Biography of Mahmud of Ghazni, First Sultan in History

Memoir of Mahmud of Ghazni, First Sultan in History Mahmud of Ghazni (Nov. 2, 971â€April 30, 1030), the principal ruler in history to expect the title of king, established the Ghaznavid Empire. His title implied that the Muslim Caliph remained the strict pioneer of the realm regardless of being the political pioneer of a huge area of land, enveloping quite a bit of what is presently Iran, Turkmenistan, Uzbekistan, Kyrgyzstan, Afghanistan, Pakistan, and northern India. Quick Facts: Mahmud of Ghazni Known For: First ruler in historyAlso Known As: Yamin promotion Dawlah Abdul-Qasim Mahmud ibn SabukteginBorn: Nov. 2, 971 in Ghazna, Zabulistan, Samanid EmpireParents: Abu Mansur Sabuktigin, Mahmud-I Zavuli Died: April 30, 1030 in GhaznaHonor: Pakistan named itsâ short-run ballistic missile the Ghaznavi Missileâ in his honor.Spouse: Kausari JahanChildren: Mohammad and Masud (twins) Early Life On Nov. 2, 971, Yamin promotion Dawlah Abdul-Qasim Mahmud ibn Sabuktegin, otherwise called Mahmud of Ghazni, was conceived in the town of Ghazna (presently known as Ghazni), in southeast Afghanistan. His dad Abu Mansur Sabuktegin was Turkic, a previous Mamluk warrior-slave from Ghazni. At the point when the Samanid administration, situated in Bukhara (presently in Uzbekistan) started to disintegrate, Sabuktegin held onto control of his old neighborhood of Ghazni in 977. He at that point vanquished other significant Afghan urban areas, for example, Kandahar. His realm shaped the center of the Ghaznavid Empire, and he is credited with establishing the line. Very little is thought about Mahmud of Ghaznis adolescence. He had two more youthful siblings; the subsequent one, Ismail, was destined to Sabuktegins head spouse. The way that she, not at all like Mahmuds mother, was a free-conceived lady of respectable blood would end up being key in the subject of progression when Sabuktegin passed on during a military battle in 997. Ascend to Power On his deathbed, Sabuktegin disregarded his militarily and carefully talented oldest child Mahmud, 27, for the subsequent child, Ismail. It appears to be likely that he picked Ismail in light of the fact that he was not plummeted from slaves on the two sides, in contrast to the senior and more youthful siblings. When Mahmud, who was positioned at Nishapur (presently in Iran), knew about his siblings arrangement to the seat, he quickly walked east to challenge Ismails option to run the show. Mahmud defeated his siblings supporters in 998, seized Ghazni, took the seat for himself, and set his more youthful sibling under house capture for a mind-blowing remainder. The new king would lead until his own passing in 1030. Growing the Empire Mahmuds early successes extended the Ghaznavid domain to generally a similar impression as the old Kushan Empire. He utilized normal Central Asian military strategies and strategies, depending basically on a profoundly portable pony mounted rangers, outfitted with compound bows. By 1001, Mahmud had directed his concentration toward the fruitful terrains of the Punjab, presently in India, which lay southeast of his realm. The objective locale had a place with savage however irritable Hindu Rajput lords, who would not arrange their protection against the Muslim danger from Afghanistan. Furthermore, the Rajputs utilized a blend of infantry and elephant-mounted rangers, an imposing however more slow moving type of armed force than the Ghaznavids horse cavalry. Administering a Huge State Throughout the following three decades, Mahmud of Ghazni would make in excess of twelve military strikes into Hindu and Ismaili realms toward the south. When of his passing, Mahmuds realm extended to the shores of the Indian Ocean at southern Gujarat. Mahmud designated nearby vassal lords to manage in his name in a large number of the vanquished locales, facilitating relations with non-Muslim populaces. He additionally invited Hindu and Ismaili warriors and officials into his military. In any case, as the expense of steady extension and fighting started to strain the Ghaznavid treasury in the later long stretches of his rule, Mahmud requested his soldiers to target Hindu sanctuaries and strip them of immense amounts of gold. Residential Policies The Sultan Mahmud adored books and regarded learned men. In his command post at Ghazni, he manufactured a library to match that of the Abbasid caliphs court in Baghdad, presently in Iraq. Mahmud of Ghazni likewise supported the development of colleges, royal residences, and stupendous mosques, making his capital city the gem of Central Asia. Last Campaign and Death In 1026, the 55-year-old king set out to attack the province of Kathiawar, on Indias west (Arabian Sea) coast. His military drove as far south as Somnath, well known for its excellent sanctuary to the Lord Shiva. In spite of the fact that Mahmuds troops effectively caught Somnath, plundering and wrecking the sanctuary, there was alarming news from Afghanistan. Various other Turkic clans had ascended to challenge Ghaznavid rule, including the Seljuk Turks, who had just caught Merv (Turkmenistan) and Nishapur (Iran). These challengers had just started to snack away at the edges of the Ghaznavid Empire when Mahmud passed on April 30, 1030. The king was 59 years of age. Inheritance Mahmud of Ghazni left behind a blended inheritance. His realm would get by until 1187, despite the fact that it started to disintegrate from west to east even before his demise. In 1151, the Ghaznavid king Bahram Shah lost Ghazni itself, escaping to Lahore (presently in Pakistan). The Sultan Mahmud went through quite a bit of his time on earth doing combating against what he called heathens Hindus, Jains, Buddhists, and Muslim splinter-gatherings, for example, the Ismailis. Truth be told, the Ismailis appear to have been a specific objective of his fury, since Mahmud (and his ostensible overlord, the Abbasid caliph) thought of them as blasphemers. In any case, Mahmud of Ghazni appears to have endured non-Muslim individuals inasmuch as they didn't restrict him militarily. This record of relative resilience would proceed into the accompanying Muslim domains in India: the Delhi Sultanate (1206â€1526) and the Mughal Empire (1526â€1857). Sources Duiker, William J. Jackson J. Spielvogel. World History, Vol. 1, Independence, KY: Cengage Learning, 2006.Mahmud Of Ghazni. Afghan Network.Nazim, Muhammad. The Life and Times of Sultan Mahmud of Ghazna, CUP Archive, 1931.Ramachandran, Sudha. â€Å"Asias Missiles Strike at the Heart.†Ã‚ Asia Times Online., Asia Times, 3 Sept. 2005.

An Analysis of Act III Scene I Essay Example For Students

An Analysis of Act III Scene I Essay This scene happens following a scene where the crowd has viewed the blameless and glad marriage of Romeo and Juliet. We are set up for praising occasions and an environment of happiness, when Shakespeare abruptly and heartbreakingly presents this break where we witness the passing of Mercutio and Tybalt. We see the Prince oust Romeo from Verona as a discipline for murdering Tybalt. Presently the crowd realizes that no glad end anticipates Romeo and Juliets love when Romeo, who executed Tybalt when daze with outrage at Mercutios passing, is exiled. Romeos expulsion implies he can't see Juliet again except if he chooses to chance his life. He detests this choice with an extraordinary and true enthusiasm, demonstrated when he says, Banishment? Be kind, state demise! Along these lines, he passes on to the crowd that his adoration for Juliet is true, not normal for that of Rosalind, whom he overlooked when he previously got a quick look at Juliet. Expulsion is a sentence superior to death, as Friar Laurence tells Romeo in Act III Scene III. Be that as it may, Romeo says that expulsion is more regrettable, as he could never again be permitted to see his better half Juliet. He knew about this reality the second he killed Tybalt, which is presumably why he wavers to run without a moment's delay. He appears to be transfixed, as though the very picture of Tybalts passing helps him to remember the laws he has broken, and he remains there, shocked, most likely thinking about his future with Juliet. He gazes wide with awfulness composed plainly in his eyes, at Tybalt biting the dust. Notwithstanding, this impact is just found in the cutting edge film, not in Shakespeares unique. Shakespeare has utilized shrewd and clever talks with which he has livened up the scene. This has great impact. The crowd despite everything has no clue about the future happenings. All changes, be that as it may, with the appearance of Tybalt on the scene. Initially, Benvolio cautions Mercutio about his temper. He says, I supplicate thee, Good Mercutio, lets retirefor now, these hot days, is the frantic blood mixing. In any case, Mercutio answers to him utilizing entertaining language that makes jokes about Benvolio. He contends that Benvolio is more pugnacious than him. He says to Benvolio, Nay, a there were two such, Thou hast squabbled with a man for hacking in the road, since he hath aroused thy hound that hath lain sleeping in the sunAnd yet thou shrivel mentor me from quarreling! This gives us what a clever character Shakespeare has depicted him to be. It likewise gives us how sharp Shakespeare is at character investigation. For the flaws of Benvolio brought up by Mercutio in truth mirrors his own deficiencies. The chipper state of mind is proceeded. Tybalt is a Capulet. This implies definitely, there will be a battle between the Montagues and him. In any case, the crowd comprehends from Tybalts first lines, Gentlemen, goodbye. A word with one of you, that Tybalt doesn't mean to incite a battle with anybody, however just needs to have a visit. In any case, Mercutio, set on offending him, insults him to which he answers by requesting event. At that point when Mercutio affronts him once more, Tybalt says, Mercutio, thou consortest with Romeo? He obviously implied it in an inconsiderate way. Shakespeare has let us know in the start of the scene that the day is hot, and the scarcest thing may incite a battle. This is actually what occurs. Mercutio gives off an impression of being exceptionally irate. He walks towards Tybalt, undermining him, Consort? What? Dost thou make us minstrelsHeres my fiddlestickZounds, associate! Shakespeare is allowed to utilize risqué language in light of the fact that no ladies are available. The word fiddlesticks may have two implications. One could be the blade which Mercutio has pulled out. The other could be a sexual significance. People versus Society Theme in Romeo and Juliet EssayAll the battling is finished with blades. No ladies show up in Shakespeares rendition, however Baz Luhrmann has presented a few ladies who were lookers-on when Tybalt murders Mercutio. This is with regards to the cutting edge times where ladies take dynamic part in brutality. In addition, in Shakespeares day, young men authorized womens parts. So normally he would not present ladies for it. After Tybalts demise, Benvolio urges Romeo to get away, however Romeo does as such with an away from of dithering, or it could likewise be melancholy, trepidation, and regret. The entirety of this is reflected in his face in the film adaptation, and it is all because of his marriage with Juliet. Benvolio, who is uninformed of this, is noticeably troubled at Romeos conduct. The words which Shakespeare uses to pass on these are, Romeo, be goneWhy dost thou remain? In any case, we, as the crowd, know why, thus we anticipate it. Benvolio, who remains on in the scene, is the observer to all the activity. All the occasions have happened exceptionally quick, so Shakespeare has allocated Benvolio to retell the spin-off of occasions. Benvolio does as such, yet he passes up a major opportunity the part about Romeos delay in escaping. This most likely was so weird to him that he overlooked it. Woman Capulet, the main lady in this scene, enters after all the move has made spot. She grieves the passing of Tybalt, her nephew. She has no child of her own, so Tybalt appeared one. She sobs over Tybalts dead body, and requests retribution from the Prince. She blames Benvolio for being one-sided. This is the place Shakespeare utilizes emotional incongruity to the most extreme. For Lady Capulet, unwittingly, is discussing retaliation for her own child in-law. This scene sets us up for the last catastrophe. We see the demise of Romeo and Juliet. In spite of the fact that this play is intended to be one about adoration, it is love, however which is accomplished regardless of a great deal of agony. Love is the primary subject, yet to have that impact, Shakespeare presented excruciating catastrophes. Four youthful lives are lost. Presently the crowd is more than irritated, it is irate and bothered over what they will currently consider a useless contention that has no essential roots. Prior we may have favored either the Capulets or the Montagues, yet now, as the stage characters understand their indiscretion do as well, we. We presently understand that Shakespeare has been attempting to mention to us what loathe and harshness and strife does. It influences us, however everybody around us also. Our favoring either family was as much a misstep as the characters in the play. The catastrophe is increased in view of the awful planning. Had Juliet woken up a couple of seconds sooner, had Romeo deplored some time longer, had Friar Lawrence came to so as to uncover reality, we would have seen an upbeat consummation. Be that as it may, their demise leaves an impact on our brains of the value they paid for what their precursors were answerable for. Shakespeare has accomplished a superb impact by leaving the crowd to mourn their demise. Romeo and Juliets love has therefore become an all inclusive topic, however underneath, it covers a significant message: Do not squabble about old feelings of resentment. Taking everything into account, Shakespeare has attempted to give us what despise and struggle of can do. He has deliberately tuned it in to the adoration for two blameless individuals, who had no part at all in this old resentment. He has utilized disaster to show us a significant exercise that is in all likelihood be reflected in the Holy Bible: Love thy neighbor as thou adores thyself, and in Love thy adversary as thou cherishes thyself.

Fill in A Table Questions are Back

Fill in A Table Questions are Back Well, Ive had enough reports from students to confirm that fill in a table questions are again being used in the reading section of the TOEFL.This is interesting because before the TOEFL changed in August of this year they had mostly disappeared.It is important to note that when a fill in a table question is used with a reading passage, that passage will only have nine questions in total. This means that ETSs statement that each reading passage has ten questions is not exactly correct.There are a few things to note:You will not get both a prose summary question and a fill in a table question with the same passage.The prose summary question is still more common that the fill in a table question.You can earn from zero to three points from the fill in a table question.Regarding scoring, heres what the Official Guide to the TOEFL says:You can earn up to a total of 3 points, depending on how many correct answers you select and correctly place. For zero, one, or two correct answers you wil l receive no points. For three correct answers you will receive 1 point; for four correct answers you will receive 2 points; and for all five correct answers you will receive the entire 3 points.Overall, I think this is a positive development. The fill in a table question is challenging, but it is a bit more reasonable that the other question types which sometimes seem intentionally obtuse.

Timeline of Women in Flight

1784 - Elisabeth Thible becomes the first woman to fly -- in a hot air balloon 1798 - Jeanne Labrosse is the first woman to solo in a balloon 1809 - Marie Madeleine Sophie Blanchard becomes the first woman to lose her life while flying - she was watching fireworks in her hydrogen balloon 1851 - Mademoiselle Delon ascends in a balloon in Philadelphia 1880 - July 4 - Mary Myers is the first American woman to solo in a balloon 1903 - Aida de Acosta is the first woman to solo in a dirigible (a motorized aircraft) 1906 - E. Lillian Todd is the first woman to design and build an airplane, though it never flew 1908 - Madame Therese Peltier is the first woman to fly an airplane solo 1908 - Edith Berg is the first woman airplane passenger (she was a European business manager for the Wright Brothers) 1910 - Baroness Raymonde de la Roche obtains a license from the Aero Club of France, the first woman in the world to earn a pilots license 1910 - September 2 - Blanche Stuart Scott, without permission or knowledge of Glenn Curtiss, the airplanes owner and builder, removes a small wood wedge and is able to get the airplane airborne -- without any flying lessons -- thus becoming the first American woman to pilot an airplane 1910 - October 13 - Bessica Raiches flight qualifies her, for some, as the first woman pilot in America because some discount the flight of Scott as accidental and therefore deny her this credit 1911 - August 11 - Harriet Quimby becomes the first American woman licensed pilot, with flight license number 37 from the Aero Club of America 1911 - September 4 - Harriet Quimby becomes the first woman to fly at night 1912 - April 16 - Harriet Quimby becomes the first woman to pilot her own aircraft across the English Channel 1913 - Alys McKey Bryant is the first woman pilot in Canada 1916 - Ruth Law sets two American records flying from Chicago to New York 1918 - The US postmaster general approves the appointment of Marjorie Stinson as the first female airmail pilot 1919 -  Harriette Harmon becomes the first female ever to fly from Washington D.C. to New York City as a passenger.   1919  - Baroness Raymonde de la Roche, who in 1910 was the first woman to earn a pilots license, set an altitude record for women of 4,785 meters or 15,700 feet 1919 - Ruth Law becomes the first person to fly air mail in the Philippines 1921 - Adrienne Bolland is the first woman to fly over the Andes 1921 - Bessie Coleman becomes the first African American, male or female, to earn a pilots license 1922 - Lillian Gatlin is the first woman to fly across America as a passenger 1928 - June 17 - Amelia Earhart is the first woman to fly across the Atlantic -- Lou Gordon and Wilmer Stultz did most of the flying 1929 - August - first Womens Air Derby is held, and Louise Thaden wins, Gladys ODonnell takes second place and Amelia Earhart takes third 1929 - Florence Lowe Barnes - Pancho Barnes - becomes the first woman stunt pilot in motion pictures (in Hells Angels) 1929 - Amelia Earhart becomes the first president of the Ninety-Nines, an organization of women pilots 1930 - May 5-24 - Amy Johnson becomes the first woman to fly solo from England to Australia 1930 - Anne Morrow Lindbergh becomes the first woman to earn a glider pilot license 1931 - Ruth Nichols fails in her attempt to fly solo across the Atlantic, but she breaks the world distance record flying from California to Kentucky 1931 - Katherine Cheung becomes the first woman of Chinese ancestry to earn a pilots license 1932 - May 20-21 - Amelia Earhart is the first woman to fly solo across the Atlantic 1932 - Ruthy Tu becomes the first woman pilot in the Chinese Army 1934 - Helen Richey becomes the first woman pilot hired by a regularly scheduled airline, Central Airlines 1934 - Jean Batten is the first woman to fly round trip England to Australia 1935 - January 11-23 - Amelia Earhart is the first person to fly solo from Hawaii to the American mainland 1936 - Beryl Markham becomes the first woman to fly across the Atlantic east to west 1936 - Louise Thaden and Blanche Noyes beat male pilots also entered in the Bendix Trophy Race, the first victory of women over men in a race which both men and women could enter 1937 - July 2 - Amelia Earhart lost over Pacific 1937 - Hanna Reitsch was the first woman to cross the Alps in a glider 1938 - Hanna Reitsch becomes the first woman to fly a helicopter and the first woman to be licensed as a helicopter pilot 1939 - Willa Brown, first African American commercial pilot and first African American woman officer in the Civil Air Patrol, helps form the National Airmens Association of America to help open up the U.S. Armed Forces to African American men 1939 - January 5 - Amelia Earhart declared legally dead 1939 - September 15 - Jacqueline Cochran sets an international speed record; the same year, she is the first woman to make a blind landing 1941 - July 1 - Jacqueline Cochrane is the first woman to ferry a bomber across the Atlantic 1941 - Marina Raskova appointed by Soviet Union high command to organize regiments of women pilots, one of which is later called the Night Witches 1942 - Nancy Harkness Love and Jackie Cochran organize women flying units and training detachments 1943 - Women make up more than 30% of the workforce in the aviation industry 1943 - Loves and Cochrans units are merged into the Women Airforce Service Pilots and Jackie Cochran becomes the Director of Women Pilots -- those in WASP flew more than 60 million miles before the program ended in December 1944, with only 38 lives lost of 1830 volunteers and 1074 graduates -- these pilots were seen as civilians and were only recognized as military personnel in 1977 1944 - German pilot Hanna Reitsch was the first woman to pilot a jet aircraft 1944 - WASP (Women Airforce Service Pilots) disbanded; the women were given no benefits for their service 1945 - Melitta Schiller is awarded the Iron Cross and Military Flight Badge in Germany 1945 - Valà ©rie Andrà © of the French Army in Indochina, a neurosurgeon, was the first woman to fly a helicopter in combat 1949  - Richarda Morrow-Tait landed in Croydon, England, after her round-the-world flight, with navigator Michael Townsend, the first such flight for a woman -- it took one year and one day with a 7 week stop in India to replace the planes engine and 8 months  in Alaska to raise funds to replace her plane 1953 - Jacqueline (Jackie) Cochran becomes the first woman to break the sound barrier 1964 - March 19 - Geraldine (Jerrie) Mock of Columbus, Ohio, is the first woman to pilot a plane solo around the world (The Spirit of Columbus, a single-engine plane) 1973 - January 29 - Emily Howell Warner is the first woman working as a pilot for a commercial airline (Frontier Airlines) 1973 - U.S. Navy announces pilot training for women 1974 - Mary Barr becomes the first woman pilot with the Forest Service 1974 - June 4 - Sally Murphy is the first woman to qualify as an aviator with the U.S. Army 1977 - November - Congress passes a bill recognizing WASP pilots of World War II as military personnel, and President Jimmy Carter signs the bill into law 1978 - International Society of Women Airline pilots formed 1980 - Lynn Rippelmeyer becomes the first woman to pilot a Boeing 747 1984 - on July 18, Beverly Burns becomes the first woman to captain a 747 cross country, and Lynn Rippelmeyer becomes the first woman to captain a 747 across the Atlantic -- sharing the honor, thereby, of being the first female 747 captains 1987 - Kamin Bell became the first African American woman Navy helicopter pilot (February 13) 1994 - Vicki Van Meter is the youngest pilot (to that date) to fly across the Atlantic in a Cessna 210 - she is 12 years old at the time of the flight 1994 - April 21 - Jackie Parker becomes the first woman to qualify to fly an F-16 combat plane 2001 - Polly Vacher becomes the first woman to fly around the world in a small plane - she flies from England to England on a route that includes Australia 2012 - Women who flew as part of WASP in World War II (Women Airforce Service Pilots) are given the Congressional Gold Medal in the United States, with over 250 women attending 2012 - Liu Yang becomes the first woman launched by China into space. 2016 - Wang Zheng (Julie Wang) is the first person from China to fly a single-engine plane around the world This timeline  © Jone Johnson Lewis.

Biology Essay Topics Fundamentals Explained

Biology Essay Topics Fundamentals Explained What Biology Essay Topics Is - and What it Is Not You have to be well familiar with the gravity of the topic you've gone for else you cannot implant it in somebody else's mind. Trust us, it is an amazing feeling. You should also be very determined and focused on what you're likely to do, because that's critical in the experiments that you're likely to carry out. Don't torture your buddies, but it does make an outstanding experiment. Alternatively, you can contemplate on a remedy to recent medical matter. You're a student free of access or liberty to do experiments and neither have the vital resources to achieve that. You've already found the region that interests you, that's step one for virtually any research if you've got a selection. It's possible to also think of subject areas you have come to be a specialist in. You may always reach out to your writer to present additional information or request information regarding the order's progress. Even more, you might want to select a trendy topic. Since picking out a topic isn't a kid's play, it is going to be beneficial if you're likely to think about a number of the subsequent topics you might prefer to research on. In order to make a good bit of work, it's smart to attempt to think of an interesting topic to write about. Biology Essay Topics - the Conspiracy An MS in Marine Biology is usually required to acquire great jobs and to have the ability to publish all on your own. Marine biotechnology research presents a wide selection of possibilities and applications. Marine biologists are attempting to redress that balance! They are the clever people that plunge below the surface of the ocean in order to explore, research and investigate the many organisms that can be found in the marine environment. Pick the info, which can be utilized in your Biology term paper. Such a division is called meiosis. Biology research papers are written on a few of the most fascinating topics. Find out more about the material you've established. What Needs to be Done About Biology Essay Topics For instance, an environmental biologist may be asked to study the effects of an oil spill or other chemical hazards in the ocean. You won't be in a position to study human disease or animal behavior due to the guidelines. The human immune system is liable for creating defense forces for the body to resist diseases. Which single-cell animal is regarded as helpful for mankind. Choosing Biology Essay Topics Is Simple There are a lot of varieties of essays, it isn't difficult to eliminate an eye on all your writing assignments. If you don't understand how to begin your essay or where to search for supporting data, we'll be happy to help you. An essay usually means an in depth writing on a topic. Whe n you're writing an essay on biology, you must be certain that your topic is all up to date. So learning how to write decent essay answers is a significant component in a great grade once you're enrolled in a program. The main reason why some may experience difficulties with their essays is because they choose the incorrect topic. Our talented writers can deal with nearly every kind of writing assignment, in addition to Math and Physics difficulties and much more. Every writer we employ has written a good deal of special papers associated with your subject. In any event, it's not uncommon for people to need to write about biology as a portion of a high school essay. Indeed, it may even be a very good concept to receive your official PADI diving qualifications. Coming up with a single college biology term paper topic can at times be a bit tricky. The sole thing that's left is to limit your topic to a single aspect and stick with it in your essay. Notes play an extremely vital function in the preparation of the NEET examination. Everyone requires a calm and friendly personality to go for their top-notch skills. After all, your abilities and knowledge directly affect your exam effects. Exams are organized to ensure that you possess enough skills up to that class and you're all set to move to a different class. All the aspiring candidates are advised to inspect the eligibility criteria needed for NEET before preparing for the exact same. 10th class, 12th class and your university outcome and grades play essential role in your career. Still, some men and women say that grades aren't as critical as knowledge.

Discipleship Counseling and Helping Others Find Healing Through Christ Free Essays

This was a paper for the Christian Counseling course I took earlier this year. Abstract This paper identifies what some causes of thinking errors are, how they develop and affect an individual on a day to day basis. It will also review how some defense mechanisms are used to survive a traumatic event and ways that these can be overcome. We will write a custom essay sample on Discipleship Counseling and Helping Others Find Healing Through Christ or any similar topic only for you Order Now Ultimately, it will examine the importance of a relationship with and learning trust in the Lord Jesus Christ, and how this integrates into the healing process. It will review how individuals may learn to form a bond with God and thereby overcome the negative situations and experiences they have had in life. Additionally it will clarify how neglecting to forgive offenses can hold an individual back from a true and fulfilling relationship with God, self, and others. The intent is to create a clear overview of the healing process from a walled-up state to an individual on the road to recovery, thereby identifying and learning healthy coping skills and sound thinking processes while building new core beliefs of self-worth and value. Discipleship Counseling and Helping Others Find Healing Through Christ The way a child is raised will determine their disposition towards positive or negative habits, thoughts and behaviors (Anderson, 2003 p. 330). They will treat others, including their own children, as their parents taught them. In time, they may come to see the errors in the behaviors, or at minimum feel that something is not quite right and wish to change but are unsure where to go or what those changes should be. There are many factors which lead a person to seek help or guidance from a counselor, therapist, or clergy. A life-changing event may have occurred, such as a death in the family, or an upcoming marriage. For many it is that they have come to the end of their rope and just cannot handle the stressors anymore (Myers, 2002 p. 520). They are looking for hope, help, and a way to resolve the hidden skeletons in the closet (Anderson, 2003). Faulty Thinking and Thinking Errors Everyone has thoughts, or a progression of thoughts, which may or may not follow a healthy or typical pattern. Thoughts are the basis of all decision making. How a person chooses to act or react to any situation is indicative of the underlying thought. Actions are a result of the attitude and perception of the environment, or world that surrounds them. These actions have the potential to change when the thought which supports the attitude is changed (Myers, 2002 p. 139). A person needs to be guided to understand that their choices are not merely an act but also an â€Å"attitude that reflects a belief† (Anderson, 2003 p. 291). Three major areas of concern in counseling are: a dysfunctional family background, personal problems, and spiritual problems (Anderson, 2003). After a traumatizing experience, an individual is prone to develop thinking errors or â€Å"faulty thinking† (Anderson, 2003). The trauma could be something as simple as a child losing a favorite toy or even a helium balloon, as severe as what a soldier experiences in the throes of war, or a battered woman or man experiences over the course of years in a problematic or abusive relationship. According to Wheeler (2007) trauma is a natural part of the human or physical experience (p. 132-141) and it is important to note that it affects all aspects of the individual. Sometimes a thinking error is all a matter of perspective, and reality checks can help provide a change of perspective. It can be challenging to step back from the situation to identify that there is more than one solution to a problem. Thinking errors can also come from a lie that someone has been told multiple times, from someone they respect or look to as an authority figure, which they believe as a real truth. These false concepts will lead the individual to form a wall of defense using various methods (Anderson, 2003). Cognitive distortions are identifiable errors in thinking and include: â€Å"all-or-nothing thinking; overgeneralization; mental filter; discounting the positive; jumping to conclusions; magnification; emotional reasoning; should statements; labeling; and personalization and blame† (Yurica DiTomasso, 2005). The counselee needs to be made aware of the cognitive distortions they are using, so they can change their way of thinking. By so doing, they will be able to cease using thinking errors and in time develop a healthier set of thought processes. The end goal of treatment is to successfully help the counselee understand cognitively and emotionally that they no longer need to listen to the committee in their mind (Anderson, 2003 p. 308). Coping Mechanisms and Dissociation Coping mechanisms can help an individual survive trauma, but in general the individual needs to be trained away from using them during the healing process. The mind has in place a defense mechanism when the original trauma occurred; in some cases it leaves a lapse in the individual’s memory (Anderson, 2003). The body remembers what has been blocked temporarily from the mind and as situations occur in life, the individual will recall the associated emotion, situation or actual physical pain (Copeland Harris, 2000, p. 115). For some this occurs as they dissociate from where they are at the present, and are essentially in a split-level of conscious (Myers, 2002). In a sense, this means that the person is physically in one place while their mind is disconnected and seemingly elsewhere. When they reconnect, they have no recollection of what happened in their physical state. As a victim justifies the actions of their abuser, they are minimizing the abuse which has occurred (Anderson, 2003 p. 273). If they make it seem less, then in their mind, it does not feel as bad as it actually was. By doing this, they are using codependency to cope with their current circumstance, and have written their life script to take on the role of caretaker (Anderson, 2003 p. 280 Jones, 1997). They live each day with the hope that the person they are codependent with will finally change and they themselves will be accepted, and of value and worth. These people will ever find true happiness until they are lead to understand their true value and worth as individuals, through their divine nature as children of God. It is important to note that the defense mechanisms and coping skills which are used to survive trauma and its after effects are not instantly changed. The individual cannot even begin the process of healing until they have identified what coping/defense mechanisms t hey are using. While it is possible to educate someone about the tools they have used, it will take time as they heal and rediscover who they are in Christ, before they can fully let the behaviors (Anderson, 2003 p. 18). Any crisis a person experiences can lead them to unify or divide, to progress or regress, and bring them closer to or farther away from God. Every person needs to be helped to the point that they are able to cope with the experiences of life without reverting to using their damaging coping mechanisms or codependency (Dockery, 2000 p. 41). Guiding them to let go of the crutch of the coping skills can be done by helping them to learn to forgive offenses, whether real or perceived. Forgiving Perceived Offenses When someone does something which is hurtful, or perceived as hurtful, it is in the best interest of the person hurt to forgive the offense. The connection between forgiveness and moral anger is essentially solid and cannot be broken (Griswold, 2007 p. 67). There are two levels of forgiving: Cognitive and Emotional. A cognitive decision to forgive is a choice made in one’s mind, whether coerced or not. In many cases, as an individual forgives because they feel compelled to forgive, they retain the negative feelings and complete only a cognitive or decisional forgiveness. Unfortunately, this leaves the emotional hurt within the injured person. As long as the offense goes unresolved, the feelings associated with it, will â€Å"eat at the person who does not reduce those negative emotions in some way† (Clinton, Hart Ohschlager, 2005 p. 122). The scriptures clearly instruct mankind to forgive others until seventy times seven (Matthew 18:22) and to take a Christ-like approach by forgiving as Christ has forgiven (Colossians 3:13). Forgiveness not only means letting go of the offense, but to also overcome any negative emotions associated with it. This includes feelings (including resentment) such as contempt and scorn as they are also forms of â€Å"moral hatred† (Griswold, 2007 p. 69). While it is relatively easy to discuss forgiveness, it is another thing altogether to accomplish it. The injured party may feel that the wrong-doing needs more recompense than was achieved. As they learn to empathize with the offender, some of the negative emotions may be released over time (Clinton et al, 2005 p. 127). Forgiveness is not a habit that can be formed in a day; it takes practice and a will to achieve it. Some suggestions for improving one’s ability to forgive are: meditate on forgiveness-specific scriptures daily, start a journal and record thoughts each day on forgiveness, and find a good book about forgiveness and use it for morning and evening devotions (Clinton et al, 2005 p. 133). Often forgotten is the need of the injured to forgive themselves for past failures. This is something which they will need to apply to their lives moving forward, keeping in mind that only God can forgive their sins (Anderson, 2003 p. 259). As they practice forgiving their own failures and shortcomings, they will more readily forgive the failures of others which they may have perceived as an offense. It is best put by Anderson,( 2003) â€Å"Forgiving ourselves is actually receiving forgiveness from God† (p. 260). One thing the injured individual needs to come to better understand is that Christ paid the ultimate sacrifice for the sins and transgressions of all mankind. This act made it His option to forgive, and a requirement for all mankind as it says in DC 64:10 â€Å"I, the Lord, will forgive whom I will forgive, but of you it is required to forgive all men. Forgiving others is a choice that is made individually, and by choosing to forgive completely, one is choosing to live with joy. God is on the journey with us, through the grief and pain and He supplies the joy and hope during struggles, and laughter in times of pain (Dockery, 2000 p. 202). Core Needs/Beliefs (biblical view/self-worth) An individualâ€⠄¢s core belief of self-worth can and will affect how they choose to respond to offenses they receive, whether intentional or inadvertent. If they are of a Christian persuasion, they will more readily accept that Christ is their Redeemer and has already suffered for the sins which they are required to forgive of others. With this background, the injured party can be guided to acknowledge their divine nature as a child of God. Satan was allowed into the individual’s life through openings he was given, either by them or as a result of circumstances (Anderson, 2003). As it says in Myers, 2002, â€Å"Character, it is said, is reflected in what we do when we think no one is looking† (p. 43). This is a spiritual battle for the mind, as the Prince of Darkness also has a hold on the individual. They will likely have thoughts that they are of no worth, do not deserve the Savior’s sacrifice, and that God does not love them (Anderson, 2003). They need to be reminded that these thoughts are lies, as God would never stop loving His children. This is reiterated in the scriptures Isaiah 49:15 as God will remember and have compassion on His children much like a woman who cannot forget her sucking child. Accepting the truth, and choosing to have faith, because it is a choice, may be challenging at first as the counselee has believed a lie for so long. â€Å"Satan hates the truth and deplores the light, and unfortunately, so do people who have something to hide† (Anderson, 2003 p. 358). This is also reiterated in 1 Nephi 16:2 â€Å"The guilty taketh the truth to be hard, for it cutteth them to the very center† as well as in John 3:20 â€Å"For everyone that doeth evil hateth the light, neither cometh to the light, lest his deeds should be reproved. † By believing a lie and allowing it to perpetuate itself in their mind, they have effectively abandoned themselves. They need to be reminded that God is there, cares for and expects them to cooperate by caring for themselves (Beattie, 1992 p. 108). The individual will need to identify the false thoughts, and renounce them, to cast aside the devil. It is crucial they understand that to have true faith means they must let go of the lie, as it says in Luke 16:13, â€Å"Ye cannot serve God and Mammon†. It is not possible to â€Å"believe the truth and the lie at the same time and still experience your freedom in Christ† (Anderson, 2003 p. 21). As the believer chooses to exercise God’s authority by obeying His commands, they will come to see that they are able to utilize the authority of Christ to keep the devil at bay. By so doing they are taking their place with Christ and standing for the right (Anderson, 2003 p. 224). They also need to come to the understanding tha t they can (and need) to take accountability for their thoughts. If they choose to banish the negative and doubting thoughts, their minds can become a safe haven for them and for God. This was the purpose of the atonement of Christ (Anderson, 2003 p. 230). The individual can take control of their thoughts by stating â€Å"I am a child of God† and commanding the bad spirits, by the authority of Christ, to leave them (Anderson, 2003). The more they practice this, the greater their belief will become, and in the long run will make it possible to maintain freedom from the negative thoughts. Only through acknowledging that they are truly loved and of worth by their Heavenly Father can they obtain a real sense of self-worth (Anderson, 2003 p. 299). Discussion While the ways that people choose to address and cope with their life experiences differ, the process towards resolution is essentially the same. When a person experiences trauma or crisis, they tend to find a way of coping with things as best they can. They need to address the problem, identify how they are coping, and completely turn it over to God. The cognitive distortions which people use to handle the early stressors can lead them to continue the same patterns as occurred during the initial crisis because this feels familiar. These can lead to the use of thinking errors as well as coping mechanisms. While both of these seem helpful while they are in crisis, the trauma event must eventually be worked through. As they come to recognize the coping mechanisms for what they are, they will eventually, come to see the damage it is causing in their lives. They will desire a change, which change of heart can only come through forgiveness and true repentance (from the Greek word â€Å"metanoeo† which means â€Å"change your mind†) through our Lord and Savior Jesus Christ. Part of the process of working through that event is learning to truly forgive and turn things over to Christ. As they learn to let things go, and release the emotional bindings, they will gain a stronger sense of self-worth. They will also come to truly see and acknowledge their value in the sight of God. They will accept their divine nature and desire to maintain and ever improve that bond. References Anderson, N. T. (2003). Discipleship Counseling: The Complete Guide to Helping Others Walk in Freedom and Grow in Christ. Ventura, CA: Regal Books. Beattie, M. (1992). Codependent No More. Center City, MN: Hazelden . Clinton, T. E. , Hart, A. D. , Ohschlager, G. W. (2005). Caring for people God’s way: Personal and Emotional Issues, Addictions, Grief, and Trauma . Nashville, TN: Thomas Nelson, Inc.. Copeland, M. E. , ; Harris, M. (2000). Healing the Trauma of Abuse: A women’s Workbook. Oakland, CA: New Harbinger Publications, Inc.. Dockery, K. (2000). When A Hug Won’t Fix The Hurt. Birmingham, AL: New Hope. Griswold, C. L. (2007). Forgiveness: a philosophical exploration. Cambridge, GBR: Cambridge University Press. Jones, J. J. (1997). Let’s Fix The Kids! A Parenting Resource Manual. (6th ed. ). Westminster, CA: J. J. Jones. Myers, D. G. (2002). Exploring Psychology. (5th ed. ). USA: Worth Publishers. Yurica, C. L. , DiTomasso, R. A. (2005). Cognitive Distortions. In Encyclopedia of Cognitive Behavior Therapy. (Part 3, pp. 117-122). Wheeler, K. (2007), Psychotherapeutic Strategies for Healing Trauma. Perspectives in Psychiatric Care, 43: 132–141. doi: 10. 1111/j. 1744-6163. 2007. 00122. x Scriptures are from the Holy Bible King James Version as well as from the Book of Mormon and Doctrine and Covenants as published by the LDS Church. How to cite Discipleship Counseling and Helping Others Find Healing Through Christ, Papers

Monitor Children and Young Peoples free essay sample

Explain how to monitor children and young peoples development using different methods. There are many different methods of monitoring/observing and recording children and young people behaviour and performance. There are two types of assessment formative and summative assessments. Formative assessment: There are many observations and assessment methods that we use to record children’s development and will be on going. This is what is called formative assessment, which means even though you get to know a child’s strengths and areas that they may need more support in and will plan for them and carry on observing them. With Formative assessment there are many different methods that can be used such as target child, tick box/checklists, free description, time sampling methods.. all would be used in different settings and for different purposes by different people Summative assessment: Every now and again you may need to do a report on a child’s development so that the child’s parents can see how that child progressing in their development, these sorts of reports can also be used to pass information between from one professional to another like teachers do these sorts of reports at the end of the school year so the children’s next teacher can see how their developing. We will write a custom essay sample on Monitor Children and Young Peoples or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In my work place we do both formative observations daily/weekly and summative reports every three months. When we do formative observations we mainly use free description/snapshot observations so we observe that child when doing certain activities these types of observations are good as it paints a picture of what the child is doing at that point in time. Free description uses to record the behaviour of a child over a very short period of time or when doing a certain activities the observe notes down what he or she is seeing which paints a picture of the child activity during the time the observation was being done. Checklist and tick charts are normally quick and sample to use, they are mainly used to record large areas of children’s development. They do not usually record how a child achieve a task but simple whether or not they managed to complete the task at hand. With check lists and tick charts. Event sample often used to look at one area of a child’s development or behaviour, such as how frequently the child being observe may show aggression towards other children and sometimes staff or how often a child may suck their thumb. Every time the behaviour that’s being monitored happens it is/should be recorded on the prepared sheet. Time sample: used to look at children activity over a predetermined length of time like one afternoon, children are observe at regular intervals like every 15minutes and the observations are recorded on a prepared sheet. Target child used to record one child’s activity over a long period of time without any gaps in the recording progress. Normally a prepared sheet is used for this type of observation to help the observer and some sign and codes may be uses so the observe can carry on recording.

Like Used in Idioms and Expressions

'Like' Used in Idioms and Expressions The following English idioms and expressions use the word like. Each idiom or expression has a definition and two example sentences to help ​your  understanding of these common idiomatic expressions with like. Eat like a horse Definition: usually eat a lot of food Tom eats like a horse! Make sure to grill three hamburgers for him.He doesnt usually eat like a horse. Eat like a bird Definition: usually eat very little food She eats like a bird, so dont make too much for dinner.He weighs 250 pounds even though he eats like a bird. Feel like a million Definition: feel very good and happy Im feeling like a million today. I just got a new job!After his promotion, he felt like a million. Fit like a glove Definition: clothes or apparel that fit perfectly My new shoes fit like a glove.Her jeans fit like a glove after she went on a diet. Go like clockwork Definition: to happen very smoothly, without problems The presentation went like clockwork.Her plans went like clockwork and she was able to join the company. Know someone or something like the back of ones hand Definition: know in every detail, understand completely She knows me like the back of her hand.I know this project like the back of my hand. Like a bat out of hell Definition: very fast, quickly He left the room like a bat out of hell.They drove off like a bat out of hell. Like a bump on a log Definition: not moving Dont sit there like a bump on a log!She sits around all day like a bump on a log. Like a fish out of water Definition: completely out of place, not belonging at all He looks like a fish out of water on the football field.The boss felt like a fish out of water in San Francisco. Like a sitting duck Definition: be very exposed to something He felt like a sitting duck and moved to cover his position.Your investments have left you like a sitting duck in this market. Out like a light Definition: fall asleep quickly He went out like a light.I hit the pillow and was out like a light. Read someone like a book Definition: understand the other persons motivation for doing something She can read me like a book.I know you dont mean that. I can read you like a book. Sell like hotcakes Definition: sell very well, very quickly The book sold like hotcakes.The iPhone initially sold like hotcakes. Sleep like a log Definition: sleep very deeply I was tired and slept like a log.She went home and slept like a log. Spread like wildfire Definition: an idea that gets known very quickly His solution to the problem spread like wildfire.Her opinions spread like wildfire. Watch someone like a hawk Definition: keep a very close eye on someone, watch very carefully Dont make any mistakes because Im watching you like a hawk.She watches her son like a hawk whenever he goes outside to play.

Story of the Comfort Women of World War II

Story of the Comfort Women of World War II During World War II, the Japanese established military brothels in the countries they occupied. The women in these comfort stations were forced into sexual slavery and moved around the region as Japanese aggression increased. Known as comfort women, their  story is an often understated tragedy of the war that continues to strike debate. The Story of the "Comfort Women" According to reports, the Japanese military began with volunteer prostitutes in occupied parts of China around 1931. The comfort stations were set up near military camps as a way to keep the troops occupied. As the military expanded its territory, they turned to enslaving women of the occupied areas. Many of the women were from countries like Korea, China, and the Philippines. Survivors have reported that they were originally promised jobs like cooking, laundry, and nursing for the  Japanese Imperial Army. Instead, many were forced to provide sexual services. The women were detained next to military barracks, sometimes in walled camps. Soldiers would repeatedly rape, beat, and torture the sex slaves, often multiple times a day. As the military moved throughout the region during the war, women were taken along, often moved far from their homeland. Reports go further to say that as the Japanese war efforts began to fail, the comfort women were left behind with no regard. The claims of how many were sexual slaves and how many were simply recruited as prostitutes are disputed. Estimates of the number of comfort women range from 80,000 to 200,000.   Continuing Tensions Over "Comfort Women" The operation of the comfort stations during World War II has been one that the Japanese government has been reluctant to admit. The accounts are not well detailed and it has only been since the late 20th century that the women themselves have told their stories. The personal consequences on the women are clear. Some never made it back to their home country and others returned as late as the 1990s. Those that made it home either kept their secret or lived a life marked by the shame of what theyd endured. Many of the women could not have children or suffered greatly from health problems.   A number of former comfort women filed lawsuits against the Japanese government. The issue has also been raised with the United Nations Commission on Human Rights. The Japanese government initially claimed no military responsibility for the centers. It was not until papers were discovered in 1992 showing direct links that the larger issue came to light. Yet, the military still maintained that recruitment tactics by middlemen were not the responsibility of the military. They long refused to offer official apologies. In 1993, the Kono Statement was written by then-chief cabinet secretary of Japan, Yohei Kono. In it, he said that the military was â€Å"directly or indirectly, involved in the establishment and management of the comfort stations and the transfer of comfort women.† Still, many in the Japanese government continued to dispute the claims as over exaggerated. It was not until 2015 that Japanese Prime Minister Shinzo Abe issued a formal apology. It was in accord with an agreement with the South Korean government. Along with the much-awaited official apology, Japan contributed 1 billion yen to a foundation formed to help the surviving women. Some people believe that these reparations are still not enough. The "Peace Monument" In the 2010s, a number of Peace Monument statues have appeared in strategic locations to commemorate Koreas comfort women. The statue is often a young girl dressed in traditional Korean clothing sitting serenely in a chair next to an empty chair to signify the women who did not survive. Comfort Woman Statue in Seoul, South Korea. Chung Sung-Jun / Getty Images In 2011, one Peace Monument appeared in front of the Japanese embassy in Seoul. Several others have been installed in equally poignant locations, often with the intent of getting the Japanese government to acknowledge the suffering caused. Comfort Women Statue In San Francisco, California. Justin Sullivan / Getty Images One of the most recent appeared in January 2017 in front of the Japanese consulate in Busan, South Korea. This locations significance cannot be understated. Every Wednesday since 1992, it has seen a rally of supporters for the comfort women. Comfort Woman statue on Seoul public transit bus. Chung Sung-Jun / Getty Images

Process and site design techniques Research Paper

Process and site design techniques - Research Paper Example This paper discusses the process and site design techniques. The page design techniques have also been explained. Two websites have been critically analyzed for process, site design and page design.The outcome of this analysis is provided in this paper. The positive and negative aspects of the first and second generation websites have been observed and described.This report seeks to evaluate the design and construction of two websites based on conventional principles used in the designing of websites. This report also highlights the principles that have been used for the evaluation.Ware et al. (2003) states "you need a good eye for design". First generation websites largely focus on displaying static content that users could either view or download. The characteristic trait of second generation websites is communication, information sharing, interoperability, user-centered design and collaboration. Ware et al. (2003) says Javascript manipulates the client browser.The schoolnet.com we bsite has been chosen because it is a second generation website which deals with social networking site for the K-12 community which caters to students, parents and teachers. It deals with interactive user experience, collaboration between people, and web 2.0 principles. It is a rich internet application.The cfcindia.com website is a first generation website mainly used to host content that people can view and download. This website has a varied audience and may include people from various communities and cultures. This critique report will analyze the two websites on aspects such as site planning, overall layout and theme. The report will also analyze the design for ease of use of target audience, typography, cross browser compatibility, content relevance, organization and functioning of links on the page and overall usability. Process and site design The important factor while designing a website is the purpose of the website and the audience who will view the website. The font, color combination of the content, structure, navigation and language used must be user friendly. HTML is broadly used to describe the content of web pages in the World Wide Web (Raggett, 1998). The critical analysis of the process and site design techniques of the schoolnet.com website is discussed as follows. This is a well planned site and the theme of the site has been architected well as seen in the layout of the navigation menus and the pages. Numerous images slow down the site. Large images are used on the home page, resulting in long page load times and important site content has been pushed to the lower portion of the screen. The navigation has been well designed with on hover menus. Bread crumbs makes navigation to previously visited pages easier. The choice of vibrant colors makes the site attractive for the younger audience. The critical analysis of the process and site design techniques of the cfcindia.com website is discussed as follows. This site is a little less well planned than Schoolnet.com. This site offers end users Christian digital media for download. The site is not very user friendly for non technical users as options for download are not intuitive with no ability to sort advanced search for content. The home page has well segmented content and content specific user categories. The weaker areas include lack of search on inner pages, no metadata for the digital media and no clear options for download. The on-hover drop down menus enables easy navigation. Lack of bread crumbs makes navigation to previously visited pages cumbersome. The color theme has been kept simple for the varied audience that might visit this site. Page design The user interface must be designed to help the users follow the web pages. Related content must be

Econ Assignment Essay Example | Topics and Well Written Essays - 1000 words - 2

Econ Assignment - Essay Example ficits, and heavy reliance on energy sources, creating peaks and troughs for oil and energy prices in wake of the Iraq war and the overall political uncertainty across the world. 2. Disinterest from huge financial investors in investing in an economy that relies heavily on external flow of funds. External investors poured in huge amounts of money in the US economy that were overwhelmingly received, causing increase in the value of homes and other commodities. In wake of an uprising from other factors such as political unrest in wake of Iraq war, economic uncertainty due to oil and energy prices, fall of dollar prices, and plummeted stock indices has caused serious concerns among investors, contributing to their reluctance to invest in any economy. Most investors are forced towards the way either to liquidate or holding out their investments, waiting for the conditions to improvise. 3. Tightened monetary policies of developed nations; it is inclusive of this fact that investors are finding themselves unhinged to invest anywhere. Although nations are now reviewing and easing off their monetary policies to provide high interest rates, however this has a very dawdling effect on motivating the investors to do so. 7. Governance and regulation of economic policies, forming the pinnacle in subdued economic growth of the world. Since the ‘Great Depression’, this crisis has not only exposed the ill-administration of economic policies of developed nations but has also spawned a series of new debates questioning the effects of these on under-developed and developed economies. These and a number of other reasons in turn have created new problems for dependent economies, in the form of less exports, disinvestment, increased commodity and raw material costs resulting in high production costs incurred, summing up to unemployment, involuntary layoffs, business shutdowns and lawsuits filed under bankruptcy. To deal with this crisis in an urgent and appropriate manner,

Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People Essay Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle Yes but. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already used to kids. There was mostly (95%+) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh but that was over the fenced area at the Pre-Ks. 1.B.03 Teaching staff are consistent and predictable in their    physical and    emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were needy constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize childrens work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to childrens    positive initiations,    negative emotions, and    feelings of hurt and fear    by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to   differing abilities,   temperaments,    activity levels, and    cognitive and    social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support childrens competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by    providing physical comfort and    needed care.    Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to childrens questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support childrens development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them   enter into,   sustain, and   enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them    identify feelings,   describe problems, and    try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are    socially reserved or withdrawn and for   those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom   rules,   plans, and   activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about   their own and   others emotions. They provide opportunities for children to   explore a wide range of feelings and the different ways that those feelings can be expressed. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizingà ¢Ã¢â€š ¬Ã‚ ¦again, seems age dependent. 1.E.04 Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children   social,   communication, and   emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staff instructors throughout facility. 1.F.02 Teaching staff help children manage their behavior by guiding and supporting children to persist when frustrated. play cooperatively with other children. use language to communicate needs. learn turn taking. gain control of physical impulses. express negative emotions in ways that do not harm others or themselves. use problem-solving techniques. learn about self and others. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, mostly saw positives toddlers visible absorption and understanding are limited. 2.A.04 The curriculum can be implemented in a manner that reflects responsiveness to   family home values, beliefs, experiences, and    language. Fully met? (circle): Yes Yes, but No Evidence/comments: At this age, childrens developmental skills in language are so limited, that curriculum does not directly address. 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule provides time and support for transitions. includes both indoor and outdoor experiences. is responsive to a childs need to rest or be active. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. Saw evidence in the older: pre-K, though. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including   gender,    age,    language, and    abilities. Materials and equipment provide for childrens safety while being appropriately challenging. encourage exploration, experimentation, and discovery. promote action and interaction. are organized to support independent use. are rotated to reflect changing curriculum and to accommodate new interests and skill levels. are rich in variety. accommodate childrens special needs. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster    social,    emotional,    physical,    language, and    cognitive development and    that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above: limited formal curriculum. 2.A.11 The schedule    provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for:    play,    self-initiated learning,    creative expression,    large-group,    small-group, and    child-initiated activity. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.A.12 The curriculum guides teachers to plan for childrens engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly. 2.B.01 Children have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them. facilitate their social competence. facilitate their ability to learn through interacting with others. Fully met? (circle): Yes Yes, but No Evidence/comments: All the instructors were constantly engaged. Even the 1:5 ratio meant the instructors were constantly interacting with their charges. 2.B.02 Children have varied opportunities to recognize and name    their own and    others feelings. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited vocabulary and I saw little negative acting out between the children. 2.B.03 Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.B.04 Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructors and staff were very attentive, but not smothering even in the infant rooms. 2.B.05 Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above. 2.B.06 Children have varied opportunities to interact positively, respectfully, and cooperatively with others. learn from and with one another. resolve conflicts in constructive ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Same as above, but I saw almost no conflicts. 2.B.07 Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Limited development of toddlers means this is not fully utilized yet. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. Fully met? (circle): Yes Yes, but No Evidence/comments: Drawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed more into gross motor development. 2.D.01 Children are provided with opportunities for language acquisition that align with the program philosophy. consider family perspectives. consider community perspectives. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, toddler limitations, but within program posted guidelines. 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. Fully met? (circle): Yes Yes, but No Evidence/comments: As above. 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions. communicating needs, thoughts, and experiences. describing things and events. Fully met? (circle): Yes Yes, but No Evidence/comments: As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding. 2.D.04 Children have varied opportunities to develop vocabulary through   conversations,   experiences,    field trips, and    books. Fully met? (circle): Yes Yes, but No Evidence/comments: Conversations and experiences, yes. Not yet in the book stage though there was a reading time assigned. 2.D.05 Children who are nonverbal are provided alternative communication strategies. Fully met? (circle): Yes Yes, but No Evidence/comments: All the children were variously verbal. 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy). daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes. access to durable books that enable independent exploration. experiences that help them understand that pictures represent real things in their environment. Fully met? (circle): Yes Yes, but No Evidence/comments: Time is set aside everyday for these activities as age appropriate to toddlers. The concentration was in the first area mentioned: simple items. 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: Items belonging to a child are labeled with his or her name. Materials are labeled. Print is used to describe some rules and routines. Teaching staff help children recognize print and connect it to spoken words. Fully met? (circle): Yes Yes, but No Evidence/comments: No yet developing in this age group. 2.F.01 Infants and toddlers/twos are provided varied opportunities and materials to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small. see and touch different shapes, sizes, colors, and patterns. build number awareness, using objects in the environment. read books that include counting and shapes. Fully met? (circle): Yes Yes, but No Evidence/comments: Children encouraged and a wide range of these items available through the facility. 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. Fully met? (circle): Yes Yes, but No Evidence/comments: Available but children not yet showing real interest. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.F.04 Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation. Fully met? (circle): Yes Yes, but No Evidence/comments: Same 2.G.01 Infants and toddlers/twos are provided varied opportunities and materials to use their senses to learn about objects in the environment. discover that they can make things happen and solve simple problems. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, throughout the facility 2.H.01 The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw there was AV equipment, but saw none in use for this age group. 2.J.01 Children are provided varied opportunities to gain an appreciation of   art,   music,   drama, and   dance in ways that reflect cultural diversity. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress. 2.J.02 Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials. Fully met? (circle): Yes Yes, but No Evidence/comments: This was well constructed with large chalk, crayons, craft paper, etc. 2.J.03 Infants and toddlers/twos have varied opportunities to express themselves creatively by    freely moving to music and    engaging in pretend or imaginative play. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to    art,    music,    drama, and    dance. Fully met? (circle): Yes Yes, but No Evidence/comments: As contained in the schedules but still limited for the toddlers. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Fully met? (circle): Yes Yes, but No Evidence/comments: Really not allowed yet in this age group. 2.K.01 Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth. Fully met? (circle): Yes Yes, but No Evidence/comments: Very well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including    identifying sources of food and   recognizing,   preparing,   eating, and   valuing healthy foods. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, plenty of signage for this, but age limited. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their   classroom,    home, and    community. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto 2.K.04 Children have opportunities to practice safety procedures. Fully met? (circle): Yes Yes, but No Evidence/comments: Ditto. Was glad to see children either helping to open doors or avoiding closing doors. 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of    self and    others. Fully met? (circle): Yes Yes, but No Evidence/comments: The instructor were great about letting the children be free to do so. 2.L.02 Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging. Fully met? (circle): Yes Yes, but No Evidence/comments: 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in   culture,    family structure,    ability,    language,    age,   gender in non-stereotypical ways. Fully met? (circle): Yes Yes, but No Evidence/comments: Yes, but same as general comments: children not yet old enough for these concepts, directly. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. Fully met? (circle): Yes Yes, but No Evidence/comments: NA 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. Fully met? (circle): Yes Yes, but No Evidence/comments: NA some very limited church related community chats. 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an

The Empire and Colonialism in Asia

Modern European empires came about because of the desire for the wealth to be had from overseas trading and markets. European countries that acquired empires did not plan these conquests. Europe was trading with Asia and other parts of the world long before modern empires arose. The success of early trading and the need to expand their markets led the powers of Europe to find the means to secure overseas lands for their exclusive use. Also the fierce competition between European countries for trade and world markets led to the securing of overseas interests which led to empires. Economic expansion played a key part in the building of European empires. â€Å"An empire is a system of interaction between two political entities. One is dominant and exerts political control over internal and external policy, the other is weak. † Imperialism is the desire to control colonies or dependencies and imperialism is how empires are formed. European countries had to have the power to dominate other societies. Attributes that European countries had to encourage imperialism and empire were a centralised government, differentiated economies and a shared political loyalty. Military strength was vital too, both on land and on the sea. qualities, but they also had to have the drive to acquire an empire. Control of a vast empire fed into national pride. Colonialism was the policy used to expand a country's influence and power. When a foreign power rules another group of people (usually separated from them by an ocean) a colony is formed. The ruling power usually sent its own people to govern. This was allowed to happen by virtue of the ruling country's advanced state of technology and more complex society. Europe was lured into the outside orld through the prospect of trade. Colonies provided many economic benefits such as sources of raw materials, markets for surplus goods, new goods that could be traded to other countries (such as diamonds, gold and spices) and investment opportunities. There were other reasons for expansion such as security considerations and spreading religion, but it was the huge economic benefits that fueled the fire of imperialism. The Portuguese and the Spanish began their quest for empire in the fifteenth century and they were closely followed by the British and the Dutch in the seventeenth century. This desire for expansion was known as capitalism, the drive to search for overseas profits, raw materials and markets. Once trade was established, the struggle for power and control of trade between European countries led to the expansion and protection of overseas interests. This protection and expansion led to the creation of empires. The Iberian empires of Spain and Portugal both set out to trade with Asia for exotic goods such as silks and spices. Notions of empires and conquests did not come until after trade was established and successful. Portugal began trading along the west African coast hile in search for a trade route to the rich markets of Asia. In 1498, Vasco da Gama found that route rounding the Cape of Good Hope and sailing to India. The Portuguese had successfully established a monopoly of trade in Asia. Pedro Alvares Cabral sailed in 1498. He was supposed to follow da Gama, but got lost and ended up in Brazil in 1500. Soldiers and settlers were sent to these lands to help solidify Portugal's hold on the valuable territories. Portugal had colonies in Angola, Cape Verde, Guinea-Bissau, Mozambique, Sao Tome, Principe, Brazil, Malaysia, Indonesia and China By the middle of the 1500's. They were threatened by the Spanish arriving close by in the Philippines in 1565. () Bases and administrative centres were set up in Ambonia and Tidore and Portugal had a strong hold on India in Bengal. Portugal gained enormous wealth from these lands. They obtained gold and participated in the slave trade from Africa. They also got gold and diamonds from Brazil. The spice trade from Asia was very lucrative. Portuguese planters in these lands contributed also to the overall wealth of the country. Portugal overextended itself, however, and was invaded successfully by Spain in 1580. England, the Netherlands and France were able to steal away parts of the empire during this time. After regaining its independence, Portugal never really rose to its former glory. It was constantly under attack by Spain for many years. It did hold onto many of its colonies until the mid 1970's, but the people of those colonies did not allow Portugal to take all of their wealth as it had done before. Spain had also set out to trade in Asia, but they were sidetracked by Columbus' discovery in 1492. Columbus was trying to bypass the monopoly Portugal had over trade in the East. Instead he enabled Spain to build an empire which included Mexico, Central America, most of the West Indies, the Southwestern portion of what is now the United States and the western part of South America. The Spanish exploited the Caribbean and the Americas for economic advantage. The Spanish Empire also included Portugal, present day Belgium, Luxembourg and the Netherlands, and the Philippines. Spanish colonies were set up to keep control of trade and resources after threats from the Dutch and the English. Also colonies were set up to support the home economy. Many wars and poor management led to the decline of Spain's control of this vast empire. Much land and military resources were lost when Spain came out on the losing side of several wars. Many of the people in the colonies revolted against harsh Spanish rule. Cuba, the Philippines, Guam and Puerto Rico were the last of Spain's valuable holdings to go after their defeat in the Spanish-American War in 1898. Economic interests for Spain were at the head of expansion. Gold, silver and precious stones were seen as the â€Å"treasure† of the Spanish Empire. Both Portugal and Spain initially set out to trade and profit from Asia nd only advanced towards empire when their economic After 1600, northern European countries began trading overseas regularly and started to develop economic interests that led to empires. The English and the Dutch saw how lucrative Spanish and Portuguese colonies were and they developed aspirations of their own. The Dutch East India Company and the English East India Company emerged in the early seventeenth century as major powers to take trade away from Portugal and Spain. The English and the Dutch used their dominant naval forces to remove Spain and The English gained power in India over the Portuguese. They acquired Madras and Bengal. The English were only interested in trading with the East, not in colonising the area. They made agreements with the rulers of India for favorable trading conditions. When the Mongul rulers of India began to lose power, then the English East India Company stepped in and took over to protect its economic interests. England did settle extensively its colonies in North America and parts of Africa. England, weakened also by many wars, lost or gave independence to most of its empire. The Dutch by virtue of their superior navy were able to create a tremendously extensive empire in the East. The Dutch captured the fort on Ambonia from the Portuguese and the Portuguese ended up losing their stronghold, Malacca. The Dutch East India Company set up headquarters in Batavia (which is now called Jakarta) in Indonesia. They had exclusive trading rights with Japan and also controlled Ceylon and the southern tip of Africa. They colonized New Netherland which is New York today. The Dutch fought many wars and were finally defeated by the English in 1784. Ten years later they were invaded by the French. Most of their possessions were confiscated during this time. rivals in trade so they had to establish footholds in rder to preserve their trading. The Dutch had settlements in Batavia and control of trade in the far east. The English acquired Madras and Bengal. England ended up ruling over India to protect profitable trade, not for glory or sovereignty. There was no movement of population into India and only after a century and a half did anything besides trade play a part in relations with India. These footholds resulted in empires, but they were conceived in order to maintain economic advantage in the east. European empires hold their roots in early trade and the search for overseas markets. John Cuningham, an conomist, suggests that evolution of empire is due to † gradual extension of commerce [and] advent to trading companies coupled with the desire to enrich power and prestige of the mother country. I agree with this statement because of the origin of trade that European empires had. European countries began expansion in search of riches like gold and diamonds, trade like spices and silk, and land to grow valuable crops like coffee. They only resorted to control when their economic enterprises were in danger. Empires developed as a means of economic expansion to enable European countries to maintain their profits, raw materials and markets.

10 Facts About Therizinosaurus, the Reaping Lizard

What Is The Difference Between Opinion And Fact - 3914 Words

CHAPTER 1: What is an Essay? 1. What is the difference between opinion and fact? A: An opinion is a belief on what seems true and probable. It is an idea or judgment based on a subject and is not based on positive knowledge. On the other hand, a fact is something that is true and can be proven with positive knowledge. A fact cannot be used as the main topic of an essay whereas an opinion can. 2. How important are facts in an essay. A: Facts are crucial in an essay; especially those with a specialized subject. The facts are the solid information which proves your idea/opinion. Although some subjects may need a little more or less facts, every essay needs solid information to support one’s belief. If an essay is only based on your thoughts, then no other source will be available to support your ideas. Therefore, all essays with the motive to persuade are crucial to have evidence to back one’s judgment of a subject. 3. Is one opinion as good as another? Explain your answer. A: Some opinions are better than another. Depending on many factors, one opinion can be better to write an essay than the other. First of all, opinions which demand a more detailed response is better than those with a simple â€Å"yes† or â€Å"no† answer. Also, good topics should have a lot of people opposing to your idea. (There should be a lot of controversy from the other side.) If everyone agrees with your opinion, then you know it isn’t a great topic to write an essay about. 4. Assuming that the writer hasShow MoreRelatedThe Kite Runner and Novel1201 Words   |  5 PagesCould the story of the novel exist without the class difference between Amir and Hassan? Make a case, using specific plot points and historical facts to ground your argument. Examine the concept of circularity in the novel. What important cycles exist in the characters lives and histories? How is circularity connected to redemption? Explore the way in which courage is portrayed in the novel. 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