi.com/Gallery/T1.1B.html Reference List Conway, J. (1995). Maiden, mother, crone: the myth and reality of the triple. Godd ess, U.S: Llewellyn Worldwide. Web. Marier, T. Graf, F. (1996). Greek mythology: an introduction. U.S: JHU Press. Web. This essay on The History of Gaea Goddess was written and submitted by user Will H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The History of Fingerprints essays

The History of Fingerprints essays Fingerprints are the one thing that is unique on every single human being. Even twins, though they share the same DNA, have different fingerprints. Fingerprints offer an infallible means of personal identification that can make any case a slam dunk. Though theyve been used for several hundred years, its only been around one hundred that law enforcement has used them to identify criminals. Since then, law enforcement officials have a much easier time identifying a suspect beyond a reasonable doubt. It has been discovered that fingerprints were even used in ancient times. In Babylon, they used fingerprint impressions on clay tablets for business transactions, and in ancient China they have found clay seals with thumb prints on them. In Persia, in the 14th century, a government official, who was also a doctor, noted that no two fingerprints were ever the same. In 1686, an anatomy professor who studied the skin, kidneys, and liver at the University of Bologna, whose name was Malpighia, noticed different patterns in fingerprints. He called them ridges, spirals, and loops, and a layer of skin was even named after him, along with other body parts. He was perhaps the first person to notice and name the patterns of fingerprints, and today those patterns are called whorls, loops, and arches. One of the greatest steps for fingerprinting, was in 1856 when Sir William Herschel began requiring finger or palm prints on contracts. As he collection of prints grew, he discovered their individuality and he realized they could be used to prove or disprove identity. This caused him to use fingerprints for more than just contracts, thus paving the way for the modern use of prints. Another remarkable step in fingerprinting was made by Dr. Henry Faulds. He discovered their uses and made a method of classifying them. He also published an article in the Scientific Journal discussing their use as personal identification and...

Hardware Secutiry Module Optimization Essay Example | Topics and Well Written Essays - 7500 words

Hardware Secutiry Module Optimization - Essay Example A study of the e-ID system was started by the Swedish government on 17th June 2010 and the complete report of this research was published on December 2010. The report identified a solution for which an Agency under the Ministry of Enterprise was established starting as of 1 January 2011[2]. The acquisition of operations, management of metadata records of all members, guide service, and the The federation associated with a Swedish Federation of e-identification providers was initiated with it first phase in 2013. The request for quotation process ended with only a single quote (from Cybercom Sweden AB), hence this firm eventually got the contract. The definition of a centralized signature service was initiated in 2014. However, this service was excluded from the scope of work and in 2010 was assigned to The Legal, Financial and Administrative Services Agency (Swedish: Kammarkollegiet) blanket e government services. The framework incorporates six service providers who offered to constr uct signature services. The approval of these signature services must pass a practical examination process governed by the e-ID board. Moreover, there are other clauses in the agreement that governs the association of Swedish e-identification service federation along with hands on tests conducted during the months of May and June 2014. As per the new clauses of the eID registry board, the authority is restricted to purchase eID and only the e-ID board is authorized to make such purchases. Since March 2014, Swedish e-ID Federation.

Victor Davis Hanson's The Civic Education America Needs Essay

Victor Davis Hanson's The Civic Education America Needs - Essay Example He further argues that among the factors, which hinder civic education, is the presence of scholar uncertainty where they have no national pride, thus making them lose the element of social cohesion (Forment 451). The scholars in turn join college without self-assurance, hence vulnerable to all fallacies about the American practice. Victor also has his argument on the catastrophic changes in the privileged society, especially from the universities, which have trickled down to the schools. He puts that civic education in this schools has declined over the last thirty years. He says that the ideas from the elites of these universities are characterized as being anti-moral to civic education. He further asserts that the ideas of multiculturalism, dictatorial, intellectual, and ethical relativism disseminated from the top universities through the fourth estate and politicians, greatly undermine the civic education program. Victor further argues that multiculturalism, allowed to the etiqu ette of the underclass, changed the conduct of the youthful people (Forment 452). He believes that to counteract this elite culture from undermining the process of civic education, there is need to cultivate and re-visit the common values and national story of America. Furthermore, Victor Davies argues that the conceit of the Enlightenment, which threatens to eliminate the available, shared pathologies, is a cause of concern in promoting the civic education in America. The segregation and undermining of women plays a key role in disheartenment of efforts to foster the civic education in America. He puts forward that civility, which to many is merely convection, has to become a tool for liberation of the people (Nelles 264). He observes that civility was an oppressive phenomenon of the 1950s, an era punctuated by subdued sexual issues like inhumane treatment of women, minorities and the young people. These were to remind the women that they were the weaker sex and they had no place i n the society. The treatment, according to Victor also wanted to show the youth that they were tacit. It comes evident when the learners of age 20 claim that they owe nothing in terms of morals to the older generation. They further claim that the old generation need to get astute thoughts from them, which to Victor undermines the role of civic education (Forment 454). Victor argues that gone are the days when a person took concern of the greater humanity, other than the individualistic nature. He advocates for a kind of†citizenship†education where one is guided by the values and not obligated by attachments. Victor further proposes that the American system of education should embrace the idea of â€Å"citizenship,† which will cultivate an individual guided by rights and the broader humanity. This, to Victor can bring up students who are responsible and guided by morals (Nelles 265). Through this, teachers will be able to correct students who mess up and also enabl e students to learn the values, which will promote civic education in the primary schools. On the other end, this will not be fruitful in implementing, especially when the teachers and parents fail to lead as examples to the kids. in addition, teachers may lack the moral and intellectual authority and end up behaving like their learners in their behavior (Nelles 266). The idea of the â€Å"citizenship,† also promotes teamwork especially in sports. This teamwork enhances

Archaea as a Group of Single-Celled Microorganisms Essay - 2

Archaea as a Group of Single-Celled Microorganisms - Essay Example Methanogens produce methane and thermophile Archaea thrive in environments with very high temperatures. Throughout the essay, an extensive overview of the reasons as to why the Archaea have been classified as Prokaryotes will give. In addition, the essay covers the evolution of the Archaea and relation to Eukaryotes and Bacteria. Lastly, the discussion will elaborate on the reasons why Archaea are classified as extremophiles. Gottschalk G. (2012). Archaea and bacteria have a similarity in the cell structure. To be exact, Archaea have shown no difference with the Gram-positive bacteria in terms of cell structure. This could be the reason as to why Archaea is under the prokaryotic domain because is held together by a single unit of a lipid membrane with a very heavy layer sacculus. Through the diagrams above, the similarities in the cell structure of the Archaea and Bacteria can be seen. A further link through research has shown that some Archaea species like Viz Thermoplasma contain staining of the Gram-positive bacteria species, for instance, Viz mycoplasma. Just like most prokaryotes, Archaea has a small cellular size because it lacks the nucleus (Koonin et al., 1997). This makes their locomotion very swift because it can take up the shape of an object. It can also change its form depending on the surrounding to avoid harm. In research findings, it has been established that about 65% of the genes in a species of Archaea M.janaschii are found in most of the bacteria with only 7% being in Eukarya. Even though Archaea shows uniqueness in its gene composition, the same is a trend is evident in most prokaryotic genomes. Basing the argument using the prokaryotic homolog only, then the phylogenetic tree can actually prove that there is a very close relationship between Archaea and Gram-positive bacteria. This, however, shows that the Gram-negative bacteria have little similarities with the Archea. Signature sequences in the diversity of the protein structure have been used to show the unique relationship between the Gram-positive bacteria and the Archaea.

Priorities Within Scottish Education

Priorities Within Scottish Education Education Scotland makes certain inclusion is a key priority within Scottish education. The purpose of the writing is to discuss in detail why inclusion takes precedence and what the significant change in meaning proposes for schools and teachers today. In order to do this effectively, the writing will demonstrate an understanding of the concept of an inclusive school and what exactly it entails. Particular aspects of an inclusive school will be considered, such as, the curriculum, disability, behaviour management and lifestyle of gypsy and travelling families. These aspects will be examined thoroughly to suggest implications for me as an individual teacher. It is necessary to analyse the professional impact of inclusion policies and draw on placement experience, offering exemplification of how inclusion was reflected. Throughout, findings from literature and other sources will be referred to in order to justify the piece of writing, informing discussion and argument. In previous years there has been a growing debate regarding the meaning of inclusion. The original meaning was solely based on children who a disability or learning need. The term special educational needs (SEN) was established by the 1978 Warnock Report (Department for Education and Science (DES), 1978) and was seen as a more acceptable way of viewing children, than the earlier definition of handicaps which derived from the Education (Mentally Handicapped Children) (Scotland) Act 1974. The expressions integration or mainstreaming were used to direct the attention to children with SEN who were placed in mainstream schools. Thus, came the idea from Warnock (DES, 1978) who believed there were three key types of integration. These were, locational, social and functional (DES, 1978). Locational was when children with SEN were placed in a unit/base within a mainstream school, however were distanced from the mainstream children. Social was seen to be when children with SEN were integrated with mainstream children for social events, but were separated for the rest of the time. Lastly, functional was where children, regardless of disability, were located in their local mainstream school and placed in the same classroom as their mainstream peers. Shortly afterwards, advances meant that the term integration was used more widely to describe provision rather than the three key types defined in the Warnock Report (DES, 1978). This stemmed further controversy concerning the exact meaning of integration. The term was criticised and was later claimed that integration was not anxious with the worth of childrens experiences in mainstream schools but much rather the inclusive pedagogy (Farrell and Ainscow 2002). While children were included in the school environment, the principles of an inclusive school were not meeting their purpose. Allan (2008), as cited by Bryce and Humes (2008) argued that even children in mainstream schools could be segregated (feel isolated) within a classroom, which posed the question, how were teachers to know if childrens needs were met adequately? For several reasons, the term SEN was emphasised which lead to a more common way in describing the degree to which a child who had SEN, was truly integrated within mainstream schools (Farrell and Ainscow, 2002). In this sense, the term signified the degree to which a school was welcoming and valued individual contributions. Inclusion, therefore, had to more effective in allowing all children to be included and participate fully in the learning environment in order for individual learning needs to be met. Within my placement school there were three supported classes where all experiences were catered for individual childrens needs. Staff worked effectively to ensure all children from the supported classes attended appropriate mainstream classes. For example, one boy in the supported class 7/6/5 attended Primary 4 on a Wednesday morning for Maths. Unfortunately, several schools have not yet moved with the times and still believe children with a disability or who have severe learning di fficulties must be segregated from their mainstream peers (Ekens and Grimes, 2009). I will ensure my positive attitude to this shines through and everything possible is done to include and meet childrens needs. The United Nations Convention on the Rights of the Child (UNCRC) was established in 1989 and was the first legislative document to deal with the rights of the child globally. The agreement has 54 articles which highlight the importance of human rights. Many of the rights are centred on inclusion, particular within education. Two articles that emphasise this are article 28 and 29 which give children the entitlement to an education and affirm that education ought to increase childrens talents in enabling them to reach their full potential. It is evident from placement experience how difficult it is for teachers to progress all children to allow them to reach their full potential. This is due to the wide range of abilities there is within any one classroom. Although this is the aim for all teachers, it is a compound matter that requires great skill in achieving (Loreman, Deppeler and Harvey, 2009). Coinciding with the UNCRC (1989), the Standards in Scotlands Schools Etc. (Scotland) Act 2000 made clear all children go to mainstream schools unless factors, such as unsuitability, harmfulness to other children or cost prohibited children in doing so. The Act had many similarities with the UNCRC (1989); however the main change was that it passed on the right to children to have a say in their education rather than it solely being down to their parents/carers having the decision. Unlike the Warnock Report (DES, 1978) these two pieces of legislation moved away from integration and concentrated more on inclusion. It was clear from this that forthcoming legislation was considering the concept of inclusion much wider than just disability. Count Us In: Achieving Inclusion in Scottish Schools (Her Majestys Inspectorate of Education (HMIE), 2003) was one of the forthcoming documents to have a different perspective. The report stressed the prominence of inclusion being a key priority within Scottish education. Throughout the report, suggestions are given to teachers on how to approach inclusion and features of what makes an inclusive school are stated. One feature focuses on providing an inclusive curriculum for all children using the support from services and outer agencies to help enhance learning. Both Cline and Frederickson (2009) also believe this is a significant factor in developing an inclusive school. The Scottish curriculum, Curriculum for Excellence (CfE) (Scottish Government, 2007) caters for children aged from three to eighteen and provides a smooth and seamless transition from sector to sector. Every sector use the same curriculum which not only is inclusive for children but also for staff as this is maintai ned right through to secondary school. Those who are involved in childrens learning collaborate effectively ensuring previous learning is built upon, making transition and learning as inclusive as possible (Scottish Government, 2007). This links with the principle coherence of CfE (Scottish Government, 2007) which stresses the importance of learning being clearly connected and developed from previous experiences. Reeves and Fox (2008) however, disagree with the curriculum being inclusive in this sense as they say that it is school practices that influence teachers attitudes. If schools disregard collaborative approaches as an effective step to successful transition then they will take no pride in doing so, which results in the curriculum being far from inclusive. Having awareness of the benefits, I will endeavour to cooperate with other professionals to make childrens transitions as efficient as possible.

Toby Keith: Unleashed :: Music Essays

Toby Keith: Unleashed At this point in time, music is among the hardest businesses to achieve success in. The music industry and fans are looking for more than just talent and energy. They want someone who they can respect. Toby Keith fulfilled these expectations when he entered the music world. His huge success depended not only on his talent, but his boldness to speak his mind. Toby was born on July 8th, 1961 in Clinton, Oklahoma. Although most of his childhood and high school years were spent playing football, he was involved in the Easy Money Band with several of his friends. After singing with the group for awhile, Toby decided to become a solo performer, and went to Nashville where he landed his first contract with Mercury Records. He produced and wrote many hit singles, including â€Å"We Were in Love† and â€Å"Wish I Didn’t Know Now,† but sappy love songs did not satisfy his full artistic vision, nor the visions of his listeners. Mercury Records had turned down a number of songs he had written because they feared the songs were too controversial. Finally, he moved his contract to Dream Works Records, who released his single â€Å"How Do You Like Me Now,† released in 1999. The song was a smash hit, catapulting him into popularity. Toby wrote another song that not only boosted his career, but lowered some Americans’ respect for him. â€Å"Courtesy of the Red, White, and Blue† is a passionate ballad concerning the attacks on the World Trade Center, that some United States residents feel is too prideful. Despite the controversy caused by the new hit single, Toby Keith won the hearts of many Americans. He expressed their feelings about the attack of September 11th, 2001, in ways that they could not. However, the following lyrics created an uproar: â€Å"You’ll be sorry that you messed with the U S of A†¦ ‘Cuz we’ll put a boot in your ass, It’s the American way!† Peter Jennings refused for a long time to allow Toby to perform on his television show for the Fourth of July because of these lyrics.