The final exam contain three parts: matching; identification questions of major ideas, places, events, etc.; and two essay questions Identification question responses should be a minimum of three complete sentences in length. Essay question responses must be developed with supporting facts. Note that the first essay is required; for the second essay choose ONE of four options. Make the most appropriate match. Question 1 options:123456789101112131415death of Julius Caesar123456789101112131415corrupt governor of Sicily123456789101112131415speeches against Antony123456789101112131415father of his country123456789101112131415new title for Augustus123456789101112131415leader of Spanish revolt123456789101112131415Gallic chieftan123456789101112131415Thomas Babington Macaulay123456789101112131415Deeds of Augustus123456789101112131415Aeneid123456789101112131415defeat of Antony and Cleopatra123456789101112131415first in family to achieve Senatorial status123456789101112131415Lucius Junius Brutus123456789101112131415"alea jacta est"123456789101112131415adviser to Augustus1.assassin2.crossing the Rubicon3.Philippics4.Res Gestae Divi Augusti5.Ides of March6.Vercingetorix7.pater patriae8.Actium9.princeps civitatis10.Maecenas11.Verres12.novus homo13.Lays of Ancient Rome14.Quintus Sertorius15.VergilQuestion 2 (30 points) Identify 10 of the following in two or three complete sentences (3 points each). Note: If you identify more than 10, only the first 10 will count toward your grade.1. "veni, vidi, vici"2. proscription3. Tiberius Gracchus4. Marcus Licinius Crassus5. Mithridates VI6. Marcus Tullius Cicero7. Lucius Cornelius Sulla Felix8. Cincinnatus9. equites10. Gaius Marius (Senior)11. Theodor Mommsen12. Lucius Sergius Catilina13. Marcus Portius Cato (Uticensis)14. Jugurtha15. Maison Carrée16. paterfamilias17. Titus Annius Milo18. Annales Maximi19. Lex Manilia20. Lacus CurtiusQuestion 2 options:Question 3 (35 points) Piers Brendon has observed that, while history is our only guide, “all too often…students of the past succumb to the temptation to foretell the future. “However,” he notes, “the past is a map, not a compass. It charts human experience, stops at the present and gives no clear sense of direction. History does not repeat itself nor, as Arnold Toynbee would have it, does it proceed in rhythms or cycles. Events buck trends. Everything, as [Edward] Gibbon said, is subject to 'the vicissitudes of fortune'."Do you agree or disagree with Brendon? What IS the point of studying history, especially ancient history? Are analogies between past and present useful? Are they dangerous? Do analogies ever completely work? In an essay of at least 300 words, formulate your own answer to these interconnected questions. Cite specific examples from the material of this course.Question 3 options:Skip Toolbars for .More Insert actions.Format Paragraph Address Preformatted H1 - Heading 1 H2 - Heading 2 H3 - Heading 3 H4 - Heading 4 H5 - Heading 5 H6 - Heading 6 More Text actions.Show All ComponentsQuestion 4 (20 points) Respond to ONE of the following questions. (250 words) Option One: Slavery was a fact of life in the Roman Republic. Using as much detail as possible, discuss the nature of slavery in the Republic, describing its sources, its extent and the varied forms of its operation. (20 points) Option Two: No modern historian will agree with Theodor Mommsen that Caesar was the leader of a "people's party", but it cannot be denied that many of Caesar's measures indeed protected the ordinary people against the selfish policy of the nobles. This can easily be illustrated by pointing at Caesar's measures on taxation and citizenship. However, was the improvement of the position of the people Caesar's aim or just a tool to establish a strong base for a personal regime? Make an argument for either the "aim" or the "tool" position. Provide evidence to support your position.Option Three Anthony Everitt has written: "The Roman constitution was a complicated contraption of levers and balances, with obsolete pieces of machinery left in place along-side modern additions. Its management called for sensitivity, imagination, and, above all, an ability to accommodate, to concede, to compromise. For centuries, these qualities among Rome's politicians had drawn the admiration, reluctant or full-hearted, of friend and foe. Now, though, the tragic trajectory of the Gracchi exposed the Republic for what it had become, an unstable and uncreative monster." Explain with specific details what Everitt means about the Roman constitution and what the Gracchi did to expose its defects. (20 points) Option Four Conflict between plebeians and patricians, between rich and the poor, citizen and non-citizen characterized the early years of the Republic. But gradually through confrontation and compromise a greater measure of equality was attained, but were the fundamental issues ever really solved. What were the issues at the root of the Conflict of the Orders and its later manifestation the struggle between the Populares and the Optimates? (20 points) Option Five Mary Beard has written: “I am even more concerned than [Kenneth] Clark with the discontents and debates around the idea of civilisation, and with how that rather fragile concept is justified and defended. One of its most powerful weapons has always been 'barbarity': 'we' know that 'we' are civilised by contrasting ourselves with those we deem to be uncivilised, with those who do not - or cannot be trusted to - share our values. Civilisation is a process of exclusion as well as inclusion. The boundary between 'us' and 'them' may be an internal one (for much of world history the idea of a 'civilised woman' has been a contradiction in terms), or an external one, as the word 'barbarian' suggests; it was originally a derogatory and ethnocentric ancient Greek term for foreigners you could not understand, because they spoke in an incomprehensible babble: 'bar-bar-bar .. : The inconvenient truth, of course, is that so-called 'barbarians' may be no more than those with a different view from ourselves of what it is to be civilised, and of what matters in human culture. In the end, one person's barbarity is another person's civilisation.” [Mary Beard, How Do We Look: The Body, the Divine, and the Question of Civilisation (New York 2018) 14.]Do you agree with Mary Beard's conclusion? Provide evidence/examples from the material for this course to support your position..

Answer the questions below completely and fully for full credit. This requires a minimum of two substantive paragraphs for each answer with a minimum total of 300 words for the combined paragraphs (not including the references). Use your learning resources and outside academic references (not Wikipedia!) to answer the questions completely. Support your answers with source credits (citations and references). Use APA formatting for all your work.Describe the recent finds on the "Nature-Nurture Controversy." How do evolutionary theory (evolutionary biology and evolutionary psychology) and the study of genetics fit in to this discussion? What are the implications for the biopsychologist? And finally, is there a controversy at all? Describe the process of action potential conduction and neurotransmission from one neuron to another, both electrically (including saltatory conduction) and chemically. Describe how a cell fires an action potential and be sure to address which structures are involved in neurotransmission. Discuss reuptake and enzymatic degradation (breakdown) in the context of the appropriate neurotransmitters. Trace in detail the structure and function of the visual system from the physical stimuli (light waves), to the structure of the eye and through the corresponding brain structures until it is processed as visual information. You will need to compare photoreceptors in darkness to photoreceptors receiving light and describe how light energy is transduced into neural signals. Describe how the trichromatic and opponent-process theory explain how light of different wavelengths is converted into color information. Discuss some of the methodological approaches that can be used to examine the influence of multiple genes on behavior.Then discuss what transgenic animals are and how they are produced.What is the medial forebrain bundle?Discuss the evidence for and against its involvement in reward.In addition, review the evidence showing that the brain's dopamine pathways are critically involved in pleasure and reward.What is the monoamine theory of depression?What evidence supports this hypothesis as a cause of affective disorder?It generally takes 2-3 weeks of chronic treatment before an antidepressant begins to have a clinical benefit, yet the drug's pharmacological effect (for example, its inhibition ofMOA, or reuptake) is immediate.What synaptic mechanisms may underlie this time lag?Critically evaluate the roles of the lateral hypothalamus and ventromedial hypothalamus in hunger and satiety. What other brain sites are known to be involved in eating behavior? Can this be explained in terms of a homeostatic model? What evidence shows that non- homeostatic mechanisms also contribute to feeding?Describe the brain structures and anatomical pathways that make up the extrapyramidal and pyramidal motor systems.What are the main functions of these two systems?What regions in the cerebral cortex are known to be involved in movement?How do these areas contribute to the production of motor behavior?Describe the dorsal and ventral streams. Describe two theories of their functional difference and the evidence on which each theory is based. Describe the main structures of the brain stem, the midbrain, and forebrain, including the basal ganglia, the limbic system and the cerebral cortex.What functions and behaviors are these regions known to control?