Was the 5th Century BCE a Golden Age for Athens Essay Example For Students

Was the fifth Century BCE a Golden Age for Athens? Article subject = History 209 (Ancient Greek History)title = Was the fifth CenturyBCE a Golden Age for Athens?The5th century BCE was a time of extraordinary improvement in Ancient Greece, and specificallyin Athens. The advancement of such huge numbers of social accomplishments inside Athensand the Athenian Empire has driven researchers to regard this period a Golden Age.It is genuine that his period had numerous accomplishments, however in the light of theAthenians treatment of ladies, metics (non-Athenians living in Athens), andslaves it is given to address whether the period can really be calledGolden.The fifth century and the Athenian Empire brought forth an amazingamount of achievements. One such achievement was the stamping of standardAthenian coins that were utilized all through the Athenian property as legitimate fortrade. The utilization of standard Athenian-printed coins helped the Athenians establishand keep up power over their realm by assisting with controlling exchange and theec onomy of the territory to the Athenians advantage. We will compose a custom article on Was the fifth Century BCE a Golden Age for Athens? explicitly for you for just $16.38 $13.9/page Request now Since Athens routinely receivedtribute from the states it controlled, Pericles, the pioneer of Athens, begana building venture in Athens that was unbelievable. Athens had been sacked bythe Persians during the Persian Wars and Pericles set out to remake the city. The citys dividers had just been remade directly after the finish of the secondPersian War so Pericles reconstructed sanctuaries, open grounds, and different impressivestructures. One of the most acclaimed structures to result from Pericles buildingproject was the Parthenon. The Parthenon and other such structures re-establishedAthenss wonder and keeping in mind that a few Athenians censured the undertakings as too lavish,most Athenians delighted in the advantages of the program. A significant advantage to theAthenian individuals was that there was a wealth of work in the polis. The5th century BCE was additionally a significant time for Athenian idea. Sophists,paid educators, showed talk among different subjects to well off Athenian residents. The Sophists were condemned by Athenians who believed that Sophists were destroyingGreek custom by stressing realism over a faith in odd notion, howeverit was this logic that turned out to be so critical to Greek savants suchas Socrates and Plato, both who had a place with the fifth century BCE. The Sophistshigh respect for talk was later of extraordinary use to resident tending to the Assemblyin the creating Athenian majority rule government. Athenian majority rules system is maybe consideredthe unparalleled accomplishment of the fifth century BCE. Vote based system became out of thestatus that less fortunate Athenians were picking up as rowers for the boats of the largeAthenian armada. Since these less fortunate Athenians presently had an enormous impact in theAthenian military, they ga8ined more state in the Athenian government. Thisled to a popularity based government where each male resident more than 18 years waseligible to join in and vote in the Assembly, which made all the significant decisionsof Athens in the fifth century BC (Demand 223). This popularity based governmentis considered by certain researchers to show the full illumination of the Atheniansin the fifth century BCE. This sublime edification appears to be by one way or another less enlightening,however, when one perspectives this period from other than a male Athenians eyes. Athenian edification and majority rules system was by and for male residents. The underprivilegedof Athens included ladies, metics and slaves. The situation of Athenian wivesin Athenian culture is plainly expressed by Xenephon in his Oeconomicus. Ischomacus,a youthful spouse, is chatting with Socrates about the obligations of husband andwife. Ischomacus relates how he disclosed to his better half that the obligations neededto bolster a family unit comprised of indoor and outside exercises. Hethen discloses to his significant other, And since work and persistence are required bothindoors and outdoorsit appears to me that the god arranged the womans natureespecially for indoor employments and cares and the keeps an eye on nature for outside jobsand concerns. (Spyridakis 206). This is the general mentality that Atheniansheld toward their spouses. The Athenian spouse was required to wed and bringa settlement into her husbands house. In spite of the fact that this endowment was connected to thewoman, she was not the slightest bit permitted to control the grounds and funds she mightbring to her significant other.. Also, ladies we re not permitted to cast a ballot or take anypart in the Assembly, being viewed as unfit for this benefit. The primaryfunction of a residents spouse was to deal with household undertakings and providethe resident with a beneficiary. Athenian spouses were once in a while observed outside of theirhouses, for good wives had at any rate one slave who might buy neededitems at advertise. More unfortunate Athenian ladies were seen at advertise in light of the fact that they lackedslaves to get their things done. Ladies were viewed as scholarly non-entitiesand were treated as such in the Athenian Empire. .u7ca38f2501e5f48fbf4c85197c654096 , .u7ca38f2501e5f48fbf4c85197c654096 .postImageUrl , .u7ca38f2501e5f48fbf4c85197c654096 .focused content territory { min-tallness: 80px; position: relative; } .u7ca38f2501e5f48fbf4c85197c654096 , .u7ca38f2501e5f48fbf4c85197c654096:hover , .u7ca38f2501e5f48fbf4c85197c654096:visited , .u7ca38f2501e5f48fbf4c85197c654096:active { border:0!important; } .u7ca38f2501e5f48fbf4c85197c654096 .clearfix:after { content: ; show: table; clear: both; } .u7ca38f2501e5f48fbf4c85197c654096 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; progress: obscurity 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u7ca38f2501e5f48fbf4c85197c654096:active , .u7ca38f2501e5f48fbf4c85197c654096:hover { mistiness: 1; progress: haziness 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .u7ca38f2501e5f48fbf4c85197c654096 .focused content zone { width: 100%; position: re lative; } .u7ca38f2501e5f48fbf4c85197c654096 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-improvement: underline; } .u7ca38f2501e5f48fbf4c85197c654096 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u7ca38f2501e5f48fbf4c85197c654096 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-outskirt range: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u7ca38f2501e5f48fbf4c85197c654096:hover .ctaButton { foundation shading: #34495E!important; } .u7ca38f2501e 5f48fbf4c85197c654096 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u7ca38f2501e5f48fbf4c85197c654096-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u7ca38f2501e5f48fbf4c85197c654096:after { content: ; show: square; clear: both; } READ: In the late spring of 1969, not every person was at Woodsto EssayMetics likewise had a low statusin Athenian culture. Metics were not permitted casting a ballot benefits in the Atheniandemocracy, however were compulsed to serve a predefined time in the Athenian militaryand were burdened by the Athenians. Metics for the most part were lower-class tradesmenor skilled workers. Albeit a few metics families in the long run picked up riches, thevast lion's share of the metics stayed below average occupants of Athens, eventhough they played out a portion of the polis most exercises, for example, militaryservice and exchange. Bondage was additionally matter-of - truth in fifth century Athenianlife. Slaves were the property of explicit proprietors and subject to the wishesof their proprietors. Like ladies and metics, slaves had no citizenship rights. It was workable for a captive to set aside enough cash to purchase his opportunity, however afreed slave had distinctly as much status as a metic. Aristotle guarded slaveryas vital and a law of nature, saying in his Politics, That some shouldrule and others ought to be managed isn't just fundamental however practical; indeed,from the exact instant of birth some are separate to obey and others to command.(Spyridakis 62) and furthermore expressing that, He is essentially a slave who is capableof having a place with another (and along these lines has a place with another) and who hasaccess to reason in that he detects it and gets it yet doesn't possessit. (Spyridakis 63). Numerous Athenians saw subjugation as important to societyin request to give a resident more opportunity to take an interest in government issues andother matters that were seen as more significant than a slaves work. Althoughsome lower-class Athenians may have been compelled to impart work to slaves,most Athenians did n't partake in slaves work. Male slaves did harderlabor, for example, development and agribusiness. Female slaves ran their mistresserrands and by and large dealt with household undertakings under the vigilant eyeof their escort. Slaves additionally went about as State copyists. To put it plainly, slaves didmuch of the work that permitted Athens to flourish in a time of enlightenment.Inlight of the unrecognized individuals who assisted with building the establishments for theAthenian Empire, this Golden Age appear to be far less brilliant. In any case, numerous majoraccomplishments became out of this period too. Before one can or cannotplace a Golden Age mark on fifth century Athens, one must consider other timeswhen the closures of keeps an eye on achievements might not have supported the methods. Athenscould be contrasted with post-Revolutionary America, where a law based governmentwas just accessible to white male residents. However Americans will in general view thistime with mu ch enthusiasm and pride. In like manner the Industrial Revolution issaid to be an incredible achievement of humankind, however little acknowledgment is givento the hor

Censoring Our Students :: Argumentative, Legal Issues, Social Issues

â€Å"Students don't shed their established rights to the right to speak freely of discourse or articulation at the school building gates.† - Justice William Brennan For a long time it has been discussed whether understudies have a similar alteration rights as some other individual on the planet. Many would state that they don't. They would state that by removing those state given rights they are shielding the understudies from being presented to negative things. Lamentably the main thing that is being cultivated by this overprotection is the absence of comprehension of the world they will before long be confronting. â€Å"Why not stand firm as an open organization that communicates and investigates the mind boggling scope of human encounters? For what reason be political and regretful about the way that we don't avoid troublesome, testing, and complex subjects? (Durbin)† There isn’t a progressively fitting proclamation. Why not stand firm? Get ready understudies for this present reality. Show them how to endure. By blue penciling out issues or just permitting restricted conversations of prominent points, understudies are not being presented to fundamental abilities that are urgent to this present reality. In this manner setting them up for disappointment.      The American state funded schools, for a long time, have been confronted with the issue of oversight. Numerous such issues have been cultivated by bunches who question the utilization of instructional materials that don't meet their ethical, strict, political, social, or ethic esteems (Sherrow 38). By editing themes, for example, homosexuality, religion, sex, racial issues, and other no-no subjects it isn't permitting the development and extension of student’s minds.

Blog Archive What to Do If You Have Decided to Postpone the GMAT Exam for a Year

Blog Archive What to Do If You Have Decided to Postpone the GMAT Exam for a Year With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In the past,  we have talked about  what to try if your deadlines are rapidly approaching  and you do not yet have the score that you want. What if you decide to postpone the exam  and possibly your B-school applications? First, a pep talk. You made a choice; you did not “fail.” You could, for example, choose to apply this year but lower your standards in terms of where you apply. In fact, depending on your goals, this may be better than waiting a year to try to get into a “better” (or at least more highly ranked) school. On the other hand, let us say that you are only willing to spend more than $100,000 if you can get into a certain “level” school, and your GMAT score is holding you back. In that case, postponing for a year may be the way to go. Any “helpful” friends or family members who say, “Hey, I thought you were applying to business school!” can be told, “It is actually a smarter career move for me to wait until next year.” They do not need to know that the GMAT had anything to do with that decision. So how do you get that score? There is no guarantee you will get a certain score. Now that you have given yourself some more time, though, put together a smart plan that will give you the best possible chance. Take a break If you are already burned out (and most people in this situation are), take a breather. The best thing you can do for yourself right now is clear your brain and ratchet down the stress levels. Come back to the GMAT with a fresh perspective in January. Set up a plan Whatever you were doing before was not working for some reason. You need to figure out why so that you can then figure out what kind of plan  will  work for you. First, what was your broad study plan/pattern? Were you working on your own or with friends? With a class? With a tutor? Second, what materials were you using and how were you using them? How were you actually studying/learning when you were  not  in class or with a tutor? If you had/have a teacher or tutor, contact him or her for help with this step. Make sure to provide detailed information about how you were working on your own and any ideas you have about what was and was not working. Also ask other experts for adviceâ€"post on some forums, speak to other teachers or tutors, and so on. The article  Developing a GMAT Study Plan  contains a number of useful resources to help you figure out next steps. Note that the article is a two-parter. I have linked to the first part here; the second half is linked at the end of the first part. Questions to ask yourself What are your strengths and weaknesses across question types, content areas, and timing? See part 1 of  Developing a GMAT Study Plan  for an article that will help you analyze your practice tests. Any timing problems? (About 98% of students have timing problems!) See our earlier blog post  for  time management resources. Were you analyzing problems and your work in the way  described in this article? (For examples of specific problems analyzed using the MGMAT process, see  this article.) Know the material but make lots of  careless mistakes? I need more help Research your options now (class? books? online materials?) and set things in motion so that you can hit the ground running when the time comes. Then, after taking a break, you can come back with a clear head, a fresh perspective, and a planâ€"all of which are critical if you want to have a good shot at overcoming the GMAT! Share ThisTweet GMAT Blog Archive What to Do If You Have Decided to Postpone the GMAT Exam for a Year With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In the past,  we have talked about  what to try if your deadlines are rapidly approaching  and you do not yet have the score that you want. What if you decide to postpone the exam  and possibly your B-school applications? First, a pep talk. You made a choice; you did not “fail.” You could, for example, choose to apply this year but lower your standards in terms of where you apply. In fact, depending on your goals, this may be better than waiting a year to try to get into a “better” (or at least more highly ranked) school. On the other hand, let us say that you are only willing to spend more than $100K if you can get into a certain “level” school, and your GMAT score is holding you back. In that case, postponing for a year may be the way to go. Any “helpful” friends or family members who say, “Hey, I thought you were applying to business school!” can be told, “It is actually a smarter career move for me to wait until next year.” They do not need to know that the GMAT had anything to do with that decision. So how do you get that score? There is no guarantee you will get a certain score. Now that you have given yourself some more time, though, put together a smart plan that will give you the best possible chance. Take a break If you are already burned out (and most people in this situation are), take a breather. The best thing you can do for yourself right now is clear your brain and ratchet down the stress levels. Come back to the GMAT with a fresh perspective in January. Set up a plan Whatever you were doing before was not working for some reason. You need to figure out why so that you can then figure out what kind of plan  will  work for you. First, what was your broad study plan/pattern? Were you working on your own or with friends? With a class? With a tutor? Second, what materials were you using and how were you using them? How were you actually studying/learning when you were  not  in class or with a tutor? If you had/have a teacher or tutor, contact him or her for help with this step. Make sure to provide detailed information about how you were working on your own and any ideas you have about what was and was not working. Also ask other experts for adviceâ€"post on some forums, speak to other teachers or tutors, and so on. The article  Developing a GMAT Study Plan  contains a number of useful resources to help you figure out next steps. Note that the article is a two-parter. I have linked to the first part here; the second half is linked at the end of the first part. Questions to ask yourself What are your strengths and weaknesses across question types, content areas, and timing? The aforementioned part 1 of  Developing a GMAT Study Plan  will help you analyze your practice tests. Any timing problems? (About 98% of students have timing problems!) See our past blog post  for  time management resources. Were you analyzing problems and your work in the way  described in this article? (For examples of specific problems analyzed using the MGMAT process, see  this article.) Know the material but make lots of  careless mistakes? I need more help Research your options now (class? books? online materials?) and set things in motion so that you can hit the ground running when the time comes. Then, after taking a break, you can come back with a clear head, a fresh perspective, and a planâ€"all of which are critical if you want to have a good shot at overcoming the GMAT! Share ThisTweet GMAT Blog Archive What to Do If You Have Decided to Postpone the GMAT Exam for a Year With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In the past,  we have talked about  what to try if your deadlines are rapidly approaching  and you do not yet have the score that you want. What if you decide to postpone the exam  and possibly your B-school applications? First, a pep talk. You made a choice; you did not “fail.” You could, for example, choose to apply this year but lower your standards in terms of where you apply. In fact, depending on your goals, this may be better than waiting a year to try to get into a “better” (or at least more highly ranked) school. On the other hand, let us say that you are only willing to spend more than $100K if you can get into a certain “level” school, and your GMAT score is holding you back. In that case, postponing for a year may be the way to go. Any “helpful” friends or family members who say, “Hey, I thought you were applying to business school!” can be told, “It is actually a smarter career move for me to wait until next year.” They do not need to know that the GMAT had anything to do with that decision. So how do you get that score? There is no guarantee you will get a certain score. Now that you have given yourself some more time, though, put together a smart plan that will give you the best possible chance. Take a break If you are already burned out (and most people in this situation are), take a breather. The best thing you can do for yourself right now is clear your brain and ratchet down the stress levels. Come back to the GMAT with a fresh perspective in January. Set up a plan Whatever you were doing before was not working for some reason. You need to figure out why so that you can then figure out what kind of plan  will  work for you. First, what was your broad study plan/pattern? Were you working on your own or with friends? With a class? With a tutor? Second, what materials were you using and how were you using them? How were you actually studying/learning when you were  not  in class or with a tutor? If you had/have a teacher or tutor, contact him or her for help with this step. Make sure to provide detailed information about how you were working on your own and any ideas you have about what was and was not working. Also ask other experts for adviceâ€"post on some forums, speak to other teachers or tutors, and so on. The article  Developing a GMAT Study Plan  contains a number of useful resources to help you figure out next steps. Note that the article is a two-parter. I have linked to the first part here; the second half is linked at the end of the first part. Questions to ask yourself What are your strengths and weaknesses across question types, content areas, and timing? See part 1 of  Developing a GMAT Study Plan  for an article that will help you analyze your practice tests. Any timing problems? (About 98% of students have timing problems!) See our earlier blog post  for  time management resources. Were you analyzing problems and your work in the way  described in this article? (For examples of specific problems analyzed using the MGMAT process, see  this article.) Know the material but make lots of  careless mistakes? I need more help Research your options now (class? books? online materials?) and set things in motion so that you can hit the ground running when the time comes. Then, after taking a break, you can come back with a clear head, a fresh perspective, and a planâ€"all of which are critical if you want to have a good shot at overcoming the GMAT! Share ThisTweet GMAT

Loss of Innocence - 757 Words

It has been said that innocence can be defined as the state or quality of being morally free from guilt or sin, through lack of knowledge of evil. I will examine pieces of literature that convey the loss of innocence to either a particular person, or a group of people. The first piece of writing I have chosen is, The Lord of the Flies by William Golding. In the middle of a war, a plane carrying a group of schoolboys crashed onto an island. The pilot had been killed, so that left the boys to fend for themselves. The boys were brought up properly, so naturally, they were very well behaved and orderly at the beginning of the novel. Most of all, they longed to be rescued. As time goes on, hunting becomes a priority for some of the boys, and†¦show more content†¦Regardless of how evil is obtained or innocence is lost, the outcome is the same. Once the knowledge of evil is acquired, there is no way of returning to the initial state of innocence. Ernest Hemmingway once wrote: â€Å"All things truly wicked start from innocence.† Loss of Innocence Grade 11 English Culminating Prepared for: Mr. Cody Prepared by: Jessica Gillis Date: June 8th,Show MoreRelatedLoss of Innocence1478 Words   |  6 PagesInnocence is usually associated with youth and ignorance. The loss of ones innocence is associated with the evils of the world. However, the term innocence can be interpreted in a variety of ways. Similarly, the loss of ones innocence can be interpreted in more than one way, and, depending on the interpretation, it may happen numerous times. The loss of innocence is culture specific and involves something that society holds sacrosanct. It is also bounded by different religious beliefs. Read MoreLoss of Innocence1554 Words   |  7 PagesMany people experience the loss of innocence every day because it’s just a natural thing. One way that people loss their innocence is through the violence of war. Most people in a war will come unto the fact that it’s a kill or be killed kind of thing. Everyone would naturally choose to kill another man and that’s how many people in a war end up losin g their innocence. Another way that people lose their innocence is when they witness the death of someone else. In the book â€Å"Fallen Angels,† LieutenantRead MoreLoss of Innocence550 Words   |  2 PagesInnocence is used to show how a person can show self-control and restriction. However, when it comes to loss of innocence, the body gives in to anything, temptation, sin, and many others. In the poem, â€Å"Loss of Innocence† (Stewart), innocence becomes useless as other problems take over, in place of innocence. It is almost as if â€Å"Innocence swept away† (Stewart) and as a replacement, â€Å"Sinful satisfaction sweeps over†(Stewart). The loss of innocence requires time, like in the book Tuesdays with MorrieRead MoreRacism And Loss Of Innocence1428 Words   |  6 PagesLee presents to society touches many universal themes of society mechanics from the past and still connects to the present. Throughout the novel there are various forms of prejudic e that evoke in the presence of social inequality, racism and loss of innocence. In any form of environment, social inequality and status always comes through as human nature. Throughout the novel, Scout’s prejudice against Walter Cunningham changes. In the beginning she judges and disrespects Walter, by the way he eatsRead MoreLoss of Innocence in Frankenstein1168 Words   |  5 PagesLoss of Innocence in Mary Shelleys Frankenstein Innocence, throughout time it is lost, varying from who and how much. Throughout the novel Frankenstein there is a central theme of loss of innocence, cleverly instilled by the author, Mary Shelley. This theme is evident in Frankensteins monster, Victor Frankenstein himself, and three other minor characters that lose their innocence consequently from the two major characters loss. Frankensteins monster is destined to lose all innocence asRead MoreEssay on Loss of Innocence 1352 Words   |  6 PagesKnowles carries the theme of the inevitable loss of innocence throughout the entire novel. Several characters in the novel sustain both positive and negative changes, resulting from the change of the peaceful summer sessions at Devon to the reality of World War II. While some characters embrace their development through their loss of innocence, others are at war with themselves trying to preserve that innocence. Knowles foreshadows the boys’ loss of innocence through the war, and their constant jumpsRead MoreA Loss of Innocence Essay1010 Words   |  5 Pagesbelieving that money and luck indicate one’s level of happiness. William Golding’s novel tries to show that all children are evil and have savage impulses. A common theme in both of these works is that children create their own downfall and loss of innocence. In D.H. Lawrence’s The Rocking Horse Winner, Paul is searching for an identity and love. Paul’s mother was incapable of love; â€Å"when her children were present, she always felt the centre of her heart go hard.† Paul’s mother desires materialisticRead MoreThe Loss Of Innocence As A Child1951 Words   |  8 Pages2013 Saving Innocence Mornings filled with coloring, recess, and naps; afternoons spent with mom playing superheroes and baking cookies; evenings spent with dad telling him about the cool new friend you met playing Red Rover at school.The life of a child is relatively simple and pain-at least in the sense we often relate it to as adults-is often non-existent and if present usually doesn’t go past not getting to be the line leader at school. So what exactly leads to the loss of innocence as a childRead MoreThe Loss Of Innocence And Self Essay2093 Words   |  9 PagesDoes such a thing as â€Å"growing up,† really happen, does the idea of the loss of innocence and self -discovery exist outside literature I used to think Yes, then No. Now I think it’s a little bit of both. I think that the past events that happened to me these last 5 years are the reason why. Esta à © a histà ³ria da vida. Minha vida que meio acontece. A vida acontece. My name is Carla-Cristina and I am 18 years old and I had never seen a monkey nor the ocean til I was the was 12, even though I grewRead MoreLoss Of Innocence In Catcher In The Rye1429 Words   |  6 PagesJustin Hwang Ms. Lydia Wells English 9 10/24/17 Loneliness and Phoniness: Loss of Innocence in Salinger’s Catcher in the Rye Loss of innocence is one of the major elements of The Catcher in the Rye that make the novel so renowned. The Catcher in the Rye by J.D. Salinger is about an adolescent named Holden who wanders around New York City after being kicked out of a prestigious boarding school in eastern Pennsylvania. While learning more about himself and the adult world, he experiences alcohol,

Persuasive Essay On Smoking - 1236 Words

For some people, their favorite guilty pleasure could lead to a very premature death. Throughout history, smoking cigarettes has led to higher risks of developing different kinds of cancers and other health problems. Most people who are smokers are unaware of how serious their addiction actually is. Not only are they deteriorating their bodies, they are harming others in the process. Even if people are not concerned about their own health, they should at least be thoughtful be considerate enough to be mindful of people around them, particularly their own family. Smoking cigarettes is not only a costly habit for your health, it also affects your bank account. Besides the effects that second hand smoke has to on a person’s health,†¦show more content†¦It is true that each person is entitled to their own opinion when it comes to deciding to quit smoking, but the facts and statistics that go along with smoking cannot continue to be ignored. Within the past decade, the leading avoidable cause of cancer in the United States is smoking cigarettes. There have been over fourteen different types of cancer that are linked to the thousands of dangerous chemicals found in tobacco smoke. Smokers are most susceptible to lung cancer, but sinus and nasal cavities, stomach, liver, and kidney cancers are also effects of smoking cigarettes. People who smoke cigarettes are twenty times more likely to develop lung cancer than non-smokers. Does rat poison, toilet cleaner, and chemicals used to preserve dead animals sound like something you want in your body? No? Well, that exactly what you are doing when you smoke a cigarette. Apart from lung diseases, tobacco also causes countless heart problems when inhaled. When inhaled, the chemicals in tobacco harm your blood cells and damage the function of your heart. If you smoke, you increases your chances of developing atherosclerosis, a disease where plaque builds up. Over time the plaque builds up and narro ws your arteries, which limits the flow of oxygen-rich blood to all parts of your body. The leading cause of COPD, a chronic lung disease, which leads to shortness of breath, wheezing and chest pain is, youShow MoreRelatedPersuasive Essay Smoking885 Words   |  4 Pagessuch as smoking. People smoke for numerous reasons. These reasons include: socializing, coping with emotions, parental influences, advertising, and for the thrill of risk taking behaviors. In consequence, many people are unaware of the negative aspects to smoking. Smoking not only affects the individual but has negative impacts on others that are around the smoker and the environment as well. In result of these harmful aspects of smoking, smoking should be banned in public places. Smoking shouldRead MorePersuasive Essay Smoking911 Words   |  4 Pages Do you know anyone that has/does suffer from a smoking related issue, that has never even touched a cigarette in their life? The problems that develop from smoking a cigarette are widely known and many people think it is harmful to smoke, but people never think about the harmful effects from inhaling second-hand smoke. Many smokers smoke in public areas every day. Not only are they inhaling all of the deadly chemicals, but so is everyone else around them. Being around a smoker too often and inhalingRead MorePersuasive Essay On Smoking929 Words   |  4 Pages Have you ever wondered why people continue to smoke cigarettes although they are aware that it is harmful for them and the people around them? For some, smoking cigarettes is a solution to relieving stress. According to K.H Ginzel, a professor of pharmacology and toxicology, cigarettes contain over 4,000 different chemicals and one of these chemicals is nicotine. His work at the University of Arkansas is on the area of nicoti ne and its effects. 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Child Abuse, Cause And Effect On The Rest Of Their Lives

H EDU 3150, Brittany Tacy Child Abuse, Cause and Effect on The Rest of Their Lives By Jeffery Jay Romero, December 8th, 2015 Introduction: There’s a sad truth about this life in which people will not always treat each other with the respect and courtesy that we expect to see in the civilized world. It could just be stress that causes someone to lash out and harm another individual, or any number of factors leading up to said event. It becomes even sadder when the victim involved is a child and the perpetrator is the parent, whom the child relies on for care. But, what causes such an event to occur? Is it just a stressful kneejerk reaction, or something that can be predicted? Is it because the parent underwent the same abuse when they were a child, or were they rose in a dysfunctional family and this behavior was treated as the norm? The goal of this paper is to review a few research articles and determine three key points. In what way are the perpetrators most/least likely to be caught? Are those that have been abused more likely to abuse their own children? And lastly, in what other ways does undergoing abuse as a child affect their life as an adult? Review of Evidence: The first article I looked into interested me in that they did not ask the victims on their accounts of being abused, but perpetrators who were currently imprisoned for their acts. On account of the first point, Leclerc Wortley (2015) â€Å"When the victim is of younger age, they are not veryShow MoreRelatedThe Seriousness of Emotional Deprivation1225 Words   |  5 Pagescan go on to lead normal lives. If, however, the starvation is severe enough, the damage will be permanent and they will suffer physical impairments for the rest of their lives. Likewise, children who are deprived of emotional nurturing require care and love if their sense of security and self-confidence is to be restored. 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Liberal Arts and Students Essay Example For Students

Liberal Arts and Students Essay Graduate students also need to construct their arguments in response to what others are saying, and my work benefited from using the they say / I say approach. At the University of Cincinnati, I continued to use the book in my teaching, and was honored when Russell Durst asked me to serve as a research assistant for the second edition and o author this instructors manual. I believe wholeheartedly that academic writing at any level requires a knowledge Of What they say and how it impacts What I say, and that when students understand this, they will find writing arguments more manageable. This manual includes brief summaries Of the rhetoric chapters (1-13), as well as additional activities to supplement the exercises included in the book itself. These activities include both written and spoken exercises, based on my belief that preprinting can include speaking. In all of the activities, students get to practice the skills taught in the book. In addition, this manual has short summaries of each of the essays in Chapters 14?18, as well as teaching notes, lists of related essays, and answers to the Joining the 5 Conversation questions. Also included are two sample syllabi so that instructors can see various ways of putting the books approach into practice. Finally, you will find three drafts of one of the student papers thats included in the book itself, Sara Markets Move Over Boys, Make Room in the Crease (up. 537-544), along with brief commentary on the drafts to help you discuss revision with your dents and see how the principles of the book help students as they write am grateful to Gerald Graff, Cathy Bernstein, and Russell Durst for the opportunity to work on this manual. Great thanks also go to Marilyn Miller and Betsey Manually at Norton. Thank you to Mark Gallagher for composing answers to the Joining the Conversation questions for the first edition of this book, and many thanks to Brandon King, Mary Misfield, and Sara Marietta for their hard work on their essays in the book. Thanks especially to Sara Marietta for being Willing to share her drafts in this instructors manual. Thanks also to all the great teachers eave had as colleagues at George Mason University, Fontanne University, and the university of Cincinnati. Your own teaching practices continually inspire me. Thanks to friends and family, and to my wonderful husband, who was a great source of support while worked on this project in the final days of our engagement and the first days of our marriage. And, finally, thanks to the late Rose Shapiro, for introducing me to this book and for being a passionate teacher. We miss you. Chapter 1 THEY SAY: Starting with What Others Are Saying Chapter 1 begins with an implied they say: that a claim can stand on its own, The authors counter hat good academic writing responds to what others are saying. This chapter provides methods for addressing what they say, including templates for introducing standard views, something the writer him / herself once believed, things implied or assumed, and ongoing debates While Chapter 2 the second chapter focuses on longer summaries, this chapter establishes what writers need to do early in a paper, such as present the they say and I say as a single, concise unit. Additional Activities Identifying What They SAA/ Have students read one (or more) of the following: the first four paragraphs of Liz Additions Two Years are Better than Foul ; the first three paragraphs Of Raddled Balbos What You Eat Is Your Business ; the first two paragraphs objection Hoofers In Defense Of Cheering ; or the first paragraph Of Brandon Kings The American Dream: Dead, Alive, or on Hold? [p. 5721. Ask them to annotate the paragraphs, noting where the they say argument is included. Talk as a class about the tone of the essays as they safe statements are addressed. As well as about the placement of the statements within the paragraphs. Sustaining What ahoy Say Have students pick a template in the chapter (or assign a specific one), and ask them to complete it as a sentence about a topic of their choice. Then have students use the sentence to start a quick five-minute ferrite about their topic, trying to include both a they say and an l say. Once theyre finished, ask a few students to share what they wrote. Ask them how much time they spent detailing the they say part of the argument before moving on to the l say. Ask them what they find most challenging when writing about what they say, (This assignment works best as an end to Chapter 1 and transition to Chapter 2. ) Chapter 2 YEAR POINT IS: The Art of Summarizing Chapter 2 teaches students how to write an extended version of what they say. The authors explain what a summary is, and some students may need help understanding the difference between summary and paraphrase. The chapter gives students strategies for writing summaries?playing the believing game, keeping your own argument in mind as you choose What points to focus on, writing a satiric summary? as well as warnings about common tendencies Of those inexperienced at writing summaries, such as the closest lice © syndrome and the list summary. For students struggling with the closest click © syndrome, you might suggest taking a look at Chapter 12 (on Reading for the Conversation). At the end of the chapter the authors include a helpful list of signal verbs that students can turn to fifthly find themselves using the same verbs over and over again, Additional Activities List Summary Writing and Revision Have students read the description of list summaries on pages AS- 36, Then have them write a list summary of David Cozinesss Dont Blame the Eater ; Dennis Barons Reforming Egypt in 140 329]; or another essay youve discussed as a class. Have one or two students read their summaries out loud, and discuss as a class the flaws this surly. Then have students cut up the summaries into separate sentence and reorganize them, or ask them to edit the transitions between sentences to show more explicitly than and or then how the ideas relate. Study the revised summaries to see how they avoid being list-y. (May take at least two class periods. ) Summary Writing and Review Either during class or on their own, have students write a short summary (no more than a paragraph or one double-spaced, typed page) of Dennis Barons Reforming Egypt in 140 Characters? or another essay youve discussed as a class. Let them know if you vent them to write a summary that could function as a they safe to an argument they themselves might make. Then have students read and respond to one another summaries in small groups. If youd like, you too can read them and give feedback after class. Another alternative would be to have students revise the summaries after the peer review. Chapter 3 AS HE HIMSELF PUTS IT: The Art of Quoting This chapter introduces the strategy of quoting what others say. The authors ran students that quoting too little or too much can hurt an argument, and that its important to frame any quotations. The chapter offers a few tips for finding relevant quotes and gives a helpful example off dangling or hit- and-run quotation from a paper about Susan Borders ideas. It also explains a strategy the authors call a quotation sandwich tort introducing and explaining quotations, and an example of how the Bored quote might be better framed. It might help your students to read both bathos examples out loud in class and to discuss the differences, Some students may think that talking too much bout a quotation is overbalances, and the final section in the chapter will help to respond to their concerns. Cigars vs Cigarettes (an observation of recent tob EssayHave students read the text, and ask them how the author represents points Of view and how the authors tone affects their experience eating the text. Chapter 7 SO WHAT? WHO CARES? : saying Why It Matters This chapter explains the importance of addressing the so what? and who cares? questions when making an argument and offers specific strategies and templates for doing so. Students papers will become stronger once they begin to address these questions, as doing 50 shows that their arguments are part of a larger conversation and that what they are saying matters. The authors urge students to consider who has a stake in an argument cares? ), as well as what the larger consequences of the argument are (so what? 3. Although who cares? or 50 what? statements work in many different parts of a paper, students who struggle with introductions or conclusions might find it helpful to address these questions there, Options for Exercise I These essays may serve as good examples for evaluating how texts address the so what? and Who cares? questions in their arguments: Liz Additions Two Years Are Better Than Four (p. 1 1]; Will Hayseeds Kentucky Town of Manchester Illustrates National Obesity Crisis ; Jason Sinners The Good, the Bad, and The Daily Show ; and Paul Germans Confronting Inequality . Additional Activities Asking and Answering so What? and Who Cares? When students have a draft of a paper written, ask them to write either their major claim or a sub-claim on a piece Of paper. Then ask them to brainstorm for five minutes about all the groups who have a stake in their argument (who cares? ). Next have them ferrite for another five minutes or more about why those groups care or why the topic matters (so what? ). Have a few students share what theyve written, and add to their vhf cares? and so what? lists as a class. Alternately, you could have students expand their lists in small groups. Finally, you might have them draft a paragraph (perhaps an introduction or conclusion to the draft) incorporating the 50 what? and Who cares? factors. Role-playing the One Who Cares Students should work in small groups (2-4 people). Each student should state a claim, perhaps one for a draft he or she is writing, Each of the other group members should think of a group that has a stake in that argument and why the argument matters to them, stating both in the first person, For example, in reaction to a paper arguing that 14 school lunches should be healthier, one group member might say, Im a detent, and this topic matters to me because I want to eat French fries for lunch, and I dont care if I get tired later in the day. Another might say, Im a nutritionist, and this topic matters to me because I want children in my community to be healthy as they grow up. You can even give students the template, Im and this topic matters to me because Have students continue to give suggestions until no one else can think Of another group With a stake in the issue. Chapter 8 AS A RESULT: connecting the Parts This chapter discusses the connective tissues of writing. The authors emphasize hat creating connections between sentences and ideas both increases sentence variety and helps construct a more convincing argument. They consider transitions both within a paragraph and between paragraphs, and they discuss four ways to connect the parts: using transition terms, adding pointing words, developing key terms, and repeating yourself, with a difference. Additional Activities Between Paragraphs / Within Paragraphs Part 1:Thai activity works best when students have a draft to work with. After discussing ways tot connecting the parts, have them look at their drafts and annotate them, noting what ACH paragraph is saying. Then have them write a sentence that shows the relationship between the ideas in each paragraph. Art 2: Have students choose a key paragraph of the paper they want to improve and note what transitions, pointing words, and key terms theyve used. Then ask them to do a sort of dissection, looking at sets of sentences to note what purpose they serve in the paragraph After they do so, they should revise sentences to include transitions, pointing words, or key terms. Taking the paragraph apart c an help them see the chunks Of meaning in the paragraph and how connecting words can help hose chunks fit together. Connective Tissue The following is a paragraph from Tom Vessels Extra Lives: Why Video Games Matter With all the transitions and other connective tissue removed. Ask students to read it once and evaluate What they think about how its working. Then ask them to add transitions (either individually or in groups) and perhaps share a few examples once theft finished. End by having them read the paragraph as it appears in the book (p. 356, 12) to see how the writer himself uses connective tissue. Had problems with Fallout 3. These problems seem to me emblematic of the intersection at which games in general currently find themselves stalled. Take Fallout gs tutorial. One feels for game designers: It would be hard to imagine a formal convention more inherently bizarre than the video-game tutorial. Every time you open a novel, you are forced to suffer through a chapter in which the characters do nothing but talk to one another about the physical mechanics of how one goes about reading a book. Game designers do not really have a choice. Controller schemas change, sometimes drastically, from game to game. Designers cannot simply banish a garn?s relevant instructions to a directional booklet. That would be a violation of the interactive pact between game and gamer. Many games have to come up with a narrative plausible way in which ones controlled character engages in activity comprehensive enough to be instructive but not so intense as to involve a lot of failure. Games with a strong element of combat open with some sort of indifferently conceived boot-camp exercise or training round. Chapter 9 ANTI SO / IS NOVO. Academic writing Doesnt Always Mean setting Aside Your Own Voice This chapter argues that students can blend formal, academic language with more everyday, colloquial language. The authors caution, however, that students shouldnt fall back on colloquial usage as an excuse for not learning more rigorous forms of expression, but they point out that a mixture of academic and casual language can enliven an essay and help writers underscore points they want to call attention to. They teach one interesting technique: to state something formally and then translate it into everyday language, providing examples from Geneva Smithereens and Gloria Anza(AU. Youll want to remind students to consider genre and audience when thinking about language choices, and as the chapter notes, to remember that lending formal and informal language is appropriate in some fields more than others. Additional Activities Two Student Essays Ask students to read Sara Marinas Move Over Boys, Make Room in the Crease and Liz Additions awe Years Are Better Than Four . As a class, discuss how these two students incorporate their own colloquial voices into their writing. Ask students to find representative samples of language that exemplify the students own styles. This activity might be a good jumping-off-point for Exercise I in the book. Dressing Down the Draft This activity works best later in the writing process. Have students bring in a draft Of a paper, and do the activities in Exercis e I (p. 128) with a chosen paragraph: Dress it down, rewriting it in informal colloquial language.