About the Roman Historian Livy

About the Roman Historian Livy Name: Titus Livius or Livy, in EnglishDates: 59 B.C. - A.D. 17Birthplace: Patavium (Padua), Cisalpine GaulFamily: Unknown, had at least one child, a sonOccupation: Historian The Roman annalistic [year-by-year] historian Titus Livius (Livy), from Patavium (Padua, as its called in English), the area of Italy in which Shakespeares Taming of the Shrew took place, lived about 76 years, from c. 59 B.C. to c. A.D. 17. That hardly seems long enough to have finished his magnum opus, Ab Urbe Condita From the Founding of the City, a feat that has been compared with publishing one 300-page book each year for 40 years. Most of Livys 142 books on the 770-year history of Rome have been lost, but 35 survive: i-x, xxi-xlv. Division of Ab Urbe Condita Contents of Ab Urbe Condita Libri I-XLV I-V: Origins to Gallic sack of RomeVI-XV: To beginning of Punic WarsXVI-XX: First Punic WarXXI-XXX: Second Punic WarXXXI-XLV: Macedonian and Syrian Wars After dispensing with 365 years of Roman history in only five books (averaging ~73 years/book), Livy covers the rest of the history at the rate of about five years per book. Livys Morality Although were missing the contemporary portion of his history, there seems little reason to believe that Livys Ab Urbe Condita was written as an official Augustan history, aside from the fact that he was a friend of Augustus, and that morality was important to both men. Although Livys status as the official Augustan historian is debated, Paul J. Burton (following T.J. Luce, The Dating of Livys First Decade, TAPA96 (1965)) dates the start of Livys historical writing to 33 B.C. before the Battle of Actium and the year (27 B.C.) Octavian conventionally qualifies as emperor.Livys role in the history of literature and the theater for which see Heroes and Heroines of Fiction, by William Shepard Walsh and the visual arts, especially Botticelli, comes at least in part from Livys moral stories of The Abduction of Virginia and The Rape of Lucretia. In his preface, Livy directs the reader to read his history as a storehouse of examples for imitation and avoidance: What chiefly makes the study of history beneficial and fruitful is this, that you behold the lessons of every kind of experience as upon a famous monument; from these you may choose for your own state what to imitate, and mark for avoidance what is shameful.... Livy directs his readers to examine the morals and policies of others so that they can see how important it is to maintain standards of morality: Here are the questions to which I should like every reader to give his close attention: what life and morals were like; through what men and what policies, in peace and in war, empire was established and enlarged. Then let him note how, with the gradual relaxation of discipline, morals first subsided, as it were, then sank lower and lower, and finally began the downward plunge which has brought us to our present time, when we can endure neither our vices nor their cure. From this moral perspective, Livy depicts all non-Roman races as embodying character flaws that correspond with central Roman virtues: the Gauls are factious and headstrong, and lack staying power; while the Greeks are better at talking than fighting, and immoderate in their emotional reactions [Usher, p. 176.] Numidians are also immoderate emotionally since they are too lustful: above all barbarians the Numidians are steeped in passionsunt ante omnes barbaros Numidae effusi in venerem. [Haley] Historical Evaluation of Livy With history as his vehicle, Livy displays his rhetorical flair and literary style. He engages the attention of the listening audience through speeches or emotive description. Occasionally Livy sacrifices chronology to variety. He rarely explores contradictory versions of an event but selects with an eye to championing Romes national virtues. Livy acknowledged a lack of contemporary written records from which to verify facts from Romes beginnings. Sometimes he mistranslated Greek literary sources. Without a background in practical military affairs or politics, his reliability in these areas is limited. However, Livy supplies myriad mundane details that are unavailable elsewhere, and, therefore, he is the most important source for Roman general history for the period to the end of the Republic. Sources Include: Stephen Usher, The Historians of Greece and Rome The Last Republican Historian: A New Date for the Composition of Livys First PentadPaul J. BurtonHistoria: Zeitschrift fà ¼r Alte Geschichte, Bd. 49, H. 4 (4th Qtr., 2000), pp. 429-446. ï » ¿Livy, Passion, and Cultural StereotypesS. P. HaleyHistoria: Zeitschrift fà ¼r Alte Geschichte, Bd. 39, H. 3 (1990), pp. 375-381

How to Get a Letter of Recommendation After Graduation

How to Get a Letter of Recommendation After Graduation Letters of recommendation can be hard to obtain if youve been out of college for a while. Many applicants use professional contacts, college alumni, and even long-lost professors to fulfill this important requirement. Using Professional Contacts Graduate school typically is a way for a student to get in-depth experience on a topic of interest and often relates to the current job the applicant holds. As such, a professional contact can be a practical candidate for writing a recommendation letter. Ask your supervisor to support your application to graduate school, and the letter can directly address your workplace skills and how you can contribute to the field in the future, especially once you complete your studies. If youre not able to use your supervisor, you might reach out to a mentor or a colleague in the same position as you to complete the letter of recommendation. In any case, the colleague needs to write about knowledge of the applicant in a professional context, discussing relevant skills such as reasoning, problem-solving, communication, time management, and so on. College Alumni If youre not able to use a professional contact, consider asking a graduate of the school to write on your behalf. A LinkedIn profile can be a helpful resource for finding connections who went to the college in question. Assuming this individual knows you well, you can simply reach out and ask. Provide some details on the program youre applying to, achievements youve had in your career, and your goals coming out of the program. This can help the letter be more personal. If you dont know the person that well, ask to meet for coffee and to get to know each other better. This can be a risky move because the alum might not be comfortable writing on your behalf if youre not close. However, you can ask to still meet to get more information on the program and the college. You may wish to share your resume before the meeting and give some background on why youre interested in the program, and your career goals. Be prepared to ask questions, learn about their experiences, and share your own qualifications. Then you can ind out if the alum she would be willing to write on your behalf. If youre applying to graduate school well into the future, you might consider reaching out to someone from the school to be a mentor. Then youll have time to develop a working relationship and youll be more likely to get a recommendation when the times comes. Plus, you might learn something from your new mentor along the way. Former Professors Although many students fear that their professors from years ago will not remember, theres a good chance that they will, and it never hurts to reach out and ask for a small favor in the long and difficult process of getting a professional career.   Regardless of whether they remember the particular students winning personality or personal details of their lives, professors keep records of grades that will help them evaluate whether they can write a helpful letter on the students behalf. Professors are used to hearing from former students years after graduation, so although it may seem like a long shot, it may not be as difficult as some might think. Even if the professor has left the institution, applicants can contact the department and request contact information like an email address or simply run an internet search on the professors name. Many students opt to connect with professors on social media, particularly LinkedIn, which allows you to reach out to past contacts and stay connected over the years. A student contacting a former professor should mention what classes were taken, when, what grades were earned, and anything that might help the professor remember that particular student. Applicants should be sure to give the professor enough information to write a good letter, including CVs, copies of papers the student has written for classes, and the usual materials. Other Options Another alternative is to enroll in  a graduate course or continuing education course (as a nonmatriculated, or non-degree-seeking student) before applying to a full program. If you perform well, youll be able to ask the professor to write on your behalf to apply to the full graduate program. This approach can also help demonstrate your ability to succeed in the program.

How to Stop Nuclear Terrorism Essay Example | Topics and Well Written Essays - 3750 words

How to Stop Nuclear Terrorism - Essay Example High grade traditional explosives and electrical and mechanical equipment are used to set off a nuclear bomb. Hydrogen bomb, which is thousands of times much more powerful than an atom bomb has not been used in war anywhere. A nuclear explosion, deliberate or accidental, would lead to release of energy millions of times greater than that of dynamite or RDX, causing so much of heat and pressure, called as 'thermal radiation', that all materials are converted into compressed gases accompanied with a tremor wave. The explosion produces highly penetrating gamma rays, which would travel long distance in seconds, cannot be felt by human beings, causing fatal long term effect on human bodies or those of other living beings. In first ever use of nuclear bombs by America in second world war, it is estimated that as many as 140,000 had died in Hiroshima by the bomb and its post explosion effects, with the estimate for Nagasaki roughly 75,000., majority of the deaths were those of civilians. In estimating the number of deaths caused by the attacks, many victims died in the following months or years after the bombing as a result of radiation exposure. Today's nuclear bombs are thousand times much more destructive than those dropped on Hiroshima and Nagasaki. The world's first nuclear explosion was achieved with plutonium, a man-made element produced in nuclear reactors. Plutonium is created when an atom of uranium-238 is hit by a neutron and becomes plutonium-239. Nuclear reactor, which is used to generate power or propel marine vehicles generates the neutrons in a controlled chain reaction. For the neutrons to be absorbed by the uranium their speed must be slowed by passing them through a substance known as a "moderator." Graphite and heavy water are used as moderators in reactors fueled by natural uranium. Heavy water contains an atom of deuterium instead of an atom of hydrogen. 4 kilograms of Plutonium would be needed to make a bomb with a beryllium reflector. Countries producing plutonium for weapons have generally operated their reactors to maximize the production of plutonium-239-the isotope most useful for nuclear weapons. Weapon-grade plutonium contains less than 7 percent plutonium-240. Under normal nuclear power plant operation, the plutonium in spent reactor fuel contains roughly 24 percent plutonium-240; such plutonium is often referred to as "reactor-grade." However, essentially all isotopic mixtures of plutonium-including reactor-grade plutonium-can be used for nuclear weapons. In order to use plutonium in nuclear weapons or nuclear fuel, however, it must be separated from the rest of the spent fuel in a reprocessing facility. Plutonium separation is easier than uranium enrichment because it involves separating different elements rather than different isotopes of the same element. It uses well-known chemical separation techniques. Relatively large amounts of plutonium-240, as would be contained in reactor-grade plutonium, can cause a weapon to detonate early and "fizzle," causing a smaller explosion than intended. However, even a weapon that fizzles would cause an explosion roughly equivalent to 1,000 tons (1 kiloton) of TNT. A weapon of this size could kill tens of thousands of people if detonated in a city, which clearly demonstrates that even reactor-grade plu

Independent Creative Writing Essay Example | Topics and Well Written Essays - 500 words

Independent Creative Writing - Essay Example I have created my time capsule keeping this fact in mind. It would be difficult to write about the culturally diverse American society and for this reason, a DVD should be made that would record the different aspects of the American society. These different aspects would be personal, business and recreational society. For this purpose, the video recorder will have to visit different homes, business centers including the White House and popular recreational spots including fast food joints such as McDonald’s. This DVD would be the main object of the time capsule. To ensure that the DVD is playable, a DVD player would also be included in the time capsule. Along with the DVD, an album of pictures will also be put in the time capsule. This album will have pictures of popular spots that are idolized by the society including Hollywood, fast food joints, stadiums, and theaters etc. The composition of the pictures would be such that the essence of the place is captured, that is, stadium during a football match. I would also include a recent newspaper. This newspaper will cover most aspects of the contemporary American society including the most recent headlines and the opinions of leading journalists on the pressing problems of today’s society.

Six Degrees Could Change the World Essay Example | Topics and Well Written Essays - 500 words

Six Degrees Could Change the World - Essay Example One scene from the movie seemed harmless enough. It was merely a vineyard estate producing wine-quality grapes in England. It may seem harmless, but in reality, this is a compelling evidence of global warming effects already occurring around the world. Only a few years ago, it was truly impossible to cultivate wine-quality grapes in a weather environment such as ones in England. As favorable as this weather transformation is for English wine industry, such a transformation signals the end of the world for observers of universal weather modifications. Wine grapes budding in England is a clear indication that its regular daily temperature has augmented perhaps by a couple of degrees already. The documentary brings forward numerous actual examples and instances of early global warming. In addition, Bowman's direction is most solid in this part of the film. Baldwin's telling together with these illustrations of global warming in addition to the end of time situations of what might and wi ll happen if temperature continues to increase make Six Degrees Could Change the World among the best of 2008's ecological documentary films.With this, the film has definitely moved and changed the perspective and outlook of its viewers such as myself about the reality the world is facing right now. Without any remarkable change from our own selves, with the determination and will to actually save our planet, our home, the world will be destroyed. We must be the change that will stop the destruction of our only beautiful and amazing world.

Categorising Hamlet as a Tragedy

Categorising Hamlet as a Tragedy Shakespearean scholar A.C. Bradley states that tragedy concerns itself with one person, the hero. The second key aspect of tragedy is the death of a hero. As Bradley points out, tragedy is essentially a tale of suffering and calamity conducting to death. Hamlet by William Shakespeare closely follows the dramatic conventions of a revenge play in Elizabethan theatre. Plays belonging to this genre are typically centred upon a protagonists attempt to avenge an evil deed, often including prompts from the supernatural. Mental instability of the hero, scenes of carnage and mutilation and an eruption of general violence towards the denouement are elements common to this genre. Thomas Kyds The Spanish Tragedy and William Shakespeares Titus Andronicus are classic examples of revenge plays, often being classified as tragedies of blood due to their explicit presentation of premeditated violence. Hamlets focus is primarily on the fall of a hero rather than on the execution of a pledge to revenge, therefore, it is more a tragedy than a revenge play as Prince Hamlet just doesnt avenge his fathers murder, he contemplates it before hand. In Hamlet, Shakespeare complicates the theme which makes the play difficult to compartmentalise, giving the play psychological depth, whereas Titus Andronicus is the straightforward narration of a pledge to revenge. The play narrates how Prince Hamlet gains revenge on his uncle Claudius, who is responsible for the foul and most unnatural murder of the late King, Hamlets father. Hamlet vividly charts the course of feigned madness, overwhelming angst and seething rage; whilst exploring themes such as regicide, treachery, reprisal, incest and moral corruption- the classic conventions of an Elizabethan tragedy. The setting of the play is crucial in determining the plays genre, thus, Shakespeare uses Castle Elsinore and its environs to depict a sordid, depressing place where alleged incest and murder are a part of everyday life, where revenge is commonplace motivation, and where the feigning of madness is a normal strategy to dissemble ones feelings. As I previously said, the multiple subplots and psychological depth Shakespeare adds to characters give context to the events taking place within the play, taking it beyond the realms of a mere revenge play. In Hamlet, Shakespeare takes the theme of reve nge beyond the hero of the play. He adds several sub-plots (Fortinbras of Norway is getting ready for possible combat with Denmark and Laertes seeks to avenge his fathers murder), making the genre of revenge consistent throughout the course of the play whilst also adding to the atmosphere of anxiety and doom already created. Shakespeare employs the use of certain gothic conventions which are typical of tragedies, thus, establishing the plays genre. The curtain opens to a bitter cold night, instantly creating a dark, chilling atmosphere. Conversely, Shakespeare could have employed the use of this metaphor to symbolize the political unsettlement in the state of Denmark as their King has just died. The plot itself is complicated but Shakespeare adds further depth to the atmosphere of chaos and unease by employing the use of conventional aspects of Elizabethan tragedy such as the clock that has struck twelve, opening the play in a sinister, perilous hour usually associated with the supernatural, a dead hour. We are also told that the spirit of the late King is roaming the walls of the castle, creating a sense of foreboding within the audience. I have established the conventions of Elizabethan tragedies, but to ascertain the generic conventions of Revenge plays, we must look at some paradigmatic examples such as Shakespeares Titus Andronicus or Thomas Kyds The Spanish Tragedy. Critic S. Clarke Hulse describes Titus Andronicus as a play with 14 killings, 9 of them on stage, 6 severed members, 1 rape (or 2 or 3, depending on how you count), 1 live burial, 1 case of insanity and 1 of cannibalism- an average of 5.2 atrocities per act, or one for every 97 lines. The play narrates the story of a Roman general who by the end of the play has taken his revenge by murdering his enemy Tamoras sons and then cooking the deceased in the form of a pie, which he later feeds to their mother. The play is by far Shakespeares bloodiest work and is undoubtedly classified as purely a revenge play. In Hamlet; Hamlet, Ophelia, Laertes, Polonius, Gertrude, Claudius, Rosencrantz and Guildenstern all die within the course of the play, which is possib ly why it is often categorised as simply a revenge play. What distinguishes Hamlet from most revenge plays is that the action we expect to see, particularly from Hamlet himself, is continually postponed. We must keep in mind that in this play, it is Hamlets own conscience that leads to his procrastination, acting as his hamartia. S.T Coleridge states that Hamlet procrastinates from thought, and loses the power of action in the energy of resolve. The audience of a revenge play expect a fast pace that gives them an adrenaline rush, thus keeping them engaged. Procrastination is a highly uncommon trait amongst the protagonists of revenge plays as can be seen in the character of Titus Andronicus who seemingly has no ethical values, Titus Andronicus being a play that is described as Shakespeares bloodiest work. Instead of killing Claudius when he is in prayer, Hamlet delays the action further, preferring to murder him when he is drunk or in the incestuous pleasures of his bed. Although, Hamlets hesitation to kill Claudius can also be seen as a p lot device used by Shakespeare to prolong the action of the play, hence, increasing the tension within the audience. As Aristotle said, the tragic hero is a man who is a mixture of good characteristics and bad characteristics and by exposing Hamlets tragic flaw, (teamed with his pardon to Laertes), Shakespeare makes him seem righteous to the audience, allowing us to empathise with the character despite his bad characteristics, a feeling that is definitely not associated with most revenge heroes. Critic William Hazlitt says that we can relate to Hamlet if we have had sadness in our lives as he is open with his emotions and allows the audience an insight into his feelings. Aristotles definition describes tragedy as an imitation of an event that is serious, complete, and possessing magnitude. Hamlet is undeniably a play that is of great enormity as we consider the scale and scope of the play. Keeping in mind that the protagonists of the play are in fact the rulers of Denmark in whose hands lies the fate of millions of people simply elevates the tension created even further. Aristotle also states that the character has the second place in importance meaning simply that the character should support the plot i.e. personal motivations will be intricately connected parts of the cause-and-effect chain of actions producing pity and fear in the audience. Hamlet fits into this description of tragedy as it is Hamlets desire to avenge his fathers murder that drives the plot forward and leads to the unfolding of events that form the play. Shakespeare adds unexpected depth to the character of Claudius, which is not common for the antagonist of a revenge play. The playwright makes Hamlets contempt towards his uncle apparent as he claims they are a little more than kin and less than kind. Claudiuss soliloquy in Act III scene III relays his stronger guilt on a brothers murder, showing a possible good characteristic (as said by Aristotle) of his character. My fault is past. But O, what form of prayer can serve my turn? Claudiuss apparent desire for retribution defers from the preconceived notion of a villain in Elizabethan theatre as it evokes sympathy within the audience. In a stage production of the play, this scene could be played with Claudius on his knees with his hands folded before him, maximising any sympathy the audience feels towards him. However, Shakespeare keeps his antagonistic manners consistent as [Claudiuss] crown, [his] own ambition, and [his] queen win over his guilt. Conversely, this soliloquy could be used to show that despite his villainous nature, Claudius is a character suffering from the heavy burden of guilt. Even though Claudiuss character is not developed to its full potential, Shakespeare has crafted a full rounded human being out of the adulterate beast, making even his character psychologically plausible. This fact in itself defers Hamlet from being merely a revenge play. Reviewing all the points I made during the course of this essay, I would like to conclude that to categorise Hamlet as a revenge play would do the play great injustice. The plays dramatic structure and in-depth characterisation allow the play to be interpreted from many perspectives. In my opinion, Hamlet is not more a tragedy than a revenge play as it contains elements of both genres, but it is a revenge tragedy. Professor Kiernan Ryan remarks on Hamlet being subcategorized into a category of its own as it problematizes the whole revenge tragedy form and the assumptions and values about life, which a revenge tragedy would smuggle through unchallenged.

Solange De Santis - Job design :: essays research papers

Introduction: Solange De Santis joined a General Motors van assembly plant in 1991. During her eighteen months at GM she suffered from boredom, strain, psychological distress, job dissatisfaction, a feeling of distrust and a lack of job security. All of these factors had a detrimental effect on her health, safety and productivity. What job re-design opportunities are available to foster a healthier and more productive workplace? In order to answer this question we adopt job and work design theory that will analyze her role and provide tangible solutions. The following three  ¡Ã‚ ®Job Design Approaches ¡Ã‚ ¯ will be explored: 1) Job rotation 2) Job enrichment 3) Teamworking. The article outlined below elaborates on three small psychological changes to make working conditions for De Santis much better, improving her job safety and productivity. We hope that ¡Ã‚ ±Little changes make a big difference in the long term. ¡Ã‚ ±(Julian Barling, Topic 9, slide 3) Job Rotation: De Santis is an autoworker on the van assembly line at the General Motors plant. She performs the same simple task, and repeats the same procedures everyday. There are no opportunities for her to learn new skills or face any new challenges. It is easy to imagine how boring and frustrated anyone in her position would become. In addition to the challenge of her routine she also works on high stress and overload because of the non-stop, always catching up nature of the assembly line. According to research, boredom can cause daydreams and strain which together can threaten her safety. These negative experiences impact her job satisfaction and motivation. What we should do is reduce boredom, strain and dissatisfaction. Through job rotation it is possible to re-design her job and make it much more interesting and fun which should reduce her current levels of boredom and stress. How is this possible? Job rotation can reduce De Santis ¡Ã‚ ¯s boredom, relieve her from repetitive movements, and increase motivation by diversifying her experience; job rotation provides the kind of flexibility and experience that will allow her to feel much more control of her work and develop important skills that can help to off-set feelings of uncertainty; job rotation also helps to improve morale, increases ownership and should enable her to reach her potential; it is also shown to lower fatigue and helps to produce greater satisfaction that reduces absenteeism/turnover problems. Therefore, job rotation can make her job healthier and more productive How to implement job rotation?