Roman Plebeian Tribune Definition

Roman Plebeian Tribune Definition The Plebeian Tribune- or tribuni plebis- is also known as the tribune of the people or the tribune of the plebs. The plebeian tribune had no military function  but was strictly a powerful political office. The Tribune had the power to help the people, a function called ius auxilii. The body of the plebeian was sacrosanct. The Latin term for this power is sacrosancta potestas. He also had the power of the veto. The number of plebeian tribunes varied. It is believed there were originally only 2, for a short time, after which there were 5. By 457 B.C., there were 10. The Plebeians Secede The office of plebeian tribune was created in 494 B.C., after the First Secession of the Plebeians. In addition to the two new plebeian tribunes, the plebeians were allowed two plebeian aediles. The election of Plebeian Tribune, from 471, after the passage of the lex Publilia Voleronis, was by a council of plebeians presided over by a plebeian tribune. When the plebeians seceded in 494, the patricians granted them the right of having tribunes with greater power than the patrician tribal heads. These tribunes of the plebs (plebeian tribunes) were powerful figures in Romes Republican government, with the right of veto and more. A patrician, Claudius Pulcher had himself adopted by a plebeian branch of his family so he could run for the office of plebeian tribune under the plebeian name of Clodius. Source A Companion to Latin Studies, by J.E. Sandys

A Study on the Different Opinions about Human Categorization Based On Physical Traits and Sexual Orientation

A Study on the Different Opinions about Human Categorization Based On Physical Traits and Sexual Orientation Society’s Characterization of the Condemned Although we like to have a promising view on our own mortals, we and our society can be cruel and unforgiving even when we don’t expect it. We see our viewpoints of classes, races, and sexes all being similar coexisting in in a world of equality, but our decisions on who to put on death row and who gets to walk will always be apparent to our personal prejudices. The truth is, our brains are incapable of judging somebody solely for their actions, and not taking anything from their physical appearance to the sexual identity into that judgement. If we were to decide a person’s fate without seeing them or hearing anything about them besides the crime they’ve committed, our prison and death row inmates would be a completely different cast of people. But, since we’re exposed to the race and gender of everyone put on trial, our judgements reflect the qualities of these people in the harshest of ways. The race or sexual identity of an individual involved in any certain situation can completely compromised by the society around them, and that stands true with inmates on death row. In our country, a white female going on trial for murder will have a completely different outcome than a black male convicted of doing the same thing. For a lot of people, whether or not they know it, the race or sexually identity of the accused can greatly affect their punishment, regardless of the crime they commit. Separate human beings have separate subconscious desires to punish or defend one class of individuals differently than others, and this prejudice holds true in even the most extreme of situations. Nobody can completely ignore the details of person placed in front of them, everyone has their own dark opinions that greatly affect any situation. When those opinions spread across a community and take hold of entire societies, many may seem racist or sexisttrials as â€Å"normal†, and judg e them according to the expectations of their neighboring peers. Because of this, a single person can be put to death while being judged from one society, but freed if they were judged by another, different society. In some instances, the identity of the person who committed the crime affects the outcome more than the crime itself. Of course, this prejudice does not only fall into place in established countries. This is a phenomenon happening around the world, with some dilemnas being more extreme than others. A great example of this was in the article Uganda’s Death Penalty for Gays, in an entire culture is attacked, threatened, and harshly judged more than others. In Uganda, homosexuals are punished for any kind of gay behavior, no matter what the context or situation. Gays are outcasts here, and are treated as such. The entire community has a clear hatred for this specific type of person, and that opinion is heavily reflected on their laws and punishments. From these rules and terms, we have the right to assume the people of Uganda exercise these prejudices in their daily lives and behavior. Their characterization of who they’re killing and for what reasons don’t just apply to their culture, but are most likely influenced by it. Even though it’s not nearly as extreme, what’s happening in Uganda is similar to what’s happening to the African Americans in our country. There are no laws strictly tailored against the black community, yet America is commonly blamed for using excessive force and punishment against African Americans and people of foreign countries. Looking at the statistics from the Death Penalty Information Center, we can see that 75% of murder victims in cases leading to an execution were white, even though only roughly 50% of murder victims in total were white. Assisting this information, only 43% of inmates on death row are white, even though 72% of our country’s population is white. Although we promote equality for all races, our society seems to judge the ethnic community harsher than caucasians and females, and the punishments we choose to inflict on one race may not apply to another, regardless of the crime. That being said, we also tend to make the punishments for men much more cruel than those towards women. If a woman rapes or murders someone else, the chances of her being put on death row is much slimmer than if a man did the same. In contrast to this, some countries in the Middle East will murder a woman for talking back to a man. All these small details over who the person is generally overshadow what the person has done, and that’s something that can greatly change the outcome of somebody’s entire life. Every community has different values, and your punishment for any crime would probably change based on where in the world you were standing. In a perfect world, all races and genders would be treated equally, everywhere. Unfortunately, every society has prejudices they can’t escape from, and the subtle repercussions from those may be the difference between life and death.

Japanese manga censorship Research Paper Example | Topics and Well Written Essays - 1000 words

Japanese manga censorship - Research Paper Example Sometimes the word â€Å"air† is used to describe manga in Japanese which implies its possibility to penetrate everywhere: people buy manga on trains, in local supermarkets and small shops, in cinemas and read it in parks, luxurious apartments and shopping malls (Kinsella 4). Why has manga become so widespread and demanded in Japan? In post-war period it became linked to political events of the country and was perceived as counter-cultural experimentation. Most manga nevertheless concentrated on depiction of daily life events. Beginning from the 1970s manga adapted to the tastes of the population and concentrated on the topics popular among men: science fiction, robots, heroic events, however he group of women who appeared in the end of the 1970s adapted manga to female auditory making manga about love and romantic relationships (Gravet 24) The beginning of the 1980s coincided with the growth of the initial manga auditory and the economic rise of the country that is why publishers decided to widen the scope of genres and started looking for explicitly sexual and violent images in manga that were supposed to provide popularity. But the success on the territory of Japan was only a first step because manga has even won its special place in hearts of American readers with the help of exotic heroes, unique style of depiction, and unpredictable plot twists. Manga offered a fresh look on heroic epos: wide-eyed superheroes, latex-booted heroines and wild-haired supervillains have become extremely popular in a faraway America (Wood 14). For a long time manga and anime managed to avoid the attention of censors until an unfortunate case in 1989 when in a house of a serial killer a number of explicitly sexual content was found and he himself turned out to be a member in Comiket, the biggest convention for manga fans in the country. Since then the debates regarding the necessity of censorship for manga do not cease. Though some

Understanding the new hazards associated with terrorism Essay

Understanding the new hazards associated with terrorism - Essay Example The basic purpose of this education campaign is to make sure that the general public allays its fear of terrorism and gets to know a better idea of how things shape up within the relevant scheme of things as far as the discussion of terror is concerned. This will be resolved amicably if there is an understanding that the terrorism is a sin in its most heinous form and shall always be tackled in a proper manner. The public education campaign would bank on detailing the hazards that would mar the very basis of spreading terrorism (Masse, 2009). The efforts would be on hand to make sure that the people remain abreast of the changing terror related events that are spread all over the world, and can happen anytime anywhere. What is most important under such a setting is to know that people are being told what they ought to know so that sanity could prevail within their related ranks. This public education campaign will list down the significant steps that need to be understood by all and sundry, as well as apprise the people as to how they must change their respective courses over a period of time. It will tell the audience what precautionary measures they need to take and how proactive attitude could lead to minimal loss of life and property in the long run.

Birth Of Communication Essay -- essays research papers fc

Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  It is important to reflect one’s own national and cultural identity to understand what is different among people of different nations. History teaches us that culture always changes because of internal or external influences, even our own cultures and values change over time. Our world today is a world in which people from different nations and cultures are getting closer and closer because of economical and political reasons. Because cultures are becoming closer, communication is the most important quality for anyone to work on if they want to work in the international society. The history of communication and the relationships that were formed in the early part of worldwide communication still reflect the relationships held between nations today. The question is how have cultural differences evolved as technology increased? Although many things have indeed changed in individual cultures and values, the knowledge of how communications work today can only be learned from studying communications of yesterday. II.  Ã‚  Ã‚  Ã‚  Ã‚  At the turn of the century, Asia seemed very close because of â€Å"great modern inventions. However, the close feeling was only on communication terms. Culturally the effect of communication was a very complicated process. III.  Ã‚  Ã‚  Ã‚  Ã‚  Although international communication was non-existent between distant countries only a few hundred years ago, cultural differences are accentuated today as an effect of communication technology. III.  Ã‚  Ã‚  Ã‚  Ã‚  Development of International Communication A.  Ã‚  Ã‚  Ã‚  Ã‚  19th century Asian Culture B.  Ã‚  Ã‚  Ã‚  Ã‚  19th century American Culture V.  Ã‚  Ã‚  Ã‚  Ã‚  America meets new countries A.  Ã‚  Ã‚  Ã‚  Ã‚  Talking to Asia B.  Ã‚  Ã‚  Ã‚  Ã‚  Thoughts of the world about the new player called America IV.  Ã‚  Ã‚  Ã‚  Ã‚  Tensions A.  Ã‚  Ã‚  Ã‚  Ã‚  Countries who became stronger or weaker (politically and economically) because of communication B.  Ã‚  Ã‚  Ã‚  Ã‚  How did those who became stronger use communication to their advantage? (Politically) C.  Ã‚  Ã‚  Ã‚  Ã‚  How the weaker countries reacted, and exposed themselves to the world as a culture. (If they did) V.  Ã‚  Ã‚  Ã‚  Ã‚  Ben... ...c: An Inner History of American-East Relations. New York: Harcourt, Brace & World, Inc, 1967. Koester, Jolene, and Myron Lustig. Intercultural Communication and Competence. Vol 17.  Ã‚  Ã‚  Ã‚  Ã‚  California: Sage Publications, 1993 Mancall, Mark. China at the Center: 300 Years of Foreign Policy. New York: The Free Press, 1984. Pong, David, and Edmund S.K. Fung, eds. Ideal and Reality: Social and Political Change in Modern China. Lanham: University press of America, 1985. Bibliography Fogel, Joshua A. The Cultural Dimension of Sino-Japanese Relations: Essays on the nineteenth and Twentieth Centuries. NewYork: M.E. Sharpe, 1995. Chang, Gordon H. Friends and Enemies: The United States, China, and the Soviet Union, 1948-1972. Stanford: Stanford University Press, 1990. Carbaugh, Donal, ed. Cultural Communication and Intercultural Contact. New Jersey: Lawrence Erlbaum Associates, Publishers, 1990. Hart, Robert. The Eccentric Tradition: American Diplomacy in the Far East. New York: Charles Scribner’s Sons, 1976. Fischer, Heinz-Dietrich, and John Calhoun Merrill, eds. International and Intercultural Communication. New York: Hastings House Publishers, 1970.

Motivation for Advanced Level Esl Learning Essay

In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity. Introduction The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and psychology investigations could be applied to the groups of people and areas of interest being considered in TESOL. In places such as California second-language English users make up 63% of the target adult learners and almost a third in the country overall (Lasater and Elliott, 2004). The literature studied below begins by recapping major endeavors of psychology and education investigation so as to establish a baseline of student’s imperatives to learn. The study later focuses on motivation studies in linguistics related to ESL attainment and advancement. Part 2 Andragogy and Self-Motivation Andragogy  Review of the Literature Adult Learning from a Social Cognitive Perspective The foundation of adult learning theory was established in Lindeman (1926) who identified important distinctions between adult and child learning. These ideas were later developed by Knowles (1990) and constitute the hypothetical learning model dubbed andragogy. Andragogy, a mode of education starkly contrary pedagogy, which is characterized by children being instructed by adults in a directed and authoritarian environment. Knowles posited that because of significant psychological and physiological differences between youth and adult learners, the modes of educational motivation must be equally disparate. Knowles’s teachings are very well regarded in the education worldwide. Psychological metamorphosis in adult life, human factors brought to the learning situation, adult outside world demands, and life duties distinct from children’s, particularly a greater breadth of life encounters, varied incentives, and educational requirements all act in concert to create a distinctly different mode of motivation for adult learners. In particular, adult learning, per Knowles (1990), is predicated upon six vital components: 1. Justification for learning, that is, the rationale for desiring the education, before pursuing it. 2. Transformation of the adult concept of the self into that of an independent, self-directed human being. 3. Life experience that influences the adult body of accumulated knowledge, desires as well as being a component factor of self awareness. 4. Developmental willingness and practical feasibility relating to the synchronized pacing of learning experiences to their appropriate phases of emotional maturation. . Problem-centered approach of learning which can immediately be applied to real-life situations. 6. Self-motivation to learn by self-generated factors, as opposed to externally imposed requirements Kolb (1984) offered an expanded depiction of the process as a self-perpetuating process where actual events necessitate a review, analysis leading to later research and proper scientific revi ew. The learner’s assimilation into a different culture and society facilitates creation of educational desires with eventual engagement in a formalized educational environment as a key to attaining the desires. Learning occurs in myriad encounters/interactions with the student’s world in psychological process. In a social context, the actual knowledge gained is not so much seen as an acquisition but more as one of externalization. A way to get out of one’s self and into their new environment. Cognition of facts occurs which is a pro-active, relevant, and meaningful adult response to confusion created by previous discontinuity. A disjuncture can serve as â€Å"the point at which needs and wants and interests converge† . as well as an origin point for jumping into the learning process. By extending this idea to immigrant experiences, it seems as though basic everyday activity changes caused from immersion in a society which communicates in a foreign tongue, and made all the more real by the imperative to become functional in this society, can create disjuncture in their lives and compel them to pursue ESL education so as to not be overwhelmed. While many will pursue language education at once, others may find that language disjunctures happen later in their lives when greater proficiency beyond basic functional skills is required for a variety of reasons. Knowledge deficits plus a developed self-concept grounded within a cultural milieu can generate pressing need – a need to learn. Self-Motivation There are many different definitions for Motivation. In an educational context, one of the more comprehensive and useful definitions is from John Keller’s 1983 publication called Motivational Design of Instruction: â€Å"the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect† (Keller, 1983). Motivation is mercurial in nature. Keller identified a perception of applicability of the learning presented as fundamental for maintaining long-term motivation. Relevance exceeds the subject’s education requirements to encompass perceptions of satisfaction desired through the process in fulfilling psychological imperative senses of achievement, belonging, power and freedom. Encountering disappointment during a learning situation can dissipate motivation and possible cause learned helplessness (Bandura, 1982; deCharms, 1984; Weiner, 1984) or dismotivation going beyond mere discouragement. Educational psychology accepts that motivation also varies because of varied contexts in which learning occurs. Studies have brought to light additional connections between the act of learning a language and the evolving perspective of learners in the L2 environment. Peirce (1995) introduced the idea that acquisition of proficiency in a dominant language allowed learnersr to â€Å"acquire a wider range of symbolic and material resources [and] increase the value of [the learners’] cultural capital†. Sfard & Prusak (2005) insinuated that the learning itself is closing the gap between learners’ actual and projected identities. Qualitative studies offer a model of language learning motivation which is dynamic, longitudinal process whereby learners’ cognitions and beliefs (Ushioda, 2001), and relevance of the curriculum to their interests (Syed, 2001) directly affect involvement in learning. Part 3 Language Learners vs Second Language Learners Linguists only recently have begun distinguishing foreign language students from second language students when studying their drive to pursue language education and have proposed â€Å"the dynamics involved in learning these two different types of language may be quite different† (Gardner, 2001). To date, the great majority of these studies are in foreign language (FL) classes. Gardener’s quote was actually taken from a volume containing 20 separate motivation studies, none of which contained ESL students. ESL students, for whom English was a gateway ability for study in different subjects or earning a university degree, were more compelled by exterior forces to learn than heritage and non-heritage EFL learners. A motivation survey of 580 adult immigrants at a local college based ESL program in Toronto rated the following motives highest: linguistic needs, basic skills, cultural awareness, social interaction, and resume writing (Paper, 1990). It found no significant difference in motives based age, duration of residence or level of education. The influence of integrative orientation in the data compelled the author to recommend including Canadian culture in the curriculum. Conscious intention of immigrating to the U. S. was another motivating factor for language learning in a separate exploration conducted on adult learners (Brilliant, Lvovich, and Markson, 1995). Student’s beliefs seem to fill a vital role in adult learning accomplishments, consistent with educational psychology, thus making them ideal subjects for motivation research. A particular study, Bernat (2003), examined the views of 20 unemployed Vietnamese learners in a vocational ESL course in Sydney, Australia. Their scores were high on two motivations: 85% of respondents expressed the integrative desire to develop their interpersonal relations with the Australians better and make friends among them, and all agreed that speaking English well would enhance their prospects for employment. Part 4 The Attitude Motivation Test Battery (AMTB)  This is a large battery of tests which measures a number of different aspects of language learning. The instrument was originally used to measure attitudes of students studying English and French in Canada. Scales included attitudes toward French Canadians, interest in foreign languages, attitudes toward European French people, attitudes toward learning French, integrative orientation, instrumental orientation, anxiety, parental encouragement, motivational intensity, and desire to learn French. The scale instrument has been modified more recently. The Attitude/Motivation Test Battery (AMTB) is designed to measure different components of the socio-educational model of SLA. There are eleven sub-tests, nine with ten items each, and two with four items. The five main variables assessed in the AMTB are attitudes toward the learning situation, integrativeness, motivation, instrumentality and language anxiety.

Constructivist Teachers And Teaching Philosophy - 1454 Words

Teachers who have a constructivist basis for their philosophy of teaching and learning are seldom satisfied to use textbooks alone. Constructivists know that students must have motivation to search for meaning and create their own understanding of the world of ideas. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own. There are five identified central tenets of constructivism as a teaching philosophy: Constructivist teachers seek and value students’ points of view. This concept is similar to the reflective action process we call withitness, in which teachers attempt to perceive students’ needs and respond to them appropriately; Constructivist teachers challenge students to see different points of view and thereby construct new knowledge. Learning occurs when teachers ask students what they think they know about a subject and why they think they know it; Constructivist teachers recognize that curricula must have meaning for students. When students see the relevance of curricula, their interest in learning grows; Constructivist teachers create lessons that tackle big ideas, not small bits of information. By seeing the whole first, students are able to determine how the parts fit together; Constructivist teachers assess student learning in daily classroom activities, not through the use of separate testing or evaluation events. StudentsShow MoreRelatedEssay Theoretical Stance on Learning and Teaching Mathematics1495 Words   |  6 PagesStance for the Teaching of Mathematics – As a pre-service teacher, my philosophy of teaching Mathematics is based on a constructivist, student-centred approach. I have learned, through my practicum experiences, as well as Mathematics Education courses, which advocate this approach, that it is the most effective way to teach Mathematics. This essay will explicitly describe my philosophy, as well as explain and justify the specific teaching and learning strategies related to this philosophy, supportedRead MoreThe s Views On Constructivism1347 Words   |  6 Pagesconstructivism. This teaching model has been approached numerous times by different viewpoints. This type of model has been tested but has not been successfully implemented. â€Å"The lack of success in implementing this widely accepted educational epistemology into the schools can be attributed to what might be called failures of readiness† Elkind (2004). In this quote he states that in order for constructivism to work successfully, three major components must be in place; teacher readiness, curricularRead More My Philosophy of a Constructivist Mathematics Education Essay1285 Words   |  6 Pagesunderstanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffoldRead MoreThe Basic Components Of Instructional Design Models1227 Words   |  5 Pageseffect or value in what we do then we need to stop doing it and try something else. The constructivist and connectivist views have been, at times, criticized for not being able to reach all learners and provide adequate support. In reality, however, classrooms founded in these principles do have the ability to focus on the individual learner and their needs. In their work â€Å"The Courage to Be Constructivist†, Brooks and Brooks take a stand and assert that learning in this way ca n foster meaningfulRead MoreConstructivist Theory Of Constructivist Learning Theory969 Words   |  4 PagesConstructivist Learning theory is a theory that is based on observation and in a scientific study about how people learn. The theory is a philosophy that enhances the students’ logical and conceptual growth. The underlying concept within the constructivist learning theory is the role which experiences or connections witha the adjoining atmosphere that plays in the students’ education. So, the constructivist learning theory says that people construct their own understanding and knowledge of the worldRead More My Personal Philosophy of Education Essay1486 Words   |  6 PagesPhilosophy of Education My philosophy of education is almost wholly derived from my own experiences as a student. I have always had a love of learning, but have not exactly felt the same way about school, in part because I was bored with the classes and material. My teaching methods and views of learning reflect the idea I have of how I would have liked my teachers to teach. Major philosophical approaches: My interest in teaching stems from my belief thatRead MoreConstructivist Approaches to Acquiring Knowledge1100 Words   |  5 PagesThe process of learning and acquiring knowledge is a very interesting and complex task. The constructivist approach of learning was first expressed by Dewey (1936) in the early 20th century. Dewey has identified a progressive model based on philosophy Rousseau’s writing and on psychological knowledge. Piaget, J. (1973) study in early adolescent’s psychological development of discover, or reconstruct by rediscovery, Bruner’s (1973) theory of indicating learning as a social process which comprisedRead MoreThe Evolution of Second- and Foreign- Language Teaching1662 Words   |  7 PagesThe Evolution of Second- and Foreign- Language Teaching (The 19th and 20th Century and The New Era of Second Language Teaching) In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation through language-related sciences and research; 3. Technological innovation. During the nineteenth century, the Grammar-TranslationRead MoreTowards Constructivist Teaching And Learning909 Words   |  4 PagesTowards Constructivist Teaching and Learning Abstract Recent developments in South Australia have emphasised the importance of constructivism as a theoretical basis for curriculum development and implementation, and associated school reform, in government schools. This paper reports on some initial insights from a qualitative study investigating ways in which teachers who are committed to a constructivist philosophy construct teaching and learning. The study is a collaborative project betweenRead MoreDiverse Interaction Fosters Collaborative Learning834 Words   |  4 PagesDiverse Interaction Fosters Collaborative Learning Constructivism is an educational philosophy with many faces, however it primarily emphasizes on the social and cognitive abilities of the learner. A constructivist view on learning is where students share their experiences and knowledge in order to learn from another. Humans derive knowledge from previous knowledge, yet the teachers must conduct an environment that facilitates the learning process. It is a method of learning where the learner is