Roman Army - Recruitment, Legions, Siege Warfare More

The Roman army (exercitus) did not start out as the superlative fighting machine that came to dominate Europe to the Rhine, parts of Asia, and Africa. It began like the part-time Greek army, with farmers returning to their fields after a quick summer campaign. Then it changed into a professional organization with long terms of service far from home. The Roman general and 7-time consul Marius is considered responsible for the change of the Roman army into its professional form. He gave the poorest classes in Rome the opportunity to be career military, gave land to veterans, and changed the composition of the legion. Recruitment of Soldiers for the Roman Army The Roman army changed over time. The consuls had the power to recruit troops, but in the last years of the Republic, provincial governors were replacing troops without the approval of the consuls. This led to legionaries loyal to their generals rather than Rome. Before Marius, recruitment was limited to citizens enrolled in the top 5 Roman classes.  By the end of the Social War (87 B.C.) most of the free men in Italy were entitled to enlist and by the reign of Caracalla or Marcus Aurelius, it was extended to the entire Roman world. From Marius on there were between 5000 and 6200 in the legions. Legion Under Augustus The Roman army under Augustus consisted of 25 legions (according to Tacitus). Each legion consisted of about 6000 men and a large number of auxiliaries. Augustus increased the time of service from 6 to 20 years for legionaries. Auxiliaries (non-citizen natives) enlisted for 25 years. A legatus, supported by 6 military tribunes, led a legion, composed of 10 cohorts. 6 centuries made a cohort. By the time of Augustus, a century had 80 men. The leader of the century was the centurion. The senior centurion was called the primus pilus. There were also about 300 cavalry attached to a legion. Contubernium of Soldiers in the Roman Army There was one leather sleeping tent to cover a group of 8 legionaries. This smallest military group was referred to as a contubernium and the 8 men were contubernales. Each contubernium had a mule to carry the tent and two support troops. 10 such groups made up a century. Every soldier carried 2 stakes and digging tools so they could set up camp each night. There would also be slaves associated with each cohort. Military historian Jonathan Roth estimated there were 2 calones or slaves associated with each contubernium. The Size and Organization of the Roman Imperial Legion, by Jonathan Roth; Historia: Zeitschrift fà ¼r Alte Geschichte, Vol. 43, No. 3 (3rd Qtr., 1994), pp. 346-362 Legion Names Legions were numbered. Additional names indicated the place where the troops were recruited, and the name gemella or gemina meant the troops came from the merger of two other legions. Roman Army Punishments One way to ensure discipline was the system of punishments. These could be corporal (flogging, barley rations instead of wheat), pecuniary, demotion, execution, decimation, and disbandment. Decimation meant one in 10 soldiers in a cohort was killed by the rest of the men in the cohort by clubbing or stoning (bastinado or fustuarium). Disbandment was probably used for mutiny by a legion. Siege Warfare The first great siege war was waged by Camillus against the Veii. It lasted so long he instituted pay for the soldiers for the first time. Julius Caesar writes about his armys sieges of towns in Gaul. Roman soldiers built a wall surrounding the people to prevent supplies from getting in or people from getting out. Sometimes Romans were able to cut off the water supply. Romans could use a ramming device to break a hole in the city walls. They also used catapults to hurl missiles inside. The Roman Soldier De Re Militari, written in the 4th century by Flavius Vegetius Renatus, includes a description of the qualifications of the Roman soldier: Let, therefore, the youth who is to be chosen for martial tasks have observant eyes, hold his head up, have a broad chest, muscular shoulders, strong arms, long fingers, not too extended a wait measure, lean hams, and calves and feet not distended with superfluous flesh but hard and knotted with muscles. Whenever you find these marks in the recruit, do not be troubled about his height [Marius had set up 510 in Roman measurement as the minimum height]. It is more useful for soldiers to be strong and brave than big. Roman soldiers had to march at an ordinary pace of 20 Roman miles in 5 summer hours and at a fast military pace of 24 Roman miles in 5 summer hours carrying a 70-pound backpack. The soldier swore an oath of loyalty and implicit obedience to his commander. In war, a soldier who violated or failed to carry out the generals order could be punished by death, even if the action had been advantageous to the army. Sources Polybius (c. 203-120 B.C.) on the Roman MilitaryTraining Soldiers for the Roman Legion, by S. E. Stout. The Classical Journal, Vol. 16, No. 7. (Apr., 1921), pp. 423-431.Josephus on the Roman ArmyThe Antiqua Legio of Vegetius, by H. M. D. Parker. The Classical Quarterly, Vol. 26, No. 3/4. (Jul. - Oct., 1932), pp. 137-149.Roman Legionary Fortresses and the Cities of Modern Europe, by Thomas H. Watkins. Military Affairs, Vol. 47, No. 1. (Feb., 1983), pp. 15-25.Roman Strategy and Tactics from 509 to 202 B. C., by K. W. Meiklejohn. Greece Rome, Vol. 7, No. 21. (May, 1938), pp. 170-178.

A Doll s House Individual Freedom Of Nora - 2227 Words

A Doll’s House: Individual freedom of Nora Individual freedom is a fundamental theme of Henrik Ibsen’s A Doll’s House. Through the character of Nora Ibsen shows the necessity of individual freedom. Without it one can’t flourish oneself and establish oneself as equal partner with other (Nora – Helmer relationship). The protagonist, Nora always wants to be an independent person. Though she got her success, she paid a good price for herself liberty. The present paper investigates and discusses how Nora led her life before achieving her self-liberty and her passion for individual freedom. Life of Nora before her revolution: Actually Nora is literally trapped in Torvald’s family. She hasn’t been happy in her marriage, living as a â€Å"doll-wife† for Torvald. They never have any serious conversations. As Helmer’s wife, she is expected to obey his wishes. Even she suppresses her desire to please him. Helmer forbids her to have macaroons though this conflicts with her freedom. Helmer wants to keep her wife attractive. She had to obey Helmer which took place during the fancy dress party. She wants to stay at the party and enjoys herself but Helmer forces her to go back home early after tarantella dance. Actually Helmer’s motive was to sex with her. Thus he controls her life. When Nora refused, he reacted with the word won’t! won’t! He reminds her duty as a wife. The repetition of the word â€Å"won’t† shows his anger. In this way she was treated by her husband. Helmer expects to be obeyedShow MoreRelatedGlaspell s Trifles And The Invisibility Of Women1490 Words   |  6 PagesInvisibility of Women Susan Glaspell’s play Trifles and Henrik Ibsen s A Doll s House are plays that explore a number of important features of femininity and life as a woman. Trifles explores a number of thematic ideas surrounding a woman’s place and her propensity for violence. 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Immigration English Immersion Essay Example For Students

Immigration: English Immersion Essay The issue of immigration has been a hot topic in the United States for much of its history. Recently the point of conflict has risen over the issue of bilingual education in public schools. Many people have become opposed to this form of learning and propose a speedy immersion program. Others cling steadfastly to the norm of bilingual education proclaiming that immigrant children would be lost if thrown into mainstream classrooms. Still, some have found middle ground through what have been termed dual immersion programs. Although it is somewhat difficult and complicated to sort through the different perspectives it is necessary; what is decided on this issue will effect the education of thousands of children for years to come. English immersion has gotten rave reviews since it was first implemented in California several years ago, and it looks like Arizona is following suit with its passage of Proposition 203 this past November. But, what is English immersion, and why do its proponents claim it is superior to bilingual education or dual immersion programs? Unlike bilingual education programs that teach non-English speaking students mainly in their native tongue or dual immersion programs that teach in two languages for the benefit of all students (immigrant or native), English immersion programs focus on teaching English to immigrants for the majority of the day. The first year English immersion was implemented in California â€Å"teachers began teaching entirely in English, using Spanish only if a student had trouble understanding a concept or was emotionally distressed and needed comforting or counseling† (Chavez). Experts said this would not work and that â€Å"forcing immigrant children to learn English immediately would damage their self-esteem and make them fall behind their peers in other subject areas, maybe even push them to drop out of schoolâ€Å" (Chavez). By January of 1999, just six months after the program began, immigrant children appeared to be absorbing English at a astonishing pace (Sahagun). Sylvia Harris, a teacher in South Central stated, â€Å"’the kids are doing very well. We’re very happy campers’† (Sahagun). At this same time, some teachers worried that their children might simply be imitating them rather than thinking in English or that many were falling behind in their studies. Still other â€Å"teachers lament having to water down core subjects such as science and social studies for students who are just beginning to read and write in English† and â€Å"regretted having to teach their English learners at a slower pace than they would have liked† (Sahagun). One year after the programs implementation, in August 1999, test scores appeared to have soared for immigrant students; â€Å"scores of English learners rose 18 percent in reading, 21 percent in mathematics, 15 percent in language, 21 percent in spelling and 19 percent overall† (Geyer). By August of 2000, even more evidence showed the success of English immersion. Test scores continued to rise dramatically in districts that implemented the program in a speedy fashion, where areas test scores remained stagnant in districts that refused to put the program into practice (Chavez). Suni Fernandez, a second grade teacher in Oceanside, explained that thirteen of her eighteen students were rated fluent by the state LAS test, a feat that two years ago was limited to one (Barone). It would seem as if the apparent success of English immersion programs would silence proponents of bilingual and dual immersion education, but it has not. Those still in favor of bilingual education wonder if the immersion program was really the cause of immigrant success in English. An economist at the University of California San Diego states, â€Å"There have been so many changes in California in the last few years that it’s really hard to know what’s causing what† (Wildavsky). At the same time that English immersion programs were implemented, class sizes decreased and phonics-based reading instruction began (Wildavsky). In addition â€Å"test scores for all students were up in California this year as a new state accountability system has given schools a big incentive to boost results† (Wildavsky). .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754 .postImageUrl , .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { min-height: 80px; position: relative; } .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754:hover , .uf90a1ba8fd45f94af466ab4fa78bb754:visited , .uf90a1ba8fd45f94af466ab4fa78bb754:active { border:0!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .clearfix:after { content: ""; display: table; clear: both; } .uf90a1ba8fd45f94af466ab4fa78bb754 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf90a1ba8fd45f94af466ab4fa78bb754:active , .uf90a1ba8fd45f94af466ab4fa78bb754:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { width: 100%; position: relative ; } .uf90a1ba8fd45f94af466ab4fa78bb754 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf90a1ba8fd45f94af466ab4fa78bb754 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf90a1ba8fd45f94af466ab4fa78bb754:hover .ctaButton { background-color: #34495E!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf90a1ba8fd45f94af466ab4fa78bb754 .uf90a1ba8fd45f94af466ab4fa78bb754-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754:after { content: ""; display: block; clear: both; } READ: Ambition and the Tragic Demise of Macbeth EssayAlso, the proponents of bilingual education point to a 1991, study conducted by a National Academy of Sciences research team headed by David Ramirez, which followed 2,000 Latino school children. Ramirez stated, â€Å"’It is a myth that if you want children to learn English, you give them nothing but English’† (Hornblower). Stephen Krashen explains, â€Å"Because we learn to read by readingthat is by making sense of what is on the pageit is easier to learn to read in a language we understand. Once we can read in one language, we can read in general. However, bilingual education programs will fail if they a re taught by unqualified instructors, if they are over-crowded, if they lack appropriate materials, or if they are filled with the wrong grouping of students (Hornblower). A study conducted by George Mason University that spanned thirteen years and ended in 1995, compared the performance of 42,000 non-English speaking students and found that â€Å"children who had six years of bilingual education in well-designed programs performed far better on standardized tests in the 11th grade† than those with only three years of bilingual education (Hornblower). Also, â€Å"children who are plunged into an English environment before they are fluent ‘are left out of the discussion in their mainstream classes’† (Hornblower). According to Virginia Collier, a professor at George Mason University, shortened teaching in bilingual education â€Å"show up in the long term when the academic going gets tough† (Hornblower). The topic of bilingual education would seem to have only two sides, pro and con, but that is not the case. Recently the idea of dual immersion programs have gained wide-spread recognition causing many schools to implement such programs. Dual immersion programs, which typically begin when a student enters first or second grade, provide balanced instruction in two languages. Classrooms are filled â€Å"with approximately 50% native English speakers and 50% native speakers of the non-English language. instruction takes place through both languages, with the non-English language being used at least 50% of the time† (Howard). The goal of dual immersion is to â€Å"promote high academic achievement, first and second language development, and cross-cultural understanding for all students† (Howard). These programs seem to be working; the George Mason study previously mentioned has found that the highest achievers are those who are in dual immersion programs (Hornblower). Mary A. Cunningham Elementary School in Milton, Massachusetts implemented a French dual immersion program in the 1980’s (Bennefield). Students at this school begin their education with two years of instruction taught entirely in French (Bennefield). After the second grade, students are taught partly in French and partly in English through high school (Bennefield). This tactic seems to have given these students an academic edge as â€Å"the school system now shines in state performance tests in subjects† (Bennefield). Another school, Key Elementary in Virginia, teaches its students in Spanish and English. Students are taught in English for language arts, social studies, and â€Å"specials† (i. e. art, music, etc. ) and in Spanish for math, science, and Spanish language arts (Balick). One parent believes that this experience will likely help her son â€Å"see the world in a much more inclusive way† and provide him with â€Å"understanding of multiculturalism and an ability to move in and out of cultures other than own† (Balick). Similarly, a district supervisor in Passaic, Nicolas Calamusa, states, â€Å"ur country as a whole is recognizing that it makes good business sense for people to be able to work and speak in multiple languages,† and dual immersion programs help to achieve this (Kraut). With so much evidence supporting all three sides, it is hard to know which program produces the most desirable results. Are English immersion programs really the best way to go? Or do they force non-English speaking students into mainstream classes too soon? Do bilingual education programs actually hinder students from learning English? Are dual immersion programs really the happy medium that they might seem? Are students really learning two languages? Or are these programs simply hindering students from learning other academic areas better? There are so many questions, and the evidence would have us believe that the answers are clear-cut. But, the issue is more complicated than that and consensus will be slow in coming.

Tampa Pharmacy and the Military Health Program Essay Example

Tampa Pharmacy and the Military Health Program Essay Fraud is a consistent concern in the federal investigations especially on the major pharmacies that tend to overprice its medicines. Compounded are the mostly defrauded medicines since the Medicare program covers them. Examples of compounded drugs include the topical creams which are used to reduce pain at a faster rate. Due to their effectiveness, we tend to find that majority of the pharmacists taking advantage and hiking their prices to an unreasonable price. A good example was demonstrated by Tampa Pharmacy which increased the price of the medicines so as to earn unreasonable profits. Tricare’s spending on compounded medications, which typically combine multiple generic pharmaceutical ingredients into creams or gels, soared a $1.6 billion in 2015 tripled the amount spend in 2014. In our case, it is crucial for us to understand that Tampa Pharmacy having overbilled military program caused a significant stir on matters of legal concern. By this, I mean that Tampa pharmacy, who’s the owner, goes by the name Reiner Gobea was charged with the guilt of charging the prices of pain creams excessively. According to the complaints raised by the military health program, these creams were overpriced by as much as $4,400 for popular pain creams when it was purchased by a Tricare patients, but charged just $45 for the same product by a regular customer buying it over the counter with out insurance. The impact of this fraud scheme violated the federal rules which prevent the pharmacists from charging military service members more than what they charge the general public (Leap, T. L., 2011). Charging high is considered as bribery and illegal business and hence the health system has a drafted a price schedule on how all medicines especially pain creams are supposed to be sold. We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The significance of Tampa Pharmacy overbilling case on military health program is crucial in regards to business law considering that they are draining the Medicare for

Climate Essays - Atmospheric Thermodynamics, Psychrometrics, Climate

Climate Essays - Atmospheric Thermodynamics, Psychrometrics, Climate Climate In order to investigate the effects of geography on climate, I selected two cities, both on the same continent, both at approximately the same latitude, and both on major bodies of water. I compared the monthly temperature and precipitation averages of New York City with the monthly temperature and precipitation averages of San Francisco. I also recorded the daily temperatures of the two cities over the course of three months. What I found is reflected in this report. New York City and San Francisco are very similar. New York is at 38? north latitude and San Francisco is located at 41? north Latitude. Each borders an ocean. New York is on the east coast of the United States, on the Atlantic Ocean; San Francisco is on the west coast, on the Pacific Ocean. New York?s climate varies widely during the year. The temperature rises to the middle 90?s ? Fahrenheit in the summer and drops to single digits in the winter. New York averages about 45 inches of precipitation per year. In San Francisco, the temperature rises to over 100? Fahrenheit. By comparison, the temperature usually does not drop below 20? Fahrenheit. San Francisco receives little rain compared to New York, only about 15 inches of precipitation per year, about one-third of New York?s average. Heat is a result of insolation. Insolation is radiation from the sun. Intensity of insolation goes down as the latitude of an area increases. Thus, a location at 10? north latitude will receive more intense insolation than a location at 75? north latitude. As intensity of insolation goes up, the temperature will increase. Air pressure measures the amount of force exerted on the air. Air pressure goes up as the temperature goes up. New York?s average monthly temperature varies very much. The highest average temperature is 76? Fahrenheit, in July; the lowest average temperature is 31? Fahrenheit, in January. San Francisco?s average temperature does not vary as much. The highest average temperature is 61? Fahrenheit, in September; the lowest average temperature per month is 47? Fahrenheit, in December. New York?s average temperature per month varies very much more than San Francisco?s. Water moderates temperature. A city close to an ocean will have cooler summers and warmer winters. Both New York and San Francisco border water. Most of New York City is an island in the Atlantic Ocean. San Francisco is on the Pacific Ocean. The temperatures in New York and San Francisco will, therefore, be moderated. Graph #1 shows the results of these affects on the temperature of New York and San Francisco. The dewpoint temperature is the temperature at which clouds form. If there is moisture in the air from evaporation and the air temperature meets dewpoint temperature, the moisture will condense to form clouds. When there are clouds, and the air pressure goes up, there is a chance of precipitation. Precipitation is likely because the air can not hold as much water. New York has more precipitation than San Francisco. New York?s temperature drops very far in the winter, and the cold air cannot hold as much water. San Francisco?s temperature does not drop as far, and so it can hold more water. In July and August, San Francisco averages no precipitation. There is not very much moisture in the air and the temperature does not go down very far, so it does not precipitate at all. Graph #2 shows the average amount of precipitation per month for New York and San Francisco. Graph #3 shows the high and low temperatures for each day of December, 1996, in New York and San Francisco. Graph #4 shows the high and low temperatures for each day of January, 1997, in New York and San Francisco. Graph #5 shows the high and low temperatures for each day of February, 1997, in New York and San Francisco. The graphs reflect erratic highs and lows because of different changes in the weather, which could be attributed to any atmospheric changes. For example, an approaching storm could make the temperature fall several degrees. New York and San Francisco are similar because they are both close to water and because both are at approximately the same latitude. The climates in the two cities, however, are very different. The temperature in San Francisco does not change very much compared to the temperature of New York, where the temperature differs very much, from month to month. New York receives much more precipitation than San Francisco. This is because the temperature does not dip down very far

10 Tips to Improve Your Writing Skills

10 Tips to Improve Your Writing Skills 10 Tips to Improve Your Writing Skills 10 Tips to Improve Your Writing Skills By Mark Nichol 1. Prepare Absorb information about writing, but don’t overwhelm yourself. I’ve been known to read a writing handbook or editing manual cover to cover, but I recommend reading one chapter or section at a time and absorbing information from online resources in similarly small doses as well. Our website is a good starting point, as it features thousands of posts about specific grammar, syntax, and style topics as well as vocabulary-building posts and more comprehensive posts about writing, editing, and language. 2. Practice Work on your writing every day. Commit to a daily writing exercise, even if you have only five minutes to spare. If you write for a living, or writing constitutes a significant proportion of your daily tasks at work, still set aside time to practice other forms of composition. Style or subject matter can vary day to day, or you can decide to, for example, respond in writing to something you experienced with any of your five senses (including anything you watched or read by way of a form of media). Alternatively, find a list of writing prompts online, and use the next one on the list each day, or choose one randomly. (Encourage family members or friends- or even coworkers- to join you in producing their own responses.) 3. Engage with Others Participating in a group learning activity is a great motivator. When you have paid for a class and/or scheduled time for attend classes or workshop sessions, you’re more likely to persevere, and completing assignments and projects will help you establish and/or maintain your writing discipline. If you’re intimidated by a group setting, consider finding a writing partner with whom you can exchange drafts and/or discuss concepts and practice skills, then graduate, on your own or with your partner, to a course or workshop. Alternatively, seek out online courses or groups. 4. Read Read for education, enjoyment, and enlightenment. For the most part, with recreational reading, just sit back and enjoy yourself. But consider devoting occasional sessions to analytical reading, in which you highlight particularly effective words, phrases, sentences, and paragraphs and think about why they stand out, and apply the techniques to your own writing. 5. Organize Use organizational techniques such as outlines and diagrams. Brainstorm keywords and essential ideas or plot points. If other forms of creative expression stimulate you, use them: Listen to (or play) music to inspire a certain mood, collect photographs or illustrations of people, places, and things that suggest elements you want to incorporate into an essay or a short story, or draw sketches of characters or settings to help you visualize them. 6. Research and Fact-Check Whether you’re writing nonfiction or fiction, take care to write authoritatively. If you’re writing a short story or a novel, read about the historical background of the setting to make sure that you are not introducing counterfactual or anachronistic elements. When crafting a newspaper, magazine, or website article, or a blog post, educate yourself on your topic, and double-check quantitative information: proper names; affiliations and relationships; and dates, distances, dollar amounts, and so on. 7. Be Flexible Write with an open mind. Be flexible about changing the focus of an article or essay or the protagonist or plot of a short story or a novel. Question your assumptions, and accept that your initial goal or message may not be the most effective or useful one, or the one that you are prepared to express just now. 8. Draft Expect to be dissatisfied by your first draft, and don’t assume that your second draft is your last. Whether you’re writing a blog post or a book manuscript, the initial iteration may only slightly resemble the final draft- which, if you also submit it for editing, will differ from the edited version. Some writers have managed to produce an admirable piece of writing on the first try, but you will very likely spend as much time revising your first draft (and subsequent efforts) as you did producing it, if not more time. Embrace the opportunity to improve your baseline output by reorganizing, inserting, and omitting text; reshaping phrases and sentences; and replacing bland verbs and tired clichà ©s and vague descriptions. 9. Hire an Editor You’re free to post to your own blog or self-publish your novel without any further mediation, but you will be more successful as a writer if you accept that objective assistance enhances virtually everyone’s prose. Hiring an editor is a significant investment of time and money- editorial attention to a long novel, for example, can cost a couple thousand dollars and take several weeks- but if you find a good editor, the investment will be worth it. (And note that with any other service, you often get what you pay for, so when choosing an editor, focus on quality of results you will obtain rather than quantity of expense you will incur.) If you can’t afford such an expense, at least ask a friend or acquaintance to go over your writing for you, and perhaps offer to edit something of theirs in exchange or to provide a service of similar monetary value (dog walking or pet sitting, clerical or organizational assistance, repair or construction, and so on) in return. Just understand that assistance from someone on the basis of acquaintance is less likely to be either objective or of professional caliber. Choose an editor who knows what they are doing and will not hesitate to provide revisions and critiques at the risk of damaging your ego. 10. Practice Humility Perhaps you were praised at home and/or at school for your writing, or you have won one or more writing awards, or you have had articles or stories (or even books) published. Any or all of those achievements constitute a good start. But you are still developing as a writer, and you always will be. Continue to practice these habits and welcome other opportunities to grow functionally and creatively as a writer. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Regarding Re:Anyone vs. EveryoneEpidemic vs. Pandemic vs. Endemic

Ethical Issues in Marriage, Sexuality and Family Essay

Ethical Issues in Marriage, Sexuality and Family - Essay Example Generally, ethics is about determining and differentiating the good acts from the bad acts, developing good and accepted characters among people and fostering social order (Robin 20). Ethical issues Within the social structure, ethics is very much linked to marriage, sexuality and family. Ethics gives a guideline on what is expected of the contract union between husband and wife. Traditionally, marriage has been perceived as a lifelong committed relationship between a man and a woman with the purpose of procreation and upbringing of children with allowance of divorce only where any progeny have reached their maturity (McNeil, 198). However with introduction of new technology, this definition has been challenged and is loosing its meaning in the ethic. The universal acceptance of the contraceptives as a morally legitimate option that facilitates reproduction of children to be an optional choice for the married couples has brought a new face to the traditional marriage (Gallagher, 34). Marriage is no longer based on procreation achievement only but rather on ones happiness, pleasure and gain. Marriage has lost its ethical value in the society and adopted the contract perspective where couples can stay together and divorce or part ways at the will of either of the contracting party. Today, marriage is not necessarily a contract between people of the opposite sex but rather even people of the same sex (Cleves, 48). Homosexual and lesbian unions do as well qualify as marriages since today marriage is simply a contract between two parties that want to live together and not necessarily with the aim of procreation. This situation has been encouraged with the introduction of the new technologies that has seen people of the opposite sex using contraceptives to avoid procreation. At the same time, the scientific methods have made it possible for people of the same sex like the lesbian to also procreate and bear children (Allsopp & O’Keefe 78). Although this trend i s highly gaining popularity, it is still seen as in ethical for people of the same sex neither to marry nor to reproduce through the modern technologies that are seen as away of offending God who created human beings and advocated for opposite sex marriage as well as procreation. The sexual differentiation issue brings the debate of doing the good or bad in human being as per the ethics that do exists. The moral of doing well as in regard to sexual differentiation and reproduction is of importance since sex is a biological characteristic that is based with procreation. However sexuality faces ethical threat due to the fact that at the moment, developments in science and technology has made it possible for people to have sexual intercourse without necessary aiming to conceive a child (Aertsen 65). Also contemporary reproductive technologies have made it possible for people to conceive without necessarily engaging into sexual intercourse. This has witnessed severed relationship betwee n the link of sexual intercourse and that of procreation since they no longer depend on one another but they can be achieved independently of one another. Today people engage in sexual activities without the concern of being a father and mother but as personal preference to meet their desires (Gallagher 40). Naturally, men are supposed to be sexually attracted to women and women should be attracted to men. Today, men are attracted to follow men while women are attracted to fellow women and this has led to sexuality loosing its ethical standards and