Greek and Roman Sports

Greek and Roman Sports Ancient Greek and Roman civilization have made many contributions to western civilization. Especially when it comes to politics, trade, and sports. From wrestling to javelin, ancient sports set the pace for some of the sports we have in our day and age, especially the Olympic Games. In Ancient Greek and Romans sports, athletes contested very hard and it was a public display that was a trait of the religious and social life of ancient Greece and Rome (Osborne 15). Ancient athletes trained and participated for physical exercise, competition, and to honor their gods. In this paper I will discuss the Greek and Roman attitudes toward sports. The ancient competition, physically, was relatively different from the sporting events we have now a days. There were far fewer events and only free Greek men (and sometimes boys) were allowed to compete because of the brutality. Also, there weren’t any team sports; every sport was one man against another/others, because they were more concerned about individual merit. Some of the different sports the Greek’s participated in where javelin, running (with and without armor), and discuss. Moreover, some of the more brutal sports they embarked on where wrestling, boxing, and pankration (a form of wrestling and boxing). Some of the games where brutal and you had to participate naked, but it intended on showing the beauty of the human body. The four main cycles of games were the Olympic Games, the Pythian Games, the Isthmian Games, and the Nemean Games (Kyle 48). Romans on the other hand based their sports around warlike displays, most notably the fights amongst gladiators. They included a gladiatorial combat, stage-plays, chariot races, athletic competitions, and a mock naval battle. Without a doubt, the Greek games depended for their entertainment value primarily on rivalry among athletes; while the Roman games were often describe by the staging of battles fought to the death and involved large numbers of human beings and also beasts (Kyle 184). The Roman sporting events I think were more brutal; especially when it comes to the fights amongst gladiators when most of the time they fought to their death. While on the other hand, the Greek’s were involved with the sports and the Roman’s simply watched them and cheered for the participant they wanted to win. In conclusion, the Greek and Roman sports helped create some of the sporting events we have today and definitely started athletic competition. We can clearly see the love for sports in Greek and the Romans. We learn that the ancient Greeks and Romans shaped their own idea about the meaning of life. The Roman games were radically different from the Greek games in several respects. However, their sports show the mindset of the people of that time. The Greeks were more interested in showing off the human body while the Roman’s were more inclined on massacring the human body. I think this shows that compared to the Roman’s, the Greek’s valued human life more. Without a doubt modern Americans would find much of these sports awfully violent; particularly the hundreds of gladiator fights and animal fights, with their many public deaths of both people and animals. Works Cited Osborne, Robin Studies in Ancient Greek and Roman Society. New York: Cambridge University Press, 2004. Kyle, Donald G. Sport and Spectacle in the Ancient World. New York: Blackwell Pub, 2007.

Learning Styles And Learning Theories In Human Resource Development Education Essay

Learning can specify as a mensurable and comparatively parameter to place that how much homo or animate being can absorb the cognition in order to go on with experience or by nature. There are many methods to larning something such as hearing, reading, visuals, and an experience. Peoples are different from one another and their non equal. Every individual has alone manners to larn. Learning manners define as an rational capacity, dressed ores, absorbs and remembers information. Each individual has a alone acquisition accomplishments and manners. To farther clear up there are celebrated theoretical accounts found by Honey and Mumford, and Kolb. In Honey and Mumford theoretical account explain four types of larning manners such as Activist, Reflector, Theorist, and Pragmatist. Activist means ‘I will seek anything one time ‘ some people if they want do something or learn, they will seek anything one time. These sorts of scholars are open-minded and enthusiastic about new things, act foremost and believe about effects subsequently and easy acquire involved with others. Second learning manner is Reflectors agencies, ‘Look before you leap ‘ these sorts of scholars are larning observe and chew over new experience, and their analyzing all available informations before they act and they think before semen to the decision. Third learning manner is Theorist means ‘If it is logical it is good ‘ this manner says that some people are larning through the theories premises, rules and theoretical accounts. They would ever believe jobs through consistently and logically. The last learning manner is Pragma tist means ‘If it works, it is good, but there is ever a better manner ‘ these sort of people learn if something plants in good manner and practically that is the best manner for them, tidal bore to seek out thoughts, theories and techniques to see if they work in pattern, They are basically practical, down to earth people who like doing practical determinations and work out jobs. In Kolb ‘s larning theoretical account there are four chief phases such as concrete experience ( CE ) is where the scholar actively see an activity, brooding observation ( RO ) is when the scholar consciously reflects back on that experience, abstract conceptualisation ( AC ) is where the scholar efforts to gestate a theory or theoretical account of what is observed and active experimentation ( AE ) is where the scholar is seeking to be after how to prove a theoretical account or theory or program for a extroverted experience. These four phases are matching to Kolb ‘s four propensity manners are diverging ( CE/RO ) means ‘feeling and watching ‘ these sort of people are able to believe in a different manner and different position, they use information and imaginativeness to work out jobs, and these people perform better in state of affairs like thought coevals. These kind of scholars are interested in people tend to be inventive and emotional and they are like to work in groups. Assimilating ( AC/RO ) is the 2nd manner of Kolb ‘s theoretical account, this average ‘watching and believing ‘ this sort of people need theory instead than the practical. They want more an account than the practical chance. Ideas and constructs are more of import than people besides use the logical attack when work out the jobs. The 3rd manner is meeting ( AC/AE ) is average ‘doing and believing ‘ these type of scholars does non necessitate any theories, but they want practical. They can work out their jobs through practical issues ; they prefer proficient undertaking and less relationship with people and interpersonal facets, and people with a meeting manner like to experiment with new thoughts to imitate and to work with practical applications. The 4th manner is suiting ( CE/AE ) means ‘doing and experiencing ‘ this is where the people use other people ‘s analysis, information or can be their merchandise and prefer to take a practica l, experiential attack, they use others information and carry out their ain analysis. They are attracted to new challenges and experiences and to transporting out programs. Peoples with this learning manner willing to work in squads to finish the end and they set the marks and actively work in the field seeking different ways to accomplish an aim When comparing Honey and Mumford theoretical account and the Kolb ‘s theoretical account there are distinguish between different larning manners. Honey and Mumford described the same thing done by Kolb ‘s but utilizing different words, so hence there is no such difference between these two theoretical accounts. Hence there is a strong similarity in Kolb ‘s theoretical account phase one says concrete experience ( Having and experience ) says being to the full involved in an action or interaction, using current cognition and accomplishments but in Honey and Mumford theoretical account manner one describe Militants which is depicting immediate experience, open-minded, bored with execution. Kolb ‘s 2nd phase Brooding observation ( reexamining the experience ) is say looking back at what happened, depicting it, reflecting on the causes and effects of scholar behavior, but Honey and Mumford ‘s reflectors manner is say listen before speech production, ponder an d analyse, hold making decisions. The 3rd phase of Kolb ‘s theoretical account is Abstract Conceptualization ( reasoning from the experience ) is organizing generalisation, constructs and theories that will enable to incorporate observation and contemplations into behavior on future occasions or in other contexts, but Honey and Mumford ‘s theorist manner like people think through logical facet. The 4th phase in Kolb ‘s theoretical account is Active Experimentation ( Planing the following stairss ) is describe be aftering ways in which in scholar can use and prove decision in farther action but Honey and Mumford ‘s Pragmatists manner which is seek attempt and new thoughts, practical, down to earth, basking job resolution and determination devising. Besides activist and accommodating, reflector and diverging, theoretician and assimilating, pragmatist and convergence are similar to each construct. Learning manners are needed to place how the people can absorb and retrieve things. Likewise learning theories are aid to place how people learn through alterations in behavior, environment and ends. The behavioristic attack steps larning in term of comparative lasting alterations in behavior. This is like the environmental control larning. The work of Pavlov ( on Canis familiariss ) and Skinner ( on rats ) suggested that acquisition is the formation of new connexion between stimulation and response on the footing of experience or behavior is positively or negatively reinforced. Therefore in an organisation trainer should ever believe about their trainees ‘ behavior, when doing the peculiar preparation programme. Imagine occupation function for client attention, if the trainee is non like to be societal or speak with others any longer, he/she is silence character. In this state of affairs to avoid this or alter the behavior of trainee, trainer has to do a preparation programme relate to the behavior. Otherwise developing cost and clip will be wasted. To minimum that trainer can give the feedback to the trainee, and increase the morale. Every individual has a end ; human behavior is towards a end. Many be some individual does non hold instruction background, but that does non intend that he/she does non hold any information to make to him/her ends utilizing their experience. Therefore holding purpose or end will take to garner the information or information, hence without any sort of information is difficult to making to the ends. Likewise the Cognitive Approach is specifying as a comparatively lasting alteration in knowledge happening as a consequence of experience. Peoples can larn through the experience and storage of information in the encephalon. They can understand their environment and how it works. They decide what is of import to larn and larn through techniques and schemes they feel comfy with. In an Organization if the trainee does non hold any motive to larn the new stuff to being with, therefore it is of import for the delivering and design of preparation programme. The trainer should non state the trainee ‘s what to make ; instead they should steer the trainees in detecting the right solutions and ways of thought. For illustration trainer should give a end to trainees, hence to accomplish the end trainee will larn. There is another larning manner called societal acquisition attack. This is where people learn through by detecting others behaviour, attitude, and results of those behaviors. Most of the clip, human learns through copying others. First they start copying their parents. Peoples learn to execute actions by patterning, watching, analyzing the manner others do them. In an Organization if there is a good trainer like holding good attitude, good communicating accomplishments, presentations accomplishments. A trainee will besides wish to follow or make the same manner in other word imitative the trainer. Therefore it will be a benefit for an organisation hence trainee will execute best in the hereafter. These types of scholars are really easy grip. When planning and design of larning events in an organisation they should name appropriate trainer for the preparation programme. Therefore trainees will actuate to larn by copying their trainer. The Learning theories offer certain utile propositions for the design of effectual preparation programmes. The person should be motivated to larn. The intent and benefits of a learning activity should be made clear, harmonizing to the person ‘s motivations or ends, wages, challenge, competency. Clear ends and aims should be set, so that each undertaking has some significance. This will assist trainee s in control procedure that leads to larn, supplying marks which public presentation will invariably be measured and adjusted. Each phase of larning should show a challenge, motive, without overloading trainees so that they lose assurance and the ability to absorb information of experience. Besides trainer can plan case-studies ; job resolution exercisings and so on prosecute the purposive procedure of larning. Coaching, mentoring and term acquisition activities engage societal earning. There should be feedback on public presentation and advancement in proper manner and on clip and it should non be hold. Active engagement in the acquisition experience in action acquisition or find acquisition is by and large more effectual than inactive response hence it enhances concentration and conditioning. There is a relationship between the clip spent in acquisition and the degree of competency attained. The acquisition curve is a graph demoing the relationship between clip and larning competency attained. The larning curve as follows, Degree of competency Standard curve Stepped curve Time The acquisition curve describes the advancement and variable gait of larning. It is common for people to state that they are ‘on a steep acquisition curve ‘ when they have to get a batch of new cognition or accomplishments in a short period of clip. The standard curve says that calling or scholar spent larning one thing for a long clip and does non better further. However in pattern this will depends on the design of the acquisition programme and the motive and aptitude of the scholar. The stepped curve says that calling or scholar exhausted tilting many things during the given preparation period of clip and which will better in farther. Stepped curve is common in instances where an single alterations occupations or work methods, or do the passage a non-managerial to a managerial place. However there are larning theories and larning manners available in order to plan the preparation programme, but the most of import portion is transportation of larning.Learner should able to reassign what he/she learnt in the preparation period. If the scholar can successfully reassign the cognition and accomplishments into practical undertaking that can specify as positive transportation. If the scholar is failed to reassign what he/she learnt from the preparation programme into the application of undertaking can be define as a negative transportation. If scholar is learnt something by copying others it will assist for the scholar to altering analyzing accomplishments or presentation accomplishments relevant to the practical applications. This another manner to mensurate how much success of the preparation programmes. As an employer it is really of import to supplying calling development for their employees. An Employer should aware about the preparation programme hence the programme may be expensive or takes clip. Therefore to supply an effectual preparation for the scholars employer should choose the appropriate preparation methods which is up to day of the month and relevant to the application undertaking. Besides before design the preparation programme employer should acquire clear image about scholars, hence people are come from different background so hence their rational capacity and absorbs the cognition degree may different. In order to establish on their behavior, larning capacity the preparation programme should be variable.

Synthesis of Acetanilide

Synthesis of Acetanilide By: Rick Whitely April 9, 2013 Organic Chemistry Lab 1; Professor J. Hutchison Recrystallization is a common method of purifying organic substances through the differences in solubility at different temperature. In this experiment, acetanilide was produced by acetylation of aniline with acetic anhydride. The crude acetanilide was dissolved in a solvent in a heated water bath. The solution was cooled slowly in an ice bath as crystals form out.As the compound crystallizes from the solution, the limiting reagent Aniline and the percent yield of 96% was obtained. Introduction: This experiment involves four functional groups common in organic chemistry. The substrate (reactants) which are Aniline and Acetic anhydride are both liquids and one of the products is solid (Acetanilide). The reaction of aniline with acetic anhydride is a transformation in which products acetanilide and acetic acid are obtained. A solid product (Acetanilide) is obtained so that it may be recrystallized and a melting point determined.The Reaction: Aniline (C6H5NH2) + acetic anhydride (C4H6O3) Acetanilide (C8H9NO) + acetic acid (C2H4O2) Results and Discussion: Amines can be treated (Acylated, adding a Carbonyl and losing a proton) using Acetic Anhydride as a source of an â€Å"Acyl† group to form an Amide. The Synthesis of Acetanilide (an Amide) through a Nucleophilic Acyl Substitution (addition / elimination) reaction between Aniline (an Amine) is acting as the Nucleophile and an Acyl group from Acetic Anhydride acting as the Electrophile.The Mechanism: The desired product is isolated from its impurities by differences in solubility. Soluble impurities remain in the cold solvent after recrystallization. The desired product should be as soluble as possible in hot solvent and as insoluble as possible in cold solvent. The selection of solvent is therefore critical to the successful recrystallization which in this experiment, water was used as the solvent because of its solubility. The calculated percent yield was 96%. Procedures: Acetic anhydride (1mL, 10. 8) was added in several small portions along with 6 mL of deionized water to (0. 1 g, 1. 08 mmol) of aniline. The immediate formation of a solid precipitate was observed. After adding 20mL of deionized water to the mixture, it was then heated until all of the material was dissolved. A crystalline solid was obtained while cooling to room temperature, then filtered and washed with 2mL of chilled water. The material was allowed to dry for approximately 15 minutes and (0. 9795 g, 96%) of Acetanilide was recovered. Calculations: Moles of Aniline: 0. 7 g C6H5NH2 / X x 93. 3 g C6H5NH2 / 1 mole = 0. 7g / 93. 13 g x X 93. 13 g / 93. 13 g = X = . 0075 mol x 1000 = 7. 5 mmol Moles of acetic anhydride: 1. 08 g C4H6O3 / X x 102. 09 g / 1 mol = 1. 08 g / 102. 09 g x X 102. 09 g / 102. 09 g = X = 0. 0106 mol 1 mL x 1. 08 g / 1 mL = 1. 08 g Limiting Reagent: 0. 7 g C6H5NH2 x 1 mol C6H5NH2/93. 13 g = 1 mo l C8H9NO/ 1 mol C6H5NH2 x 135. 17 g C8H9NO/1 mol C8H9NO = 1. 016 g C8H9NO The limiting reagent is Aniline. Mass of product: .9795 g Acetanilide x 1 mol/135. 17 g Acetanilide = 0. 0073 mol Percent Yield: Percent yield =

Summary Of Bilbo The Unexpected Hero - 1339 Words

Jessica Crumm Crumm2 Mrs Hooper Period 8 April 16th, 2015 Bilbo, the Unexpected Hero J.R.R. Tolkien is best knowing for his work in the series â€Å"Lord of the Rings†, which is held to be one of the best told modern day folklore. It consists of a world inhabited by mythical and supernatural beings. In his book â€Å"The Hobbit†, which is also taken place in this world, we meet our unlikely hero Bilbo Baggins. Hobbits are known not to be very adventurous. They live in comfort and do what is expected from them. â€Å"People considered them very respectable, not only because most of them were rich, but also because they never had any adventures or did anything unexpected.† (Tolkien 4) It is this factor that makes Bilbo Baggins remarkable. â€Å"The hobbit whose uneventful life as a comfortable bachelor at Bag End is forever upset by the intervention of Gandalf the wizard who leads Thorin Oakenshield and his company of dwarfs to Bilbo’s door with promise that Bilbo will prove to be a daring and res ourceful burglar.† (Lawler) The dwarves will recruit Mr. Baggins to be their burglar, to try and steal back their treasure from the fearsome dragon Smaug. Bilbo becomes an unintentional hero because of his skills. Hobbits are known to be very quick, and very quiet. Since he possesses all of these skills, plus his cleverness and wits, Bilbo will prove to be a key character in the story. Bilbo Baggins is an unexpected hero in Tolkien’s story â€Å"The Hobbit†.Show MoreRelatedThe Hobbit Essay1397 Words   |  6 PagesThe Hobbit I.  Ã‚  Ã‚  Ã‚  Ã‚  Information about the book a.  Ã‚  Ã‚  Ã‚  Ã‚  The title of my book is â€Å"The Hobbit†. The book is about a hobbit and 13 dwarves. This hobbit’s name is Bilbo Baggins, and he lives in Hobbiton. b.  Ã‚  Ã‚  Ã‚  Ã‚  Copyright  © 1966; Published by Ballantine Publishing Group. c.  Ã‚  Ã‚  Ã‚  Ã‚  The author of â€Å"The Hobbit† is John Ronald Reuel Tolkien. Tolkien was born on January 3, 1892, in Bloemfontein, South Africa. After serving in the First World War, he decided to take up an academic career. He studied Anglo-SaxonRead MoreHobbit Shake Guide6595 Words   |  27 PagesThe Hobbit Chapter Guides Chapter One: An Unexpected Party Summary We are introduced to hobbits and to Bilbo Baggins, a stay-at-home, utterly respectable hobbit with a secret desire for adventure. Bilbo receives a visit from Gandalf the wizard. The next Wednesday Gandalf returns for tea, bringing with him a party of thirteen dwarves led by Thorin Oakenshield. Despite misgivings on both sides, on Gandalfs recommendation the dwarves hire Bilbo as Burglar on an expedition to the Lonely Mountain,Read More The Unexpected Journey Essay2259 Words   |  10 Pagesadventures of a hobbit as he embarks on an unexpected adventure. The story begins by describing a humble hobbit-hole located in a world filled with magic and where mysterious creatures flourished. The home belonged to the hobbit, Bilbo Baggins. Bilbo, the protagonist of the story, lived a simple, happy life and wouldn’t want to change a thing. He dreaded anything unexpected; when a wizard named Gandalf came looking for someone to go on an adventure, Bilbo tried all he could to avoid joining . Unfortunately