The Rise And Fall Of Julius Caesar

The Rise And Fall Of Julius Caesar This paper will explain that having absolute control or power over another human- being or, in Caesars case an entire nation is a major responsibility. Caesar had the authority and was convinced that his way was the only way in the end it only produced negative results. Caesar was known in Roman History as the first dictator who was declared as dictator for life with no limits on how long he could remain ruler. Also how Caesar became popular with the lower and middle class and how he was killed by plotters who didnt want to lose their financial gain or political power. Gaius Julius Caesar was born in Rome, Italy on July 12th or 13th in the year 100 BC. Young, Caesar lived through one of the most horrifying decades in the history the city of Rome. The city was assaulted twice and captured by Roman armies, first in 87 BC by the leaders of the populares. The second attack was carried out by Marius enemy of Sulla, leader of the optimates. The patricians were small in numbers and their status was no longer a political advantage. Caesar and his family belonged to one of the original aristocracy; they were neither rich nor influential. Caesar was influenced by his mother and with her blessings he sought out notoriety for his familys name. Caesar became the man of the household after his fathers death at the age of sixteen. Caesar sought out election to the public office so that he could obtain distinction for himself and his family, in 86 with the help of his Uncle Marius Caesar was appointed Flamen Dialis. In 78 B.C. Caesar traveled to Rhodes to study rhetorics and returned in 73 B.C. On his journey his was captured by pirates and he convinced them to raise his ransom after all he was an original aristocracy and that increased his prestige. A naval force overcame his captors and they were later crucified. After his wifes death, Caesar met and fell in love with Pompeia, a relative of Caesars then friend, Pompey. Pompey later married Caesars daughter Julia in 59 BC. Caesars own attachment to Pompey and Pompeys marriage to Julia ended when she died in 54 BC. The marriage to Pompeia ended in 62 BC. Caesar divorced his wife because of the allegation that she had been implicated in the offense of Publius Clodius, who was awaiting trial for breaking into Caesars house the. Previous December. He was disguised as a woman at the festival of the Bona Dea, which no man is allowed to attend Caesar had secured for five years the governorship of three provinces. The provinces were Cisalpine Gaul, Transalpine Gaul, and Illyricum. He left Rome and remained in Gaul until his invasion of Italy. He continued north of the Alps each summer and left his armies there in garrison each winter while he came south to conduct the civil administration of Cisalpine Gaul and Illyricum and to keep in contact with Rome. Caesar became determined to conquer and make a province of the whole of Gaul. After his defeat of the Belgic tribes in the north and the submission of the maritime tribes on the Atlantic seaboard, he believed that the task had all but been accomplished. The optimates in control of the senate now awake to the immense increase in Caesars personal power, wealth, and prestige, kept Pompey in Italy, allowing him to govern his Spanish provinces by deputies. The next year Spain made Caesar there governor. When he finally returned to Rome he joined forces with Pompey and Crassus. With a successful year running Spain Caesar was elected as Consul through political alliance through Pompey and Crassus. They were called the first Triumvirate. Crassus wanted a revision on the contract for collecting taxes in the province of Asia. Pompey wanted ratification on eastern settlement and land for his discharged troops. Where Caesar wanted to gain command of a big military. At a disorderly public gathering the agrarian bill was passed authorizing Pompeys veterans to purchase land in January 59 BC. A fellow consul Calpurnius Bibulus was thrown from the platform and has consular Insignia was broken. Knowing that they were superstitious Bibulus tried everything to stop Caesar and his followers from passing anymore laws, but he was only able to postpone them by saying that the stormy skies wouldnt allow it. Caesar had disregarded Bibulus behavior and allowed the legislative program of the triumvirate to be carried out. With the results of his action Caesar and his friends faced better attacks. The political opponents continued to say that the legislation was unconstitutional as well as invaded. Caesar returned to Rome for a short time in 47 BC before leaving to travel to Africa to crush his opponents. Caesar became increasingly interested in public affairs, and tried to gain the favor of the people. In 65 BC, he was elected to the office of aedile and organized public games. Caesar returned Marius trophies to their former place of honor in the capitol, thus lying claim to leaders of the Populares. Caesar won favor because he spent much money to provide recreation for the people, a lthough he went into great debt doing so. In 62 BC, Caesar became praetor, the office next in rank to consul. Catiline, a dissatisfied Roman politician, plotted a revolt. In breaking up this plot, leading aristocrats sought to disgrace the entire group of popular leaders, including Caesar, but they failed to hurt his political prospects. In 60 BC, Caesar allied himself with Marcus Licinius Crassus and Gnaeus Pompey in the First Triumvirate, an alliance that held considerable power in Rome. Crassus was a man of enormous wealth and political ambition. In 49 BC, Caesar had himself appointed dictator and consul after he defeated Pompeys troops in many battles. From the time that he had first faced battle and discovered his own military genius, Caesar was evidently fascinated and obsessed by military and imperial problems. He gave them an absolute priority over the more delicate, but no less the fundamental task of revising the Roman constitution. He met Pompeys army in Greece where, at Pharsalus in 48 BC, he defeated Pompeys for ces but Pompey escaped to Egypt. Caesar followed him later to find out that Pompey had been murdered. Within sixty days, Caesar became master of Italy. It took him nearly five years to complete the conquest of Pompey and his followers. As an orator, Caesar ranked second only to Cicero, the great Roman statesman and philosopher. Caesar is also famous as a writer. His Commentaries on the Gallic War describe his conquests in Gaul. The clear direct style of his work makes it a model of historical writing. Caesar used wisely the power he had won, and made many important reforms. He tried to control dishonest practices in the Roman and provincial governments. He improved the calendar, cleaning up confusion that had existed for hundreds of years. Caesar gave poor people in Rome an outlet to improve their way of living by establishing colonies, notably at Carthage and Corinth. Caesar had proved he was capable of governing Rome and its vast possessions. Yet, many of Caesars actions offended Roman pride. Caesar treated the Senate as a mere advisory council, and the senators resented this disrespect. He also offended many Romans by assuming the office of dictator. He returned in 78 BC when Sulla died and began his political career as prosecuting advocate. By training, Caesar was a politician rather than a soldier, but he knew he needed military victories to gain greater fame. Caesar gained military force and a loyal army from a campaign to conquer Gaul in 58 BC. It soon became clear that he was a military genius. Caesar had now become undisputed master of the Roman world. He pardoned the followers of Pompey. The people honored Caesar for his leadership and triumphs by granting him the powers of dictator for 10 years. Later, he was made dictator for life. In 49 BC, the conservatives ordered Caesar to give up his army. Caesar did not surrender his army to leave them defenseless, but instead did the opposite. Caesar used his army to invade Britain twice in 55 and 54 BC. He won this battle to lead to the conquering of Gaul, which included present day France, and Belgium, as well as parts of Holland, Germany, and Switzerland in 50 BC. Caesar then led his army of 5000 soldiers across the Rubicon, a stream that separated his provinces from Italy. This caused the start of the Roman Civil War. He conquered all territories east to the Rhine River, drove the Germans out of Gaul, and then crossed the Rhine to show the great might of Rome. He won this war to make Cleopatra ruler of Egypt. After his victory, Cleopatra was driven away from the throne. While this was going on Caesar invaded Alexandria. Caesar had gone to Alexandria in pursuit of Pompey, who was Caesars rival to become the next ruler of Rome. While looking for Pompey Caesar met and fell in love with Cleopatra. Caesar helped her regain power by defeating her enemies. Caesar asked her to return to Rome with him to pursue their love and she did. She gave birth to a little boy named Caesarion claiming that it was for Caesar. While she was giving birth Caesar was off claiming another victory. He then defeated Pharnaces II, King of Pontus. Caesar had a saying Veni, Vidi, Vici meaning I came, I saw, I conquered. Caesar, being unaware of a plot to murder him, took his seat in the senate chair. As the meeting progressed, Caesar was handed a petition by one of the conspirators. As expected, he declined granting the petition, thus making crowds gather around him to urge him to agree upon it. With further reluctance the first blow was struck to Caesars neck. Soon all the conspirators were striking him with their swords. In all, twenty-three swords penetrated Caesars skin, but only one was fatal. Caesars last words, as he looked upon his conspirators, are translated into, And you too, Brutus? . At that moment of recognition, Caesar fell to his death. The body of Julius Caesar lay for some time undisturbed where it had fallen. Of the slaves whom Caesar gathered over time, only three remained. They gathered around his body and examined the wounds. After the examination the slaves decided to carry the body home. They had found a nearby chair to place Caesars body on to carry him home to Calpurnia. After a provocative funeral oration by Marc Antony, Caesars body was burned by the mob in the forum. At the games in his honor the following July, a comet appeared. It was regarded as evidence of his godhead and he was formally renamed as divus Julius, or divine Julius. Octavius, whose name became Caesar Octavianus after his adoption by Caesars will, solved, by his creation of the Roman principate, the constitutional problem that Caesar failed to solve.

Inft Adult Learning Theory

inft Adult Learning Theory Dustin Stamey Adult Learning Theory Summary Non Traditional college students make up a large percent of the total population. There are a few categories that they fall into. The first category is workers. Non-traditional students might have either lost their job or are doing training to move up the ladder from their current position. The second category is military veterans. After years in the service, their professional education took a back seat. All they know is military service. For them, it will be really hard to acclimate into civilian life.The third category is adults that just received their GED and are now pursuing a life in higher education. It is important to provide for the adult learners so that they can thrive. M. S. Knowles said that there are four principles that characterize adult learners. â€Å"1. They are self directed, take responsibility for their own actions, and resist having information arbitrarily imposed on them. 2. They have an extensive depth of experience, which serves as a critical component in the foundation of their self identity. 3. They are ready to learn.As most adult learners return to college voluntarily, they are likely to actively engage in the learning process. 4. They are task motivated. Adult students returning to college attend for a specific goal and the primary component of their motivational drive tends to be internal† (Knowles, 1984) According to Schraw and Moshman there are three â€Å"Metacognitive Frameworks† that help people build their own learning theories. These would include Tacit, Informal, and Formal. Some of the metacognitive skills are built over time, such is the case with tacit and informal theory.These are made from educators and very repetitive jobs that do not require critical thinking. One of the biggest problems with adult learners is their gap in education. The adult has learned practical education instead of learning academic knowledge. Practical knowle dge can be used in everyday tasks like at work. Academic knowledge is not. There are ways to help the individual bridge the gap and make connections between the two. For example, an introductory writing class might show differences in practical and academic. The adult learners will also need a detailed syllabus. A set of instructions are very important.Adult learners are very goal oriented and need to see a light at the end of the tunnel. Educators need to use strategies to invite the adult learner to want to learn. Using these strategies make it easier to adapt to a cognitive and critical thinking mindset. Article 2 Adult learning Theory for the Twenty-First Century Educators want to help facilitate learning. They must learn more about their students in order to do this through â€Å"embodied learning, spirituality, and narrative†. (Merriam, pg 93) Adult learning is a very complex problem and cannot be boiled down to something simple.It is forever changing. There have been m any advances since Mezirows idea of transformational learning. (Merriam, pg 94) A bigger value has been placed on exactly where the education is taking place like work, home, and school. There are numerous factors that can affect each place like size, lighting, and background activities. There has been an increased attention to learning context. There finally has been an acknowledgment that learning is a â€Å"multidimensional Phenomenon†. (Merriam, pg 95) It used to be that learning was taking in facts and converting it to knowledge.Now it is said that learning involves the body, mind, spirit, and emotions. The mind (brain) changes when it is in learning mode. There is a mind body connection. There is also a connection between life experiences and mental capacity. Reflection I have read both articles completely. For the most part, I feel that they adequately describe the adult learner. There are many options that one could use to apply this to their own lives. Personally, th e article Adult Learning Theory: Applications to Non-Traditional College Students really hit home. I fall into almost all of their categories.I have a full time job and even though I haven’t lost my job yet, I feel that a college education can help me further my career. From the working standpoint, repetitiveness of my daily tasks does not contribute to a higher standard of learning. I also fall into the category for veterans. I was in the Air force for 7 years. I can relate to military veterans. Most of them are deployed a long time and school is not an option. Most of them choose to wait till they get out to start school. I had to wait from 2003 till now to get started in school and the gap in education is killing me.Liberty University has a fantastic grasp on what I need personally to succeed in school. The articles touch base on starting school with the right mind set and environment. With the gap in education that I have it was important to see the correlation between be ginning (starter) classes and making the connection between practical knowledge and academic knowledge. This will really help me. A detailed syllabus helps me keep track of what’s due and when I need to turn it in. I took it a step further and made a calendar of assignments and turn in dates.My wife has also been enlisted in keeping me on the right path and on time. One of the articles spoke about adults being goal oriented. This is absolutely right in my case, and is a product of my own design. I need to see an end to a means. There has to be a light at the end of the tunnel for me. The article gives the impression that goal orientation is a downside to learning and I do not agree. The second article honestly was a bad choice. There was not a lot of information on how I can improve on my adult learning. It was more of a generalization about another publication than actual facts.Having said that, we will see if there is anything that I can use The article states that adult le arning is very complex. I could not agree with them more. In an average day, I work 9 hours at my job, come home, start dinner, run errands, and spend quality time with my son. It is hard to find time for studying and course work. The thing that it is not just the time constraints that get me. My environment does not help in any way. It’s dimly lit and has a loud surrounding. This makes it a little hard to concentrate. If I had a bad day at work then I probably won’t be in the right mood to study.Over all, both articles were helpful in understanding the dilemmas that an adult learner faces. Institutions of higher learning have a grasp on how to cater to these individuals. Although each person is different, instituting the best practices works well for adult learners. Dustin Stamey References Kenner, C & Weinerman J, (Spring 2011). Adult Learning Theory: Applications to Non-Traditional College Students. (41. 2), pp. 87-96 Merriam B, S. , (2008). Adult Learning Theory fo r the Twenty-First Century. . 2008 (Issue 119), pp. 93-98

Using the Spanish Verb Tocar

The core meaning of the Spanish verb tocar is to touch. In fact, both words come from the Latin verb toccare. Common Meaning of Tocar Probably the most common meaning of both tocar and touch is to refer to physical contact between things or persons. Some examples of the word used this way in Spanish: Tocà ³ los dedos de su esposa, flojos y calientes. (He touched his wifes weak and warm fingers.)Cuando el avià ³n tocà ³ tierra los pasajeros aplaudieron. (When the plane touched ground, the passengers applauded.)No tocaron el està ©reo. (They didnt touch the stereo.) This meaning is sometimes figurative: Los ciudadanos son mà ¡s pobres y aà ºn no han tocado fondo. (The citizens are poorer, and they still havent hit bottom.)Espera con paciencia su momento para tocar el cielo. (She is waiting patiently for her time to touch to the sky.) As with the English touch, tocar can be used as a euphemism to refer to sexual contact: Él me decà ­a que lo nuestro era platà ³nico, y no me tocaba. (He would tell me that our relationship was platonic, and he didnt touch me.)Desde nià ±a me tocaba, y el repulsivo me ofrecà ­a dinero para que me acostara con à ©l. (Since I was a girl he touched me, and the creep would offer me money to sleep with him.) Using Tocar With Indirect Objects When tocar is used with an indirect object, it can refer to the turn or responsibility of the person who is the indirect object. The exact translation depends on the context:  ¿A quià ©n le toca? (Whose turn is it? Whose job is it?)El mià ©rcoles de esa semana me toca trabajar. (On Wednesday of that week its my responsibility to work.)Nos toca pagar. (Its our turn to pay. Its up to us to pay.) The same can be done when tocar means to affect a person emotionally. In this way, tocar can behave much like the verb gustar. El blues es la mà ºsica que mà ¡s me toca el corazà ³n. (Blues is the music that most touches my heart. In this sentence, the direct object is el corazà ³n, while me is functioning as an indirect object.)La actriz digo que la realizacià ³n de este film le tocà ³ emocionalmente. (The actress said that the making of this film touched her emotionally.)Le tocaba el alma la cancià ³n de Navidad. (The Christmas song touched his soul.) Other Meanings of Tocar The other meaning of tocar that is extremely common in Spanish is to play a musical instrument or similar item. For example: La guitarra es uno de los instrumentos mà ¡s fà ¡ciles de aprender a tocar. (The guitar is one of the easiest instruments to learn to play.)Voy a darme un baà ±o y luego tocarà © el piano. (Im going to take a bath and later Ill play the piano.)A la muerte de Susana, se tocaron las campanas de todas las iglesias. (When Susana died, they rang the bells of all the churches.) When referring to someones speaking or writing, tocar can mean to touch on. El presidente no tocà ³ el tema de Irak. (The president didnt touch on the subject of Iraq.)Los Monty Python tocaron todos los gà ©neros del humor. (Monty Python touches on all types of humor.) Tocar can be used so that its subject represents something that is given to someone: Le tocà ³ la loterà ­a. (He won the lottery.)Le ha tocado un tiempo muy difà ­cil. (He had been given a very rough time.) Tocar also is used in some set phrases or idioms: Por lo que a mà ­ me toca (as far as Im concerned) ¡Toca madera! (Touch wood!)Tocar de cerca (to have a close relationship with someone, or to be very familiar with a subject)Tocarle a alguien bailar con la mà ¡s fea (to be expected to do something very difficult or disagreeable) Conjugation of Tocar Tocar is conjugated irregularly in spelling but not pronunciation. The c is changed to qu when followed by the e. For example, the first-person preterite form is toquà © (meaning I touched), and the present subjunctive forms follow the pattern of toque, toques, toquemos, etc. Key Takeaways The Spanish verb tocar comes from the same source as the English verb touch and often has that meaning. Among many other meanings, it is also used for to play a musical instrument.When it means to be emotionally touching or to refer to taking turns, tocar is used with an indirect-object pronoun.Tocar is conjugated regularly in terms of pronunciation, but the c of the stem changes to qu when it comes before an e in conjugated forms.

Gender Differences Between Women And The Society - 1895 Words

Gender differences and subordination are the main concepts that Feminist Theory tries to overcome. A core assumption in this theory is that women are oppressed, and that feminist theories are â€Å"an analysis of women’s subordination for the purpose of figuring out how to change it† (McEwen Willis, 2014, p. 290). From a feminist perspective, there can be no pure biology, therefore, feminist theory views sex as a significant characteristic that interacts with other factors such as race and class in a relationship between women and the society (Chee Im, 2006). Gender is the main concept of Feminist Theory. It involves two interrelated elements: â€Å"social construction and exaggeration of differences between women and men† [†¦] and â€Å"gender distinctions are used to legitimize and perpetuate power relations between women and men† (McEwen Willis, 2014, p. 291). Gender relations should be analyzed considering specific historical and sociocultural aspects (McEwen Willis, 2014). Buehring and Waring (2001) state that it is difficult to define Feminist Theory, but it is possible to identify main elements of this model: focuses on women s experience as a basis for research; notion of the researcher as accountable to the wider feminist constituency; a reflexive perspective on research as part of a knowledge validation process which reflects the concerns of dominant groups; and the argument that the personal or private real is political. Some themes concurrent to this theory are:Show MoreRelatedGender Differences And Gender Inequality1717 Words   |  7 Pages Gender differences and gender inequality are sometimes used interchangeably but do not refer to the same thing. The two concepts are common in gender literature; however, they are not uniform across different cultures based on the degree of conservative attitudes present. The significant differences between sexes and used as arguments against equal rights primarily against women’s rights. 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