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Lesson plan on the functions of different Rose flower parts

Roses

Day 4- Functions of different parts of rose flower

Subject: Observation

Rationale:

To provide students with basic knowledge as well as understanding the Science concept in relation to different flowers parts of a rose and their functions. This would help them to understand the functions of the different parts of a rose flower.

Student Outcomes:

1. The functions of different parts of the flowers

2. Students should be able to relate and state the functions of each rose flower parts on the worksheet given and identify each parts of the rose.

Standards:

Control on pencil: draw with control on hands

Effect draw: Draw effects on our students to improve and support their skills.

Materials

1. Rose flower

2) A projector

3) A laptop

4) Group work worksheets

5) A poster that indicates different flower parts

6) Class work sheets

Lesson Flow

1. Students to name various Rose flower types

2. The teacher to display various types of rose flower

3. Students to describe verbally their observation in terms of color, size, and shape

Anticipatory Set:

Review the previous lesson and ask some question about it.The teacher needs to ask the students if they have any questions about yesterday lesson and answer any question if any form the students.

The teacher to tackle today’s lesson on functions of the different parts of a flower and learns how to observe as well as name different flower parts.

The teacher has to put pictures of a rose on the black board as well as teach them to explain the functions of flower parts. The students need to practice until they understand the functions of the flower parts and give their drawings to one another as gifts. The gifts have a positive effect on students like Matt.

The teacher to give students a chance to explain their view point

Teaching Procedures

The teacher needs to teach the students the different parts of the flower by making usage of discovery method with the students. At the same time, the teacher has to explain to the students the various flower parts functions to them.

The teacher does not expect students to give out correct answers in terms of the different functions of flower parts. This means the teacher is required to guide students by asking them questions to find out if they understand the different functions of the flower parts. The teacher has to ask the student the size of the flower petals. The expected answer from the students is that the rose flower petals are large.

The next step is for the teacher to direct the questions on the color of the flower petals. The anticipated answer from the students is that the petals are white, red, or yellow in color depending on the color of the flower they are holding in their hands.

The teacher has to explain the fact that large petals, which are bright tends to attract insects. The lesson involves usage of different kinds of activities such as identifying the different functions of flower parts. Every student has to join a group and take with them a piece of paper and pencils. The class has four stations, which the students have to go to each one of them. At the first of two stations, the students need to work with other group members. The last two stations involve individual work and they have to go to every station and draw the different parts of a rose.

The other step is for the teacher to write the word for each part of the rose drawn. When one is done, the students have to take their seats and start coloring their pictures. They have to put down their names on each picture drawn and write down the functions of different flower parts. Students who finish first have to go to the computer and the different parts of the flowers online.

The teacher to give students five minutes in each station to draw and write down the different functions of a rose flower. Lastly, the teacher gives feedback and assists them in case of any challenges. Matt seems to be trying his best as he asks the teacher questions and work together with his peers.

Closure

Take students outside to see roses in the school environment, ask them about the environment, and the habitat of the flowers.

Display the flowers drawing in the classroom, so the students have reminder of each environment feature.

Guided and Independent Practice

Students have to practice identifying the different parts of a flower. The teacher has to let students conduct independent practice, especially a student like Matt. He felt better when I was assisting him practice and identifying the different parts of the flower. Students did this activity and worked together with their peers.

Student outcomes

Students will present in groups the functions of different parts of a rose flower and the various types of rose flower. Students have to make use of their observation skills to enable them identify the different types of roses.

Differentiation

Matt is one of the students in my class and he has a below IQ than the average of the class; consequently, he has learning disabilities.

The teacher to ask the students to concentrate on the upper flower part, and ask them to examine the flower, especially the pistil as the teacher shows them the composition of the pistil being ovules, stigma, style and ovary. The teacher will then indicate the stamen and comprise of the anther and filament. At the same time, the teacher teaches will teach the students that the ovary is found in the flower. The ovary has ovules so the teacher needs to bisect the flower style to show the flower ovary to the students. The teacher has to guide all the students by ensuring they are asked questions to find out if they can identify the different flower functions. The teacher should ask the students the petal size of the flower with the expected answer from the students to be large. The teacher has to direct questions on the color of the petals and expect answers from the students. The answer, which is expected from the students, should be red, yellow, and white petals in color depending on the type of flower they are holding in their hands. The teacher has to explain to the students that the petals are mostly large with very bright colors to attract insects. I will ask the students the color of the flower they are holding. They will give different answers as they are holding various flower types. The next step is to ask the students to identify the brightest flower parts. The teacher has to ensure the students point the right flower parts and distinguish them. The teacher then has to teach the students the flower brightest parts called the petals. The teacher then needs to ask the students to peel of flower petals. I provided various learning choices by ensuring that students had a chance to choose whether they wanted to work in groups or if they preferred to work as individuals. They were able to choose the games they wanted on flowers with various levels for all students. The activities were easy to make all the students comfortable and enjoy the lesson. The teacher to give Matt a piece of paper, pencils, and crayons to color the different parts of a flower after the end of the lesson. She will color the diagrams and share with his other classmates. At the end of the lesson, the teacher will reshow her the pictures for flowers she has colored and remind her of the unique feature of the different parts of the flowers. Each one of them and ask him to create in sheets of paper provided The white cotton, sand, plastic grass, glue, crayons, and sticker flowers would be used in drawing and painting the different flower parts. The assignment was divided in two pages to make it clear and easier for her, to have extra white page to draw and color with my support successfully.

A comparison of Plotinus’ philosophy of art and beauty with that of Plato

Plato’s separation of art and beauty created a tension in his writing. His main preoccupation was with beauty and his regard for art was marginal by comparison. Plato’s treatment of art had further divisions and conflicts not easy to reconcile. On the one hand, his ideas about art were indivisibly linked to his key moral and metaphysical concerns in the Republic, where it was concluded art could only exist in a severely restricted form, and on the other, as in the Phaedrus, art could be so inspirational it could connect the artist directly with God in a form of divine mania.

This essay explores two key shifts away from Plato, which are often argued for in Plotinus’ philosophy: the high status that Plotinus attributed to art in the earthly realm; and how art accesses ultimate reality. The factors that accounted for these shifts will be highlighted and tested against the ideas of Plato. Crucial to this is Plotinus’ interpretation of mimesis.

Before any attempt can be made to examine Plotinus’ central ideas on art and beauty, it is first necessary to adumbrate his main metaphysical ideas.

At the core of the whole universe is the One, the origin of everything and to which everything will one day return. However, the One is beyond knowledge and description, and for it to connect with mortals it mediates through an intelligible realm comprising Intellect and Soul. Intellect is in a state of eternal contemplation of the One, holding perfectly together all intelligible thought, but its role is also active because it creates the Soul. The Soul contemplates Intellect and is the intermediary link between the intelligible realm and that of humans; it too fulfils a creative role bringing forth all worldly things as well as the souls of individual beings: it is thus eternal but operates in time and history.

Plotinus argues that humans are weakened and estranged from the One but they can participate in Intellect and Soul and this stirs in them a yearning to return to the One following a route that is the ‘pathway of art’. Beauty emanates from the One similar to the way that a star discharges light that loses energy as it travels vast distances through different atmospheres before finally diffusing in its weakened state on earthly matter.

Like Plato and Aristotle, Plotinus inherited the Pythagorean definition of beauty which comprises order, harmony, measure and proportion. Plotinus took issue with this by asking how Pythagoras’ theory could be applied to compound entities without parts, such as colour or light, because unlike material objects they cannot be described in terms of symmetry; yet they can be described as beautiful. This conclusion clearly parallels Plato, who in his Philebus argued at 51c-d that non-composite things like colours ‘import their own kind of pleasures’ and ‘are by their very nature forever beautiful by themselves’. Plotinus extended his argument to include spiritual qualities such as virtue and truth. Virtue can be beautiful, but how can it be symmetrical or depend on symmetry to account for its beauty? Plotinus concluded from this that beauty must essentially be different from symmetry (Ennead 1.6.1). Plotinus considers that in a beautiful face where symmetry is a prominent feature, symmetry is only one manifestation of beauty, not its cause. Beauty, therefore, is a quality.

Bredin/Santoro Brienza conclude that for Plotinus, ‘the primordial quality and fundamental metaphysical attribute of all reality is unity. Beauty also as a universal characteristic of all reality consists in unity’.[ HYPERLINK “http://www.philosophypathways.com/essays/watson3.html” l “footnote” 1] Beauty cannot, therefore, come from matter, as matter, just like symmetry, has no metaphysical unity in and of itself. It is rather the ‘Soul’ that ‘makes beautiful the bodies which are spoken of as beautiful; for since it is a divine thing and a kind of part of beauty, it makes everything it grasps and masters as beautiful’ (Ennead I.6.6.). Beauty thus gives a spiritual charge to matter, imbuing it with its ideal form.

Plotinus thus appears to be close to Plato in the sense that the soul inside humans desires to be united with the Good or the One, a state in which Beauty is apprehended. Plotinus at times uses language that is directly influenced by passages from Plato, like the following one which is indebted to the Symposium (203b). Plotinus talks about the state of pure apprehension of beauty as like being drunk with wine, ‘filled with the nectar, all their soul penetrated with this beauty’ (Ennead 5.8.10). In the Phaedrus 251a-256e, Plato also considered the reaction of the soul in the presence of beauty, viewing it like a recollection of Beauty itself which had once been seen by the soul in a previous existence. Participating in the form of beauty stirs a remembrance of a former happy state when the absolute form was once apprehended. But, as O’Meara asserts, ‘Plotinus sees soul… as recalling, not just one Form [ie. of beauty], but the whole world of Forms'[2], or in other words that which perfectly holds all the forms: the One, or in Plato’s terms, the Good. The experience of beauty in the earthly realm, then, rather than be a potential distraction or a danger as Plato argued, becomes for Plotinus a distraction of a noble and good sort, because it carries us immediately away from ugliness and other base qualities into the heart of perfection itself, where virtue and beauty co-mingle.

It is clear that Plotinus was fully committed to elevating the status of art. Art’s mimetic qualities cannot therefore be understood in a restrictive Platonic sense advocated in the Republic, whereby art merely imitates ultimate reality in an inferior way. In Plotinian terms, because art manifests beauty in the physical world, this emphasises its autonomy. Plotinus states that the ‘arts do not simply imitate what they see, but they run back up to the forming principles from which nature derives; then also… they do a great deal by themselves, and, since they possess beauty, they make up what is defective in things’.(Ennead 5.8.1). Plotinus’ interest in looking at and analysing the ‘teleological dynamism of human experience’ draws him closer to Aristotle’s ideas of art mimesising nature[ HYPERLINK “http://www.philosophypathways.com/essays/watson3.html” l “footnote” 3]. This influence is also clear in the following passage, which for some has been viewed as a summation of Plotinus’ ideas about art.

Let us suppose a couple of great lumps of stone lying side by side, one shapeless and untouched by art, the other which has been already mastered by art and turned into a statue of a god or of a man… and if of a man not just of any man but of one whom art has made up out of every sort of human beauty. The stone which has been brought to beauty of form by art will appear beautiful not because it is a stone… but as a result of the form which art has put into it. Now the material did not have this form, but it was in the man who had it in his mind even before it came into the stone; but it was in the craftsman, not in so far as he had hands and eyes, but because he had some share of art. So this beauty was in the art (Enneads 5.8.1).

This seems to point to the same conclusion that Plato reached in the Phaedrus, at least by implication, that when an artist is drunk with divine nectar his philosophical systems are over-ridden and are replaced by a pure communication between him and God. Plotinus implies here that this communion is achieved through the artist’s intimate connection with nature. In going back to the Reason-Principles or the forming principles of nature, Plotinus believed that the ‘pathway of art’ allows one to travel on a metaphysical journey. The created piece of work becomes one point on a series of interconnected pathways that, to use the words of Eco, have a spiritual ‘luminous current’ running through them.[4] It is thus the purity of art’s relationship with the One that accounts for Plotinus’ high regard of art.

Plato of course argued in Republic that only the philosopher could attain true knowledge and see true beauty, an apparent contradiction of the arguments established in the Phaedrus. Plotinus is sure that contemplation of art is the pathway to God, in the process of which one automatically assimilates oneself to beauty or God. To describe this, Plotinus, as Plato does in the Symposium or the Phaedrus, reverts to metaphorical language.

One must come to the sight with a seeing power made akin and like to what is seen. No eye ever saw the sun without becoming sun-like, nor can a soul see beauty without becoming beautiful. You must become first all godlike and all beautiful if you in tend to see God and beauty (Ennead 1.6.9).

Bredin/Santora-Brienza feel that this passage reflects the ‘overall structure and spirit of Plotinus’ philosophy’ because it is focused on the ‘concept of effusive participation and therefore of universal sympathy and attunement among all the orders of being’. They argue that empathy is a ‘kind of cognition’ that does not occur through discursive reasoning or empirical observation and analysis, ‘but a direct, immediate and intuitive apprehension of reality and truth by means of images’.[ HYPERLINK “http://www.philosophypathways.com/essays/watson3.html” l “footnote” 5]

Cavarnos demonstrated through his study of the original Greek text that reason, as used by Plato, contained two meanings: one in the discursive sense; and the other in a contemplative, intuitive sense, the development of which was the more important of the two, being the only way to finally understand Beauty itself.[6] If we interpret Plato in this way it is always the intuitive faculty that seems to create genuine insights about ultimate reality; philosophy is also vital but only to harness and give structure and clarity to the streaming revelations that had been intuited. Plotinus is therefore developing to a higher pitch, a strand of thought already at work in Plato.

The extent of the influence of Plato’s ideas about art on Plotinus ultimately seems to depend on whether we are comparing Plato as advocate of mania or Plato the proponent of restrictive mimesis. If it is the former, Plotinus’ arguments do not seem quite as original as they would be if compared with the latter.

Let us accept Plotinus’ views that beauty activates matter in a form of a supernatural current and that we intuitively understand truth and reality through contemplating images. But what sort of images? How can we be sure that the viewer is receiving or intuiting a supernatural beauty of the true sort, of a type which connects to the One? Plotinus does not seem to account for these difficulties, which is strange given that he elsewhere acknowledges that evil can be disguised as beauty. I may, for example, be looking at what I think is a beautiful image but one which belies a darker spiritual force. It is here that there appears to be a clear divergence between Plato and Plotinus. It is their views about art in the earthly realm that separates them.

Plato could not give art full autonomy in the earthly realm because he believed in the primacy of Morality or Knowledge. This was, I submit, because he knew that art, as revealed in a pure spiritual stream to the poet, as a direct message from God (an earth shattering experience), was not something that could be easily absorbed or communicated, unless the recipient had cultivated the correct moral atmosphere in his mind and soul. In other words, one must first know what morality is like before one can truly recognise it in art: to attempt it the other way round creates danger for the individual. Too many people, immature in their awareness of what is at stake morally, will sometimes be seduced by a deceptive veil of beauty covering the art work under consideration; and, once locked in by its spell, will be perpetually blinded to true Beauty.

There emerges another important problem when considering Plotinus’ philosophy of art, one that so haunted Robert Pirsig for a large part of his life, namely that if Beauty/Quality/Ultimate Form imbues matter, how can a rational or empirical analysis of the matter account for the highest metaphysical entity the One/Beauty/Quality? In other words how can a lower principle create the higher, Ultimate Principle.

Pirsig argued that when the dissecting knife of reason is applied to Quality, it caused a clean split into classic and romantic, the former representing the rational, analytical mind, the latter, the intuitive. Pirsig felt that those in either camp knew of Quality, ‘the romantic left it alone and appreciated it for what it was and the classic tried to turn it into a set of intellectual building blocks for other purposes’.[7] Pirsig went on to examine whether Quality is objective or subjective, concluding that it is neither: it neither resides in the material world nor in the mind.[8] This gave rise to his core statement that Quality was a ‘third entity, independent of the two’. The Quality event is the cause of the subjects and objects, which are then mistakenly presumed to be the cause of Quality’.[ HYPERLINK “http://www.philosophypathways.com/essays/watson3.html” l “footnote” 9]

Plotinus’ philosophy of art suggests that Beauty is quality. His whole metaphysical drama of aesthetics relies on our acknowledgement of the One, a non perceptual spiritual entity pregnant with non perceptual beauty, or ‘beauty above beauty’, and like Pirsig, believed it to be an active, create force, one that defies definition, but which sets in motion all aesthetic experiences, all experiences. This, as well as Plotinus’ argument for the intuitive apprehension of the One/Beauty, appears to connect with Pirsig’s ideas.

Pirsig faltered, however, when he questioned whether Quality was metaphysical or mystic. In attempting to explain his own philosophical definition of Quality he had given it metaphysical status, but as he had refused to define it, Quality had to be mystical, too. For Pirsig it is in paradoxical language that the greatest precision in communicating the One is achieved.[ HYPERLINK “http://www.philosophypathways.com/essays/watson3.html” l “footnote” 10] As Chesterton has said, ‘the one created thing that we cannot look at is the one thing in the light of which we look at everything. Like the sun at noonday, mysticism explains everything else by its own victorious invisibility'[11]. The ‘victorious invisibility’ of Ultimate reality/Beauty, requires us to discover what Pirsig himself found in the Tao Te Ching of Lao Tzu, namely that Quality can be ‘looked at but cannot be seen'[12]. What ultimately links Plotinus with Plato is that by knowing that they cannot define Ultimate Beauty, they must appeal to the ‘eye of the mind’ (Symposium 211e), or close our eyes and ‘call instead upon another vision’ which is to be ‘waked within’ us (Ennead 1.6.9).

Bibliography

Hugh Bredin and Liberato Santoro-Brienza, Philosophies of Art and Beauty Introducing Aesthetics, Edinburgh, 2000.

Umberto Eco, Ed., On Beauty, London, 2004.

Stephen MacKenna, Plotinus: The Enneads, London, 1956.

Dominic J. O’Meara, Plotinus: an introduction to the Enneads, Oxford, 1995.

Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance: An Inquiry into Values, London, 1999.

Footnotes

1. Hugh Bredin and Liberato Santoro-Brienza, Philosophies of Art and Beauty Introducing Aesthetics, Edinburgh, 2000, p.48.

2. Dominic J. O’Meara, Plotinus: an introduction to the Enneads, Oxford, 1995, p.91.

3. Bredin/Santoro-Brienza, 2000, p.46.

4. Umberto Eco, Ed., On Beauty, London, 2004, p.102.

5. Bredin/Santoro-Brienza, 2000, pp.50-51.

6. Constantine Cavarnos, Plato’s Theory of Fine Art, Athens, 1973, pp.14-16.

7. Robert M Pirsig, Zen and the Art of Motorcycle Maintenance An Inquiry into Values, London, 1999, p.222.

8. Pirsig, 1999, p.237.

9. Pirsig, 1999, p.239.

10. Pirsig, 1999, pp.252-254.

11. G. K. Chesterton, Orthodoxy, London, 1996, p.32.

12. Cited in Pirsig, 1999, p.253.

A Comparison of the Socio-Semantic and Socio-Cognitive Approaches

The socio-semantic approach looks at the semantic resources of discourse for social practices representation. It looks at the meaning of the language as used in textual processes in social life (Van Leeuwen, 2013). In this approach, social practices include a regulated way of doing something including traditions, role models, and prescriptions. Discourse refers to the socially specific methods of knowing the social practices and applied as resources for textual representation of social practices. The main elements of social practices include agents or social actors, actions making up the practice, performance modes, eligibility conditions, presentation style time, location, and resources. From my understanding of the socio-semantic approach, I found the main strength to be its definition of social practices and discourse as two separate entities. This is a strength because it provides clarity and reduces ambiguity. For example, in a case of suppression where textual representation of a social issue such as a terrorist attack leaves out the names of the perpetrators, the approach defines social practice, discourse and its interpretation in a societal setting. The usage of the socio-semantic approach is revealed through suppression in textual contexts. For example, an apology issued by the police department regarding the use of force in a public protests does not define who the apology is directed to and the perpetrators of the said actions. I find the suppression tactic to be the most effective exclusion strategy in the socio-semantic approach. It is very effective and noticeable when used.

The socio-cognitive approach uses cognition and a mediating layer in a three-dimensional methodology made up of social structures, discourse, and cognition (Van Dijk, 2017). Social structures are the powers that influence and change social arrangements in a society. Power plays avital role in altering the mechanisms in a social structure and is exercised on action and on the minds of the people. Power leads to direct control and influencing people’s minds and positions. I understood socio-cognitive to include how power influences the mind through access to the socially valued resources such as knowledge, wealth, and membership to groups, position, income, force, and social status. The elites, religious leaders, political powers and institutions wield this power. Socio-cognitive is effective in textual contexts when using categorization. They are applicable in categorizing people in different classes. This categorization also has a great benefit that enables a comparison between people or things in either a negative or a positive stance. For example, in the rhetoric following the Iran-US conflict, the ideological positions and strategies of both nations are presented differently depending on the author. Dissatisfaction, for instance, of the US with Iran is mentioned where a Western author is involved and vice versa. Categorization and comparison of policies taken by both nations is a function of the socio-cognitive, an influence and controlling of the mind using ideologies. In another example, socio-cognitive approach can be used in national self-glorification, for instance when a Chinese media praises the government for how it has put the interests of the Xinjiang people of all ethnic categories first. Here, socio-cognitive approach, according to my understanding, is used to create a positive representation of a group. First, the country and the government are isolated as an entity, then the policies made are mentioned, and then the specific groupings of the Xinjiang people is used to highlight the issue, thus creating emphasis on representation. The similarities of the two approaches are that they both focus on the social aspects of a people and their point of view. I found the two approaches as suitable given different contexts. The socio-semantic approach is different as it looks at the individual elements of a social structure while the socio-cognitive approach focuses on control and influence of the mind by other actors. The applications of the approaches are different, yet I find them to be suitable in their different usages.

References

Van Dijk, T. A. (2017). Socio-cognitive discourse studies (pp. 26-43). Abingdon: Routledge.

Van Leeuwen, T. (2013). The representation of social actors. In Texts and practices (pp. 41-79). Routledge.

BA 242 Exam

One of Galbraith’s most famous concepts is the Dependence Effect, which says that advertising persuades people that they require items that they do not actually require. If a person’s requests are urgent, Galbraith asserts that they must be unique to the individual in question. If they have to be made up for him, they can’t be considered urgent. If production is the cause of the desires, it cannot be justified as a means of gratifying those desires. Because of the institutions of contemporary advertising and salesmanship, there is an even more direct link between supply and demand.” With this approach, Galbraith attempts to undermine the underpinnings of microeconomics in terms of human preferences, which he believes is a mistake. According to Hayek: The cultural origins of practically all civilized life’s necessities must not be confused with the reality that certain desires are driven only by the perceived social status that an object’s consumption is expected to provide. According to Professor Galbraith, Lord Keynes seems to consider the latter sort of Veblenesque conspicuous consumption as the only viable alternative “to those needs that are absolute in the sense that we feel them independently of the position of our fellow human beings.” These two Keynesian groups describe only the most extreme types of desires, but exclude the vast majority of goods that are necessary for civilized living if the second statement is interpreted to exclude any desire for commodities that is felt solely because they are known to be created, as stated in the second statement. Hayek is right on this matter.

According to Freeman’s theory, CEOs should create value for several stakeholders. Unlike the one group Friedman mentions: investors. This narrowing of relevant groups is one of Friedman’s weaknesses, as actual business relationships do not reflect them. Even the most successful company cannot exist in isolation. It needs capital, customers to buy its goods/services, employees to serve them, suppliers to supply the goods/services, and a supportive community to expand. The business cannot flourish without these categories. Naturally, the groups may clash. A merchant may demand such low prices from suppliers that they are unable to earn a profit without outsourcing manufacturing or providing inferior goods. While certain stores (Walmart, for example) can accomplish this, suppliers dislike having to work with the retailer and would gladly support any other store if they could gain from it. So long as the store retains market dominance, this is not a healthy environment. A compromise that suited everyone’s wishes would benefit all parties. One may argue that the Stakeholder Theory depicts the actual web of interactions that occurs in any organization’s activity. Obviously, the Stakeholder Theory requires more accountability than the Shareholder Theory. Stakeholder Theory-based management must incorporate the wishes of many people. Additional from Shareholders, there are other groupings. Friedman made several strong arguments for holding companies exclusively accountable for increasing profits for shareholders. The next section will analyze several reasons why we should embrace the Stakeholder Theory’s new obligations.

Ethical issues include the knowledge of the auditing firm of a discrepancy and failure to act. The bosses’ decision to close the matter in order to retain the client was a serious ethical dilemma. The ethical issue affected the auditing firm, the bosses, the employee, the firm under issues, the loan provider, the legal authority, and the government as an interested stakeholder. Because of the revelation of a fraudulent scheme, the reputations of several financial market participants are tarnished, undermining investor confidence in the market and penalizing all enterprises involved. Financial market regulators, auditors, financial analysts, boards of directors, and credit rating agencies are all held responsible for investors’ lack of confidence in their ability to predict and respond to market changes. Additionally, non-financial losses such as the socio-economic costs associated with job losses are added to the financial losses sustained by investors, and this might potentially result in the collapse of the entire financial organization. Businesses may face fines of up to millions of dollars if financial and accounting information that should have been disclosed by corporate officials is not provided or is false. If the company’s disclosure systems had adhered to industry norms and offered the transparency required by law, fraudulent acts such as embezzlement and manipulation would not have been conceivable. In this dilemma, the multiple ethical principle perspective of utilitarianism looks at favoring short-term benefits, even though the long-term costs are greater. The deontological ethics advise that people have a duty to respect other people’s rights and treat them accordingly. What is primarily under examination in virtue ethics is “what makes a decent person,” or, for the sake of this debate, “what makes a competent public relations practitioner.” It is recommended that the matter be reported and the issue be handled internally including the removal of the current boss in office.

Babies Behind Bars

Student’s name

Institutional affiliation

Attachment refers to a specific aspect of the relationship that a child has with its caregiver that is meant to make the child feel safe, secure, and protected. The theory remains to be one of the most empirically grounded and popular theories pertaining to parenting. Worth noting, the purpose of attachment is not to entertain or play with them; this would be the playmate’s or parent’s role. Additionally, neither is attachment meant to feed the child, test its limits nor teach them new skills. This would be the work of their caregiver, disciplinarian, or teacher respectively. Attachment provides an opportunity for the caregiver to provide the child with a secure base that serves as a source of comfort and a haven for safety (Benoit, 2004). Worth noting, attachment should not be confused with bonding. It is unfortunate that both non-professional and professionals continue to use the two terms interchangeably. The latter was coined by Klaus and Kennel, who opined that a parent-child bond relied on skin-to-skin contact was critical in the initial period. When asked to describe secure attachment, the picture that comes to the minds of most professionals is a mother breastfeeding a baby while in a good mood or a father engaging their child in activities like fishing expeditions or playing volleyball. What makes attachment different and beneficial is that it is a powerful determinant of children’s later emotional and social outcomes. According to recent longitudinal research, having a loving caregiver and developing a secure and organized attachment to them acts as a protection against emotional and social maladjustment for children and infants.

Background of American Prisons

Around 1871, prisoners were deemed to be slaves of the state and had no rights. This notion was tossed aside between the early 1900s and mid-1900s when the hands of doctrine emerged. In line with this doctrine, courts refrained from intervening and could not adjudicate the constitutional rights of prisoners. They did not feel that it was their place to define prisoners’ power and safeguard their rights. By the 1970s, the courts had let go of the hands-off doctrine. In 1974, a decision by the Supreme Court in the Wolff v. McDonnell case declared that it would offer prisoners with some protections in spite of their loss of liberty. The maiden prison institution for women in the United States was established in 1873 in Indiana, housing around 40-60 people. By 1920, five more women’s prisons were added, including Minnesota, California, Arkansas, Nebraska, and Pennsylvania. Seventy years later, there were women’s prisons in about half of all states. 1980s saw a boom in the expansion of women’s prisons that proceeded into the 1990s. By 1997, there was at least one female facility in all 50 states bringing the total to 108 facilities. By the end of 2000, nearly 93 234 women were convicted to state and federal prisons and by 2010, the number had risen to about 112 822. The United States has the leading prison population rate globally, with 716 incarcerations per 100,000. More than half of remaining countries boast a rate of 150 per 100, 000. These are unprecedented numbers in both the country’s history and that of liberal democracy. Currently, the United State prison population stands at 2.2 million, mainly due to the unreliance that the imprisonment system has shown over the previous decades (Bretherton, 2010). Criminal law has been framed in such a way that imposes punishment for misconduct instead of rewarding good conduct. Essentially, more emphasis is often on preventing undesirable behavior than encouraging desirable behavior. This method of punishment begs the question of whether prisoners are sent to prison as a punishment or for punishment.

Some of the pros of the Wee Ones Nursery Program is that it has been found to have a good outcome for both the mother and the child. Such programs reduce re-offending rates significantly compared to their counterparts that do not make it into the program. Additionally, the programs bolster mother-child attachment. According to research, infants that have been brought up in prison nurseries have been found to have the same attachment as ordinary children in society. The first year of development is very fundamental for children’s growth and children that stay with their mothers in prison present with lower amounts and depression compared to incarcerated ones. On the downside, nursery programs can be costly to run. This explains the competition and limited slots that are available on the program. Additionally, critics say that women may purposely get pregnant to access the more comfortable living conditions that come with being part of the program.

Guidelines for Indiana Prison

There were various guidelines for the Wee Ones Prison Nursery program at Indiana Women’s Prison. To be eligible for the program, the inmate must not have been convicted of a violent criminal offense in their life. Additionally, for them to become part of the program, they should be remaining with a sentence of 18 months or less. Additionally, women prisoners were required to have given to a healthy baby for them to be allowed to keep their children with them. The experience was beneficial to some women and traumatizing and disappointing for others. The Indiana facility newborn unit could only accommodate ten newborns at every one time. According to the Babies Behind Bars (2014) documentary around 40 women were pregnant at every one time. This made competition tight. Women that did not meet the eligibility criteria had no option but to let go of their child within 24 hours of giving birth. The children were put in foster care or under the care of a family member with visitation rights. The experience was difficult for women that were not eligible but satisfying for those that made it into the program.

Intervention Studies and Outcomes

One of the studies conducted in relation to the prison nursery program was the mentoring program. Shlafer and Poehlmann carried out multi-informant multi-method studies in the context of a mentoring program for children whose parents had been incarcerated (Elmalak, 2015). The research employee, particularly fathers. Although the program was unsuccessful, it established that researchers should not assume that children with imprisoned planets view them as attachment figures or that they are interested in communicating with them.

Personal Opinion and Suggestions

In my viewpoint, prison nursery initiatives are a brilliant idea. They provide a perfect way for women offenders to serve their sentences while they serve their sentence at the same time. There can only be good outcome for both the mother and the infant. It gives them an opportunity to create a lasting bond between mother and babies. It is enough reason to help them become better versions of themselves for the sake of their children. To improve the program, the parties involved should find a way to find the required resources by writing proposal for funding. This way, they can develop a bigger new-born unit in the prison that will accommodate a substantial amount of pregnant women. This way, a lot of women will not have to be excluded from the program.

Works Cited

Benoit, D. (2004). Infant-parent attachment: Definition, types, antecedents, measurement and

outcome. Paediatr Child Health, 9, 541-545.

Bretherton, I. (2010). Parental incarceration: The challenges for attachment

researchers. Attachment & Human Development, 12, 417- 428.

Elmalak, S. (2015). Babies behind bars: An evaluation of prison nurseries in American female

prisons and their potential constitutional challenges. Pace Law Review, 35(3), 1080-1106.

Richardson, A. (Director). (2011). Babies behind bars. Documentary retrieved from

https://www.youtube.com/watch?v=nErmW89hr0&t=25sand https://www.youtube.com/watch?v=kWaZ34Vmaf4

Lesson plan using bloom’s taxonomy

Name

Institution

Lesson plan using bloom’s taxonomy

Effective learning strongly relies on proper curriculum methods for it to be effective. To achieve this different learning domains have been developed and produced a variety of results. The Bloom’s Taxonomy is a perfect example of a learning domain or style that has been implemented and attained excellent results in learning. This is because the learning domain strongly concentrates on providing recalling systems or facts recognition. To achieve this objective bloom’s Taxonomy is designed to be implemented in six stages and can be used to teach different school grades and disciplines. A good example of a bloom’s taxonomy is a six stage calculus lesson plan for second year high school students.

Knowledge: the students are assisted to remember what they have learnt previously relating to the topic. This is to assist them in bridging their mind with appropriate information that will assist in understanding the new concepts.

Comprehension: this is requiring assisting student to grasp the new learning material or concepts. In calculus teaching the stage can easily be attained by translating numbers to words or simply summarizing the concepts.

Application: the stage mainly focuses on proper use of learning materials and concrete situations. This will require ensuring the students can easily use the principles, theories, methods and concepts associated with the topic.

Analysis: breaking down the entire topic into components or parts in relation to the organizational structure will be essential. The aim of this stage is to ensure students identify the part, relate them and recognize the principles required. In calculus students need to understand the stages that come with the final mathematical decisions to be able to properly understand the concepts fully.

Synthesis: the main focus of this stage is the ability of students to put the part together to come up with one whole. This stage also requires proper communication qualities and research to understand which sections are critical to the final answer.

Evaluation: ability to judge value of material is determining the required purpose. This being the final stage in the lesson plan according to Bloom’s Taxonomy, students should be able to evaluate the quality of the final results.

CONTENTS

Introduction

TOC o “1-3” h z u I. Marijuana PAGEREF _Toc79816602 h 1 A Origin

B Factors

C Legal

II Inavailability of enough support 2 A Purpose

B collaboration

C Evidence

III The use and popularity of marijuana drug 3 A popularity

B Impact

C riskiness of substance

HYPERLINK l “_Toc79816605” IV. Evidence for policy changes and hypothesis 4

A policy changes

B hypothesis

C Comparison between marijuana and alcohol

IV. Tremendous economic profit 5 A Economic profit

B social effect

C removal of law

V. chemical effect,challenges and responsibility of teenagers 6 A chemical effect of marijuana

B challenges of teenagers

C responsibility of teenagers

VI. marijuana legalization ,trafficking and introduction of Rand organization 7 A marijuana trafficking

B increase of legalization of marijuana

C introduction of the RAND organization

VII. Social and chemical effect 8 A long term significance of marijuana

B short term significance of marijuana

C addiction of the workers of the government

VIII Results of marijuana on individual health 9 A direct effects on individual health

B short term memory

C Results on the entire society

Marijuana We should not legalize marijuana for medical purpose

Marijuana is a drug from cannabis plant native to Central Asia and the Indian subcontinent, it is used as a drug for both recreational and entheogenic purpose in various traditional medicines.

Medical marijuana is legal in 20 states and the direct District of Columbia, recreational Marijuana is now legal in Washington and Colorado.

Marijuana is used in medication prescribed by physician and it has been approved, prescribed and made available to the public are very different from other commercially available prescription drugs. Due to this differences fake problems monstrous by the public and many physicians.

The first anti-marijuana laws in the United States date from 1911, when

Massuachusetts banned marijuana, followed in 1913 by California, Maine, Wyoming, and

Indiana. Other states followed suit over the next two decades; by 1933, 27 had

criminalized marijuana. The main factors generating these new laws seem to have been

anti-Mexican sentiment (whipped up by popular notions that marijuana was a social ill

brought by Mexican laborers) and fear that marijuana would engender criminal or even

murderous tendencies in its users.

At the federal level, marijuana was legal in the United States until 1937, when

Congress passed the Marijuana Tax Act, effectively criminalizing marijuana and

prohibiting its possession or sale under federal law. Only those who paid a hefty excise

tax were permitted to use marijuana for medical and industrial uses. In the 1950s, a series

of federal laws, including the Boggs Act of 1952 and the Narcotics Control Act of 1956,

strengthened penalties against marijuana use and imposed mandatory jail sentences for

drug-related offenses.

Attitudes began to change in the late 1960s; in 1970 Congress repealed most

mandatory penalties for drug-related offenses, based on the view that mandatory

minimums had done little to curb drug use (Schlosser 1994). The 1972 Shafer

Commission, appointed by President Nixon and operating under the National Commission

The following are reasons why we should not legalize marijuana for medical purpose;

In availability of enough support

Commercially available drugs are subjected to vigorous clinical trials to evaluate protection and worth in the United States.

There have been efficacy of smoked marijuana for any of its potential indication, which provides evidence that that showed that marijuana was superior to control but inferior to Ondansetron in treating nausea.

There has been only one randomized, double-blind, placebo-and active-controlled trial gaging the efficacy of smoked marijuana for any of its potential indications.

Conchrane collaboration the recent reviews find insufficient evidence to support the use of smoked marijuana for a number of potential indications, including pain related to rheumatoid arthritis. Dementia, ataxia or tremor in multiple sclerosis and symptoms in HIV/AIDS.

This all evidence does not mean that components of marijuana do not have potential therapeutic effects to alleviate onerous. Hence there is no enough evidence to legalize marijuana from cannabis plant.

The use and popularity of marijuana drug

The use of the marijuana drug and popularity of the same continues to gain audience among young individuals who focus on its use as beneficial to health rather than harmful. The cannabis plant is indigenous to Asia, but is currently used the word over the increasing numbers among individuals who use the drug has basis on continued protests from the public displaying the estimated impact of marijuana liberalizations on marijuana and other substance use, driving under the influence, healthy behaviors, driving safety, the ease of obtaining various substances, illness and perceived self-esteem, friends’ substance use, friends’ disapproval of substance use or DUI, self-reported criminal behavior, perceived riskiness of substance use, and

disapproval of substance use.

Evidence for policy changes and hypothesis

While we provide no evidence here for why the policy changes have not had more

substantial impacts, we speculate briefly on the underlying explanation. The most obvious

hypothesis is that, despite substantial resources devoted to enforcement, marijuana laws

exert only minor impact on use, so removal of these laws merely ratifies de jure what is

Marijuana advocates have had some success peddling the notion that marijuana is a “soft” drug, similar to alcohol, and fundamentally different formulated similarly; but as the experience of nearly every culture, over the thousands of years of human history, demonstrates, alcohol is different. Nearly every culture has its own alcoholic preparations, and nearly all have successfully regulated alcohol consumption through cultural norms. The same cannot be said of marijuana. There are several possible explanations for alcohol’s unique status: For most people, it is not addictive; it is rarely consumed to the point of intoxication; low-level consumption is consistent with most manual and intellectual tasks; it has several positive health benefits; and it is formed by the fermentation of many common substances and easily metabolized by the body.

Tremendous economic profit

Under the state scheme, she testified, there would be “tremendous profit motive for the existing black market providers to stay in the market.”42 The only way California could effectively eliminate the black market for marijuana, according to Dr. Pacula, “is to take away the substantial profits in the market and allow the price of marijuana to fall to an amount close to the cost of production. Doing so, however, will mean substantially smaller tax revenue than currently anticipated from this change in policy.”

Social and chemical effect

The chemical effect of marijuana is to take away ambition. The social effect is to provide an escape from challenges and responsibilities with a like-minded group of teenagers who are doing the same thing. Using marijuana creates losers. At a time when we’re concerned about our lack of academic achievement relative to other countries, legalizing marijuana will be disastrous.

Legalization of marijuana and trafficking

Today, marijuana trafficking is linked to a variety of crimes, from assault and murder to money laundering and smuggling. Legalization of marijuana would increase demand for the drug and almost certainly exacerbate drug-related crime, as well as cause a myriad of unintended but predictable consequences. To begin with, an astonishingly high percentage of criminals are marijuana users. According to a study by the RAND Corporation, approximately 60 percent of arrestees test positive for marijuana use in the United States, England, and Australia. Further, marijuana metabolites are found in arrestees’ urine more frequently than those of any other drug.

Results of marijuana on individual health

In addition to its direct effects on individual health, even moderate marijuana use imposes significant long-term costs through the ways that it affects individual users. Marijuana use is associated with cognitive difficulties and influences attention, concentration, and short-term memory. This damage affects drug users’ ability to work and can put others at risk. Even if critical workers—for example, police officers, airline pilots, and machine operators—used marijuana recreationally but remained sober on the job, the long-term cognitive deficiency that remained from regular drug use would sap productivity and place countless people in danger. Increased use would also send health care costs skyrocketing—costs borne not just by individual users, but also by the entire society.

Subject

Students Name

Institution of Affiliation

Date

Marijuana Legalization Proposal

The spread of marijuana legalization has led to the re-imagination of the United States drug policies and how precisely the policies should change as the people seek alternatives to punitive criminal justice policies that have been responsible for more incarceration as well as the increased black market that have for long supported the violent illegal businesses. A significant number of the countries in the United States have taken an initiative to legalize the use of marijuana with different states having unique reasons for legalization from the others. Some of the countries such as Canada has legalized marijuana for medical purposes while others such as Colorado and the Washington States legalized marijuana from recreational use.

Marijuana in most parts of the united states have remained to be criminalized due to the association of the drug with criminal activities, but as it has downed, the need to legalize marijuana is rising forcing most of the countries to decriminalize the use as well as the possession of marijuana. Despite the decriminalization, there has been raised the need to control the use as well as the possession of the drug in the same way alcohol has been controlled for decades. Marijuana has numerous benefits and the efforts to legalize it will reduce the black market business and in turn reduce the rate of incarceration in the United States. States, therefore, should weigh the benefits that result from the legalization of the drug such as economical, medical as well as social benefits and make independent decisions in the policy formulation against the criminalization of marijuana for the benefit of the State and its residents.

Name

Instructor

Course

Date

Lesson Plan

A good lesson plan is very vital to any teacher as it determines whether the teaching experience will be a boring or interesting (Shoemaker 150). Teaching grade two and three is not as easy at it seems because the children’s minds is still young and what they are taught at that age might have a lifetime impact. In that aspect I present two lessons plan that will ensure that not only will the children understand what they are taught, but also ensure that not even a single one will be left behind in class work (Feeney 150).

This lesson plan focuses on English Language Arts objectives: comparison and dissimilarity. Students will be able to compare the two stories: The Three blind mice and The Three Little pigs Students will work together in small mixed groups to apply strategies for understanding and vocabulary.

Learning outcomes

Students will:

Discover exact vocabulary words wanted to link to the story.

Answer all the questions that are related to the story verbally go over each and every concept of the story like, who did what, how, why, and when.

Be able to put their imagination to work and tell what might have happened before the story took place.

Be able to understand all the descriptive words used in the story (Hernandez 120).

Teacher planning

Time Required for Lesson

Three hours

Materials/Resources

Copy of the three blind mice by Agatha Christie.

Copy of  HYPERLINK “http://www.worldcat.org/oclc/6697027&referer=brief_results” The Three Little Pigs by Paul Galdone

Pre-activities

The teacher will read the story the Three Little pigs aloud and discuss the happenings in each part of the story.

The student will be required to tell the happenings in the story verbally without referring to the books.

Students will be required to fill in a journal depicting the events in the book, The Three Little Pigs by Paul Galdone.

Activities

The students will be required narrate the story of the Three Little Pigs, as they understood it with major emphasis being on the flow of the activities from the first to the last.

The teacher will read aloud and talk about The Story of the Three Little Wolves and The three blind mice by Agatha Christie.

The teacher will bring out the difference and similarity between the two stories in form of diagrams.

The students will work together in small mixed groups and fill a similarity and difference sheet.

Each and every student will work alone and come up with a sequence of the events sheet either in drawing or writing in the two stories. In case of any difficulty the students will be rendered some assistance.

Assessment

A HYPERLINK “http://www.learnnc.org/lp/media/lessons/bcanty11292004599/Group_Rubric.rtf” Rubric for the group activity.

A Writing and Drawing HYPERLINK “http://www.learnnc.org/lp/media/lessons/bcanty11292004599/Three_Pigs_Writing.rtf” Rubric.

Completion of the sequence events sheet. 

The second plan focuses on vocabularies

Learning Outcomes

Students will:

Discover exact vocabulary words wanted to link to the story.

Answer all the questions related to either the stories in writing.

Be able to write down the correct spelling of the word used.

Be able to understand the meaning of the vocabulary used in the stories.

Pre-activities

The teacher will discuss the happenings or events in the stories with the students.

The student will be required to tell the happenings in the story verbally without referring to the books.

Students will be required to write down all the events in sequence as they are told in the stories.

Activities

The students will be required to write down the entire events, one after the other in the order of first to the last.

The teacher will explain the vocabulary used in the two stories to the students.

The students will work together in small mixed groups in order to write down the meanings of the vocabulary used in the stories.

The student will be required to work individually and write down other meanings of the vocabulary used in the stories.

Assessment

A HYPERLINK “http://www.learnnc.org/lp/media/lessons/bcanty11292004599/Group_Rubric.rtf” Rubric for the group activity.

Completion of the other meanings of the words used (Taylor 130).

Works Cited

Feeney, Stephanie, and Eva Moravcik. Who am I in the lives of children?: an introduction to early childhood education. 9th ed. New York: Pearson, 2013. Print.

Hernandez, Donald J. Double jeopardy how third-grade reading skills and poverty influence high school graduation. Baltimore MD: The Annie E. Casey Foundation, 2011. Print.

Shoemaker, Donald J. Juvenile delinquency. New York: Rowman & Littlefield Publishers, 2009. Print.

Taylor, Barbara M. Catching readers, grade 3: day-by-day small-group reading interventions. New York: Heinemann, 2010. Print.

A COMPLEX AND A CLASSICAL SOCIETY AND THEIR EFFECT ON THE WORLD

Institution

Student’s name

A complex society and a classical society and their effect to the world

The world societies have been transforming since the beginning of history. The earliest forms of societies were of a rather complex nature. These eventually gave way to more classical societies that later paved way for the current modern societies. Several factors which included in most cases political and economic contributed to the transition inherent in these societies. The complete change of government structures from the complex to the classical societies could not go unnoticed. This change had a rather significant transformation to the human society as a whole.

This paper will analyze two ancient societies, Mesopotamia a complex society and the Roman Empire a classical society. It is imperative first to understand what these two different societies entailed. Complex societies entailed social formation that was complex in all its forms (Charvat, 2002). A complex society had members of the society specialized to specific activities. There was a high form of division of labor which had people depend entirely on each other. Complex societies were characterized by chiefdoms mostly kingship based societies. They kept on revising and re-revising their legislations to maintain their supremacy and rule of the people. They thus became very complex due to existence of very many laws, political leaders and legislations. No one was above the other as every member depended on the other (Charvat, 2002). This complexity was made even more complex as the population grew bigger. Complexity was also inherent in these societies political sphere. There was a complicated form of hierarchy of the ruling elite. This complexity was what led to the collapse of most of the complex societies including Mesopotamia. This is because there existed a number of rulers who all wanted to gain power thus leading to brutal wars that accelerated the collapse of this societies (Postgate, 1994). The structure of a complex society collapses entirely when one part of this structure is interfered with. The collapse is not only inherent in the political structure of the complex society but also in the economic sector. As the population increases, the sources of livelihood are depleted as competition for the diminishing resources increases. This means that the members of such a society might result in armed struggle as they compete for the scarce resources.

Mesopotamia is considered not only as one of the complex ancient societies, but also the cradle of civilization. Bronze Age is accredited to have had its origins in this ancient empire (Postgate, 1994). This age include Assyrian, Akkadian and the Sumer empires and later the Iron Age which was under the control of Neo Babylonian and Neo-Assyrian empires. These economic activities have had a great significance to the modern world. A lot of developments emerged from the Mesopotamian economic activities and have continued to have a significant contribution to the modern world.

In terms of the legal system, Mesopotamia was a highly complex society. Basing our argument on the code of Hammurabi it is evident that this ancient society was dominated by too many laws that were conflicting in themselves (Horne, 1915). This code for instance had 282 laws that helped govern the people of Mesopotamia. Some of these laws were very brutal as the major punishment for breaking them was death. Law number six in this code which states that “if a man has stolen goods from a temple, or house, he shall be put to death; and he that has received the stolen property from him shall be put to death” (Horne, 1915). This law was rather brutal to the person receiving the stolen goods since he would have no idea whether the goods were legitimate or not. Another law in contention in this code is law number nine 11 “if on the other hand, the claimant of the lost property has not brought the witnesses that know his lost property, he has been guilty of slander, he has stirred up strife, he shall be put to death” (Horne, 1915). It was not really easy to get a person who had a full knowledge of your property. Further still, the person with the stolen goods could also bring his own witnesses for the claimed property. It would be difficult therefore to determine the actual ownership of the goods. This could in most cases lead to the innocent person being killed to rush conclusions. Eight out of the first ten laws of this code hade the guilty person being punished by death. The brutality of this judicial system probably was one of the causes of aggression that led to the collapse of this society. These laws though have had a great significance in the development of the modern judicial system as well as in the classical period. The laws though have been revised putting more consideration to the respect of human life.

The religious sphere of Mesopotamia has also contributed a lot to the practices of the modern world. This society was a rather polytheistic. It is acclaimed that the Mesopotamian worshipped over 2000 gods. Having been the origin of the writing system, the Mesopotamian religion is believed to be the oldest religion in written history (Postgate, 1994). The religion has had a great impact in the modern world religion especially the myths inherent in the modern religion. It is for instance associated with Christianity as most of the myths that were identified in the ancient religion share some similarities with the Old Testament part of the Christian Bible.

The Mesopotamian religion was mostly ascribed to the forces of nature. Inanna for instance was the goddess of the store houses. She was also considered as the queen of heaven and was highly revered. A lot of hymns were written to praise her. For instance in the ‘incarnation to Ishtar as she was later known, she is described as “o heroic one, Ishtar, the immaculate one of the goddesses” (Postgate, 1994). She was considered to be the giver of life as she was associated with the whole aspects of life. This can be compared to the modern world where most religion ascribe the quality and sustenance of life to supernatural beings or being depending on the religion. The Mesopotamian religion can thus be said to be the mother of all other religions.

Mesopotamia intellectual capabilities are inherent in the modern world not only in agriculture but also in education. It is widely believed that the earliest forms of writing were discovered in areas around Mesopotamia (Charvat, 2002). This shows that this society was also highly complex in terms of education. This has been passed down from generation to the next and has contributed a lot to the development of the modern world.

Most of the complex societies later collapsed paving way to simpler and modern societies. The classical societies emerged after the collapse of the complex societies. These societies simplified the concepts they acquired from the complex societies in a bid to maintain the political as well as the social and economic structures that had collapsed under the complex societies. Among the most successful classical societies was the Roman Empire.

The Roman Empire was established after the collapse of ancient roman civilization. This was after a streak of civil wars that eventually weakened the preceding empire. It was largely an autocratic system of government and controlled a very large area well over 6.5 million square kilometers (Mackay, 2004). This kingdom was more stable than the earlier complex system of government as it had a central ruling authority. No wonder it lasted for several centuries capturing more kingdoms and expanding its territory as well as its doctrines and values. The Roman Empire authority was secured by a well standing army that paid allegiance to the emperor.

This army therefore enabled the spread of education, religion and other roman practices to the conquered lands and territories (Mackay, 2004). A key point to note here is that the emperor who was the overall leader tolerated people to practice their own religions as a long as they did not threaten the empires security. There were some persecutions though notably among the Christians as they tried to spread the doctrines of Christianity. The empire in the whole though was a polytheist society. The world’s religions today have been mostly influenced by the religions in the Roman Empire. Christianity especially was later to be adopted as the most dominant religion in the empire (Dubois, 2011). Considering its stability, the religion was spread in the whole region gaining popularity with time. The center of Christianity is even established to date in Rome which was the capital of the empire.

The dominant language in this empire was Latin. It was to be the official language in this empire and spread to other regions that were under the Roman Empire. Latin was used in the empire’s law courts, education, business and religion (Dubois, 2011). As the language evolved, it developed into two registers; the high classical Latin which was the language of the elite in this society and the low Vulgar Latin that developed as the lingua franca among the majority non elites. It was this low Vulgar Latin that would later have a significant influence in the language system of Western Europe. The low Vulgar Latin later emerged into the Romance languages which include Portuguese, Romanian, Spanish, French and Italian that are now the modern and dominant languages. Since the Roman Empire never intended to erode its religions vernacular or cultural languages, the east of the empire retained their languages with Greek emerging as the dominant language. Greek is still spoken in its modern form to date but Latin become extinct with time.

Due to empires relative peace and stability for an extended period of time, the Roman Empire was able to instigate a lot of industrial and economic endeavors, significantly improving the economic situation of the empire. Its military which was well trained and very disciplined ensured that there was no uprising in any of the empire’s regions. A point to note here is that at the very core of the ruling elite were well trained soldiers who possessed unique fighting abilities. It was rather an empire made up of soldiers in different hierarchies. The army was divided into legions of 480 men each and was deployed to the various regions far and wide to maintain allegiance to the emperor and maintain peace and stability (Mackay, 2004). There was a promise of a piece of land for any soldier after serving for the time set which was usually 20 years. This organization of the Roman Empire has been largely borrowed by the modern armies who also instill the same discipline inherent in the Roman Empire’s soldiers. The training and fighting mechanisms have also been borrowed though modern armies now use sophisticated weapons.

As whole, the modern society has had a lot to borrow from both the classical and the complex societies. The modern society has galvanized what has been borrowed from the two ancient societies to come up with what is evident today in most governments around the world. It is not only in government but in the modern society as a whole; the social structures of the modern societies have a lot in common with the ancient societies. A lot of industrial as well as agricultural and educational developments have a lot in common with the ancient societies.

References

Charvat, P. (2002). Mesopotamia before history. London: Rout ledge publishers.

Dubois, L. M. (20110. Ancient Rome: A Mighty Empire. Minnesota: Capstone Press.

Horne, F. C. (1915). The code of Hammurabi.USA: Forgotten Books.

Mackay, S. C. (2004). Ancient Rome: A military and political history. Cambridge: Cambridge University press.

Postgate, J.N. (1994). Early Mesopotamia: Society and economy at the dawn of history. London: Rout ledge publishers.