Heintzelman Greed Scale© (HGS©) Theoretical Framework and Item Development
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River. -
The Significance of Anime As a Novel Animation Form, Referencing Selected Works by Hayao Miyazaki, Satoshi Kon and Mamoru Oshii
The significance of anime as a novel animation form, referencing selected works by Hayao Miyazaki, Satoshi Kon and Mamoru Oshii Ywain Tomos submitted for the degree of Doctor of Philosophy Aberystwyth University Department of Theatre, Film and Television Studies, September 2013 DECLARATION This work has not previously been accepted in substance for any degree and is not being concurrently submitted in candidature for any degree. Signed………………………………………………………(candidate) Date …………………………………………………. STATEMENT 1 This dissertation is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged explicit references. A bibliography is appended. Signed………………………………………………………(candidate) Date …………………………………………………. STATEMENT 2 I hereby give consent for my dissertation, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed………………………………………………………(candidate) Date …………………………………………………. 2 Acknowledgements I would to take this opportunity to sincerely thank my supervisors, Elin Haf Gruffydd Jones and Dr Dafydd Sills-Jones for all their help and support during this research study. Thanks are also due to my colleagues in the Department of Theatre, Film and Television Studies, Aberystwyth University for their friendship during my time at Aberystwyth. I would also like to thank Prof Josephine Berndt and Dr Sheuo Gan, Kyoto Seiko University, Kyoto for their valuable insights during my visit in 2011. In addition, I would like to express my thanks to the Coleg Cenedlaethol for the scholarship and the opportunity to develop research skills in the Welsh language. Finally I would like to thank my wife Tomoko for her support, patience and tolerance over the last four years – diolch o’r galon Tomoko, ありがとう 智子. -
Colonial Theodicy and the Jesuit Ascetic Ideal in José De Acosta's
chapter 6 Colonial Theodicy and the Jesuit Ascetic Ideal in José de Acosta’s Works on Spanish America Bryan Green This chapter aims to demonstrate the centrality of the problem of theodicy in José de Acosta’s (1540–1600) scientific, ethnographic, and historical writings on Spanish America.1 Based on Acosta’s experience as the Jesuit provincial of Peru and his active participation in the political and ecclesiastical reforms initiated under the viceroy Francisco de Toledo (1515–82), these works bear witness to the moral evils running rampant among his fellow Spaniards and the concomi- tant suffering inflicted upon the indigenous population.2 While Acosta recog- nizes the moral evil at the root of Spanish sovereignty, namely greed in the ruthless pursuit of precious metals, his colonial theodicy nevertheless main- tains that this evil is a means to the greater good of the Amerindian’s salvation. In his guidelines for missionary conduct, Acosta offers a response to this ethi- cal impasse through the performance of a distinctly Jesuit ascetic ideal, which 1 This chapter was written at the Pontificia Universidad Católica de Valparaíso with the sup- port of a research grant from the Chilean government (fondecyt Iniciación en Investigación no. 11140527, 2014–17). 2 The son of a prosperous merchant from Medina del Campo in Spain, Acosta entered the Society in 1552 and completed the first years of his studies at the Jesuit college in his home- town. Having distinguished himself as a student and grammar teacher in several Jesuit schools throughout Iberia, Acosta moved on to study philosophy and theology at the renowned University of Alcalá de Henares in 1557. -
The Early History of Greed the Sin of Avarice in Early Medieval Thought and Literature
The Early History of Greed The Sin of Avarice in Early Medieval Thought and Literature RICHARD NEWHAUSER Trinity University (San Antonio) published by the press syndicate of the university of cambridge The Pitt Building, TrumpingtonStreet, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge cb2 2ru, UK http://www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011±4211, USA http://www.cup.org. 10 Stamford Road, Oakleigh, Melbourne 3166, Australia # Cambridge University Press 2000 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2000 Printed in the United Kingdom at the University Press, Cambridge Typeset in Adobe Garamond 11.5/14pt [ce] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Newhauser, Richard, 1947± The early history of greed: the sin of avarice in early medieval thought and literature / Richard Newhauser. p. cm. ± (Cambridge studies in medieval literature) Includes bibliographical references amd index. isbn 0 521 38522 9 (hardback) 1. Avarice ± History. 2. Christian ethics ± History ± Middle Ages, 600±1500. I. Title. II. Series. bj1535.a8n48 2000 241'.3±dc21 99-25922 cip isbn 0 521 38522 9 hardback Contents List of abbreviations page viii Preface xi 1 Alms and ascetes, round stones and masons: avarice in the 1 early church -
I'm Making $21 an Hour at Mcdonald's. Why Aren't You?
I’m making $21 an hour at McDonald’s. Why aren’t you? | The Great Debate 8/29/14 9:37 AM Safari Power Saver Click to Start Flash Plug-in RECOMMENDED VIDEO Whole organ 'grown' inside animal for the fir… U.S. Navy releases video it says shows aircraft t… I "Shaun" the sheep could be the world's woolliest work for McDonald’s and I make $21 an hour. No, that isn’t a typo. It’s really my salary. Girl shoots instructor during shooting lesson You see, I work for McDonald’s in Denmark, where an agreement between our union and the company guarantees that workers older than 18 are paid at least $21 an hour. Employees younger than 18 make at least $15 — meaning teenagers working at McDonald’s in Denmark make more than two times what many adults in America earn working at the Golden Arches. To anyone who says that fast-food jobs can’t be good jobs, I would answer that mine isn’t bad. In fact, parts of it are Sponsored Financial Content (?) just fine. Under our union’s agreement with McDonald’s, for example, I receive paid sick leave that workers are still fighting for in many parts of the world. We also get overtime pay, guaranteed hours and at least two days off a week, unlike workers in most countries. At least 10 percent of the staff in any given restaurant must work at least 30 hours How CashPro has helped Shure achieve a week. seamless cash efficiency Bank of America Estimate how much you’ll need for retirement with My Retirement Plan® Wells Fargo Meet Warren Buffett's Worst Nightmare Motley Fool Use Free 2-Step Reverse Mortgage Calculator For Cash Estimate, Today! Liberty Home Insurance One Smart Penny Ridiculously Easy Way to Pay Off Mortgage Faster One smart penny MORE REUTERS NEWS But in New York last week, I met fast-food workers from around the world who aren’t as lucky as I am. -
The Seven Deadly Sins
Contact: Karen Schwarz Bruce Museum (203)413-6735 [email protected] SEVEN MUSEUMS, SEVEN SINS First-time Exhibition Slated for 2015 May 5, 2015—The Seven Deadly Sins, a groundbreaking series of exhibitions with openings through July, will be presented by seven arts institutions, all members of the Fairfield/Westchester Museum Alliance (FWMA), located in Fairfield County, CT, Westchester County, NY, and the New York City borough of the Bronx. The seven cultural institutions are: The Aldrich Contemporary Art Museum; Bruce Museum; Hudson River Museum; Hudson Valley Center for Contemporary Art; Katonah Museum of Art; Neuberger Museum of Art; and, Wave Hill. The Seven Deadly Sins represents the first collaboration among the FWMA museums. FWMA museums formed an alliance in 2009 to share resources to promote cultural life in the region and offer reciprocal benefits to their members. The Seven Deadly Sins, FWMA’s inaugural exhibition, is offered to the public at large; the members of FWMA institutions are admitted free to Seven Deadly Sin exhibitions and programs. Each of the FWMA institutions explores one of the seven deadly sins — a hardcore group of despised actions that for centuries defined what humans must not do to live good lives. The litany of sins is as familiar to us now as to past generations — Envy, Gluttony, Greed, Lust, Pride, Sloth, and Wrath —and, each sin is often contrasted with a contrary virtue: Kindness, Temperance, Charity, Chastity, Humility, and Diligence, whose practice protects us from the ever present temptation to sin. The “Deadly Seven,” the favorite subject of painters and poets over centuries, is woven into the warp and weft of the Western world’s cultural allusions. -
By Courtney Campbell
by Courtney Campbell © Courtney Campbell 1998 The proverbial verdict of history on Columbus and the legacy of the Spanish conquest has been at best ambivalent in this quincentenary year of the discovery of the new world. Last fall, a mock trial conducted at the University of Minnesota Human Rights Center sentenced Columbus to 350 years of community service and education following a guilty conviction on counts of slavery, torture, murder, forced labor, kidnapping, violence, and robbery. The chief prosecutor remarked that though Columbus was a man who lived by the standards of his times, modern persons must hold Columbus accountable for these various crimes against the indigenous populations. Was it really the case that Columbus and those who shortly followed him to the new world lived by an "anything goes" morality? Consider the voice of protest raised in 1511 by the Dominican friar Antonio de Montesinos. Warning his Spanish audience that their conduct towards the Indians on Hispanolia (Haiti) risked mortal sin, Montesinos asked: "By what right or justice do you keep these Indians in such a cruel and horrible servitude? On what authority have you waged a detestable war against these people, who dwelt quietly and peacefully on their own land?..." (17) Those questions of right, justice, and authority, defined the Spanish debate over the morality of the conquest of the new world for the next century. The standards of justice and authority were not anything goes, but were given substantive meaning through the application of the traditional moral framework of the "just war." Montesinos described the war on the Indiansas "detestable"; others would not agree, but the framework of just war provided the substantive parameters for debate over the moral and theological justification of the conquest. -
Seven Deadly Sins Art Scavenger Hunt - Vocabulary
Seven Deadly Sins Art Scavenger Hunt - Vocabulary 1. Use the definitions from the Merriam-Webster’s Online Dictionary below to aid in your hunt for pieces of art that exemplify each sin. Lust - romantic desire especially if strong or uncontrolled Gluttony - the act or habit of eating or drinking too much Greed - selfish desire for food, money, or possessions over and above one's needs Sloth - the quality or state of being lazy Wrath - 1: violent anger; 2: punishment for sin or crime Envy - painful or resentful awareness of an advantage or possession enjoyed by another and the desire to possess the same thing Pride - too high an opinion of one's own ability or worth: a feeling of being better than others 2. In the space below, brainstorm how each of the sins might look in a piece of artwork. Use simple pictures, nouns and adjectives. Lust Gluttony Greed Sloth Wrath Envy Pride 3. Use the following terms to describe the pieces of art you identify for each sin on your “Works of Art” page. Here we have used the most famous painting in the world, the Mona Lisa, as an example. Title of work- the full name of the work in italics | The Scream Date of work- around when the work is believed to be completed. You may sometimes see a small “c.” in front of the date which stands for circa and means “around”. | 1893 Artist (if known) - give the name of the artist or group that is recognized for the work. If there is no artist known, write unknown | Edvard Munch Current location- list the name of where the work is currently housed | The National Gallery, Oslo, Medium- what materials were used to create the work of art | Oil on cardboard Dimensions- what is the size of the work of art in feet and/or inches*you must convert centimeters over| (36 in × 28.9 in) How it represents a deadly sin- explain what images you see in the work of art that let’s you know that the sin is present. -
The-Diamond-Empire-Transcript.Pdf
1 MEDIA EDUCATION F O U N D A T I O N 60 Masonic St. Northampton, MA 01060 | TEL 800.897.0089 | [email protected] | www.mediaed.org The Diamond Empire Transcript Part 1 begins on pg. 1 Part 2 begins on pg. 15 PART 1: INTRODUCTION NARRATOR: On a hill above Johannesburg is the private estate of one of the wealthiest families on earth. They’ve made their fortune by manipulating markets and fixing prices. Their money has come from ordinary people all over the world who imagine they’re investing in something rare and valuable. But this is a family which deals in illusion. It presides over one of the last great cartels, an extraordinarily successful business empire worth $60 billion. This is the Oppenheimer family and their trade is diamonds. NARRATOR: The richest diamond jewelry market in the world is in New York. It’s a $10.8 billion business. Around 47th Street, there are twenty-five thousand people who buy, cut, polish and sell diamonds, from the most glamorous jewelry to the cheapest mail-order. It’s a highly secretive and risky business. The Oppenheimers themselves declined to help in any way in the making of this film. Bill Goldberg is one of the few top dealers who will talk openly about what he does. BILL GOLDBERG: It’s fascinating, it’s amazing that a lot of men that are ten years younger than I am can’t wait to retire and I can’t wait to get here in the morning at eight o’clock, to produce these beautiful works, these beautiful pieces of art from what looks like a pebble on the beach. -
Fear, Greed, and Financial Crises: a Cognitive Neurosciences Perspective Andrew W
23 Fear, Greed, and Financial Crises: A Cognitive Neurosciences Perspective Andrew W. Lo Abstract Historical accounts of financial crises suggest that fear and greed are the common denominators of these disruptive events: periods of unchecked greed eventually lead to excessive leverage and unsustainable asset-price levels, and the inevitable collapse results in unbridled fear, which must subside before any recov- ery is possible. The cognitive neurosciences may provide some new insights into this boom/bust pattern through a deeper understanding of the dynamics of emotion and human behavior. In this chapter, I describe some recent research from the neu- rosciences literature on fear and reward learning, mirror neurons, theory of mind, and the link between emotion and rational behavior. By exploring the neuroscien- tific basis of cognition and behavior, we may be able to identify more fundamental drivers of financial crises, and improve our models and methods for dealing with them. 23.1 Introduction In March 1933, unemployment in the United States was at an all-time high. Over 4,000 banks had failed during the previous two months. Bread lines stretched around entire blocks in the largest cities. The country was in the grip of the Great Depression. This was the context in which Franklin Delano Roosevelt delivered his first inaugural address to the American people as the 32nd president of the United States. He began his address not by discussing economic conditions, nor by laying out his proposal for the “New Deal”, but with a powerful observation that still resonates today: “So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself – nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance”. -
Turkey's National Struggle: Contrasting Contemporary Views
Turkey’s National Struggle: Contrasting Contemporary Views and Understandings Honors Research Thesis Presented in partial fulfillment of the requirements for graduation with honors research distinction in History in the undergraduate colleges of The Ohio State University by David Richard Howard The Ohio State University June 2011 Project Advisor: Professor Carter Findley, Department of History Howard 2 Introduction: “In the first half of this century an amazing reversal took place—Turkey became a healthy nation in a relatively sick world.”1 This event, after the First World War, was one of the more controversial, mind-changing events of the early twentieth-century. The majority of the world considered the Turkish people to be finished and defeated, but the Turkish National Struggle (1919-1922) proved this opinion quite wrong. This paper examines the factors behind this successful national movement and the birth of the Republic of Turkey by offering comparative insights into contemporary accounts of the National Struggle to close in on the truth. This understanding of the subject will involve analysis and comparison of primary sources (in English) representing several different viewpoints of the period. The Turks were the only defeated people of the First World War to force a rewriting of the peace terms imposed on them at Versailles. The Treaty of Sèvres (1920) left the Turks with but a small part of central Anatolia and the Black Sea coast, and yet they managed to achieve victory in their National Struggle of 1919-1922 and force the Allied powers to a renegotiation of peace terms in the Treaty of Lausanne (1923), thereby recognizing the emergence and legitimacy of the Turkish Republic. -
Themes List (Quotations, Mottos, Proverbs and Old Sayings)
Themes List (Quotations, Mottos, Proverbs and Old Sayings) Prejudice • Things are not always as they appear. • Things are usually not as bad as you think they will be. • Look for the golden lining. • Beauty is only skin deep. • Prejudice leads to: wrong conclusions, violence, false perceptions, a vicious cycle, oppression. o Don’t judge a book by its cover. o Mercy triumphs over judgment. • Beware of strangers. • People from other cultures are really very much like us. • Look before you leap. Belief • Believe in yourself. To succeed, we must first believe that we can. • Believe one who has proved it. Believe an expert. • The thing always happens that you really believe in; and the belief in a thing makes it happen. • One needs something to believe in, something for which one can have whole-hearted enthusiasm. • As long as people believe in absurdities, they will continue to commit atrocities. • Moral skepticism can result in distance, coldness, and cruelty. Change • People are afraid of change but things always change. • Things are usually not as bad as you think they will be. • Knowledge can help us prepare for the future. • Forewarned is forearmed. • It is impossible to be certain about things. Good and Evil • Good triumphs over evil. • Evil is punished and good is rewarded. • Power corrupts and absolute power corrupts absolutely. • Bullies can be overcome. • Good manners have positive results. • Greed leads to negative outcomes: suffering, disaster, catastrophe, evil, callousness, arrogance, megalomania. • It is possible to survive against all odds. • Jealousy leads to negative outcomes: guilt, resentment, loneliness, violence, madness. • Good and evil coexist.