Saturday, August 31, 2019

Wealthy and Lower Socioeconomic Communities Differences

There exists an achievement gap among wealthy and lower socio economic communities. Students who come from schools within lower socioeconomic communities do not often receive the same education or services from wealthier districts. New Jersey has responded to this inequitable situation with the Abbot funding process. Recently two local communities, Long Branch and Neptune, have been threatened with the loss of their Abbott status; as a result of additional mandates from the federal No Child Left Behind Act, many such schools are being threatened with the loss of their funding if they fail to meet minimum academic achievement standards. To determine the impact of this potential loss, this paper will provide insights into local concerns in Long Branch to identify how this loss would affect the academic achievement gap. This discussion will be followed by a report on two areas where it is believed equity will be lost to the district. In their Abbott vs. Burke decision, the New Jersey Supreme Court mandated additional assistance for the state's 30 poorest districts, including Long Branch and Neptune (Quinn, 2003). According to an Asbury Park Press survey of enrollment data for Monmouth County found that minorities comprise the majority of the school population in Asbury Park, Red Bank, Neptune, Freehold, Long Branch and Lakewood; of these, the survey found that only Red Bank's poverty rate does not exceed the state's rate (Quinn, 2003). Furthermore, fully 20 percent of the Hispanic students in Monmouth County attend the Long Branch school system (Quinn, 2003). If the additional funding promised by the Abbott decision is halted or reduced, all of the low-income communities will undoubtedly experience further declines in the academic performance levels that are already precipitously low in many cases, with the thrust of this reduction in funding creating two fundamental problems: 1) adversely affect literary rates; and 2) further exacerbate the segregation of low-income and minority citizens into pockets of poverty. As to the first issue, Strickland and Alvermann (2004) reviewed the issues concerning the achievement gap in the U. S. and found that literacy demands of the middle grades are exacerbated when the students come from low income and minority homes; in particular, these issues assumed critical levels when the students are members of low-income and minority families. These students are already likely to attend schools characterized by high mobility rates, inadequate resources and facilities, and large numbers of young students with challenging learning needs (Strickland & Alvermann, 2004). Comparable trends are also apparent in the State of New Jersey as well. According to Lattimer and Strickland (2004), the results from the Grade Eight Proficiency Assessment (GEPA) from 2000-2002 identified consistent differences in partially proficient, proficient, and advanced proficient between District Factor Groups (DFG's) and race/ethnicity. In addition, the differences in academic achievement between special needs districts such as Long Branch and non-special needs districts found similar trends to the 2002 GEPA (Lattimer & Strickland, 2004). In fact, a 35-percentage point difference existed in the total number of students scoring proficient and advanced proficient in Language Arts Literacy in 2002; the authors point out that the District Factor Group is an indicator of the socioeconomic status of citizens in each district and has been useful for the comparative reporting of test results from New Jersey's statewide testing programs in the past (Lattimer & Strickland, 2004). Concerning the second issue of further segregating low-income and minority citizens into â€Å"pockets of poverty,† the school superintendent for Long Branch reported that although minorities tend to live in segregated communities, this was the result of a â€Å"social trend† rather than segregation; notwithstanding these assertions, though, these high concentration of low-income minority members in their own communities has created â€Å"have† and â€Å"have-not† districts, with the Long Branch district representing one of the hardest-hit in the state (Quinn, 2003). Clearly, if the Abbott funding is halted, parents will be faced with a dual-edged dilemma of being unable to provide their children with an adequate education by virtue of substandard schools while being forced to remain in these low-income districts out of sheer necessity. The people of New Jersey in general and the citizens of these low-income regions deserve the quality education that is their American birthright; unfortunately, the promise has not lived up to its legacy in many of these cities, and Long Branch continues to be threatened with even more academic and social miseries if its Abbott funding is stopped.

Friday, August 30, 2019

Food Wastage Essay

1. It is hard to produce food. a) Food takes time to grow and mature. Besides this, there are a lot of factors that contribute towards the production of food. i. Temperature and rainfall are critical elements determining when and how often crops can be sown. While some Asian countries are able to harvest three times in a single year, food production nearly halts during dry seasons in many tropical zones and during winter cold in temperate areas. (DeRose, Messer & Millman, 1998) b) It cost a lot to maintain a good production of food. i. Investments in agricultural intensification, including higher-yield-potential seeds, fertilizers, water management and chemicals for pest control, are costly and make it unlikely that they will be easily or widely available for use by poorer farmers and countries. (DeRose, Messer & Millman, 1998) c) We are starting to lack food production area to support civilizations. i. South Korea’s Daewoo Logistics announced last month that it has signed a 99-year lease on 3. 2 million acres of land in Madagascar, which it will use to produce corn and palm oil for shipment home. (Goering, 2008) ii. The rush to buy or enter long-term leases on land has been fueled in part by the low levels of world grain stocks, despite record harvests this year, and by a growing sense that world markets cannot be trusted to supply adequate grain. (Goering, 2008) 2. People are wasting a lot of food. d) In different occasions, people waste food. i. A significant proportion of food waste is produced by the domestic household, which, in 2007, created 6,700,000 tonnes of food waste. Potatoes, bread slices and apples are respectively the most wasted foods by quantity, while salads are thrown away in the greatest proportion. e) Food products from restaurants and shops are seldom kept when they are not sold after the day. Those foods were thrown away. i. Grocery stores discard products because of spoilage or minor cosmetic blemishes. Restaurants throw away what they don’t use. (Martin, 2008) ii. Supermarkets particularly have been criticized for wasting items which are damaged or unsold (surplus food), but that often remain edible. (Yorkshire & Lincolnshire,2005) f) According to statistic, people waste more food than they eat. i. Americans generate roughly 30 million tons of food waste each year, which is about 12 percent of the total waste stream. ( Trum, 1998) 3. Food wastage causes a lot of problems. g) It affects the environment by increasing waste, and pollutes the area. i. The rotting food that ends up in landfills produces methane, a major source of greenhouse gases. h) Wasting the food we have indirectly causes starvation to other people. It is because the amount of food we waste can actually feed upon many poor people. i. Each year, Americans discard more than 96 billion pounds of good food. If 5% was recovered, it could provide the equivalent of a day’s food for four million hungry people; 10%, eight million; and 25%, 20 million. (Trum, 1998) i) Wasting food also wasted our money. It costs us money to produce food and treat the food waste. i. 1 ton of rice requires a world average of 3419 m3 per ton of water. Imagine the amount of food we wasted. The amount of water wasted is even larger, and we are now low on clean potable water. Call to actions: 1. Registration of World Fund Program (WFP) to favor organizations in providing aids to people who are unable to produce enough food to support them. 2. Audiences should sign an indemnity letter on following the 5 steps towards reduce food waste: plan meal, make detail shopping list and stick to it, serve reasonable size portion food, save leftovers and eat those leftovers.

Thursday, August 29, 2019

Special Economic Zone in Tamilnadu

Special Economic Zone in Tamilnadu, India By Dr. Srinivasan and Mr. Alagarswami â€Å"The protests against land grab for SEZ's have spread like wildlife. † Vandana Shiva ( 2007). The overarching problem this study tries to address is the question why the wild-fire of protest spreads in some regions, while in others it is either doused living behind a dying ember or perceived not as a fire but as a well spring of hope. What can explain the regional differences in public responses to SEZ?The state of Tamil Nadu has been proactive in implementing SEZ policy both at the regional level as well as at the central policy levels. Mukherji and Shivpuri Singh argue that â€Å"the Act has made partial progress towards evolving a procedure for single window clearance of SEZ projects. Issues such as labour regulations; skill shortages; land acquisition; environmental clearance; power availability; a developer’s powers with respect to town planning; transport linkages; access to fina nce; corruption; and the overall propensity to approve foreign direct investments will have a state-level component.In most of these cases, state-level SEZ Acts will determine the extent to which state-level policies are synergised with central policies†(Mukherji and Shivpuri Singh, 2006). Even before the central SEZ Act was passed in 2005, Tamil Nadu had formulated its policy on SEZs in 2003 and passed the Tamil Nadu SEZ Act in 2005. Since 2005, a series of public hearings were organized by various civil society groups, political parties and government agencies. Civil society groups have argued that the bulk of the land being acquired for SEZs is fertile agricultural land, especially in case of the multi-product zones.The state of Tamil Nadu(TN) one of the four southern states of Indian sub-continent is considered â€Å"a pioneer in implementing many developmental programs such as nutrition noon-meal scheme for school children, integrated rural development program, adult-lit eracy programs, Rs. 1 (4. 7 cent) per kilogram of rice for poor, and more recently self-help group based micro-finance initiatives. It has also been a forerunner in implementing industrial policy focused on small scale industries and marginally successful land reform that sought to distribute land to landless farmers.Tamil Nadu has followed a unique trajectory that blended industrial policy and developmental initiatives, which have withstood the vagaries of local politics, corruption and other malaises that have been traditionally associated with governance in India. † (Ref)Tamil Nadu, being among one of India’s most industrialised states, shows certain unique patterns emerging in the establishment of SEZs. The Indian SEZ model was most widely adopted in the state with both negative and positive fallouts.Even before the central SEZ Act was passed in 2005, Tamil Nadu had formulated its policy on SEZs in 2003 and passed the Tamil Nadu SEZ Act in 2005 (Dhurjati Mukherjee, 2007). With 122 notified and proposed Special Economic Zones (SEZs), Tamil Nadu boasts of maximum number of SEZs in the country after Andhra Pradesh and Maharastra. Two large and powerful state agencies State Industrial Promotion Corporation of Tamil Nadu Ltd (SIPCOT) and Tamil Nadu Industrial Development Corporation Ltd-(TIDCO) exercise considerable influence and authority in the acquisition of land.The government is intent on pursuing a policy of aggressive industrialisation, especially of a capital-intensive nature and has proposed to create 10,000 acres land bank in the state as per the 2007 Industrial Policy (TN Industrial Policy Note, 2007). Till date the state has 44 notified, 66 ‘formally approved’ and 19 ‘in-principally’ approved SEZs. Proposals are pending for another 13 SEZs. With over SEZ 54 approvals, State of Tamil Nadu (TN) has one of the highest numbers of SEZs in the country.In Tamil Nadu, 55 SEZs have been approved with 13045 hectares (32, 235 acres) of land as of 2012. In response to the opposition to SEZ in some localities (see chapter on Discourse Analysis for details) as well as in response to national developments in places like Nandigram, where the opposition to SEZ had turned violent, in 2007 , Tamil Nadu released the new industrial policy and announced several measures aimed at mid-course corrections as well as aggressive promotion of SEZ. For example the policy supported the evelopment a land bank of 4,000 hectares to promote industrial development in the state. The new industrial policy announced plans to build a land bank of 10,000 acres eventually to meet the growing demands for SEZ or industrial parks. The state has explicit policy of not acquiring cultivable land. The land for private parks / SEZs should, as far as possible, be barren, non-irrigated and dry land and the government will not allow proposals for industrial park involving more than 10 per cent cultivable land.Tamil Nadu was also the first st ate to make it a policy to support voluntary acquisition of land, rather than forcible acquisition. The policy also stipulates that promoters of private industrial parks would be required to purchase land directly. In its 2007 policy, the state government said that 10 per cent of the area in new industrial parks promoted by the State Industries Promotion Corporation of Tamil Nadu (SIPCOT) and the Tamil Nadu Industrial Development Corp (TIDCO) would be set apart for social infrastructure.According to the new policy, in order to have equitable regional development, proposals for special economic zones (SEZ) in industrially backward areas will be given priority. 20 per cent of the allot-able area in new industrial parks / special economic zones (SEZ) or expansion of existing ones promoted by the Sipcot / Tidco would be reserved for small and medium enterprises (SME) including SME vendors to major industries in the same park.The consequences of 2007 industrial policy were that there was a tremendous increase in applications for SEZs. The speed at which the state government has been sanctioning the projects has raised several questions. There were apprehensions and widespread resistance from the farmers, politicians and academicians towards the implementation of the policy in Tamil Nadu. Opposition to SEZ in TN There are growing concerns over the impact of SEZ on local communities such as loss of agricultural land, unfair land transactions, undermining of uthority of local government, environmental degradation and fears of emergent gated communities. The feasibility and profitability of SEZ are also being re-evaluated in the light of growing opposition to SEZ and volatile markets. There have been several cases of reported opposition to SEZ, but many of these issues were eventually settled. Highlighting numerous instances of speculative land-bank acquisitions, the protestors condemned the Government for targeting the most vulnerable sections with eviction.Acquisitio n of bhoodan land Oragadam (Sriperumbadur), panchami land in Cheyyar (Thiruvanamallai), saltpan land in Ennore (Thiruvallur), grazing land in Thervoy (Thiruvallur), tenancy land in Nanguneri (Tirunalvelli), multi-cropping agriculture in Hosur (Krishnagiri), Sivarakottai, Puliampatti, Swamimallmpatty (Thirumangalam), Ranipet and Panapakkam (Vellore), agriculture land and homesteads in Mangal (Thiruvanamallai) are some examples of controversy over land acquisition in Tamil Nadu.Even though local people participated in protest against land acquisition, these protest did not materialise into any concrete action as it had happened in other states. The government of Tamil Nadu commissioned a report to examine the claims of those opposing the SEZ. Civil society organisations held several public hearing on the impact of SEZ in Tamil Nadu. In the public hearings, several critical questions were raised: Are people willingly giving away their land? What is the process of land acquisition in th e state?What role does the government agencies like Industrial Promotion Corporation of Tamil Nadu Ltd (SIPCOT) and Tamil Nadu Industrial Development Corporation Ltd. (TIDCO) play in acquiring land for private companies? The loss of agriculture land, accompanied by livelihood insecurity has been on the raise for over a decade in TN. As per official figures, Tamil Nadu has lost more than one million hectares of cultivable land between 1991 and 2003 (Government of India, 2007 Agriculture Statistics at a Glance 2006-2007. Ministry of Agriculture).The government itself does not know how much agriculture land has been diverted till date as has been made clear by the Planning Commission’s July 2006 report of the Working Group on Land Relations for the11th Five Year Plan. The Ministry of Commerce, government of India does not provide any information on the livelihoods lost as a result of creation of SEZs. At the public hearings the verdict was that the bulk of the land acquired for SEZs is fertile, agricultural land, especially in case of the multi-product zones. A special report on SEZ in Tamil Nadu prepared by Dr.Palanithurai(Palanithurai,2009) makes an attempt to document issues related to land acquisition and peoples opposition to SEZ. The report is extensively based on case studies and interview based evidences to make an argument against SEZ. Especially the report focused on the issue of acquiring cultivable land for SEZ, against the government’s own commitment not to acquire fertile lands. The report refers to authoritarian strategies adopted by the government to force local Panchayats to pass resolutions in favour of SEZ.The report cites the example of SEZ at Cheyyar in Thiruvannamalai wherein the Mathur Panchayat passed a resolution objecting to land acquisition, expressing unwillingness to part with common lands. Similar resolutions were passed in Gram Sabha against land acquisition in eight Village Panchayats. The question that is asked was: â€Å"Will Cheyyar be Tamil Nadu’s Nandigram? † (Palanithurai, 2009). But the issue in Cheyyar took a different turn with many local people settling for a land sale and Panchayats now co-operating with the government and the promoters. Is this a case of coercion or voluntary agreement?The report presents the case of Irunkattukottai near Sriperumbudur and Hundai car manufacturing plant in Kancheepuram district, Valasamudram,in Tuticorin District as examples of opposition to SEZ. In the case of Bairamangalam near Hosur in Krishnagiri district local opposition to acquire cultivable land lead the government and private promoters to withdraw the project (Palanithurai,2009). Perhaps the case that drew much media attention was Oragadam village near Chennai, where the claim was that out of the 950 acres nearly 300 acres were cultivable land (Palanithurai, 2009). However as the development of SEZ ontinued, the opposition soon melted. One reason was that the agricultural land ha s been in the process of being re-developed as real estate since early 1990s and thus many of the land claimed to be cultivable were already being reclassified as housing development property—a move encouraged by the government to meet the growing demands for properties in close to Chennai. Villages in another districts lose to Chennai, Chengulpet was already a highly valued real estate’s with many educational, religious organisations already in position of large tracks of fertile land ready to be reused for non-agricultural development.The report also sites examples of SEZ that had little or no oppositions. â€Å"Perambalur District Perambalur is one of the districts in Tamil Nadu . â€Å"Contrary to the stories of land grabbing and bureaucratic compulsion that reeled off about land acquisition in many other districts of Tamil Nadu, people in Perambalur had altogether a different story to narrate†¦ The entire process of land acquisition was smooth, and the loca l community had no discontentment – not even a speck of disapproval, about having lost the land (Palanithurai, 2009). Despite such variable and mixed responses the report concludes by stating that â€Å"If at all, SEZ should do some good to the local development: (i) let it get established in real barren lands based on actual surveys carried out in identified regions, and not as per the British period records in possession of the government; and (ii) the community unrest in SEZ can be avoided, if the National Policy on Rehabilitation and Resettlement 2007 was taken as guidelines for resettlement and rehabilitation of people affected† (Palanithurai, 2009).But more tellingly the report presents rather dramatic description of â€Å"eviction of people, leveling of houses, handling over the land to the SEZ developers. and paying cash compensation to those who part with lands† and concludes that â€Å"The current tendency of making steadfast move towards eviction of people†¦ would only cause damage to agriculture, mock grassroots level democracy, and aggravate poverty†.These observations in the report have exclusively relied on the people who have lost their land and have grievances against the compensation packages. The report draws its conclusions based on selected individual case studies and incidents of few clear opposition to SEZs/ But what about the other stakeholders. Does SEZ have an impact only on those who lose their land?

Wednesday, August 28, 2019

Human Genome Project Using PCR Dissertation Example | Topics and Well Written Essays - 5000 words

Human Genome Project Using PCR - Dissertation Example Annexin A5 is a classical member of the chordate annexin family. It displays essential tetra structure and calcium-dependent phospholipid binding. It is one of the few annexins that can be found within the extracellular matrix. Annexin A5 has been postulated to be an inhibitor of coagulation due to its ability to attach to anionic phospholipids exposed of surfaces of platelets (Gerke & Moss, 2010). Consequently, this important gene inhibits platelet aggregation and down regulates surface presentation of tissue factor. The annexin A5 gene covers approximately 9 kb of the human chromosome 4q27. It comprises of one non-translated exon and 12 coding exons. Little is known about the regulation of the annexin A5 gene expression. Annexin A5 is an abundantly and ubiquitously expressed protein with highest concentrations in the liver, placenta and kidney. The human annexin A5 gene produces numerous transcripts and has a complex promoter which is subject to intricate regulation mechanism (Gerk e & Moss, 2010). Annexin A5 has been implicated in a wide range of disease phenotypes and etiology including recurrent pregnancy losses and cancer. It is a calcium and phospholipid protein localized within the surface of the placental syncytiotrophoblast layer. This protein performs vital anticoagulant function within the maternal blood and specifically at the intervillous space. Recently, it has been reported that polymorphisms in the promoter region of the annexin A5 gene can significantly be linked to recurrent pregnancy loss (RPL). Particularly, women who possess the M2 haplotype have more than two-fold higher risk of fetal loss compared to non-carriers (Bogdanova, Horst, Chlystun, Croucher, Nebel, Bohring, et al. 2010). Additionally, annexin A5 has been reported to be a vascular anticoagulant-?, placental anticoagulant protein I, liporcotin V, endonexin II, anchorin CII and placental protein 4. The annexin A5 gene spans 29 kilobases and has 13 exons which encode a single transcript of approximately 1.6 kb. The protein product of this gene has a molecular weight of approximately 35 kDa (Carcedo, Iglesias, Bances, Morgan & Fernandez, 2011). Official name of the gene: annexin A5 Official symbol: ANXA5 Gene type: protein coding Other names: PP4, ANX5, ENX2, RPRGL3 Chromosomal location: 4q27 (http://www.ncbi.nlm.nih.gov). Annexin A5 is a classical member of the chordate annexin family. It displays essential tetra structure and calcium-dependent phospholipid binding. It is one of the few annexins that can be found within the extracellular matrix. Annexin A5 has been postulated to be an inhibitor of coagulation due to its ability to attach to anionic phospholipids exposed

Tuesday, August 27, 2019

Napoleon's Rise and Fall Research Paper Example | Topics and Well Written Essays - 1750 words

Napoleon's Rise and Fall - Research Paper Example Julius Caesar of the Roman Empire was one of them. He had managed in his time to conquer the known parts of the civilized world at the time. He became the king of the world, concurring even the mighty Egypt. However, as he did this, he made enemies both at home and away from home. He was murdered by those who were close to him, and it is required that the person who actually stabbed him was his own best friend and ally Brutus. Adolf Hitler is also another military leader who went down in a similar path. During the World War II, his mighty military was feared by all the nations in the world who were not on his side. He managed to vanquish a good part of the world. Eventfully the nations formed military allies and overpowered him (Shirer, 154). He is said to have taken his own life while other conspiracy theories argue that he never committed the suicide but exiled himself to Latin America when he lived mediocre life until his death in old age. The story can be told of one of the great est military general who ever lived, Napoleon Bonaparte. On May 17, 1779, Napoleon started his studies at the royal military academy at only age ten. He later joined the Ecole Militaire on May 17, 1784, at the age of 15. He was to graduate from this school in 1785 with the rank of second lieutenant. While at the army, the French revolution had increased and in 1795 he was promoted and made to be in charge of suppressing the revolution by the masses, thus introducing him to the forefront of French politics.

Monday, August 26, 2019

Colonial america Essay Example | Topics and Well Written Essays - 500 words - 3

Colonial america - Essay Example 17th century but in 1664, the first legislation for slaves was passed by Maryland that said, all â€Å"Negroes or other slaves hereafter imported into the province shall serve for life, as should their children. It also stated that any white woman who forgot her status and married a slave would have to serve the master of her husband. All children born into such a union would be slaves as well (Middleton, pg. 324). Around 1680, there was an increase in the purchase of slaves since there were fewer whites to do the jobs. Another reason for the increase was the abolition of the Royal African Company monopoly of trade. Therefore slaves were used to grow crops and vegetables, to maintain livestock and also used as craft and industrial workers. The Quakers were the first group to take up the issue on slavery and its codes. The existing slave codes in the colonies deprived the slaves of their basic human rights while providing the opportunity to slaveholders to exercise ruthless and merciless control over their slaves. Another revolutionary leader, James Otis, called this as â€Å"the most shocking violation of the law of nature.† He too fought against slavery and in 1807 the Federal government put an end to the trading of slaves from Africa. Right through history, the people who held power tended to side track or marginalize the people who do not have any power. In the same way, they never failed to make use of the resources as well as the technologies of the people they dominate, but yet they have neglected to give due credit to them or even acknowledge them. This is mutual where Europeans and Indians are concerned. Before slavery was abolished, agriculture was the predominant occupation during the colonial period. Blacks as well as American Indian slaves were utilized to grow crops such as flax, apples and onions. They were also used in the production of dairy products, fish and whale oil which were very important commercial products and hence trade and commerce

Assessing a Student Personal Statement Example | Topics and Well Written Essays - 250 words

Assessing a Student - Personal Statement Example Based on the assessment table above, the average score for the student is 2.67. The scores from the able reflect that there are areas that the student needs support. These include problem solving skills, self-engagement, initiative taking, and decision making. In this case, the strategies that a teacher should adopt include understanding the individual needs of the students, making sure that the students know what is going on in class, and encouraging students to participate in class activities. In the case of this student, differentiation is important since he seems to be a below average student. In order for the teacher to improve the performance of the student, he should set different tasks for the student based on the performance of the student. Moreover, the teacher should set different open-ended tasks in order to assess the abilities of the student at different levels. The different forms of formative assessments that the teacher should use to gauge the performance of the student include questioning, discussions, peer/self-organizers, think pair share, and constructive quizzes. May, K. (2005). Teaching Strategies for Asperger Students. Retrieved from

Sunday, August 25, 2019

Post-Modern Anthropology Dissertation Example | Topics and Well Written Essays - 2250 words

Post-Modern Anthropology - Dissertation Example Postmodern anthropology provided solutions that religion did not fathom to the problem of mental illness. Over long time religion patented that madness could only be controlled but not cured, but with advent of the anthropological theory, â€Å"religion was part of the movement which indicated in spite of everything the presence of reason of madness and which led from insanity to health† (Michael and Richard 1961:394). The understanding of the real nature of madness helped in deriving a way the fear that had been passing down like an evocation of a common nature. Before the adoption of the contemporary anthropology, the society was encapsulated with an error that alienated the people of their freedom and joy. As a result of the theory, madness could cause no more fear and the solitary attitude and character that existed between the sane and the madman disappeared. The use of such theory enabled the understanding of the ancient mythical methods of treatments of such illnesses i n the olden society and also provided the cause of such diseases thereby enabling the acquisition of medication. â€Å"The obscure guilt that once linked transgression and unreason is thus shifted; the madman, as human being originally endowed with reason is no longer guilty of being mad† and can instead now feel morally responsible and respected especially because the disease can be treated. Natural religion which was mostly a local cures’ concern proved effective. It made use of the benevolence of nature to cure.

Saturday, August 24, 2019

Trent Atheltics Center Article Example | Topics and Well Written Essays - 750 words

Trent Atheltics Center - Article Example The process of business information management involves devising of strategies and integration of systems and controls, with the main aim of improving quality in order to deliver value to the consumers (Laudon and Laudon, 2009). According to Laudon and Laudon (2009), the Trent Athletics Center can use the integrated information systems to manage information that are strategic resources to the center. This will consequently enable the center to attain competitive advantage within the market. For example, through the integration of information systems, the Trent Athletics Center will be able to gain information concerning the general market, the competitors, consumer trends, and future forecast and thereafter, use this information to position itself competitively within the market. Furthermore, the writings by Laudon (2008), suggests that the Trent Athletic Center can properly use information systems by determining how they can adjust their products and services in precise manner to me et customers’ expectations and satisfy their needs. ... Based on the diversified nature of the center’s membership, it is correct to argue that focusing only on the family segment for marketing purposes, is likely to yield a significant increase in membership whilst using fewer resources for the marketing campaigns. In the other scenario, the center will divide a huge marketing budget to target each specific segment and the effect of this marketing campaign might be minimal because of limited resources. In order to attract more families, the center could devise the marketing message around the theme of the health effects associated with recreation and training activities. Because of the need to stay healthy, most families are likely to register at the center. Secondly, the center could market itself as a fun center where families can go to have a quality time from while using different recreation and training facilities within the center. Thirdly, by giving discounts on the family package, more people will prefer to register at the center with their family members rather than by themselves and this will ultimately increase the membership at the centre (Cialdini, 2006). Cialdini (2006) wrote that one of the basic tenets of marketing is that it should be carried out where and when majority of the target audience are likely to hear or read the marketing message. In the context of Trent Athletics Center, it can be stated that during matches, the scoreboard is one of the key areas where everybody’s attention is usually diverted to, since fans will be looking at the board periodically to see the current scores of the ongoing match. Therefore, the scoreboard offers a perfect platform for

Friday, August 23, 2019

Tate Modern Case Study Essay Example | Topics and Well Written Essays - 2000 words

Tate Modern Case Study - Essay Example The initial plan for the Tate modern was abandoned for a design that was meant to be modern and have the ability to meet the needs of clients. Therefore, combined effort of design team and client was devised as appropriate approach to the building. Mace played a role of negotiating the project management, which was critical in providing buildability and detailed construction advice. Tate modern project incorporated three underground oil tank and live switch station among many others (Grubiak, 2008). The expansion of the Tate modern project was deemed important because previously the building used to be congested but with the new design, the building is spacious enough since it accommodates millions of people. The building creates a more welcoming environment with several facilities (Herzog and de Meuron, 2005). Some of the facilities found in the Tate modern include concourses, terraces and cafes as well as learning institutions among many others. The building is expected to allow de eper engagement among different people with different needs such as practice based learning, workshops, participation, private study, discussion and interpretation of art. Herzog and de Meuron (2005) argue that the Tate modern building plays a very important role in the economy since it hosts various business activities that generate a lot of income, which boost the economy of the city and the country. Besides, the revenue generated from tourists that visit the facility is a lot of money. Tate modern is therefore considered by very many people to be a typical example of both economic and social renewal in the world. According to Herzog and de Meuron (2005), turning the Bankside of a power station into a gallery of modern art was uncertain architecturally. The proposal to have Tate developed into its current state could not fit either traditionists or modernist thereby drawing reactions from both camps. The structure, which is the power station, was initially designed and built in a manner to keep people out but after giving it a modern architectural touch, Tate welcomes people, while retaining both its dignity and weight (Blyth and Worthington, 2010).

Thursday, August 22, 2019

Contemporary societies Essay Example for Free

Contemporary societies Essay The art of literature in contemporary societies has always led to more critical discussions between man and himself and between man and his neighbor. Literature pushes us to rethink our stance on normal societal norms and beliefs. Sula is such a work of art. It is the based on two women living at the Bottom in Ohio, a predominantly black community. Helen Wright is a socially conscious and quite a conservative woman. She has one daughter; Nel. Hannah Peace a beautiful flamboyant and a woman with many men at the Bottom is the mother of Sula. Sula is raised with Eva Peace, her grandmother who does not stifle her granddaughters freedom unlike Nel who comes from a restrictive household. Nel and Sula develop quite an inseparable and good friendship, a friendship that does not settle well with Helen who possesses grave misgivings due to the reputation of Sulas mother however she does not object openly after her realization that Sula is a very polite house guest. After High School these two great friends diverge ways for 10 years. Sula goes to college where she experiences a new wave of sexual promiscuity much like her mother. Nel On the other hand is married by a Bottoms resident, Jude Green. Their separation last for period of three years before Sula comes back from the college and their relationship resumes without any hindrance. However, this relationship is cut short when Nel learns of the relationship between Sula and Jude. This affair ends both the relationship between Jude and Nel as well as that of Nel as Sula who leaves the bottom for three years. Nel is forced to raise her two children alone and she doesnt communicate with Sula for the three years that she goes away. Their next meeting occurs when Sula is terribly sick and almost dying. Their last conversation before Sula dies constitutes the literary wealth of this masterpiece; it is the discussion between good and bad. She dies and is buried at the Bottom cemetery. Thereafter, Nel visits Eva Peace who is quite old and is kept in a nursing home where she tries to retell the moments she had together before Sula died. While walking home she begins to feel the loss of the relationship with the death of Sula, her single and true friend. Her judgment of Sula as bad begins to haunt her as she recalls an incident that happened when they were friends; the Chicken Little incident. Chicken little was a young boy who also lived at the Bottom. When playing on a tree, Sula lost grip and the child plunged in the river and drowned. They kept this secret for the whole of their lives. These are the memories that unsettled Nel emotionally, she begins to challenge the concepts of good and bad and the choices and sacrifices people make in life. Later on, she kills her drug addict sun as she struggles to raise his family single handedly. Sadly, we see her sitting and crying over Sulas grave at then cemetery as the story comes to an end. The story questions the decisions that people make in life; the calls for a rethinking of common societal problems. Critics mention the humor in the novel. For example the place called bottom is actually at the mountain top. The creation of binary oppositions in the novel not only makes it too interesting and informative but also lets the reader glance at the depth of common conventions in the community and the effect these societal conventions have on the lives of children who are supposed to be brought up in a comparatively free world where people are supposed to make free will. Satire as a theme is also developed in the story and it fuse well with the binary notion. The complexity of characters in the story conveys an account of human flaws in decision making and in the way we relate to other people in the community. While parents do everything in their power to ensure that their children justifiably lead a good life, little is done in ensuring that the children also get freedom. This makes the children not to acquire their own experiences in life but only proceed to copy the characters of their parents and grandparents. The fact that Sula turned out to be an exact replica of her mother and grandmother is an attestation to this fact. The book is feminine masterpiece and there is also an element of female chauvinism. This can be justified by the fact that all the major characters in the book are women and their actions are affected by men in a very little sense. Jude, Chicken Little and Nels son who became a drug addict after leaving the army are all victims of the women’s stereotyped dispositions. Shadrack being physically and emotionally scarred fro the experience of war is disowned and almost excommunicated by the community without the community fully understanding the reasons behind his behavior. Let us now give a critical analysis of Sula, the main character. Sula is the major influence on his friend Nel. Sula has been influenced by her mother leading to the passage of what can be argued to be a bad character trait through generations. Eva is a strong woman. She has endured loneliness, abject poverty but she is proud and unrelenting. Sula is quite an extraordinary woman, she is energetic but she has no suitable outlet to release her energies. This makes her potentially dangerous in that that she has no knowledge of wrongdoing. She does not understand that she sins when she sleeps with men and carelessly tosses them aside. Her sin is unintentional. The community, however do not understand the context of her upbringing or they simply do not care. They despise her but tolerate her. One very interesting aspect is that Sula is quite independent in her isolation, she does what she pleases and she simply does not care what everybody else does. She lives her the way it pleases her effectively earning her isolation from the community. After her death the rules shift suddenly, there is a renewed sense of acceptance, of defining right and wrong, good and bad. It is important to try and delve into the reasons why Nel and Sula united even after Sula betrayed their friendship by having an affair with Nels husband, Jude. Nel realizes that Sula was neither good nor evil; she was just indifferent to everything and everybody. Wives had to put extra effect in making sure that their husbands do not fall into bed with Sula, children were treated better so that they dont grow into adults who are indifferent and uncaring like Sula. This is good fortune to the bottom community because they were held together in the rethinking process. Remember the National Suicide day? After Sulas death the community did not have any productive outlet to channel their energies, they could not just sit and talk and so they become enraged and tear up the tunnel the result of unfocused energy. This eventual realization went a long way in ensuring that the residents of Bottom engaged in productive work for their survival. If Sula would have directed her energy to something else, maybe something a little more worthwhile would have resulted. Racial prejudice is highlighted when Jude is denied a chance to engage in the building of anew bridge, because of the color of his skin; he is denied the opportunity even though he is willing to do something productive. He stands in line for six days while the white boys get an opportunity to build the new River Road, his job at the hotel is demeaning and an insult to his masculinity. The scarcity of job opportunities remains to be the why Eva and Hannah had very little chance of gainful employment. They had to contend with the injustices being meted out on them because they were females and most importantly black. To escape the pangs of hunger in the winter, they have to prepare canned food in the summer. The life of Sula Peace, her childhood and her death in 1941is surrounded by the inability of the environment to shape her into a good woman The black community residing in Medallion; the bottom is judgmental but not in any way assisting to solve the crisis within itself. Sula’s life story shows us how the community and family can shape somebodys identity. She not only displays how children are nurtured but also her later relationship with the same community who natured her. She is a strong independent character but the community does not see her positive potentiality. To go against these societal norms she is not married and she sleeps around. The Peace family has been frowned upon by the Bottom community. This could have elicited an element of antagonism from Sula because she does not follow accepted societal conventions but in this case she is the protagonist and not the community. The novel poses her as the central character and the community constitutes only bits and pieces that seem to knit her life together in a predetermined fashion from the time of her birth to death. If change is to take place the community remains the playing field and Sula undoubtedly remains one of the players in the field. Whether she deserved to be rewarded for fearlessly instigating the rethinking process is not a matter of discussion as it is evident that her one and truly friend had in her own way knowingly or unknowingly lent credit to her stance in life by crying over her grave at the cemetery after realizing what Sula stood for. The character Sula is structure less, that any character interaction with her only invokes an element of structurelessness. This is because philosophically her evil is not her own but a reflection of what had been unknowingly imparted in her. Fortunately, her story is one where what is regarded as evil triggered change in the society. In analyzing one of the important masterpieces in the history of black American writing it is prudent to expunge on the growth of protagonism and non conformism in the society. The society’s vilification of the heroine Sula who does not fit into the society’s conformation of a heroine is a classic example of the inability of a people to look within themselves and try to solve the problems within its own structures. Works Cited Daniel Dawkins: A Character Analysis of Sula; Considering Morrisons Main Character as the Protagonist. 2008http://african-american

Wednesday, August 21, 2019

Slumdog Millionaire Essay Example for Free

Slumdog Millionaire Essay One movies I’ve seen is â€Å"Slumdog Millonaire† directed by Danny Boyle. The movie tells about the story of Jamal Malik, an 18 year-old orphan from the slums of Mumbai, who is about to experience the biggest day of his life. With the whole nation watching, he is just one question away from winning a staggering 20 million rupees on Indias Kaun Banega Crorepati it was about:Who Wants To Be A Millionaire? But when the show breaks for the night, police arrest him on doubt of cheating. How could a street kid know so much? Desperate to prove he is innocent, Jamal tells the story of his life in the slum where he and his brother grew up, of their adventures together on the road, of cruel encounters with local gangs, and of Latika, the girl he loved and lost. Each chapter of his story reveals the key to the answer to one of the game shows questions. Each chapter of Jamals increasingly layered story reveals where he learned the answers to the shows seemingly impossible quizzes. But one question remains a mystery: what is this young man with no what so ever desire for riches really doing on the game show? When the new day dawns and Jamal returns to answer the final question, the Inspector and sixty million viewers are about to find out. At the heart of its storytelling lies the question of how anyone comes to know the things they know about life and love.

Tuesday, August 20, 2019

Learning Styles In Classroom

Learning Styles In Classroom English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles are used by students in globalization. Language learning styles are the main factors that help decide how the students learn a second or foreign language. A foreign language is a language studied in an environment where it is not the major vehicle for daily communication and where input in that language is classified (Rebecca, 2003). In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. According to Felder (1996), how much students learn in the class is determined partially by the students ability and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More specifically, Godleski et al. (1984), the students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subject of the course and give up. In a research by Izzo (1980), confirmed that the size of class is an important physical factor which influences the choice of method, decreases the amount of individual attention that the teacher gives to each student. However, she argued that small classes are preferable for language learning and correlated significantly with language achievement. In a research study by Tan (2008), identified EFL learners main writing difficulties by analyzing the nature of their writing errors. The prominent causes of the errors were attributable to limitation of vocabulary size, low grammar understanding and obstruction from first language. In the finding of the study, six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students writing proficiency such as learning words, teaching of fundamental sentence structure, showing reading method, correcting error and class meeting, understanding of L1 interference, and writing incentive. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, they hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. 1.2 Problem statement Without recognizing proper learning styles, students seem not to achieve better results in their academic performance. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring grammar translation form first language to second language while learning English language and preferring working individual and personally to working in groups. Pedagogically, most of the lecturers practice traditional teachin g method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. 1.3 Objectives of the study This study aims specifically to identify the learning styles which are used by Cambodian private university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language. 1.4 Research questions This research aims to investigate the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below. 1. How do Cambodian university students describe their learning styles used in learning English as a Foreign Language? 2. Why do the students use different styles in their learning English? 1.5 Significance of the Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning styles of EFL successful Cambodian university students, which can be used as a model of learning English. Third, this research will help to contribute to the usefulness of appropriate vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing meaningful suggestions for overcoming the problems that may arise regarding the learning styles of students and how to accommodate various learners in EFL classroom. 16 Definition of key terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chpater1is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. CHAPTER2 REVIEW OF LITERATURE 2.1. Defining learning styles In a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah National University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of creative activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its successful task in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the relationship between these styles and students personality. In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with little efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her good way of learning through his/her culture, educational background and personality. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.2 Learning styles in classroom The classroom still remains a good and comfortable place for students in learning their language. Specifically, students learning styles have to be taken into account while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993; OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive feeling to language and application of information. In a study by (Hayes, 1997; Strevens, 1978; Harmer, 1983), large English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning. Bloom (1976), creating opportunities for small class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main elements which influences in language learning. In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understand The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in order that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and Long 1991), and being interested (Ellis and Sinclair as cited in Willis 2001) 2.3 Vocabulary learning In learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of undergraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, developed their vocabulary size, and enhanced their English learning. As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. Maghsodi et al. (2010), reading should be encouraged either inside or outside class because it is the most important tool which helps provide learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them. In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both directly and indirectly, repetition and multiple exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks. 2.3 Grammar learning Grammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misunderstanding of the role of grammar is attributed to the fact that it is always viewed to be governed by fixed rules. As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects medium of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly. 2.4 Reading styles Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading comprehension and overcome comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. 2.5 Speaking styles Speaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and critical thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials commonly used in EFL speaking classes, and assessment of oral English proficiency. Based on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice. Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class. When the ability to speak English is a very difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to keep silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do presentation individually and spontaneously within limitation of time. While Tutyandari (2005), stated that students keep quiet due to the lack of self-reliance, prior, knowledge about topics, and poor relationship between teacher and learner. In order to deal with students limited knowledge, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small gro ups. To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills. Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and deliver them in a planned way. Small group discussion is an additional activity that can be conducted in EFL speaking classroom. Its aim is to facilitate learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates. 2.6 Listening styles Listening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are: the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the interest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy; it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect str ategy; its aim is to improve knowledge about speakers, tasks, and strategy According Hann (2000), the use of ineffective learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the message from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities. To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were upset with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given. 2.7 Writing styles In the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical framework that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing curriculum for EFL university students that would develop their strategic competence and consolidate their linguistic knowledge. Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two reflective models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events. In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to work with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, ; therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program ; (2)teaching interpersonal skills; (3) teaching time management; (4) providing pre-collaborative writing sessions; (5) providing pre-collaborative writing sessions ;(6) and providing teacher/ peer assistance According to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to ensure successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English language as well. This can hinder them from participating in their collaborative work. CHAPTER 3 METHODOLOGY 3.1Research design Since the intent of this study significantly focuses on a private university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009) 3.2 Participants This is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Instrument With the purpose of getting trustworthy information, unstructured interview, informal conversation and participant observation will be used in order to obtain reliable data. Interviews will be tape-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will basically focus on students learning styles both in classroom and outside classroom. 3.4 Data Collection Since the qualitative data collection procedure requires the research to immerse completely in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects each interview will take around 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The resea rcher will personally observe English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational protocol will include the descriptive activities in the setting and reflective ideas from the researcher. Besides these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation. 3.5 Data Analysis The researcher will organize and prepare the data for analysis as soon as the data has been collected from the participants. Then the researcher will spend lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to ensure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to check the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles 3.6 Ethical Consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of Research This study is guided with the following limitations, which affect the generality of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.

Fluoxetine Hydrochloride and Unipolar Depression :: Psychology Medicine Medical Papers

Fluoxetine Hydrochloride and Unipolar Depression Unipolar Depression is a historically documented affliction that many people experience in their lifetime. B.E. Leonard describes it as "a heterogeneous disease state characterized by complex alterations in several Central Nervous System neurotransmitter and receptor systems" (1992). Episodes of depression range from severe bouts that last a minimum of 2 weeks, to years (also known as Dysthymia," requiring a 2 year minimum duration for appropriate diagnosis). Depression interferes with a person's functioning and well-being on the general level of daily tasks and experiences that most of us participate in and take for granted: people experience loss of interest in previously enjoyed activities, major changes in sleep patterns (sleeping too much or waking early in the morning), appetite, and feelings of hopelessness, helplessness, irritation and/or listlessness. (Davison, 2004.) Researchers have long struggled to pinpoint the origins of depression in order to improve quality of life for those who experience it. While no one causal relationship can be labeled as the main factor in depression (genetics, biology, and environment always interplay a complex role in all human experiences), specific correlational evidence has been found. The neurotransmitter serotonin (5 hydroxytryptamine) acts on areas of the Central Nervous System that are responsible for maintaining and regulating anxiety, sleep, aggression, appetite, temperature, sexual behavior and pain sensation, and has been found to have exceptionally low activity level in depressed people. Selective Serotonin Reuptake Inhibitors (such as fluoxetine, better known as Prozac) limit the reabsorption of serotonin by blocking receptors at neural level, raising serotonin activity levels and proving effective in helping to treat depression. SSRIs are equally effective as tricyclic drugs, with the particular advantages of not being associated with anticholinergic adverse effects, sedation, cardiotoxicity or massive weight gain, while retaining massive life changing effects. (Leonard.) In this paper, we investigate the synthesis of serotonin, the chemistry and route of access of Fluoxetine, and how the two interact to produce their effects. We study this interaction at the neural level, analyzing the behavioral and physiological changes and results as reported by those who have used the drug. Thus, we progress from profiling the micro level of action to a larger-scale, investigating how fluoxetine and serotonin interact with biology and environment to create the resulting positive and negative effects and, hopefully, to ultimately relieve Unipolar Depression. Serotonin and Fluoxetine: A Prelude to SSRI Functions

Monday, August 19, 2019

Essay --

Health Care Models Analysis A 26 year old white female presented to her physician’s office complaining of chronic abdominal pain. The pain appeared to be more intense 30 minutes after eating. The patient reported no unusual bowel activity. The patient had a normal body temperature and blood pressure. The patient was of normal weight and height for her age and body structure. The patient underwent an abdominal ultrasound, Hepatobiliary Scan, Upper GI, Small Bowel Series, and an Upper and Lower Endoscopy. The lower endoscopy study revealed abnormal mucosal patterns and was suggestive of Celiac disease. The patient was then tested for Celiac disease and the results were positive. Celiac disease is the inflammation of the small bowel, particularly the upper small bowel resulting from a gluten sensitivity. The inflammation may lead to malabsorption of key nutrients such as iron, folic acid, calcium, and fat soluble vitamins. Symptoms can range from abdominal discomfort to diarrhea. In patients with the malabsorption issue, anemia or osteoporosis may be manifest. The main medi...

Sunday, August 18, 2019

Karen Horney: Her Life and Work Essay -- Feminine Psychology Essays

Karen Horney: Her Life and Work Karen Horney, a psychoanalyst perhaps best known for her ideas regarding feminine psychology, faced much criticism from orthodox Freudian psychoanalysts during her time. Robert Sternberg said that creativity is always a â€Å"person-system interaction† because many highly creative individuals produce products that are good, but that are not exactly what others expect or desire. Thus, creativity is only meaningful in the context of the system that judges it. If this is true, I believe that Karen Horney made truly creative contributions to the field of psychology, and particularly to the domain of psychoanalysis. She broke rules in a domain that was itself fairly new, and in doing so presented ideas that have been in use to this day. She did so in a system that bombarded her with a fair amount of criticism because her ideas were different from those that Freud and his disciples supported. However, she made her mark as a master in her domain and has managed to have a nu mber of her ideas incorporated into ego psychology, systems- theory, and a number of self-actualizing schools of psychotherapy. Howard Gardner has studied many creative masters within the context of his theory of the three core elements of creativity. These include the relation between the child and the adult creator, the relation between the creator and others, and the relation between the creator and his or her work. Karen Horney’s childhood and adult life have been reflected in much of her work. She was born in 1885, the end of the Victorian era. Horney’s father was a â€Å"God-fearing fundamentalist who strongly believed that women were inferior to men and were the source of all evil in the world† (Hergenhahn & Olson... ...usly shaped her personality and later influenced her psychoanalytic theory. In turn, her personality affected her relations with others in her domain, her family, her peers, her critics, and her supporters. It allowed her to obtain and hold prominent positions in psychology and to help countless patients. Horney took much pride in her work; she refused to allow orthodox Freudian doctrine and its supporters to prevent her from voicing the theories that she carefully constructed from years of personal introspection integrated with observations of societal influence. References Gardner, Howard (1993). Creating Minds. New York: Basic Books. Hergehhahn, B. R. and Olson, M. H. (1999). An Introduction to Theories of Personality. New Jersey: Prentice Hall. Rubins, Jack L. (1978). Karen Horney: Gentle Rebel of Psychoanalysis. New York: The Dial Press.

Saturday, August 17, 2019

Impact of bollywod on society

Movies have been the source of entertainment from time unmemorable. This is considered as a family bonding time these days. Few enjoy watching movies at home as a family to save economy, and some people Like going to theatres as a family calling it a day to relax and having fun. In both ways movies are tools of relaxation. Is this the case or movies are tools that instigates violence, differences in societies, bring out sexual indecency in the very living room of houses?Allegorical stories, novels and movies can cause a huge revival and Inculcate revolutionary thoughts If the correct message Is conveyed In a right fashion and with implicitly that the uneducated and educated can be enlightened alike. Allegorical movies can help tremendously to make the point across. Most of the Indian movies have some theme and moral they have to convey to the public. They bring awareness to the people what in going on in the world. Not everyone is educated and this media Is a powerful tool to bring t o light things happening so that even the uneducated In a remote village knows about everything.Some movies talk about the social justice being denied to the poor, talking about the racial and caste rejoice people face everyday in life all around the world. Some historical movies bring to life the ancient history that is slowly fading away bringing out the beauty of the culture of different civilizations of the past. There are movies that talk about the evils Like child marriages, women being abused and treated badly by the male dominating world. He corruption In the government and higher authorities, the cover up of the companies not to let the public know about the inferior quality of their products or how they pollute the environment and the autocratic nature of the landlords. There are times when there was a huge revolution happening because the public started thinking and this big screen has huge Impact on how people voted In the elections also. Evils Like child sex traffic Is beautifully brought out along with the old practices and taboos of the societies that still exist in a country that talks about technology and growth.We come to know about the murders happening because of the dowry system, how women are abused at workplace, how there are child abuse in houses that are respected in society saying Just because people live in marble houses, soonest mean they do not have same struggles Like others do. How love is treated as crime in a culture where men and women are not allowed to talk and how this evil brings a male dominant society to always have a winning shot, while women have to stay submissive even if beaten up.How arranged marriages to strangers can cause pains and how adjustment in new place is a Herculean task and how a woman shows her strength to build her and her family with patience and love all these are shown delicately and powerfully saying being a house wife Is also a full UT how a man Juggles between his Job, and his family life and so me times how his sacrifices goes unnoticed all are shown in Indian movies impregnated with morals and principles. Thus movies bring out delicate things that are happening in the lives of people in a very artistic way.This is truth that many are fans of these heroes and heroines and every punch dialogues and message they send out becomes a Veda for the layman. Keeping this in mind if people make movies that channel these lives that look unto these artists as role models, there is sure to come a dramatic changes in their lives ND how they will face the world with goodness and positive attitudes. These movies can easily make or easily break the lives of those who are fascinated by movies and not take it as entertainment.Some movies also bring out the evils of terrorism, how a nation should stay strong and united and how hard work is always the essence of progress. ‘Evil never wins' is the theme in most of them. ?But it can also cause imitation of the violence and the thwarted min d can follow a movie and do the same evil to the society. What we say and what we try to convey should not drive them to take weapons but should make hem see that evil dies and those who take a weapon will die of that for sure.Of course it would not be complete if I do not mention about some movies that are produced for commercial purposes having some sexual content to it, fascinating dream and stunt scenes adding flavor to the movie, but still the themes could definitely convey a message holding some moral lesson. Revealing body and scanty clothing does not help the confused adolescent to keep calm, every one would have felt this way at one point of time, nothing to feel ashamed of this.But when these reportage the child to explore things, which he is not supposed to makes things more and more detrimental. It should also kept in mind, how movies are made and not include sexual content in movies that is family type ones. Unwanted double meaning dialogues and unwanted contents should be avoided no matter how much commerce it brings to the bank. I do believe if we use this powerful and double-edged tool correctly it would always be a great source of enlightenment and empowerment and many good messages can be sent to the world that would make the society a better one.

Friday, August 16, 2019

Geographical Discoveries

Great geographical discoveries – a popular term geographical discoveries made at the turn of the fifteenth and sixteenth centuries, in particular: circumnavigation Cape of Good Hope by Diaz (1488), the discovery of America by Columbus (1492), and then the conquest, trip [[Vasco da Gama | to India (1498) and the first trip around the world, Magellan (1519-1522). These events triggered a further voyages of discovery and contributed to a significant widening of the geographical horizon of Europeans. Expedition of Christopher Columbus Rulers of Spain, they realized that they begin to lose the distance to Portugal, which definitely lead the quantity organized expeditions. But so far Spain was busy fighting with the Arabs, who defended her at the last stronghold – Grenada. When in 1492 the Saracens were expelled from the Iberian peninsula, Ferdinand and Isabella agreed to finance the expedition, which presented them with a description of the Genoese Christopher Columbus. The traveler asked the first king of Portugal. Presented a plan aimed at shipping on the west and in accordance with the map of Ptolemy, after crossing the Atlantic to reach Asia. However, not met with favor. With the same plan, asked the king of Spain. Under the agreement, written by Columbus from the royal couple: Columbus was appointed for life admiral, governor and viceroy of the newly discovered lands. 1 / 10 of income from the newly discovered land was to belong to Columbus, the rest of the royal treasury. In return, Columbus promised to cover 1 / 8 the cost of the expedition. The rest covered the royal couple. And the expedition of Christopher Columbus (1492-1493) The expedition set sail on August 3, 1492 from the port of Palos de la Frontera. The first stage of the journey were previously discovered the Canary Islands, then Columbus sailed along the 28 parallel to the west. The crew, consisting of about 90 people after 3 weeks of shipping began to rebel, when it turned out that you can not see land. 29. 09. Columbus in his diary wrote that it was rebellion. 11. 10. Columbus erected ultimatum – if within 24 hours will not see the land has ordered outflow. Fortunately for Kolumba12 October after three months of the expedition, when the entire crew of the ship was already tired and actually threatened Columbus's death, Juan Rodriguez Bermejo saw the crow's nest land. The expedition landed on the island probably Watling (called Guanahani by the Indians), a small island group of the Bahamas. In the natives pointed gold ornaments. Interviewed about their origin indicated the direction to the south. Judging from this that lies to the north of the mainland, Columbus chose a new course to the southwest. Indians called the island's inhabitants. October 28 Columbus arrived in Cuba, then on December 6 found another island of Haiti / Hispaniola and the smaller islands, which he called Isabella and Fernandina in honor of the royal couple. Then there was a crisis – in late January and February turned out that the admiral ship sank and the Santa Maria, Columbus ordered the return to their homeland. In March 1493, two ships returned to Palos. Second expedition of Christopher Columbus (1493 – 1494) September 25, 1493, the expedition set off another. This time the expedition better equipped, numbering more ships (about 15, the number of crew: about 1750). The expedition lasted 1. 5 years. This time, Columbus chose a more southern route, and thus reached land in the area of the Lesser Antilles. Subsequently discovered the island of Dominica, Marie – Galante, Guadeloupe, Antigua and Puerto Rico. Nov. 22 Columbus arrived in Haiti again, to see that the people left there, no one survived. How domyslono, all perished in the struggle with the natives. In the longer journey Columbus sailed along the southern coast of Cuba and discovered Jamaica. However, the absolute gggaaaTymczasem proceeding to Columbus alienated a large part of his crew. Discouraged many hardships and lack of legendary riches separated themselves from the trip and started searching on your own. Others returned to Spain, choking many complaints on Columbus. Influenced by the enemies of Columbus postulated to take privileges granted to him earlier, and in his place appointed royal governor of the newly discovered lands. In this situation, Columbus on March 19 headed back to Spain, where he arrived June 11. At the court managed to clear himself of the charges against him, obtained a confirmation of earlier privileges and the promise of organizing the next, the third expedition. Third expedition of Christopher Columbus (1498 – 1500) Another, already the third expedition took place in 1498 on her organization had to wait so much, because it failed to fully restore confidence in what it darzono. In fact, only during this expedition, Christopher Columbus saw the mainland. It was South America, but that's when fate turned away from Columbus. Columbus autocratic favor of his people, in particular his son – Diego. She came to the undoubted frustration at the lack of major economic successes and difficulties expeditions in relations with the natives. Just as during the second expedition, news arrived of the problems to the crown. Meanwhile, it was decided to act more decisively. In June 1500 sent to the west of Francis Bobadilla, which were endowed with wide powers of attorney. After reviewing the situation in Haiti, he ordered arrest of Columbus and his son, and shackled to send them to Spain. At the Columbus site again managed to clear themselves of charges and return to the graces of the royal pair. The result was a fourth and last expedition of Columbus to America. IV expedition of Christopher Columbus (1502 -1504) May 9, 1502 flotilla of four ships and 150 crew company Columbus went west again. This time the situation was urgent. In the meantime, Vasco da Gama discovered the route to India around the African continent. Columbus urgently needed was a success proving that the road to the west is shorter, more comfortable and safer. Columbus's intention was to find the transition to water, which eventually took him to lead India. He expected to go to the west of Cuba. There was headed in his expedition. Flowing in this direction reached the coasts of Honduras and the Mosquito Coast on the east coast of Nicaragua. There, the natives learned about the â€Å"rich kingdoms† (Mayan civilization, and perhaps even the Inca Empire) and the â€Å"great sea† (Pacific Ocean), which lies further west, but despite strenuous attempts failed to find a water passage to the reservoir. Having lost two of the four ships, resigned to return to Cuba, then to Jamaica. There he was forced to settle the remaining ships aground. Materials originating in the damaged ships were used for the construction of fortified settlements. One of the companions of Columbus, Diego Mendez, the Indian boats set off for help survivors. But it was only after months wandering managed to get to Haiti, where he brought help. In the meantime Columbus was seriously ill and in such condition were transported him to Spain, where he arrived November 25, 1504. Summary of accomplishments of Christopher Columbus Given what Columbus has to say that the end of his life was tragic. After returning from the expedition moved to fourth place Vailadolid seriously ill, and having almost the status of a beggar. He died on May 20, 1506 was actually not knowing that he discovered America. He was convinced that came to Japan, to China, to India, and the mainland, which he saw during the third expedition he considered the biblical paradise. Meanwhile, the Portuguese and Spaniards, and realized that Columbus did not reach India, and discovered a new land. Another version of the last years of his life of Columbus presents a mysterious manuscript of Puri, according to which Columbus had died many years later and still take one-fifth trip to the West Indies. The authenticity of this source is given, however, questioned by most scholars Ferdinand Magellan (port. Fernao de Magalhaes, Spanish. Fernando de Magallanes, born. In the spring of 1480, as amended. April 27, 1521) – Portuguese sailor in the service of the Spanish maritime explorer and adventurer. He called the Pacific Ocean (Pacific). September 20, 1519 set out from Portugal by the western, or by the Atlantic Ocean to the Spice Islands in the Malay Archipelago. The expedition, which sailed under his command as the first circumnavigated the Earth. He died on April 27 killed by the inhabitants of the island of Mactan in the Philippine Archipelago Christopher Columbus (born 25 August or 31 October 1451 in Genoa (Italy) – died. May 20, 1506 in Valladolid, cat Cristofor Colom, owned by Cristoforo Colombo, Spanish. Cristobal Colon) – European sailor and navigator (probably Catalan by recent discoveries), captain of the expedition, which flowed on the three ships Santa Maria, Nina and Pinta under the flag of Castile in search of the western sea route to India, as the first in the history of geographical discoveries of modern beat tropical Atlantic Ocean and 12 October 1492 reached the West Indies (Antilles ) off the coast of America – the continent at that time unknown in Europe. Was appointed as admiral and made the first governor of the Spanish colonies in Central America, the organizer and master of four transatlantic discovery expeditions from Spain to America. Diaz used the discovery of Vasco da Gama. In 1497 another expedition was launched. Da Gama sailed around the Cape of Good Hope and headed towards Asia. Docked in the port of Calicut in India. Returned to the country in 1499 along with a large cargo of gold and spices. The country welcomed him enthusiastically. Maritime route to India became a reality. No wonder that the success of this expedition had a big impact naorganizowanie next. Henry the Navigator Portugal at least because of its location lent itself perfectly to the base for ocean expeditions. Despite the advantages of geographical location odegralaby probably not such a role in the great geographical discoveries, if not enthusiasm and dedication to Prince Henry (1394-1460) Henry called Sailor. After the conquest by the Portuguese in 1415 On the Moroccan coast Ceutry Henry was convinced that further expansion in Africa will bring great benefits. Counting on profits from trading gold, slaves, ivory, and pepper. With his support along the western coast of Cape Sangres organized a sort of database connection with the research center, where he collected all the geographical and navigational data and worked on the construction of sailing ships. For seventy years the Portuguese sailing ships were moving farther and farther south along the African coast, reaching successive headlands: Nun, Bojador, Blanco and 1445 Green Cape. During these expeditions the Portuguese discovered and colonized offshore islands and archipelagos – Madeira, the Canary Islands, Cape Verde. They assumed a fortified factories on the coast. And as it turned out that gold is less in Africa than they hoped, they took a more profitable procedere, the slave trade. EXPEDITIONS: WYPRARY PORTUGUESE: -Henry the Navigator – Azores, Canary Islands, Cape Verde, crossed the equator in 1471r. , -Bartholomew Diaz – 1488r . – Busz Cape (Cape of Good Hope), Vasco da Gamma– the road to India along the coast of Africa (1497-1498), SPANISH EXPEDITION: Christopher Columbus – the discovery of America (12. 10. 1942r), Hispaniola (Haiti), Cuba and others (1492), Lesser Antilles, the Coast of Central America and South America (1493-1503); -Amerigo Vespucci – realized that America is a new continent (from his name, name); -Ferdinand Magellan – (1519-1522) circumnavigation of the Earth (Magellan Strait, Pacific Ocean, Philippines, Borneo) – died in 1521r. In the Philippines, an expedition Sebastian del Cano finished; – Francis Drake (English) – and the circumnavigation of South America (the world); CIVILIZATIONS AND SOUTH CENTRAL AMERICA: Maya: V w. n. e. – The beginnings of civilization in the areas of Central America (Yucatan plw. ) with its capital in Majapan; Economy: -Wypaleniskowa (incandescent), -Grown: beans, wheat, -Craft, art, the pyramid; -Religion based on the sun-god cults, rites – human sacrifice; -Totalitarian power, absolute, hereditary; -The principal adviser to the ruler – the high priest; -Did not know the wheel or arc; -Calendar (365 days divided into 18 months); -Developed astronomy; -Know the time (to understand this concept) decimal system; Were aware of the layout of digits; The Aztecs: The thirteenth century – the beginnings of civilization in the areas of Mexico today, with its capital in Tenochtitlan; -Developed economy; -Grown: tomatoes, cotton, cocoa; -Money: cocoa beans or golden sand; -Tools more advanced than the Mayans; -Construction: the temples; -Ruler chosen from among the administrative units; -Bloody rituals, wor ship of the sun: 1489 – 250 thousand were killed. people as victims of ritual, such as skinned, pulling beating hearts; -Took over the Mayan calendar; Incas: Fifteenth century origins of civilization in the areas of Peru; -Cult of the sun and moon; -A highly developed economy, -Machu Picchu, -Crafts (ornaments of gold); -Totalitarian state, absolute power; -The interests of the subordinated interests of the state; -Residents could not travel to other parts of the country; Courier-Mail (16 thousand. Km of roads) Knotted-letter; -Developed surgery and herbal medicine, hypnosis; 1519r. – Hispanic – Cortez Aztec civilization znieszczenie; XVI – the destruction of the Incas – Izarro;