Julian the Apostate, Constantius II by Ammianus Marcellinus Essay

Julian the Apostate, Constantius II by Ammianus Marcellinus - Essay Example Ammianus Marcellinus was a student of history with an incredible feeling of things. For somebody who has live through the hours of rich and striking occasions, nothing is normal aside from a pleasant record of occasions. In any case, in the light of what the term history implied, records with the end goal that of Marcellinus might be imprudently considered as only an account of individual encounters and discourses. His works may have the patches on; there might be inclinations on the records he had composed. When gone up against by occasions and conditions, it is inalienable for each individual to pick our sides, to concoct our inevitable end products. Antiquarians are not barred. For a for example, consider his works on Julian the Apostate and Constantius II. In such circumstances, there is no better method to concoct a judgment than to reasonably investigate the condition and think about the conditions. Did Marcellinus have his prejudice recorded as a hard copy the records of these two figures? Additionally, did he, as far as governmental issues and religion, favor the arrangement of Julian the Apostate over Constantius II, and have it reflect in his writings?Most accounts tell that there isn't abundantly known about Ammianus Marcellinus’ life. From sources, it is said that he was destined to a respectable Greek family in Antioch, Syria, around 325-330. There are no records of his initial life and instructive foundation. The vast majority of the true to life data accessible tells that he entered the Roman armed force at a youthful age, when east had Constantius II as the ruler.

Protean free essay sample

Analyzing the effect of mutable and limits vocation mentalities upon emotional profession achievement. This Journal by Enhance et al. Talks around two sorts of representatives and their vocation mentalities and they are mutable and limits. In light of the hypothesis that we are trying, we may be taking a gander at changeable profession perspectives and workers who tail them. Up to this point, profession advancement and achievement were taken a gander at to be a full time and long haul Jobs.Recently, profession improvement is viewed as an individual assuming responsibility for himself and his own vocation and professional predetermination. A mutable worker can be characterized as being somebody who can change when required and is somebody who is adaptable and has what it takes to adjust to new changes. As per Brioche et al. (2006), changeable profession perspectives catch self-heading in vocation the executives and settling on decisions dependent on ones own qualities in controlling ones profession and professional turn of events. We will compose a custom article test on Changeable or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This additionally gives us that changeable people will in general glance at both self-bearing and qualities driven inclination. Ruler (2004) likewise contended that assuming liability for overseeing ones vocation advancement can convey positive mental results, including profession and life fulfillment, upgraded self-adequacy and individual prosperity, whenever wanted profession results are achieved.Taking into account the meanings of mutable workers and their perspectives and taking a gander at the hypothesis we are introducing, we can ideally discover a connection demonstrating that changeable representatives can support society. By having qualities of self-bearing and qualities driven, changeable representatives will guarantee their Insertion Into society given the correct Incentives. Slide Title: Examining the Impact of mutable and limits profession mentalities upon emotional vocation achievement. Mutable and limits * Traditional vocation mentalities * Protean worker definition: * Brioche et al. 2006) * Self-heading and qualities driven * King (2004) * Conclusion * Insertion Into society given the correct Incentives Protean By Andalusias them. Up to this point, profession advancement and achievement were taken a gander at to be a full determined, mutable workers will guarantee their inclusion into society given the correct motivators. Slide Title: Examining the effect of mutable and limits vocation mentalities upon.

Working with Emotionally and Behaviorally Challenged Students - Behavior Management Techniques

Working with Emotionally and Behaviorally Challenged Students - Behavior Management Techniques Effective techniques to use while working with students with emotional and behavioral disorders (EBD). Updated on: October 11, 2001 Working with Emotionally and Behaviorally Challenged StudentsThe following techniques can be especially effective with students exhibiting emotional and behavioral disorders: Planned ignoringBehaviors that are exhibited for the purpose of seeking attention and do not spread or interfere with safety or group functioning are most effectively extinguished through planned ignoring. This technique should never be used with aggressive behaviors. The class may need to be taught to do this as well. Peer attention can be even more powerful than adult attention for some students. Signal interferenceIf a student is calm enough to respond, has a positive relationship with the teacher, and is free from uncontrollable pathological impulses, a nonverbal signal may be all that is necessary to assist him or her in regaining focus.Proximity and touch controlMoving closer to a student in distress or placing a hand on the shoulder can be effective in showing support in a nonthreatening way. When using t his technique, refrain from pointing out inappropriate behavior. Comment positively on any move toward compliance. Interest boostingChange the tempo or activity, comment on the student's work, or inquire about a known interest related to the assignment if a student shows signs of restlessness. Do this before off-task behavior occurs.Hypodermic affectionExpress genuine affection for, or appreciation of, a student to assist the student in regaining self-control.Easing tension through humorHumor can often stop undesirable behavior if it is used in a timely and positive manner. Sarcasm, cynicism, and aggression are not appropriate uses of humor.Hurdle help Before a student begins to act out, assist the student with a difficult section of an assignment or task.RegroupingChange the seating arrangement or the small-group assignments of students to avoid specific problems. Do this in a nonpunitive and, if possible, undetectable way.RestructuringIf an activity is not successful, change it as quickly as possible. It is important to always have a backup plan. Sometimes it is best to move from an interactive game to something like Bingo that requires no interaction. This can be done smoothly and nonpunitively when a group is becoming overstimulated. At other times, offering a choice might be more effective. Students could choose to cover information orally through discussion, or copy notes from an overhead, for example. Direct appealIf a student or group has a positive relationship with the teacher, it is sometimes effective just to ask that a behavior stop due to the problems that it is creating. No consequence or reward is intended or implied. This is a simple, straightforward request from one person to another. Antiseptic bouncingRemove a student from a distressing situation before inappropriate behaviors occur. Be careful not to inadvertently reward a student who is instigating a problem.Support from routineSchedules and routines are often overlooked by adults when co nsidering behavior management interventions. Knowing what to do and when to do it provides structure, security, and predictability in the lives of students who may not experience such support in other areas of their lives. Limiting space and toolsRather than taking away items that distract or create potential harm after a student is engaged with them, keep them out of sight and reach from the beginning. This is especially important when tantrums might escalate to unnecessarily dangerous or reinforcing proportions, if too many items are available for throwing and breaking.

7 Buzz Words Youre Most Likely to Hear in Education

Violence in Schools Essay - 1527 Words

As teachers, parents, and students prepare and begin this new school year, hopefully fears of school violence such as the bullying, slapping, punching, weapon use, and rape will not be their major concern. To top it all, what is School Violence? As defined in the Oxford Dictionary, School Violence is a subset of students or teachers violence, physical force exerted for the purpose of violating, damaging, or abusing, the act or an instance of violent action or behavior at school, abuse or injury to meaning, content, or intent, vehemence of feeling or expression. What is sad is that school violence needs to be a concern at all. The fact is; violence of one sort or another is part of many schools today. Fortunately, this usually†¦show more content†¦To start with, seeing in most schools today, there are many students that have difficulties with their aptitude to learn and to study because it is affected by the violence occurring at school. Students lose their interest in studyi ng due to the physical and emotional abusing that both teachers and students use at school, making it more complicated for them to attend classes or even trying to understand the courses that they are involved with in their studies. Looking at most schools here in Tonga, some of the students that has less capabilities in studying and doing school works; some of the teachers pick on them, thus that is emotional abusing. It makes those students feel more insecure about themselves drawing to the point making it harder for them trying to learn. Seeing that the reason for them to come to school is to learn but turns out that the teachers are the first ones that point out their disabilities therefore allowing most of the other students to do the same. Not only that we take this emotional abusing as violence, but also the physical abusing at schools, for some teachers that abuse their students does not only affect the students being abused but can also affect other students in the school. Students lose interest in attending the class of those teachers are in, leaving them struggling throughout theShow MoreRelatedSchool Violence And Schools Violence2781 Words   |  12 PagesSchool violence has become a topic that many people are engaged in a debate about. It is difficult to make a definitive definition of school violence, because there are so very many components to it. For one thing, we can be sure that school violence and bullying is something that only takes place amongst peers; this type of violence typically does not involve adults, and happens as a result of interactions from school or within the peer group. This part of the definition seems obvious. However,Read MoreSchool Violence2444 Words   |  10 PagesSchool Violence Victoria Griffin Fayetteville State University The Importance to Be Aware Of School Violence in Education Today By Victoria Griffin December 1, 2014 Abstract: The importance of knowing about school violence, the cause of school violence, forms of school violence and they ways teacher can prevent school violence was observed. A recent act of school violence is announced and the content of why it is important for teachers to be aware of school violence. School violenceRead MoreSchool Violence2187 Words   |  9 PagesSchool Violence Violence in schools has spread widely throughout the nation. School violence is a big problem we are facing now. This has caused many problems among students, families’ faculty of schools and residents of the community. School violence includes gang activity, locker thefts, bullying and intimidation, gun use, assault, and drugs. In my paper I will discuss the reasons why violence in schools exists, describeRead MoreSchool Violence Essay1154 Words   |  5 PagesPreventing school violence has been an issue in our society for so long it has almost become commonplace. According to an article on www.infoplease.com, since the year 2000, there have been a recorded 64 shooting related incidents that involved publicly occupied areas. That is an occurrence of almost five per year. Of those 64, 94% of these incidents were school related shootings. The violence goes from elementary schools all the way up to college universities. The statistics are not pretty by anyRead MoreEssay o n Violence in Schools1490 Words   |  6 PagesViolence in schools is a problem that Americans have had to face at an ever increasing rate. Instead of fistfights, the issues are fatal, like school shootings. Violence is nationally defined as a physical force used to injure, damage or destroy (Guralnik, D., 1997, P.1490). In the past decade, students are using more than physical force. They are using deadly weapons to injure or kill their peers and authority figures, and to destroy school property. Safety is considered to be the freedom fromRead MoreThe Violence Of Public Schools871 Words   |  4 PagesIn recent times, several mass shootings have occurred in several places. Sadly, public schools in America have been venues for these mass shootings. How do we reduce these shootings? How do we ensure that the lives of our kids are safe? These are the questions parents all over America are asking. A lot of suggestions have been made to the government concerning the issue of mas s shootings. Some say government have to ban the purchase of guns, others say there should be background checks, while othersRead MorePreventing School Violence608 Words   |  2 Pagesor experienced some form of school violence is growing at an alarming rate. School violence has been increasing rapidly but there are ways to prevent it. 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If you were to google â€Å"school shooting† right now, you would find numerous incidents that happened just this week that happened in CanadaRead More Violence in Our Schools Essay1257 Words   |  6 Pages Violence in our Schools Children today are growing up in an increasingly violent atmosphere, both in society in general and in their schools. While there is no easy answer as to how to end this violence once and for all, we can look at some of the causes and take steps to contain that which we can. The main contributing factor in all recent school shootings has been the shooters’ feelings that they were bullied by and alienated from the rest of the children and were made to feel that they wereRead MoreThe Fight Against School Violence Essay1901 Words   |  8 Pagesthat at least ten percent of the schools in the entire United States of America are faced with problems associated with violence and in these schools there is at least one serious case of crime other than thefts and physical attacks†(School Violence...). The article, School Violence-a Survey, on the School Violence, Weapons, Crime, and Bullying website clearly states a rising problem within the US. It seems as if the news has a co nstant flow of new school violence cases, and there is no indication

Landscape in “The Love Song of J. Alfred Prufrock” by T. S. Eliot Free Essays

Landscape in â€Å"The Love Song of J. Alfred Prufrock† by T. S. We will write a custom essay sample on Landscape in â€Å"The Love Song of J. Alfred Prufrock† by T. S. Eliot or any similar topic only for you Order Now Eliot Although the full meaning within T. S. Eliot’s dense poem â€Å"The Love Song of J. Alfred Prufrock† proves difficult to grasp, the deep meaning packed into every word makes the pursuit to understanding this poem a never-ending adventure. Scenery in â€Å"The Love Song of J. Alfred Prufrock† represents an intensely psychological account which should never, in any instance, by taken literally. The loss of time, the confusion of past, present and future tenses, the static movement, and the eternal metaphor of the question produces this psychological scenery which in turn amplifies the intensity of the poem. Time in â€Å"Love Song of J. Alfred Prufrock† plays a very important part in creating the landscape of the main character’s narration. The overwhelming sense of being caught in time begins within the first three lines after the epigraph: â€Å"Let us go then, you and I,/When the evening is spread out against the sky/ Like a patient etherized upon a table;†. Just like a patient anesthetized by ether, the narrator appears trapped in a space of vulnerability at the mercy of others without the existence of time. Also, the association of the sky with an object as non-moving as a stone evokes a space in which the sky or the atmosphere has no movement: the loss of physical time. Time, in the case of the poem, appears endless (â€Å"And indeed there will be time. † pg. 4) as consequence to the narrator’s psychological state of â€Å"stuckness† and the sense of time becomes warped in confusion and solitude. J. Alfred Prufrock’s isolation also represents a loss of time within the poem. The repetition of â€Å"And indeed there will be time†¦There will be time, there will be time†¦And indeed there will be time† alludes, once again, to a landscape without time. Also phrases such as â€Å"In the room the women come and go/ Talking of Michelangelo† use repetition for the purposes of emphasizing Prufrock’s monotonous existence and solitude without an attempt of improvement. . In addition, J. Hillis Miller explains: Like the women talking of Michelangelo, he exists in an eternal present, a frozen time in which everything that might possibly happen to him is as if it had already happened: â€Å"For I have known them all already, known them all† (CP, 4). In this time of endless repetition Prufrock cannot disturb the universe even if he should presume to try to do so. Everything that might happen is foreknown, and in a world where only one mind exists the foreknown has in effect already happened and no action is possible. Prufrock’s observation but lack of contribution emphasizes his state of solitude, and his consistent lack of contribution throughout the remainder of the poem demonstrates the impaired movement in the poem Similarly, the confusion of tense also demonstrates a landscape without the existence of time. Confusion of tenses in â€Å"The Love Song of J. Alfred Prufrock† substantiates the feeling of immaterial space such as when: The yellow fog that rubs its back upon the window-panes   1 The yellow smoke that rubs its muzzle on the window-panes   Licked its tongue into the corners of the evening   Lingered upon the pools that stand in drains,   4 Let fall upon its back the soot that falls from chimneys,   Slipped by the terrace, made a sudden leap,                                              And seeing that it was a soft October night   Curled once about the house, and fell asleep. 4) 8 The first two lines describe the fog in present tense, but the third in past tense. In the fourth line, Prufrock begins with past tense (Lingered upon the pools) and continues in present tense (that stand in the drains). The fifth line makes the same change in tenses and the remainder of the stanza continues in past tense. Space, explains J. Hillis Miller, â€Å"must be exterior to the self if movement through it is to be more than the following of a tedious argument in the mind. In the same way only an objective time can be other than the self, so that the flow of time can mean change for that self†, therefore time has only a subjective existence for J. Alfred Prufrock. Subsequently, past, present, and future exist in the immediate moment. Static movement in â€Å"The Love Song of J. Alfred Prufrock† plays an important role in emphasizing the state of the poem’s landscape. Essentially, J. Alfred Prufrock admits to knowing the lack of movement when â€Å"In a minute there is time/ For decisions and revisions which a minute will reverse†. The narrator’s message that no matter what he does, there will never by change emphasizes a desperation to move which the character’s subconscious inhibits by habit and indecision. Monotony due to proclivity when â€Å"For I have known them all already, known them all:—/Have known the evenings, mornings, afternoons, / I have measured my life with coffee spoons;† demonstrates invariability in the narrators mind because all he points out having done exists in the mind: known the everyday routine, and measured every moment of his life in his mind. In addition to the narrator’s self-assessed lack of movement, Prufrock’s narration places him in a less-than-human position when he says, â€Å"I should have been a pair of ragged claws/ Scuttling across the floors of silent seas†. That Prufrock compares his monotonous existence as being equal to that of a crab in the silence and stillness of the ocean floor directly demonstrates his deadlocked existence. The continuance of the â€Å"unanswered question† also demonstrates mental deadlock because although the â€Å"overwhelming question† crops up multiple times throughout the poem, the narrator does not or cannot explain the question, nor does an answer arise. The lack of progress demonstrates an eternal present in â€Å"The Love Song of J. Alfred Prufrock†. In addition to the endless time in â€Å"The Love Song of J. Alfred Prufrock† the metaphor of the question symbolizes the barrier between Prufrock’s mind and the outside world. The actual unanswered question throughout the story may demonstrate a lack of movement, but it extends much farther than a question. All that is miscommunication and incommunicable acts as an extension to the significance of the question. Throughout the poem, Prufrock’s struggle to communicate with both the characters in his mind and the reader demonstrates his self-acknowledged impotence. The inability to communicate when Prufrock says, â€Å"In the room the women come and go/ Talking of Michelangelo†(4) demonstrates the barrier between Prufrock and society because Prufrock never approaches the characters of which he speaks, he only watches from an unknown distance in an unknown location. Although Prufrock does not approach these figures of society, the moments there is communication demonstrates social flaw. J. Hillis Miller explains that â€Å"Prufrock’s vision is incommunicable, and whatever he says to the lady will be answered by, ‘That is not what I meant at all. /That is not it, at all’. The lady is also imprisoned in her own sphere, and the two spheres can never, like soap bubbles, become one. Each is impenetrable to the other†. The last five stanzas of the poem show a change in scenery which seems to switch to the seaside and then into the â€Å"chambers of the sea† which restores his original wish to have been a creature of the sea. This scene also demonstrates the consequences of attempted communication between the outside world and the narrator when: â€Å"We have lingered in the chambers of the sea/ By sea-girls wreathed with seaweed red and brown/ Till human voices wake us, and we drown†. This passage, especially the end line, displays the effect of outside vitiation on Prufrock’s mental state. The result of drowning as consequence to the human voices isolates the bubble that is the narrator’s existence from the outside world which, once penetrated, can no longer function. The Love Song of J. Alfred Prufrock† captures the landscape inside the mind of the narrator through many subtle and abstract ways. The intense meaning of the poem captured through the mind of the character uses the loss of time, the confusion of past, present and future tenses, the static movement, and the eternal metaphor of the question in order to produce an intensely psychological landscape. The obvious amoun t of thought and effort embedded in the language of â€Å"the Love Song of J. Alfred Prufrock† demonstrates the great meaning seen within Eliot’s poetry. How to cite Landscape in â€Å"The Love Song of J. Alfred Prufrock† by T. S. Eliot, Essay examples

The Balkan Troubles Essays - Balkan Wars, Ottoman Empire

The Balkan Troubles I. Introduction Print section Balkan Wars, two consecutive wars fought from 1912 to 1913 among the countries of the Balkan Peninsula for possession of European territories held by the Ottoman Empire. The Balkan Wars severely damaged European alliances and helped kindle the volatile conditions that led to the outbreak of World War I (1914-1918). II. Background Print section At the close of the Russo-Turkish War of 1877-1878, the Treaty of Berlin, signed on July 13, 1878, provided for an autonomous principality of Bulgaria. The remaining Bulgarian province, called Eastern Rumelia, was placed under the control of the Ottoman Turks. In 1885 a revolution broke out in Eastern Rumelia, and the province was joined to Bulgaria proper. That voluntary annexation led to trouble with Russia. The tsar withdrew all Russian officers then serving in the Bulgarian army, and King Milan of Serbia thought it a good time to realize his territorial aspirations. On November 14, 1885, Serbia declared war on Bulgaria. In a campaign that lasted less than five months, Serbia was defeated but was saved from absolute destruction by the intervention of Austria. A series of conspiracies followed. The Bulgarian ruler, Prince Alexander I of Battenberg, was abducted by Russian and Bulgarian conspirators but was recaptured in a few days. He was forced to abdicate and left the country in September 1886. Prince Ferdinand I of the house of Saxe-Coburg-Gotha succeeded Alexander as ruler a year later. Austria played a conspicuous role in these Balkan disturbances. The Austrian foreign ministers tried to establish internal discord between the Slav countries (Bulgaria and Serbia) and the non-Slav ones (Greece and Romania). War almost broke out again in 1908 when Austria annexed Bosnia and Herzegovina, a step bitterly resented by Serbia. III. First Balkan War Print section The Balkan states saw in the Turkish revolution of 1908-1909 and the Italo-Turkish War of 1911-1912 an opportunity to retaliate against the Turks, their former oppressors. In March 1912, Serbia arranged a treaty of alliance with Bulgaria. Greece concluded a military convention with Bulgaria the following May. Tension increased steadily in the Balkan Peninsula during the summer of 1912, especially after August 14, when Bulgaria dispatched a note to the Turks demanding that Macedonia, then a Turkish province, be granted autonomy. The Balkan states began to mobilize on September 30, and eight days later Montenegro declared war on the Ottoman Empire. On October 18 the Balkan allies entered the war on the side of Montenegro, precipitating the First Balkan War. The Balkan Alliance won a series of decisive victories over the Turks during the next two months, forcing them to relinquish Albania, Macedonia, and practically all their other holdings in southeast Europe. Late in November the Turk s sued for an armistice. An armistice agreement was signed on December 3 by all the Balkan allies except Greece, which continued military operations against the Turks. Later in the month, representatives of the belligerents and the major European powers met in London to decide the Balkan question. The Turks rejected the peace conditions demanded by the Balkan states, and the conference ended in failure on January 6, 1913. On January 23, a successful coup d'?tat brought an extreme nationalist grouping to power in the Ottoman Empire, and within a week fighting resumed. In the subsequent fighting Greece captured Io?nnina, Albania, and Adrianople (now Edirne, Turkey) fell to Bulgaria. The Turks obtained an armistice with Bulgaria, Greece, and Serbia on April 19, 1913. Montenegro accepted the armistice a few days later. Another peace conference, with the major European powers again acting as mediators, met at London on May 20. By the terms of the Treaty of London, concluded on May 30, the Turks ceded the island of Crete (Kr?ti) to Greece and relinquished all territories in Europe west of a line between the Black Sea port of Midye and Enez, a town on the coast of the Aegean Sea. Boundary questions and the status of Albania and the Aegean Islands were referred to an international commission. IV. Second Balkan War Print section The Treaty of London created friction among the Balkan allies, especially between Serbia and Bulgaria. Among the causes of the friction was the Bulgarian refusal to recognize the Serbian claim to certain Bulgarian-held portions of Macedonia. In addition, Serbia was resentful