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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The difference between equality of opportunity and equality of results is that all citizen would have an equal chance however they would get different results back. 3.What differenceRead MoreThe Birth of Modern Politics1701 Words   |  7 Pagescriticism, and debate among historians, professors, as well as average citizens. However, not all these moments are documented, or done successfully specifically. Some of these moments end up becoming movies, books, or even historical fiction novels, but what about those fundamental moments that aren’t readily documented? In the book The Birth of Modern Politics Lynn Hudson Parsons claims that the 1828 election was momentous in the history of both political history, as well as our nation. Parsons not onlyRead MoreThe Differences Between Men And Women1180 Words   |  5 Pagesthe Sexes (What is the differences between men and women?) Man and women were made is the beginning of time. The reason why, we will never know, but throughout history these two beings have been compared through every aspects of life. Men are the dominate creatures, controlling the earth, while women are the nurturers. The obvious differences between men and women have been capitalized and fought over throughout humankind’s history. Many of the people in the world have strong opinions on both gendersRead MoreBetween the Sexes, a Great Divide: Respond831 Words   |  4 PagesHave you ever thought about what the sun and moon would say to each other if they were given an opportunity to communicate? In her article â€Å"Between the Sexes, A Great Divide†, Anna Quindlen shows the differences between the genders, like sun and moon, and the divide that exists between them, which starts from the first high school dance, where boys and girls are far away from each other, and all the game is about who is going to do the first move. I ma inly agree with Quindlen, that â€Å"it is the danceRead MoreThe Bible: Extracting Truth from Lies, Embellishment, and Persuasion Stories957 Words   |  4 Pages It is known to most that the gospels often differ from historical facts due to the writer of each gospel putting significant emphasis on particular actions and attributes of Jesus. Also a major part in this difference is the fact that the gospels were written 35-60 years after the death of Jesus and some of these memories have altered over time. Differences in conflicting evidence, writing to different communities, writing during a different time period, and with different intentions