Women In Ancient Greece Had Very Few Rights In Comparison

Women in ancient Greece had very few rights in comparison to male citizens. Women were unable to vote, own property, or inherit wealth. A woman’s place was in the home and her purpose in life was to rear children. Considering this limited role in society, we see a diverse cast of female characters in Greek mythology. We are presented with women that are powerful and warlike, or sexualized, submissive and emotionally unstable. In many myths, we encounter subversive behavior from women, suggesting, perhaps, the possibility of female empowerment. While produced in an ostensibly misogynistic and oppressive society, these myths consider the possibility for a collapse of male power and the patriarchal system. In Homer’s epic poem The Odyssey,†¦show more content†¦I’ll never brace those men alone. I’d be too embarrassed† (18.207-210). Penelope remains faithful to her husband, even when his existence is doubted. She upholds the sanctity of marriage. She is ashamed to meet with her suitors and entertain the idea of selecting a new partner. Penelope wholeheartedly respects her marriage vows and her duty as woman and wife. Her loyalty is demonstrated further when she wishes death upon herself in order to escape her suffering: â€Å"Now if only blessed Artemis sent me a death as gentle, now, this instant – no more wasting away my life, my heart broken in longing for my husband† (18.229-232). Even after twenty years of suffering, Penelope continues to long for her lost husband. She would rather endure death than disrespect her marriage bed. Her unwavering love for and devotion to her husband represent the ideal wife. Penelope serves as the archetype for the â€Å"good† woman. While Penelope remains subservient in her domestic role as wife, she is also referred to as complementary to her husband, who is known for his intelligence and cunning. Penelope can be viewed as his intellectual equal when she deceives her suitors for three years by weaving and unweaving Lord Laertes’ shroud each day: â€Å"This was her latest masterpiece of guile: she set up a great loom in the royal halls and she began to weave, and the weaving fine-spun, the yarns endless, and she would lead us on: ‘Young men, my suitors, now thatShow MoreRelatedWomen : The Roles Of Women In Ancient Greece1560 Words   |  7 PagesWomen in ancient Greece still have an impact on us today. They were very similar to us women nowadays and at the same time very different. There wasn’t just one type of women in ancient Greece though. There were women who lived in Sparta, Athens, and many other city states, those are just the main city states. Each city state had different lifestyles and traditions, so women in one city state were different from another. Women in ancient Greece didn’t impact us in one way, they impacted us inRead MoreThe Religious And Social Differences Between Ancient Greece And Rome Essay1423 Words   |  6 PagesThe Religious and Social Differences between Ancient Greece and Rome In modern day, everyone tends to think of the Roman gods when they think of Greece, or when they think of the ancient gods in general. Juno versus Hera, Jupiter versus Zeus, and Mars versus Ares are some examples of their different and separate deities; not just their names, but their personalities as well. There are many differences between the two religions, as well as differences between each culture’s social standings. NotRead MoreThe Greek And Greek Culture1674 Words   |  7 Pagesamount of time in Egypt enough to give a very detailed description of Egypt’s Culture. Herodotus also went to a few other places and did the same thing, he really focused in on the Persian Wars. Greece defeated the persians, but Egypt did not which is a pretty interesting fact. In my essay I am going to try and find out how much different the Greek Culture is from the Egyptian. Values were important to people in both countries, just in a different form. In greece Gods play a huge role in the religiousRead MoreGreek Culture : The Greek Of The Mediterranean Sea And Between Italy And Turkey1178 Words   |  5 PagesGreek Culture Off the shore to the north of the Mediterranean sea and between Italy and Turkey there is a small country called Greece. This country touches the Aegean sea, the Sea of Crete and the Mediterranean sea. Long ago in Ancient greece it was a place filled with great poverty but was considered the foundation of western civilization. The Greek society was divided into four social classes that was all based on wealth. The wealthier a person was the higher in the classes they would riseRead MoreThe Epic Of Greek Women1539 Words   |  7 PagesGreek women, as depicted as in their history and literature, endure many hardships and struggle to establish a meaningful status in their society. In the Odyssey, Penelope’s only role in the epic is to support Odysseus and remain loyal to him. She is at home and struggles to keep her family intact while Odysseus is away trying to return to his native land. The cultural role of women is depicted as being supportive of man and nothing more. Yet what women in ancient Greece did long ago was by far moreRead MoreAthens †¦Democracy Realized?. . . Gregory R. Bowen. History1656 Words   |  7 PagesCivilizations II Feb 20, 2017 The Athenians’ of classical Greece are given credit for being the originators of the democratic model †¦giving inspiration to all future attempts at this system of government. While it was practiced as a direct democracy, with all eligible citizens having the right to vote, the question of just how democratic it really was, must be asked. Who was eligible to vote and participate in political life? What role did women, slaves, and foreigners play in Athens? How accessibleRead MoreThe Complete Persepolis By Marjane Satrapi1552 Words   |  7 Pagesand comparing it to issues faced by women during other periods of history. The title The Complete Persepolis is used to emphasize the radical differences in the rights of men and women in the modern world, more specifically modern Iran, by comparing the modern statues of women with the situation in the ancient Persian Empire. Religion is an important part of Marjane’s life; however it also highlights some of the most radical variations in the rights between women and men. The holy book of Islam, theRead MoreGender Roles In Lysistrata By Aristophanes1863 Words   |  8 Pagescomedy and how it would be viewed by citizens in ancient Greece. By incorporating satire and comedy, Aristophanes portrayed the social and political climate of the time. More specifically, Lysistrata, a play by Aristophanes, gives insight into the role women have in the Athenian society. The theme of gender roles in the play, Lysistrata, has evolved to parallel the social norm of feminism by women today. Lysistrata is a satirical comedy and portrays the women are at odds with man regarding several differentRead More Gender Roles in Medea by Euripides Essay1285 Words   |  6 Pagesenabled men and women to define gender roles in society. Although some critics declare gender roles do not exist today, others believe they do. In society, men and women are defined by gender roles throughout their activities and emotions. A doctor is typically portrayed by a male while women rear the children and cook for the men. However, although still in existence, today these roles are less obvious but tend to have similar meaning when compared to the past. In ancient Greece, women suffered greatRead MoreAncient Greece, Rome, And Persian Essay2093 Words   |  9 PagesCulture Comparison The civilizations that I decided to elaborate on are Greece, Rome, and Persian. The purpose of this essay is to compare and contrast the similarities and differences of these civilizations. These civilizations will be analyzed in the area of their cultural, social, political, economic, diplomatic and military collating. Greece, Rome, and Persian are very distinctive and fascinating civilization. From the information I have learned through the semester will help me sharply juxtapose

Fat Burning Myths and Aerobics Free Essays

For the past twenty years, everyone followed fitness professionals, nutritionists, dieticians and aerobic instructors repeated recommendations to follow a low fat diet and attend aerobic classes twice a week. According to experts, low fat diets and aerobic exercise were the only effective way to lose weight. Rapid increase of qualified fitness professionals only accomplished teaching everyone endless ways of how not to lose weight, or which exercise habits do not work. We will write a custom essay sample on Fat Burning Myths and Aerobics or any similar topic only for you Order Now Professionals have yet to come up with resolutions that do burn fat. â€Å"It’s a Fact–Americans are getting fatter. Experts suggest that 75 percent of Americans will be overweight by 2015, and 41 percent of that group will be obese. Along with our burgeoning waistlines, the business of weight loss has become huge.† (Villarosa, 2007)   When aerobics for weight loss are encouraged by any professional, including medical doctors, it is assumed the only acceptable form of aerobics were organized classes through a qualified instructor. Although the only visible evidence aerobic classes and low fat diets trim waistlines are only words written on paper, people continue to be deceived into thinking they can purchase their ideal fitness levels. The market is flooded with a new fitness facility on every corner, a new diet, or new weight loss video created based on latest breakthrough research. New fitness programs based on the latest breakthrough research have been created for the past twenty five years with each new weight loss book, video or diet leading consumers farther from their fitness goals. With promises of weight loss, aerobic classes increased in popularity overnight. Falling short of the improved fitness promises, aerobic classes remain popular. The industry attract customers using fitness promises to sell their products. Knowledgeable professionals use their education to gain peoples trust. There are an abundance of fitness professionals to explain technical details of the human system, naming scientific names for every muscle in the body. Educating the public with all this physiological knowledge does not result in more fat burning during aerobic classes. When fitness programs fail to keep their promises, even with financial obligations, or the trial period to return the item has passed, the focus switches off fitness goals. Fitness myths continue because lies are always explained away. After realizing one hour aerobics class twice a week is hardly vigorous enough to shed a pound, dietary habits are blamed. After exposure of dietary myths, experts blame hereditary.   Popular fitness magazines write informative articles bringing newfound knowledge to customers explaining the cardio system and it relates to aerobics. The only people who will waste time reading article after article or listening to sales people’s lectures on human anatomy are the ones trying to tell someone the fitness advice is not delivering the promised results. People are told losing weight is beyond their capacity when there are no visible results from aerobic classes. With professional’s enthusiasm to educate every client on scientific details of fitness, basic commonsense diet and exercise understanding is forgotten. The intensity level involving any activity determines weight loss results. It is common knowledge that excess body weight is unused calories or unused energy. Repeated muscle contraction burns up energy. The faster and more frequent the muscular contractions, more energy is consumed, muscles become fitter, stronger and more efficient. Stronger, fitter muscles move easier, allowing more calorie consumption during everyday routine activities. â€Å"The energy required for muscle contraction comes from the breakdown of adenosine triphosphate (ATP), a substance that is present in the cells and is formed during cellular respiration.†(â€Å"Muscle,† 2007)   In simple terms, ATP is the scientific procedures explaining how vigorous exercise or repeated rapid muscle contraction burns stored body fat. Muscles, proteins, and engaged cells break down the stored energy the same way during aerobics, power walking, rollerblading, weight training, biking, mountain climbing, running stairs, or playing basketball. Analyzing the term aerobic can give someone the misconception long term endurance exercising is essential for weight loss. Aerobic relates to oxygen or air. An aerobically fit person understandably has a healthy respiratory system. Anaerobic is the opposite of aerobic, using maximum muscular strength. â€Å"Anaerobic endurance is a short-term, high intensity muscular effort–less than about two minutes; cardiovascular endurance involves muscular effort for a much longer duration.†(Brzycki, 1993)   For years, experts believed a person could not exercise the muscular system and the cardio system simultaneously without sustaining serious injury or building oversized muscles. â€Å"Keep in mind that compared to fat, muscle is very dense. Increase your muscle mass and your metabolism gets an automatic boost. Muscle weighs more than fat so it’s possible to build muscle mass and gain weight but appear smaller visually because you’ve decreased your overall fat percentage.† (Hanlon, 2007, p. 28) Adding weights to a cardio workout increases muscular contraction’s capacity, making the ATP breakdown more thorough. Aerobic classes, the most moderate walking program and even daily tasks such as shopping or house cleaning potentially engages higher percentage of working muscles adding ankle and wrist weights. â€Å"When you exercise, your muscles burn sugar, fat or protein in the presence of oxygen to produce energy. If you exercise so intensely that you become short of breath and your muscles can’t get enough oxygen, lactic acid accumulates in your muscles.   Lactic acid removes the chloride, so it is easier for potassium to get back inside cells. Therefore lactic acid increases the ratio of potassium inside cells to the amount outside, and this helps the muscle contract with more efficiency.† (â€Å"Study: Lactic Acid Not,† 2007, p. C10) Combining weight training with aerobic activity decreases the exerciser’s size. Cardio training can be fast weight lifting. Depending on gender, and as long as no supplements are used, the amount of weight during workout routines does not determine muscle size. People working towards a visually larger appearance lift weights very slowly, making sure to workout the muscles on the release. This is called working out the negative muscles. Either light weights or heavy weights used at a very slow speed will increase body size. Working out with heavy or light weights at aerobic pace utilizes fast twitch muscle fibers reducing body size. Anaerobic exercises or exercise strategies using fast-twitch muscle fibers are effective for fat burning. Experts never encourage vigorous exercise; it is up to the individual to experiment with effective fat burning exercises. The fitness industry, including fitness magazines, is designed for people who have very little or no previous knowledge of workouts. The term aerobic directly relating to the cardiovascular system is one of the reasons it was the only effective exercises resulting in fat loss.   High speed muscle contraction, the build up of lactic acid, the breakdown of ATP, burns up stored fat. Endurance or aerobic training takes a long time to get muscles to the point of exhaustion. Using muscles to their maximum cannot be taught in a one hour aerobic class because the weakest fitness levels must be considered when choreographing such exercise sessions. References Bourne, G. H. (Ed.). (1960). The Structure and Function of Muscle. New York: Academic Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=91183119 Brzycki, M. (1993). Strength Testing – Predicting a One-Rep Max from Reps-to-Fatigue. JOPERD–The Journal of Physical Education, Recreation Dance, 64(1), 88+. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=od=5002191543 Muscle. (2007). In The Columbia Encyclopedia (6th ed.). New York: Columbia University Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=112875101 Adenosine Triphosphate. (2007). In The Columbia Encyclopedia (6th ed.). New York: Columbia University Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=112842222 Hanlon, K. (2007, June). Health and Fitness: Strong . and Lean. Dance Magazine, 81, 28. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5021239018 Study: Lactic Acid Not So Bad. (2007, May 20). The Washington Times, p. C10. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5020836376 Villarosa, A. (2007, October). Fat vs. Fad: Demystifying Diet and Exercise Programs. Ebony, 62, 165+. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5023144778 How to cite Fat Burning Myths and Aerobics, Essay examples

Blood Brothers free essay sample

Mrs Johnstone is portrayed as a stereotypical working class mother. In the introductory song, Russell uses Mrs Johnstone to create this stereotype. We got married at the Registry an then we had a do† Mentioning the Registry, Russell is trying to show that working class people are unable to fund a wedding in a church. Also, using the term do Russell is exemplifying the language that people of a working class background use, unlike somebody of upper class who would probably use the term wedding reception. However, Mrs Johnstone proves she is aspiring to be Upper Class when Russell uses her opinions of an upper class lifestyle. We all had curly salmon sandwiches. † Mrs Johnstone, like all stereotypical working class people thinks that salmon sandwiches make them look as if they were upper class. Also, the reference to the â€Å"curl† of the sandwiches implies that they have been made and were prepared much earlier, which once again conveys their social class. We will write a custom essay sample on Blood Brothers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, on the wedding theme, â€Å"An’ how the ale did flow†, this shows how poorly these people’s expectations are. At a stereotypical wedding, people drink wine, or Champagne, but because of lack of money, and the rush to get married due to the pregnancy of Mrs Johnstone, the guests drink ale. Also, this suggests that all the friends at the wedding reception, or â€Å"do† are working class people. Another theme that emphasises how desperately poor the Johnstones are, is the theme of friendship and love, linked between Eddie, Mickey and Linda and how they are all friends, but it gradually brakes apart, Mickey and Lindas friendship develops into love, and Mickey and Eddies friendship firstly breaks up when Eddie is forced to move away by his parents, then again later in the play when Mickey becomes depressed he begins to become jealous of Eddie, again leading up to the tragic consequences. This jealousy is brought upon by class difference. Mickey has no money, therefore he is unable to care for his wife and child, therefore must turn to other ways of getting money, like turning to crime for example. Mickey participates in a crime with his elder brother Sammy, which leads to him being put in prison. During his sentence, he suffers from severe depression and turn to medication. When he returns home after years of imprisonment, he is faced with Linda trying to persuade him to stop taking the drugs. He becomes frustrated and angry with her pleading, which shows how weak and vulnerable people living in poverty are in such desperate conditions. He was imprisoned for helping his brother in a heist that would award him with ? 50. This is an excellent example of an effective contrast between the upper and working classes. ?50 is a very small sum of money, it just conveys how poor and desperate Mickey is, and also links with the friendship and love theme, but mainly, this is social class differences. Mickey’s determination to provide for his family is incredible; he will do ANYTHING to care for his family, and shows the reader just how similar different social classes are: they both want to care for their families. The audience clearly recognises how wealthy Edward’s family is, and that he does not have to worry about his needs, like the Johnstones. However, the Lyons’ might be well-off, but the question that arises with this family is; whether it is a family at all. At the beginning of the play, Mrs Johnstone gives one of her twins in order to keep her other children. Mrs Lyons uses her dominant role as an employer, and as an upper class citizen to exploit Mrs Johnstone’s situation as a desperate single mother of many children. Also, due to her lack of education (presumably) Mrs Johnstone is very religious, and extremely superstitious. This is probably due to her lack of money; therefore she must turn to superstition and religion for support. The reader is assured of these ideas when the audience is informed that her husband has left her, this is also a reason for her to turn to religion. It all comes down to her social class in the hierarchy of society. This is made clear in the song â€Å"Marilyn Monroe†. She sings of how she met a man that told her she looks like Marilyn Monroe, and then gets her pregnant. They have several more children, and then marry. He leaves her after saying that she looks â€Å"a bit like Marilyn Monroe†. This wraps the idea of social class into a neat bow, for the stereotype of working class men is for them to aspire to marry a nice looking woman, long legs etc. Therefore Mrs Johnstone fell into a false sense of love due to her class status, and ended up alone and vulnerable. Her children seem to be re-living history when Linda and Mickey break up after Eddie’s return from university. Overall, I believe that social class is the main theme in the play, and that Willy Russell has presented the theme very effectively. The two different families living in such a close distance from each other allows the audience to see the extremely varied lifestyles of higher and lower class living.

What You Need to Know about Athletic Scholarships

For many families, the only way to afford a college education is for their student to receive some financial aid. An athletic scholarship is one way that can help lower the price. Here’s what you need to know. How do athletic scholarships work? Athletic scholarships are non-guaranteed, financial aid agreements between an athlete and their school. College coaches award scholarships to athletes based on the coach’s perception of their athletic ability. Most scholarships are one-year agreements that must be renewed each year. Scholarships are either classified as equivalency, in which coaches give partial scholarships to players, or head count, where all offers are full scholarships. Athletic scholarships are offered at the NCAA D1, D2, NAIA and junior college levels. Schools competing at the NCAA D3 level are not allowed to offer athletic scholarships but do offer other forms of financial aid. How college coaches use scholarships Each coach and sport have different ways for using scholarships. For example: All the money to the top athletes – Some programs offer full or almost full scholarships to the top athletes and fill the rest of the roster with recruited walk-ons. This is popular in baseball, softball, track and swimming where an elite recruit at a specific position or event(s) can contribute a lot to a team’s success. No scholarships to underclassmen – Many coaches use scholarships as a reward to athletes who’ve been with the team. They choose to offer very little or no scholarships to most underclassmen, with the understanding that if you stay with the team and are a major contributor, you will get a scholarship. Divide scholarships (almost) equally – Some coaches will divide scholarships up among several individuals, so each person has something. This is popular in sports or events where you keep extra people on the roster and want a larger group of equally talented individuals. Coaches often use this strategy to bring in a large recruiting class and give the top performers a larger scholarship in future years. Underfunded Programs – The NCAA and NAIA limit the number of scholarships a team can offer based on division level. However, not all schools can offer the maximum number of scholarships due to limited funding. When trying to determine if an offer is â€Å"good,† you will want to ask the coach if the school is fully funded. How do you get a full-ride scholarship? Full scholarships are the exception and not the rule. If you play a headcount sport (football, men’s and women’s basketball, women’s tennis, volleyball or gymnastics) at the D1 level, any scholarship offers you receive will be for a full-ride. Getting a full-ride outside of headcount sports requires the following: Fill a critical role on the team – Not all positions or events are created equal. For example, in baseball, pitchers will get much larger scholarship offers than an outfielder. Sprinters get larger offers in track field than long jumpers. Have multiple schools offering a scholarship – Scholarships are a limited and coaches need to stretch them to field the best team possible. The only leverage you have with a coach is to have other offers. Having multiple schools with genuine interest will ensure each school is maximizing their offer to you. Move down a division level – If you find that you aren’t getting the financial aid package you need at one division level, contacting schools at a lower division might lead to a better offer. A lower-level D1 talent will typically be a better recruit at a D2 school. Athletic Scholarships vs. Academic Scholarships For many, the appeal of athletic scholarships is that they will offset some–or all–college costs. The truth is, more money is available through academic scholarships, and your best financial aid package would be to combine athletic and academic offers. MORE: A parent’s guide to creating a better college financial package Here are the facts if you are hoping to combine academic and athletic scholarships. You need a minimum GPA to combine athletic and academic money – The NCAA requires you have a minimum GPA/test scores to be able to accept academic money as a student-athlete. You need one of the following, a minimum of a 3.5 GPA, 25+ on the ACT or 1200 on the SAT. Without this minimum, your academic money will be counted against the athletic scholarship dollars of the program. If you meet the minimums, coaches can give you academic money instead of or together with athletic money. Getting an academic scholarship in place of an athletic scholarship – In a scenario where a coach thinks you are worth a 20 percent scholarship, if they can get you that money through academics instead of athletics, they will do that. Many families feel â€Å"I should get the athletic AND academic money,† but that is not how it works for most coaches. Academic scholarships stay with you – Athletes are an injury or bad season away from potentially losing their athletic scholarships. Academic scholarships are a more secure form of financial aid. If money is the most important factor to your family, you will want to earn that aid through your grades.

Idiom and Expression Resources for ESL Learners

Idiom and Expression Resources for ESL Learners Sooner or later all English students learn idioms because English uses so many idiomatic expressions that it is truly impossible to learn English without learning at least a few, but these figures of speech and colloquialisms may be hard for some English as Second Language learners to immediately grasp, especially because they often rely on cultural norms in English-speaking countries to provide meaning for their use. In any case, ESL learners should employ the use of context clues to attempt to understand what someone might mean when they say I just killed two birds with one stone by uncovering that video of both of them at the scene of the crime, which means achieving two objectives with one effort. For this reason, stories involving a number of idioms - oftentimes folk tales and those written in dialectic (spoken) style - are some of the best resources for teachers and students of ESL alike. Context Clues and Weird Expressions Oftentimes a simple English-to-Spanish translation of an idiom will not make immediate sense because of the multitude of words and connotations the English language has to describe our everyday world, meaning that some of the actual intentions of the words might get lost in translation. On the other hand, some things just dont make sense taken out of the cultural context - especially considering many popular American English idioms have dubious and untraceable origins, meaning oftentimes English speakers say them without knowing why or from where they came into existence. Take for instance the idiom I feel under the weather, which translates in Spanish to Sentir un poco en el tiempo. While the words may make sense on their own in Spanish, being under weather would probably entail getting wet in Spain, but it implies feeling sick in America. If, though, the following sentence was something like I have a fever and havent been able to get out of bed all day, the reader would understand being under the weather means to not be feeling well. For more specific in-context examples, check out ​Johns Keys to Success, An Unpleasant Colleague, and My Successful Friend - which are all full of beautifully expressed idioms in easy-to-understand contexts. Idioms and Expressions with Specific Words and Verbs There are certain nouns and verbs that are used in a number of idioms and expressions; these idioms are said to collocate with a specific word such as put in put a fork in it or all in all in a days work. These general nouns are used repeatedly in English, and in the idioms are used to represent a commonality shared between multiple subjects. Like, around, come, put, get, work, all, and as [blank] as are all commonly used words associated with idioms, though the full list is fairly extensive. Similarly, action verbs are also often used in idiomatic expressions wherein the verb carries with it a certain universality to the action - such as walking, running or existing. The most common verb thats used in American idioms are forms of the verb to be.   Check out these two quizzes (Common Idiomatic Phrases Quiz 1  and  Common Idiomatic Phrases Quiz 2) to see if youve mastered these common idioms yet.

Your Discussion Section 4 Things to Remember - Proofed

Your Discussion Section 4 Things to Remember - Proofed Your Discussion Section: 4 Things to Remember When writing a master’s thesis or PhD dissertation, it’s easy to lose track of what you’ve done. This is why it’s important to plan your paper properly. Referring back to what you’ve already done is especially vital when discussing the results of your research, as it isn’t enough to simply describe your data. You also need to relate your results back to your original hypothesis and your literature review, which will help clarify the significance of your work. At Proofed, we’ve noticed that many overlook their literature review in the discussion section. But since this can seriously affect the clarity of your work, we’ve compiled the following list of four things to remember when discussing the results of your research. 1. Use Your Literature Review to Contextualize Your Work The main purpose of a literature review is to contextualize your work as part of an existing debate. Don’t forget this when it comes to discussing your results, as the overall significance of your research will depend on how you have engaged with past research. 2. Compare Your Results with Existing Studies Do your results agree or conflict with the past studies you’ve examined? If there’s a difference, why might this be? Comparing your results with past studies is a great way to connect your research with the existing debate. It can also provide the basis for the conclusions you draw from your results. 3. Understand the Limitations of Your Work The discussion section of your paper should include some acknowledgement of the limitations of your study (e.g., in terms of scope or the methods used). If you have critically analyzed similar studies in your literature review, you can compare your work against their strengths/weaknesses. 4. Don’t Be Afraid to Tweak Your Literature Review The focus of your research may change over time when working on a long-term project. This is normal. The key thing is to adjust the focus of your literature review to reflect these changes. When discussing your results, for example, if you notice certain themes or trends are more prominent than others, it’s often helpful to revisit your literature review to emphasize these same themes/trends there too. If you follow this advice you should find it much easier to communicate your ideas clearly when writing up your dissertation/thesis. But to make completely sure your writing is up to scratch before submission, it’s a good idea to have one of the experts at Proofed check your work. Try sending a 500-word sample to be proofread for free today.

There are 3 options and the writer can choose 1 to write on Essay

There are 3 options and the writer can choose 1 to write on - Essay Example In the event that social inclusion refers to the obligation of all members of the society to include individuals secluded by society based on bias or unjustified reasons, then preventing the birth of people with individuals via genetic intervention cannot be justified. The paper holds that preventing the birth of individuals with disabilities within the present social system is immoral and exclusive of people with disabilities. From Chance to Choice Introduction One of the dominant ways in which the human condition could be altered is through the enhancement of fundamental human capacities. If one of the partners carries a version of a gene that could prejudice the offspring to inherit conditions that they want to avert, then gene manipulation may appear a viable way to safeguard the undesired outcome. Disability represents a physical or mental condition that individuals have a powerful preference not to be, which in some sense can be considered as a â€Å"harmed condition.† T his elevates the significance of probing the normative questions raised by such prospects (Robertson,1996. Background In the article titled â€Å"from Chance to Choice,† Buchanan et al. ... The prediction on whether support will reduce as science reduces the occurrence of genetic diseases is much less reasonable today, than it would have been two decades ago. This disregards the possibility that those who may not be disabled can possess legitimate interests in minimizing the rate of disabilities (Buchanan, Brock, Daniels, & Wilker, 2000). The interest that individuals have in not having disabilities can be regarded as morally legitimate; however, in some instances, the interest may be irrelevant since the disability can be averted only by safeguarding the existence of the individual who might be born with the disability. The incidence of genetically based diseases may be minimized devoid of preventing the birth of individuals who might have disabilities. Hence, argument on the loss of support must be rejected as it fails to award any weight to the legitimate interests that individuals possess in averting disabilities. Buchanan et al. (2000) makes a distinction between b eing harmed and being wrongly harmed. Furthermore, the loss of support argument is exclusionary, which render it flawed since it considers only a section of legitimate interest at stake and award no weight to the legitimate interests that individuals have in not having disabilities (Sherlock & Morrey, 2002). Discussion I agree with the presented notion that utilizing germ line choice to eliminate disabilities is immoral and harmful. Overall, there exists an inherent ethical objection to the pursuit of altering genes of future generations given that such an action cannot be labelled as a â€Å"therapy† of a set future offspring, but rather relies on a â€Å"eugenic† judgement on the worthiness of