English Language Varieties Essay Example for Free

English Language Varieties Essay English has spread rapidly, even since independence, either as a first language or as a medium of education for non-native speakers (Platt and Weber, 2002). The actual range of varieties of English is much greater than is found in the British Isles. On the one hand we can speak of an acrolect or high status variety, and on the other a basilect or low status variety, with the mesolect occupying the intermediate position. These terms are usually descriptive of what is known as a post-creole continuum—that is the range of non-discrete varieties in a post-colonial situation ranging from the acrolect, which is generally very close to the standard language of the colonial power, through to the basilect, which structurally resembles a creole. It is sufficient here to characterise a creole as a mixed language, resulting historically from contact between speakers of different and mutually unintelligible languages. Creoles are usually associated with colonial situations and are generally assigned a very low social status. Basilectal speakers, who occupy the lowest position in a post-creole continuum, are often quite unintelligible to speakers of the acrolect. All speakers occupy a range on this acrolect—basilect continuum, which correlates closely with their social status, shifting along it according to social context in much the same way as British speakers manipulate linguistic variables. Of course, the extent of linguistic difference is much greater. Such continua have been described in Jamaica by De Camp (2001) and in Guyana by Bickerton (1995), and it is likely, we should note, that these studies will be of increasing relevance to an understanding of the sociolinguistic structure of ethnic minority communities in Britain. A detailed account of the structure and function of pidgins and creoles is not directly relevant here, but interested readers are referred to Todd (2000) for an introductory account of the social, political and linguistic issues involved. Although respectable Victorians were already reacting strongly against the prescriptive attitudes of the eighteenth century, the most extreme anti-prescriptive statements, as far as we know, are those made by some members of the ‘American structuralist’ school of linguistics. Bloomfield (1993:22) felt that discovering why ain’t is considered bad and am not good is not a fundamental question in linguistics, and he thought it strange that ‘people without linguistic training’ should devote ‘a great deal of effort to futile discussions of this topic’. Bloomfield was certainly implying that the study of prescriptivism was not of central interest to linguistics; he was thereby limiting the field of linguistics to a descriptive study of form and system in language which takes relatively little account of language as a social phenomenon. Some of Bloomfield’s followers have gone further than this and have attacked ‘unscientific’ approaches to language with missionary zeal. C. C. Fries (1997) seems to have equated traditional school grammar with prescription (which was by definition ‘bad’ and ‘unscientific’ in the view of structural linguists of the time), and in his book on English syntax he went so far as to even reject traditional linguistic terms such as ‘noun’, ‘verb’ and ‘adjective’. Fries’s work was directed towards the educational system at the ordinary consumer. Anxious to assure all his readers that their use of language was just as good as that of anyone else, he proclaimed that there is no such thing as good or bad, correct or incorrect, grammatical or ungrammatical, in language. English in Western Europe and America Although linguistic scholars would certainly dispute the details of this pronouncement, they have continued (for the most part) to assert or assume that their discipline is descriptive and theoretical and that they do not deal in prescription. In Western Europe and America most theoretical linguists would still affirm that all forms of language are in principle equal. As Hudson (2002:191) has put it: Linguists would claim that if they were simply shown the grammars of two different varieties, one with high and the other with low prestige, they could not tell which was which, any more than they could predict the skin colour of those who speak the two varieties. Although some evidence from work by social psychologists (Giles et al. , 2000) lends some support to Hudson’s point, we do not, in fact, know whether standard languages can be conclusively shown to have no purely linguistic characteristics that differentiate them from non-standard forms of language (the matter has not really been investigated). It appears to be an article of faith at the moment that judgments evaluating differences between standard and non-standard varieties are always socially conditioned and never purely linguistic. However, we shall later suggest that the process of language standardisation involves the suppression of optional variability in language and that, as a consequence, non-standard varieties can be observed to permit more variability than standard ones (e. g. in pronunciations of particular words). Thus, there may be one sense at least in which the linguistic characteristics of non-standard varieties differ from those of ‘standards’. Standard English: UK Variety In the UK, one vehement critic of the supposed malign influence of linguistics on English language teaching is John Honey (1997-2003). He has named an array of linguistic scholars (including—astonishingly—Noam Chomsky, who has never been concerned with educational or social issues), as encouraging a neglect of Standard English teaching in schools. This is an entirely false claim. It is true that there has been some opposition to the teaching of English grammar, but in our experience this has arisen mainly from the preference of lecturers for literature teaching. Far from discouraging ‘grammar’, university linguists have been closely involved in maintaining and encouraging its teaching. No one has ever opposed the teaching of standard English, and many of those named by Honey as ‘enemies’ of standard English have devoted much of their careers to teaching it—training students to write clear and correct standard English. Experienced teachers will not take kindly to an attack that simply appears to them as ignorant, presumptuous and pointlessly offensive. The linguist’s academic interest in the human capacity to learn and use language is not a threat to the teaching of Standard English, and it can be a great benefit. It does not follow from the educational necessity to focus on the standard that we should neglect to examine and explain the different norms and conventions of speech and writing, or that we should fail to acknowledge that standardised usage is most fully achieved in writing. Nor does it follow that we should neglect the fact that non-standard spoken vernaculars have grammars of their own. To investigate the structure of language varieties is an intellectual requirement that cannot be compromised, and which in no way contradicts the importance of the teaching of literacy in a standard language. Amongst other things, research on real language in use can help us to clarify and understand what standard English actually is and appreciate more exactly what its roles and functions are. We will not improve practical language teaching by ignoring such matters or by maligning those who study conversational speech and non-standard vernaculars as ‘enemies of standard English’. The authors of elementary books on linguistics, however, have usually been anxious to dissociate their account of the subject from that of traditional handbooks of correctness. As we have seen they usually dismiss prescription routinely, and assert that linguistics is descriptive. Their general point—that, if one is to study the nature of language objectively, one cannot make prior value-judgments—is frequently misunderstood, and it has sometimes called forth splenetic and misinformed denunciations of linguistics as a whole. One example amongst many is Simon (2002). In an essay entitled ‘The Corruption of English’ (2002), Simon blames structural linguistics and literary structuralists for an alleged decline in language use and for permissive attitudes to language: ‘What this is, masquerading under the euphemism â€Å"descriptive linguistics†Ã¢â‚¬ ¦is a benighted and despicable catering to mass ignorance under the supposed aegis of democracy. ’ His essay is outspoken and full of emotive language (‘pseudoscientific mumbo jumbo’, ‘rock-bottom illiteracy’, ‘barbarians’, ‘vandalism’, etc. ), and it betrays ignorance of what linguistics is about. To Simon, linguists are almost equated with some menace that is threatening Western (i. e. American) civilisation from outside. It is unfortunate that misunderstandings and misapplications of the American structural linguists’ teaching should have made it seem reasonable for anyone to write in this ignorant way. As many people still interpret descriptive linguistics as inimical to standards of usage, there has clearly been some failure of communication between linguistic scholars and the general public. One reason for this is that ‘mainstream’ linguistics has concentrated more on the abstract and formal properties of language than on language in its social context. Bloomfield (1993), as we saw above, considered that prescription was irrelevant to linguistics as a ‘science’. Yet some linguists have been directly interested in prescription. Haas (2002), for example, has pointed out that prescription ‘is an integral part of the life of language’. By refusing to be interested in prescription, he adds: ‘linguists only ensure that every enterprise of linguistic planning will be dominated by ignorant enthusiasts and incompetent pedants’ (Haas, 2002:3). Since Haas made these comments, some social and educational linguists have been very active in commenting on public attitudes and educational policies, and some have represented the subject on advisory committees. A general linguist, R. A. Hudson, is responsible for the Language Workbooks series, published by Routledge. Several relevant books on language variation have appeared, and linguistic correctness was the topic of the 1996 BBC Reith Lectures, delivered by Jean Aitchison (1998). In the USA much of the interest in language differences has been driven by public concern about the language of ethnic minorities. In 1997, the Linguistic Society of America published a document inspired by a controversy about ‘Ebonics’ (African American Vernacular English), which was recognised by the Oakland (California) School Board as a legitimate form of language. It ended with the following comments: There is evidence from Sweden, the US, and other countries that speakers of other varieties can be aided in their learning of the standard variety by pedagogical approaches which recognize the legitimacy of other varieties of a language. From this perspective, the Oakland School Board’s decision to recognize the vernacular of African American students in teaching them Standard English is linguistically and pedagogically sound.

The New England Lobstering Profession: Components and Optimal conditions for a Successful Harvest :: Essays Papers

The New England Lobstering Profession: Components and Optimal conditions for a Successful Harvest Imagine the aroma of ocean air, fog horns sounding, sea birds singing and coast winds blowing while you float across the waves of the Atlantic Ocean in Maine. Lobstering thrives in the Gulf of Maine due in large part to favorable lobster habitat. Rocky coasts and cobbley bottoms allow young lobsters to hide from their predators such as small coastal fish, crabs and even other lobsters. Interestingly, the gulf of Maine has seen a huge increase in lobster populations in the 1990s. This population pressure is causing young lobsters to move from secure cobble to the Gulf’s abundant sandy bottoms. Consequently, lobstermen are following. The Maine lobster, a crustacean from the family Homarus americanus, is found on the east coast of the Atlantic from Newfoundland to North Carolina. It is shy, nocturnal and armed to the teeth. Lobsters are found throughout the Gulf of Maine, both out at sea and near the coast. They are one of the highest value commercial species fished for in the Gulf of Maine states and provinces. Once considered a trash fish, suitable only for indentured servants and prisoners, lobsters have become a popular delicacy on many a seaside diner’s plate. Maine lobster is easily distinguishable from the â€Å"spiny† lobster commonly called rock lobster caught along the southern Atlantic Coast and the coast of California by its large heavy claws. The spiny lobster has tiny claws and is usually marketed as uncooked frozen tails. Because of its sweet, delicious flavor and tender texture, many believe that Maine lobster is the world’s most prized catch. Lobsters take about five to seven years to reach marketable size. The females produce eggs each summer when water temperatures reach 56 degrees Fahrenheit or higher. As many as 10,000 eggs are fertilized as they are extruded onto the females stomach. Here, they lay in a tight bundle until they hatch nine to ten months later. As larvae, lobsters travel great distances. The tiny larvae feed and swim vertically for thirty to fifty days in the water, carried by currents. After this stage, larvae settle down to become bottom dwelling lobsters. As they mature, they use their claws to crack open the shells of snails and mollusks and will eat either algae or remains of dead animals as well.

A Business analysis in respect to Boots Essay

Boots will recruit staff for a number of reasons, which include: * The growth of the business * Changing roles within the business * Filling vacancies created by resignation, retirement or dismissal * Internal promotion The growth of the business When Boots grows in size it will probably need more people to carry out existing jobs and new jobs. When existing jobs are being expanded, human resource specialists simply need to copy existing practice on a larger scale. In creating new jobs more detailed thought is required; particularly if the jobs are quite different from those that already exist within the company. Changing job roles within the business In recent years most British businesses such as Boots have changed their job structure. In particular, the country has seen the decline of many routine, standardised jobs. Increasingly, employers have sought to develop new jobs involving information and communications technology, and which involve ground-level employees taking more responsibility for decision-making through empowerment. Developing new jobs requires considerable research, often by examining best practice in an industry or by looking at the development of new jobs in other countries. Filling vacancies created by resignation, retirement or dismissal In many organisations people move on and also employees in Boots move on as well. People get older, they hand in their notice or they are dismissed. In most cases it is necessary to replace the employee. However, the manager responsible for recruitment has to decide whether the firm wants a carbon copy of the previous job holder or whether the job has moved on, requiring new skills and competences. Internal promotion In Boots there will be opportunities for internal promotion. Internal promotion gives an employee something to aim for in the organisation, rather than looking elsewhere. When one person is promoted, it is often necessary to replace him or her. Getting the recruitment process right The recruitment process can be very costly. It takes a great deal of time to set up an effective recruitment process. This involves deciding on what the jobs that are to be recruited for will entail, advertising, sifting through applications, checking which applications best meet the criteria set down for the post, interviewing candidates and, finally, selecting the best candidate for the post. Waste and inefficiency can be very costly to any organisation. If Boots were to advertise a job for a retail assistant and managed to get 100 applicants, by sifting through the application forms they may be in danger of choosing the wrong employee. The personnel of Boots would probably cut the 100 applicant forms down to 10 by eliminating, from their point of view, the most unsuitable employees for the job. But by doing this Boots could eliminate the best applicant, therefore, it is possible that the personnel may have to do the whole process all over again if that the applicant they do choose for the job is unsuitable. Procedures for attracting and recruiting applicants An organisation’s most valuable resource is its workforce; managers therefore need to give careful thought to the needs of employees. The advantages of recruiting from within are as follows: * Considerable savings can be made. Individuals with inside knowledge of how the business operates will need shorter periods of training * Internal promotion acts as an incentive to all staff to work harder within the organisation. The disadvantages of recruiting from within are as follows: * You will have to replace the person who has been promoted * An insider may be less likely to make the essential criticisms required to get the company working more effectively. The Boots company strategy in recruiting employees The Boots Company offers recruitment programmes for general entrance, and schemes focused on school leavers and graduates. The company looks for various qualities in potential Boots employees. In addition to academic ability, we look for people with extra-curricular competencies such as interpersonal ability and team-working skills. In addition to the requirements of individual positions, the boot’s graduate scheme also requires applicants to fulfil three key criteria: * Leading the thinking See the big picture no matter how complex; offer and stimulate new ideas and turn complex issues into clear strategies. o When have you looked for and found solutions beyond the obvious? o How radical have you been? o In what ways have you challenged received wisdom? o When have you identified clear solutions to complex problems? o How do you manage ambiguity? o How logical are you in your approach? * Leading the pace Understand and focus on the important, drive to deliver better performance and be decisive in a crisis. o Can you prioritise, focusing on the important issues and dispensing with others? o Do you regularly achieve standards that you set and which are beyond those expected by others? o When do other rely upon you to make things happen? * Leading the team Act as a catalyst driving for results and restlessly seeking to win. o Do people enjoy working with you, do you create a buzz? o How do you influence others even when the cause looks lost? o Have you been able to get good results from difficult people? How did you manage it? The selection process Below are the most vital aspects that the HRM of Boots have to analyse when recruiting and selecting a sales assistant or any other employee in any other organisation: * Job Analysis * Job descriptions * Person Specification * Job advert * Letter of application * Curriculum Vitae * Interview * Job Evaluation Job Analysis This is the first stage for recruiting an employee. Information may be gathered by the managers of Boots by questioning the job holder or observing the job holder at work. The information gathered is carefully recorded and analysed. Further information might be obtained through discussions with the job holder’s manager or supervisor. The job analyst compiles a description of the main responsibilities of the job by asking: * What are the main tasks of the job and how often do they need to be completed? * Are any specialist technological skills required to do the job? * What mental processes are required to do the job? * Is the job holder required to take decisions and use initiative? * What are the limits of the job holder’s authority? * Is the output from the job a part or a whole? * Does the job holder have to work with others, or control the work of others? * What are the required performance standards and how are they measured? Job description When the job analyst has gathered all the information from the job analysis then he/she can put it into a summary report setting out what the job entails. This summary report is usually known as a job description. It contains two types of information; it describes the tasks of the job and it describes the behaviour necessary to actually do these tasks satisfactorily. A job description usually consists of: * Job title * General information * Position within the business * Job summary * Job content information * Purpose of tasks * Responsibilities * Working conditions An example of a job description can be found in the appendix. Person specification Sometimes known as a personnel profile – the person specification describes all of the attributes and skills required to do the job in hand to the satisfactory standards. For example, in Boots’ mission to require a part-time sales assistant, the HRM would need to specify clearly in the person specification whether or not the employee had to have special ICT qualifications in order to work a till. Job advert Job advertisements form an important part of the recruitment process. Boots is able to communicate job vacancies to a selected audience by this means. Most job adverts are written by the personnel department, task involving the same skill as marketing a product. Adverts must reach those people who have the qualities to fill the vacancy. The nature of the advert will depend on the following: * Who the target audience is – potential managing director, supervisor, operatives etc * Where the advert will be placed – on a noticeboard within the workplace, in the Financial Times, at the local job centre etc Job advertisements therefore take many forms, according to current requirements. Good adverts contain at least the following information: Job title: This should form the main heading, possibly in bold print. Job description: This should highlight the major requirements of the job in a concise format. Organisational activities and marketplace: There should be a brief description of the environment in which the organisation operates. Location: Applicants need to know the location of the organisation and the location of the job. Salary expectation: Figures are not always necessary, but an indication of the salary level should always be given. Address and contact: This should appear, with a telephone number if appropriate. Qualifications: Certain jobs require a minimum entrance qualification, which should be clearly stated. Experience: This should be quantified, as it will have a bearing on the expected salary level. Fringe benefits: The advertiser may wish to mention a company car, a health insurance scheme and so on. Organisational identity: This may be in the form of a logo (or simply the name of the organisation). A good job advert, while providing prospective candidates with helpful information, also helps to discourage applications from people who do not have the required qualifications for the job. The presentation of the advert is very important as it gives prospective employees a first impression of the organisation. Letter of application The title pretty much speaks for itself when describing what a letter of application is. Basically, a letter of application is a letter that an applicant would send to an organisation when interested in a job on offer. In this case, the applicants for the part-time sales assistant would send their letters to Boots after seeing the advert for the job. Along with the letter of application the employees would send their Curriculum Vitae (CV). An example of a letter of application can be found in the appendix. Curriculum Vitae A Curriculum Vitae (CV) shows a person’s achievements, hobbies, interests and past-times. A CV is a vital ingredient to recruiting the best employee – in this case the best part-time sales assistant. Below shows an example of a CV that could be sent with the letter of application to Boot’s HRM sent by an applicant enquiring about the job of a part-time sales assistant on offer. Once Boot’s HRM have evaluated the letter of application of the applicant they can decide whether or not he/she is suitable for the job. If they are then a letter of an invitation to an interview will be sent to him. If he/she isn’t then a letter of consolation is sent by Boots’ HRM. But in this case let’s say the applicant does qualify for an interview, this is the next stage of the recruitment process. An example of a CV can be found in the appendix. Interview Interview is the most vital stage of the recruitment process for Boots and the potential employee. This short time of contact with Boots can give the business representatives a lot of information about how the potential employee looks, behaves, talks and basically how well he or she comes across as a person. That’s why it is so important for the potential employee to dress appropriately and talk with confidence when answering any questions set to him/her by the interviewer(s). Most people have had at least one experience of being interviewed prior to employment. Few people enjoy interviews often this is because the interviewer comes across as being more interested in finding faults with you than finding out the good things. This is sometimes to see if the interviewee is sharp, intelligent and someone who can cope with pressure. Some of the interviewing techniques (used by the interviewer) will show which applicant is the most strong minded out of all the potential employees. For example, the interviewer may decide to ask the applicant to take a message from a person on the phone pretending to be a business consultant of the company or an upset customer. This sort of technique can indicate to the interviewer how well spoken or articulate the interviewee is, how well he/she copes under pressure and whether he/she deals with the â€Å"phone call† in the appropriate manner expected by the organisations standards. The personnel department of Boots is usually involved in interviewing, both in carrying them out and helping managers to adopt good interview practice. By following certain guidelines, the business hopes to employ the ‘right’ person for the job. It also aims to carry out the interview in a way that is fair to all candidates. These guidelines might include the following: The interview should allow information to be collected from candidates, which can be used to predict whether they can perform the job. This can be done by comparing replies with the criteria that successful applicants should have. Boots should give candidates full details about the job and the organisation. This will help them decide whether the job would suit them. The interview should be conducted so that the candidates can say that they have had a fair hearing. The interview, has however, been criticised as not always being an effective ‘tool’. Some of the main criticisms are: * Interviewers often decide to accept or reject a candidate within the first three or four minutes of the interview, and then spend the rest of the time finding evidence to confirm their decision. * Interviews seldom change the initial opinion formed by the interviewer seeing the application form and the appearance of the candidate. * Interviewers place more stress on evidence that is unfavourable than the evidence that is favourable. * When the interviewers have made up their minds on the candidate very early in the interview then their behaviour betrays their decision to the candidate. * The problems with these criticisms are that they do not solve the problems, only identify them. No matter what other means of selection there may be, the interview is crucial. If it is thought to be unreliable, it should not be discarded. Boots must simply make sure they carry it out properly. Carrying out the interview There are a number of factors, which would be taken into account when carrying out the interview. The interview should be conducted around a simple plan and be based on a number of questions against which all candidates will be assessed. It is also considered good practice to prepare suitable place for the interview, such as a warm, quiet, ventilated room. The interviewer should also ensure that the candidates have a friendly reception and are informed of what is expected of them. The average interview usually takes around thirty minutes. The interview plan organises the time to cover the important aspects in assessing applicants. The plan must be flexible enough to allow the interviewer to explore areas that may come up during the interview. Boots can follow a simple strategy of what the interviewer should do and what the interviewer shouldn’t do before and during the interview. The interviewer should always try and make the applicant comfortable by maybe asking him/her whether they had an easy journey to the building or whether they are warm enough in the interview room. This sort of behaviour can put the interviewee at ease in order of seeing the real side of them. Listed below are some of the things that an interviewer representing Boots should do: * Introduce yourself to the candidate * Adopt a suitable manner, show respect to the interviewee and be friendly * Make sure the interview is not interrupted * Conduct the interview at an unhurried pace * Have a list of questions that need to be asked * Encourage the candidate to talk by using ‘open’ questions such as; * â€Å"Tell me about your present or past job† * â€Å"Do you believe that†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬  * Concentrate on those areas not fully covered by the letter of application * Be alert for clues in the candidate’s answer, problem where necessary, and be more specific in the questioning if you are not satisfied * When the interview has ended, make sure the candidate ha no further questions and let the candidate know when the decision will be made * Write up your assessment notes as soon as the interview has finished whilst the information is still ‘fresh’ in your mind * Prepare for the next interview The interviewer will have gained a great deal of information from the interview. It will help the interviewer to have an interview assessment form so he/she can decide if that they suitable for the job. An interview assessment form can be found in the appendix. Job evaluation This is the part where Boots HRM will evaluate each and every one of the job applicants. It will evaluate how well the applicant spoke, dressed and came across in the job interview. Also letters of application and Curriculum Vitae’s (CVs) will be evaluated on how well the applicant can write and by looking at the CV the HRM can see which applicant has the best qualifications and most ideal interests, hobbies, and past-times for the job. Boots would be able to tell whether the chosen candidate for the job was the correct selection by assessing whether the company’s aim had been achieved. However, selection can be very costly to Boots. For example, if Boots were to send out application forms to candidates the cost of postage has to be paid for and Boots may have to pay for travel expenses for candidates’ journeys to interviews. Staff will also have to give up time to carry out the interviews. For example, if 10 people were interviewed for three posts by Boots, but only one applicant was suitable, selection may not have been effective. In this case Boots would have to re-advertise and interview other candidates as two posts would be unfilled. Boots’ Human resource department’s role would be to check all stages of selection to find out where problems had arisen. For example, when short-listing, a suitable candidate may have been ‘left out’. At an interview a possible candidate may have been rushed, so he/she was not given the chance to do their best. Legal factors It is now illegal for Boots or any other organisation to specify sex, marital status, colour, race, nationality or disability in any job advertisement. These laws were brought in by the government due to the Sex Discrimination Act (1975 and 1986), the Race Relations Act (1970), and the Disability Discrimination Act (1995). An Industrial Tribunal is available for people who feel that they have been discriminated against by any organisation, for example, during an interview. This Industrial Tribunal can award damages if it feels that a person has a fair case of being discriminated against by an organisation. Another â€Å"Act† that can be looked upon as discrimination by an organisation is the Equal Pay Act (1970). This implies that men and women must receive equal pay if the work that they do is the same or similar. Boots have always followed the laws of the Sex, Race Relations, Equal Pay, and Disability Discrimination Act’s so not to cause a confrontation between the company itself, the person(s) discriminated against and the Industrial Tribunal. They always deploy a system where by such discrimination acts are followed.

Plumbing During The Roman Empire Essay - 1728 Words

The water toilet may be a modern invention, but plumbing has existed since 2700 BC with the civilizations of the Indus Valley designing the first plumbing system for its people. However, among the ancient civilizations that became vast civilizations, the Romans attained the use of plumbing and toilets into an art, so much that an individual from the past decade could go to Ancient Rome and understand everything about an ancient toilet easily, even if the lack of comfort might seem unsettling at first. When it comes to plumbing history, all roads, literally, lead to the Roman Empire. Plumbing technology, as well as, the plumbing profession flourished during the Roman Empire in such a way that was not able to be duplicated for one thousand years. The advances in aquifers, sewage, and drainage the Romans made, are still some of the same designs plumbers use today. The Romans, as we now understand, had a slight fixation with aqueducts and baths, to keep their royal family hygienectically clean, as well as appealing, and Rome’s citizen’s hygiene up-to date; kind of hygiene freaks, they were. However, Because of this, plumbing became a profession in its own sense, and the ancient plumber became a trade that would be used, literally around the world. Indoor plumbing was not for everyone, only most wealthy could afford it, and they were charged for the use of public water, and the network that fed the water with a fee based on the size of each pipe they used (History ofShow MoreRelatedClassical Civilizations of Ancient Greece, Rome, and China Essay897 Words   |  4 PagesThroughout history, there have been many civilizations, empires, colonies, and tribes that have impacted the world. 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The Han Dynasty was inRead MoreThe Roman And Roman Civilization1036 Words   |  5 PagesThe Roman civilization isn’t a vague memory from the past, but is instead still present everywhere you look in Western civilization. It isn’t easy to ignore or miss the greatness that once was and still is from this grand empire. The Roman culture’s greatness was based off the imitation, but vastly improved ideas of nearby cultures for its own purpose. The majority of the concepts or ideas in Rome came from their association with the Etruscan, Egyptian and Greek civilizatio ns. Yet, the Roman culture’sRead MoreChristianity And Judaism During The 19th Century888 Words   |  4 Pagesoccupy Roman culture. During the transportation of a Jewish prisoner named Paul of Tarsus to Rome, it can be seen that religion was just one of the major concerns during this time. Founded in the eighth century B.C.E., Rome was originally a small city-state ruled by one king. Eventually, Rome established itself as the dominant power in the Mediterranean basin by instituting an aristocratic republic government. Roman civilization changed drastically politically, economically, and culturally during theRead MoreThe Rise Of The Roman Empire1611 Words   |  7 PagesRome was an empire with extremely high aspirations and expectations from. Its founders chose to steal women from neighboring villages, in order to grow its population. These aggressive and expansionary ideologies remained within the personalities of every Roman, living inside the great empire 755 years later. And yet despite its vast military presence and growing cities and towns, the Roman Empire and its capital still succumbed to a barbarian takeover. This was widely regarded as one of the greatestRead MoreThe Origins Of Western Civilization1547 Words   |  7 PagesCivilization began in the middle east approximately five thousand years ago, and slowly moved west into Europe. Tis history is highlighted by the rise of many different kingdoms and empires, each with contribution to modern western culture. The following essay will describe the Ancient Greece, the Assyrians and the Ancient Roman, and the legacy each has the study of western civilization. Between 1100 and 387 BCE, the Greeks evolved from a very primitive agricultural society to the most important culturalRead MoreThe Fall Of The Roman Empire1430 Words   |  6 Pages While the fall of the Roman Empire is well known, the exact causes of why it fell can be difficult to pinpoint. Many historians believe that Rome s downfall was due to poor leadership, weakened economics, or perhaps a combination of the two along with other seemingly unrelated factors. However, there is a string of evidence suggesting that there were three main components that took place to bring about the fall of the Roman Empire. These determinant attributes did not happen all at once, and there