Unification of Spain Essay Example

Unification of Spain Essay Unification of Spain: the Good, the Bad, and the Really Ugly | Alexis Wilson | The Europeans wanted to expand their minds and their wealth with what the â€Å"unknown† world had to â€Å"offer†. When I say offer, I mean what they could take and run with without consequence. The Europeans wanted to â€Å"expose† and â€Å"enlighten† the new world people with their religion. When I say â€Å"expose† and â€Å"enlighten†, I mean force the new world people to convert to Christianity or they would be slowly tortured to death or burned at the stake. Portugal, one of the all mighty Iberian Sates, was in a hard-hitting competition with Spain, another Iberian State. According to the textbook, Portugal was losing manpower and resources needed to control a vast empire of three continents. Spain on the other hand, depleted their newfound wealth on wars and other unnecessary things when they should have been developing their economy (Wallbank et al. 482). Portugal and Spain were battling for greatness, immortality if you will. They would have done anything to get it, even if it meant eradicating peoples and their cultures. Unfortunately, that was exactly what Portugal and Spain did. Spain and Portugal were trading across the â€Å"known† world. Spain exported olive oil, asparagus, conserved fish and more. That was how they received their funds and their power. The Iberian States had a general idea that there were more lands to discover and more money to make. So they set sail to discover and take over anything that were in their way, with their bibles in their pockets and swords in their hands, fueled by the desire of unthinkable wealth and power. We will write a custom essay sample on Unification of Spain specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Unification of Spain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Unification of Spain specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Juan Pimentel, Portugal and Spain entered the sixteenth century with an advantage in nautical technology and navigation relative to other European nations (20). â€Å"The overseas enterprises of Spain expanded dramatically following the first voyage of Christopher Columbus in 1492. Even before this historic Atlantic crossing, Spaniards had begun the conquest of the Canary Islands which served as a base and proving ground for the invasion and conquest of Spanish America, known as the Indies† (Andrien 55). Even though Christopher Columbus was not from Spain, he set sail for them because the King Ferdinand and Queen Isabella of Spain were the only ones that agreed to fund for the exploration that made Christopher Columbus famous, the exploration that Christopher Columbus dreamed of. â€Å"Spain became strongly centralized under an assertive and aggressive monarchy in 1479, when Isabella of Castile and Ferdinand of Aragon began a joint rule that united the Iberian Peninsula except for Navarre, Portugal, and Granada† (Wallbank et al 455). Portugal was known as incredible competition relative to Spain. Columbus wanted to prove that he could find a shorter and cheaper way to sail to India and China by taking the unknown west route. While Columbus was looking for a shorter route to reach the country of India and China, he inadvertently discovered America. Columbus was oblivious to the fact that he â€Å"discovered† America, and he did not reach his intended destination of India. Columbus called the inhabitants â€Å"Indians†. He had his men capture the â€Å"Indians† and made them slaves. When Columbus came to America he came with diseases. The inhabitants did not have a strong enough immune system to fight off, which decimated the inhabitants of America. Even though the people were sick, it is safe to say that Columbus did not show mercy and still made the slaves work so he would be able to bring gold, spices and other new world items he promised to the King and Queen of Spain, in high hopes that they would fund for more explorations . He did not wish to disappoint the very people that invested in him. After â€Å"discovering† the diversity of the Indies, intellectuals of Spain argued over the humanity and proper social role of the indigenous people they have come to encounter and the offspring of the men that Columbus traveled and the women of the Americas. Intellectuals of Spain struggled with what to call the indigenous people and their illegitimate offspring. They were not sure whether or not to call them â€Å"beasts†, â€Å"barbarians†, or â€Å"brothers† (Andrien 59). Columbus, being the pocketful of sunshine he is, forced the inhabitants to convert to Christianity to ensure that the land was for Spain, all of Spain practiced one religion. If the inhabitants did not agree to convert they severely punished, as mentioned before (Wallbank et al 482 ). The Catholic Majesties were smart to invest in Christopher Columbus. Without his exploration and â€Å"discoveries† of gold, slivers, spices and slaves, they would not have been able to replenish their wealth and rebuild the broken economy. Back in Spain, Isabella and Ferdinand is working on unifying Spain and sharing the crowns of Castile, Aragon and Spain (â€Å"History of Spain†). Isabella of Castile and Ferdinand of Aragon planned on making Spain the best it has ever been. They wanted their beloved country to be unified in everything they did, especially in religion. That is where the legendary Spanish Inquisition comes into action. The â€Å"Catholic Majesties†, as the pope titled King Ferdinand and Queen Isabella, set out to establish effective royal control in all of Spain. Isabella and Ferdinand started the Spanish Inquisition, for the pope allowed. Not only did they have power over Spain, they had power over the church also. They were able to have power over the church by making it the law for the monarchs of Spain to have power over the church. The Spanish court of inquisition seized the property of many converters (Jews and Muslims who were afraid of the inquisition and avoided persecution) and terrified the Christian clergy and laity into accepting royal absolutism as well as religious orthodoxy (Wallbank et al 455). Not only did they force religion on the peoples of the new world, Isabella and Ferdinand forced religion on their own people as well, without mercy may I add. Spanish absolutism, defined by Isabella herself as â€Å"one king, one law, one faith† (Wallbank et al 455). Terrified but still determined to practice their faith, the â€Å"converters† practiced their religion in secret. Without a doubt, the Spanish Inquisition strengthens the Spanish crown. It also caused many people to leave Spain. Inquisitors made sure the King and Queen of Spain knew that people where performing acts of heretic and suggested to the King and Queen of Spain all those who were unwilling to convert to Christianity must leave the country, needless to say they agreed and the Inquisitors went into action and rid the country of Spain of non-converters (Wallbank et al 455). In 1492, the same year Columbus set out to sail to India and China, about 150,000 Spanish Jews left the country and resided in the Netherlands, England, North Africa, and the Ottoman Empire (Wallbank et al 455). About 10 years later same demands are made for the Spanish Muslims. Spain used to be one the most tolerant of religions, but under the rule of the â€Å"Catholic Majesties†, Spain became the most intolerant country when it came to terms of religion (â€Å"History of Spain†). King Ferdinand and Queen Isabella did not stop there. They set out to clear surrounding countries of non-converters and expand their empire even more. One of the most notable successes of the Catholic Majesties was the completion of the Reconquista with the defeat of Granada, the last Muslim state on the Iberian Peninsula in 1492. With a few more defeats of surrounding countries, the unification of the Spanish nation-state was complete in 1516, right before King Ferdinand died, a dozen years after queen Isabella died (Wallbank et al 456). In my opinion, King Ferdinand and Queen Isabella‘s policies did work for them in the long run, in every sense. Do I agree on how they executed their plans for progressing Spain? No, I absolutely do not agree with the Catholic Majesties tactics. But, they reached every goal they set. Their goal was improving Spain and broadening their empire. With Isabella inheriting the crown of Castile and Ferdinand inheriting the crown of Aragon, the couple had a lot of power that made it possible for them fully convert and unify their empire (â€Å"History of Spain†). In the textbook it explains that Ferdinand and Isabella controlled the church, with the grace of the Pope, and they took control of surrounding countries, rid them of non-converting heretics and converted them to Christianity. King Ferdinand fought against the non-converters until his dying breath (Wallbank et al 456). People lost their lives, their homes and the freedoms to express themselves and their religions because the King and Queen wanted to â€Å"unify† their country and empire. They wanted to do what the rulers before them were not be able to do. They were rough and ruthless in a sense to achieve their goals of expanding their country and spreading their religion. They had to be if they wanted their country to be unified and practicing one religion. I guess it is safe to say that they would agree with Machiavelli’s renowned book The Prince. â€Å"It is better to be feared than to be loved†¦the end justifies the means†Ã¢â‚¬ ¦ (Machiavelli’s The Prince). Works Cited Andrien, Kenneth J. , Atlantic History: A critical Appraisal. New York. Oxford University Press. 2009. The Spanish Atlantic System. Print History of Spain Historyworld. net. N. p. n. d. History of Spain. Web. 10 Feb. 2013 Pimental, Juan. The Iberian Vision: Science and Empire in the framework of the universal monarchy, 1500-1800. Vol. 15 issue 1. 2000. Wallbank, Walter T, Alastair M. Taylor, Nels M. Bailkey, Clyde J. Lewis, Palmira Brummett. Civilizations Past and Present. Twelfth Edition. Volume 2. Pearson Education 2008. Spain: Ferdinand and Isabella and the Reconquista, The Iberian Age. Print.

Supply Chain of the American Coffee House

Supply Chain of the American Coffee House The American Coffee House is an open coffee house in Germany that dispenses coffee products to the customers in most of the cities. Our focuses are the supermarkets, malls and the office buildings because of the population/buyers.Advertising We will write a custom essay sample on Supply Chain of the American Coffee House specifically for you for only $16.05 $11/page Learn More Our competitor in the same business field is the Starbucks because they also offer direct retail sales of the same products to the same market. To succeed in our business, we need suppliers of good quality coffee beans and vending machines. The following is a four-step supply chain we intend to use and the strategies to be applied. Preparation This step involves selecting the appropriate supplier of the products. The coffee bean must be of good quality, ready for use because the customer will go to vending machine and take it. To determine this, the strategy to be taken is to select a supplier based on the reputation where he/she must have been supplying the same products for at least one year. This will be determined using the tenders that were awarded to the supplier. This step also involves determining how many suppliers we need for the vending machines and the coffee beans. The significant thing is to know exactly how many machines we need and the coffee beans basing on the market we intend to reach. Another strategy is the capability of the supplier to supply all what we need. If one supplier can do it the better but if they cannot we select more than one. This step considers the location of our potential suppliers because we need a supplier within Germany so that we do not have extra expenses to be incurred in importation. The strategy here is to advertise the open tender in Germany and then assess the applicants’ suitability for the tender. The factors to be considered in selecting a supplier include the quality of the machines, user support and mai ntenance. The strategy behind this is the signing of agreement with the supplier before delivery, which states that maintenance of the machine is to be done by the supplier. Shipment/logistic This is the movement of the products from the supplier to the customer in this case to the American Coffee House. We need to move the vending machines and the coffee beans to the place where the items are being sold to the customer.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This step depends on whether we have the supplier from Germany or any other country outside Germany. It involves determining a reliable consistent shipping company. The strategy behind this is to select a reputable company that has been shipping products from one place to another. The information will be obtained from our employees and any other reliable source. The destination of the supplied products is determined whether it is to our Headquarter or the selling point. Our technical personnel who must approve that the supplied product is in good condition will determine the place. They will be supplied to their offices before dispatching to the place of work. For coffee products, it will be determined by where the offices of quality assurance team are located. Market Entry This step involves making sure that the product is in use at its intended place. After shipment, the respective persons verify the products before being deployed to the place of work. For the vending machines, they are taken to the locations where they are needed, that is, the malls, supermarkets and the offices. The strategy here is to use the company vehicle to transport the machine accompanied by one of our technical expert who will ensure that it is operational as it was shipped and verified. Different types of coffee shipped are also verified for their quality and quantity. They are then taken to their respective market places where they are kept safely in a vending machine. To adopt this, one of our food quality assurance staff will carry the products using the company vehicle, put them into the machine and provide guide to its use. At the selling point, there is a guide on how to use the vending machine and various coffee products in the vending machine with their respective prices. Upkeep This is the regular maintenance and checks on the vending machine and the coffee products in it to ensure that it is operating on a daily basis. There should be no time at which the services are terminated because of various reasons.Advertising We will write a custom essay sample on Supply Chain of the American Coffee House specifically for you for only $16.05 $11/page Learn More The strategy for the machines is that our technical experts will visit the selling points regularly to correct any malfunctions and for the restocking of the food supplies, our salespersons will advice the of fice when the products are almost finished to ensure that they are restocked before the machine is empty. Due to the changes in tastes and preferences of our customers, there will be a suggestion box. The customer will drop the suggestions, complaints and compliments to be acted upon accordingly. Our quality assurance team will ensure that customers and employees adhere to all the health and safety measures by checking regularly.

Ile Ife (Nigeria) History and Archaeology

Ile Ife (Nigeria) History and Archaeology Ile-Ife (pronounced EE-lay EE-fay), and known as Ife or Ife-Lodun is an ancient urban center, a Yoruba city in Osun state in southwestern Nigeria, about 135 northeast of Lagos. First occupied at least as early as the 1st millennium CE, it was most populous and important to the Ife culture during the 14th and 15th centuries CE, and it is considered the traditional birthplace of the Yoruba civilization, of the latter part of the African Iron Age. Today it is a thriving metropolis, with a population of about 350,000 people. Key Takeaways: Ile-Ife Ile-Ife is a Medieval period site in Nigeria, occupied between the 11th and 15th centuries CE.  It is considered the ancestral home of the Yoruba people.  Residents made naturalistic Benin bronzes, terracotta and copper allow sculptures.  Evidence at the site shows local manufacture of  glass beads, adobe brick houses, and potsherd pavements.   Prehistoric Chronology Pre-Classical (also known as Pre-Pavement), ?–11th centuriesClassical (Pavement), 12th–15th centuriesPost-Classic (Post-Pavement), 15th–17th centuries During its heyday of the 12th–15th centuries CE, Ile-Ife experienced a fluorescence in bronze and iron arts. Beautiful naturalistic terracotta and copper alloy sculptures made during the early periods have been found at Ife; later sculptures are of the lost-wax brass technique known as Benin bronzes. The bronzes are thought to represent rulers, priests, and other notable people during the citys florescence as a regional power. It was also during Classic period Ile Ife that construction of decorative pavements, open-air courtyards paved with pottery sherds. The sherds were set on edge, sometimes in decorative patterns, such as herringbone with embedded ritual pots. The pavements are unique to the Yoruba and believed to have been first commissioned by Ile-Ifes only female king. The Ife period buildings at Ile-Ife were constructed primarily of sun-dried adobe brick and so only a few remnants have survived. During the medieval period, two earthen rampart walls were erected around the city center, making Ile-Ife what archaeologists call a fortified settlement. The royal center had a circumference of about 2.5 miles, and its inner-most wall encircles an area of some three square miles. A second medieval period wall encircles an area of some five sq mi; both medieval walls are ~15 feet tall and 6.5 ft thick. Glass Works In 2010, excavations were undertaken in the northeastern part of the site by Abidemi Babatunde Babalola and colleagues who identified evidence that Ile Ife was making glass beads for its own consumption and for trade. The city had long been associated with glass processing and glass beads, but the excavations recovered almost 13,000 glass beads and several pounds of glassworking debris. The beads here have a unique chemical makeup, of contrasting levels of soda and potassium and high levels of alumina. The beads were made by drawing a long tube of glass and cutting it into lengths, mostly under two-tenths of an inch. Most of the finished beads were cylinders or oblates, the rest are tubes. Bead colors are primarily blue or blue-green, with a smaller percentage of colorless, green, yellow, or multicolored. A few are opaque, in yellow, dark red or dark gray. Bead-making manufacturing is indicated by pounds of glass waste and cullet, 14,000 potsherds. and fragments of several pottery crucibles. The vitrified ceramic crucibles are between 6 and 13 inches tall, with a mouth diameter of between 3–4 inches, which would have held between 5-40 pounds of molten glass.   The production site was used between the 11th and 15th centuries and represents rare evidence of early West African crafts. Archaeology at Ile-Ife Excavations at Ile Ife have been conducted by F. Willett, E. Ekpo and P.S. Garlake. Historical records also exist and have been used to study migration patterns of the Yoruba civilization. Sources and Further Information Babalola, Abidemi Babatunde, et al. Chemical Analysis of Glass Beads from Igbo Olokun, Ile-Ife (Sw Nigeria): New Light on Raw Materials, Production, and Interregional Interactions. Journal of Archaeological Science 90 (2018): 92–105. Print.Babalola, Abidemi Babatunde, et al. Ile-Ife and Igbo Olokun in the History of Glass in West Africa. Antiquity 91.357 (2017): 732–50. Print.Ige, O.A., B.A. Ogunfolakana, and E.O.B.  Ajayi. Chemical Characterization of Some Potsherd Pavements from Parts of Yorubaland in Southwestern Nigeria. Journal of Archaeological Science 36.1 (2009): 90–99. Print.Ige, O.A., and Samuel E.  Swanson. Provenance Studies of Esie Sculptural Soapstone from Southwestern Nigeria. Journal of Archaeological Science 35.6 (2008): 1553–65. Print.Obayemi, Ade M. Between Nok, Ile-Ife and Benin: Progress Report and Prospects. Journal of the Historical Society of Nigeria 10.3 (1980): 79–94. Print.Ogundiran, Akinwumi. Four Millennia of Cultura l History in Nigeria (Ca. 2000 B.C.–A.D. 1900): Archaeological Perspectives. Journal of World Prehistory 19.2 (2005): 133–68. Print. Olupona, Jacob K. City of 201 Gods: Ilà ©-Ife in Time, Space, and the Imagination. Berkeley: University of California Press, 2011. 223-241.Usman, Aribidesi A. On the Frontier of Empire: Understanding the Enclosed Walls in Northern Yoruba, Nigeria. Journal of Anthropological Archaeology 23 (2004): 119–32. Print.

Pop Art and Harlem Renaissance Essay Example | Topics and Well Written Essays - 750 words

Pop Art and Harlem Renaissance - Essay Example Harlem Renaissance was characterized by an overt racial pride that was representing the New Negro idea, who believed through production and intellect of music, art, and literature could challenge the pervading stereotypes and racism to foster socialist or progressive politics, social, and racial integration (Wintz, 2007). The movement sought to break free of bourgeois shame and Victorian moral values about lives’ aspects that may be seen by the whites as reinforcing racist beliefs. It should be noted that a specific school of thought did not dominate the Harlem Renaissance; instead, it was characterized by intense debate that laid the groundwork for subsequent African American art. It attracted a remarkable concentration of talent and intellect and served as an inspiration of cultural awakening. Pop Art Renaissance happened in the mid twentieth century, in the late 1950s in the United States and earlier on in the mid-1950s in Britain. The history of pop art in the Great Britai n and North America developed differently. In the Great Britain, its origin can be traced in the post-war period and employed parody and irony. It was more academic focusing on the dynamic and paradoxically imagery of the American Popular culture as manipulative, powerful symbolic devices that was not only improving society’s prosperity, but also affected patterns of life (Wilkins and Zaczek, 2005). The precursor to the pop art Renaissance in Britain was the formation of the Independent Group in 1952 in London. This group was a gathering of young architects, critics, painters, writers, and sculptors who were challenging modernist approaches that were prevailing to culture and traditional fine art views. The discussions of this group revolved around the

Ueban Economics Essay Example | Topics and Well Written Essays - 2500 words

Ueban Economics - Essay Example In urban areas census blocks are usually approximate city street blocks. Urban clusters are urban areas less than 50,000 people. Singapore is an urbanized city since it has got 50,000 or more people. Singapore lies off the southern slant of the Malay Peninsula and is about 137 kilometers. Singapore is north of the equator and the city’s territory is made up of the pastille-shaped major island, frequently known in English as Singapore Island and in Malay Pulau Ujong (Edwin, 2008). Singapore separates with peninsular Malaysia to the north by the Straits of Johor and to the south with Riau Islands of Indonesia by Singapore Strait. Singapore is extremely urbanized and very little or no original vegetation remains. Singapore is a key commercial hub of the world and has got the fourth largest financial centre together with the one of the main five busiest ports in the world. Singapore’s diversified and highly globalised economy is dependent on trade, particularly manufacturing, with about 26% of Singapore’s GDP as at 2005.Singapore’s per capita income is the world’s third highest ranks really highly in terms of education, government transparency, healthcare together with economic competitiveness. Inspite of all that, Singapore ranks poorly in terms of press freedom (Tong, 2011). Singapore has got a population of over 5 million, with an estimated 2 million being foreign born. Even though the city is ethnically diverse, there is dominance by ethnic Asians and 75% of the total population is Chinese, with considerable minorities being Malays, Eurasians and Indians. Four official languages are spoken here and they are Malay, English, Tamil and Chinese. There are several economic forces that hold the Singapore city together. Singapore’s economy is dependent mostly on refining of imported products and exports more so in manufacturing sector and this made up 27.2% of the city’s GDP in the year

Mosquito Trapper Using Sugar and Yeast Essay Example for Free

Mosquito Trapper Using Sugar and Yeast Essay I. Problem (Question) How to prevent mosquito bites and sickness like Dengue that we can get from mosquitoes? How can we prevent spread of mosquitoes in our house without buying with high-priced electric mosquito killer lamps, insect killer racket or any other device that is too pricy for killing insects and mosquitoes? II. Title Mosquito Trapper Using Sugar And Yeast III. Introduction Our group observed that many people especially children are prone in getting sickness from mosquitoes and may suffer sickness like Dengue and Malaria that may lead to death. Our group also observed that we can create a mosquito trapper and also a mosquito killer using recycled and improvised materials. In this, we can save more money and it is safer to use than mosquito killer lamps, insect killer racket, mosquito coil, mosquito sprays and other mosquito or insect killers that are not safe with children. Our idea of a mosquito trapper using sugar and yeast may be dirty and unpleasant to see in our front yards, but as mentioned, it is safe and is cheap. It is also easy to create it and we can save more of our money instead of buying electric mosquito or insect killer devices. IV. Materials Water, Brown sugar, Yeast, 2-liter or 1.5 liter bottle, Scissors, Tape, Black cover (optional) V. Procedure Cut the bottle in half. Mix brown sugar with hot water and cool it down. Pour it in the bottom half of the bottle and add the yeast (do not mix it). Place the funnel part, upside down, into the other half of the bottle and tape it together if desired. We can also wrap the bottle with something black (mosquitoes are also attracted or drawn to the color black), leaving the top uncovered and place it outside in an area away from your normal gathering area.

Qualitative Data Collection Essay -- Sociology

Qualitative Research Methods: A Data Collector’s Field Guide (Mack et al 2005) present practical information on qualitative data collection methods. I found this guide very informative, easy to understand, plain and easy to use for collecting data in qualitative research in the field. This guide provides step by step instructions to conduct qualitative research by choosing the most suitable method for that particular situation. This guide enabled me to successfully conduct my interview assignment for qualitative research course. Mack et al (2005) states â€Å"the three most common qualitative methods, participant observation, in-depth interviews, and focus groups and explained the situations where these methods are particularly suited for obtaining a specific type of data, e.g.; †¢ Participant observation is appropriate for collecting data on naturally occurring behaviours in their usual contexts. †¢ In-depth interviews are optimal for collecting data on individuals’ personal histories, perspectives, and experiences, particularly when sensitive topics are being explored. †¢ Focus groups are effective in eliciting data on the cultural norms of a group and in generating broad overviews of issues of concern to the cultural groups or subgroups represented.† Field notes, audio/ video recordings, and transcripts are the different types of data obtained from the qualitative methods discussed above. Open-ended questions and probing questions enabled the researcher to get more in depth information from the participants. While sample is the representation of the whole population by a small group which is chosen randomly or by certain criteria to estimate characteristics of the whole population. The objectives of our research question along ... ...on. The handwritten notes are converted into full narratives and then typed and saved into data file of the project into computer. Data Management Two to three copies of all the data (field notes, voice recordings, and video recordings & observations transcripts) should be made and kept separately from each other in a secure location. Process of transcription of voice and video recordings and typing of field notes should be started as soon as possible and kept together in an organized and systematic fashion. Works Cited Mack, N., Woodsong, C., MacQueen, K., Guest, G., & Namey, E. 2005. Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International, North Carolina, USA. Retrieved from: http://www.fhi360.org/NR/rdonlyres/emgox4xpcoyrysqspsgy5ww6mq7v4e44etd6toiejyxalhbmk5sdnef7fqlr3q6hlwa2ttj5524xbn/datacollectorguideenrh.pdf

Support Children Speech, Language and Communication

ASSESSMENT EIGHT The emotional environment that you create for children is as important as the physical environment. It is vital that all children – especially those with speech, language and communication needs – feel Review evidence about in your key factors that provide a comfortable, confident, secure and welcome the setting and that they have a sense of belonging and well-being. They need the support of adults who are sensitive to their needs and understand how supportive speech, language and communication important children’s well-being is to their learning. nvironment It is important to provide an environment that supports the building of relationships. Children spending time in small groups, with one key person, or in pairs, can gain from support to build their confidence. include: activities that involve a small group of children will provide opportunities to key factors Planning develop environment: Physical speech, language and communication skills thr ough repetition and good modelling of words and classroom you work in should have language displays e. g. connectives and how to use them. The sentences by the adult. Children who have difficulty in making themselves understood may regularly snatch toys from other children orand responsibilities: Staff roles disrupt activities because they are frustrated and cannot communicate their needs in any other way. Their emotional development specific rolessupported, and practitioners need example It is the responsibility of staff to carry out needs to be to encourage speech support, for to help them to develop more appropriate turn to for help when a child needs one. nowing when and where to communication methods. Labelling resources and quiet areas (as suggested above) also helps to improve the emotional environment. Children will be confident about where things are, and feel more secure. They will have Training needs and opportunities: somewhere to sit quietly if the hustleand language should be carried outtoo much at times. In the Trainings on how to support speech and bustle of the setting becomes from time to time. This may ‘Positive Relationships’ section, the importance of listening and responding to children with sensitivity be in form of a staff meeting. was discussed. Such a positive approach to children’s needs contributes to a supportive and effective emotionally balanced environment. Views of the child: Children views should be considered in handling matters pertaining their communicative well being as their views will go a long way in positively supporting their speech, language and communicative environment. Appropriate involvement of carers/parents. Meetings(which maybe official or unofficial) with carers/parents should be held from time to time as no other one knows the child better (apart from the teachers) than their carers and parents. -Other factors are:(A)Play and exploration: Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.

Annie Dillard’s “Handed My Own Life” Essay

With much enthusiasm and ease, Annie Dillard’s â€Å"Handed My Own Life† tells us a story that many children may relate to. The excitement and wonder that ensnared her mind when Dillard laid her eyes on the much anticipated microscope she received for Christmas, as well as its â€Å"ingenious devices,† (Chaffee 50) is practically unbearable. In this essay Dillard not only tells us, but shows us the impact of her first scientific observation. After reading The Field Book of Ponds and Streams several times when she was younger, Dillard became spellbound by the scientific world and its many microscopic organisms. From the amoeba to the â€Å"euglena with its one red eye,† (Chaffee 50) Dillard couldn’t help but think that these were the only things that people would want to see under their own private microscope that they, too, might have stashed away in their basement. When Dillard discovers all of the tiny samples, including the one â€Å"jungle in a drop,† that came along with her precious microscope, she becomes ecstatic and can not wait to begin investigating every bit and piece of each slide. Unfortunately, she is overcome with disappointment from the very start. When her â€Å"jungle in a drop† experiment proved ineffective, she was upset, but continued on to the next subject. And from that failure, she became even more displeased, and so on leading her to eventually lose faith in her study. Dillard, annoyed, states, â€Å"The kit’s diatomaceous earth was a bust† (Chaffee 49). After waiting so many years for a microscope to investigate the countless things she had in mind, Dillard slowly built up high expectations in what she would see. When her high hopes were brought to a halt, Dillard’s beliefs about science and its amazement were suddenly brought to question. For example, when she talks about the sample from the â€Å"Cliffs of Dover† she is expecting to see something much more animated and detailed than, well, just a closer picture of a rock. Since she had these high expectations crushed so fast, she couldn’t help but think that somewhere out there waiting for her were all those little  organisms she read so much about. Convinced that science was more than just a larger picture, Dillard finds herself wandering about in a park where she comes across a small puddle that just had to be full of little critters, and in her last desperate attempt to prove to herself that there really are interesting things out there, she takes a sample. From this she finds what she has been looking for all along: her amoeba. After all this doubt and frustration, Dillard earned her prize. She was extraordinarily pleased and felt that everybody must know; everybody must see this amazing little creature rolling awkwardly about within its small drop of water on her slide. Much to her surprise, when she ran upstairs to share this seemingly imperative news with her family, nobody seemed to care. Her parents simply smiled and brushed her aside, continuing on with their after-dinner coffee. This is when Dillard’s belief about her private infatuation with science is strengthened, and she states: â€Å"You do what you do out of your own private passion for the thing itself,† (Chaffee 50) and returned to her private wonder down the stairs. Without her parents playing a major role in her life, Dillard is left to investigate the world up close and personal on her own. Perhaps the sole reason she grew so fond of science is because it had a set of basic rules and guidelines which set a path she never had in her life at home. With science forming a foundation for her to stand on, it most likely brought her comfort in knowing she had something to fall back on. Since her parents rarely gave her any real source of motivation, Dillard is forced to look within herself to keep moving on. Thinking that â€Å"The sky is the limit† and â€Å"Anything was possible† (Chaffee 50) was enough to keep her focused on searching for her dreams. If it weren’t for these high hopes and faith, Dillard may have totally given up her search, and thus never have found her precious amoeba. Perhaps Dillard continued searching for her creepy, crawly critters because of a quote from later in her life: â€Å"No, we have been as usual asking the wrong question. It does not matter a hoot what the mockingbird on the  chimney is singing. The real and proper question is: Why is it beautiful?† (www.famouscreativewomen.com) Dillard comes to realize her admiration of science was not because she wanted to find reason or an explanation of why things do what they do; her amazement with science is its secret beauty within.

Being a Body Piercer essays

Being a Body Piercer essays Body piercing is the art of putting holes in the body so that jewelry can be place in the holes. Body piercers do not make that much money. They are not paid by the hour; most piercers make about half of the money the piercing cost. Usually during the week it is slow and not many people want to get pierced. Business picks up on the weekends. After the tragic events of September 11, 2001, business has been significantly slow because people do not want to spend money because they think the economy is going to crash, making it hard for body piercers to make very much money right now. On October 22, 2001 I went and saw body piercing live and up close. When I first got there it was slow with no customers and pretty much remained the same way for the remainder of the day. I met the piercer and he taught me about basic sterilization techniques. First you must take the materials you use and soak them in a hospital disinfectant, after the materials have been soaking for a while u then scrub them thoroughly making sure there are no germs of any kind in them. After they have been scrubbed and rinsed you must put them in a sterile pouch and seal them until use. If any materials came in contact with blood u must do the same process except do it for longer because u do not want to transmit any diseases that the person whos blood was on the material might of had. Needles used in piercing must be disposed of in a hazardous waste box. Every material used in piercing must be completely sterile to prevent spread of disease and germs. As the evening progressed a girl came in and wanted to get the holes in her ear stretched out from a 16 gauge to an 8 gauge. The smaller the gauge the larger the hole. When trying to fit the 8 gauge taper into the 16 gauge hole the pain was too much for the girl so she backed out. The piercer I shadowed had 25 piercings including  ¾ inch holes in his ears, other ear piercings, the septum wh...

2004 Indian Ocean earthquake & Sanaysay Essay Example for Free

2004 Indian Ocean earthquake & Sanaysay Essay Earth (355) , Earthquake (45) , Hawaii (26) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? A tsunami is a series of water waves caused by the displacement of a large volume of a body of water, generally an ocean or a large lake. Earthquakes, volcanic eruptions and other underwater explosions(including detonations of underwater nuclear devices), landslides, glacier calvings, meteorite impacts and other disturbances above or below water all have the potential to generate a tsunami.[3] Tsunami waves do not resemble normal sea waves, because their wavelength is far longer. Rather than appearing as a breaking wave, a tsunami may instead initially resemble a rapidly rising tide, and for this reason they are often referred to as tidal waves. Tsunamis generally consist of a series of waves with periods ranging from minutes to hours, arriving in a so-called â€Å"wave train†.[4] Wave heights of tens of metres can be generated by large events. Although the impact of tsunamis is limited to coastal areas, their destructive power can be enormous and they can affect entire ocean basins; the 2004 Indian Ocean tsunami was among the deadliest natural disasters in human history with over 230,000 people killed in 14 countries bordering the Indian Ocean. The Greek historian Thucydides suggested in his late 5th century BC, History of the Peloponnesian War, that tsunamis were related to submarine earthquakes,[5][6] but the understanding of a tsunami’s nature remained slim until the 20th century and much remains unknown. Major areas of current research include trying to determine why some large earthquakes do not generate tsunamis while other smaller ones do; trying to accurately forecast the passage of tsunamis across the oceans; and also to forecast how tsunami waves would interact with specific shorelines. A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These walls of water can cause widespread destruction when they crash ashore. Tsunami are waves caused by sudden movement of the ocean due to earthquakes, landslides on the sea floor, land slumping into the ocean, large volcanic eruptions or meteorite impact in the ocean. Earthquakes Most tsunami are caused by large earthquakes on the seafloor when slabs of rock move past each other suddenly, causing the overlying water to move. The  resulting waves move away from the source of the earthquake event. Landslides Underwater landslides can cause tsunami as can terrestrial land which slumps into the ocean. View our landslide generation animation which demonstrates how a landslide induces a tsunami. Volcanic eruptions Less common are tsunami initiated by volcanic eruptions. These occur in several ways: destructive collapse of coastal, island and underwater volcanoes which result in massive landslides pyroclastic flows, which are dense mixtures of hot blocks, pumice, ash and gas, plunging down volcanic slopes into the ocean and pushing water outwards a caldera volcano collapsing after an eruption causing overlying water to drop suddenly. An earthquake is the shaking of the earth that occurs after pieces of the crust of the Earth suddenly shift. The term earthquake describes the sudden slip on a fault and includes the ground shaking and radiating seismic energy that is caused by the slip. Volcanic activity, or other geologic processes, may cause stress changes in the earth that can also result in an earthquake. Earthquakes can occur anywhere in the world although some areas of the globe are more likely to experience an earthquake than others. Earthquakes occur in all types of weather, in all climate zones, in all seasons of the year, and at any time of day making it impossible to predict with any certainty when an earthquake is likely to occur. The best seismologists (scientists who study earthquakes) can do is to look at the historical record of earthquake activity for any geographical area and use this data to calculate the probability of an earthquake occurring in the future. Earthquake prediction is still in the future. A tsunami is a series of sea waves that can be caused by earthquakes or landslides at or beneath the sea floor. The displacement of the sea floor that occurs during certain large submarine earthquakes and landslides causes displacement of large volumes of the sea water above it producing large, fast moving waves. When a coast line experiences a tsunami it can be due to an earthquake near the coast or due to a quake occurring in a distant part of the ocean. Coastal areas may experience little or no damage from an  earthquake but can be devastated by the resulting tsunami. 2010 Haiti Earthquake Haiti suffered one of the largest earthquakes in more than 200 years in 2010. The 7.0 magnitude earthquake was centered about 10 miles from Port-au-Prince and set off a swarm of tsunamis that killed three people and destroyed several homes. The waves were averaged to be about 10 feet high. 2010 Sumatra Earthquake/Tsunami he October 2010 Sumatra earthquake occurred on the same fault as the 2004 Indian Ocean earthquake. The second time wasn’t as disastrous but there was still substantial damage. This time around the earthquake was 7.7 on the Richter scale and developed a tsunami that struck the Mentawai Islands. The tsunami, which had a wave of 9 feet, destroyed many of the villages on the island. It displaced more than 20,000 people and reportedly killed 435. 2010 Chile Earthquake/Tsunami A 8.8 magnitude earthquake struck Chile on February 27, 2010 with intense shaking that lasted for about three minutes. It triggered a tsunami that destroyed several coastal towns in south-central Chile. The tsunami raced through the Pacific Ocean that 53 countries had to post warning, though there was little damage as it moved past Hawaii, Australia and Japan. The death toll was 521 victims. 2011 Tohoku Earthquake/Tsunami The 9.0-magnitude megathrust earthquake that hit the Tohoku region of Japan on March 11, 2011 was the largest earthquake to have ever hit the country. Japanese Prime Minister Naoto Kan even called it â€Å"the toughest and most difficult crisis for Japan† since the end of World War II. The tsunami that traveled along the Pacific coast of Japan’s northern islands was measured to be at least 9.8 feet high. Entire towns and cities were swept away and about 5,692 are said to be dead, with 9,522 missing and 2,409 injured. 1771 Great Yaeyama Tsunami On April 24, 1771, the Yaeyama Great Earthquake caused the formation of the 1771 Great Yaeyama Tsunami. The tsunami hit both the Ishigaki and Miyakojima Island of Japan and killed a total of 12,000 people. Agriculture was severely damaged and the population decreased about one-third of what it was. The tsunami at Ishigaki reportedly reached a height of 262 feet. 1792 Mount Unzen The 1792 eruption of Mount Unzen in western Kyushu, Japan is the most deadliest volcanic eruption ever in Japan. It caused a megatsunami that reached up to 330 feet and killed 15,030 people. 1896 Meiji-Sanriku Earthquake The 1896 Meiji-Sanriku earthquake hit Japan on a day when the country was celebrating both the return of soldiers from the Sinto Japanese War and a Shinto holiday. The 7.2 magnitude earthquake that took place was small but the tsunami that struck the coast of Sanriku 35 minutes later was much greater. Waves as high as 125 feet were measured and nearly 9,000 homes were destroyed. 22,070 were reported dead and an unusually high count of victims with fractured skulls and broken or missing limbs. Hawaii also suffered some destruction from the tsunami as waves of 30 feet were measured there. 1868 Arica Earthquake/Tsunami The estimated 8.5 to 9.0 magnitude earthquake near Arica (then part of Peru, now part of Chile) in 1868 nearly destroyed all of Arica and its surrounding cities. The tsunami it produced almost completely destroyed the port city of Pisco. It also caused some damage in Hawaii, New Zealand and Japan. About 25,674 casualties were reported. Aug. 27, 1883: Eruptions from the Krakatoa volcano fueled a tsunami that drowned 36,000 people in the Indonesian Islands of western Java and southern Sumatra. The strength of the waves pushed coral blocks as large as 600 tons onto the shore. June 15, 1896: Waves as high as 100 feet (30 meters), spawned by an earthquake, swept the east coast of Japan. Some 27,000 people died. April 1, 1946: The April Fools tsunami, triggered by an earthquake in Alaska, killed 159 people, mostly in Hawaii. July 9, 1958:Regarded as the largest recorded in modern times, the tsunami in Lituya Bay, Alaska was caused by a landslide triggered by an 8.3 magnitude earthquake. Waves reached a height of 1,720 feet (576  meters) in the bay, but because the area is relatively isolated and in a unique geologic setting the tsunami did not cause much damage elsewhere. It sank a single boat, killing two fishermen. May 22, 1960: The largest recorded earthquake, magnitude 8.6 in Chile, created a tsunami that hit the Chilean coast within 15 minutes. The surge, up to 75 feet (25 meters) high, killed an estimated 1,500 people in Chile and Hawaii. March 27, 1964: The Alaskan Good Friday earthquake, magnitude between 8.4, spawned a 201-foot (67-meter) tsunami in the Valdez Inlet. It traveled at over 400 mph, killing more than 120 people. Ten of the deaths occurred in Crescent City, in northern California, which saw waves as high as 20 feet (6.3 meters). Aug. 23, 1976: tsunami in the southwest Philippines killed 8,000 on the heels of an earthquake. July 17, 1998:A magnitude 7.1 earthquake generated a tsunami in Papua New Guinea that quickly killed 2,200. Dec. 26, 2004: A colossal earthquake with a magnitude between 9.1 and 9.3 shook Indonesia and killed an estimated 230,000 people, most due to the tsunami and the lack of aid afterward, coupled with deviating and unsanitary conditions. The quake was named the Sumatra-Andaman earthquake, and the tsunami has become known as the 2004 Indian Ocean tsunami. Those waves traveled the globe – as far as Nova Scotia and Peru. March 11, 2011: A massive 8.9-magnitude earthquake struck northern Japan, triggering tsunamis that reportedly swept up cars, buildings and other debris. The Japan Meteorological Society has forecast more major tsunamis in the area, with some expected to reach more than 30 feet (10 m) off the coast of Hokkaido, Japan’s second largest island. A tsunami was also generated off the coast of Hawaii, one that could cause damage along the coastlines of all islands in the state of Hawaii, according to the Pacific Tsunami Warning Center. Tsunami warnings are in effect across Hawaii as well. 2004 Indian Ocean earthquake & Sanaysay. (2016, May 26).

Why teachers salary should increase Essay Example | Topics and Well Written Essays - 1000 words

Why teachers salary should increase - Essay Example While education takes up most of the childhood and teenage years, it benefits the whole adult life of a person. While education could really, and actually, happen anywhere, formal education within school settings is what really provides an individual with ammunition later on in life. One cannot disregard the significance of education in life. In fact, in today’s world, an individual is disregarded if without education. Education is not only there to increase one’s knowledge, but also to shape one’s character. It develops the rational aspect of a human being. Now, when one talks about education, one cannot help but think about teachers. This is because education is a teacher-driven industry. Without teachers, education will not be possible (Vedder 17-8). The important status of the teaching profession is the main reason why teachers’ salary should be increased. A higher salary for teachers would mean that existing teachers would feel more inspired as they g o about their daily teaching routine (Mishel and Roy 69). It could also mean that the teaching industry will be more able to attract the best and the brightest minds (Cunningham and Sperry 38). It will also mean that more potential teachers will be inclined to give the career more consideration, which could decrease teaching shortage (Vedder 7). More Inspiration for Teachers Work is all about motivation. While many people will say that a career is based on what one wants to do, at the end of the day, one would hope that what one wants to do is also something that would put food on the table, roof over the heads, and clothes on the back. In addition, it is not asking too much to include a reliable car to make lives easier, along with extra funds to indulge into leisure moments occasionally. It is true that several teachers are able to afford all these things without problems, but one cannot really claim that these things are acquired without many problems (Mishel and Roy 71-2). The t eaching profession should be able to offer such a salary that could at least ensure noble teachers that they could provide education to individuals without enduring a profession that will make them sacrifice some of their personal needs and wants. It is a well-accepted fact that motivated workers are more productive in their jobs. While this is not to say that money is the only source of motivation, removing the barrier of money issues would certainly help a lot in alleviating the situation of people involved in such â€Å"thankless† jobs (Mishel and Roy 75-6). Attracting the Best and the Brightest Minds Everyone has heard a story somewhere of a teacher who has left the profession to enter the corporate world, and the biggest reason stated has always been better paychecks. This is especially true among highly effective and intelligent teachers in the industry. It is understandable that people who have a big potential to really make it big in the better-paying corporate world would be enticed to switch professions. This is coupled by the additional attraction that corporate jobs could be less stressful, where one does not have to take the work back home. If teachers feel that their efforts are being recognized in the paychecks, there would be lesser chances of job switch. Furthermore, it could lessen, if not remove, the connotation that teaching is a thankless career. To do so could attract more brilliant students into the teaching industry (Cunningham and Sperry 38-9). This is not to say, though, that only average people are attracted to get into teaching. However, one cannot disregard the possibility that many highly effective and brilliant individuals who want to get into teaching would settle for better-paying jobs instead, even though they want to teach (Cunningham and S