The Legend of Lucretia in Roman History

The legendary rape of Roman noblewoman Lucretia by Tarquin, king of Rome, and her subsequent suicide are credited as inspiring the revolt against the Tarquin family by Lucius Junius Brutus which led to the founding of the Roman Republic. Dates: 6th century BCE. The rape of Lucretia is said by Livy to have happened in 509 BCE.Also known as: Lucrece Where Is Her Story Documented? The Gauls destroyed Roman records in 390 BCE, so any contemporaneous records were destroyed. Stories from before that time are likely to be more legend than history. The legend of Lucretia is reported by Livy in his Roman history. In his story, she was the daughter of Spurius Lucretius Tricipitinus, sister of Publius Lucretius Tricipitinus, niece of Lucius Junius Brutus, and wife of Lucius Tarquinius Collatinus (Conlatinus) who was the son of Egerius.   Her story is also told in Ovids Fasti. The Story of Lucretia The story begins with a drinking bet between some young men at the home of Sextus Tarquinius, a son of the king of Rome. They decide to surprise their wives to see how they behave when they are not expecting their husbands. The wife of Collatinus, Lucretia, is behaving virtuously, while the wives of the kings sons are not. Several days later, Sextus Tarquinius goes to Collatinus home and is given hospitality. When everyone else is asleep in the house, he goes to Lucretias bedroom and threatens her with a sword, demanding and begging that she submit to his advances. She shows herself to be unafraid of death, and then he threatens that he will kill her and place her nude body next to the nude body of a servant, bringing shame on her family as this will imply adultery with her social inferior. She submits, but in the morning calls her father, husband, and uncle to her, and she tells them how she has lost her honor and demands that they avenge her rape. Though the men try to convince her that she bears no dishonor, she disagrees and kills herself, her punishment for losing her honor. Brutus, her uncle, declares that they will drive the king and all his family from Rome and never have a king in Rome again. When her body is publicly displayed, it reminds many others in Rome of acts of violence by the kings family. Her rape is thus the trigger for the Roman revolution. Her uncle and husband are leaders of the revolution and the newly-established republic. Lucretias brother and husband are the first Roman consuls. The legend of Lucretia—a woman who was sexually violated and therefore shamed her male kinsmen who then took revenge against the rapist and his family—was used not only in the Roman republic to represent proper womanly virtue, but was used by many writers and artists in later times. William Shakespeares The Rape of Lucrece In 1594, Shakespeare wrote a narrative poem about Lucretia. The poem is 1855 lines long, with 265 stanzas. Shakespeare used the story of Lucretias rape in four of his poems via allusions: Cybeline, Titus Andronicus, Macbeth, and Taming of the Shrew. the poem was published by printer Richard Field and sold by John Harrison the Elder, a bookseller in St. Pauls Churchyard. Shakespeare drew from both Ovids version in Fasti  and Livys in his history of Rome.

Pros And Cons Of E-Cigarettes - 752 Words

Pros Cons Sure, smoking cigarettes are bad for your health, but that does not mean that the better alternative is e-cigarettes and vapor products, although there are some differences that may seem to make them the better choice. Cynthia Cabrera, executive director of the Smoke-Free Alternatives Trade Association, explains that there are many factors that make e-cigarettes and vapor products less harmful, and safer than actual cigarettes. When you use these products as opposed to smoking an actual cigarette you are not harming the oxygen around you, there is no secondhand smoke to do any harm. She also informs us of the nicotine in these products, but the plus side is that you can choose what level you receive of the nicotine, making it†¦show more content†¦When a person smokes from a vape or an e-cigarette they are inhaling a few different chemicals into their body, such as; propylene glycol, carcinogens, and even nicotine. They will tell you that the chemicals in these products are less likely to cause you harm than smoking an actual cigarette, when in all honesty there has not been enough research to determine whether or not these items are as safe as they make them out to be. These products have an elevated level of acetic acid, acetone, soprene, formaldehyde and as acetaldehyde averaging around 20% of what the conventional cigarette puts into the air. The levels of carcinogens and toxins put into the air are detectable at the levels they are released. (Hooper, 2017) There has yet to be enough research done on these products to decide they are safe for you, and healthier. There are plenty of factors that point to the dangers they are at risk of causing. There has been signs of asthma, and with them containing carcinogens, even cancer is a risk. Home The toxins these are realeasing into the air are not only harmful to your body but to you own home. The smoke is like a conventional cigarettes cigarette in this aspect, they can cause discoloration to the home, smells, and even more dust. These things lead to allergies and end up hurting not only you and the home, but anyone else in the home. â€Å"Schober et al. (2014) measured levels of potential e-cigarette pollutantsShow MoreRelatedEssay about Electronic Cigarette Legalization Analysis982 Words   |  4 PagesSince 2008, Electronic Cigarettes have become widely popular across the United States, despite the obvious health benefits the long term health effects of â€Å"smoking† electronic cigarettes are still unknown to researchers today. Electronic Cigarettes are the answer to a safer method of consuming nicotine despite its more popular tobacco products. 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English Language and Linguistics Lesson Plans

Question: Describe about the English Language and Linguistics for Lesson Plans. Answer: Introduction Lesson plans for any particular subject should have adequate data to distinguish the individual item based on which the entire lesson plan has been prepared. On the other hand, a lesson plan is supposed to have relevant contents which should be clearly understandable for the learners. However, at the same, it should be considered whether the substances of the lesson plans are worth motivating or not. The purpose of this following report is to review lesson plans for English grammar and linguistics and after that to produce in-depth criticisms of those lesson plans prepared for both teachers and students. Therefore, the report aims to analyze whether the prepared lesson plans are appropriate to give lessons by judging the point of views of both teachers and students who belong to the intermediate level. The analysis of the teaching schedules for both the teachers and the students have been established with the support of different well known learning theories such as behaviorism theory, innate theory and the theory of social construction. Additionally, the report has considered all those essential methods of teaching to support the criticism. Critique of the teachers books The very initial lesson plan for the teachers begins with a brief account about the chief focus of the entire lesson plan which indicates that the lesson aims to teach the way of using "be able to" in the context of failure and success. A lesson plan should state its goal and instructional objectives at the very beginning of the program (Cajkler et al. 2013). Teachers book at its very opening has said that the purpose of the plan and how it is divided into two individual phase. Instructional objectives such as how the aim of the project will be executed have been provided alongside in the introductory stage. According to the lesson plan, the purpose of the first phase is to advise teachers about how they can guide students to learn the usage of certain grammatical phrases which is followed by how teachers can guide students to focus on pronunciation. Nevertheless, the second phase of the plan for the teachers concentrates on how teachers can guide students to give focus on vocabulary . To make the lesson plan more understandable, the program is even segmented into several sections such grammar, pronunciation, speaking, vocabulary, and reading, speaking and listening. According to teachers point of view regarding giving lessons, a teacher expects that a lesson plan should provide a set of actions which could be applied to the students (Arends 2014). At the beginning of the teachers book, there has been given eight steps that the teachers should use in case of giving lessons on grammar. Therefore it seems that instructional objectives have well given and considering the right guidance regarding which teaching should be paid when seems workable. The lesson plan has mentioned that each task which the teachers should follow step by step should be done in a particular time frame though there is less mention of the exact times. A lesson plan for teachers is supposed to set the time of the tasks which are going to be done step by step should mention how much time the teachers should give for individual work (Reece and Walker 2016). Nevertheless, the lesson plan appropriately indicates about the teaching practices those will be provided to each child. Different teaching methods are there to address different kinds of approach regarding teaching (Richards and Rodgers 2014). Following the given steps to teach grammar mainly, it seems the lesson plan has followed both the direct instruction and cooperative learning style. Cooperative learning style that falls under student-centered teaching approach helps teachers to teach how to develop social growth as in this style students get the opportunity to study in groups (Larsen-Freeman and Anderson 2013). On the other side, the direct instruction which is probably the most traditional method of teaching instructs teachers to make teaching demonstration and lecture oriented. Lesson plan in the grammar section includes involvement of students both individually and in the group. The grammar section of the schedule even gives examples of the common mistakes those frequently happen from the part of the students. Therefore, it seems that in the grammar section the lesson plan has successfully p rovided clear guidance to the teachers. In the beginning, it appears that the grammar section has been prepared following the Behaviorism theory. By the behaviorism theory, learners minds are empty which should be filled with knowledge. Furthermore, the knowledge and experiences for the student will be given new changes in behavior will be required (Kendall and Hollon 2013). The grammar section of the lesson plan seems to bring modification in the students sense of using grammar. However, the method in this section does not follow the aspect of the behavioral theory that believes students minds are empty vessels. It is because the initial instruction says that teachers should ask the students to express their individual thought regarding the given article. Therefore, the instruction style is found to follow the Constructivism theory more accurately than the former one. It is the constructivism theory that says people or students constructs their point of view based on the given knowledge or experience (Gopnik and Wellman 2 012). The pronunciation part, on the other hand, is little tiny though offers instruction and found to follow the personal model of inquiry-based style of learning. The personal design is observation oriented in which students learn by observing and imitating the particular process that is used by the teacher. Following this learning style, pronunciation part instructs that the teachers should play audios and should make a sentence which would be followed by the actions of the students right after. Similarly, the vocabulary section instruct on playing sounds and demonstrating sentences. Nonetheless, instructions in the pronunciation, speaking, and vocabulary section of the learning plan are composed considering the Constructivism theory. According to constructivism hypothesis, construction of individual understanding should be done with proper help of a teacher (Kiraly 2014). Each of these parts instructs the teacher to ask the students to make news sentences or to show their individual un derstanding by the given knowledge. On the other hand, teaching method wise, lesson plan on vocabulary, speaking and pronunciation and even in reading and speaking part relate to the cooperative or delegator style. In most of the part in the lesson plan, it seems the planner has given stress upon the theory of constructivism along with the cooperative and direct instruction teaching style. The final instruction part in the lesson plan has also maintained the constructivism theory though has used mixed teaching techniques. Considering all of the parts in the lesson plan, one thing can also be deducted that, the theory of innateness is related to all of the guidance as in each case the teacher is advised to ask the students to make new sentences or express their assumption. Innateness hypothesis says that human beings possess at least some features and knowledge regarding language following which the tasks are established keeping in mind about the capabilities of the students (Samelsdttir 2015). Most importantly, the schedule is made with easy and understandable tasks. Therefore, the assignments are clear. Additionally, provided materials also seem appropriate for the grade level. Unfortunately, there is very less instruction given to make an observation upon the children and few guidelines have been provided to evaluate the outcome after teaching. However, there are som e instructions to get feedback from the students after the class in the speaking and vocabulary, to listen and speaking section. Nevertheless, the plan is little less coordinated with other aspects of school program though it is not required and the schedule is beneficial for needs of the students as the tasks are prepared to develop the students social growth. Critique of the students books Considering the lesson plan made for the students, it seems that the given assignments are provided by the teaching schedule done for the teachers. A lesson assignment is done for the students; need to be prepared in a way which should be understandable and workable for the students (Borg 2015). Unlike the lesson plan prepared for the teachers, students book or teaching schedule has not started with defining the purpose of the entire lesson plan though the primary context which is failure and success have been mentioned in the heading section of the book. The instructions are clear, and almost every task instructs the students to give answers after following the instructions. A lesson plan for the students required to be a clear course and should form as a written guide for the learners (Myhill et al. 2012). The lesson goals have not been explicitly mentioned though specific directions on the objectives for learning such as how to proceed to complete given tasks after reading or obse rving have been provided. The initial one follows the pattern and learning objective presented in the grammar section provided in the lesson plan made for the teachers. Understandable phrases, materials, and use of funny and attractive pictures in the students books are indicative of the fact that the lesson plan has been made to attract the eyes of the learners at first. Materials such as short descriptive stories with tasks like completing short sentences, answering quick questions seem relevant and appropriate to increase the level of interests of the students. As per students' point of view, learning becomes interesting and enjoyable with attractive and funny pictures, short stories (Cohen 2014). The grammar section, therefore, should be appreciated for fulfilling learner's basic learning requirements. However, it is unfortunate that the lesson plan should have specified the grade level at the top of the chapter. Considering the learning pattern given in the students book regarding the grammar, pronunciation and speaking part, it seems that the schedule has been formed the base of the learning process that is project based. The project based style approaches the authentic instructional learning type which is considered to be useful in the case of engaging students' interest and encourage them (Sztajn et al. 2012). Unfortunately, the pattern does not match with some instructions of teachers lesson plan such as directing the students to work in pair or group have not been followed in the lesson plan made for students. However, the tasks created for individual learners address two fundamental concepts of social cognitive theory which are observational learning and reproduction. According to the basic concepts of this approach learning by observing and retaining students to reproduce new behavior or knowledge are required to optimize the educational growth of the students (Carter and McRae 2014). On the other hand, the constructivism hypothesis has also been maintained throughout the student's book as every task in the lesson instruct the students to give answers or their individual expression on behalf of each given assignments. The duties demand students' participation and judge their personal capability and level of assumed knowledge by directing them to provide answers. The vocabulary part on the other side instructs to answer in pairs along with other instructions for individual assignments. The reading and speaking sections behold an article that is easily assumable and comprehensible, and it implicates that the design is made to give an enjoyable and comforting atmosphere to the students. Hence, the lesson plan seems manageable, and the provided contents prove relevant and appropriate for the learners and the grade level. However, some guidelines should have been provided for the students to help them judge their capability. Conclusion From the above report, it can be deduced that lesson plan for the teachers' has been made following student based cooperative and inquiry-based learning style. Step by step instructions have been provided in the guideline scheme, and the materials also seem convenient and apt in the case of teaching. Proper introduction and motive of the lesson plan have been given in the teacher's books though students' books do not contain something like that. Nevertheless, both educators and students lesson plan consider using audiovisuals to make the learning process more enjoyable and exciting. Most importantly, both of the lesson plans are designed considering the hypothesis of constructivism. However, there is less observable data for evaluative criteria in both teachers and students books. It should have been given as a lesson plan could not be called efficient without them. Reference Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Borg, S., 2015.Teacher cognition and language education: Research and practice. Bloomsbury Publishing. Cajkler, W., Wood, P., Norton, J. and Pedder, D., 2013. Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?.Cambridge Journal of Education,43(4), pp.537-554. Carter, R. and McRae, J., 2014.Language, literature and the learner: Creative classroom practice. Routledge. Cohen, A.D., 2014.Strategies in learning and using a second language. Routledge. Gopnik, A. and Wellman, H.M., 2012. Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory.Psychological bulletin,138(6), p.1085. Kendall, P.C. and Hollon, S.D. eds., 2013.Cognitive-behavioral interventions: Theory, research, and procedures(Vol. 21). Academic Press. Kiraly, D., 2014.A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. Larsen-Freeman, D. and Anderson, M., 2013.Techniques and Principles in Language Teaching 3rd edition. Oxford university press. Myhill, D.A., Jones, S.M., Lines, H. and Watson, A., 2012. Re-thinking grammar: the impact of embedded grammar teaching on students writing and students metalinguistic understanding.Research Papers in Education,27(2), pp.139-166. Reece, I. and Walker, S., 2016.Teaching, training and learning: A practical guide. Business Education Publishers Ltd. Richards, J.C. and Rodgers, T.S., 2014.Approaches and methods in language teaching. Cambridge university press. Samelsdttir, B., 2015. The Innateness Hypothesis: Can Knowledge of Language be Inborn?. Sztajn, P., Confrey, J., Wilson, P.H. and Edgington, C., 2012. Learning trajectory based instruction toward a theory of teaching.Educational Researcher,41(5), pp.147-156.