Saturday, November 30, 2019

Sabbath Dinner Essays - Jewish Culture, Human Behavior, Shabbat

Sabbath Dinner The Israeli family is not an ordinary American family no matter how Americanized the kids feel. In most American families, with a teenager involved a Friday night is a detached night from the family. You ask just about any teenager what they do on a Friday night and they will say, "Party" or "Hang out with friends". On the other hand the family-dinner that my parents and I went to was at our friend's house and like most Israeli families they to spend Friday nights as a family; no one leaves the house until dinner is over. (Unless they go to a synagogue together and then come home to have dinner, or go to a friend's house together) Dinner is a whole separate ritual, there are certain things that have to be on the table, certain things they say and sing, before the meal, and the way that it is considered a special family gathering day. This really amazes me, because my family has never done anything like that before. The Shabbat dinner started at 5:30 PM, when we got there, they greeted us, and we chitchatted for a while, and then sat down at the table. The table had a beautiful white tablecloth on it, and antique plates at each seating spot, and really shiny silverware. Each person had one glass filled a little with grape wine, Sosnick Company. The really young children had grape juice, but my brother (the 13-yr. old) had the wine. That's because he, in the Jewish religion is already a man. Under each plate there was a napkin on the right side, and a book "The Shabbat Seder", with a colorful picture of a metal wineglass, 2 hallot (Braided Bread), covered, and 2 candles lit. On the table that we were sitting at each person had a metal wineglass, and there were 2 hallot covered closer to the head of the table on the side that the male sat at. There were 2 candles closer to the other head of the table, where the woman sat. Each male had a Kipa on his head. (It was a hat big enough to cover a bald spot) I asked what that was for and the head of the family replied. "That is so we are not being impolite to the lord" I wasn't really sure how covering one's head had anything to do with politeness but I didn't ask any more. The service started with the woman lighting the candles, and saying a prayer over them; thank you for giving us light. Then the man said a family blessing, and then he stood up and said the Mourner's Kiddush. I didn't want to ask if he was mourning or not, so I just sat quietly. After which he said the prayer over the wine, and everyone took a sip. He then continued with a prayer/song M'kadesh ha-Shabbat, basically thanking the lord for giving us everything we have now and that we are able to celebrate this day like this (with food on the table, a roof over our heads, etc.). Then we all got up and went to wash our hands. There was a cup standing by the sink, and each person did 3 pours per hand while mumbling something, and went back to the table. When we got to the table everyone was silent, and still until, everyone sat down, the father stood up and made a blessing over the bread. Then you heard the movement in the seats, as each person reached for the bread, breaking off a little piece from the braided roll of bread. Then we started singing songs, (Because everyone was singing them,). We sang 2 songs, which sounded really fun, and up beat "Hinei Mah Tov" and "Shabbat Shalom". After which everyone kissed each other as they said "Shabbat Shalom". Then the lady of the house went into the kitchen and started bringing out plates of chicken soup and matzo balls. It was mysterious for me why only the father said the prayer and at the end of each prayer everyone said "amen", so I asked. The man of the house said that it means, "so be it," I guess they are saying that they agree with what ever the prayer says. Then, while he was answering my question the lady of the house brought everyone a plate with soup, and we began to eat. While eating, everyone took turns saying how their day went, what they accomplished that day, and

Tuesday, November 26, 2019

Top 10 Confused Words in English [G-H]

Top 10 Confused Words in English [G-H] Top 10 Confused Words in English [G-H] Top 10 Confused Words in English [G-H] By Maeve Maddox Narrowing the list to ten is difficult, but here are ten words beginning with the letters G and H that are frequently mixed up in speaking and/or writing. 1. gambit / gamut Perhaps it’s the first syllable that leads to confusion between these two nouns. In the game of chess, a gambit is an opening move in which a player offers a sacrifice, usually of a pawn, in order to gain an advantage. By extension, a gambit is a ploy intended to gain an advantage, especially at the beginning of a contest or negotiation. As a musical term, a gamut is the full range of notes that a voice or instrument can produce. Figuratively, a gamut is the full range or scope of something. Ex. His handyman skills run the gamut from carpentry to plumbing. 2. genial / congenial Both of these adjectives derive from the same source. Used to describe a person, genial means cheerful, kindly, affable. Applied to a thing, like weather, genial means mild or pleasant. In reference to people, congenial connotes a character agreeable to one’s taste or liking. For example, a congenial friend has similar likes and dislikes. A congenial host anticipates the needs and likes of guests. Applied to things, congenial means suited to one’s temperament. For example, a congenial job for a bookish person might be one involving research. 3. gibe / jibe Both words are pronounced the same, and both can be used as either a noun or a verb. As a noun, a gibe is an insult or sneering comment. As a verb, to gibe is â€Å"to taunt or insult.† Both the OED and Merriam-Webster recognize jibe as a variant spelling of gibe, when used in the context of insulting. However, because jibe also means â€Å"to agree,† many writers to use the spelling jibe only in the context of agreement: When the witnesses were interviewed separately, their stories jibed. When the accountant went over the books, he found that the figures did not jibe with the previous report. 4. give / gift Conservative speakers (like me) shudder to hear both these words used as verbs. Give is a verb. Friends give gifts to one another. Alumni give donations to colleges. For most modern speakers, gift is a noun, something given, a possession transferred to another without the expectation of an equivalent. The use of gift as a verb is not new in English. The OED shows citations dated from 1500 to the 1880s. However, this usage dropped out of general use so long ago that its revival strikes modern ears as barbarous and pompous. I suppose a huge donation to a university might warrant a bit of pomposity: â€Å"The corporation gifted the university with a million dollars.† For ordinary purposes, however, it’s still more idiomatic to give presents and not â€Å"gift† people with them. 5. grisly / grizzly The adjective grisly refers to something that inspires great horror. The word is thought to derive from a verb meaning â€Å"to shudder with horror,† or â€Å"to be filled with dread.† The adjective grizzly comes from a word meaning â€Å"gray or grayish.† A beard could be described as grizzly, but in current speech, the participle grizzled is more common in the context of things that are gray. Although grizzly bears range in color from very light tan (almost white) to dark  brown, they apparently acquired their name from explorers who saw grayish specimens. One English explorer described the huge bear that he encountered as â€Å"neither white nor black, but silver-haired like our English rabbit.† Another wrote that he’d seen â€Å"the skin of an enormous grizzled bear.† A grizzly bear rushing toward an unwary camper would be a grisly sight. 6. hanged / hung When  hang  means, â€Å"to execute by suspending a person by the neck,† the preferred forms are  hang, hanged,  (has) hanged. For example: â€Å"The murderer was sentenced to be hanged by the neck until dead.† When hang refers to suspending an inanimate object or a person without intent to execute, the forms are hang,  hung,  (has) hung. For example: â€Å"The housekeeper hung the laundry in the garden.† 7. historic / historical The prevailing meaning of historic in modern English is â€Å"having or likely to have great historical importance or fame. For example, â€Å"The historic voyage of H.M.S. Beagle commenced on the morning of 27 December 1831.† Historical means, â€Å"concerned with past events.† It is also used to contrast events that actually happened with fiction or legend: â€Å"Although fictionalized, the novel is based on well researched historical events.† 8. hoard / horde The word hoard is used as both noun and verb. As a noun, a hoard is an accumulation of something valuable to the hoarder. As a verb, to hoard is â€Å"to put away something of value for preservation or future use.† The verb usually has a negative connotation, implying that the person doing the hoarding is being selfish (in the context of scarcity) or has a disorder (in the context of an inability to part with unneeded possessions). The noun horde originally referred to a tribe of Asiatic nomads. Now it can also mean a large gathering of people or animals. The word usually bears a connotation of ferocity: The child fled from a horde of angry geese. 9. home / hone The confusion associated with these words occurs when home is used as a phrasal verb with the particle in. To home in is â€Å"to come closer and closer to a destination.† A fighter pilot homes in on a target. A detective homes in on a suspect. To hone is â€Å"to sharpen.† One hones a blade to a sharp edge. I’ve read defenses of â€Å"hone in† as the equivalent of â€Å"home in,† but careful writers distinguish between the two. 10. hurdle / hurtle As a noun, a hurdle is an obstacle. As a verb, to hurdle is â€Å"to jump over an obstacle.† It is often used figuratively: Kornblut describes the roadblocks all female  candidates must hurdle as â€Å"hair, hemlines and husbands.† Hurtle is a verb. The usual sense in modern English is â€Å"to rush violently.† For example, â€Å"The runaway wagon hurtled toward us.† Related Posts: Top 10 Confused Words in English [A-B] Top 10 Confused Words in English [C-D] Top 10 Confused Words in English [E-F] Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:12 Types of LanguageEmail EtiquetteUlterior and Alterior

Friday, November 22, 2019

Barriers to communication Essay Example for Free (#4)

Barriers to communication Essay 1.3 Identify barriers to effective communication A child, young person, their parent(s)/carer(s) or even a member of staff whose first language is foreign may make it harder for any communication spoken to them to be understood. They may only understand very small words of the language you’re speaking, so information will be harder to put across. For example; in my setting, there is a child who can understand what you are saying, but it seems, most of the time they seem very quiet. This may be due to their parent(s) being from a foreign country, so they may be able to communicate in their parent(s) language, but not in ours so may find it hard to communicate some of their needs/feelings. Someone may have a sensory deprivation – such as hearing or sight. This will make giving and receiving information harder to do – they may need an interpreter at all times for example. When talking to a service provider, they may use technical language that the service user may not understand which will make it harder for them to process the information and may worry what they have meant. Someone may be going through a difficult time that is making their emotions go all over the place – such as they may take things the wrong way, get upset easily, no full concentration and not trying as hard to complete/do things. Environmental/setting problems can cause a barrier for a communication – someone who may not be able to see very well will find it hard to read any written information in a dimly lit room. Or, for example, someone in a wheelchair can find it hard to communicate with someone if they are at a desk that is above the wheelchair users head. Barriers to communication. (2016, Aug 05). We have essays on the following topics that may be of interest to you

Wednesday, November 20, 2019

Summary of the film "Motorcycle diaries" Essay

Summary of the film "Motorcycle diaries" - Essay Example Guevara is seen making a good folk hero. He was disguised as a communist just like his close friend Castro Fidel. In his confession, he loved the people but hated their freedom in expression and more especially their freedom in dissent (Guevara 34). This film, which is directed by Walter Salles, brings out forests deserts, lakes and high chaparrals making the greatest part of their journey. The two, are clearly brought out depending much on the kindness of people not known to them since they are seen very broke. Alberto occasionally gains better results on conning most of the people they come across unlike Ernesto who is genuine and believes in honesty with people. On their way, they meet a number of good friends such as a doctor in Lima who invites them for a stay in the leper colony. In the end of their journey, Ernesto undergoes a conversion in which he decides to join the Castro for the Cuban Revolution where he fights for his cause in Bolivia and Congo resulting to his death. The film is tedious and

Tuesday, November 19, 2019

Are counter-intelligence and counter-espionage priorities mainly Essay

Are counter-intelligence and counter-espionage priorities mainly during major state-against-state geopolitical confrontations, a - Essay Example David Lonsdale has talked about this phenomenon by evoking the consequences of information technology.2 There have been a number of changes happening in the geopolitical relations that have changed the way, counter-espionage and counterintelligence operations are carried out. The changes have also transformed the time and space in which such acts are relevant. It was in this backdrop that in 1991, US had declared that new challenges were surfacing before the US counterintelligence, and had developed a National Security Strategy which said: Growing international economic competition and potential regional instabilities vastly broaden the scope of the potential intelligence threat. Our traditional openness, combined with recent changes in immigration laws and the sheer volume of information flow in the United States, affords great access to sensitive information and facilities as well as to individuals who may be targets for intelligence collection.3 Similarly, the formation of Europol in European Union was a step towards ensuring effective counterintelligence coordination within the EU nations.4 UK has also included US â€Å"among the prioritized country for a cooperation treaty with Europol.†5 All this refocusing and redesigning of intelligence activities represent a broader understanding of the changes that happen around. Counterintelligence operations have thus become more a round the clock activity than being a response to some existing or potential security threats. Researchers have been talking about the need for establishing an â€Å"international intelligence model†¦[which can]†¦establish shared concepts and procedures in the exchange of intelligence and common national and international intelligence work.†6 International counterespionage and counterintelligence activities and theories have to be discussed in the broader context of geopolitics. The term, ‘geopolitics’, is often used to understand international politic s and foreign policy matters.7 Henry Kissinger had equaled this concept with â€Å"global equilibrium and permanent national interests in the world balance of power.†8 Thus this concept is viewed as a prerequisite for maintaining global peace and well being. But usually, counterintelligence and counterespionage practices have also a trait to create global tensions as well. When these activities infringes upon the privacy and freedom of the citizens, criticism is bound to rise. For example, in the 1970s, FBI in America had pursued callous persecution of the Black radical activists and the American Indian Movement in the name of national security.9 Bruneau and Tollefson have also explained this aspect of counterintelligence by saying that, â€Å"counterintelligence and security intelligence activities have the greatest negative implications for democracy because of their covert surveillance of their citizenry.†10 Also, when the counterintelligence activity of a hostile n ation or agency is unearthed and the propagators are prosecuted, the hostilities may get enhanced. An interesting explanation on intelligence and counterintelligence has been that â€Å"one side’s intelligence failure is likely to be another side’s counterintelligence success. Conversely, an intelligence coup by one country implies a

Saturday, November 16, 2019

Speech Ladies and Gentlemen Essay Example for Free

Speech Ladies and Gentlemen Essay Thank you all for coming here today. As I come here today, I will explain to you the current state of the United States macro economy. In this press conference, we will be discussing some of the questions and concerns. Afterwards, if there are any more questions, we will answer them then. Macroeconomics can be simply explained as stating it is the way that the economy is examined. It helps us understand how a part of the economy grows and why sometimes it does not. It can also give us reason of fluctuations, and what indicators cause the performance in our economy. What are the effects of having a surplus of imports in the U.S. One thing I would like to discuss is the surplus. A surplus is when we as a nation are importing more than we are exporting. At any time the United States has a surplus of any manufactured goods, it loses its value. This can make it where the good have to be sold, where there is no money that can be made from it. For an example, in the car industry, if there is an abundance of cars being imported it does not help us. Importing too many cars from other countries does not help the cars manufactures being built. The consumers are happy because the cars will sold for less, but our businesses will suffer the loss of money. How does international trade affect the countries GDP, domestic markets and university students? First we need to have a little understanding of how GDP affects a country. Gross Domestic Product is the value of all goods and services produced by a country in a given period of time (About.com). It adds another component to our GDP. The United States is only a small amount of consumers. If we traded only within ourselves we would not have a large customer base. This is where international trade helps us. It helps us increase our export and increase or competitiveness in the open market. We import more than we export, which lowers our GDP which affects are domestic markets because we continue to purchase more outside of our country. This affects a student who goes into business and has to worry about the strong contenders that are overseas. How does the government choices in regards to tariffs and quotas affect international trade? It is imperative to know that tariffs and quotas are set to inspire the government to determine the amount they will import and export and the taxes they will collect so that the goods or services are not thrown out. Tariffs are also a way of controlling the trade, so they play an extremely important role in international dealings. They do this by lowering or raising the tariffs. For example, if a government of a wealthy country wanted to promote trade with a country that is not as developed, it could lower its tariffs on the import for that country. This would make businesses want to trade with that country because the cost of importing would be cheaper. The same goes for quotas when there is a set number on certain things that can be imported. What are foreign exchange rates and how are they determined? Foreign exchange rates are defined as the value of two or more countries currency against each other. For example, when you purchase an import from another country, they have their rate for the U.S. rate. Japan can purchase our dollar for 91 cents. The rate does not stay the same for very long. It is determined by the foreign exchange market where currency is continuously being bought and sold. Why doesn’t the U.S. simply restrict all goods coming in from China? Why can’t the U.S. just minimize the amount of imports coming in from all countries? At this time, our economy needs help. Therefore we cannot restrict certain countries imports, nor can we restrict China imports. As everyday consumers, we are always requiring or wanting services from other countries. Our first thought is how fast I can get it. For example, other countries usually get products before they are released to the United States. Therefore, to satisfy these needs from the other countries, the government has to allow for an easy trade, which allows us to earn revenue on the taxes on the imports, which helps our economy. That is key to our success. Thank you, for your cooperation, I will now be willing to answer any remaining questions for further details. References About.com. 2013. Definition of GDP. Retrieved from economic.about.com on February 10, 2013.

Thursday, November 14, 2019

Analysis of The Count of Monte Cristo :: The Count of Monte Cristo Vengence Power Essays

Analysis of The Count of Monte Cristo The theme of The Count of Monte Cristo is one of vengeance and forgiveness, power and powerlessness. When Dantes is unfairly given a life-prison sentence by his enemies (Villefort, Danglars, and Fernand), he spends every waking moment planning his revenge. As soon as Dantes miraculously escapes and returns to the world with riches, he sees it as a sign that God has opened for him the door of revenge. He is no longer his former self. Fourteen years behind bars in a dark cell has given him a criminal’s mind. Instead of the innocent, carefree, life-loving boy of nineteen, Dantes is now a hardened, cynical, and mistrustful man in his mid-thirties. It seems a reverse baptism of sorts takes place instantly as Dantes hits the water after being thrown off the cliff by the prison guards. Immediately Dantes begins lying to and using those around him. No longer is Dantes the clear-cut hero. To show that he is a different person, Dumas refers to Dantes as the Count of Monte Cristo once he returns to society. Now the count, now he has enemies, and plays games with those he dislikes. Though he rewards those who treated him and his father well, most of the story is devoted to Monte Cristo’s desire for vengeance. Throughout the story, Dantes changes disguises in order to deceive those around him and further his own agenda of punishment for his enemies. Yet when he sees Villefort’s dead son, a truly innocent victim, the count realizes that he has gone too far. For the first time he comes to the realization that perhaps he doesn’t have the gift of Providence, the right to punish others. In efforts to reconcile these feelings, Monte Cristo arranges the marriage between Maximilien and Valentine. At first he hopes to punish himself by committing suicide, but when Haydee admits her love for him, the count takes it as a sign from God that he is forgiven. Analysis of The Count of Monte Cristo :: The Count of Monte Cristo Vengence Power Essays Analysis of The Count of Monte Cristo The theme of The Count of Monte Cristo is one of vengeance and forgiveness, power and powerlessness. When Dantes is unfairly given a life-prison sentence by his enemies (Villefort, Danglars, and Fernand), he spends every waking moment planning his revenge. As soon as Dantes miraculously escapes and returns to the world with riches, he sees it as a sign that God has opened for him the door of revenge. He is no longer his former self. Fourteen years behind bars in a dark cell has given him a criminal’s mind. Instead of the innocent, carefree, life-loving boy of nineteen, Dantes is now a hardened, cynical, and mistrustful man in his mid-thirties. It seems a reverse baptism of sorts takes place instantly as Dantes hits the water after being thrown off the cliff by the prison guards. Immediately Dantes begins lying to and using those around him. No longer is Dantes the clear-cut hero. To show that he is a different person, Dumas refers to Dantes as the Count of Monte Cristo once he returns to society. Now the count, now he has enemies, and plays games with those he dislikes. Though he rewards those who treated him and his father well, most of the story is devoted to Monte Cristo’s desire for vengeance. Throughout the story, Dantes changes disguises in order to deceive those around him and further his own agenda of punishment for his enemies. Yet when he sees Villefort’s dead son, a truly innocent victim, the count realizes that he has gone too far. For the first time he comes to the realization that perhaps he doesn’t have the gift of Providence, the right to punish others. In efforts to reconcile these feelings, Monte Cristo arranges the marriage between Maximilien and Valentine. At first he hopes to punish himself by committing suicide, but when Haydee admits her love for him, the count takes it as a sign from God that he is forgiven.

Monday, November 11, 2019

Education and Transformation Essay Essay

Transformative learning is the process of â€Å"using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action† (Mezirow, 2003). It is also a process where â€Å"an education that is transformative redirects and reenergizes those who pause to reflect on what their lives have been and take on new purposes and perspectives† (Will McWhinney et al. , 2003). Jack Mezirow’s central idea is the process â€Å"to make meaning from our experiences through reflection, critical reflection and critical self-reflection â€Å" (Dirkx et al.,2006), Mezirow named this process perspective transformation. According to John M. Dirkx (2006) transformative learning is emotionally driven and focuses more on a deeper learning, his view suggests a more â€Å"integrated and holistic understanding of subjectivity, one that reflects the intellectual, emotional, moral and spiritual dimensions of our being in the world† (Dirkx et al. ,2006). Transformative learning is a process most individuals have experienced once in their lifetime and it is a process that I can closely relate to. My personal experience of transformative learning is closely relevant to  John M Dirkx emotional approach to the process and Mezirow’s Subjective Reframing (self-reflective) (Dirkx et al. ,2006). To demonstrate my personal transformative learning experience, I have included my story in this essay. Education has always been an important factor in my life; unlike some of my peers I enjoy studying and learning. In high school, in year 10 I had to choose my year eleven and twelve subjects. Business studies in secondary school seemed very interesting, hence why I chose it as a year eleven and twelve subject. Throughout my entire education life, I have always had a  great interest in history whether it was ancient or modern so I also chose to study modern history. For me both subjects were very important as they made a lot of difference to my 1 1 ATAR (Australian Tertiary Admission Rank). However with the two subjects I had two completely different experiences, which is related to transformative learning. Firstly, with business studies I had a teacher who lacked discipline and she was a â€Å"vessel full of knowledge and information† and we were her bank account, where she would pour her wisdom and knowledge to us students; this method is called the banking method (personal  communication, 5 August, 2013). Her teaching method included reading information from the textbook and not explaining in detail what certain terms mean and how they relate to our learning. Personally, I would walk out of the classroom as an empty ‘vessel’ and feel like I wasted fifty minutes of my learning time. Each lesson it got harder and harder to concentrate because I did not understand anything that I was supposedly learning, so my other peers easily distracted me. Unfortunately for me, my teacher kept thinking that I was the main source of distraction. Until today I still do not know why she strongly believed that I  distracted everyone else, maybe it was because I did not interact with classroom topics – I did not learn anything and that is why I could not participate in class discussions. Each lesson, I had to sit in the front row by myself or next to a student that was not my friend; some lessons I would not even speak a word but my teacher would still pick on me for turning my head to the direction of the noise a student was making. By the end of year eleven, I absolutely hated my teacher but I never argued with her, I just tried my best to stay focused and teach myself. My parents have always told me to respect my teachers but to also stand up for myself in cases where I felt isolated and disadvantaged. Three months before the HSC (Higher School Certificate), I finally had enough and stood up for myself. It was a Monday morning, I had double period of Business studies and as always I had to sit in the front row and not speak a word. Towards the end of the lesson, I quietly asked the girl next to me about a word I did not understand, before I even had a chance to hear the answer my teacher started to scream at me and that is when I broke down in tears. I tried to explain what I was doing however she 2 2 refused to listen to me so I started to argue with her, I raised my voice at her and told her to stop screaming at me. She instantly sent me to the head teacher of business studies however it backfired on her. I told the head teacher everything that had happened within a year and a half, I showed her my workbook and explained how she lacked teaching skills. Fortunately for me, one of my peers supported me and told her that the teacher kept picking on me. The next day in class we had a new seating arrangement, my teachers attitude had changed  dramatically, she seemed more focus and more serious about teaching. However, I decided to drop business studies as I felt that I could not do well in the final exam and also I could not cope with my teacher. In hindsight I am glad that I dropped that subject and stood up for myself. In comparison, modern history was my favourite subject. My passion and interest for history had a large contribution to my high grades and achievements but my teacher, she is the one who helped me receive the marks I wanted in the HSC. She applied the ‘factory learning’ (personal communication, 5 August, 2013) theory to us, at the end of each lesson we would  have to stand up and explain the key points we had learnt that lesson. Additionally, in every single class we would receive worksheets and a summary of all the important information and she would go through it, with us. If we did not understand something, she was more than happy to take time out of her lunch and carefully explain that topic to us. For two years, every single lesson was fun and interesting, she never raised her voice at us, and instead she would just say ‘shhh’ or just tap us on the shoulder if we were talking over her. In hindsight, I now realise how much my attitude and perspective has changed towards  learning. Both subjects made me realise that I have the knowledge and wisdom to achieve what I want and it also directed me to choose what I want to study in University, which is teaching. Mezirow’s states his perspective on transformative learning by describing it as an 3 3 adult learning that modifies their assumptions and clarifies them. Mezirow calls this the ‘meaning perspective’, which â€Å"selectively shapes and delimits perception, cognition, feelings and disposition† by inclining our motives, goals and expectations (Dirkx et al. ,2006). Personally, my transformational learning experience is linked with Mezirow’s meaning  perspective theory; I made meaning out of my experiences by defining and reflecting on my journey. Many people may not associate a negative and positive experience with transitional learning and meaning perspective but for me those two diverse experiences have transformed my views. I now not only study to become a teacher but I also try my best to practice becoming a helpful, disciplined, understanding and caring teacher, so my students can enjoy my classes and endure positive learning. My personal experience is described as transformative learning as I have changed and learnt  about my learning environment and even more importantly about my strengths and weaknesses. My experience closely relates to both Mezirow’s and Dirkx’s theories. Mezirow’s idea of subjective reframing and meaning perspective and also Dirkx’s emotional approach to the being in the world (Dirkx et al. ,2006). John Dirkx’s approach to transitional learning focuses more on the inner self and inner world. Dirkx’s first point is that we as adults keep our â€Å"personal and private thoughts, beliefs and values† close to our chest and â€Å"only allow a few, if any, others to know†, he further concentrates on our inner voices, the ones that  Ã¢â‚¬Å"lend a felt presence† (Dirkx et al. ,2006). According to Dirkx, these inner voices are not alone, he highlights that our consciousness joins our inner voices, which eventually lead to individual’s thinking why they think of how others perceive them as (Dirkx et al. ,2006). Joining Dirkx on his idea is Willis Harman who states that human consciousness should be given full recognition â€Å"to the primacy of inner conscious awareness†¦Ã¢â‚¬  (O’Sullivan et al. , 2004). Both Dirkx and Harman’s ideas links back to my experience as a high school student. 4 4 Looking back, I kept my true thoughts private and I allowed my inner voices to get the better  of me. Similarly to what Harman suggests, I soon started to recognise my consciousness after I stood up for myself and critically assessed myself for not taking actions earlier. In contemporary society, now, if something similar was to happen I would use my brain and consciousness rather than concentrate on my inner voice. However, Mezirow challenges Dirkx’s idea by highlighting that transitional learning occurs within ones awareness and that the outcome must involve a â€Å"rational process of critically assessing one’s epistemic assumptions†¦Ã¢â‚¬  (Dirkx et al. ,2006). Mezirow further adds to his critique, that the reason why  transitional learning is stopped from being reduced to a â€Å"faith, prejudice, vision or desire† is because; he believes that it happens within awareness and consciousness (Dirkx et al. ,2006). Furthermore, my transformational learning experience allowed me to have a better understanding of myself, I was able to self reframe (self reflect) on my journey and observe the situation that I endured and finally recognise the main reason that factored to having a transformative experience. Hence, why I believe that both Dirkx and Mezirow’s theories relate to my personal experience. In addition to Mezirow, Dirkx and Harman’s ideas, Roslyn Arnold argues that in order for effective learning to take place an effective teacher should be put in place (Arnold, 2005)John Hattie who studied ‘America’s very best teachers’ highlights that the key ingredient for the most effective teaching is not reducing class sizes or introducing new technology or asking for parent help or tutoring or concentrating on certain students, it is finding a classroom teacher that has an impact on children. He further adds that our focus should be shifted to higher quality teaching rather than seek for other solutions (Arnold, 2005). Arnold puts forward the idea that although teaching and learning is vital in schools, teachers should also recognise that students well-being are just as important as their learning. Arnold also recognises the fact that it is not only â€Å"what we learn, but it is also about how we feel about 5 5 what we learn† (Arnold, 2005). Personally I can relate to both Arnold and John Hattie’s ideas with regards to my modern history teacher. As previously stated, my modern history teacher cared for our well-being along with our learning, she did this by having group conversations  with us about what we did on the weekend or on some days when we finished our class work early we would show her funny pictures we found on Facebook. Most of all, she would show great interest in our studying and grades so she would ask us to tell her the best way we learn and how else she could make the HSC year a little less stressful for us. It was also the way I felt about the subject, I absolutely enjoyed every single minute of modern history, I would look forward to each lesson and I would always participate in-group discussions. In comparison with my business studies teacher I could not even ask questions that were  relevant to the topic, she did not care for my well-being, she would intentionally make jokes that would hurt other students or make rude comments. Of course no one made a complaint about it because they enjoyed wasting quality-learning time and distracting her from teaching. Both Arnold and John Hattie’s theories are extremely important, they not only suggest that learning is part of our environment and consciousness but they also look for other elements that impact students education and my experience with both teachers significantly show that their ideas are right. In conclusion, the reason why I selected to discuss both of my personal experiences is because I can relate to Jake Mezirow, John Dirkx, Willis Harman, Roslyn Arnold and John Hattie’s concepts and ideas significantly relate to my transition. Recognising and self-assessing your experience is essential to individuals like myself, if I did not recognise and self reframe myself, I could not have move forward or transform. Although Mezirow argues that transition happens in awareness and Dirkx argues that it happens when we are unaware, I personally believe that it is both as individuals can listen to their inner voice but 6 6  also be conscious while transforming. Arnold and John Hattie both argue strong and important points, high quality teaching will always have a positive impact on students and if teachers care for their well being then problems such as mine will not happen. Personally, I am glad that I experienced both a negative and positive learning environment as it allowed me to change the way I think and express my thoughts and values without having to worry about being yelled at. It was also a good experience because when I do become a teacher I will always keep in mind my experiences and never treat my students the way my business  studies teacher treated me. Some individual’s experiences include environmental factors, family, friends and work that allow them to transform. My personal experience included enduring two diverse learning experiences that made me transform to the young teacher I will be, who will always put her students well being first. 7 7 REFERENCE LIST Arnold, R. , (2005). Empathic intelligence. Dean of education at the University of Tasmania (UNSW Press). Dirkx, M, J. , Mezirow, J, & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of Transformative Learning a dialogue between John M. Dirkx, Jack Mezirow and Patricia Cranton. Journal of Transformative Education; 4; 123, doi: 10. 1177/1541344606287503 McWhinney, W, & Markos, L. (2003). Transformative education: across the threshold. Journal of Transformative Education; 1; 16, doi: 10. 1177/1541344603252098 Mezirow, J. (2003). Epistemology of transformative learning. Unpublished manuscript. O’Sullivan, E. V. , & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In Learning toward an ecological consciousness: Selected transformative practices (pp. 5-24). New York, NY: Palgrave Macmillan. 8 8 BIBLIOGRAPHY Cooper, S. (n. d). Transformational learning. Theories of learning in educational psychology. Retrieved from http://www. lifecircles-inc. com/Learningtheories/humanist/mezirow. html (accessed 5 September 2013) 9 9 View as multi-pages TOPICS IN THIS DOCUMENT Consciousness, Education, Learning, Learning curve, Meaning of life, Teacher RELATED DOCUMENTS Education Philosophy †¦ formal logical techniques to philosophical problems. My educational philosophy is based on personal experience, and from daily observations. 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We will look at each in turn to see the benefits of†¦ 2441 Words | 9 Pages READ FULL DOCUMENT Education †¦ and Cognitive theory. a.Dewey argued that children learn best by doing, the idea that education should focus on the whole child and emphasize the child’s adaptation to the environment, reasoned that children should not be just narrowly educated in academic topics but should learn how to think and adapt to a world outside school, and the belief that all children deserve to have a competent education. Some example are to boost student motivation by†¦ 2441 Words | 2 Pages READ FULL DOCUMENT CITE THIS DOCUMENT APA (2014, 04). Education.

Saturday, November 9, 2019

Roles Of Botanical Garden In Plant Conservation Environmental Sciences Essay

The subject for this essay is the functions of botanical garden in works preservation. The essay will be divided into four chief parts. The first portion discuss about the botanical garden. This portion will include the debut, history and development, web and map of botanical garden. Second portion will explicate the importance of works preservation and the planetary scheme for works preservation. The 3rd portion is the function of botanical garden in works preservation. The 4th portion will be the illustration of botanical garden in Malaysia and its functions in works preservation. The last portion will be the decision of the essay. 2.0 Botanic Gardens 2.1 Introduction Botanic gardens or botanic gardens are by and large well-tended Parkss exposing a broad scope of workss labelled with their botanical names. They may incorporate specializer works aggregations such as cacti and succulent workss, herb gardens, workss from peculiar parts of the universe, and so on ; there may be nurseries, once more with particular aggregations such as tropical workss, alpine workss or other alien workss. Botanic gardens are frequently run by universities or other scientific research organisations and frequently have associated herbaria and research programmes in works taxonomy or some other facet of botanical scientific discipline. In rule their function is to keep documented aggregations of life workss for the intents of scientific research, preservation, show and instruction, although this will depend on the resources available and the particular involvements pursued at each peculiar garden.2.2 History and DevelopmentThe beginning of modern botanical gardens can be traced to European mediaeval medicative gardens known as physic gardens, the first of these being founded during the Italian Renaissance in the sixteenth century. This early concern with medicative workss changed in the seventeenth century to an involvement in the new works imports from geographic expeditions outdoors Europe as vegetation bit by bit established its independency from medical specialty. In the eighteenth c entury systems of terminology and categorization were devised by phytologists working in the herbaria and universities associated with the gardens, these systems frequently being displayed in the gardens as educational â€Å" order beds † . With the rapid rise of European imperialism in the late eighteenth century botanic gardens were established in the Torrid Zones and economic vegetation became a focal point with the hub at the Royal Botanic Gardens, Kew, near London. Over the old ages botanical gardens, as cultural and scientific administrations, have responded to the involvements of vegetation and gardening. Nowadays most botanical gardens display a mix of the subjects mentioned and more: holding a strong connexion with the general populace there is the chance to supply visitants with information associating to the environmental issues being faced at the start of the twenty-first century, particularly those associating to works preservation and sustainability.2.3 NetworkWorldwide there are now about 1800 botanical gardens and botanical garden in approximately 150 states ( largely in temperate parts ) of which about 400 are in Europe, 200 in North America, 150 in Russia and an increasing figure in East Asia. These gardens attract about 150 million visitants a twelvemonth so it is barely surprising that many people gained their first exciting debut to the admirations of the works universe in a botanical garden. Historically, botanical gardens exchanged workss through the publication of seed lists. This was a agency of reassigning both workss and information between botanical gardens. This system continues today although the possibility of familial buccaneering and the transmittal of invasive species have received greater attending in recent times. The International Association of Botanic Gardens was formed in 1954 as a world-wide administration affiliated to the International Union of Biological Sciences. More late coordination has besides been provided by Botanic Gardens Conservation International ( BGCI ) which has the mission â€Å" To call up botanic gardens and engage spouses in procuring works diverseness for the wellbeing of people and the planet † . BGCI has over 700 membersA – largely botanic gardensA – in 118 states and strongly supports the Global scheme for works preservation by bring forthing a scope resources and publications, and by forming international conferences and preservation plans. Communication besides happens regionally. In the United States there is the American Public Gardens Association and in Australasia there is the Botanic Gardens of Australia and New Zealand ( BGANZ ) .2.4 Role and FunctionBotanic gardens have had a altering function throughout history, get downing frequently as medicative gardens for the survey and cultivation of workss with mending belongingss and traveling through many stages including of class as pleasance gardens. But the fact that their aggregations are more or less scientific means they are continually accommodating and functioning the demands of their societies in germinating ways as new challenges face those societies. In current times, they are going cardinal participants in both the preservation of workss and in the instruction of the people who come to see them.A They are besides get downing to play a function in the extenuation of the effects of clime alteration, and could be perfectly critical to the endurance of the planet as they are absolutely placed to assist travel species around and assist ecosystems to accommodate to new climes in different parts.3.0 Plant preservation3.1 ImportancePlants are universally recognized as a critical portion of the universe ‘s biological diverseness and an indispensable resource for the planet. In add-on to the little figure of harvest workss used for basic nutrient and fibers, many 1000s of wild workss have great economic and cultural importance and potency, supplying nutrient, medical specialty, fuel, vesture and shelter for huge Numberss of people throughout the universe. Plants besides play a cardinal function in keeping the planet ‘s basic e nvironmental balance and ecosystem stableness, and supply an of import constituent to the home grounds for the universe ‘s carnal life. At present we do non hold a complete stock list of the workss of the universe, but it is estimated that the entire figure may be in the order of 300,000 species. Many of these species are in danger of extinction, threatened by habitat transmutation, over-exploitation, foreign invasive species, pollution and clime alteration. The disappearing of such critical and big sums of biodiversity poses one of the greatest challenges for the universe community: to hold the devastation of the works diverseness that is so indispensable to run into the present and future demands of world. Plant preservation, long the hapless relation of the preservation universe, has started to come into its ain since the rise of preservation biological science as a recognized subject in the 1980s. Plant preservation, and the heritage value of exceeding historic landscapes, was treated with a turning sense of urgency. Specialist gardens were sometimes given a separate or bordering site, to expose native and autochthonal workss.3.2 Off-site works preservationOff-site preservation is the preservation of workss off from their countries of natural happening. The term ex situ is often used to depict the off-site preservation. Off-site preservation non merely include turning the workss in botanic gardens, the construct extends every bit good to field cistron Bankss, clonal aggregations, and source plasma Bankss where propagating tissues and seeds are preserved for turning in the hereafter. Off-site preservation can affect a scope of works parts-the whole works, seed, other tissues, or famil ial stuff in civilization. Whole, populating workss have peculiar value for preservation and will go on to be a major concern of off-site preservation. But conserving whole workss is non simple. To capture the scope of familial fluctuation, such aggregations require big figure of workss ; these are expensive to set up and keep. If the workss are annuals, they will necessitate seasonal reproduction. Outside their natural habitat some workss may necessitate manus pollenation and particular intervention of fruit and seeds to guarantee sprouting. It is fortunate that bettering engineering is doing storage as seeds, seedlings, rootstocks, tissues in civilization, and even DNA an option for many workss.3.3 Global Strategy for Plant ConservationThe entry point for the scheme is works preservation ; other facets such as sustainable usage, benefit-sharing and capacity edifice are besides included. The Strategy provides an advanced model for actions at planetary, regional, national and local degrees. The scheme is suppo rted by a broad scope of organisations and establishments – authoritiess, intergovernmental organisations, preservation and research organisations ( such as protected-area direction boards, botanic gardens, and cistron Bankss ) , universities, research institutes, nongovernmental organisations and their webs, and the private sector. The most advanced component of the Strategy is the inclusion of 16 outcome-orientated marks, aimed at accomplishing a series of mensurable ends by 2010.3.3.1 AimsThe ultimate and long-run aim of the Global Strategy for Plant Conservation is to hold the current and continuing loss of works diverseness. The Strategy will supply model to ease harmoniousness between bing enterprises aimed at works preservation, to place spreads where new enterprises are required, and to advance mobilisation of the necessary resources. The Strategy will be a tool to heighten the ecosystem attack to the preservation and sustainable usage of biodiversity and concentrate on the critical function of workss in the construction and operation of ecological system and assure proviso of the goods and services such systems provide.4.0 Role of Botanical Gardens in Plant ConservationBotanic gardens have jointly accumulated centuries of resources and expertness that now means they play a cardinal function in works preservation. Many of these activities contribute to ex situHYPERLINK â€Å" hypertext transfer protocol: //www.bgci.org/ourwork/ex_situ/ † preservation, but botanic gardens besides play an of import function in in situHYPERLINK â€Å" hypertext transfer protocol: //www.bgci.org/ourwork/Ecosystems/ † preservation Gardening and cultivation accomplishments allow us to turn workss that might be lost in nature, which means their workss ‘ diverseness can be conserved in the gardens, but besides allows us to see Restoration and rehabilitation of debauched home grounds. Populating aggregations of workss cod species under assorted groupings, to keep a life shop of familial diverseness that can back up many activities in preservation and research. Seed Bankss and aggregations of life workss allow species to be safeguarded. Plants must be carefully collected stored to guarantee maximal familial diverseness is retained, and much research is required to find the best manner of hive awaying each species. This is the preservation of works diverseness in situ, and botanic gardens are cardinal to this scheme ‘s capacity and success.. Research and development into works taxonomy and genetic sciences, phytochemistry, utile belongingss, informing choice of workss that can defy degraded and altering environments ( particularly of import in face of the menaces posed by clime alteration ) . Education is a strength of botanic gardens that allows them to pass on the importance of conserving workss, making out to diverse audiences, and besides to pass on how this may be achieved. Associating workss with the wellbeing of people, and besides assisting conserve autochthonal and local cognition, to promote the sustainable usage of works resources for the benefit of all, as portion of sustainable development. The preservation of works diverseness is critical for sustainable development and botanic gardens are playing a cardinal function as Centres of preservation action. Gardens maintain a broad scope of species as life workss, in seed Bankss and tissue civilization ; harmonizing to appraisal of BGCI, there are likely over 80,000 species in cultivation in botanic gardens of the current estimation of 270,000 known works species in the universe. Botanic gardens contain aggregations of workss for instruction, scientific intents and show ; they can be: Taxonomically-based – aggregations of a peculiar household, genus or group of cultivars ; Collections of native workss ; Plants which portion a common geographical or ecological beginning such as Mediterranean, desert or alpine ; Wild relations or cultivars of utile species such as medicative, aromatic or textile workss ; Shared wont or life signifier such as an grove, botanical garden or lush aggregation. Botanic gardens besides have of import preservation aggregations peculiarly of rare and threatened workss. Harmonizing to the IUCN Red List of threatened workss 34,000 taxa are considered globally threatened with extinction. Presently, over 10,000 threatened species, about a 3rd, are in botanic garden cultivation. These workss contribute to species recovery programmes and supply long-run backup aggregations. Botanic gardens undertake research – from works taxonomy, ecology to engendering systems. With their expertness in gardening, botanic gardens develop extension and cultivation methods for workss which have ne'er been in cultivation. All these countries are indispensable for species recovery programmes and reintroduction of workss into the wild, such as developing techniques to re-introduce the Dragon Trees into the natural state. A major cause of biodiversity loss is the over-collection of wild workss for gardening, medical specialty and nutrient. Bringing workss into cultivation can take the force per unit area off the wild populations, and besides back up supports by bring forthing income and promote trade Botanic gardens besides manage protected countries within and outside their garden to advance biodiversity. These ecosystems such as woods, shrub land, catchment countries, and coastal countries provide indispensable services from the coevals of H2O, cycling of foods and refilling of dirt birthrate and bar of eroding which are critical to the supports of all people. One of the major causes of species decline is invasive foreigner species which threaten workss, works communities and ecosystems. Botanic gardens with their accomplishments in designation and gardening proctor invasive species and work locally and nationally to reconstruct home grounds that are of import for diverseness. Botanic gardens work with their local communities and visitants on instruction and environmental preservation programmes which promote environmental consciousness and sustainable life. Globally, botanic gardens receive more than 200 million visitants a twelvemonth. Further, botanic gardens are cardinal establishments working with their authoritiess and other administrations on cardinal policies, national biodiversity schemes and action programs.5.0 Botanic Garden in Malaysia – Rimba Ilmu5.1 IntroductionRimba Ilmu is a tropical botanical garden, set up in the University of Malaya campus in Kuala Lumpur, Malaysia. It is modelled after a rain forest garden construct instead than a formal flower garden. It emphasises the vegetation of the Malaysian and Indonesian part. Together with the life aggregations of over 1,600 species, the Rimba Ilmu besides houses the University of Malaya herbarium ( acronym KLU ) and has its ain Environmental Education Programme. The Rimba Ilmu is a member of the Botanic Gardens Conservation International ( BGCI ) and the South East Asia Botanic Gardens Network.A Rimba Ilmu means â€Å" The Forest of Knowledge † in the Malay linguistic communication. The garden, established in 1974, occupies an country of 80 hectares. It is partially buffered by old gum elastic plantings and the life aggregations, largely from Malaysia, are one of the most of import biological conservatories in Malaysia. There are besides works species from other parts of tropical Asia, the Pacific islands, Australia, South America, Africa and Madagascar.A Rimba Ilmu ‘s mission is to bring forth and advance consciousness and cognition of tropical works life and its environment, ecology and preservation through the development and direction of installations and activities appropriate to its map in a university located within Malaysia ‘s most developed and populated landscape. The Herbarium ( a mention library of preserved works specimens ) is Malaysia ‘s largest university aggregation incorporating some 63,000 accessions. In the Garden, there are several chief show aggregations, including medicative workss, thenars, and the citrous fruit and citroid aggregation. The Conservatory of Rare Plants and Orchids, opened in 2000, and the Fernery, with seting constitutions made over several old ages and commissioned in 2003, are accessible merely to particular group visits and research contacts, and a new bambusetum ( populating aggregation of bamboos ) was completed at the terminal of 2003 and by and large accessible to the populace. There is besides a little research aggregation of bananas. A high spot in the development of the Rimba Ilmu is the constitution of a particular botanical garden ( populating aggregation of trees ) get downing in 2001 as the ground tackle for our â€Å" Millenium Forest † undertaking, which seeks to prosecute friends and concerned parties in set uping biologically diverse forest plantings in doing a new wood within the metropolis of Kuala Lumpur.A Besides holding a general aggregation of species from a assortment of works households selected for instruction, Rimba Ilmu is besides developing assorted particular aggregations runing from those of medicative workss, wild orchids, thenars, pandan, tropical fruit trees, gingers, aquatic workss, wild citrous fruit relations to rare and endangered workss in demand of preservation.5.2 Role in Plant ConservationRimba Ilmu is an of import depository for many types of workss, including preservation aggregations of rare and endangered workss, and particular aggregations of the utile workss ( such as citrous fruits and starch thenar ) and their wild relations. In 2001, two other particular aggregations, bamboos ( sponsored by the International Plant Genetic Resources Institute ) and bananas ( anchored by one of the university ‘s research groups in banana cytology ) , were besides begun. Over 2004-5, with the aid of DHL and affecting their employees, a particular aggregation of Malayan wood trees has besides been established. Outside of the Rimba Ilmu, it may be really hard to detect so many different species of some groups, and the home grounds of some of these workss may hold already been altered or damaged. Conservation besides involves public consciousness, and visitants are foremost treated to a lasting exhibition on Rain Forests when they start to acquire familiar with the Garden.A6.0 DecisionBotanic gardens maintain a broad scope of species as life workss, in seed Bankss and tissue civilization. Therefore, botanic gardens contain aggregations of workss for instruction, scientific intents and show. In decision, the botanical garden drama an of import function as the ex situ preservation for works and besides in situ preservation site. The preservation of works diverseness is critical for sustainable development and botanic gardens are playing a cardinal function as Centres of preservation action.

Thursday, November 7, 2019

mind and machine essays

mind and machine essays Technology has traditionally evolved as the result of human needs. Invention, when prized and rewarded, will invariably rise-up to meet the free market demands of society. It is in this realm that Artificial Intelligence research and the resultant expert systems have been forged. Much of the material that relates to the field of Artificial Intelligence deals with human psychology and the nature of consciousness. Exhaustive debate on consciousness and the possibilities of consciousnessness in machines has adequately, in my opinion, revealed that it is most unlikely that we will ever converse or interract with a machine of artificial consciousness. In John Searle's collection of lectures, Minds, Brains and Science, arguments centering around the mind-body problem alone is sufficient to convince a reasonable person that there is no way science will ever unravel the mysteries of consciousness. Key to Searle's analysis of consciousness in the context of Artificial Intelligence machines are refutations of strong and weak AI theses. Strong AI Theorists (SATs) believe that in the future, mankind will forge machines that will think as well as, if not better than humans. To them, pesent technology constrains this achievement. The Weak AI Theorists (WATs), almost converse to the SATs, believe that if a machine performs functions that resemble a human's, then there must be a correlation between it and consciousness. To them, there is no technological impediment to thinking machines, because our most advanced machines already think. It is important to review Searle's refutations of these respective theorists' proposition to establish a foundation (for the purpose of this essay) for discussing the applications of Artificial Intelligence, both now and in the future. Strong AI Thesis, according to Searle, can be described in four basic propositions. Proposition one categorizes human thought as the result of computational processes. G...

Monday, November 4, 2019

The Sociological Perspectives Essay Example | Topics and Well Written Essays - 500 words

The Sociological Perspectives - Essay Example The functionalist perspective views the world as a set of groups that coexist based on mutual need and cooperation. It is through this means that society is able to reach and maintain equilibrium. Durkheim, Comte, and Spencer pioneered this sociological perspective, but Robert Merton elaborated on the theory. He viewed societal consequences as being manifest, latent, and latent dysfunctional. Manifest functions are the positive and intended outcome of a group on society. Latent functions are the unintended consequences that help society maintain order. The latent dysfunctions are unintended negative results that continually upset and shape society. Our family was lower middle class and as such we filled the role of working in the factories and the mills. In return society provided us with adequate income and substantial opportunities. In doing so, our social class fulfilled its function and was rewarded by other groups in society through peaceful coexistence Karl Marx, the most well known conflict theorist, viewed the world as groups that were competing for the available resources. He generally defined conflict in terms of wealth and saw it as two classes; the bourgeoisie (capitalists) and the proletariat (workers).

Saturday, November 2, 2019

Compare Term Paper Example | Topics and Well Written Essays - 750 words

Compare - Term Paper Example Thus, it is paramount to understand the motives for these explorers to set out on the journeys to the Americans Most of the Spanish explorers were sent by the Spanish monarchs of the time. Christopher Columbus, Hernando Cortes, and Vasco Nunez are among the Spanish explorers that affected the world. Isabella was the queen of Castile. She sent Columbus to explore the world for the benefit of the religion and Castile. In September 1492, Columbus sailed with three ships, a crew of less than ninety men and a lack of fundamental understanding of the size of the earth. After about one month, on October 12, 1492, Christopher Columbus voyage cited an isolated chain of Island, which came to be the Bahamas. On the second voyage, Columbus landed on St. Croix where he was welcomed with hostility from the locals. Vasco Nunez was the other notable Spanish explorer. While on an expedition, Nunez cited the Pacific Ocean in 1513 while searching for gold. Nunez claimed the area around the Pacific Ocean and opened the way for further Spanish exploration and conquest. Christopher Columbus voyage set out in 1492 to explore the world through the Atlantic Ocean. The same year was also important to the Spanish for others different from discovery. The Spanish monarchs issued an order for everyone to convert to Christianity or leave Spain. In the urge to continue their expansion and spread of Christianity, the queen sent Christopher Columbus on a mission to spread information about God and to benefit Spain in terms of trade to Asia. They found the Bahamas, Hispaniola and Cuba. Columbus voyage first landing and mainland explorations were in the Caribbean regions and South America (Reilly 332). Vasco Nunez explored the Gulf of Uraba near the present day Colombia and Hispaniola. Christopher Columbus and his men were not successful in their mission. Instead of reaching Asia as stated by their mission, they landed in the Caribbean. Columbus