Abraham Lincoln, Adelicia Acklen and Harriet Tubman Essay -- articles

The time of the American Revolution was the birth of America. During this period of time the Revolutionary war was fought and America gained its independence from Britain. The Declaration of Independence was signed July 4, 1976 giving the 13 colonies freedom to govern themselves and shortly thereafter in 1781, the Articles of Confederation were ratified. These articles empowered the federal government to conduct foreign affairs, make treaties, and declare war, which had been essential in the struggle for independence. In 1787, The Constitution of the United States further strengthened our laws. During the next 100 years Americans continued to build communities and wealth based on the principles and laws contained within these documents. During colonial America and the period leading to the Civil War slavery was the foundation of the socioeconomic system. This topic created an ongoing debate between the north, south and free states. The Declaration of Independence declares, â₠¬Å"That all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness (Foner, 2013, A-18).† Abraham Lincoln President of the United States of America, Adelicia Acklen plantation owner, and Harriet Tubman, abolitionist define what these unalienable rights meant to them in the 19th century, the period that created an opportunity for change and a rebirth for America. Abraham Lincoln was born February 12, 1809 in Hodgenville, Kentucky to Thomas Lincoln and Nancy Hanks Lincoln. He had two siblings, sister Sarah who was older than him and younger brother Thomas, who died during infancy. The family was eventually forced to move out of Kentucky to seek other opp... ..., 692-696. OBAMA, B. (2013). Proclamation 8943--establishment of the Harriet Tubman underground railroad national monument. Daily Compilation Of Presidential Documents, 1. Ranney, J. A. (2010). In praise of whig lawyering: a commentary on Abraham Lincoln as lawyer and politician. Marquette Law Review, 93(4), 1325-1331. Rowland, T. Rowland, E. (2013). Maryland memorializes: Harriet Tubman.history. The reference center. 26(3), ISSN: 1046-2899, Scott, K. & Collins, S. (2010). Frederick Douglas and Abraham Lincoln on black equity in the civil war: a historical-rhetorical perspective. Black History Bulletin, 73(2), 8-15. The Belmont Mansion. (2014). Retrieved from thebelmontmansion.com The Examiner. (2011). Woman play dramatic, if unheralded roles in the civil war. Retrieved from www.examiner.com/.../adelicia-acklen-belmont-mansion-and-women-

Classroom Participation

Classroom participation is a condition in which all students take part in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions (Wade, 1994).Lack of participation remains one of the challenges teachers face in Mathematics lessons in Namibia (Mbalu, 2004). According to Ministry of education (1994) since independence teaching mathematic has been a challenge, while lack of participation being an aspect of this challenge leading to the poor performance in the subject of Mathematics particularly at Upper Primary. Mathematics' Numeracy and literacy are core features of primary education, thus Mathematics and the languages are the most important subjects in the curriculum in this phase and participation is one of the fundamental requirements. Millar (2004) states that abstract ideas cannot simply be transferred from teacher to learner, the learner must play an active role in appropriating these ideas and making personal sense of them. Learners should learn mathematics by doing Mathematics and thus should experience inquiry in the Mathematics classrooms. According to NIED (2015) Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. According to Mwetulundila (2000) reports that leaners in Namibia especially girls do not fully participate in mathematics because of the following reason: The South African colonial education was inferior particularly With regard to Mathematics; the low participation of females is carried-over from secondary schools or high schools to tertiary level; the â€Å"hidden curriculum,† which not only lacks gender equality regarding what is taught, but also regarding how it is taught; socio-economic factors .This study focused more on higher grades not primary and also have left unanswered question on factors in the classroom that can lead to lack of participation in a mathematics lesson. The rationale for studying Mathematics involves observing, representing and investigating patterns and quantitative relationships in social and physical phenomena. These cannot be achieved if learners are not motivated to participate in Mathematics lessons (NIED, 2015). Wade (1994, p. 12) considered the â€Å"ideal class participation† as one in which all students take part in the discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions. Participating in classroom activities provides a critical occasion for learning new skills. Participation helps pupils make deep, meaningful connections in the mind that are important in learning (Bean and Peterson, 2003). Furthermore, the importance of learners' participation is also stressed by Jackson (2002) who maintain that participation provides the setting in which learners can construct and shape identities as members of the classroom. Moreover, research has shown that participation in classroom activities is important in learner centered curriculum for effective learning to take place, especially in Mathematics (Jeffrey & Adam, 2010). They further noted that participation increases the likelihood learners will study and have a sense of responsibility for their learning when they actively voice their opinions and thoughts in the classroom. Despite the benefits of participation in the classroom, lack of participation is a common phenomenon in grade4 mathematic lessons at the primary School. This problem (lack of participation) was identified by the researcher during School Based Studies Phase 3 at the primary School in Mathematic lessons, as one of the major problem contributing to high failure in Mathematics, when he was conducting his teaching practice. As observed, the majority of learners in this grades were not participating in the classroom during the Mathematics lesson presentations. Therefore, teachers are encouraged to derive strategies on how to motivate learners to participate in Mathematic lessons. This prompted the researcher to carry out a case study in order to find out more about factors contributing to lack of participation and find out strategies that could be used by Mathematic teachers to enhance learners' participation.Statement of the ProblemMore of literature have been written regarding the value and importance of learners' participation in classroom discussion but few, if any, teachers (particularly at school level in Namibian Mathematic classrooms) would dispute the position that learners who participate in class learn more(Petress, 2006) . However, actual evidence to support this hypothesis seems somewhat lacking. Despite the shift from teacher centered to the learner centered approach of teaching and learning there still seems to be very little freedom and autonomy amongst learners (Rocca, 2001).Vygotsky (1978) is of the opinion that to be autonomous, learners need to be able to have some choices as to why and how of the curriculum and, at the same time, they should feel responsible for their own learning and for the learning of those with whom they interact. In addition, it still gives educators question marks on why most of our learners refuse to participate in classrooms apart from the fact that we have a learner centered notion that in one way promotes learners freedom on the curriculum (Rocca, 2001). It really brings frustrations when teachers ask their learners whether they understood a topic or not, what is commonly observed is that learners in grade 4 at this primary School always tell their teachers that they understand the topic yet when it comes to the home works, tests, oral question or class works, they underperform. Deducing from observations, one of the reasons they say we do understand a topic even if they do not is probably fear and lack of freedom of expression, since the whole lesson they are passive. There is an absence of literature available that deals with factors contributing to lack of participation in Mathematic in Namibian schools previous work has only focused on gender, social culture and social economy as key factor contributing to lack of participation in mathematics. It is against this background that a case study will be conducted to seek a deeper understanding on the factors contributing to lack of participation and find out strategies that could be used to enhance learners' participation in Mathematic lessons for grade 4 at a primary school.Research aims and objectivesThe primary purpose of this study was to examine the factors contributing to lack of participation in grade 4 Mathematic classroom. Secondly, it was to suggest strategies that could be used to enhance participation by teachers in Mathematic lessons at the primary School.Significance of the studyPeople who will benefit from this study will be educators, teachers and learners in Zambezi region as well a s all over country. The results of this study are important as they would inform the policy makers of the factors that inhibit teachers from engaging their learners in a meaningfully manner in Mathematics lessons Thus, they can come up with possible strategies to enhance learners' participation. Teachers will benefit as they would be aware of the different strategies to enhance their leaners participation in Mathematics lessons which will enrich the teaching and learning process.Limitations of studyThere are not many studies done in Namibia on participation of learners in Mathematics. This is a big limitation especially to get secondary data for the literature review. Second, the size, convenience, and homogeneity of the sample will limit the generalizability of this study. Limited time needed to carry out the study will be a limitation too.DelimitationsResearch participants was restricted to Mathematics teachers and learners at this School, in the Zambezi region. Other people were not directly involved in Mathematics classroom, for example; the principal and other teachers who do not teach Mathematics.Definition of TermsClassroom participation: Wade (1994) considered the â€Å"ideal class participation† as one in which all students take part: in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions.Teaching strategies: Teaching strategies comprise the principles and methods used for instruction (Effective Teaching Strategies, 1994).Motivation: Donyei (1998) defines motivation in Second Language Learning as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes.Phenomenon: refers to something which is observed to happen or exist, in this case learners' lack of participation in Mathematics lessons (Cambridge Online Dictionaries. 2016).Learner centered: â€Å"teaching means the student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student† (Jeffrey & Adam, 2010, p.135). Autonomy: is defined as the ability to make your decisions about what to do rather than being influenced by teachers (Cambridge Online Dictionaries, 2016).CHAPTER 2: LITERATURE REVIEWFACTORS CONTRIBUTING TO CONTRIBUTING TO LACK OF CLASSROOM PARTICIPATION No teacher will ever deny that active classroom participation plays an important role in the success of language learning (Tatar, 2005). As involvement and participation are essential for language acquisition, the more utterances the learners offer, the better their spoken language is and vice versa. This phenomenon is termed Matthew Effect that is â€Å"rich get richer, poor get poorer† (Chau, Fung-ming, 1996. P. 67).This context the rich get richer while the poor get poorer simply means that those that participate frequently in the Mathematic lessons improve their skills and while those that are always passive remain behind in terms of language development and subject content.LANGUAGE ANXIETYJones (2004) defines this phenomenon in language learning situation as a fear provoked when the learner is asked to speak in the second or the foreign language in public, with the risk of social embarrassment. Oxford (1990), Jones (2004), Von Worde (2003) concludes that anxiety has a negative effect in language learning. Fears, nervousness, timidity and lack of self-confidence are related to language anxiety. The experience of participating in Mathematics Lesson is both mentally and emotionally demanding for most learners (Timothy, 2007). Larkin and Pines (2003) emphasize that most second or foreign languages are learned in classrooms, where there is constant performance evaluation by the teachers and peers. This situation can be frightening for most learners, especially those who are shy, due to their desire for approval from others and fear of negative evaluation. In Mathematics class for instance, where English as a foreign language, especially a class that emphasizes speaking and listening, shy students seem to be at a great disadvantage since they do not draw attention to themselves, either by not volunteering to answer questions in class, or by avoiding opportunities for oral communication.LACK OF PREPARATIONAlso another cause of students ‘silence to participate in Mathematic class. The findings of a study conducted by Macro thinker Institute (2008) revealed that some learners felt nervous when speaking English without any preparation. Second language learners in most cases have to think in their mother tongue when asked a question in English so when they are caught offside it becomes difficult for them to participate (Miller, 1995; 1996; Larkin and Pines, 2003).FEAR OF VOLUN TEERING TO ASK OR ANSWER A QUESTION IN CLASSBeing afraid to speak in class for fear of making mistakes was of concern for learners. Liu and Littlewood, (1997) discovered that when learners were asked in a research on how they felt concerning asking and answering questions during class, most of them reported that they often felt afraid of asking a question to teachers during class.  SHYNESSShyness was another influencing factor which could affect students' participation. However, shyness, according to Anthony (2004), is a behavior that could be the result of any one oral combination of the following factors: social introversion, lacking confidence in subject matter, and/or communication apprehension.FEAR OF MAKING MISTAKES AND BEING LAUGHED ATFassinger, 1995; Krupnick, 1985; and Crombie, (2003) mentioned that fear of making errors is often cited as another cause of the perceived silence and passivity. This anxiety factor is also allegedly related to certain aspects of Eastern cultu re, such as the desire to be right and perfect and fear of losing face (Cheng, 2000). Melvin and Lord (2006) noted that anxiety of making mistakes reduce participation because they think their mistakes make them feel incompetent. Learners think making a mistake in Mathematics classroom will distort their image in front of their classmates.CHAPTER 3: RESEARCH METHODOLOGYIn this chapter the study describes the methodology and different procedures used during data collection and analysis. In the first part research design is discussed. The second part will be on the instrument and procedures of data collection which consist of observation and interview. The third part relates to the data processing and analysis. The last part will be the ethical issues considerationRESEARCH DESIGNResearch design may be referred to as the plan of the study that will answer the research objectives. Research designs are the specific procedures involved in the research process which are; data collection, d ata analysis and report writing (Creswell, 2012: 20). In addition to that Yin (1994) explains a different way of thinking about research design that it is a â€Å"blueprint† of research, looking at four problems: what questions to study, what data are relevant, what data to collect and how to analyze the results. The purpose of research design is to help the researcher to organize his or her ideas in a way that the researcher will be in a good flow. The researcher chose case study design to work with in the research. Case study In this study the researcher employed a case study design to be able to answer the research questions. Stake (2004) gives the definition of a case study that is both a process of inquiry about the case and the product of that inquiry. Yin (2003: 18) argues that â€Å"case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real life context especially when the boundaries between phenomenon and context are not clearly evident†. Qualitative approach In order to find out the factors contributing to lack of participation amongst grade 4C-E learners in the Mathematics classroom at the school, qualitative approach was used. Qualitative approach allows researchers to get at the inner experiences of participants, to determine how meanings are formed through culture and to discover rather than test variables (Corbin & Straws, 2008: 5). Creswell (2012) stresses that, qualitative research is suitable in addressing a research problem which you do not know the variables and need to discover. The natural setting of this study was in a Mathematics classroom where teaching process occur. Teachers and learners were observed and interviewed on the factors contributing to lack of participation and strategies that they use in teaching to enhance participation in their classes POPULATION Population may be defined as certain group of people in which a researcher is interested in. Cresswell (2012) defines population as a group of individuals with some common defining characteristic that a researcher can identify and study. In this study the population was formed by two teachers and ten learners which involve four learners from 4C and three from 4D and 4E respectively. All the teachers and learners were purposeful selected from the Mathematics classes. SAMPLING AND SAMPLING PROCEDURE Susan (2012), Sampling says is a method of studying from a few selected items, instead of the entire big number of units. The small selection is called sample. Purposive sampling method will be used as the sampling procedure (Cohen &Manion, 1995). From the population 3 teachers will be selected and 10 learners from grade 4A-4D SAMPLING PROCEDURE Purposive sampling is when a researcher chooses specific people within the population to use for a particular study or research project unlike random studies, which deliberately include a diverse cross section of ages, backgrounds and cultures, the idea behind purposive sampling is to concentrate on people with particular characteristics who will better be able to assist with the relevant research (Cohen &Manion, 1995). In this study teachers to be interviewed will be purposively selected based on the subject they teach Mathematics in this case. Two Mathematic teachers will be interviewed in this study. Four learners from grade will be interviewed. RESEARCH INSTRUMENT During the examination on the factors contributing to lack of participation in Mathematics classroom interview and observation were used. Observation The observation was my main instrument of collecting data. Since the study was about the factors contributing to lack of participation amongst grade 5C–E learners in the Social studies classroom, therefore it was important to see what teachers do in the classroom. Maxwell (2005) argues that it is known that observation often provides a direct and influential way of learning about people's behavior and context in which this occurs. In line with this Gall et al (2007) says observation provide rich data sources that offer an in-depth explanation of the case. In this study the researcher observed factors contributing to lack of participation and teaching strategies which were used by the teachers during classroom instructions in Mathematics lessons grade The researcher also observed strategies that teachers use to enhance participation Mathematics classroom. The observation method may supplement what the oral interview may not suffice. I used non-participant observation. I believe that non-participant observation gave me a great chance to observe what the teachers are doing in an inclusive class. Advantages of observation Observation is very important among the data collection instruments. According to Marshal and Rossman (1995) the following are the advantages of observation. It is used to find out complex interactions in natural social settings. They also believe that even in depth interview studies, observation plays a significant role as the investigator notes body language and affects in addition to the person's worlds. Limitations of observation Limitations which are likely to occur during observation are closely related to the role of inquirer in observation. This may be because the researcher assumes the participant, nonparticipant, or middle-grounded position. Taking the field notes, recording quotes perfectly for inclusion and determining the good timing for moving from a nonparticipant to participant. Researchers sometime tend to disclose themselves to the participants, sharing relationships with other individuals and attempting to disengage from the site (Cresswell, 2007 p.139). Interview This study involved semi-structured interviews which are attached in appendix A and B. The interview involved open-ended questions that were asked to the interviewees. The questions were constructed from my knowledge gained from literature on classroom participation, my experience on Namibia's educational system, my educational background, and my personal interest.

The Fall Of The Western Roman Empire - 923 Words

After the fall of the Western Roman Empire in 476 C.E., centralized government in Western Europe began to collapse. As a result, central authority was unable to perform its duties and rule over the land. The people frantically looked for a political system to protect themselves, some form of security, especially after the split of Charlemagne’s empire and the invaders that threatened Europe from all directions. The result was the rise of feudalism, a system established on â€Å"oaths of loyalty† between lords, vassals and serfs. In short, feudalism became a â€Å"social hierarchy, a political system, and an economic system† for Europe after the loss of centralized government. It is believed that the feudal system has many roots from earlier Roman and Germanic practices. For instance, the feudal system fief was very similar to the Roman beneficium. The fief was the lord’s payment to the vassal (the person who gave homage), usually paid in the form of land. The Roman precarium was a â€Å"temporary grant of land that the grantor could revoke at any time† in exchange for services. In the late Roman Empire, the nobles were owners of a latifundium, a large estate, thus they needed help to manage their large plots of lands. The Roman precarium gave rise to the manorial system. The manorial system was â€Å"an economic and social system of medieval Europe.† The system involved the serfs, the peasants, working the land of the lord, who was the owner of the manor, in exchange for protection. TheShow MoreRelatedThe Fall Of The Western Roman Empire1352 Words   |  6 PagesAfter the fall of the Western Roman empire in 476 CE the European continent found itself dragged into a very chaotic period. This period known as the dark ages would see numerous kingdoms rise and fall. The constant shifting of territories and fealties made it very difficult for the culture and technologies of the roman age to remain intact. 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It remained as the world’s largest and most powerful empire in the ancient world for about 1100 years. But by 476 AD, the stress of war and the multiple sackings of Rome proved too much for the once mighty empire. There haveRead MoreFall of the Roman Empire758 Words   |  4 PagesHorsley HIS 126 3 March 2010 The fall of the Roman Empire Political, economic and social aspects were all involved in the fall of the Roman Empire. In 395 A.D., Rome was divided into two empires, with one capital in Rome and the other in Constantinople. During that time, the western Roman Empire was being invaded by barbarian tribes from the North. In 410, the Visigoth tribe succeeded in conquering the western capital in Rome. In 476, the western Emperor Romulus Augustulus was finally overthrown

The Assistant Of Career Services - 1125 Words

A. General Impression / Observation Shadowing is a wonderful way to experience the daily functions of a Student Affairs Administrator. For this assignment I chose to shadow an administrator in the Career Services Department. Ben Rohde, who is the Director of Career Services at Concordia University Wisconsin allowed me to gain a positive incite of the department. There was a lot to take away from this assignment. I learned how critical the Department of Career Services is not only to a college but also to its students. Some of the services that are offered are career counseling, career/major exploration, LinkedIn development, networking opportunities, occupation research, internship assistance, resume building, cover letter assistance, ect.†¦show more content†¦During the staff meeting was when I was introduced to the administrators who work in the office. Ben thought it was a great idea to go around the table and give a small introduction. This was helpful to me because it gave me an idea of what the daily tas ks are for each administrator. From my own personal observation, I feel that the administrators work extremely well together. During my introduction with Ben he informed me that since he has been there he has not hired anybody. Shelia, Krista and himself have been working together for quite sometime now and are going on almost five years together. That is quite unheard of to have all the same administrators working in the same office for that long of a period. It shows that they can collaborate with each other and are a hard working team. I feel that everybody in the office held a high level or morale. Ben and the other administrators in the office portrayed a high level of enthusiasm and dedication to their career. In the meeting they each talked about their WIG’S (Widely Important Goal’s) which are made in hopes that they will be accomplished before the next meeting occurs. The department seems very close knit and were willing to help each other with different tasks when needed. B. Administrators Responsibilities As the Director, Ben has many responsibilities. Not only does he oversee the department, he also still engages in the daily functions of what career services offers (meeting with a student to go over a

The Uses Of Human Biological Remains - 1312 Words

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Relative dating uses techniques applied by the archeologists themselves and produce a general understanding of the age of findings while absolute dating can provide an exact date the biological remains were alive and uses much more elaborate and in depth laboratory testing techniques. Absolute dating techniques such as dendrochronology, radiocarbon dating, and argon dating are the most effective and wide spread methods for dating human biological remains to provide a detailed analysis of antiquity. Radiocarbon dating is the most widespread and commonly used technique for dating human remains in archeology. It is known that all living things contain carbon and upon death carbon breaks down at a specific and steady rate once. ByShow MoreRelatedHuman Nature And The Organization Of Human Society1742 Words   |  7 Pagesanthropology. These fields come together to help solve not only present day cases but with technology and advancements we are able to solve decade old cases. 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Ancient Greeks and Romans. Free Essays

Running head: ANCIENT GREEKS AND ROMANS Comparison and Contrast of Greeks and Romans World Civilization 1 HIS 103 There were many different cultures and civilizations in the ancient world. Each of the cultures had their own customs and ethnology that either set them apart from the rest of the world or rendered them similar. Two civilizations that have a multitude of similarities as well as differences are the Greeks and the Romans. We will write a custom essay sample on Ancient Greeks and Romans. or any similar topic only for you Order Now In the eyes of some, the Greeks and Romans are synonymous. While they do have their share of similarities, they also have defining characteristics that make them extraordinarily different. The Greeks and the Romans are similar and different in many aspects including religion, social/political aspects, influence of geographical factors and the lasting effect they have had on later civilizations. Abraham Lincoln once said, â€Å"When I do good, I feel good; when I do bad, I feel bad. That’s my religion. † If only the Greeks and Romans thought of Religion with such simplicity. Both ancient Roman and Greek civilizations took their religion very seriously and built temples and shrines showing their appreciation to the gods. Religion was a very important aspect of Greek society and culture. They participated in sacrifices and regular worships of gods for the purpose of unifying the people in a common goal to please the Gods. The Greeks were a polytheistic civilization and believed that their gods would protect their city-states if they were kept appeased. The Greeks pleased their gods by frequently performing rituals, sacrifices and ceremonies. Greek religion was more than legendary tales and fictitious myths; it was a complex organization with each city-state containing its own divinities, which acted to cement the body of citizens into a true community [ (O’Connell, 1999) ]. In this concept, the Romans were similar. They also were polytheistic and very concerned about appeasing their gods. The Romans were great copiers. They borrowed many of their gods from the Greeks, but unlike Greek gods, they were more cold and formal and did not have as much of a personality. The Romans lived under the gods and constantly tried to please them with rituals and sacred rites. The Romans also performed human and animal sacrifices in addition to the ceremonies. Over the years, these rituals became very complex and needed special people to perform them. Unlike the Greeks, the Romans had priests who were usually distinguished statesmen or generals. Roman religion and politics were intermeshed, and it was not uncommon for the emperor (during the empire period) to be worshipped as a god himself [ (O’Connell, 1999) ]. Because the Greeks were divided into many different city-states, they had many different forms of government. Aristotle divided the Greek governments into monarchies, oligarchies, tyrannies and democracies. In 510 B. C. he city-state of Athens created the first democratic government and shortly thereafter, the rest of the city-states followed suit [ (Carr, Ancient Greek Government, 2009) ]. They no longer had one single leader as the Romans did. Rome was originally ruled by kings, in a monarchal system. After this time period known as the Ancient Roman period, the Roman Republic was formed in 509 BC. The Roman Republic provided for a more representative government. Roman imperialism created a sizable gap in wealth a nd social classes within Rome. With such power and wealth, there was great economic as well as social conflict. The noblemen of Rome were constantly fighting for more wealth as small farm owners suffered when large plantations were being formed with slaves. The Roman nobles were fighting for greed and personal wealth creating extensive conflicts in Rome. Despite the conflict, the development of political institutions was one of Rome’s greatest accomplishments [ (Carr, 2009) ]. As the documentary source Histories: The Roman Constitution clearly exemplifies, the Romans had a very effective political system. As Polybius states in this excerpt, â€Å"For the people is the sole fountain of honor and of punishment; and it is by these two things and these alone that dynasties and constitutions and in a word, human society are held together: for where the distinction between them is not sharply drawn both in theory and practice, there no undertaking can be properly administered – as indeed we might expect when good and bad are held in exactly the same honor. † It is clear that the Roman constitution is equally balanced in power, and has contributed to the strength of the Roman ivilization [ (Sherman, Grunfeld, Markowitz, Rosner, Heywood, 2006) ]. Dr. Martin Luther King Jr. once said, â€Å"Men hate each other because they fear each other, and they fear each other because they don’t know each other, and they don’t know each other because they are often separated from each other. † The many ancient Greek city states were isolated from one another by the mount ainous terrain of the Greek peninsula. Much of their land was barren so most Greek city-states arose along the coastline. Map 4-2 clearly shows the extent of Greek settlements around the Mediterranean and Black Seas between 750 and 550 B. C. E. It exemplifies the Greek civilization by illustrating the location of the Greek colonies in comparison to the competing Phoenician colonies that the Greeks often came into contact with. It also shows the importance of colonies for diffusing culture throughout the Mediterranean and explains how Greek and Greco-Roman civilization came to dominate most of the Mediterranean basin even when the Greeks were no longer a great military-political force and their colonies ceased to be independent. Because the Greeks were surrounded by mountains, they were not as open to attack as the Romans were. Map 5-1 clearly shows some of the civilizations that occupied Italy and its immediately surrounding territory during the fifth century B. C. E. It further exemplifies the Roman civilization by illustrating the many influences other civilizations had upon the Roman Republic. Before Rome became a dominant power, the Etruscans, Carthaginians and Greeks all ready had strong literate sophisticated civilizations. As Rome expanded, many of the institutions and practices of these civilizations were incorporated into their civilization. Therefore, Rome’s geographic and cultural environment played an important role in the development of the Roman Republic [ (Sherman, Grunfeld, Markowitz, Rosner, Heywood, 2006) ]. The Roman and Greek cultures have long been admired for their literature, government and scientific accomplishments. They have not only left their foot prints on later civilizations, but they continue to be studied and admired all around the world today. Greece was home to Herodotus (the first historian) who is regarded as the father of history. Greece is also ecognized for accomplishments such as the initial development of dramatic and comedic plays, and for being the home of the first mathematicians. In addition, Greece contributed many developments in political science including the creation of democracy and republics and the fundamentals of classical western philosophy, as found in the works of Plato and Aristotle [ (Conservapedia, 2008) ]. In The Republic as written by Plato, democracy is scruti nized. This literary work exemplifies the Greek civilization by illustrating how democracy was implemented, yet also met with resistance and criticism. Plato says â€Å"Because of the liberty which reigns there – they have a complete assortment of constitutions; and he who has a mind to establish a State, as we have been doing, must go to a democracy as he would to a bazaar at which they sell them, and pick out the one that suits him; then, when he has made his choice, he may found his State. † It is clear that Plato did not hold the Athenian form of democracy in highest regards [ (Sherman, Grunfeld, Markowitz, Rosner, Heywood, 2006) ]. The Romans contributed just as much as the Greeks did. Their styles of architecture are still used around the world today. Most importantly, Christianity arose and was adopted as the official faith of the Roman Empire. Although it contradicted Roman civilization by insisting that there is only one God, it still continued to spread throughout Rome and much of Europe. The Roman Republic conquered Greece in 146 BC. They took much of the Greek religion and incorporated it into their own until the 4th century CE when Christianity prevailed. The Greco-Roman population in the seventeenth century did much to shape the contemporary western world. The philosophy focused strictly on the role of reason and inquiry. Many philosophers today concede that Greco–Roman philosophy has shaped the entire Western thought since its foundation. Their architecture styles are still used as well as the democratic form of government which is used not only in Europe but all around the world. Seventeenth century Greco-Roman literature is still renowned, studied by historians and taught in schools all over the world. Greek and Roman contributions to the contemporary world are great in both number and significance. Their advancements in mathematics, architecture, science, philosophy, government and literature not only advanced their own civilizations but the world as a whole. Humanity has benefited greatly from the contributions of the Greeks and Romans. The world would be an entirely different place if the Romans and Greeks had not existed. The Greeks and Romans have existed in the world as separate entities and also as one community. Because they have been so intermingled, in some ways they are parallel. The Greeks and the Romans are similar and different in many aspects including religion, social/political aspects, influence of geographical factors and the lasting effect they have had on later civilizations. The Greek and Roman civilizations were some of the greatest civilizations to evolve. They mutually succeeded in showing other civilizations both how to succeed and how to fail at the things which men might try. Both civilizations had their peaks and their declines. While these two great civilizations continue to present their similarities, they also are extensively different. Just like many countries today have their similarities and also their differences. Despite the many technological and societal advances achieved by societies today, wars still continue to ravage the world. That fact has not changed. Differences continue to divide the globe; and until we can embrace them, will always do so. â€Å"Our greatest strength as a human race is our ability to acknowledge our differences; our greatest weakness is our failure to embrace them (Henderson, 2009). † References (2008, September 7). Retrieved March 11, 2009, from Conservapedia: http://www. conservapedia. com/Greek_influence_on_Western_Culture Carr, K. (2009, January 15). Ancient Greek Government. Retrieved April 11, 2009, from Kidepede: http://www. historyforkids. org/learn/greeks/government/ Carr, K. (2009, January 15). Kidepede. Retrieved April 11, 2009, from Roman Government: http://www. historyforkids. org/learn/romans/government/ Grunfeld, A. T. , Heywood, L. , Markowitz, G. , Rosner, D. , Sherman, D. (2006). World Civilizations: Sources, Images, and Interpretations (4th Edition ed. , Vol. I). New York: McGraw Hill. O’Connell, L. (1999). Paganism; Past ; Present. Retrieved March 10, 2009, from ThinkQuest:Library: How to cite Ancient Greeks and Romans., Papers

Muscular Christianity free essay sample

Muscular Christianity is the concept that participating in vigorous sports/exercises builds character. I have to say that 1 100% believe in this concept and think that it really does reign true. I do believe that participating in sports builds character, whether it is a recreational sport, or if it is in a league for a title, playing a sport is going to help people build character. People have always said that winning proves who is the best, but losing builds character and I do feel that this is true. You learn valuable lessons when you lose.You learn about yourself and others and you learn how people react to different events in their life, and how they are going to handle adversity. I cant say 100% that athletes have better character then non-athletes because many people who are non athletes have been through many things in their life that would cause them to grow and mature. We will write a custom essay sample on Muscular Christianity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page People may have been in the army, have grown up in problematic families, or have been through tough times in their ivies that would help to build their character up. People are going to have different lives growing up, and these lives are all going to engrain different characteristics into these people. Characteristics are only going to come about however, with how people choose to showcase them to others. As for whether or not I think ones character is proportionate to the time and level they have played, I do find that to normally be true. I feel that the longer one has laded, and the more they have been through, the more character they are going to build and the more mature In the situation they are going to be.I know that when I would lose in hockey, I would hate It, and be very down on myself when I was younger, but now that I have been through It many times I have built up character to be able to handle the loss, and push It aside and get ready for the next game, or to talk to people after the loss and not be mad and take It out on them. You are not born with character, you build It over time!