Roman Family and the Exposure of Infants

Roman Family and the Exposure of Infants One aspect of Roman society that tends to horrify modern people, an aspect that isnt limited to the Romans, but was practiced by many others, excluding the ancient Jews* and Etruscans, is the practice of abandoning their infants. This is generally known as exposure because the infants were exposed to the elements. Not all infants so exposed died. Some Roman infants were picked up by families in need of a slave. In contrast, the most famous case of exposure of a Roman child ended not with slavery, but the crown. The Most Famous Roman Exposure of Infants The most famous exposure occurred when the Vestal Virgin Rhea gave birth to twins whom we know as Romulus and Remus; however, the babies did not then have those names: the father of the family (paterfamilias) formally had to accept a child as his and give it a name, which wasnt the case when an infant was tossed aside shortly after birth. A Vestal Virgin had to remain chaste. Giving birth was proof of her failure. That the god Mars was the father of Rheas children made little difference, so the boys were exposed, but they were lucky. A wolf suckled, a woodpecker fed, and a rustic family took them in. When the twins grew up, they got back what was rightfully theirs and one of them became the first king of Rome. Practical Reasons for Exposure of Infants in Rome If infant exposure was suitable for their legendary founders, who were the Roman people to say it was wrong for their offspring? Exposure allowed poor people to get rid of extra mouths to feed, especially the mouths of baby girls who were also a dowry liability.Children who were imperfect in some way were also exposed, supposedly, according to the dictates of the Twelve Tablets.Exposure was also used to get rid of children whose paternity was unclear or undesirable, but the exposure wasnt the only method that was available. Roman women employed contraceptives and received abortions, as well.The paterfamilias technically had the right to get rid of any infant under his power. Christianity Helps End Exposure of Infants Around the time Christianity was taking hold, attitudes towards this method of destroying unwanted life were changing. The poor had to get rid of their unwanted children because they couldnt afford them, but they had not been allowed to sell them formally, so instead, they were leaving them to die or to be used to economic advantage by other families. The first Christian emperor, Constantine, in A.D. 313, authorized the sale of the infants [Child-Exposure in the Roman Empire, by W. V. Harris. The Journal of Roman Studies, Vol. 84. (1994), pp. 1-22.]. While selling ones children seems horrible to us, the alternative had been death or slavery: in the one case, worse, and in the other, the same, so the sale of infants offered some hope, especially since in Roman society some slaves could hope to buy their freedom. Even with legal permission to sell ones offspring, exposure didnt end overnight, but by about 374, it had been legally forbidden. See: Child-Exposure in the Roman Empire, by W. V. Harris. The Journal of Roman Studies, Vol. 84. (1994). Did the Ancients Care When Their Children Died?, by Mark Golden Greece Rome 1988. The Exposure of Infants in Roman Law and Practice, by Max Radin The Classical Journal, Vol. 20, No. 6. (Mar., 1925). Exposure comes up in Greek and Roman mythology in a slightly different context. When Perseus rescues Andromeda and Hercules Hermione, the princesses, both of an age to marry, had been left or exposed to avert local disaster. Presumably the sea monster was going to eat the young women. In the Roman story of Cupid and Psyche, Psyche is also exposed to avert local disaster. *

Leader that I admire ( Jesus Christ ) Scholarship Essay

Leader that I admire ( Jesus Christ ) - Scholarship Essay Example Thus everything, Jesus ever did or said is valuable today just as it was that time. This is something that cannot be said of any other being; dead or alive. This therefore is to say that every word and act of Jesus is valuable to all humanity no matter their location or walk in life. Jesus simply became the much needed Light of the World. Jesus was and still is the epitome of love. Jesus loved others so much and He would listen to them without being patronising. The loving nature of Jesus was demonstrated by not only the caring for the people more than the regulations and rules but also by eventually giving His life away so that mankind can be redeemed from sin. This is one of the habits of a great leader; listening and loving others without measure. He taught his disciples as well as His followers to have faith not only in Himself but also God. He emphasised the importance of faith so much that He gave an analogy of the mustard seed, demonstrating that all what is needed is a little amount of faith for one to move mountains. Jesus was a wonderful listener and He listened to all and sundry, without discriminating against anybody. There is nothing as important as lending someone an ear and giving them your time. A great leader anywhere listens not only to his subjects, but also to his own conscience as well as promptings from God. Jesus also saw great potential in people and was willing to make an investment of individuals other people would have easily dismissed, the early followers of Jesus (disciples) were not religious at all, yet Jesus was willing to use them to begin His church. Jesus was also an amazing leader in that He handled criticism positively. When criticised for allowing a prostitute to sit down crying and anointing his feet, Jesus gave them a story which gave more honour to the woman. Jesus thus, handled criticism graciously. It is the story, deeds and love of this Greatest Teacher who ever lived that inspires

Compare and contrast of ncaa and nfl football Essay

Compare and contrast of ncaa and nfl football - Essay Example When an end zone is reached, a turnover is forced by a team, the ball is punt away or the ball is lost on downs. In both NFL and NCAA, team members may fail to achieve ten yards during the four downs, and they are expected to turn the ball over to the opposing team. In this situation, the teams punt the ball away to the opposing team on fourth down; hence, the opposing team has to struggle in scoring a touchdown. Teams in these games have a common objective of getting into the opposing team’s end zone in order to score six points that are referred to as touchdown. Alternatively, they have an option of kicking a field goal to score three points, in situation where they are unable to reach the end zone. Both NFL and NCAA apply two common methods in the play, which include passing the ball to a receiver or running back with the ball. Lastly, both games are played on a field of the same size; 100 yards long with a ten-yard end zone and 53 1/3-yards wide. According to ESPN AMERICA (1), the first difference relates to the playing field, whereby NFL’s field has one-yard hash mark running down the middle of the gridiron, and is aligned to the goal post, seventy feet and nine inches from each side. On the other hand, in NCAA, the hash marks are set wide apart with sixty feet from the side, hence making a wider field to one side, and increased angles for the field goals, when the ball is spotted on the hash. The other difference relates to the goal post widths, whereby, NCAA has uprights that are 23’ 4† apart, while in NFL has a width of 18’ 6†. The ball used in NCAA has white a stripe around the ends in order to make it more visible when in flight during the night, but in NFL, the stripe is absent. In addition, in NCAA, the downed runner, carrying the ball is classed as down when any part of his body except his boots and hands are touching the ground. However, in NFL, a player is downed when touched as he goes to the ground or on the

Negotiation and Conflict Week 3 Essay Example | Topics and Well Written Essays - 750 words

Negotiation and Conflict Week 3 - Essay Example In this discussion, the different models such as Trust model and I/R/P model will be taken into concern as a form of effective strategies for addressing the conflicts which have been described in the first week’s assignment. Trust model The different features of Trust model can be viewed as valuable strategy for addressing any sort of conflict situations in an organization. The model explains two types of trust such as interpersonal trust and procedural trust (Furlong, 2005). Interpersonal Trust Interpersonal trust is a perception which states that an individual will not perform any such act that might harm the interest of other individual. The perception mainly depends upon people’s judgment about a person’s character, nature, value and integrity. One of the important characteristics of interpersonal trust is the reliance upon the assumption and belief rather on definite information (Furlong, 2005). Procedural Trust This form of trust generally permits an indivi dual to place their trust particularly in the process rather than the attitudes and ideas of the individuals involved. One of the major features of procedural trust is that it signifies the importance of placing trust in the procedure other than the attributes of an individual (SlideShare Inc.2012). In order to solve the conflict situations relating to non-acceptance of the rules by the employees and violation of maintaining the working guidelines which set by the higher authorities, the organization can apply both interpersonal as well as procedural trust associated with trust model as an effective strategy. From the perspective of interpersonal trust linked with Trust model, the aforementioned conflict situation can be solved as it largely encourages the parties i.e. the employees to emphasize upon their common interests as well as solutions. Moreover, interpersonal trust focuses upon two significant aspects which include skill improvement and communication between employees and t he higher authorities of an organization. The constant development of these factors might ultimately address the aforementioned conflict situations which are related to first week’s assignment. From the viewpoint of procedural trust, the aforesaid conflict situations of an organization can be addressed and solved as it encourages the employees to believe in the process in order to attain a favorable resolve connected with any disputes with the management of an organization (SAGE Publications. 2012). I/R/P model I/R/P model generally stands for interests, rights or power model which is regarded as a basic, broad and applicable process that can diagnose almost all dispute or conflict situations of an organization by a considerable level. This model recognizes three essential methods that can be uses to solve organizational conflicts. The methods have been described hereunder (Furlong, 2005). Interest-Based Processes This process is about reconciling or finding a solution which complies with the interest of the parties. Interest based approaches are more consensual and successful when both the parties are able to protect their respective interests (Furlong, 2005). Rights-Based Processes This process focuses upon securing the rights of the involved parties in the conflict situations by paying much attention to different sources of rights which include any laws, statutes, policies, contacts, policies and past practices among others (Furlong, 2005). Power Based Processes Th

Antonio Gramscis Theory of Hegemony

Antonio Gramscis Theory of Hegemony Hegemony is the processes by which dominant culture maintains its dominant position: for example, the use of institutions to formalize power; the employment of a bureaucracy to make power seem abstract (and, therefore, not attached to any one individual); the inculcation of the populace in the ideals of the hegomonic group through education, advertising, publication, etc.; the mobilization of a police force as well as military personnel to subdue opposition. In international relations, there is a consolidated tradition that associates hegemony and world order. Nevertheless, the relation between the two variables, their interpretation, and the direction of the causal link between them, is still a matter of scholarly debate. The definition of hegemony and an empire has been hotly debated over the past few decades. Some believe hegemony is a tactic to avoid the word empire and the negative connotations that are associated with it. Others believe that a hegemony is a more technical, well thought out form of an empire. Some believe it is a lesser form of imperialism. Although one thing that is not disputed is the fact that hegemony very well is a form of dominance over a smaller, weaker nation, and no matter what one may call it, or how it may be approached, dominance will continue to flourish through the ages. Referring to the organization of the international system after the Second World War, Kindleberger argued that stensibly, the system was organized by rules and international institutions. In reality, it was led by the United States In this essay, Antonio Gramscis hegemony approach will be deeply analysed and examined and also compared and contrasted with the others approaches. GRAMSCIS THEORY OF HEGEMONY In order to understand Gramsci and the concept of hegemony, one has to look briefly at the work of Karl Marx. Marxism viewed everything in life as determined by capital. (Williams, R. 1977) The flow of money affects our relations with other people and the world surrounding us. Marx stated that everything around us, our activities and way of life is determined by economic content. According to Marxism, men find themselves born in a process independent of their will, they cannot control it, they can seek only to understand it and guide their actions accordingly. (Williams, R. 1977) The class struggle was an important part of Marxism. Marxism stated that society can only be understood in terms of a system where the dominant ideas are formulated by the ruling class to secure its control over the working class. (Williams, R. 1977) Due to exploitation, the working class will eventually try and change this situation through revolution producing its own ideas as well as its own industrial and political organization. Marxs work is highly influenced by economic reasoning. He divides this economic reasoning into two levels, being the base and superstructure. The base is composed by the material production, money, objects, the relations of production and the stage of development of productive forces. (Williams, R. 1977) The superstructure is where we find the political and ideological institutions, our social relations, set of ideas; our cultures, hopes, dreams and spirit. (Williams, R. 1977) Both the base and superstructure are shaped by capital. While one could say that Marx was primarily concerned with the base and economic issues, Gramscis work seeks to focus on the superstructure and ideologies. For Gramsci, the class struggle must always involve ideas and ideologies. These ideas would lead to a revolution and to change. Gramsci tried to build a theory which recognized the autonomy, independence and importance of culture and ideology. (Ransome, P. 1992) Gramsci took the superstructure a step further when he divided it into institutions that were coercive and those that were not. The coercive ones, were basically the public institutions such as the government, police, armed forces and the legal system which he regarded as the state or political society and the non-coercive ones were the others such as the churches, the schools, trade unions, political parties, cultural associations, clubs and family, which he regarded as civil society. (Boggs, C. 1976) So for Gramsci, society was made up of the relations of production as w ell as the state or political society and civil society. Gramsci accepted the analysis of capitalism put forward by Marx and accepted that the struggle between the ruling class and the subordinate working class was the driving force that moved society forward. (Boggs, C. 1976) Gramsci did not agree with the notion put forward by Marx that the ruling class stayed in power solely because they had economic power. He thus introduced his own concept using ideology. Ideology is the shared ideas or beliefs which serve to justify the interests of dominant groups. (Boggs, C. 1976) Gramsci felt that ideological power kept the ruling class in power because it allowed them to brainwash and manipulate the rest of society. Ideology is the cohesive force which binds people together. Ideology, like hegemony must not only express the class interests of the capitalist or working class. Gramsci insists that ideology has a material nature in the social lives of individuals, as ideologies are embedded in communal modes of living and acting. (R. Simon, 1992) This means that ideologies are embodied in the social practices of individuals and in the institutions and organizations within which these social practices take place. Ideology provides people with the rules of practical conduct and moral behavior. Ideological power stems from norms or shared understandings of how people should act morally in their relations with each other. (R. Simon, 1992) Those who monopolize ideological power have authority over others. Subordinate groups tend to accept the ideas and values of the dominant group without physical or mental influence because they know no better or there are not other alternatives. (Ransome, P. 1992) From Gramscis view, the bourgeoisie gained and maintained power due to economic domination and intellectual and moral leadership. Here, Gramsci introduced a new concept which he called hegemony. Hegemony is a set of ideas by means of which dominant groups strive to secure the consent of subordinate groups to their leadership. (Ransome, P. 1992) It occurs when dominant classes in society maintain their dominance persuading the other classes of society to accept their moral, political and cultural values. This means that the majority in a population give consent to policies and ideologies implemented by those in power. One must not assume that this consent is always willing. Those in power may combine physical force or coercion with intellectual, moral and cultural persuasion. (Ransome, P. 1 992) The dominant ideology is thus accepted, practiced and spread. Hegemony emerges out of social and class struggles and serves to shape and influence people. According to Gramsci, hegemony never disappears but is constantly changed. He describes two forms of social control. The first type is coercive control which is achieved through the use of direct force or threat of force. (Simon, R. 1992) The second type is consensual control which arises when individuals voluntarily adopt the worldview of the dominant group. (Simon, R. 1992) Gramsci says that within civil society, the dominant group exercises hegemony which is intellectual domination over the subordinate group or consensual control, whereas in political society, domination is exercised through state or juridical government or coercive control. (Gramsci, A. 1971) These functions are very much interlinked in the sense that intellectual domination is usually preceded by political domination. Social hegemony and political government are enforced historically in which the dominant group enjoys its position because of its function in the world of production and legally by state coercive power which enforces discipline on groups that do not consent. (Gramsci, A. 1971) This gives rise to a division of labor or specialization and to a whole hierarchy of qualifications. Gramsci stated that the only way the working class can achieve hegemony is if it takes into account the interests of other groups and social forces and finds ways of combining them with its own interests. (Ransome, P. 1992) In other words, the working class will need to build alliances with social minorities, taking into account their struggles against the capital class, thus strengthening the position of the working class. The labour process was at the center of the class struggle but it was the ideological struggle that had to be addressed if the mass of the people were to come to a realization that allowed them to question their political and economic rulers right to rule. Hegemony is exercised in civil society which is a tangle of class struggles and democratic struggles. (Simon, R. 1992) Hegemony in civil society must achieve leadership in the sphere of production taken up by the bourgeoisie, controlling the productive process and achieving state power. Those who have economic power have a strong link to political power and vice versa. Those who monopolize control over economic production, distribution, exchange and consumption is the dominant class which has the most power. A change in hegemony may occur when the dominant class begins to break up, creating an opportunity for the subordinate classes to merge and build up a movement capable of challenging the weakened dominant class and achieving hegemony. But, if this opportunity is not taken, then the dominant class has the opportunity to reorganize new alliances and reestablish hegemony. Hegemony goes beyond culture which is the whole social process in which people define and shape their lives. It is bases in ideology which is a system of meanings and values that expresses a particular class interest. (Simon, R. 1992) In order to create a class strong enough to have hegemony, one has to first instill a solid ideology based on specific interests that will dominate the rest of society, using the influence of capitalist relations. Gramsci felt that in order to have hegemony, ideologies have to be instilled by certain people or leaders. Gramsci identified intellectuals as leaders in society. He identified two types of intellectuals. The first is traditional intellectuals who are people that regard themselves as independent of the dominant social group and are regarded as such by the majority of the population. (Gramsci, A. 1971) The second type is the organic intellectual. This is the group that grows organically with the ruling class, and is their thinking and organizing element. (Gramsci, A. 1971) They were produced by the educational system to perform a function for the dominant social group in society. It is through this group that the ruling class maintains its hegemony over the rest of society.

Primary Education & Post Plowden Legacy :: essays research papers

Primary Education & Post Plowden Legacy Subject: Primary Education & Post Plowden Legacy INTRODUCTION The task assigned was to read all six chapters provided, select one and produce a critique on the subject matter. The chapter selected was number six which analysed pupils' and 'work'. Firstly I wish to briefly summarise the entire chapter, highlighting the areas which I considered to be the most important, these areas will then be examined in depth and their merits or shortcomings discussed. Firstly a summary of the chapter is needed to put into context the areas that will be discussed later. The whole chapter can be split into two main areas of discourse:- relationships and 'work' and negotiation. As there has been little research into pupils' approaches to schoolwork, the author's chief concern is that of the pupils perceptions of , and approaches to, schoolwork, and the first point s/he makes is that there are differences between teachers' and pupils' ideas of what constitutes worthwhile work. The author sets out to define 'the meaning of work' and in doing so draws our attention to differences between 'pleasurable work' and 'labour'. Workmanship, it is argued, has been replaced by unskilled labour and people now work as a means to an end seeking enjoyment through other avenues such as hobbies and recreation. Teaching methods and school ethos' in general are seen as outmoded and alien to the cultural and social influences on pupils. Therefore, there is greater responsibility on the teacher to make work seem more utilitarian and attractive. Research revealed that many pupils felt that work was pointless and invalid unless it was undertaken in preparation for forthcoming exams. However, work that may be deemed pointless or onerous by both sets of pupils (exam and non- exam) could be given validity by the teaching strategy employed. Pupils seemed to be more concerned with the status of the work and their personal relationship with the teacher, therefore the pupil reaction to any given task depended heavily on these two criteria. It is identified that pupil-teacher relationships are extremely important and they contain many concealed aspects which will be discussed in Part 1. A prevalent feature of pupil-teacher relationships is the negotiation that takes place and teachers will offer incentives to pupils in order to encourage the process of work. It is interesting to look at the way in which teachers can utilise their experience and maturity to manipulate or cajole pupils into performing a given task, and this will be examined in Part 2. PART 1 - RELATIONSHIPS & WORK The first key issue in this chapter that I wish to examine is that of pupil

Peter Singer: Famine, Affluence, and Morality Essay

Human Rights: Consequential or Deontological View? Consequential ethics and deontological ethics (DE) mutually maintain that there is a right action that we morally ought to do. However, these normative ethical theories differ in the derivation of what is valued. In the case of human rights, both accounts are supportive of human rights, but for different reasons. Deontological ethics has as its basic thrust, the concept of a duty to do what is right. For one’s actions to be in accordance with DE, those actions must be realized out of a â€Å"notion of right (that) is not derived from a prior notion of good†, as explained by Illies (Illies, 2011, p. 107). A person should choose to perform an act solely because it is the right thing to do, irrespective of the act’s outcome or the consequences thereof. According to Illies transcendental argument, human beings have, by their nature, the inherent ability to distinguish between, the concepts of good and bad. Humans possess the capability to have an â€Å"active pro-attitude† toward good, as well as the freedom to act toward the same (Illies, 2011, p. 108-109). This translates to the concept of moral freedom in that the ability to perform free action toward this good specifically is simply, and unarguably, inherently good. Because of this fact, one should purpose, as it is one’s duty, to promote the moral freedom of another unequivocally, regardless of whose moral freedom one is promoting or as importantly, from a DE viewpoint, what the resulting potential outcome might be. Illies does stress that it is imperative to obtain as much information as possible surrounding the facts as to why a certain peoples’ rights are being suppressed, in order to promote those rights in the most lasting and efficient manner (Illies, 2011, p. 114). When one examines human rights, the concept of personhood is of paramount importance. DE calls for the treatment of others as an end and not as a means. This requires the respect of persons for whom they are as individuals and never as conduits through which one might accomplish a goal or achieve a benefit on their own behalf. In this light, one who holds to the DE concept of human rights has at his imperative the treatment of all individuals with equal respect, and the duty to promote their freedom with an â€Å"active pro-attitude†. Why does one do this? One does because this action, an â€Å"active pro-attitude† is good and the action of good is inherently good. As opposed to the deontological account, the consequentialist believes in the prior conception of the good. If something is good then it is right to promote something good according to consequentialism (Lillehammer, 2011, p. 90). Moreover, the actions with the best end results or consequences are what are to be evaluated as good. It must be clear that good intentions are not, at all, of value to consequentialists. Further, it is important to note that in decision-making, a consequentialist must hold to the demands of impartiality. Consequentialism upholds the idea that no one person is worth more than another (Lillehammer, 2011, p. 90). As we read in â€Å"Famine, Affluence and Morality,† Singer asserts that suffering from lack of food, shelter and medical care are bad. If we accept this assumption, and if we can, by our actions, prevent this bad from occurring, we are morally obligated to do so unless in so doing we sacrifice something that is of â€Å"comparable moral importance† (Singer, 1972, p. 500). Not all consequentialists agree with giving to Singer’s suggested â€Å"level of marginal utility† but there is basis for supporting human rights in consequentialism. According to consequentialists, human rights should be promoted because the rightness of supporting those rights is what is best for the world. It is clear that suffering is bad, and if we can alleviate suffering by supporting human rights then we clearly should promote them. If the consequence of the action is resultant from an actor who is promulgating the purist sense of consequentialism, it very well has the potential to be counter to his own individual interest. For the consequentialist, the overall consequence of an action is of primary importance. Consequentialists view impartial importance so â€Å"the good of everyone should count for everyone, no matter their identity, location, or personal and social attachments, now or hereafter† (Lillehammer, 2011, p. 92). This view supports the notion that the human rights of those who are far away are just as deserving, and just as valid, as the rights of those who are near. Furthermore, the universe will be better off by the rightness of supporting human rights. Maximizing the good is required from the consequentialist perspective. As noted earlier, consequentialist and deontological accounts differ from one another from their foundations. While consequentialists focus on the good being promoted only as in relationship to its overall effect on humanity as a whole, deontologists view principles affecting individuals’ actions. Rules guide the deontological approach and the best consequence for most people is the consequential concern. For example, a consequentialist would look at the issue of child labor differently from the deontologist. The consequentialist would evaluate the overall outcome of allowing young children to be employed in a factory full-time, with little pay. In a poverty-stricken country, these children may bring home much needed monies in order for their families to survive. The deontologist would view child labor as unethical in that children working long hours for little pay is unarguably wrong. Another illustration of their differing views is that of the U. S. drone attacks in Pakistan that killed innocent civilians. The consequentialist would say that sending those drones to kill an Al-Qaeda leader is the best outcome to thwart the attack of US citizens. The deontologist would say that the killing of innocent civilians is never justified as this violates their individual human rights. In the realm of human rights, the problem with adopting a consequentialist approach is that one cannot truly determine what is to be the proper or preferred result of a specific act on a group of peoples; even thoug h, with all good intentions, it may be supposed. Although a good and moral outcome may be realized from an action, to base that action solely on the intended consequence of that action, rather than the inherent goodness of the action, one does not insure that the action will result in result in, truly, what is best. Moreover, when the best possible outcome is the preferred result then individuals’ rights can be violated. The deontological account offers worldwide moral support of (individual) human rights. That is what human rights require. As asserted by Robert Paul Churchill, â€Å"The grounds for human rights remain the same as long as human beings, or moral person exist. The inherent worth of humans does not cease to justify certain forms of respect due to them, and thus human rights do not cease, even when addresses are genuinely unable to fulfill correlative obligations and therefore have legitimate excuses† (Churchill, 2011, p. 12). Choosing an action because it is right and good, without looking downstream at the resultant consequences of that action, allows one to make decisions on the duty to act based on purely the rightness and goodness of that act, and nothing more. Now, this assumes that those making these decisions possess the proper moral compass to know a right act from a wrong one. In support of the deontological approach, I maintain that one will â€Å"get it right† when they choose an action because the action is right, more so, than when they try to determine what the consequence might be from that action and work backwards in order to make the â€Å"right† decision. References Churchill, R. P. (2011). Global human rights. In M. Boylan (Ed.), The Morality and Global Justice Reader (7-25). Boulder, CO: Westview Press. Illies, C. (2011). How to think about global duties. In M. Boylan (Ed.), The Morality and Global Justice Reader (103-126). Boulder, CO: Westview Press. Lillehammer, H. (2011). Consequentialism and global ethics. In M. Boylan (Ed.), The Morality and Global Justice Reader (89-102). Boulder, CO: Westview Press. Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs, 1(1), 229-243.

Summarizing and Paraphrasing a Source Activity

In the University of Phoenix Material Summarizing and Paraphrasing a Source Activity Part 1: Summarizing Review the following passage and summarize it in the box as though you were including this information in a research paper. Use the reference to create an appropriate APA-formatted in-text citation. Aggressive driving is characterized by the tendency to view driving as a competition rather than as a means of getting from one place to another. Although most drivers are content to move along with the flow of traffic, aggressive drivers weave from lane to lane, seeking any advantage that will place them ahead of others. Aggressive drivers are also more likely to tailgate and honk the horn in an effort to intimidate other drivers or simply to move them along faster. When confronted with heavy traffic, aggressive drivers often engage in dangerous behavior such as passing on the right, using utility or turn lanes as driving lanes, and ignoring traffic signals. Paradoxically, aggressive drivers often pride themselves on their skill. They see other, more cautious drivers as the problem, not themselves. Reference Arlov, P. (2007). Wordsmith: A guide to college writing (3rd ed. ). Upper Saddle River, NY: Prentice Hall. Summary As stated by P. Arlov in Wordsmith: A guide to college writing, â€Å"Aggressive diving is characterized by the tendency to view driving as a competition †¦Ã¢â‚¬  (2007) Those type of drivers do not follow the rules of driving, and can create unsafe situations for other drivers in the road. Part 2: Paraphrasing and Quoting Review the following passage and paraphrase it in the following box. Use the reference to create an appropriate APA-formatted in-text citation. Additionally, include one direct quotation. One of the most valuable skills a student can develop is focus. Focus is the ability to concentrate on one thing for an extended period of time, shutting out everything else. The person who is focused has no trouble with homework; her mind is on the task until it is finished. The focused person has no trouble concentrating during a test. She does not even notice the voice of the lecturer in an adjacent classroom, the tapping pencil of the student two rows over, or her instructor’s squeaking chair. People differ widely in their ability to concentrate. Some seem capable of laser like focus on any job until it is completed. Others are easily distracted, jumping up from homework to do a hundred small, but suddenly urgent, tasks as the homework gets pushed further into the background. Like any other skill, the ability to focus can be learned and reinforced through practice. To improve your ability to concentrate, start by establishing a set time and place to study. If possible, study at the same time and in the same place every day. Establishing a routine gives study the importance it deserves and helps make studying a habit. Then, to keep yourself on task, set a small timer as you begin studying. Start by setting the timer to go off after 15 minutes. Until the timer goes off, give studying your full attention. If your mind wanders—and it will—pull it back to the task. Then reward yourself with something small: 5 minutes of solitaire on your computer or a trip to the refrigerator for a glass of iced tea. Time your reward, too—about 5 minutes should be sufficient. Then set the timer for another 15 minutes. As concentration becomes a habit, that habit will spill over into the classroom, too. You will be better able to focus on your instructor’s words or on the test you are taking. If extraneous noises during a test still distract you, invest in a pair of earplugs to shut out noise as you take your test. The ability to concentrate is a necessary skill. Fortunately, it is a skill that can be improved with effort. Reference Arlov, P. (2007). Wordsmith: A guide to college writing (3rd ed. ). Upper Saddle River, NY: Prentice Hall. Paraphrase and Quotation Focusing is a skill that can be learned by practicing. Students can make certain changes in their studying habits in order to make this possible. This can be done in many different ways like using timers and setting time frames to accomplish any task in hand. Another way of getting your mind in to this habit is by rewarding you time spent on studying with breaks, but these have to be kept short so that focus will not be lost in other ways of distractions. Everyone is different so each person that has trouble focusing must learn their own type of style of focusing that works from them. One way of knowing if focusing is an issue for a student is if they are easily distracted by noise or activity around them while trying to study or take tests. Sometimes noise distractions can be fixed by using some kind of noise blocking device such as earplugs. The most effective way is to keep a routine in place to study and do homework same time and same place every time. As stated by P. Arlov in Wordsmith: A guide to college writing; â€Å"One of the most valuable skills a student can develop is focus† (3rd ed. , 2007). This is one of the most important skills to success of a college student to learn because this skill can transfer over to being able to learn more in a class room setting, and be able to pick up more information while the instructor is speaking. Reference: Arlov, P. (2007). Wordsmith: A guide to college writing (3rd ed. ). Upper Saddle River, NY: Prentice Hall.