The Seleucids and Their Dynasty

The Seleucids and Their Dynasty The Seleucids were the rulers of the eastern part of Alexander the Greats empire from June 312 to 64 B.C. They were Hellenistic Greek kings in Asia. When Alexander the Great died, his empire was carved up. His first generation successors were known as the diadochi. [See map of the Kingdoms of the Diadochi.] Ptolemy took the Egyptian part, Antigonus took the area in Europe, including Macedonia, and Seleucus took the eastern part, Asia, which he ruled until 281. The Seleucids were the members of the dynasty that ruled Phoenicia, Asia Minor, northern Syria and Mesopotamia. Jona Lendering names the modern states that comprise this area as: Afghanistan,Iran,Iraq,Syria,Lebanon,parts of Turkey, Armenia, Turkmenistan, Uzbekistan, and Tajikistan. The followers of the eponymous Seleucus I were known as the Seleucids or the Seleucid Dynasty. Their actual names included Seleucus, Antiochus, Diodotus, Demetrius, Philip, Cleopatra, Tigranes, and Alexander. Although the Seleucids lost parts of the empire over time, including Transoxania, lost to the Parthians in about 280, and Bactria (Afghanistan) around 140-130 B.C., to the nomadic Yuezhi (possibly the Tocahrians) [E. Knoblochs Beyond the Oxus: Archaeology, Art and Architecture of Central Asia (1972)], they held on to parts. It was only in 64 B.C. that the era of Seleucid rule ended when the Roman leader Pompey annexed Syria and Lebanon.

Attributes in Mathematics

Attributes in Mathematics In mathematics, the word attribute is used to describe a characteristic or feature of an object- usually within a pattern- that allows for grouping of it with other similar objects and is typically used to describe size, shape, or color of objects in a group. The term attribute is taught as early as kindergarten where children are often given a set of attribute blocks of differing colors, sizes, and shapes which the children are asked to sort according to a specific attribute, such as by size, color or shape, then asked to sort again by more than one attribute. In summary, the attribute in math is usually used to describe a geometric pattern  and is used generally throughout the course of mathematic study to define certain traits or characteristics of a group of objects in any given scenario, including the area and measurements of a square or the shape of a football. Common Attributes in Elementary Mathematics When students are introduced to mathematical attributes in kindergarten and first grade, they are primarily expected to understand the concept as it applies to physical objects and the basic physical descriptions of these objects, meaning that size, shape, and color are the most common attributes of early mathematics. Although these basic concepts are later expanded upon in higher mathematics, especially geometry and trigonometry, its important for young mathematicians to grasp the notion that objects can share similar traits and features that can help them sort large groups of objects into smaller, more manageable groupings of objects. Later, especially in higher mathematics, this same principle will be applied to calculating totals of quantifiable attributes between groups of objects like in the example below. Using Attributes to Compare and Group Objects Attributes are especially important in early childhood math lessons, where students must grasp a core understanding of how similar shapes and patterns can help group objects together, where they can then be counted and combined or divided equally into different groups. These core concepts are essential to understanding higher maths, especially in that they provide a basis for simplifying complex equations- from multiplication and division to algebraic and calculus formulas- by observing the patterns and similarities of attributes of particular groups of objects.   Say, for instance, a person had 10 rectangular flower planters that had each had attributes of 12 inches long by 10 inches wide and 5 inches deep. A person would be able to determine that combined surface area of the planters (the length times the width times the number of planters) would equal 600 square inches. On the other hand, if a person had 10 planters that were 12 inches by 10 inches and 20 planters that were 7 inches by 10 inches, the person would have to group the two different sizes of planters by these attributes in order to quickly determine how much surface area all the planters have between them. The formula, therefore, would read (10 X 12 inches X 10 inches) (20 X 7 inches X 10 inches) because the two groups total surface area must be calculated separately since their quantities and sizes differ.

Business Ethics Reverse Discrimination Term Paper

Business Ethics Reverse Discrimination - Term Paper Example However, there is a phenomenon referred to as reverse discrimination, which is defined as occurring â€Å"when a person is denied an opportunity because of preferences given to protected-class individuals who may be less qualified† (Mathis & Jackson, 2005, p.103). In this situation, it must be proven that the organization where the individual is employed was denied opportunities or received discriminatory actions because a member of a protected class was given preferential treatment. This paper describes situations in the workplace that involve reverse discrimination, with a focus on the legal structure that forbids this from occurring and the ethical issues potentially involved in workplace reverse discrimination scenarios. The Letter of the Law The Age Discrimination in Employment Act (ADEA) prohibits discrimination related to compensation, working conditions, or certain privileges for individuals over the age of 40 that work for employers with 20 or more employees (Mathis & Jackson). It is a federal law, thus it applies to all businesses across the United States fitting the profile of 20 or more employees. A situation occurred where those individuals who were considered a protected class against the ADEA filed suit alleging reverse discrimination based on benefits provisions and early retirement benefits options. At General Dynamics Land Systems, the company decided it would be in the best interest of the business to alter the retiree health care benefits scheme. Full health care benefits were to be provided upon signing the new General Dynamics contract, but only if the individual was 50 years of age or older (Zink, 2006). Workers who were not yet of 50 years of age, thus not in a protected class under the ADEA, filed suit against General Dynamics citing reverse discrimination since they were not to be afforded the full health care benefits due to their younger age profiles. The ADEA explicitly states the following: â€Å"It shall be unlawful for an employer – (1) to fail or refuse to hire or to discharge any individual or otherwise discriminate against any individual with respect to his compensation, term, conditions, or privileges of employment, because of such individual’s age† (Zink, 2006, p.2). Ultimately, this case was dismissed by the Circuit Court, citing that reverse discrimination was not allowed under the ADEA. However, the younger workers were allowed to pursue their reverse discrimination suit citing other legal precedents. This particular case was chosen for analysis because many organizations, in fear of receiving liability outcomes, will deny opportunities to younger workers in favor of those in an age-related protected class. Though General Dynamics does not necessarily fit this profile, it was necessary to show how the language of the ADEA and similar legislation can be misinterpreted so that younger workers miss out on many workplace opportunities because of how the language is spelled ou t. Consider the following case that did meet with victory in the court system alleging reverse discrimination, where the business did deny opportunities to a non-protected class in favor of avoiding liability. The New Haven Fire Department had established a proficiency test to determine which firefighter candidates were most qualified to receive promotions. Detailed steps were undertaken to ensure that the tests were unbiased, â€Å"including painstaking analyses to ensure the tests

Why states obey the laws of war Essay Example | Topics and Well Written Essays - 750 words

Why states obey the laws of war - Essay Example These laws and treaties have actualized an environment of self-regulations, so that the countries obeying it, have maximally minimized aggressive overtures against other countries as well as their own citizens. However, that is not the case all the time, as certain countries without obeying the international laws have acted or are acting aggressively and unilaterally. This gross violation of international laws by countries has raised doubts about the validity and efficacy of these laws. Even amidst these disobeying of laws, countries tend to obey laws due to certain reasons. States obey the laws and the related treaties and conventions due to mix of certain valid reasons, which mainly borders on self-interest and need for self-legitimacy, and also minimally due to coercion. Self interest constitutes various factors and one key factor is the want of the country to create a positive identity for itself. Participation in the transnational legal process and obeying all the laws helps â⠂¬Å"constitute the identity of the state as the one that obeys the law†. (Coleman). Importantly, they does not want to acquire the tag or reputation of a law breaker or a rogue nation, and thereby standing isolated and facing a barrage of debilitating sanctions. That is, if a nation continues to disobey the laws and thereby acts in a detrimental way against particular nations as well as global community on the whole, certain nations and also overseeing body like United Nations will impose economic sanctions, trade, food and other essential commodities embargoes, etc. These punitive actions will negatively impact the nation as well as its people. In order to avoid these scenarios, nations will tend to obey the laws. As another form of self interest, nations will obey laws to make or demand other nations to do the same. States will tend to obey laws whose underpinning political rational is clear and which they agree with, especially the laws relating to territorial integrity and inviolability of borders.(King 2005). Once obeying of law based on self-interest is done, then legitimacy will automatically fall into place. That is, states will always want legitimacy to its words and actions, and to get that they have to obey the laws. If they want other countries to be legitmate, they have to create and obey laws appropriately. This was validated by Professor Frank who states that legitimacy means that quality of law must derive from a perception, to those to whom it is addressed, that law has come into being in accordance with right process. (Rashid 2004). Even coercion and the resultant obeying of the law is also an extension of self-interest. When a state is coerced to obey laws through armed force or other means, they will accept it mainly from self-interest perspective. In certain cases, nations will obey laws as a form of nonconsensual coercion, but would like to exhibit as self-interest. The bottom line is, all states will want to live in peace, prosperi ty and in good coordination with other states and for that they will obey the international laws. When viewed from another perspective, certain States although generally act in accordance to the law, they do not always obey it. This happens mainly in the case of unilateral actions and importantly due to mis-interpretation of the laws according to their self-interests. Also, when certain States feel as they were not part of specific law making process, they are not obligated to follow that law. When states take unilateral actions to fulfil and pursue their self-interests, imperialistic ambitions, etc, they disobey and undermine the international laws. Although, they may be part of the law making process and could have acted in accordance with those laws most of the time, they could disobey. As an

The Knowledge Which Are Independent Of Our Culture Philosophy Essay

The Knowledge Which Are Independent Of Our Culture Philosophy Essay It is important to first establish that one cannot analyse beliefs and knowledge together, especially in relation to culture, thus they must be handled differently because they are both separate entities, in how they influence an individuals culture. Culture is the behaviour, and beliefs characteristic of an individual, particular, social ethnic group age group.  [1]   Culture is the society and values upon which one is raised. It is built upon customs, practices, beliefs and ideas that are instilled in an individual by influential parties such as parents from childhood. These are all derived from imagination, knowledge and cultural values which are developed over time depending on customs and beliefs. These then influence an individuals customs. Also, culture is divided into two, individual culture which is the way one Its the repetition of affirmations that leads to belief. -Mohammed Ali  [2]   This is basically to say that once something is repeated to an individual over time especially by someone in authority over them, they begin to believe and practice the said affirmation. Belief is something that is perceived to be true by an individual but is not common to all individuals. According to Michael Woolman, belief is a tendency to accept principles one has always accepted regardless of evidence to the contrary.  [3]  Belief can be deemed fallacious because it is relative especially by people who do not share the same beliefs. Belief is also confidence in the truth of what we believe in and it is justified by its working.  [4]  Belief is also associated with action, ergo, one must practice what they believe in. If I try to doubt all my beliefs, one day I will find that there is at least one whose truth I cannot doubt Rene Descartes  [5]   Descartes basically means that you cannot doubt your beliefs for there is a reason you believed in the first place. Over time, beliefs evolve from being just mere beliefs and become part of an individuals belief system which is what people believe in, inspired by their culture. Therefore, we cannot have beliefs which are independent of our culture. Culture does not exist in a social vacuum but it inhabits a complex world where the attitudes and beliefs of those around an individual have a massive impact on every aspect of their lives. This means that culture, be it societal or individual is influenced by other beliefs from other cultures which end up an individual, depending on what the already present belief is and how closely related it is to the other culture. Culture determines behaviour, customs, values, habits and tradition and it meditates on every aspect of our lives and experiences.  [6]   There is a thin line between knowledge and belief in the sense that belief never leads to knowledge, but knowledge leads to belief. It is not possible for one to believe in something they do not know, however, it is possible to know something they do not believe in. For instance, in the late 1800s, the Kikuyu community of Kenya believed in naming people according to what they were good at, akin to the characteristics they exhibited. This is paradigm of a culture believing in something they know. On the other hand, one may possess full knowledge of what a religion other than their own stands for but may not believe in the tenets (the example of Islam).. According to Bastian Sue, Bammi Vivek , Howard Craig, Kitching Julian, Oberg Dennis, Wilkinson David and Salomon Manjula. knowledge is, a sub-category of belief and it is a claim that one accepts regardless of the degree of confidence, emotional intensity and sense of significance one may have. p This is to say that for one to know they must believe. This only applies to the statement Knowledge leads to belief as it may differ in regard to other statements or claims. This is justified because knowledge is information that is factual and based on the truth. Knowledge is the acquaintance of facts, truths and principles as a form of study or investigation also as to have a clear perception as of fact or truth.  [7]  Also, according to Plato, knowledge is justified as true belief. The greater our knowledge increases, the more our ignorance unfolds. John F Kennedy 3 This quote by J F Kennedy implies that as we learn more, our lack of knowledge expresses how ignorant we are. To some extent, knowledge and belief are somewhat alike in the sense that most of the time they are both based on perception and on what one is told rather that what one knows for a fact. After research, I realised that Knowledge does not have a clear definition of what it is but rather related words like teaching are used to express it. According to geek philosopher Aristotle The one exclusive sign of knowledge is the power of teaching. Among the Ways of Knowing (Woks), Knowledge by Authority and Perception are the most applicable when looking at knowledge in relation to culture. Knowledge by authority is when an individual knows something from someone older, knowledgeable and in authority over them so much so to influence them. For instance, parents and teachers. Authoritative knowledge is usually led by wisdom because such knowledge is thought to have been tested over time. However, it is important not to pass over the fact that authorities may also be wrong. Perception is the act  or  faculty  of  apprehending  by  means  ofthe  senses  or  of  the  mind;   cognition, understanding or the immediate  or  intuitive  recognition  or appreciation,  as  of  moral,  psychological,  or aesthetic  qualities:  insight;  intuition; discernment.  [8]  Knowledge by perception follows the empiricism view that all knowledge is derived from what is observed. This is one Way of Knowing under which belief is and this is because with perception, one makes an observation and sometimes, it may influence what the individual believes in. Belief is the confidence in the truth or existence of something not immediately susceptible to rigorous proof.  [9]  This implies that more often than not, what is believed cannot be proved. It may also not be the truth it could however be deep trust about something and they tend to buried deep within the subconscious with the result that they trigger automatic reactions and behaviours. We seldom question beliefs because we hold them to be truths which have been repeated over time such that they automatically become truths.  [10]  This then means that people internalise beliefs from the people around us when we are most vulnerable and this is when we are children. This way of thinking can be fallacious in that it is an error in reasoning. In this case, the question of whether or not we can have beliefs or knowledge that are independent of culture. It is the repetition of affirmations that leads to belief -Muhammad Ali  [11]   According to Famous boxer Muhammad Ali, when something is repeated and stressed to an individual then it becomes part of their belief s. The stressing and repetition of the belief not done by the believer but by another party who influences the believer to believe that what has been said is truth, thus making the belief part the believers conscience. The fact that sometimes, beliefs cannot be proved doesnt make them right, neither does it make them wrong because as much as there is no proof n its truth, there is no proof that it is false. For instance the statement I believe today is Wednesday is only true because it has been repeated to us over and over again to the extent that it is now true although it is not a statement that has be proved right or wrong theoretically and scientifically. Therefore, it is impossible to have beliefs which are independent of our culture because culture and belief work hand in hand to make an individuals values, traditions, values and habits therefore they cannot be separated and one cannot have beliefs which are independent of our culture. It is also important to note that the culture in question here is an individuals culture and not anothers culture, because one cannot believe in a culture that they do not practice because belief is backed by action. In conclusion, it is possible to have knowledge which is independent of our culture but it is not possible to have beliefs which are independent of our culture.

My Dreams of the Future

Do you pay attention in how fast time goes by? From the age of 5 we spend our time busy with school, and then we grow up to find a job and build up a family. Before we realize, time has passed by and all the dreams we had for our future have not yet come true. The reason is because our dreams are just dreams and haven’t yet become goals. The only way to achieve our goals is to know what we want to plan how to get it. Life is a dream, realize it. In my future I want to do so many things. One of the things I want to do is become a Civil Engineer so I can help build a better Panama. To become an Engineer, I will have to study more than ever. Graduate from National Taiwan University is one of my short-time goals I want to achieve. After that I want to get a well-paid job as an Engineer, doing all kind of projects to improve the infrastructure of different cities. I also want to create an organization for the poor and shelterless people in my country; I believe that we should all have the same privilege like have a place to live in and receive an education. I wish for a happy and healthy life, who doesn’t? But this is something I can only wish for. On the other hand I can work hard to make my dreams come true. There are also other things that I would like to do at some point. One of my dreams is to travel around the world. I have always been curious about other cultures and the differences between people in other countries. It would be amazing to travel the whole world. Furthermore I would love to bungee jump or swim with sharks, experiencing life to the limits. In the future I may have new dreams, but the first goal I have to achieve is getting my diploma. This is one of the keys to accomplish my other goals and dreams. After becoming a professional, I want to start a family, one lovely wife and maybe three children’s and have one beautiful cozy home to raise my kids and grow old with the people I love the most. I hope to achieve all my goals and fulfill my dreams, I know it will take a lot of work and dedication, but the outcomes are more than amazing. People have their own ways to get what they want and I will do whatever I can for my dreams to come true

Warm Up Activity Emotion Orchestra

Vocal warm-ups are routine for casts and theatre classes. They help focus the actors, get them working together, and give their voices some attention before rehearsals and performances. Emotion Orchestra is ideal for groups of 8 - 20 performers or students. Age does not matter too much; however, younger performers really need to pay attention to the drama exercise to be effective. How It Works One person (the drama director  or group leader or classroom teacher) serves as the Orchestra Conductor. The performers sit or stand in rows or small groups, as though they were musicians in an orchestra. Instead of having a string section or a brass section, however, the conductor will create emotion sections. For example: Two performers are designated as  the Sadness SectionThree performers comprise the Joy SectionTwo more make up the Fear SectionOne person can be the Guilt SectionAnother performer can be the Confused SectionAnd the list of emotions  could go on! Directions Explain to the participants that each time the conductor points or gestures to a particular section, the performers will make noises that communicate their designated emotion. Encourage participants to avoid using words and come up instead with sounds that convey their given feeling. Provide this example: If your group has the emotion Annoyed, you might make the sound Hmph!   Assign the participants to small groups and give each group an emotion. Give everyone a little planning time so that all group members agree on the sounds and noises they will make.  (Note: Although voices are the main instruments, the use of clapping and other body percussion sounds is definitely permitted.) Once all of the groups are ready, explain that when you as the conductor raise your hands high, that means that the volume should increase. Hands low means a decrease in the volume.  And just as the maestro of a symphony does, the conductor of the emotion orchestra will bring sections in one at a time  and also fade them out or use a closed hand gesture to indicate that a section should stop making noise. All of this requires the participants to watch closely and cooperate with the conductor. Conduct the Emotion Orchestra Before beginning, make sure that all your musicians are completely silent and focused on you. Warm them up by pointing to one section at a time, then add another and another, eventually building to a climactic frenzy if you wish. Bring your piece to a close by fading out one section at a time and ending with the sounds of only one emotion. Emphasize that every musician in the orchestra must  be certain to pay attention to the conductor and follow the directions given by the pointing, raising of hands, lowering of hands, and fist clenches. This agreement to abide by the directions of the conductor is what makes all orchestras - even this kind - work. As the conductor, you may want to experiment with an established beat and get your emotion musicians to deliver their sounds while keeping the beat. You may also want to have one section keep a steady beat and other sections perform rhythmic sounds that work on top of that beat. Variations on the Theme City Soundscape.  What sounds do you hear in a city? Ask participants to come up with a list of sounds like horns honking, subway doors closing, construction noises, footsteps rushing, brakes screeching, etc. and then assign one city sound per section and conduct a city soundscape orchestra in the same way as described above for Emotion Orchestra. Other Soundscapes or Orchestra Ideas.  The country or a rural area, a summer night, the beach, the mountains, an amusement park, a school, a wedding, etc. Goals of the Activity The Orchestras described above give participants practice in working together productively, following directions, following a leader, and warming up their voices. After each performance, its fun to discuss the effect of the creative combinations of sounds on both participants and listeners.