The Provinces of the Roman Empire (Circa 120 CE)

Roman provinces (Latin proviniciae, singular provincia) were administrative and territorial units of the Roman Empire, established by various emperors as revenue-generating territories throughout Italy and then the rest of Europe as the empire expanded. The governors of the provinces were often selected from men who had been consuls (Roman magistrates), or former praetors (the chief justice of magistrates) could also serve as governor. In some places such as Judaea, the comparatively lower ranking civil prefects were appointed the governor. The provinces provided a source of income for the governor and resources for Rome. Varying Borders The number and borders of the provinces under Roman rule changed nearly constantly as conditions altered in the various locations. During the latter period of the Roman Empire known as the Dominate, the provinces were each broken into smaller units. The following are the provinces at the time of Actium (31 BCE) with the dates (from Pennell) they were established (not the same as the date of acquisition) and their general location. Sicilia (Sicily, 227 BCE)Sardinia and Corsica (227 BCE)Hispania Citerior (eastern coast of the Iberian Peninsula, 205 BCE)Hispania Ulterior (southern coast of the Iberian Peninsula, 205 BCE)Illyricum (Croatia, 167 BCE)Macedonia (mainland Greece, 146 BCE)Africa (modern Tunisia and western Libya, 146 BCE)Asia (modern Turkey, 133 BCE)Achaia (southern and central Greece, 146 BCE)Gallia Narbonensis (southern France, 118 BCE)Gallia Citerior (80 BCE)Cilicia (63 BCE)Syria (64 BCE)Bithynia and Pontus (northwestern Turkey, 63 BCE)Cyprus (55 BCE)Cyrenaica and Crete (63 BCE)Africa Nova (eastern Numidia, 46 BCE)Mauritania (46 BCE) Principate The following provinces were added under the emperors during the Principate: Rhaetia (Switzerland, Austria, and Germany, 15 BCE)Noricum (parts of Austria, Slovenia, Bavaria, 16 BCE)Pannonia (Croatia, 9 BCE)Moesia (Danube river region of Serbia, the Republic of Macedonia, and Bulgaria, 6 CE)Dacia (Transylvania, 107 CE)Britannia (Britain, 42 CE)Aegyptus (Egypt, 30 BCE)Cappadocia (central Turkey, 18 CE)Galatia (central Turkey, 25 BCE)Lycia (43 BCE)Judaea (Palestine, 135 CE)Arabia (Nabataea, 106 CE)Mesopotamia (Iraq, 116 CE)Armenia (114 CE)Assyria (disagreement on location, 116 CE) Italian Provinces Latium et Campania (Regio I)Apulia et Calabria (Regio II)Lucania et Bruttium (Region III)Samnium (Regio IV)Picenum (Region V)Tuscia et Umbria (Regio VI)Etruria (Regio VII)Aemilia (Regio VIII)Liguria (Regio IX)Venetia et Ager Gallicus (Regio X)Transpadana (Regio XI) Sources Pennell RF. 1894. Ancient Rome: From the Earliest Times Down to 476 A.D. Project Guttenberg.. Smith W. 1872. A dictionary of Greek and Roman Google Books. geography, Volume 2.

Why I Chose to Become a Mental Health Counselor Essay

Why I chose to become a mental health counselor Counseling others is a difficult job that requires people to listen, take notes, and respond in ways that are positive and helpful. It is important that trust be built between the counselor and the patient so that the patient will feel comfortable speaking about issues that are private or embarrassing. There are many different types of counselors including drug counselors; marriage counselors, grief counselors, job counselors, diet and exercise counselors, and others that can help people improve their lives in different ways. Counselors are trained to offer advice and listen to issues that may be bothering other people. They are not allowed to prescribe medication or expected to provide†¦show more content†¦They help people address aging problems or emotional and mental health issues. Often working with a group, they counsel individuals and their families dealing with drug or alcohol addictions. The counselor helps their clients prevent and rectify conflicts or problems. A m ental health counselor gets his or her information through observations, interviews and tests so they can decide the best course of action to help their client. Some of the other professionals they work closely with when necessary are psychologists, family and marriage workers, psychiatric nurses, school counselors, psychiatrists, and social workers. Many counselors choose to specialize in specific areas or with certain age groups like substance abuse or teenagers. A mental health counselor often helps their clients make positive choices and changes due to the decisions and insights they help facilitate. Many counselors work in hospitals with psychiatric patients or with mentally ill adults in continued day treatment programs. Some choose private practice or practice in counseling centers, government agencies, and corporations and youth homes. 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Coopertaive Learning Free Essays

string(27) " of three to four members\." Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. We will write a custom essay sample on Coopertaive Learning or any similar topic only for you Order Now The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proces s (Slavin Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. You read "Coopertaive Learning" in category "Papers" Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percepti on gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society. How to cite Coopertaive Learning, Papers

Horse Slaughter Research Paper free essay sample

However, horse slaughter in America is not completely a negative change; it has many extremely beneficial changes on the economy and even the welfare of horses. In 2002, close to one-hundred five horses were slaughtered in three slaughter plants, two of them in Texas and one in Illinois (Cowan 1). Since horse meat is not a generally accepted food source in the United States, the majority of meat was exported to foreign countries such as Europe, and Mexico. The horse slaughtering industry exported approximately seventeen thousand metric tons, earning more than sixty-five million dollars in to the economy (Cowan 1). The ban on horse slaughtering was placed on America in 2007; this ban prohibited the inspection of horse meat by the United States Department of Agriculture. Since this ban did not restrict the consumption of horse meat by individuals, it was seen as Constitutional by Congress, so it was passed. Since the horse slaughter industry was such a portion of the income of America before Congress defunded the regime, lifting the ban on horse slaughter not only influenced the monetary side of the economy but also the supply of food around the world where horse meat is seen as an acceptable food. We will write a custom essay sample on Horse Slaughter Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The general population of America sees that horse slaughter is only harmful to the welfare of a horse, but they never consider the welfare of the horses that are being stolen and purposely emaciated to be shipped across the border to Mexico and Canada where horse slaughter is legal. Not only is horse slaughter legal in Mexico and Canada but also there are no regulations on the living conditions at the slaughter houses. In addition, the number of emaciated horses in America has increased dramatically due to wners unable to maintain care for their own horses anymore, and there are few willing to invest money on a new horse. After the sweltering summer of 2011 in the southern United States, most all hay prices have reached almost incomprehensible heights, and many water tanks have dried up leaving many horses without an available, acceptable water source. With the horse slaughter ban lifted, these horses could be sold to a slaughter house putting the horses out of their misery, giving t he owners profitable gain and providing food to people around the world. These are great benefits to the lifting of the horse slaughter ban. However, just like any big decision though, especially one on the slaughter of animals, there are positive and negative effects. In the American society, horses have become more of a domestic animal rather than a wild animal or just work animal. Because of a horse’s ability to show emotions, and their ability to form relationships, horses are becoming more and more referred to as a pet, just like any household cat or dog. This change in perspective towards horses has made it difficult for many people to accept allowing horses to be slaughtered for their meat as a food source. Most people cannot imagine slaughtering their own cats or dogs, so many people refuse to accept the slaughter of horses. Also, it is possible that the amount of horses being stolen in America will increase, so they can be sold for slaughter right here in America. This does make lifting the horse slaughter ban a bit of a gamble on rather or not it will actually improve the horse industry in America. Even though lifting the horse slaughter ban in America has many negatives and positives, the benefits most definitely outweigh the consequences and negative feedback. There will always be people who do not support the thought of slaughtering horses, but realistically there are more horses in this world than people are willing or able to care for. Knowing that horses have feeling and emotions just like humans should remind humans that humanely putting them out of their misery is a main priority. Even though slaughter in general sounds violent and wrong, in situation of horse slaughtering it can be beneficial to the economy, welfare of equines, and food supply around the world.