3 questions to be answered. 250 words per answer. Timing is late 1890s Assignment

3 questions to be answered. 250 words per answer. Timing is late 1890s in United States - Assignment Example public feelings against Spain (Gary and Murrin 14). In defense of his country, the Spanish diplomat in Washington continued to express blatant indifference and open contempt towards the American government under President McKinley. Apparently, the military campaigns used by the Spanish administration in quenching Cuban guerrilla insurgency invariably captured attention of many American sympathizers. Particularly, the use of concentration camps against Cuban rural populations, which resulted in massive deaths from diseases and starvation, upset the American public. More so, the forcible incarceration of Cuban citizens by Spanish military rulers led to massive loss of American investments, and political powers within the Western Hemisphere (Gary and Murrin 19). The tolerable boundaries of outrage and indifference harbored by Americans towards Spanish occupation in South America broke down when a U.S. battleship Maine, which had 260 crew members, was allegedly sunk by Spanish belligerents on 15th February, 1989. In combination with the previously growing hatred and intolerance towards Spanish administration in South American nations like Cuba, the sunken ship aroused immense war sentiments across the United State s population, forcing President McKinley to declare war against Spain on 25th April, 1898. With respect to the United States political history, the Progressive Era of between 1890s to the 1920s saw increasing influence by the American government in both domestic and foreign policies. In fact, the increasing progressive activism in the United States led to the Spanish-American war of 1898. Apparently, progressive political leaders were reform-minded champions of a just and rational society. Prior to the Progressive Era, the United States government and other global powers like Britain and Spain were fond of using military machinery

Stress response Essay Example | Topics and Well Written Essays - 1750 words

Stress response - Essay Example His personal history was also significant. He was a chronic smoker and had smoked 20 cigarettes per day for many years. On admission, general examination of the patient revealed that he was anxious and agitated, but orientated to time and place. His skin was pale and cool to touch. Heart rate was 116 beats per minute and irregular, blood pressure was 140/95mmHg, temperature was 37.8 C (cool peripheries), respiratory rate was 28 per minute, abdominal pain score was 6/10 and approximate weight was 68kg and height 163cm. Disruption of homeostasis through physical or physiological stimuli is known as stress. The normal homeostasis is defined by the range of certain blood parameters. These include pH of 7.36 to 7.45, bicarbonate of 21- 27.5 m mol per liter, oxygen saturation of >97% and glucose concentration of 3.6 to 6.8 m mol per liter. During a stressful condition, the body takes some measures to restore normal homeostasis and these are called the physiological effects of stress (Tortora & Derrickson, 2006). There are many stimuli which can cause physiological stress in a person. These can be either physical (trauma, pain, extremes of temperature, disease, dehydration, infection and excessive physical activity), psychological (deep emotions, anxiety, apprehension and fear) or physiological (pregnancy, delivery, post-partum, lactation, sexual activity, menstruation and pre-menstrual tension) or chemical (excessive intake of alcohol, drug abuse and drug over-dose). These stimuli can either cause immediate effects, or delayed effects or even chronic effects on the body. When the body is exposed to a stressful condition, the hypothalamus situated in the brain secretes adrenocorticotrophic releasing hormone (CRH). Hypothalamus is concerned with the secretion and control of the different hormones of the body. The CRH which is released is a peptide and is produced by the neurons in the paraventricular nuclei in the

Improving Risk Perception in Adolescent Motorcycle Drivers

Improving Risk Perception in Adolescent Motorcycle Drivers Could Risk Perception Abilities of Adolescence Motorcycle Drivers (Motorcyclist) be Improved Through the Distance Perception Psycho-education Program? Guritnaningsih A. Santoso, Lucia R. Mursitolaksmi, Dewi Maulina Abstract The number of motorcyclists on the highway increased rapidly from year to year. The Central Bureau of Statistics recorded the number of motorcycles in 2010, 8.7 million units, rising to 9.8 million units in 2011, and became 10.8 million units in 2012. That means, there is an addition of 1 million units of motorcycles per year (Kompas, 11 November 2013). The impact of the number of motorcycle riders is a wide range of traffic problems as a result of hazardous motorcycle driver behavior manifested as high rate of motorcycle accidents. Motorcycle accidents are the biggest contributor to traffic accidents, as many as 60-77% in the period 2008-2012 (Maharani, 2012; Department of Transportation, 2010). Directorate General of Land Transportation, Ministry of Transportation noted 11,140 drivers and passengers of two or three-wheeled vehicles died in traffic accidents in 2010. Average motorcycle accident threatens 20,000 people per year, or 55 people per day, or about two people every hour. T he cause of the accident on a motorcycle can be derived from the characteristics of the engine, the road environment and driver’s behavior (Houston, 2011). Among these three factors, the behavior of the driver is important to note, because 70-90% of accidents are caused by human factors and behaviors associated with the driver (Hole, 2007; â€Å"Januari-Oktober 935 orang tewas,† 2011; Shinar, 1978; Ullerberg Rundmo, 2003; Yilmaz Celik, 2004). In psychological studies of traffic, there are three perspectives used to explain the behavior of driving. These perspectives are: the perspective of personality, cognitive perspective, and social perspectives (Ullerberg Rundmo, 2003). Among the above three perspectives, the cognitive perspective has not been the focus of much research. Whereas the cognitive aspects that include perception, attention, or the attention of the relevant matters around, concentration, ability to process information and make decisions is very important in driving activity. Those various aspects of cognitive are important to always be active when driving because individuals are facing situations in which highway environment is constantly changing. One of the cognitive aspects that play a major role in determining the dangerous driving behavior is the perception of risk. Chung Wong, 2011; Guritnaningsih et al, 2011; Wong et al., 2010 found that the perception of risk is a significant predictor of risky dr iving behavior. According to Cohen, et al (1995, in Machin Sankey, 2008), there is a negative relationship between risk perception and risky driving behavior, in which the perception of risk (hazard) against a low driving conditions will be followed by the higher possibility to display the driving behavior dangerous. Perception of risk in driving is â€Å"the subjective experience of risk in potential traffic hazards† (Deery, 1999). This means that risk perception is individual. Nevertheless, various studies have shown that the perception of risk in young adults is generally low. They will perceive a dangerous driving situation as low-risk. They will perceive a dangerous driving situation as low-risk. This is because of two main things, namely the lack of experience in driving skills or lack of processing information, and age factor related to lifestyle (Mayhew et al., 2008). Young adulthood is a period where they are easily provoked emotionally and fun sensation seeking. Th e research that has been conducted by researchers found that risky behaviors while driving, such as calling, moving lane, and speeding are assessed by participants as behavior that is not hazardous (Guritnaningsih et al., 2011). These findings corroborate the results that the young drivers risk perception is low. When driving on the highway, the various situations faced are almost entirely received visual information (Shinar, 2007). Errors of perception (perception errors) are one of the causes of the accident on a motorcycle, which occurred because the driver failed to detect a dangerous condition (Tunnicliff, 2006). To be able to drive safely among other vehicles required the ability of visual perception in the form of perceptual distance (distance perception). Rizania, Guritnaningsih, Maulina (2010) in a study on the effect of distance perception on the young adulthood motorcycle driver found that dangerous overtaking behavior (weaving behavior) is influenced by perceptual judgment of distance. Assessment of distance (distance perception) may be one of the causes of the occurrence of motorcycle accident. (Pai, 2011). When the driver is mistakenly or unable to ensure a safe distance before deciding to overtake another vehicle, it can cause accidents (Shinar, 2007; Tunnicliff, 2006). This s hows that an error in assessing the safety distance may result in lower risks assessment and perform risky or unsafe motor driving behavior. Assessing distance cannot be separated from assessing speed; the two are closely related to one another. In receiving stimulus on the distance and speed the driver will perceive it as safe or unsafe distance. For example, for a vehicle speed of 30 km / h, the relatively safe distance is 4 meters, while for the vehicle speed of 40 km / h the safe distance is 8 meters, and so forth (Suryajaya, 1995). According to Sanders and McCormick (1993) accurate assessment of the time, distance and speed is needed to maneuver in a secure way. Rosenbloom, Shahar, Elharar, and Danino (2008) suggests that the driver, especially novice drivers must develop the ability to reduce hazard risk perceptions in a variety of road situations. Results of previous studies on the ability of risk perception shows that risk perception can be enhanced through the provision of training (Rosenbloom, Shahar, Elharar, and Danino, 2008); Horswill, Kemala, and Wetton; Scialfa, and Pachana, 2010). Referring to previous stu dies that show the effectiveness of training programs to improve the skills of risk perception, researcher sees the need to develop training programs on danger on the highway for motorcyclists who often displayed hazardously behavior in big cities in Indonesia, namely the behavior of slipping and overtaking other vehicles. Specifically this study wanted to test whether provision psycho-education program on recognition distance perception is significantly effective in lowering the risk perception scores of adolescence motorcycle driver. Method Participants There were 60 male adolescences in this study. The mean age was 17.12 (SD = 0.329) with a range between 17-19 years. More than half respondents (22.4 percent) had been riding motorcycle for 3-5 years, 17.2 percent had been driving for more than 5 years and the rest (10.3 percent) had been riding for 1-2 years. Male adolescence motorcycle drivers have been chosen because they are inexperienced motorcyclists and tend to drive dangerously. In addition, male riders more often display dangerously behavior than women riders. Participants in this study were drawn from secondary school i.e. SMAN 38. Measures and Apparatus The instruments used were: 1) a video film about riding a motorcycle on the highway, which is made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹up of 10 scenarios, with details of 5 scenarios that describe the behavior of line splitting and 5 scenarios that describe the behavior of overtaking. Highway situation for all five scenarios in each type of motor driving behavior (i.e. line splitting and overtaking) varied according to variables: time of the day, weather, speed, distance, and type of road (one-way vs. two ways). Psycho-education program contains information on three common dangerous behaviors of motorcyclists, i.e. the splitting line and overtaking. The information provided includes: (a) the definition of each type of behavior, i.e. slip, and overtaking another vehicle, (b) the factors that influence the driving behavior of the motorcyclists, (c) the importance of the perception of a safe distance, and (d) risks/dangers of unsafe driving hatched. Psycho-education program was presente d to the participants with audio along with presentation in the form of PowerPoint, and also video footage of line splitting and overtaking to serve as an example of behavior. 3) Questionnaire, containing items that measure the perception of distance, namely by asking the estimation of the distance between the motor and the driven vehicle nearby, as perceived by the participants. The measuring instrument also contained items to assess how much is the risk to have an accident if the partisipants do the splitting line and overtaking. Measurements were performed using a Visual Analogue, in which participants were asked to visualize the assessment of the risks in a continuum line with range 0-100 percent. The questionnaire also tapped into demographic information such as age, riding experience, and accident experience. Procedure Preparation Phase Prior to the experiment, the researchers had conducted two activities. The first activity was Focus Group Discussion to investigate the push and the hamper factors of unsafe riding motorcycle, especially for doing line splitting and overtaking, and also the role of distance perception on riding behavior. The result of Focus Group Discussion was used to develop film scenarios concerning riding motorcycle on the road. There were 14 film scenarios that consist of 7 scenarios representing road situation and a motorcyclist that intend to do line splitting, and 7 scenarios representing road situation and a motorcyclist that intend to do line overtaking. The scenarios of road situation were varied in several variables, i.e. weather variable (clear vs rainy), time of day (afternoon vs night), type of road (one-way street vs two-way street), distance between vehicles in front or beside the motorcycle (2.5 meter or less vs 2.5 meter or more), and speed of the motorcycle (20-30 km/hour vs 50-60 km/hour). The film was developed in real situation to make the measurement of distance perception and risk perception more natural. The cameraman shot the road situations using Yamaha Vixion, 150 cc motorcycle, year 2012. They were using the equipment as follows: Camera Canon EOS 60D; Logger: HP Huawei Ascend P1; and Monopod Manfrotto. After the pictures have been collected, they were then edited and assembled into a movie. Editing were done using a computer set with following specification: CPU: 2-GHz Intel Core i7-2630QM; OS: windows 7 home premium (64 bit); RAM: 8 GB; Hard Drive: 750 GB SATA; Display size: 15.6 inch; Resolution 1920 x 1080 pixels; Optical drive: Bluray/DVD; Graphic card: Nvidia Ge Force GT 540M; Video Memory: 2GB. The film then validated using face validity approach, to ensure that the road situations had been represented each scenario. Experimental phase From a list of 98 students in a senior high school in Depok area that met the sample criteria the researchers took 60 students using random number in SPSS program and divided the selected students into two groups (experimental group vs control group) by randomization technique, each group consists of 30 students. Both experimental group and control group was measured two times, pre-test and post-test. Between the pre-test and the post-test the experiment groups of students were given psycho-education program, whereas at the same time the control group was asked to watch a short film. Therefore, the study design for this study is experimental laboratory and the design called randomized two groups before and after design. Results Comparative analysis was used to examine the effect of psycho-education program concerning distance perception on motorcyclists’ risk perception in riding their motorbike. To test the equality between experimental and control group comparison had been made. Referensi Motor, Solusi Macet Sekaligus Petaka http://megapolitan.kompas.com/read/2013/11/11/0953518/Motor.Solusi.Macet.Sekaligus.Petaka. Senin, 11 November 2013. 1

Love and Death :: Essays Papers

Love and Death Love and death are often associated with each other in artistic depictions of human existence. In movies ‘love’ is sometimes said to be the only thing worth living for. In Christian literature death has been prophesized as the release from this hard world and the gateway to a world of ultimate peace and love. Sherwood Anderson in his book Winesburg, Ohio, changes the expected metaphor or connection between death and love. In both stories Tom Willard plays a minimal part. He does however give an example of the connection between death and love in his own distorted manner. Tom prides himself, falsely, on the notion that he is an important man around town. He has always envisioned himself rising up in the political scene in Winesburg, or even becoming Governor. His wife, Elizabeth Willard is like death to him. In his mind, she looms over his dreams casting a shadow that he blames for his meager existence. In the story mother, he describes her presence to be â€Å"ghostly† and when he thinks of her he swears angrily (39). Sometimes when he is out in the street he turns to look behind him suddenly as if her ghost and the â€Å"spirit of the hotel† were their casting their shadow on him even in the streets. Tom connects Elizabeth and the hotel to his inability to find success. His life is dominated by the affairs of the shabby hotel. The hotel is a legacy of Elizabeth’s father’s; she walks around in the hotel like it’s her coffin. So for Tom their presence is a reminder of his uneventful life. They are represent the death of his hopes and dreams. He at one point says, â€Å"Damn such a life, damn it† (39), in a context that places blame on Elizabeth and the hotel. It is as if with the death of Elizabeth you might see Tom picturing himself selling the hotel, and going to Ohio’s capital to become serious statesman. In Mother, Elizabeth is looking for a different kind of liberation. Elizabeth’s dreams for her own life have long ago died. Yet she clings to life for the sake of one thought. She is trying to ensure that her son (George Willard) does not become a lifeless thing like herself.

Use of a Literary Device in “Shall I Compare Thee to a Summer’s Day”

William Shakespeare’s sonnet â€Å"Shall I compare thee to a summer’s day† is a fourteen line poem that contains three quatrains followed by a couplet. The poem is also known as Sonnet 18, and is a beautiful poem describing just that, a summer’s day. If one wishes to be technical, Shakespeare does more than describe a summer’s day, he is comparing an individual to a summer’s day. Shakespeare uses the literary devices imagery and diction throughout the poem. Imagery is the one device that stands out the most due to Shakespeare’s intricate way of describing the summer day with such detail that the reader feels like they are there. Diction is an important literary device which I will focus on, because Shakespeare switches back and forth between abstract and concrete diction. Shakespeare used imagery to its fullest in this poem. Using the phrases summer’s day, buds of May, heaven shines, and so on†¦ It all sounds so beautiful and the reader is able to picture all of these images as it brings a smile to the readers’ lips. While reading the poem, the gender of the person to whom Shakespeare is comparing to a summer’s day is left unknown and can easily be confused with that of a woman, although the poem gives no indication of this relationship being a romantic one. The line that strikes me as being the most beautiful is â€Å"But thy eternal summer shall not fade† (Shakespeare 76). I as the reader can just imagine a summer that never ends, and the sound of that is pleasing to the mind. Thus this is the best example of how Shakespeare used imagery in this sonnet. One that is a bit more difficult to understand is Shakespeare’s use of diction throughout the poem. Just like the rest of Shakespeare’s work, in this poem he primarily uses formal form of speech with words such as thou, thy, shall, nor. This choice of words was common when the poem was written back in 1609, but no longer is for the readers of this day and age, which makes Shakespeare’s choice of diction easily misunderstood. In this poem, Shakespeare uses concrete and abstract diction interchangeably. Concrete language can be considered something specific or definite such as objects you can picture with your five senses such as walking, cold, lawn mower, etc†¦ Shakespeare uses this type of diction scarcely throughout the poem with the following words: buds, hot, shines, men, breathe, and eyes. Most poets do not use abstract or concrete diction uniformly (Deblanco and Cheuse 75). Shakespeare had to move back and forth between dictions in order to make the poem sound. Abstract diction is more general, because it refers to terms that you cannot touch, see, smell, feel or taste. Examples of abstract diction are love, freedom, sexism, morale, etc†¦ Shakespeare uses abstract diction much more freely throughout the poem, perhaps because abstract diction is much easier to use for his need to achieve imagery. He uses the phrases â€Å"Thou art more lovely and more temperate† (Shakespeare 76), lovely being the abstract term in this phrase. Same concept applies to the phrase â€Å"But thy eternal summer shall not fade†(Shakespeare 76), eternal is not something you can sense with any of your five senses. Abstract words can also vary from person to person, because a word be interpreted differently varying on the person. In sum, throughout the entirety of the poem â€Å"Shall I Compare Thee to a Summer’s Day† by William Shakespeare, he uses concrete and abstract interchangeably in order to achieve a perfect balance and to incorporate imagery for the reader to visualize his words. The use of concrete and abstract diction brought Shakespeare’s poem to life, thus making the reading a pleasant experience for the reader.

Reflective Report for Introduction to Financial Accounting

Reflective Report During the last term, i have had learned some knowledge from the subject called introduction to finical accounting. For me, this is the first time I had chance to learn this subject, before that I just heard some information about IFA by reading the FT newspaper and watching the news. When I start learning that, this subject gives me the impression that it is difficult to understand. During the past few months, I can say I already mastered some of the skills in IFA.I can still remember the first lecture I had learned was the definition of the â€Å"Accounting Equation†, I can conclude that the most important thing you must master is you should try to distinguish the meaning of the capital, assets and liability. Assets are economic resources of the business that are expected to bring benefits for the business in the future, the Important point is it can bring you benefits in the future instead of consuming at the end of the year. Capital, we can also called ow ners’ equity is the economic resources that was contributed by the owners of the business to the business.The last component is liability which is the name given to the amounts owing to these people or organizations for these assets. The format of the accounting equation is capital + liabilities = assets. When I learn this subject, I think the interesting part is the double entry which is the basic part of the whole subject. What I have learned is each transaction requires one debit entry and one credit entry and for each pair of entries: the left hand side must therefore equal right hand , only you know how to put the items into debit part or credit part can you prepare the account correctly.In my opinion, mastering this skill essentially is very necessary for my future careers. I think the future financial professional is not limited in numeracy skills. The reason is this area is requiring the accountant have ability to be able to explain and analyze the transactions, maste ring numeracy skills is essential for every accountants but I think the most important factor is having an analytical ability in order to deal with different types of transactions efficiently.Back to the subject, besides the double entry, the next basic point is the transactions analysis, which is very significant to future professional, always be awareness of professional judgment and personal effectiveness. When we going to analyze one transaction, the first thing we should concentrate on is transaction whether cause stock to increase or decrease. Stock increasing consists of the purchase of additional goods and the return into the business goods previously sold. However, stock decreasing involves the sale of goods and goods bought by the business now being returned out to a supplier.When you handle one transaction the first step is going to prepare Journals, determine nature and double entry of each of the transactions. The second step is open up T-account and post entries as you go through the Journals. Once posting complete, â€Å"Close† accounts for the month. The third step is transferring all ledgers to trial balance. It required the total of all debit balances should equal the total of credit balances. I also learn how to prepare the statement of income, according to the format gross profit= sales – cost of sales, calculate the gross profit then plus other income and minus expenses calculate net profit or loss.The next stage is starting to prepare the balance sheet. The balance sheet comprises those accounts with balances that not included in the income statement. A properly drawn up balance sheet should have five categories of entries: Non-current assets, Current assets, Non-current liabilities and Capital. All above these skills support me to develop the technical and functional expertise gradually. The skills I have developed are all for preparing accounts manually. Tutor also takes highly of the importance of using MYOB project.In ou r day-to-day studying time, most of time we prepare accounts manually, but we also should try to use a computer package to prepare accounts. Let me indicate my feeling when I use MYOB. When I handle one transaction I should create one computer and write related information in detail, then start to prepare a journal according to the transaction. Write the date accordingly, when I use this software, I don’t know where to start. I find the significance of understanding double entry; you should know each transaction whether is assets account capital account liability account.If put it in a wrong entry, what we have done is all in vain. I ought to also prepare account for bank, purchase, sales and depreciation, this procedure is a little complex. When I prepare T-account at the same time I must recorded. Return back the main menu select the report, it shows the trial-balance, different statement of income and statement of financial position, all of that will appear automatically i n place of preparing manually. Have ability to good use of MYOB project is very necessary, which will avoid existing of errors so as to save time and help you become professional.Through MYOB project and prepare account manually, I am aware of the importance of numeracy skills to a future financial professional. Numeracy skill means have ability of counting correctly, distinguishing between sets of unequal quantities, operations such as subtraction and addition. So, numeracy is a foundation of the financial professional in order to make sure the transaction smooth going. Moreover, IT skills are playing an important role to the financial professional, according to Professor Jane K.Winn (2000) of the University Of Washington School Of Law, â€Å"Financial institutions were at the forefront in creating the global information economy as it exists today. † We can conclude that finance cannot live without information technology skills. Information technology concentrates on the gro wth of electronic networks that exchange information. The reason why IT is so important for financial professional is that all financial transactions contain the exchange of information, the increasing popularity of online finance accorded with advances in IT fields.After finishing the bookkeeping test, I can summarize some of my learning experience and I have my own notions in learning some of difficulty parts. The learning style I preferred is when you are taught a new topic, you should fully understand it immediately in case of delaying it into another day. In addition, you’d better do a revision at the end of the weekend; this will help you master this topic better. However, I also suffered some difficulties during the last few months, when I learn a topic called depreciation; I always confused with depreciation for non-current assets and disposal.Therefore, . I always prepares wrong account for disposal and provision for depreciation due to the wrong depreciation figure. Though, I try to find out the effective method to solve this problem. Try to distinguish the time that owner buy or sale the machinery so as to prepare the cost account and provision for depreciation account properly. The core point is loss/profit on disposal that will always ignored. I always remind myself to balance the disposal account as the first step, after that working out the loss/profit on disposal, finally put it into the income statement.The provision for doubtful debts account has a similar issue as the disposal account. In my view, the most annoying thing is combine the expense account with the accrual and prepayment account, it always made me crazy. But I never give up; always keep the faith to solve these problems. I think the best way to avoid this confusion is totally up to you. Once you have made a mistake, you must discover the weakness of this part and try your best to solve this problem so that you will never make the same mistake over and over again.This metho d would not only be helpful for your learning in the future, but also would bring a surprise and achievability to you. Another main point is being awareness of cooperation. Through discussing with your friends, you can also easy to find the solution. My tutor helps me a lot during the last few months as well. He told me how to analyze the workshop questions step by step. When I was in trouble, he inspires me a lot and helps me to solve the problems. As the year progresses, I changed a lot. Those skills I have developed helped me become more logical and meticulous when deal with the different types of accounting transactions.Additionally, I have made my brain more clearly by writing the reflective report. I can reflect on what I have learnt last term and which parts should I improve? After doing my learning experience, I find an effective way to prepare accounts and analyze transactions. Thinking a lot and doing more exercise will also bring me more benefits for my exam and future ca reer. Reference: Jane K. W (2000), University of Washington School of Law: Catalytic Impact of Information Technology on the New International Financial Architecture†

Aristotle on the Mixed Form of Government in Sparta

Aristotle on the Mixed Form of Government in Sparta Aristotle, in  On the Lacedaemonian Constitution- a section of  The Politics- says that some claim Spartas system of government included monarchical, oligarchic and democratic components. The Lacedaemonian [Spartan] constitution is defective in another point; I mean the Ephoralty. This magistracy has authority in the highest matters, but the Ephors are chosen from the whole people, and so the office is apt to fall into the hands of very poor men, who, being badly off, are open to bribes.- Aristotle Monarchical In the monarchical system two kings- hereditary monarchs, one from each of the Agiad and Eurypontid families- had priestly obligations and the power to make war (although by the time of the Persian Wars, the kings power to make war was restricted). Oligarchic The kings were automatic members of the Gerousia, the council of 28 elders picked for life plus the two kings. Five ephors, chosen annually by popular election, had the main power. Democratic The final component was the assembly, made up of all Spartiates- full Spartan citizens- over 18. Aristotle on the Poor In the quoted passage on the government of Sparta, Aristotle disapproves of government run by poor people. He thinks they would take bribes. This is striking for two reasons: that he would think the rich were not susceptible to bribes, and that he approves of government by the elite, something people in modern democracies tend to disapprove. Why would such a well-educated, brilliant thinker believe there was a difference between the rich and poor? Sources Chronology of Early SpartaAncient History SourcebookThe Ephors of Sparta  Herodotus on the Kings of Sparta C 430 BCEThe Kings of SpartaPeriegesis Hellados IIIThe Spartan SystemThomas Martin OverviewXenophon: Constitution of the Lacedaemonians 13.1ff and  Ã‚  8.3