A Short Summary of the Persian Wars

A Short Summary of the Persian Wars The term Greco-Persian Wars is believed to be less one-sided against the Persians than the more typical name Persian Wars, yet the majority of our data about the wars originates from the champs, the Greek side. Greek student of history Peter Green portrays it as a David and Goliath battle with David waiting for political and scholarly freedom against the solid religious Persian war machine. It wasnt only Greeks against Persians, nor were all the Greeks on the Greek side. Strife started before the standard beginning date of the Persian Wars; be that as it may, for functional purposes, the term Greco-Persian Wars covers the attacks of Greece by two Achaemenid Persian rulers from around 492 B.C. to 449/448 B.C. Sooner than the (for the most part fizzled) endeavors by the Persian rulers Darius and Xerxes to control Greece, Persian King Cambyses had broadened the Persian Empire around the Mediterranean coast by retaining Greek states. Some Greek poleis (Thessaly, Boeotia, Thebes, and Macedonia) joined Persia, as did other non-Greeks, including Phoenicia and Egypt, yet numerous Greek poleis, under the initiative of Sparta, particularly ashore, and under the strength of Athens, adrift, restricted the Persian powers. Prior to their intrusion of Greece, Persians had been confronting revolts inside their own domain. During the Persian Wars, revolts inside Persian regions proceeded. At the point when Egypt revolted, the Greeks helped them. Synopsis Locations: Various. Particularly Greece, Thrace, Macedonia, Asia MinorDates: c. 492-449/8 B.C.Winner: GreeceLoser: Persia (under kings Darius and Xerxes) When Were the Greco-Persian Wars? The Persian Wars are generally dated 492-449/448 B.C. Be that as it may, struggle began between the Greek poleis in Ionia and the Persian Empire before 499 B.C. There were two terrain intrusions of Greece, in 490 (under King Darius) and 480-479 B.C. (under King Xerxes). The Persian Wars finished with the Peace of Callias of 449, however at this point, and because of activities taken in Persian War fights, Athens had built up her own domain. Struggle mounted between the Athenians and the partners of Sparta. This contention would prompt the Peloponnesian War during which the Persians opened their profound pockets to the Spartans. Medize Thucydides (3.61-67) says the Plataeans were the main Boeotiansâ who didn't Medize. To Medize was to submit to the Persian lord as overlord. The Greeks alluded to the Persian powers on the whole as Medes, not recognizing Medes from Persians. In like manner, we today dont recognize among the Greeks (Hellenes), yet the Hellenes were not a unified power before the Persian intrusions. Individual poleis could settle on their own political choices. Panhellenism (joined Greeks) got significant during the Persian Wars. Next, when the brute attacked Hellas, they state that they were the main Boeotians who didn't Medize; and this is the place they most commend themselves and misuse us. We state that on the off chance that they didn't Medize, it was on the grounds that the Athenians didn't do so either; similarly as a short time later when the Athenians assaulted the Hellenes they, the Plataeans, were again the main Boeotians who Atticized. ~Thucydides Singular Battles During the Persian Wars first NaxosSardisEphesusLade2nd NaxosEretriaMarathonThermopylaeArtemisiumSalamisPotideaOlynthusPlataeaMycaleSestusByzantiumEionDoriskosEurymedonProsopitisSalamis and Cyprus End of the War The last clash of the war had prompted the demise of the Athenian chief Cimon and the annihilation of the Persian powers in the zone, yet it didnt give unequivocal force in the Aegean to the other side or the other. The Persians and Athenians were both worn out and after Persian suggestions, Pericles sent Callias to the Persian capital of Susa for dealings. As indicated by Diodorus, the terms gave the Greek poleis in Ionia their self-governance and the Athenians made a deal to avoid battling against the Persian ruler. The arrangement is known as the Peace of Callias. Verifiable Sources Herodotus is the chief source on the Persian Wars, from Croesus of Lydias success of the Ionian poleis to the tumble off Sestus (479 B.C.).Thucydides gives a portion of the later material. There are additionally later verifiable authors, including Ephorus in the fourth century B.C., whose work is lost with the exception of pieces, yet was utilized byDiodorus Siculus, in the first century A.D. Enhancing these are Justin (under Augustus) in his Epitome of Pompeius Trogus,Plutarch (second century A.D.) Biographies andPausanias (second century A.D.) Geography. Notwithstanding verifiable sources, there is Aeschylus play The Persians. Key Figures Greek MiltiadesThemistoclesEurybiadesLeonidasPausaniasCimonPericles Persian Darius IMardoniusDatisArtaphernesXerxesArtabazusMegabyzus There were later fights among Romans and Persians, and considerably another war that may be thought of as Greco-Persian, the Byzantine-Sassanid War, in the sixth and mid seventh century A.D.

Extended Disk Leadership Essay Example | Topics and Well Written Essays - 500 words

Expanded Disk Leadership - Essay Example Numerous individuals for the most part believe that a pioneer ought to be an individual who can be dreaded by their subjects so they can not set out to conflict with the desires or directions given. I have recently understood this is an extremely off-base thought, as a pioneer who is dreaded is a danger to the association as it is conceivable that the subjects won't be allowed to impart thoughts to the person in question. Considering the way that I am social, I accept this can rouse my subjects as they would be allowed to disclose to me anything that they feel is significant that I should know, as I will have made a helpful situation for their tasks, which thus propels them to perform better. One thing that I don't constantly like is settling on all the choices of a large portion of the choices in whichever bunch that I am a piece of. This is a trademark that a decent pioneer ought to have as nobody is constantly 100% right. All the partners ought to consistently be included, as a po rtion of the laborers who are typically disregarded or even considered as lesser creatures consistently have some great and valuable thoughts that can help in the development of an association to an enormous degree. At the point when the representatives are associated with the dynamic procedure, they are caused to feel as though they are a piece of the association, which even inspires them further (Extended Disk Leadership Analysis, 2011). Accordingly, this Extended Disk investigation has been critical to me since it has empowered me to see the characteristics of a decent pioneer that I didn't have the foggiest idea.

The Impact of Teachers - Free Essay Example

As a teacher you are given the opportunity to largely impact your students lives. Throughout my education I have experienced a variety of teaching style. Some of my past teachers have left the impact on me that I will strive to leave on my students, and others merely left a dent. Experiencing this helped me to be able to see the characteristics that compile a good teacher, and those that do just the opposite. As a future educator my passion is to become a teacher that my students can look back on and say, She impacted my life and prepared me for what was to come. I believe that every student has the right to quality education and learning. There are several educational philosophies that are tried and true when it comes to becoming a successful teacher, and having success in your classroom. The key is to figure out which philosophy best fits with the way you intend to connect with your classroom. In my opinion, the progressivism theory best connects and fits me. I feel that progressivism best fits me because it is my belief that education is centered around the whole child, rather than the content or teacher. I believe in learning by doing is a way to effectively help students learn problem-solving skills, and help prepare them for situations in and out of the classroom. It is easy to stand in front of a classroom and lecture all day, but what percentage of your students actually retained the content you are trying to teach them? How many students actively sat and listened without letting their minds and attention wander off onto something else? John Dewey was a philosopher and strong believer of the progressive theory of education, he believed that learning should be active instead of passive. His system helps students to learn and develop life skills that can be used in other aspects outside of a classroom. The progressive theory embraces the idea that we as teachers should encourage a student on how to think rather than throwing them a test to see if they have obtained the information and are considered to be educated. Experiential learning is based upon developing students with skills like having good teamwork, being able to have creative thinking, and work independently. Having a student that is prepared to work with a team and tackle problems independently sets them ahead for real life situations that can occur for them. During some of my observations I learned quickly that students are quick to engage in learning through progressive teaching. One day, the teacher allowed students to walk up to the smart board and work the problem out in front of other students. As the student was working the problem out, other classmates helped walk the student through any confusing spots he came across until they figured it out as a whole before asking the teacher for help. It was great seeing th e students so engaged and interested in helping one another to figure out the problem rather than the teacher walking around and helping them one on one as they worked alone. Being a more progressive teacher means to be a facilitator who encourages the classroom to think and question what is around them rather than leading the classroom from the front and hoping it sticks with them. By supporting the progressive philosophy of teaching means to support a form of learning that makes going through school a more enjoyable time of their life, and not just a phase they have to go through during childhood and ends when they become an adult. Being able to help students learn and get the education they need is everything, but to be able to do that plus incorporate skills that they can use throughout their life means even more. Encouraging students to explore the goals of learning is more of a value for me than memorization. As a teacher making sure my students can actively engage in problem solving is a huge goal for myself. I want my students to learn, but also knowing how to address problems by creativity, problem-solving, and brainstorming. I believe that these are good qualities for them to have to be able to be successful in real life. While getting observation hours in, I was able to distinguish teachers using several different teaching theories. Personally, the teachers who based the learning around their students, and engaged in more of a hands-on learning experience are the most effective. The progressivism approach relates to standard two and four in the Kentucky Teaching Standards. Standard two is that the teacher designs and plans instruction. In any approach that you choose to teach in your classroom it is important that you create lesson plans accordingly based on your way of teaching. With progressive teaching it is imperative that you would plan and design instruction for more of a learning by doing aspect. While creating a hands-on approach to the learning you must make sure your students are able to apply core concepts, become self-sufficient individuals, think and solve problems, become responsible team members, and integrate knowledge. Standard four says that teachers are to implement and manage inst ruction. Progressivism really encourages students to think creatively and brainstorm. Encouraging your students to think and question the world around them is a way to facilitate higher order thinking which is what standard four encourages. Progressivism in my opinion coincides with higher order thinking. Its all about teaching the student to think outside of the normal to reach higher goals and achieve more success. The University of the Cumberlands Standard 12 to demonstrate behaviors that support the Kentucky School Professional Code of Ethics says to provide students with professional education services in a nondiscriminatory manner and in consonance with accepted best practice known to the educator. What better way to support the idea of the best interest of the student rather than applying progressive teaching in your classroom. This engages students in active learning, learning by doing, and more of a hands on approach in learning. All of these help to better engage the student in daily activities and keep their attention so that they can apply what they learn to other situations throughout their life. Progressive education instills the students with the ability to be themselves, and create a new desire for learning that other teachers may not be able to create with other approaches of teaching content. When students are active learners they are able to tackle problems head on and do it co nfidently whether it be as a teammate or independently. Progressive teaching displays an approach for success of learning in the classroom, thus providing the best practice known to the educator as the standard 12 requests.

The Story Of Moon Valley - 1613 Words

Dust billowed behind the car as it moved along the gravel driveway. It turned the corner and Mrs Galloway’s tan-gloved hand gave a final wave from the rear window before the car disappeared through the gate. I closed my eyes for a moment with relief she’d gone. By a miracle of timing I was free. It was over, but could I forget, or would the memories haunt me for years? Mr Frobisher clapped a large hand on my shoulder. It felt warm and firm. Safe. I glanced up. The man wore an easy-going smile on his weathered face and the lines around his eyes crinkled under his bushy grey eyebrows. â€Å"Come on, Lad,† he said. â€Å"Let me show you where you’ll sleep.† Warming to him, I half returned the smile, picked up my scarred suitcase and followed his lead.†¦show more content†¦Sam and Bert sleep in the next rooms. You’ll meet them at dinner.† The room looked bare; a bed, a chair and a dresser, chipped sickly yellow painted walls and a small window, its curtain wafting in the breeze. At least I didn’t have to share the room with eleven other boys as I had at the orphanage. Of greater importance, I need no longer fear Doctor Mangle. I shivered; not from cold, but memories. â€Å"I’ll leave you to unpack,† said Mr Frobisher. â€Å"Have a look around the place. When you hear the dinner gong, you’ve got five minutes to be at the house. Use the back door.† He wasn’t a man to waste words, but his manner was amiable. He raised his palm in a parting salute and walked out leaving the barn door open. I stood for a few seconds, taking in my new home. The silence yelled in the emptiness of the room. I’d forgotten how silence felt. It didn’t exist at the orphanage. During the day, shrieks of children’s laughter, chattering, clangs from the kitchen and the hum of the vacuum cleaner packed the air. At night, rhythmic breathing, coughs and creaking bedsprings gave constant background ambiance. Here, birds outside twittered in the trees and leaves rustled softly in the breeze. A horse snorted in a nearby paddock. Sounds floated past, without sharp intrusion into the room. The breeze refreshed and calmed me. I hoisted my suitcase onto the bed. With a click, I released the catches and liftedShow MoreRelatedThe Life Of The Landscape Essay1653 Words   |  7 Pagesas we drove through the valley, each offering wine tasting to anyone who is keen to sample their BC wine. We stopped at Stoneboat Vineyards, a family owned winery only 20 minutes from downtown Osoyoos. The lovely Julie Martiniuk greeted us, who together with her husband Lanny, purchased a 15 acre-orchard in 1979 and planted their first vines in 1983. 40 Years later, they now have over 48 acres and are producing award winning wines. Each winery has its own interesting story, and Stoneboat is no exceptionRead More Use of Symbols and Symbolism in The Great Gatsby Essay1326 Words   |  6 Pagespersonalities and time periods. 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The lower world, and theRead MoreAncient Egyp Gods and Godesses: From A to Z1331 Words   |  6 Pagesworkers that worked on the tombs in the valley of the Kings during the 18th and 20th dynasties in the New Kingdom period. The village’s ancient name was Set Maat which means â€Å"The Place of Truth† and the workmen who lived there were called the â€Å"Servants in the place of truth†. The village is on the west bank of the Nile, across the river from modern-day Luxor, and in walking distance of The Valley of the Kings. It is laid out in a natural amphitheater, with the Valley of the Queens to the west, the funeraryRead MoreAnalysis Of The Anishinabe Creation Story1115 Words   |  5 Pagesorigin is vital to influencing the traditions and values that that society hold as important. Creation stories are the backbone to any religion or culture; The Anishinabe people are no exception to this phenomenon. Their creation s tory offers great insight into why their people acted a certain way and what they believed their relationship was to the world. A close analysis of the Anishinabe Creation Story explains certain aspects of the Anishinabe people, such as their patrilineal society and belief that

Rhetorical Analysis Seeing And Making Culture - 1053 Words

Instr. Sarah McMahon Evelyn O’Brien Eng 122 8/30/15 Rhetorical Analysis I liked bell hook’s essay â€Å"Seeing and Making Culture: Representing the Poor†. Bell assesses the light in which higher class people view the poor or lower class. Bell hooks, also known as Gloria Watkins grew up in a small Kentucky town where her father worked as a janitor for the local post office. As one of seven children she was taught that money and material possessions did not make her a better person but hard-work honesty and selflessness determined character. Her hard work landed her acceptance into Stanford University. Although she received various scholarships and loans, her parents worried that she would not have enough for books and supplies or emergency funds. Regardless of this, belle went on to earn a Ph.D. Her experiences and education earned her a very good reputation and even an authority writing critiques on popular culture and diversity (hooks 431-432). She uses ideas in her essay â€Å"Seeing and Making Culture: Representing the Poor†, tha t stem from her own personal experiences with poverty to add credibility to her writing, as well as examples from pop culture and mass media to demonstrate how these representations portray the lower class in ways that radiate negative stereotypes. She wrote the essay because she saw how the poor had many assumptions made about them. It wasn’t until college thought that she made that discovery. She discovered how unjustly they were represented due to theShow MoreRelatedRhetorical Analysis : Seeing And Making Culture907 Words   |  4 PagesRhetorical Analysis: Seeing and Making Culture In ‘Seeing and Making Culture: Representing the Poor’ by Bell Hooks, issues involving the poor and the rich in the society are brought to light. Hooks addresses issues such as how the poor are viewed in the community, common assumptions about the poor, and how the poor are represented in the media. 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The Chin Family is the name of Stefano Giovannoni’s tabletop collection, which includes salt and pepper shakers that haveRead MoreRhetorical Analysis on Deborah Tannens Argument Culture1247 Words   |  5 PagesMeant!: How Conversational Style Makes or Breaks Relationship (1986), Talking from 9 to 5: How Women’s and Men’s Conversational Styles Affect Who Gets Heard (1994), The Argument Culture: Moving from Debate to Dialogue(1998), and I Only Say This Because I Love You (2001). In an essay from the book, The Argument Culture: Moving from Debate to Dialouge, Tannen discusses the controversy in the world when it comes to communication. 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I have a fairly diverse friend-group so these types of arguments conversations happen quite often. What made this conversation unique was that our disagreement was not political in nature but biblical. In short, he thought the Bible was clear about this particular thing. I was less thanRead More Robert Pirsigs Zen and the Art of Motorcycle Maintenance Essay5286 Words   |  22 Pagesan awareness and acceptance of how our emotions and values shape our experiences. Further, he shows that technology, a manifestation of our values, may be controlled only through emotional and moral commitment. A restorative rhetoric, on Pirsigs analysis is, then, one in which the passions and values are recognized as the very ground of being in and interpreting the world. The crisis of reason As he begins his Chautauqua, Robert Pirsig finds himself in a twofold crisis. He characterizesRead More The Relationship of Photographs, History, and Memory Essay5378 Words   |  22 Pagesthat of her family and friends. The result is a complex visual experience that addresses the use of images in producing knowledge and making history. Photographs are re-collections of the past. This essay is about photography, memory, and history and addresses the relationship between photographic images and the need to remember; it is based on the notion that seeing is a prelude to historical knowledge and that understanding the past relies on the ability to imagine. At the same time, the role

Conquering My Fear free essay sample

Can this be happening again? The frustration radiates, and my coach knows how I am feeling. Practice lasts two hours, but I continue working on my dives. Tomorrow is the meet. I go home and lie in bed—and what is supposed to be the most relaxing time becomes stressful and unpleasant. Fears invade my thoughts. I try to visualize myself doing the dive but it cuts short. Why can’t I see it? No one can tell me the answer to that: not my coach, not a sports psychologist, nobody. This isn’t the first time I have dealt with this. For 12 years of my life, I did gymnastics. At age 10, I trained at the USA Gymnastics Olympic Training Center. My dream was to compete on the USA Olympic gymnastics team. But competition comes with pressure. And the year after competing in Junior Olympic Nationals, my body stopped doing several skills. We will write a custom essay sample on Conquering My Fear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I wanted to do the skills, but I couldn’t. I talked with coaches, mentors, athletes, and even a sports psychologist. But my brain wasn’t allowing me to do it. And eventually I stopped enjoying gymnastics. After months of pain, tears and frustration, I ended my gymnastics career. And the decision to stop, short of reaching my Olympic goal, haunts me. What’s the difference with diving? That is the question that I am consistently asking myself. I arrive at the pool, put on my suit and start warming up. Warm-ups move quickly and then the youngest girl on the team starts sobbing. â€Å"I still have four more dives and none of them were good in practice yesterday,† she says. â€Å"Just relax and don’t worry about your practice yesterday. Start with a clean slate. Think positively.† I know how she feels. Warm-ups are over, and the tension builds. Trying to avoid my fears, I concentrate on my breathing—in through my nose, out through my mou th—in a method I have been taught. My competitiveness pushes me through. The seventh round approaches. My mind is lost. But I want it badly. So I gather the girls for a pep talk: â€Å"Only four more rounds. Go out there and finish strong. Make every dive count. I know you all can do it. You train for this. You know what to do. Let’s go out there and finish what we came here to do.† My teammates complete their dives and I do too. And I’ve learned my inner voice and confidence have been my answer all along. I no longer allow myself to give up like I did in gymnastics. Instead, I focus on my discipline, mental toughness, and positive attitude—because I know that’s what allows me to succeed in my academic and life goals.

Kenneth Burke’s Dramatism Essay Essay Example

Kenneth Burke’s Dramatism Essay Paper Life is play ; playing functions in relation to other people. Interest in the interaction of linguistic communication and action. Symbolic Interactionist—Language is symbolic action. â€Å"Verbal symbols are meaningful Acts of the Apostless from which motivations can be derived ( Griffin. p. 329 ) . † â€Å"Human beings†¦are a symbol-creating. symbol-using. and symbol misusing animate being ( Littlejohn. 1978. p. 69 ) . † A theory of Motives—why do people move ( peculiarly rhetorically ) the manner they do? Assess motivations. Texts/Speeches created by people to â€Å"DO SOMETHING. † Can be analyzed to find what it is they are seeking to make. Distinguishes human â€Å"Action† from Animal â€Å"Motion† We will write a custom essay sample on Kenneth Burke’s Dramatism Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kenneth Burke’s Dramatism Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kenneth Burke’s Dramatism Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Action MotionDone on intent ; Behaviors that are non-voluntary behaviour purposeful/non-meaningfule. g. DramatismAll animate beings and objectsPeoplehave gesture Forms of ThoughtThe survey of gesture is?mechanismUnderstood through motivations? Pentad( tool for understanding motivations ) Motivation: Linguistic Merchandise of Rhetorical Action Created a Grammar of Motives ( â€Å"grammar† significance regulations. rules. elements. construction and/or book ) Motivations are viewed by Burke in footings of internal beginnings of action ; but instead in footings of how linguistic communication and footings are used to do actions apprehensible. Guilt as Motive: guilt is an â€Å"all-purpose word for any feeling of tenseness within a person—anxiety. embarrassment. self-hatred. disgust. etc. ( Littlejohn. 1978. p. 70 ) . † We communicate to purge ourselves of guilt. Guilt arises out of linguistic communication. Three beginnings of guilt:1. The Negative: Language allows for regulations. ethical motives. etc. that surround us and we can’t escape violating. 2. The Principle of Perfection: Language allows us to â€Å"imagine† the ideal ( should ) . 3. The Principle of Heirarchy: Structure society with viing category and group differentiations We seek salvation ( cut down or extinguish guilt ) through communication/rhetoric/dramatism 1. Chagrin: self-blame 2. Victimage: external enemy is the beginning 3. Scapegoating: incrimination other ( s )Substance: general nature of a thing Consubstantiation: ( shared substance. commonalty ) Designation: ( same as consub ) grades of ; witting or unconscious ;1 ) stuff identification—goods. ownerships. things2 ) idealistic identification—values. thoughts. feelings. attitudes3 ) formal identification—form or agreement ofact/conventions ; functions. imposts. etc. Division—differences with others ( beginning of guilt ) FiveTool for understanding motivations Act SceneAgent Agency Purpose ( Six: Attitude: delayed or inchoate action ) Statement of motivations will reply: What was done ( act ) . when or where it was done ( scene ) . who did it ( agent ) . how it was done ( bureau ) . and why it was done ( intent ) .