Water Quality and Contamination Research Paper Example | Topics and Well Written Essays - 1000 words

Water Quality and Contamination - Research Paper Example The most common ground water contaminants come from human activities that involve dumping of waste materials in the environment which eventually seeps into ground water reserves. Ground water is contaminated by constituents have the ability to either come into direct or indirect contact with this water. From this background, the experiment designed to test the effects the most common ground water contaminants. These were detergents, oil and soil particles that are the most used compounds by man in their daily lives. The experiment was conducted on the premise of proving or disapproving a predetermined hypothesis. The hypotheses stated that water would take on the appearance, color and odor of each element added and the cheese would serve as a filter for the particles. Materials and Methods. The experiment required the use of beakers which were used to hold the water that was used to test effect of various contaminants. A total of 8 beakers were used where the water to be used in the experiment was contained. Each beaker of water was exposed to a different contaminant and the changes in appearance, color, and smell were tabulated for comparison purposes. Results. Beaker Observations 1 Semi Cloudy no particles & odorless 2 Oil settled on top of water 3 No change except smell of vinegar 4 Color changed to blue, smell of laundry detergent, some bubbles developed 5 The water turned brownish in color with particles floating & no smell 6 The oil settled to the top of the water & produced large bubbles with small bubbles inside, water is cloudy & no odor 7 All the liquid filtered through the cheesecloth & vinegary odor, cloudy 8 All the liquid filtered through the cheesecloth, bluish in color & smell of detergent The vinegar added a smell that was characteristic of vinegar, detergent changed the color of the water while soil changed the color and water constituent by adding particles both suspended and precipitated. On addition of oil, it changed the appearance of the water by making it become cloudy and the water slightly took to the density of oil. Each contaminant had its own characteristic effect on the quality of the water sample used. Soil and detergent had the most potent effect on the quality of water because they changed the color and constitution of water and the overall appearance of water. Experiment 3: Drinking Water Quality Table 2: Ammonia Test Results Water Sample Test Results Tap Water 0 mg/L of Ammonia Dasani ® Bottled Water 0 mg/L of Ammonia Fiji ® Bottled Water 0 mg/L of Ammonia Table 3: Chloride Test Results Water Sample Test Results Tap Water 0 Chloride mg/L Dasani ® Bottled Water 0 Chloride mg/L Fiji ® Bottled Water 0 Chloride mg/L Table 4: 4 in 1 Test Results Water Sample pH Total Alkalinity Total Chlorine Total Hardness Tap Water 6 7 6 5 Dasani ® Bottled Water 2 6 6 5 Fiji ® Bottled Water 8 6 9 4 Table 5: Phosphate Test Results Water Sample Test Results Tap Water 0 ppm Dasani ® Bottled Water 0 ppm Fiji ® B ottled Water 100 ppm Table 6: Iron Test Results Water Sample Test Results Tap Water 0 ppm Dasani ® Bottled Water 0 ppm Fiji ® Bottled Water 0 ppm The results garnered from the bottled water experiment illustrated no significant differences between tap water and bottled water. There were observable differences in the pH levels between the two brands of bottled water. The results showed that Dasani ® Bottled water was more acidic despite the fact that it had the same levels of chlorine with tap water. Fiji ® Bottled water had more chlorine explaining its high pH. Discussion. The results from experiment 2 were able to support the hypothesis formulated for this test because the contaminants were able to completely contaminate the water as stated.

The Iraq War Research Paper Example | Topics and Well Written Essays - 2000 words

The Iraq War - Research Paper Example Without a doubt, the Iraq War was one of the more hotly-contested wars—many people arguing that this was the next Vietnam. Some eleven-thousand American lives later, it’s possible that some people would not agree. But the Iraq War, no matter how much precedent the U.S. had to invade, will always remain in the American mindset as a colossal financial drain. Here it will be attempted to: identify and describe the Iraq War; analyze the historical and contemporary causes of the Iraq war; analyze different historical interpretations of the Iraq war; and evaluate the positive and negative outcomes of the Iraq war. II. Identification and Description of the Iraq War The Iraq War was an armed conflict that took place beginning in Iraq in 2003. Although people now state that the Iraq War is technically over, there are still U.S. troops which are occupying Iraq. It was technically supposed to have ended a few years ago, but realistically, there are still American forces there, and there probably will be for some time to come. So, even though the war is technically designated as finished, it is still not finished—if that makes sense. There is no â€Å"over† for this war. The war began when President Bush acted (without Congressional authority) to unilaterally declare war on Iraq. According to Kelly (2001), â€Å"A huge controversy arose when President Bush sent troops into Iraq on March 19, 2003 claiming that the country led by Saddam Hussein was developing weapons of mass destruction and aiding Al Qaeda operatives†¦[however,] time passed and no evidence of those weapons were found in Iraq†¦Ã¢â‚¬  (pgh. 7). It was especially distressing to the American public to find out that there were, indeed, no weapons of mass destruction found in Iraq. This angered much of the public and made many Americans feel like they were tricked into going into an armed conflict without all of the available evidence laid before them first. This was a major faux pas that continues to be rehashed in the media whenever people argue about whether or not the U.S. should have invaded Iraq; it will probably be a sore spot for years to come. III. Analysis of the Historical and Contemporary Causes of the Iraq War Historically speaking, the rationale that President Bush used for going to war with Iraq was the advent of 9/11. According to Hanson (2004), â€Å"[T]here is a direct connection between Iraq and our current war on terror†¦Whether or not one believes Iraq was involved at the planning in 9/11, there is proof that it had something to do with the first World Trade Center bombing, had intelligence meetings with†¦Al Qaeda [members], [and] tried to assassinate a former president of the United States†¦Ã¢â‚¬  (pp. 245). Although 9/11 is traditionally associated with the main reasons for why Bush began his â€Å"war on terror,† another reason that many people feel he went to war with Iraq was to settle an old score with Saddam Hussein for having engaged in conflict with his father (Bush 41) in Operation Desert Storm. Many people feel that one of the sole reasons that Bush went to war with Iraq was so that he could feel vindicated on the behalf of his father. One of the contemporary causes of the Iraq War was also the fact that U.S. companies stood to make millions of dollars off of the war. Vice President Dick Cheney’s construction company Halliburton was called into Iraq for most of the reconstruction of the

Interactive marketing Essay Example | Topics and Well Written Essays - 1500 words

Interactive marketing - Essay Example Has cookies which are small texts files placed in the computers by the websites visited by the consumers Has an e-dialogue channel for the high frequency travellers and the customer communications in the UK. Has the mobile marketing and also personal messaging on its website. Sell tickets online. Has web sales and marketing Has online booking and paperless ticketing Customers can check their passenger information and details from the internet before they travel Has enormous online travel offers for the customers making them to embrace he online travel technology. 2.0 British airways British airlines have been using the web marketing very extensively and it has installed various modes of marketing the airline via the websites and this has since increased their anticipated profits. To start with through the internet marketing the airline has offered a Google earth vacation views in an attempt to lure more people to book their next flights with the airline. (BBC business news 2001) The Google earth imagery that has been added in their website has been used in helping the people who are travelling with the airline to see where they will be enjoying their vacations before they even take the flights. The British airways and the like have since suffered a considerable loss of revenue from a dramatic drop in demand for the transatlantic flights like the Ryan air as well as from the temporary closure of the American airspace after the attacks. (Vincent 2003) 3.0 Budget airline Ryan air In the midst of the turmoil in the airline industry the Ryan air breed has continued to prosper and attracting more and more passengers against all the formidable odds. The airline which is known as no frills or discount...(BBC business news 2001) The Google earth imagery that has been added in their website has been used in helping the people who are travelling with the airline to see where they will be enjoying their vacations before they even take the flights. The British airways and the like have since suffered a considerable loss of revenue from a dramatic drop in demand for the transatlantic flights like the Ryan air as well as from the temporary closure of the American airspace after the attacks. (Vincent 2003) In the midst of the turmoil in the airline industry the Ryan air breed has continued to prosper and attracting more and more passengers against all the formidable odds. The airline which is known as no frills or discount airline is seizing the initiative while most of the other carriers like the British airways are loosing their heads. Their low cost ethos advantage is enabling them to ride out the economic slowdown. Ryan airs low cost culture have made the company's costs gradually decline as they use the paperless ticketing and they also do their sales and marketing over the phone or through the internet.

Management accountiong Essay Example | Topics and Well Written Essays - 2000 words

Management accountiong - Essay Example asure of two projects, this project favors the project with which has a higher present value though its likely to have a higher initial capital outlay, its not dependable when projects have different capital outlays. It's difficult to calculate as well as to understand and use in comparison with the pay back method or even the returns on the capital employed. Advantages of internal rate of return It considers the time value of money. It takes into account the total cash flows and outflows. It's easy to understand It's consistent with the overall objective of maximizing the shareholders wealth. Limitation of the internal rate of return It involves tedious calculation. It produces multiple rates which can be confusing. 3. ACTIVITY BASED COSTING This is a controlling and a planning tool which allocates costs to products in value chain analysis. It enables the overhead costs to be allocated to the respective product which incurred it rather than using the traditional methods where by the overhead costs were allocated as a percentage of the total overhead costs. It enables the managers to identify the products which incur higher costs therefore to charge them at a higher price or look for means to control these costs. 4. PEST ANALYSIS Political environment: These affect the operations of the business in UK; these laws encourage the existence of free markets where the market forces set the equilibrium hence there is fair competition. This encourages the supermarket to compete at a fair ground with its competitors. Economic environment: this affects the consumer consumption depending with the disposable income; this affects the way in which the supermarket will stock its products. Corporate taxes will also determine the manner in which it will price its products. If the...It enables the overhead costs to be allocated to the respective product which incurred it rather than using the traditional methods where by the overhead costs were allocated as a percentage of the total overhead costs. It enables the managers to identify the products which incur higher costs therefore to charge them at a higher price or look for means to control these costs. Political environment: These affect the operations of the business in UK; these laws encourage the existence of free markets where the market forces set the equilibrium hence there is fair competition. This encourages the supermarket to compete at a fair ground with its competitors. Economic environment: this affects the consumer consumption depending with the disposable income; this affects the way in which the supermarket will stock its products. Corporate taxes will also determine the manner in which it will price its products. If the taxes are very high then this will be reflected in the prices. Technology: the level of technology used in production affects the prices of the products of the supermarket, if the competitors are well off with better technology then are likely to have higher returns if the market prices are equal. Performance related pay is known to improve manager's production due to the fact that they have a budget against which controls them in using the firm resources.

Functionalism, Conflict, and Internationalism Essay Example for Free

Functionalism, Conflict, and Internationalism Essay The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a first principle of moral development. Yet Kohlbergs evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlbergs approach as wooden and fossilized, it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that every psychology textbook published in the last quarter-century touches upon Kohlbergs work. [3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlbergs stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlbergs theory, this essay raises concerns about the application of Kohlbergs ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlbergs standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlbergs belief that schools were important locations for the socialization of children into broader society. School was a childs first formal introduction into society at large. By going to school the child learns to fill the expected public roles of a member of his society (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle the crowds, the praise, and the power will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.

Paul Hindemith Sonata For Flute And Piano Film Studies Essay

Paul Hindemith Sonata For Flute And Piano Film Studies Essay J.S.Bach: Sonata in G minor, for flute and obbligato harpsichord. In a famous remark about J.S.Bach, Beethoven said he should be named Sea instead of Bach, because of his infinite, inexhaustible wealth in tone combinations and harmonies. These virtues are also deployed in his flute sonatas, each with a unique melodic contour and character. Bach was often criticized for being abstruse and redundantly complex, but he was able to prove through his work that he was, and would remain, a great pioneer. The special importance of his chamber music, in which he demonstrated a deep knowledge of the typical idioms and performing techniques of each instrument, was recognized at a very early age. Bach is generally described as a rather austere personality, but that may be the result of a lack of information complementing his character, deemed unfitting for archival storage. The first use of the transverse flute in Bachs works was in Cantata no 137a, performed in 1722, in Cà ¶then for the birthday of Prince Leopold, with whom Bach maintained very good relations. Many significant works, such as the first book of the well-tempered Clavier, cello suites and probably some of the flute sonatas (they are dated between 1720 and 1741), were also composed during the time he spent there, exploiting the qualities and extended experience attained at the Weimar court. It was a period when the transverse flute, technically more advanced, began gaining ground against its rival, the recorder, and when J.Quantz started making it widely famous. The flutists of that era seemed to manifest a particular dexterity, equivalent to that, required not only in the flute sonatas, but also in other flute parts of many of the composers works, such as the cantatas and passions. In one of Bachs biographies, published in 1802, by Forkel, the latter states that the flute sonatas even in our days†¦would be heard by connoisseurs with pleasure. This particular work raises a controversial issue about its paternity. Bachs authority regarding the piece started to become questioned during the third decade of the 20th century. Scholars expressed certainty that Bachs son, Carl Phillip Emmanuel, is the composer of this sonata (the dominant consensus today), but until today, no assumption has been unquestionably proved and no explanation has been given as to why an aspiring composer like C.P.Emanuel would attribute this work to his father without any plausible reason. A recent study, by Keiichi Kubota, speculates that the g minor sonata is the result of a collaborative work between Bach and his son (the latter ascribing authority to his father). The sonata is played today by both violinists and flutists, as it is believed that the piece may have been written initially for violin, as supported in many published articles. Its form is that of the Italian concerto, lively-slow-lively, which reminds the listener of the significant influence of Vivaldi and Italian music to Bach. G.Faurà ©: Fantaisie pour flute et piano, op. 79 Flute has always been associated with France, a relation that is firmly built upon the particular interest of French composers and performers in this technically developed instrument, especially around the turn of the 19th century. Paris stood in the forefront of musical processes at the time, and served as an incubator for new composers and performers, who formed the new trends. Gabriel Faurà ©, a composer, organist, pianist, choirmaster and teacher, is one of the most important French figures of the turn of the 20th century, characterized by Debussy as the master of charms. He was fortunate enough to be a student and later friend of Saint-Saà «ns, at the Ecole Niedermeyer, where he was sent, after his father realized the unique talent of his son. His style, multi-faceted and resourceful, continued to evolve until the composers death, in 1924. For that reason, putting labels on Faurà ©s music can never be precise. His artistic hallmark is regarded as the bridge between Romanticism and Modernism and at the time of his death the second Viennese School was beginning to emerge. He was always self-critical (to the extent of discarding some of his already composed work) and pursued unremitting productiveness. His harmonic and melodic creativeness paved the road for new musical trends and made his style an inextricable element of future teaching of harmony and composition. Faurà © composed the Fantaisie for flute and piano, in 1898, upon a commission from his friend and colleague, P.Taffanel, who was a professor at the Conservatoire of Paris, and to whom the piece is dedicated (later Faurà © would be appointed director of the Conservatoire). This piece was to be used for the annual introductory exams (Concours). Faurà ©, being among the first composers to be commissioned for the morceau de concours, confessed to Saint-Saà «ns in a letter, that this piece constituted a real challenge for him. He sent it to Taffanel asking him to amend any parts that were not appropriate for the flute. Faurà © incorporated the Andante of the Fantaisie to his incidental music, performed in London for the Maeterlinks play, Pellà ©as et Mà ©lisande. This piece, which is dedicated to Taffanel, sets out to explore flutes full potential, by extending to all three registers, covering all of the Romantic instruments range. The performer is required to demonstrate wealth and diversity in his expression and sound, in his effort to trace the unfolding melody. Observation of the piano part reveals the prominence of the instrument in Faurà ©s mentality. It is perceived not merely as an accompanying instrument, but rather as an equal partner, contributing to the melodic and rhythmic development of the piece. Together with the flute they make use of an extensive expressional quiver, alternating staccatos with long legato phrases, as after a sicilienne-like introduction, an increasing complexity in the instruments parts is combined with sudden dynamic changes. Fantasia also exists in an orchestral version. This was realized later, after the composer death, by Louis Aubert, in 1957, at the request of the prominent French flutist, Jean Pierre Rampal. Paul Hindemith sonata for flute and piano (1936) In Hindemiths opera Mathis der Mahler, Grà ¼newald, a painter, realizes that he should never have betrayed his art for the sake of political activism. Hindemith though, never betrayed his versatile artistic personality and established a prominent career both as a performer and composer, demonstrating a manifold expressiveness. He aspired to create a new mentality in music, but not as an end in itself. The term Gebrauchsmusik (functional music) refers to his notion for music, which should be created to serve a purpose, because the days of composing only for the sake of composing were perhaps gone forever. By drawing on multiple styles and forms he explored all aspects of resourcefulness and complexity. His activity was not restricted only to the production of music, but he also took up a dynamic role as a tutor which is colligated with his series of simple works for children and amateurs. His theoretical treatise Unterweisung im Tonsatz, sets the basis for a new approach towards harmony and melodic shaping and the views expressed would influence the next generations of composers. Hindemith lived in an era of political turmoil and his revolutionary style could not have evaded Nazis attention, who deemed his music as Gà ¶bbels put it pure noise-making. Although Hindemith was naive enough to ignore (at the beginning at least) the Nazi threat, his sonata for flute and piano, composed in 1936, has incorporated this aspect, yielding a work that alludes to this sinister political environment and asserting the composers belief that an artist cannot remain untouched by the human suffering around him. The flute sonata was composed at a time of an increasing awareness by Hindemith of the looming danger and the subsequent need to flee his country. His emotional disposition is adumbrated in the second movement which conveys a suffering through its recitativo-like melody of the flute. One cannot fail to notice the fine irony emanating from the sonatas strict rhythmic form which dissolves into a childish-like melody, projecting the image of a child imitating a soldiers march. Hindemith, tried to capture the vanity of human arrogance in conjunction with the suffering and desperation. The flutist is required to render a wide palette of colors and emotions, from triumphant marches to bleak moments of agony and melancholy, by extending to the full range of the instrument. The piano has an emancipated part in the sonata and continuously moves in a contrapuntal way against the flute, hence sometimes its preferred with its lid open. The boundaries between minor and major chords and atonal parts become blurred, much as the boundaries between life and death at the time of the composition, the death which Hindemith eluded only by chance in multiple occasions.

Military Power of the Roman Army

Military Power of the Roman Army OCdt A. Lopez-Espinosa   One of the most iconic images of the Roman Empire is that of the Roman soldier; a visual representation of the Empires power and its willingness to exercise it. Curiously, the popular image of the Roman soldier is not entirely accurate, in that the idealized image that most hold is singular and constant in nature, yet the Roman army was anything but, undergoing many changes in equipment and composition throughout the reign of ancient Rome. In fact, few things remained the same as the years went on; save for the Roman armys tradition of discipline and order, the adoption of new tactics and organizational structures was a defining feature of the Roman military, and here lies the source of the Roman armys superiority.[1] The Roman armys power came from its adaptability, which allowed it to react to new challenges presented by opponents, and from its tradition of strict discipline, which resulted in better trained forces with increased tactical and strategic capabilities. The effects of these factors can be seen in the many campaigns in which Romes forces participated, with the Romans adapting their equipment, tactics, and formations, and adopting those of its enemies, along with their great discipline being important contributors to their success.[2] In Considerations on the Causes of the Greatness of the Romans and Their Decline, Montesquieu states that, the circumstance which contributed most to render the Romans masters of the world was, that having contended successively against all nations, they invariably renounced their own usages as soon as they found better (20), thus effectively identifying one of the Roman armys primary sources of power.[3] Unlike many of the armies of the time, the Romans had no qualms about changing their own practices in order to more effectively combat an enemy, or to even adopt those of other nations that they deemed to be effective. This made it so that the Roman army became not just more experienced with every encounter, but better in any number of practical ways, with changes to their own methods and adoption of enemy tactics and equipment. Ultimately, the Romans military might was so great because it was composed of the strengths of every nation they had defeated. This virtue of adaptability was seen in some of its earliest examples with Romulus adopting the Sabines buckler, which was larger and therefore provided more protection than the Argive buckler that he previously used.[4] While to the modern reader this may seem far from a revolutionary idea, it was at the time, and as such conceded an exceptional advantage to the Romans. As remarked by Montesquieu and translated in A Treatise on the S cience of War and Fortification, It is remarkable, that the nations vanquished by the Romans never inquired into the causes of their repeated defeats; but persevered in the use of their weapons and institutions to the last moment of their political existence (OConnor, 71).[5] Clearly, this doctrine of assimilation and adaptation was fairly unique for its time, and thereby allowed the Roman Legions to continuously evolve, with new tactics, equipment, and training. An even greater testament to the adaptability of the Romans was that they did not only assimilate or adapt to the innovations of the armies after having defeated them, but would do so throughout a campaign as well, learning from every defeat in order to ultimately take victory back. A good example of this was upon encountering the elephants of Pyrrhus, where the unfamiliar animals routed the Roman cavalry, their horses, before they got near the animals, were terrified and ran away with their riders (Plutarch, XVII.3), but the Romans allowed this to happen only once.[6] In response, they first supplied the weakness of their cavalry by taking away the bridles from the horses, [à ¢Ã¢â€š ¬Ã‚ ¦] and afterwards by mixing velites with their cavalry proper (Montesquieu, 55).[7] The Romans strategy of adaptation and adoption showed clear results on the battlefield time and time again. In this way, many a campaign that seemed lost at first was ultimately reclaimed by them, careful to ascertain in what respects their enemy might possess some superiority over them; they immediately took action accordingly (Montesquieu, 54), and thereby turn the tides in their favour once more.[8] In short, a great factor in the Roman armys success was its doctrine of constant evolution: if someone was doing something better, do what they are doing. In this way, the Roman army continuously evolved into a force that had the best traits of all powers in the area; as summarized by Josephus: If any nation enjoyed any particular advantage [à ¢Ã¢â€š ¬Ã‚ ¦] they at once availed themselves of the same. They did not neglect to provide themselves with Numidian horses, Cretan archers, Balearic slingmen, and Rhodian ships. In fine, no nation ever prepared for war with so much prudence, or carried it on with so much audacity (Montesquieu, 56).[9] The Romans exercised another great advantage over their contemporaries: discipline. Many of the armies of their time being composed of non-professional soldiers, and those that did have standing armies had them composed of barbarians and undisciplined troops. As such, it would often come about that the Romans claimed victory despite being grossly outnumbered, [Roman] troops always being the better disciplined, it was likely, even in the most unfortunate combats, that they would rally in part, or that the enemy would somewhere be thrown into disorder [and] although overborne in the beginning [à ¢Ã¢â€š ¬Ã‚ ¦], they finally wrested victory from their hands (Montesquieu, 54).[10] This great discipline was of the utmost importance to the Roman armys success, and so it was instilled from the moment that a man would enlist. They began training at military schools, increasing physical strength, dexterity, and weapons handling, with the most famous of these being the Campus Martius in ancient Rome.[11] All of this contributed to the Roman soldier becoming the best version of himself, which in turn resulted in a greater esprit de corps and pride, and ultimately a greater willingness to fight. This transferred directly to the battlefield, where the Roman forces would rarely break formation despite being presented with an overwhelming enemy, and whose formations were therefore powerful and resilient enough to overcome these same enemies. The discipline that Roman soldiers exhibited came from two factors, one being the risk of punishment, and the other being Roman pride, with each being effective in their own right. The pride that Romans felt in their place in the military was an effective component in maintaining order amongst the troops by being preventative; a Roman soldier did not wish to forsake his duty because of his pride. This could be seen in the rarity of Roman desertions, which resulted from the fact that soldiers drawn from the bosom of a people so proud, so haughty, so confident of dominating other peoples, could little think so far undervaluing themselves as to cease to be Romans (Montesquieu, 53).[12] This pride went beyond retention and increased morale and combat effectiveness, as this pride allowed a Roman soldier to believe in himself and his brothers in arms all the more.[13] The other source of Roman military discipline stemmed from the threat of punishment for those who were lacking. This began from the earliest days of a soldiers career; when performance was unsatisfactory they were punished accordingly, and so it became that corporal punishment to enforce discipline was part of a soldiers way of life (Saller, 136).[14] Despite corporal punishment becoming the norm for these soldiers, there existed far more severe punishments that served as extreme deterrents for the most extreme cases of a soldiers misconduct, the most famous of these being the decimation of a unit. As described by Polybius: If the same thing ever happens to large bodies, and if entire maniples desert their posts when exceedingly hard pressed, the officers refrain from inflicting the bastinado or the death penalty on all, but find a solution of the difficulty which is both salutary and terror-striking. The tribune assembles the legion, and brings up those guilty of leaving the ranks, reproaches them sharply, and finally chooses by lots sometimes five, sometimes eight, sometimes twenty of the offenders, so adjusting the number thus chosen that they form as near as possible the tenth part of those guilty of cowardice. Those on whom the lot falls are bastinadoed mercilessly in the manner above described; the rest receive rations of barley instead of wheat and are ordered to encamp outside the camp on an unprotected spot. As therefore the danger and dread of drawing the fatal lot affects all equally, as it is uncertain on whom it will fall; and as the public disgrace of receiving barley rations falls on all alike, this practice is that best calculated to both inspire fear and to correct the mischief. (Polybius, 38)[15] This punishment is exemplary of the array of consequences that could befall a soldier who lacked discipline; if ones pride was not motivation enough, then these would be. Clearly, both methods of encouraging discipline amongst Roman troops were effective, and in turn this discipline was a powerful asset of the Roman army. The Roman armys unmatched discipline on the battlefield proved itself to be a source of strength and a great advantage time and time again. Especially against barbaric forces, even when outnumbered the Romans would hold, and the undisciplined enemy forces would be routed despite their numerical advantage, and they would thereby finally [wrest] victory from their hands (Montesquieu, 54).[16] The Roman Empires military might was what allowed it to expand and maintain its power and influence, and so the Empire was only as strong as its army. The Roman armys power came from their willingness to adapt and their strict doctrine of discipline, and this is further apparent in how the armies of subsequent eras were eager to adopt these same ideals, and when doing so became far more successful. References   Goldsworthy, Adrian. 2003. The Complete Roman Army. London: Thames and Hudson Ltd. Montesquieu, and Jehu Baker. 1882. Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans. New York: D. Appleton and Company. OConnor, John M. 1817. A Treatise on the Science of War and Fortification. New York: J. Seymour. Plutarch. n.d. Life of Pyrrhus. Polybius. n.d. Book 6. Saller, Richard P. 1997. Patriarchy, Property and Death in the Roman Family. Cambridge: Cambridge University Press. [1] Adrian Goldsworthy, The Complete Roman Army (London: Thames and Hudson Ltd., 2003). [2] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 54. [3] Ibid, 20. [4] Ibid, 20. [5] John OConnor, A Treatise on the Science of War and Fortification (New York: J. Seymour, 1817), 71. [6] Plutarch, Life of Pyrrhus (n.d.), XVII.3. [7] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 55. [8] Ibid, 54. [9] Ibid, 56. [10] Ibid, 54. [11] Ibid, 49-51. [12] Ibid, 53. [13] Ibid, 53-54. [14] Richard P. Saller, Patriarchy, Property and Death in the Roman Family (Cambridge: Cambridge University Press, 1997), 136. [15] Polybius, Book VI (n.d.), 38. [16] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 54.