READING Nt wity MyEnglishLab access code inside University |ImiNiailt Success . TRANSITION LEVEL Lawrence Zwier and Maggie Vosters Lawrence Zwier, Series Editor P) PearsonREADING THU VIEN DAI HOC TT [TiC 00 AF=L2 | University Success TRANSITION LEVEL Lawrence Zwier and Maggie Vosters Series Editor: Lawrence Zwier ‘Authentic Content Contributors: Ronnie Alan Hess Il and Victoria SolomonUnivesity Sccote Rewing, Traneton Level Copyright © 2017 by Pearson Faun, Inc Alright reserved. ‘No par of this publication may be reproduce sored ina retrieval system, or rans in any form or by any means, ‘lecronic, mechani, photocopying recording, o otherwise, witout the prior permission of the publisher. Pearson Education, 221 River Stet, Heboken, NJ O7030 Staff erelts: The people who made up the Uiversy Sues Reading, Tanti Lew team, sepresenting content Creation design, manufacturing. marketing, maliedi, projet management, publishing, rights management, and ‘eating te Peto Along Rhea Banker, Stephanie Bull, Tracey Cataldo, ara Davila, Mindy DePalma, Dave Dickey. ‘Waren Fchbach, Nany Fagan, Goss Jaros White, Kt Le, Ary McCormick, Jennifer Rasp, aula Van El, and Joseph Vel Project supervision: Debbie Sstino ‘Contributing editors: Eleanor Barnes, Andrea Bryant, Nan Matsunaga and Leigh Stolle Cover image; Nasa Hall, Princston University, Clock Tower © F. Spiro /Alamy Stock Photo “Text and cover design: Vin Ling Wong ‘Video researeh: Constance Rylance ‘Video production: Kristine Stlakis ‘Text composition: MPS Limited Library of Congress Caalogng-inPublication Data | catalog record forthe prin edition save fom the Library of Congres. ISBN-10-0-13-440078. ISBN.13.978-0-13-4400785, Prine the Une Sas of Ameria 2 2010Contents ‘Welcome to University Success. Key Feanures of University Success ‘Scope and Sequence. Acknowledgments PART 1: FUNDAMENTAL READING SKILLS SOCIOLOGY: Active Reading. ECONOMICS: Main Ideas and Supporting Details BIOLOGY: Cabesion. HUMANITIES: Flueney and Accuracy. ENVIRONMENTAL ENGINEERING: Visuals, PART 2: CRITICAL THINKING SKILLS SOCIOLOGY: Fact and Opinion. ECONOMICS: Implication and Inference BIOLOGY: Evidence and Argumentation HUMANITIES: Synthesis of Information xt 4 46 76 104 4 158 180 208 ENVIRONMENTAL ENGINEERING: Definitions and Classifiations 236 PART 3: EXTENDED READING SOCIOLOGY: The Art of Strategy ECONOMICS: Supply and Demand in the Marketplace. BIOLOGY: A Study of Deadly Diseases HUMANITIES: Cultivation of the Educated Person ENVIRONMENTAL ENGINEERING: In Pursuit of Clean Ait Credits Index 262 278 294 308 322 335 336 contentsWelcome to University Success INTRODUCTION University Success is a new academic kills series designed to equip transitioning English learners with the eading, writing and oral communication skills necessary to succeed in courses in an English-speaking university setting. The blended instructional model provides students with an inspiring collection of extensive authentic conten, expertly developed in cooperation with five subject matte experts all "thought leaders" in their felds. By utilizing both online nd in-class {instructional materials, Unversity Sucess models the type of real life” learning expected of students stadying for a degree. Unlike a developmental textbook, University Success recognizes the unique linguistic needs of English language learners. The course carefully scaffolds ski development to help students successfully work with challenging and engaging authentic content provided by top professors in the academic fel, SERIES ORGANIZATION: THREE STRANDS ‘This three-strand series, Reading, Writing, and Oral Communication, includes five distinct content areas: the Human Experience, Money and Commerce, the Science of Nature, Arts and Leers, and Structural Science all popular lds of study among English language leamers. The three strands are fully aligned aeross content areas and skill, allowing teachers to utilize material from different strands to support learning. Teachers can deve deeply into skill development ‘ina single sal area, or provide addtional support materials from other skill areas for richer evelopment across the four skills, THE UNIVERSITY SUCCESS APPROACH: AN AUTHENTIC EXPERIENCE ‘This blended program combines the uly ofan interactive student book, online learner lab, and print course to erestea flexible approsch that adjusts o the needs of teachers and learners. ‘The skill-based and step-by-step instruction helps students master essential skills and become confident and successful in ther ability to perform in academic-degree-bearing courses taught in English, Students at cis level need to engage with content that provides the same challenges faced by native speakers ina university setting. Many English language learners are not prepared for the quantity of reading and writing required in college-level courses, nor are they propery prepared. tolisen to full-length lectures that have not been scaffolded for them. These learners, away fom, the safety ofan ESL classroom, must keep up with the rigors of class led by a professor who may ‘be unaware ofthe challenges a second-language learner faces, University Success steps up to the podium to represent academic content realistically with the appropriate skill development and scaffolding essential for English language learners to be successful he WELCOMEThe program features the following: igorous academic preparation that allows students to build on thei strengths and prior knowledge, develop language and study sills, and increase their knowledge of. academic content related to the STEAM areas of study + Systematic skill development, fram strategies to critical thinking to application and assessment, that explicitly teaches students to notice, understand, and employ English language features inthe comprehension and synthesis of new information + A luency driven approach designed to help learners with fluency, ceuracy, and automaticity allowing them to process linguistically complex texts of significant length Flexible three-part developmental English approach that includes intensive skill development and extensive practice + Extensive work with authentic texts and videotaped lectures created by dynamic Stanford University professors providing challenging experience that replicates the authentic experience of studying in a mainstream university lassroom + Flexible format and sophisticated design for students who are looking for authentic academic content, comprehensive practice, and a tue college experience + Global Scale of Englich for Academic Learners alignment with content tied to ‘outcomes designed to challenge students who have achieved 2 82+ level of proficiency or higher + Content and fluency vocabulary approach that develops learner ability 1 read ‘words as multiword units and to proces text more quickly and with greater ease + Strategies for academie sucess, delivered via online videos, including how to talk te professors during office hours and time management techniques, that help increase students’ confidence and ability to cope with the challenges of academic study and college culture + Continuous formative assessment and extensive formative assessment bulk ito the sles, offering multiple points of feedback, in class or online, assessing the ability of student to transfer and apply sills with rigorous academic challenges TEACHER SUPPORT Each ofthe three strands is supported with: ‘+ Comprehensive downloadable teaching notes in MyEnglishLab that detail key ‘pins forall of the specialized academic content in addition to tips and suggestions for teaching skills and strategies ‘+ An easy-to-use online learning management system offering a flexible gradebook and tools for monitoring student progress + Audioscripts, videoscripts, answer keys, and word lists to help in lesson planning. and follow-up WeLconeBOOK ORGANIZATION: THREE PARTS ‘University Success is designed with a par series is “horlzontlly” aligned allowin 7 structure that allows for maximum flexibility for teachers. The ig teachers to teach across a specific content area and “vertically” aligned allowing a teacher to gradually build skills. Each partis self-contained module, offering teachers the ability to customize a non linear program that will best address the needs of students. The lal, like the content areas, are aligned, giving teachers and students the opportunity to explore the differences in application based on the Im Part 1 and Past 2 students work ‘with comprehensive shils that include + Working with and developing complex ideas reflecting areas ‘of academic interest + Using, creating, and incerprting ‘visuals from data experiments, and research + Distinguishing facts and opinions and hedging when presenting, reviewing, oF ‘writing academic research + Recognizing and using inference and implications in academic elds + Identifying, outlining, and describing complex processes fn research, lab work, and experiment Part 3 provides a truly authentic experience for students with an extended essay (Reading strand), lecture (Oral Communication strand), and interview about the writing process (Writing strand) provided by the thought leader. Part 3 functions ‘sa final formative assessment of student’ ability to apply skils with mainstteatn academic content. Part 3 content includes: + Subject mater to which students can find personal ‘connections. “Topics with interdiscipinary appeal Material that draws students Uno the most current debates in scaderia Topics that strengthen the cultural and historical literacy of students WeLcone ‘ype of study experience the students need Customizable Learning Path horisontal vertical, and nonilneat _SUBJECT MATTER EXPERTS Marcelo Clevet-Aras Jonathan D Robert Pogue Lynn Hildemann Robert Siegtlis a professor vescesundergaduate Greenbergisa ‘Harrison's ieaprlesrafeivl inthe Depment CouresstSinford—ctureriniaw st profesor andenvroomental of Merbilogy and University’ Department Stanford Law School, enchand alan engineering at Stanford Immunology Sanford ofFemomis, ftom weachingiellow or erarureat University and carrey Universi He ols Princplesofmiro-_theschnlsadvanced Stanford Unversity issereingas depariment_ secondary apaianents fd macroeconomics degre program andautborofsix chai Shetsan author” ince Progam tn Human Toupperlev courses inTnerational ok, themoat’ omer 80 peer ‘Biology, the Center or ‘neampustional Economie Law, rcearafwhich reviwed publications. Arcan Sie, nthe economics behavioral Basiessand Pali, isJnrerce A ‘Hecreearchareas Woods natu forthe conomicsandeconomic.andacolarn- Calta Hiryof salad he souresandEnvonment Hes the pulley Hehe researched esienceathe urge QOL) He diapersion faire recipent of merous innovate pedagogies schoolsGould writes regulary for partcultematerin teaching ward inuding sedincconomies and Cenerfr Conf: the New ork Review indoor ersronmentsSanfos highestesching thersocl and natural Resohtion Hekas offooksand hos” andassessment of acoade, te Waker Gores sciences Hissin publihedscholiry theradlopodkast—humanexposueto Ava. Dr. Seg scourses, Tessar areas ote game ties andchapers End Opinions. sir poltais Shear covera wide range of theory. compuation—inabrondrange of Hessamember seredonadvisory oles unuding voy, fconoicyandeaching inerdluciplinary lhe American commie forthe infectious dee, a fndteaming Professor” Jouraleand boks. Academy of Arts Bay Area Ai Quality global bath, a well Clrc-Aras isa poplar fand Sciences, and_— Managment District molecular ogy, speaker and presente, inaolthewas andthe Caloris lr Darwin and evotuon and tes pecipated in ghd Chevaler Resouces Board and as and biogeography, and esponsred proj, sithe tren anaesoemteedtor'or phlogapiy. ew aad snd has co-edited an Republi Entonmenl Sen filet, photographed ‘eonomies textbook Tel romana, SERIES EDITORS Robyn Brinks Maggie Sokotikho Lawrence) Zier s Lockwood 2 BA athropolgy smastoitedretor tence courses from Reed Coleg, othe English snspoken and andan MAin Language ere, writen English romance ingisis Magan Ste Stanford ‘nda PRD in apled University He bodes ‘Universyin the English for Foreign linguistics rom UCLA. Sheth autor of bachelors degre in Engi eratre Students graduate program and lethe over 20ESL and omposton textbooks, fom Aqsinas Calle, Grand Raps, Ml Program eduction coordinator of Shebastaught MIT, Harvard, Texas and an MA TES fo the Unversity of the American Language and Culture AGA and eurveny UC Berkely, where Minneso, He as noght ESL/EFL = undergraduate summer program. She shel decor of Clee Wriing| ‘unease in Sod Arabia Malays isan ave merber ofthe Progroms. she has developed and nught__spun,Singepore, and the Une Ses international TESOL organization, several popular MOO courses in English He ste author of umerous ELT servers chairperson ofthe Tangunge wesngandlerature. Sh sthe textbooks, meaty about reading and Publishing Professional Council, and founding editor of TESL-E a pee. ‘ocabulay and ls wees nonton tea past char fhe Materials reviewed journal for ESLER Tooke about sony and geography for Wer ntere Section. She isa professional one athe fast celine mile school and hgh school sudens Frequent presenter at TESOL regional Journal she travels fequelyo speak He stared with wo chen and ves ‘nd incermatonal conferences She | about grammar, wring and ietror in Okemo, Michigan Insedted and writen numerous edveaton, shel in the San Francisco textbooks, online courses and Bayare, where she an er husband ply ancillary components for ESL legs mus Courses and TOEFL prepaiion,Key Features of University Success Reading UNIQUE PART STRUCTURE University Success employs a unique three-part structure, providing maximum flexibility and rmutiple ‘opportunities to customize the flow of content Each part isa self-contained module allowing teachers o focus on the highest value sills and content Parts are aligned around science, technology, engineering, arts, and mathematic (STEAM) content relevant to mainstream academic areas of stay. focus onthe fundamental and critical thinking skills most relevant for students preparing for university degrees. Part 3 introduces students to extended practice with the skills. Students ‘work directly with the authentic content created by top professors in ther academic fields, vii KEY FEATURESPART 1 AND PART 2 An online self- assessment identifies students Outcomes aligned = = ‘confidence with with the Global Seale of ae skis and helps English (GSE) are clearly them create stated to ensue student — personal earning awareness of skills objectives. Getting Started = enwuesnenne Professors greet questions explore students atthe the content, develop = beginning and end comet and engage 7 ofeach par, students’ prior = viding a preview knowledge inlewepipel the content AUnit Profile outlines the content, Why It's Useful highlights the purpose semanas for developing the Fundamental Skill — or Critical Thinking Skill and supports __ == transfer ofthe skill to mainstream class ‘Adetailed presentation contextualizes ——a the ski's value in academic study. E A Noticing Activity allows students |§ wna tosee the sll demonstrated win Eee the contest ofan authentic sademic =e reading Online activities encourage students to personalize content with collaborative research activities, KEYFEATURES ixEach skill is divided into discreet ‘Supporting Skills. Multiple excereises encourage application ofthe skills and build fundamental and eriical thinking sails ‘Avariety of reading types represent “real-life" university experiences, Reading Writing Connection igns the Reading and Writing stands establishing hove strategies apply across language skills and Using authentic academic content relevant to mainstream std The Language Skill study provides support for complex lexical and grammatical skills KEY FEATURES‘An Apply Your Skills section at the end of Part 1 and Part 2 functions as formative An extended Reading aligned ‘with the academie content allows students to apply skills practiced in the unit. Critical Thinking and Language activities challenge students to dig deeper. PART 3 Students read an authentic essay ‘written by a professor working in & specific STEAM field. ‘Thinking Critically acuviies ask learners to engage ata deep level with the content, using information from, the essay to address specifi real: ‘world applications. Thinking Visually provides an ‘opportunity for students to analyze chars, graphs, and other visuals Thinking About Language reviews language skills developed in Part 1 and Part 2, using the source content from the professor to provide final examples A final Research Project encourages in-class and online project. collaboration, mirroring real-world expectations of project learning. KEY FEATURES xiTEACHER SUPPORT Exch ofthe three strands is supported with comprehensive downloadable teaching notes in MyEnglishLab that detail key points fr all of the specialized, academic content in addition to tips and suggestions for how to teach skills and strategies. [Assessments on selected topics provide exta opportunites for students to demonstrate learning, Fexible Gesign allows assessments ta be used as un reviews, midterms, or finals. Test bank presents multiple test versions for easy test proctoring, An easy to use online learning management system offering a Flexible Gradebook and tools for ‘monitoring student progress, such as audiscripts,videoscripts, answer keys, and word lists to help in lesson planning and fallow up. ering vom © cose = University Success aii KEY FEATURESScope and Sequence PART 1. Read acthely Peer renee Fundamental Reading Skills is designed to build fundamental skills step by step through exploration of rigorous academic content. Shimforgst | Anatateand | Usedctionares.| Read "Sports a the Sconfordes | wwenotes | tostengthen | Moral qulvatenc of War vocabulary h Sppocting| Beni es pear CMD] cores coo xin and defend your atin pea Cponehete Dew consons souk rapt hpi came boven Tecaprze | Weniysertene | Summarize | rae meaning | Reed-Word ade onder end [fons SSngword par | Polos ond Tee ‘spe dent topics and hela fetal ‘main ideas, Evaluate the fairness of entity tadepeements ‘Soporte aan ditt tgeonsoning TO tes PAN Uidsiond | Reogni paters | Use outnes | Recognize | esoONA Voce Seteipe | seme | ttons | Merganser er ee approvalprocess fora ‘contrast, problem — aon ae showings toda tbe Understand thine nae Sees Develop reading | res ney | Rega | Understand | Rando foe SCanammgay (sce, | soliton |e etc er ey Imagine and discs ‘ters that infuses the acurcy of Undocumentes teachings ‘Theorze abou changes inchinese education, based ono cart. tecniques Interpret vise Praca Understand ext | Refertovisel | Recognize and | Read "Nanofibers| Feferncesto. | datawthin | earn mutivor_ | Revolusonz ir vvals Ind beyond | vocabulary tems | Firatont Interpretthe | "3808 Choose and defend Information a = potonin the a vue poliaion poy debate Incerpretand formulate | atements about an ‘isons graph SCOPE AND SEQUENCE xiPART2 Critical Thinking Skills moves from skil building to application ofthe skis, F = that require critical thinking. pinion Eerie) mn) ree eer) Pred iad ENGINEERING Distinguish oct, fromopiion Recognize fanditepret totems oF opinion Recognize and nterpret ‘fatement of fact ‘Understand and produce cenugues Understand signpost ‘expressions that fiver dofine ead "Henry David ‘horeau'sci Diabediene” Espa how punishment fortaxevosion has, changed {inane to pret are Understand | Makesrong | Paaphvase | Mentfyanduse | Read Pubic Goods vs. imottion an inferences and taohalen ond | Pte ai inference | ovoid weak ones nearer | pray gn dalty of ate the uy. Disingush ‘oressons | Some pu and private between eos eberte Elaborate on achrt ccna featuring pubic and privet goods vate | eenifyand | Understand | enti and use| Rod ‘Vaccinating fidence and | eausteendence | extended” | expesdonsof | Against Cancer” Tpsrenaton | eegnaeend|eepbor | Rrctonend | Fev gg support elt fy eel Your pesten on animal theo tesing ake prediction about trend incr cnet Sedo satis ‘jhesze | Understand | Understand | Appreciate | Read The er’ inormaen, | multpe bndusedrect | Reeging | Journey” fromsevrat | perpectves | anand, eed soures | cotumete | 99% heros ouney ‘ely and ee ae Sina cho | ehetpes Undestand | Recognize nd | Undestond | Understand and_| Reade pact of einrsond | undettand | araproduce | usecarMers | Energy Soving Devices dase | eons within. | eerencesto minor ti Quay a a Explain and support Worth Jour psi on cen r ssieations teoelegy iv SCOPE AND SEQUENCE ‘Theorze abou energy . Germany South Korea 4. Britain 6, Scan Tor the original name of an organization founded by the British government 8, Depaetnientofrentonal erage ———— b. The Olympic Games Go toMyEngishLabto complete a vocabulary exercise and skill practice, and to join in collaborative activities, SOCIOLOGY PARTREADING-WRITING CONNECTION ANNOTATING AND TAKING NOTES WHY IT'S USEFUL Note-taking helps you keep actively engoged with a text and strengthens your ability to write about what you read. The notes you take are often a first attempt at summarizing and paraphrasing, capturing the ideas ofa text in words that are partially your own, ‘There are many ways to produce notes as you read. You can mark or highlight important pars ofa reading. You can keep rack of key vocabulary. You can write down questions that enter your mind as you read, Myo wt orhighlght dei on the page ous cadng you [CUMTURENOTE are annotating. Ifyou are reading a print version, your annotations Someone Reoerr eet ‘will proBbly go in the margins ot maybe between lines. Ifyou Sette rrdon te eo treading an e-book, check whether your reader software has | suagrten apron fanannotation fete and earn how tse, The advantage of Sree annotating is that you dont have to copy pices of text into your anual ats notes. The text is right there. The biggest disadvantage is that the lea books The lot erst fnootaions mar the bok, Ifyouve borowed your bok fom a Suntali sf ou Me bray ora friend, annotations may not bean option ‘Beer ea ee dees Taking separate notes isthe ct of writing things ike main ideas, meses ae peso otf questons, and efniions in a notebook or some cer pace outside Shinty alice efor, the text Sometimes you cannot annua, 30 separate noes willbe starlet a, ‘your only choice. At other times, you may choose to keep separate jv spounur the eadernes ning noes swell ast ata inthe ext ‘heorcecheerppeontnte ‘coin pece WHAT SHOULD YOU TAKE NOTES ABOUT? ‘Your anngiatians or separate notes depend on your relationship to the text you read. What will you have to remember from the tex? What parts ofthe text do you have questions about? Are there any words you should look up? Will you have to integrate ideas from this text with ideas from somewhere else? Typical features of annotations and note-taking include + highlighting, underlining, and circling vocabulary that needs tobe looked up. + marking points in the text that a reader disagrees with. A question mark or the word “no” might be used + using symbols and abbreviations to save space LL no + using lines, arows, and numbers to shaw relationship. For Netetaing iyi spon example, inthe reading "Voting in the jm Crow South” on guitoantaferoyencepsce vl win ge, all the points about Jim Crow laws in the BevefyPersanal Your teacher may te following page, all the points about Jim Crow laws in the Pesettndeortst note tig ‘United Skates might be marked witha circled JC, am asterisk feigucs ons ose (©. another feature that shows commonality ere. Yow However he mo parton + marking similarities to material in other soures with ‘Rings fourete coin maenl comments ike Se alo Jeferson, p. 162 (erorbok cds ote on # + writing separate notes, which often involves copying bits utp sum ht wor or of ext However, ths can be time-consuming, I's more Soup Fed et wei end ficient to just refer toa page in the book instead, Active Reading 12In the following example, notice the annotations. VoTING IN THE JIM Crow SouTH CConirary to prevling modern belief, voting by Blacks wasnot men ONE vs neo? legal in most the South during the Jim Crow era (1877-1954 ta ME, Opponents of back voting didnot need to outlaw it, They needed only to erect 3 many abstaces that voting was practically impossible, despite being legal. Some ofthe mechanisms for this nen 9” — suppression are well known, We have already seen how litera ‘eoree ests were used to exclude backs from the polls and how the tests ‘were manipulated so that whites could pass whether they were literate or not. There were a leas five other common practices that syste poltialpariipation by blacks in many areas of the rural South (and often in cities as well). The threat of violence—accompanled by the possibility of death—was a major deterrent. IFblacks dared to vote, segregationists might make an example of them by beating, torturing raping, or even lyiching them asa warning to others Aso memonedin casually vrarice check concoct images of white-rabed members ofthe Ko Klux Klan as the agents of such horrors, but in truth, the KKK’ actions were only the most extreme, highly institutionalize form of violent ‘who might get similar ideas In the 21° century rea suppression, In many localities, «black voter's own neighbors, or had frequent commerce with, would be the ones someone he or committing the violence 12 sociotosyEXERCISE 3 |. Read the title and paragraph. Notice the annotations. r from ATHLETICS IN CLASSICAL) TIMES ‘The Roman Empire Athletis held a place of indisputable importance i(ancient)<~ Gece and the Roman world) though the way citizens engaged in the games anid how they viewed thei purpose varied coanemBly “The Greeks imbued their clear witha compen sie chat extended not Fst To sport but to ther wero Tontes in a, rl a, sd near all agoas of. They are = Sree peee of psenGepics: First held in 776 aceon the Plan of Olympis on he PlapT SOT Tikewise, i the Roman __aiifeence Empire, warand spOtroeee% defining aspects ofthe culture. Some of Reqsmer3f snxiauty, including boxing, wrestling, and yO — discus, are stil poplar in the modern-di eee ae Active Reading 13', Answer the questions. Then discuss your answers with @ partner. 1 Notice the blank oval with two arrows nearthe star ofthe | cyiryRe NOTE paragraph. Fill the oval with a word or phrase that would | eae clue Mos tufts now take «good annotation relating the word dasia othe ‘eran eye ere ron phrase ancient Greece andthe Roman world. ‘tng same form of chao 2. Notice the annotation main dierencl! What does this ren peters a Sout ‘annotation rele to? What ROTH are diferent, and what ares newspope : co See re see wt ne 3, Notice that the word discus is underlined, and notice the dents quote dconary entries tei annotation eae. Why ig dss undetined? ee eonnge sadentsheo found them general ot nau Iother wees ton for the sore 4. What does the circle on the map probably indicate? Can you otdscanbefourdinmyiaa oer think of any other annotations you'd ike to make tothe map? Pere EXERCISE 4 |, Read the passage. Annotate (or take notes n a separate place) as you go. “ArHetics IN CLassicat TIMES \ 1 Atbletes held a place of i indisputable importance in ncient uy Greece Myke BomdD world, though Fi the way citizens engaged in the games ImSOW Tey viewed their surpose varied considerably. The Geer Ted the eulre wih a competitive sprit that extended ot ust fo sports but o other ago or contests, in ar, musi, lw, and eat all areas of fe. They ae famously Te ofginators ofthe Olympics, est held in 776 on the Plain of Ojmpiaon the Beagoanese Peninsula. Likewise, inthe Roman Empire, war and sport stan as defining aspects of the culture Some the games of antiquity, including boring, wrestling, and diem sll popular inthe ens, ithe other hand, were foreigners, and slaves engaged in the games. The ROTATES the Roma playing arenas almost . fot gaged in the games. The gf Ré 3 Roman citi rly exclusively spectators lower-class res@eM-