Family Is An Important Aspect Of Society Essay - 1727 Words

Family is an important aspect of society. Keeping a family stable is a hard task and the definition of family has expanded from what it used to be because nuclear families are not the norm nowadays. Throughout history the African-American family has had to face traumatic events such as slavery, the Great Migration, the Harlem Renaissance, and the Civil Rights Movement. The racism, segregation, and discrimination that followed these movements have also played an integral role in developing the black family. It takes diligence, strength, and courage in order to be able to persevere through hardship. Society as a whole has tried to undermine the black family by implementing in them a false identity of inferiority. If there are strong nuclear black families today, that means that powerful people in history have been forced to step up in order to make a difference within their community. From the beginning of the play to the very end, Lorraine Hansberry’s A Raisin in the Sun displa ys the vital theme of family. In the play there are multiple generations within the Younger Family’s household. The different generations come to show how the African-American family has had to evolve over time. A Raisin in the Sun highlighted the difficulties that families have in order to be able to overcome poverty, aspirations, and the society. First of all, it is harder to raise a family without having money. â€Å"The Urban League issued its 2009 State of Black America report, which declared thatShow MoreRelatedAspects of Life794 Words   |  4 PagesWhat are the three most important aspects of life that can guarantee a happy life? ‘Succeeding in all aspects of life in a single lifetime is nearly impossible. However, if a person who manages this, that person will certainly get all the happiness in life.’ All the aspects of life are related to emotions and feelings. The environment and surrounding, that includes family, friends, school and work place help people to shape their ideologies, principles, and ethics in life. The religion andRead MoreMoso Matrilineal System813 Words   |  3 PagesMoso society, better known as Na, is a small ethnic group living in Yunnan and Sichuan provinces in China. For decades, they have implemented a matrilineal system in their culture. Matrilineal system is defined as a system in which their descendants are traced using their mothers’ lineage. Since Moso society applied the matrilineal system in their culture, there are several implications and characteristics that can be analyzed from that point. One important feature of matrilineal is called â€Å"walk ingRead MoreConservatism And Its Impact On Society1049 Words   |  5 Pagescustoms; as these traditions and customs are of the dominant groups in society. The preservation of traditions and customs are the most important aspect of this ideology; traditions trumps everything else. Conservatism resist the idea of change as it will disrupt the way of life for the most dominant groups. They believe that every aspect of society serves a purpose and that these purposes are equally important for the stability of society. Conservatism do not want to make any changes that would cause disruptionsRead MoreAssess the Contribution of Functionalist Sociologist to Our Understanding of the Family701 Words   |  3 Pagesto our understanding of the family Functionalists believe that society is based on a value consensus into which society socialises its members, which enables to cooperate harmoniously and meet society’s needs and goals. Functionalist’s sees that society is made up of a range of different sub-systems which depend on each other, and that society needs these functions or order for survival and is vital towards society. Functionalists see the family as a very important sub-system, as it raises andRead MoreAssess the view that the family performs vital, positive functions for society and individual members.1398 Words   |  6 PagesThe family was once described as a social group that shared common residence, consisted of at least two adults of each sex that maintained a socially approved sexual relationship and had one or more children, their own or adopted. This is a nuclear family, described by George Murdoch to be a universal family type. Although it is correct to say that nuclear families reside universally, family types now vary from single-parent families to gay headed families. Despite the variety, they contribute toRead MoreWhat We All Long For By Dionne Brand1645 Words   |  7 Pagesra cially and culturally dynamic story about the struggles of a Vietnamese/Canadian girl named Tuyen. Tuyen’s story is related to the struggles that her family had undergone when escaping Vietnam and losing her brothers in transit. Over the years, Tuyen s brother, Quy, has become a gangster in Thailand, which brings a clash of values to the family. Tuyen is a young woman that tends to view herself as being between the vain world of her parent’s middle class lifestyle, and the chaotic world of Quy’sRead MoreConfucianism And Its Impact On Religion1208 Words   |  5 Pagesto cover; the aspects about each religion, the similarities, and the differences between both. Each religion has a different way to develop and beliefs. First of all, there are many important aspects about Confucianism. In china, Confucianism is most emphases in moralism and ruling with people together with their education system. In a brief definition, Confucianism is the universe in whole under the heaven, and humans are part of it, the family and community are the most important factor for theRead MoreEssay about European History692 Words   |  3 PagesEuropean History European society between the years 1500 and 1800 prove to be an interesting comparison to modern times, as can be seen in #8224;George Hupperts work, After the Black Death. Some important aspects of this particular historical society bore both similarities and differences to contemporary populous. In comparing and contrasting certain features of Hupperts analysis, the reader can better understand the growth of society in the past five hundred years . It is no questionRead MoreThe Effects Of Genetic Traits And Society Impact On Child Development1479 Words   |  6 Pages N , 1995). There are many factors affecting child development, and currently there is an ongoing debate comparing the effect of genetic traits and societies impact . Even though hereditary traits affect development, society has a greater effect on child development. This is because learning environment, socialization, and interaction with family and friends can impact a child in a number of ways that affect how they develop.Children s medical services describes child development as : Child developmentRead MoreWomen Struggles By Nina Revoyr1481 Words   |  6 Pagesprovides interesting material on many fronts including aspects such as sexuality, multiracial and multigenerational family saga. The book is based upon three women characters with the main protagonist being a young Japanese American woman by the name of Jackie Ishida - a 25 year old law student in her last semester, her aunt Lois and her lesbian lover Laura, an African American woman. These three women in the book represent different aspects of women s struggles and the issues they have to confront

Wild Fish Conservancy Vs. United States Environmental...

WILD FISH CONSERVANCY, Plaintiff, v. UNITED STATES ENVIRONMENTAL PROTECTION AGENCY C08-0156-JCC April 28, 2010 Facts of the Case: Wild Fish Conservancy v. United States Environmental Protection Agency is it a citizen suit brought against the Agency in which the Plaintiff believes, regulations passed by the EPA and the National Marine Fisheries Service that make salmon farms in Puget Sound not liable to general sediment-management standards breaches on the Endangered Species Act and the Clean Water Act. Because the Plaintiff argues that both the Clean Water Act and the Endangered Species Act were violated, there are a couple of Act provisions relevant to the case. Under the Clean Water Act, the EPA is required to review state water quality standards. In regards to the violation of the Clean Water Act, The plaintiff points out that the standards imposed by the 1995 amendments to the regulations on marine sediment proposed by WA Department of Ecology and passed by the EPA (1991) adversely affected wild salmon populations (which as a result violates the Endangered Species Act.) The Plaintiff argues that both the E PA and the Fisheries Service failed to take into account â€Å"the best scientific and commercial data† in their informal interagency consultation of the regulations--specifically mentioning the EPA and Fisheries Service’s decision to ignore facts that verify the negative effects that sea lice have on wild salmon. The EPA and Fisheries Service claim that they did in fact

Constructivism Essay free essay sample

In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the education theories, constructivism and behaviourism. According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge, learning and instruction. The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect, which one of these theory is the more persuasive position. This contemporary world has defined the individual, as an active participant who, does not just accepts the knowledge and reformats it, but interprets and gives meaning from their own point of view and does not wait for guidance. In this century, the information is produced rapidly and renews itself constantly. Consequently, the future of individual and society are interrelated, accessing the information, using knowledge effectively and advancing production skills. Relation between Constructivism and Behaviourism Kant (late 18th to early 19th centuries) explained that â€Å"logical analysis of actions and objects lead to the growth of knowledge and the view that one’s individual experiences generate new knowledge† (Brooks and Brooks, 1993, p. 23). We know that the idea of constructivism is not new. From the other point of view, on the basis of behavioural learning theories, the objectivist paradigm affects teaching-learning processes for many years and continues to influence it. For many years in the past, traditional approaches are dominated in educational world. Teacher-centred teaching is adopted and also conducted. The teacher transmits the information, thus the student is not in active role in the learning process. From the point of the constructivist philosophy, knowledge, instruction and learning strategies have led traditional education programs, which are under the influence of behaviourism, to change. According to constructivist theory, knowledge is the natural consequences of a constructive process. From the behaviourist views, knowledge is the resulting from a finding process that can be transferred to individuals (B. A. Bichelmeyer amp; Yu chen Hsu 1999). Expanding the educational applications of constructivist learning, rejects the objective paradigm theory and views that, knowledge and learning is subjective, also knowledge is configured by the individual activity. (Novak 1998) As far as Constructivists are concerned, knowledge is unique to an individual. These knowledge are owed by the individual directly, so cannot be transmit to another individual (Phillips, 2000). According to constructivism, learners construct knowledge individually and re-organize it. Learning is an active process and I believe, it makes learners as active and creative. Knowledge is structured by the individual to make his life meaningful. Individuals are not empty vessels, waiting to be filled. (Traditional Approach) Because of the past experiences individuals differences, concept for a schema and also new information interpretations cannot be the same as any other individuals. Behaviourist approach views, learning as a process of acquiring knowledge. On the hand constructivist approach views learning that, active process of constructing knowledge (B. A. Bichelmeyer amp; Yu chen Hsu, 1999, P. 4). Constructivism rejects that transmitting knowledge one to another. To be successful in learning process, learners should ask questions, research the subject, work in the group activities, briefly they should think about thinking (metacognition). Additionally, when learners find their own answer and invent their own interpretations of the concept, they can construct their knowledge. As in behaviourist theory, if knowledge obtains as resulting from a finding process, learning process could be end by memorising. This kind of learning leads students to commit to memorize, also prevent them being successful in critical thinking, analysing and solving the problem. Whereas only in a learner-centred learning process, individuals can be an active participant and construct their own knowledge. Constructivist concerns about learners needs, because they focus on â€Å"How do they learn? † rather than â€Å"What should they be taught? Thus, when an individual needs to learn for a purpose, the individual will find and learn relevant knowledge to achieve that goal. That must be the purpose of our education system to create independent analytic mind. Despite Richard Fox criticized that constructivist view of learning is essentially a process of making sense of the world. (Fox,2001), I believe, we do not learn a definition and go apply it, we learn by looking at things, noticing similarities, bringing those similarities together and exerting ourselves to make sense. Behaviourism views instruction as the process of providing knowledge, constructivism views instruction as the process of supporting construction of knowledge. (B. A. Bichelmeyer amp; Yu-chen Hsu, 1999, P. 4). Constructivist education program provides learners a creative environment that they can see the whole picture. The role of instructor is a supporter in learning activities and helps learners to evaluate the structure of their knowledge effectively, rather than provider of knowledge. Instead of Knowing How, Knowing Why becomes very important issue in constructivist teaching approach. Behaviourist education program focuses on individually achievement and instruction is determined to set the program which can be used for the measurement. At this point, we assume that, every individual child learned and achievement is completed. But crucial question remains to be about making sense from the learning activities. In other word, is this knowledge going to be permanent in long term? Richard R. Skemp described instrumental understanding as â€Å"rules without reasons† (Richard R. Skemp, 1976, P. 30). It is a way to learn subject or to teach a subject by using instrumental materials or methods such as fixed plans, formulas, determined rules etc. Learning rules without realising what that means is, to be possible by memorising them. Instrumental understanding requires unavoidable memorising which might cause uncompleted schemas at the end of the learning process. According to Skemp, Relational understanding is, a way to learn subject or to teach subject by using meaningful description and join or distinguish them in the same field that can lead us complete the schema. Reasoning is also very important for relational understanding. I believe Relational Understanding is more beneficial in long term as I explain below: * The learner can find his/her own way learning how to learn * Building up a conceptual structure can produce unlimited solutions * The learner can get physiological benefit and raise their self-confidence * The learner can have and maintain the high-level learning skills * The learner can improve their analytic skills PBL (Problem Base Learning) approach defines that students must have metacognitive skills, I believe, these skills encourage learners thinking deeply. Learning process should foster students and push them to think beyond what they have learned. As a matter of fact, starting point of PBL approach was to solve the problems of low learning motivation, knowledge retention and rate of knowledge transfer. (B. A. Bichelmeyer amp; Yu-chen Hsu, 1999, P. 5). From my point of view, constructivist teaching is not about telling and explaining the subject to student. It is about, asking questions to students to find out what they think. It is also about motivating and engaging with them, encouraging them to be an active participant. It is not a top-down approach therefore as a teacher we need to give them an opportunity to expose themselves and also foster them to challenge. On the other side, as a teacher, we should develop ourselves in the application of the scientific method to implement constructivist teaching methods. Conclusion Despite the fact that, we are not in a position to ignore wast knowledge we have gained and developed in centuries, we have to adapt that the current and future require individuals to be analytic and receptive due to fast technological and social changes in our environment. This can only be delivered by constructivism. Obtaining and maintaining these skills for life, not just depends on memorizing the information, but based on the development of the knowledge which requires a modern education. Additionally, well trained human power is accepted one of the most efficient production areas by the economic world.

Introductory Mathematics and Statistics †Free Samples to Students

Question: Discuss about the Introductory Mathematics and Statistics. Answer: Introduction The average weekly earnings of Australia have been changing over time. This report mainly deals with the average weekly earnings in Australia. Assessing the changes in the weekly earnings over time is the primary aim of this study. For the purpose of this research, the data has been collected from the Australian Bureau of Statistics (ABS) website on the average weekly income. Data on the male and female weekly income, weekly income of the private and the public sector have been collected from the website for the last 7 years. The data that has to be analysed has been obtained from the ABS website (abs.gov.au 2018). Analysis has been conducted on the average weekly income between male and female employees. Comparison have also been conducted on the average weekly incomes of the private and the public sector over the past 7 years. The dataset contains information about the average weekly incomes from March 2011 to November 2017. From the graph given in figure 1, it can be seen clearly that over the last 7 years, there has been significant increase in the average weekly income for both the male and the female employees but the weekly income of the male employees have always been higher than that of the female employees. The average earnings for the male employees is $3151.71 and that of the female employees is $881.76. There is a 4.27 percent variation in the male earnings and 5.95 percent variation in the female earnings. The next comparison is done between the average weekly incomes of the private sector and the public sector. From the graph given in figure 2, it can be seen clearly that over the last 7 years, there has been significant increase in the average weekly income for both the private sector and the public sector but the weekly income of the public sector has always been higher than the weekly income of the private sector. The average earnings for the public sector is $1306.79 and that of the private sector is $1071.33. There is a 5.82 percent variation in the weekly earnings of the private sector and 4.66 percent variation in the weekly earnings of the public sector. Time Series and Index Number Analysis The weekly earnings of the total population of Australia have been increasing rapidly. From May 2011 to November 2011, the weekly earnings have increased by 1.79 percent. From November 2011 to May 2012, the increase in the average weekly earnings have been 1.85 percent, which is higher than the last 6 months. From May 2012 to November 2012, the increase in the average weekly earnings have been 2.60 percent, which is higher than the last 6 months. From November 2012 to May 2013, the increase in the average weekly earnings have been 2.14 percent, which is less than the last 6 months. Thus, the growth rate had decreased between November 2012 and May 2013. From May 2013 to November 2013, the increase in the average weekly earnings have been 0.83 percent, which is extremely less than the last 6 months. Thus, the growth rate had decreased a lot between May 2013 and November 2013. Again from November 2013 to May 2014, the increase in the average weekly earnings have been 0.78 percent, which is again less than the last 6 months. Thus, the growth rate had decreased again between November 2013 and May 2014. Again from May 2014 to November 2014, the increase in the average weekly earnings have been 0.51 percent, which is again less than the last 6 months. Thus, the growth rate had decreased again between May 2014 and November 2014. Again from November 2014 to May 2015, the increase in the average weekly earnings have been 0.0.72 percent, which is higher than the last 6 months. Thus, the growth rate had started to increase again between November 2014 and May 2015. Again from May 2015 to November 2015, the increase in the average weekly earnings have been 0.0.77 percent, which is higher than the last 6 months. Thus, the growth rate is increasing between Main 2015 and November 2015. Thus, it can be seen that the rate of growth has started to increase again May 2015, decreased once again in November 2016 and November 2017 as well. Conclusion It has been observed from all the analysis above that there has been difference in the earnings of males and females. This indicates gender discrimination. Difference have also been observed in the earnings of the public sector and the private sector. This indicates that the public sector is more prioritized than the private sector. According to the CST principle of common good, the existence of people is a s a part of the society. It is the right of every person to participate in the community welfare and get benefits from there. The existence of the public authority is mainly for the promotion of the common good involving each and every section of the population (catholicsocialteaching.org.uk 2018). Thus, according to this principle, no discrimination is supported. Thus, it can be said that Australia does not follow the principles of CST on the common good. References Abs.gov.au. (2018).6302.0 - Average Weekly Earnings, Australia, Nov 2017. [online] Available at: https://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/6302.0Nov%202017?OpenDocument [Accessed 12 Apr. 2018]. Catholic Social Teaching. (2018).Further Explanation. [online] Available at: https://www.catholicsocialteaching.org.uk/principles/info/ [Accessed 12 Apr. 2018]. Croucher, J.S., 2013. Introductory mathematics and statistics.

Heart Of Darkness Ignorance And Racism Essays - Congo Free State

Heart of Darkness: Ignorance and Racism Heart of Darkness: Ignorance and Racism Joseph Conrad develops themes of personal power, individual responsibility, and social justice in his book Heart of Darkness. His book has all the trappings of the conventional adventure tale - mystery, exotic setting, escape, suspense, unexpected attack. Chinua Achebe concluded, "Conrad, on the other hand, is undoubtedly one of the great stylists of modern fiction and a good story-teller into the bargain" (Achebe 252). Yet, despite Conrad's great story telling, he has also been viewed as a racist by some of his critics. Achebe, Singh, and Sarvan, although their criticisim differ, are a few to name. Normal readers usually are good at detecting racism in a book. Achebe acknowledges Conrad camouflaged racism remarks, saying, "But Conrad chose his subject well - one which was guaranteed not to put him in conflict with psychological pre-disposition..." (Achebe, 253). Having gone back and rereading Heart of Darkness, but this time reading between the lines, I have discovered some racism Conrad felt toward the natives that I had not discovered the first time I read the book. Racism is portrayed in Conrad's book, but one must acknowledge that back in the eighteen hundreds society conformed to it. Conrad probably would have been criticized as being soft hearted rather than a racist back in his time. Conrad constantly referred to the natives, in his book, as black savages, niggers, brutes, and "them", displaying ignorance toward the African history and racism towards the African people. Conrad wrote, "Black figures strolled out listlessly... the beaten nigger groaned somewhere" (Conrad 28). "They passed me with six inches, without a glance, with the complete, deathlike indifference of unhappy savages" (Conrad 19). Achebe, also, detected Conrad's frequent use of unorthodox name calling, "Certainly Conrad had a problem with niggers. His in ordinate love of that word itself should be of interest to psychoanalysts" (Achebe 258). Conrad uses Marlow, the main character in the book, as a narrator so he himself can enter the story and tell it through his own philosophical mind. Conrad used "double speak" throughout his book. Upon arriving at the first station, Marlow commented what he observed. "They were dying slowly - it was very clear. They were not enemies, they were not criminals, they were nothing earthly now, nothing but black shadows of disease and starvation lying confusedly in the greenish gloom" (Conrad 20). Marlow felt pity toward the natives, yet when he met the station's book keeper he changed his views of the natives. "Moreover I respected the fellow. Yes. I respected his collars, his vast cuffs, his brushed hair. His appearance was certainly great demoralization of the land he kept up his appearance" (Conrad 21). Marlow praised the book keeper as if he felt it's the natives' fault for living in such waste. the bureaucracy only cared about how he looked and felt. The bookeeper did not care for the natives who were suffering less than fifty feet from him. He stated the natives weren't criminals but were being treated as if they were, but at the same time he respected the book keeper on his looks instead of despising him for his indifference. Conrad considered the Africans inferior and doomed people. Frances B. Singh, author of The Colonialistic Bias of Heart of Darkness said "The African natives, victims of Belgian exploitation, are described as 'shapes,' 'shadows,' and 'bundles of acute angles,' so as to show the dehumanizing effect of colonialist rule on the ruled" (269-270). Another similar incident of "double speak" appeared on the death of Marlow's helmsman. Marlow respected the helmsman, yet when the native's blood poured into Marlow's shoes, "To tell you the truth, I was morbidity anxious to change my shoes and socks" (Conrad 47). How can someone respect yet feel disgusted towards someone? Singh looks into this question by stating, "The reason of course, is because he (Marlow) never completely grants them (natives) human status: at the best they are a species of superior hyena" (Singh 273). As I have mentioned before, Conrad was not only racist but also ignorant. He would often mix ignorance with racism when he described the natives. "They howled and leaped and spun and made horrid faces, but what thrilled you was just the thought of their humanity - like yours - the thought of your remote kinship with this wild and passionate uproar. Ugly" (Conrad 35). "The prehistoric man was cursing us, praying to us, welcoming us - who could tell?" (Conrad 37). The end result of Conrad's ignorance of not knowing the behavior of African people concluded his division of the social

Cantabrian War

Cantabrian War Dates: 29/28-19 B.C. Rome won the Cantabrian War, in Spain, during the rule of the first emperor, Octavian, who had recently earned the title by which we know him, Augustus. Although Augustus brought troops from Rome to the battlefront  and unintentionally brought about victory, he had retired from battle when victory was achieved. Augustus left a stepson and a nephew, the aediles Tiberius and Marcellus, to hold the victory celebration. He also left Lucius Aemilius to serve as governor when he returned home. The victory celebration was premature. So was Augustus closing of the Janus gates of peace. While I may have aroused your curiosity, this war is not one of the more popular ones for study. As the great 20th century, Oxford-based, Roman historian Ronald Syme wrote: It is in no way surprising that the Spanish War of Augustus should have commanded so little attention in modern times; and it might well be asked how far such a subject can repay study. In comparison with the wars in Germany and Illyricum, with the momentous vicissitudes of the frontier policy of Augustus, the subjugation of Northwestern Spain seems dull and tedious.The Spanish War of Augustus (26-25 B. C.)Ronald SymeThe American Journal of Philology, Vol. 55, No. 4 (1934), pp. 293-317 The 4th-5th-century Christian historian Paulus Orosius [The Seven Books of History Against the Pagans] says that in 27 B.C., when Augustus and his right-hand man Agrippa were consuls, Augustus decided it was time to subdue the border-raiding Cantabri and Astures. These tribes lived in the northern part of Spain, by the Pyrenees, in the province of Gallacia. In his 2010 Legions of Rome: The Definitive History of Every Imperial Roman Legion, Australian writer Stephen Dando-Collins says when Augustus headed from Rome to Spain, he took some of his Praetorian Guard with him, members of which he later gave land from the conquered territory. Augustus was embarrassed by his inability to clinch the battle, became ill, and retired to Taracco. The legates left in charge of the Roman legions in the area, Antistius and Firmius, won surrender through a combination of their skill and the enemys treachery the Astures betrayed their own people. Dando-Collins says the Cantabrian forces had resisted the type of battle formation Rome preferred because their strength lay in fighting from a distance so they could hurl their weapon of choice, the javelin: But these peoples would neither yield to him, because they were confident on account of their strongholds, nor would they come to close quarters, owing to their inferior numbers and the circumstance that most of them were javelin-throwers....Cassisus DioFor extended passages from Cassius Dio and others on the Cantabrian War, see Sources. Augustus Departure Leads to Over-Confidence The tribes successfully avoided being roped into other types of engagements until Augustus retired to Taracco. Then, believing Augustus had given up, they felt superior to the legates. So they allowed themselves to be drawn into the Roman-preferred, set-piece battle, with consequences disastrous to them: Accordingly Augustus found himself in very great embarrassment, and having fallen ill from over-exertion and anxiety, he retired to Tarraco and there remained in poor health. Meanwhile Gaius Antistius fought against them and accomplished a good deal, not because he was a better general than Augustus, but because the barbarians felt contempt for him and so joined battle with the Romans and were defeated.Cassisus Dio Victorious, Augustus gave two of the legions the honorary title of Augusta, becoming the 1st and 2nd Augusta, according to Dando-Collins. Augustus left Spain to return home, where he closed the Janus gates for the second time in his reign, but the fourth time in Roman history, according to Orosius. Caesar carried away this reward from his Cantabrian victory: he could now order the gates of war to be barred fast. Thus for a second time in these days, through Caesars efforts, Janus was closed; this was the fourth time that this had happened since the founding of the City.Orosius Book 6 Cantabrian Treachery and Punishment Meanwhile... the surviving Cantabrians and Asturians, according to Dando-Collins, acted as they had done repeatedly before, with trickery. They told governor Lucius Aemilius they wished to give the Romans gifts in token of their acceptance of the Romans  and asked him to send a sizable number of soldiers to transport the gifts. Foolishly (or without the advantage of hindsight), Aemilius obliged. The tribes executed the soldiers, starting a new round. Aemilius renewed the fighting, won a devastating victory, and then removed the hands of the soldiers he defeated. Even this wasnt the end of it. Again, according to Dando-Collins, Agrippa faced rebel Cantabrians slaves who had escaped and returned to their mountainous homes and those of their countrymen they could persuade to join them. Although Florus says Agrippa was in Spain at an earlier date, Syme says he didnt get there until 19 B.C. Agrippas own troops were getting on and were tired of fighting. Although Agrippa won the round of anti-Cantabrian fighting, he wasnt happy about the way the campaign had gone and so declined the honor of a triumph. To punish his less than competent troops, he demoted a legion, probably the 1st Augusta (Syme), by stripping it of its honorary title. He captured all the Cantabrians, executed the military aged men and forced all the mountain folk to live down on the plains. Rome experienced only minor difficulties afterward. It was only in 19 B.C. that Rome could finally say it had subjugated Spain (Hispania), ending the  conflict that had started about 200 years earlier during the conflict with Carthage. Roman Legions Involved (Source: Dando-Collins): 1st Legion2nd Legion (later the 2nd Augusta)4th Macedonia5th Alaudae6th Legion (later the 6th Victrix)9th Hispana10th Gemina20th Legion Governors of the Spanish Provinces (Source: Syme) Tarraconensis (Hispania Citerior) Lusitania (Hispania Ulterior) 27-24 C. Antistius Vetus24-22 L. Aemiliusor L. (Aelius) Lamia22-19 C. Furnius19-17 P. Silius Nerva26-22 P. Carisius19 ? L. Sestius Next: Ancient Sources on the Cantabrian War The sources on this war are confusing. I have followed Syme, Dando-Collins and then the sources, as much as possible, but if you have corrections to make, please let me know. Thanks in advance.

Midterm Exam Coursework Example | Topics and Well Written Essays - 1000 words - 2

Midterm Exam - Coursework Example The crew decided to communicate earlier; there could have been speculations on the possible sabotage of Panama against United States. Social media campaign would have twisted the scene to appear as though it was a political issue. Rowdy youths would take the issue into their hands, forcing American politicians and the wider police enforcement to act in response. As a result, there could have been diplomatic problems between United States and Panama, as well as, street violence similar to the Rodney King Riot 1992. Likewise, the panic and fear caused to innocent civilians, who by strong logistical measures were not in a position to communicate with the relatives back in the ship would have been bothering towards the recovery of the shape. Considering that some of these relatives have fragile emotions, panic would result to more catastrophes, for instance, insanity or even death. Moreover, intense political activities would have questioned Carnival ability to respond to disaster. Theories on ship disaster management would have crucified the company wrongly. In the 62 hours of recovery and restoration, the company could have lost a significant among of business, clients and losing a legend image to other competitors. This could have resulted to failure of the multinational, disinvestments and possibly permanent locked out of business. By bring back the ship to the port; it indicated that United States government, Carnival Cruise and the state of Panama were always responsible to what happened to citizens and other customers. There are a number of stakeholders involved in the case. The very most important stakeholders are the customer aboard the ship since these are the bosses of the company. Their relatives, friends and society as well follow closely. Other key individuals are the company crew, those who operate the vessel including their captain. The coast guards, the multinational’s employees,