There were many motives that impelled European nat Essay Example For Students

There were many motives that impelled European nat Essay ions to embark on overseas exploration from the fifteenth century onward. Each of these reasons was slightly different depending on the nation but one thing is for certain; overseas exploration provided vast opportunities and riches for those who dared to voyage into the unknown.The Portuguese had a need for better land. The agriculture opportunities in Portugal were poor and better land was available overseas in the Atlantic islands and Muslim territories. Prince Henry the Navigator took up the task of overtaking these lands. During this time Henry became interested in the profit that could be earned through trade. Eventually, the Portuguese opened a new trade in such things as slaves and gold. After signing the Treaty of Tordesillas Portugal gained control of all lands to the east of a boundary that lied about 300 miles west of the Azores. This allowed Portugal to retain the only practical route to India. By 1513 Portugal had trading posts beyond India into the Spice Islands. We will write a custom essay on There were many motives that impelled European nat specifically for you for only $16.38 $13.9/page Order now Spain had many of the same ambitions that Portugal did. However, after many voyages including those of Columbus and Magellan, Spain realized that Portugal had the fastest way to the East and the goods that were located there. Therefore, Spain devoted its attention toward the Americas. It turned out that this move revealed the great riches that the Americas had to offer. The birth of the conquistadors brought about a period of overtaking America in order to gain wealth, land, and glory. Hernando Cortes overtook the Aztecs of Mexico in nearly two years thanks to the superstitions of the Aztecs that he exploited. He only had an army of 600 troops and a few weapons but it was intelligence that won this victory. It didnt take long for Spain to establish themselves in the Americas and too take advantage of the riches they had to offer. For example, in 1545 a lode of silver was discovered in Bolivia, which brought great wealth to Spain. Although Spain and Portugal led the age of exploration, England, France, and Holland soon followed with expeditions to the Americas and Asia. Their motives were nearly the same as Portugal and Spain with wealth being a driving force. After these powerful European nations took over these new lands they formed new colonies, and, despite the great dangers of sea travel, people readily boarded ships in search of a better life. Many came in hope of becoming rich. Others, particularly the clergy, came to preach and spread the word of god to the natives who were unfamiliar with Christianity. Others still, came because they were simply following orders. These people were normally talented in an area and they came to receive more power and wealth for these traits. As well as those who chose to voyage overseas there were also those who were desperate. Partly in thanks to the population increase, there were many more homeless people than before and these people sought a better life, which meant leaving their native country. There were also those who were of religious minority, and because of the need for settlers, nations such as England and France allowed those of the minority to practice their own religions overseas witho ut fear of persecution; to a certain extent of course. Technologically, many new advances aided in the success of the various explorations. For example, new sails were put on ships that adopted the Arabs lateen sails idea and combined them with the previous sails achieving good speed and maneuverability. Ships were also armed with cannons after realizing that cannons were much more beneficiary than soldiers were; at least at sea. Also established, was the method of traveling in fleets instead of single ships. This gave the fleets much more safety and firepower compared to one single ship. .uc77a8f89c54a6c64060f5ce95679db25 , .uc77a8f89c54a6c64060f5ce95679db25 .postImageUrl , .uc77a8f89c54a6c64060f5ce95679db25 .centered-text-area { min-height: 80px; position: relative; } .uc77a8f89c54a6c64060f5ce95679db25 , .uc77a8f89c54a6c64060f5ce95679db25:hover , .uc77a8f89c54a6c64060f5ce95679db25:visited , .uc77a8f89c54a6c64060f5ce95679db25:active { border:0!important; } .uc77a8f89c54a6c64060f5ce95679db25 .clearfix:after { content: ""; display: table; clear: both; } .uc77a8f89c54a6c64060f5ce95679db25 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc77a8f89c54a6c64060f5ce95679db25:active , .uc77a8f89c54a6c64060f5ce95679db25:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc77a8f89c54a6c64060f5ce95679db25 .centered-text-area { width: 100%; position: relative ; } .uc77a8f89c54a6c64060f5ce95679db25 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc77a8f89c54a6c64060f5ce95679db25 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc77a8f89c54a6c64060f5ce95679db25 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc77a8f89c54a6c64060f5ce95679db25:hover .ctaButton { background-color: #34495E!important; } .uc77a8f89c54a6c64060f5ce95679db25 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc77a8f89c54a6c64060f5ce95679db25 .uc77a8f89c54a6c64060f5ce95679db25-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc77a8f89c54a6c64060f5ce95679db25:after { content: ""; display: block; clear: both; } READ: To Kill A Mockingbird3 EssayAs time progressed new ideas and thoughts were established that enhanced explorations and changed the view of the world at that time. Original pioneers in exploration such as Columbus and Magellan paved the way for the gain of wealth and colonization overseas and even today men like these are regarded as heroes.

Breaking Up Essays - Social Psychology, Interpersonal Relationships

Breaking Up Essays - Social Psychology, Interpersonal Relationships Breaking Up Some felt they were a modern day Romeo and Juliet. The reality, however, is that they were a heartbreaking example of what can go wrong with adolescents. Christian Dalvia, 14 and Maryling Flores, 13 were sweethearts who were forbidden by Flores? mother to see each other. In early November, 1995, the young couple met one last time. Standing at the edge of a Florida canal, they joined hands and jumped 15 feet into the cold, murky water to their deaths. Their deaths may sound romantic to some love struck teenagers when, in actuality, it?s just plain stupid. There were probably many other reasons for their deaths, but ultimately, the thought of not being together tortured to the point of wanting to take their own lives. This is a very extreme example of what can go wrong with teenage heartbreak. One minute they?re inseperable - sharing their most intimate thoughts and details - the next minute they are faces across a crowded room or polite acquaintances at best. These are the consequences that come along with a breakup. We teens hear about love all around us, in music and movies, on TV, in stories. If you look in the dictionary, they define love as a tender, warm feeling; warm liking; affection; attachment. Love is simply a choice we make when we find someone who makes us happy, and who we trust with our innermost thoughts and feelings. We hear that love will make us happy. We hear that single people are lonely. We are told that if we are not part of a couple, we are not complete. We all want to be part of this thing called ?love?. Okay, we get a boyfriend or girlfriend, now everything should be perfect. But, it?s not perfect, because life never is. It is easy to become disappointed. Feelings can change. One person may decide to say good-bye. When that happens, the one left behind will feel rejected. Rejection means someone choosing between one thing and another. The one who doesn?t get chosen is rejected. This person who feels rejected thinks as if they are not good enough. It hurts. When the person you love decides to leave you, it is even more painful. Does rejection mean failure? No. The end of a relationship means that the boyfriend or girlfriend decided that s/he wanted a change in the path of their lives. The reasons for this are within the ex - not within the rejected person. No one is a less valuable person because their boyfriend or girlfriend?s feelings have changed. What To Expect According to the book, ?The Complete Idiots Guide To Dating?, there are nine stages of rejection that almost all ?dumpees? must go through. The pain may be awful, but each stage is part of the healing process. The stages may not follow in an exact order, but they will all be experienced. The Denial Phase: ?This can?t be happening.? During this stage, people may find themselves waiting for the phone to ring and not believing that the relationship is over. Some people may go through feelings of worthlessness and obsession. These people are ones who lack coping skills. Solution: Acknowledge your feelings about what has happened. Accept, but do not dwell on shame and embarrassment, and all the ?shouldal/woulda/coulda?s?. The Bargaining Phase: Driving yourself crazy, thinking that, ?If I get my hair cut,? or ?If I don?t call her for a week,? s/he will change his/her mind. Solution: Accept that it?s over. The Loneliness Phase: Feeling as if no one understands or cares. Some people will jump at the first person who shows the slightest interest in them, just for the fact of proving that they can still get someone to want them. Solution: Surround yourself with people who do care, and those who openly say so. Remind yourself often that you are loved. The Heartbreak Phase: Feeling like your heart is really breaking. You may even feel pain in your chest, or want to throw up when you think of the person or see the person with someone else. Solution: You can go on. If you?re feeling really bad, snap your fingers to interrupt the thought. The Blame Phase: Pointing the finger at you or at your ex for what each of you did wrong. Solution: Decide that neither of you are at fault and both of you are responsible for the breakup. The Depression Phase: Feeling sad, worthless, and foolish. You have trouble eating and sleeping and you may imagine you?ll never love again. Solution: Allow yourself to feel pain but

Compare and contrast two theories of child development. Drawing upon Essay

Compare and contrast two theories of child development. Drawing upon your study and research , justify your preference for one - Essay Example But, some organisations use the term infant from birth to age of three. Increased research and interest in the field of child development has resulted in new theories and strategies. But, among all these, theories proposed by Piaget and Vygotsky are most popular. Developmental stages In a new born child, process of connecting the nerve cells are rapid during the first 18 months, and sound, smell, sight, taste, and touch are the ways baby learn about the world. As babies learn to sit up, crawl, stand and then walk, the possibilities quickly expand, and are ready to experiment with toys and other materials. Generally the brain of the toddler is twice as active as adult, and during the period between 18 months to three years, structures of the brain that is sensitive to language and social emotional response develop.   The age between three to six years is the fastest growth period for the frontal lobe networks in a child, and the actions such as memory, processing, and problem solvin g are increasing during this period. During the preschool years, imagination and interaction play starting roles (Child Development Institute, 2010).   In the age of six to nine years, children are in the primary grades, and have gotten the hang of basic dexterity, language, and social skills. During this period they are eager to practice and refine them, and they like to challenge themselves, intellectually, with puzzles and games that test their growing knowledge. The maturation of the frontal lobe continues even in the adolescence period which falls from the age of nine to fourteen years.  During this age emotional regulation becomes greater, spatial working memory improves, speed and efficiency of thought increases, planning and problem solving skills increase, and scientific reasoning and ability to understand one's own thinking develops (Child Development Institute, 2010).   Piaget theory Piaget’s view of how child’s mind work and develop has been enormousl y influential, especially in educational theory. As he says, children cannot take certain tasks until they are psychologically mature enough to do so. According to Piaget, the mental development of a child is purely internal, individualist, and self directed. For understanding something new, child must construct it itself, and have to re-invent it. Whenever we teach something to the child he/she keep from inventing it itself (Ginsbury, H. Opper, S, 1979). Piaget Cognitive Development Stages. Source: Child Development Institute Almost all child progress through four different stages and they are all very distinct stages regard to cognitive development. The first stage is sensor motor, second stage is preoperational, third one is concrete operational and fourth one is formal operational. This is popularly known as Piaget’s stage theory as it deals with four stages of development (ECheat.com, 2005). The first stage in the child’s cognitive development is sensor motor. It occurs from birth to the age of two. During this period the child basically deals with what is presented to it, and learn about physical objects and is concerned with motor skills and the consequences of some of their actions. So, in this stage child would learn the concept of object permanence. The preoperational stage is the second stage of cognitive develop

A five paragraph essay (introduction, three body paragraphs, Research Paper

A five paragraph essay (introduction, three body paragraphs, conclusion) discussing how Bernard Shaw accurately depicted his era in Pygmalion - Research Paper Example The play Pygmalion gives an illustration of the differences and the tensions between the lower and the upper class. There was a general belief in that era that an individual is born into a particular class and the individual cannot move from one class to the other. Bernard Shaw believed that an individual’s personality is not determined by birth. Instead, Shaw had the thought that someone can accomplish social change if he or she can believe in themselves. In the play, the obstacles between the classes are not natural and they can be broken. Alfred Doolittle and Eliza live in deplorable conditions and they give a representation of the working class. The scenarios that happen to Eliza and her father indicate the Shaw’s belief that individuals are capable of improving their lives by their efforts, but they have to take into consideration the changes in their character. Thus, it is not absurd to note that the difference between the flower girl and the lady lies in the lady ’s treatment rather than her behavior. THE FLOWER GIRL [protesting] Whos trying to deceive you? I called him Freddy or Charlie same as you might yourself if you was talking to a stranger and wished to be pleasant. [She sits down beside her basket].† (Classic Reader 1). â€Å"DOOLITTLE [unabashed] Can’t afford them, Governor. Neither could you if you was as poor s me. Not that I mean any harm, you know. But if Liza is going to have a bit out of this, why not me too?† (The EServer Drama Collection 1). Similarly, Doolittle expresses the difficulty in changing one’s entire personality. When he acquires wealth, he conforms to the ways of the upper class and fears to be associated with the lower class. Instead of the depicted development, an individual is supposed to create his or her own personal and flexible behavior code. The upper class regards wealth and background as

Indigenous Australians Study - Groups Experiencing Inequality Essay Example for Free

Indigenous Australians Study Groups Experiencing Inequality Essay 517,000 people or 2. 5% of the total Australian population is ATSI. In 2006, the ATSI population had a median age of 21 years compared with 37 years for the non-Indigenous population. In June 2006, 32% of ATSI’s people living in major cities, 43% in regional areas, and 25% in remote areas. MORTALITY Life expectancy for Aboriginal and Torres Strait Islander men is 67. 2 years where for non-indigenous men it is 78. 7 years. For Aboriginal and Torres Strait Islander women, their life expectancy is 72. 9 years and 82. 6 years for non-Indigenous women Male Aboriginal and Torres Strait Islander infant mortality in the Northern Territory was about 15 deaths per 1,000 live births, while female Aboriginal and Torres Strait Islander infant mortality was 12 deaths per 1,000. For non-Indigenous males the rate was 4. 4 deaths per 1,000 births and for females it was 3. 3 deaths per 1,000 The main causes of death is diseases of the circulatory system (668 or 25. 7%), Neoplasms (495 or 19. 0%), External causes of mortality (353 or 13. 6%) and Endocrine, nutritional and metabolic diseases (251 or 9. 7%) accounted for just over two-thirds (68. 0%) of Aboriginal and Torres Strait Islander deaths. MORBIDITY Main causes of poor health: †¢Asthma †¢Heart and circulatory problems/diseases †¢Hearing loss and diseases of the ear †¢Diabetes †¢Kidney Disease Asthma was reported by around one in seven Indigenous Australians (15%) in 2004-05 ATSI people were 1. 6 times more likely to report asthma as non-Indigenous people. Asthma was reported almost twice as often in non-remote areas (17%) as in remote areas (9%) with ATSI’s. Indigenous people were 1. 3 times more likely than non-Indigenous people to report heart disease and/or circulatory problems Around one in eight Aboriginal and Torres Strait Islander people (12%) reported ear diseases and/or hearing problems in 2004-05, compared to 15% reported in 2001 In 2004-05, half the adult Indigenous population (50%) were current daily smokers. Indigenous adults are more than twice as likely as non-Indigenous adults to be current daily smokers. In 2004-05, around half of all Indigenous adults (49%) reported having consumed alcohol in the week prior to interview, of whom one-third (16%) reported drinking at risky/high risk levels. The sociocultural, socioeconomic and environmental determinants. Indigenous people are generally less healthy than other Australians, have lower life expectancy, higher levels of disability and a lower quality of life. The contributors to their poorer levels of health include: SOCIOCULTURAL DETERMINANTS Cultural divisions and conflicts since the European settlement -In 2008 only 19% of Aboriginal and Torres Strait Islander people aged 15 years and over and 13% of children (3–14 years) spoke an Aboriginal or Torres Strait Islander language. -In 2008, almost one-third (31%) of Aboriginal and Torres Strait Islander children aged 3–14 years spent at least one day a week with an Aboriginal and Torres Strait Islander leader or elder. -More Aboriginal and Torres Strait Islander people are identifying with a clan, tribal or language group, increased from 54% in 2002 to 62% in 2008 Social factors ATSI reported sense of ‘loss of control of their own lives’ due to communal approaches to family, remoteness of communities and incompatibility with educational institutions and legal systems. 2008 AIHW emphasises that these social determinants clearly increase the likelihood of exposure to health risk factors such as: -Tobacco use – 50% of ATSI, twice as high as non-ATSI -Alcohol consumption – 1 in 6 reported chronic levels of risky drinking -Illicit drug use – twice the amount of reported illicit drug use SOCIOECONOMIC DETERMINANTS -The 1981 National Population and Housing Census indicated that the annual Aboriginal income per head was approximately one-half of that of the Australian population as a whole. -Lower incomes in ATSI relative to non-ATSI still persist, in 2006 median household incomes was only 55% of non-ATSI -More Aboriginal and Torres Strait Islander people completed Year 12 22% (of people aged 15 years and over) in 2008, up from 18% in 2002. -The unemployment rate for Aboriginal and Torres Strait Islander Australians fell from 23% in 2002 to 17% in 2008, but remained more than three times higher than the rate for non-Indigenous Australians (5% in 2008). ENVIRONMENTAL DETERMINANTS -Most (76%) of Aboriginals live in major cities and have access to adequate health care, clean water -Remote communities are affected by water shortages and poorer health services -Communication barriers exist The roles of individuals, communities and governments in addressing the health inequities. INDIVIDUALS Individuals in groups experiencing health inequities should focus solely on being as healthy as possible in their given circumstances. This includes the control of modifiable determinants of health and the utilisation of health services that are being provided. Modifiable determinants of health include: -Diet -Exercise -Smokers status Non-modifiable determinants of health include: -Age -Gender -Culture (role models within culture, social norms within culture etc) -Socioeconomic status -Geographic location -Access to health services -Education COMMUNITIES Health care services may not be accessed due to: -Location of health services in relation to home -Cost. -Cultural barriers (if it is not something that family members have done, others may not be inclined to do it) -Time (a full-time student or mother for example may not have time to go out of their way to get screening or testing done) Some services that are provided include: -All initiatives of ‘Close the Gap’ program -COAG Mental Health Mental Health services in Rural and Remote Areas (MHSRRA) -Aboriginal and Torres Strait Islander Aged Care Workforce Employment and Training Funding -Mobile Dental Services (Closing the Gap Indigenous dental services in rural and regional areas) -Substance Use Combating Petrol Sniffing. -Northern Territory Remote Health Workforce Child Abuse Training and Development -Mobile Outreach Service (MOS) Health services aim to: -Increase life expectancy of ATSI -Provide better education opportunities for students and ensure work placement for those who attend tertiary schools to increase attendance and completion of secondary school -Increase access to health services for the benefit of prevalence and incidence of illness and disease GOVERNMENTS. Organisations in charge of the health of ATSI peoples: -The Australian Government Department of Health: Rural and Regional Health + Aboriginal and Torres Strait Islander Health -NACCHO: The National Aboriginal Community Controlled Health Organisation -AHMRC: The Aboriginal Health and Medical Research Council of NSW Some health services being implemented to ATSI peoples at a government level: -Close the Gap -Healthy For Life -Strong Fathers Strong Families. -National Partnership Agreement for Indigenous Early Childhood Development (NPA IECD) -New Directions: Mothers and Babies Services Indigenous Health National Partnership Agreement 5 Priority Areas of Bettering Aboriginal Health 1. Tackling Smoking 2. Primary health care services that can deliver 3. Fixing the gaps and improving the patient journey 4. Providing a healthy transition to adulthood 5. Making Indigenous health everyone’s business.

Situational Leadership and Empathy :: Leader Leadership Qualities Business Essays

What can we say about leadership? Leadership is a concept, way of life, and aspect of continuous evolution. Trying to narrow down or pinpoint an exact definition to be applied to this term is non-existent. Rather you can only apply certain aspects of this term to better understand it. The area which I will go into is â€Å"how situational leadership coincides with empathy as far as generating a successful or non-successful leader.† First let us look at what situational leadership is. Situational leadership is seen as a leadership method according to the present situation you may be in. A true exceptional leader is not one who has a set method on how he/she leads, but rather an evolutionary method that situational leadership requires. Let me elaborate more on this. Let us say Roger Smith (a project manager from XYZ Construction Company) worked on a project down at Seattle for about a year and had to deal with the common problems associated with projects such as change orders, sub-contractor disputes, scope issues, and weather conditions. Roger Smith handled the Seattle project as he saw fit with prior experience and knowledge that he has about the industry. Now let us modify the situation. Let’s give Roger Smith the same type of project. Identical in size, cost, and scheduling but this time it will take place 4 years later along with the location being in China rather than Seattle. Will Roger Smithâ €™s way of leading that he used in Seattle be successful in China? The outcome points towards no. Why would that be the case if the project is basically identical? For one, we have a different setting location. The labor issues, construction specifications, and laws are dealt with differently in China. Not only that, but the people he would be working with are raised and exposed to a totally different culture. With that, Roger can not approach or deal with people the same way. He would have to understand their culture to better adapt which is an aspect of empathy which I will get into more detail later. That is just one example of situational leadership needing to be applied to succeed in a project. For an additional clarification, http://www.chimaeraconsulting.com/sitleader.htm defines situational leadership as, â€Å"In simple terms, a situational leader is one who can adopt different leadership styles depending on the situation.† With those aspects at hand, someone can apply this concept in their progression of becoming a successful leader.

Global Opposition to Neoliberalism Essay

Through the Internet, a movement began to develop in opposition to the doctrines of neoliberalism which were widely manifested in the 1990s when the Organisation for Economic Co-operation and Development (OECD) proposed liberalisation of cross-border investment and trade restrictions through its Multilateral Agreement on Investment (MAI). This treaty was prematurely exposed to public scrutiny and subsequently abandoned in November 1998 in the face of strenuous protest and criticism by national and international civil society representatives. Neoliberal doctrine argued that untrammeled free trade and reduction of public-sector regulation would bring benefits to poor countries and to disadvantaged people in rich countries. Anti-globalization advocates urge that preservation of the natural environment, human rights (especially workplace rights and conditions) and democratic institutions are likely to be placed at undue risk by globalization unless mandatory standards are attached to liberalisation. Noam Chomsky stated in 2002 that The term â€Å"globalization† has been appropriated by the powerful to refer to a specific form of international economic integration, one based on investor rights, with the interests of people incidental. That is why the business press, in its more honest moments, refers to the â€Å"free trade agreements† as â€Å"free investment agreements† (Wall St. Journal). Accordingly, advocates of other forms of globalization are described as â€Å"anti-globalization†; and some, unfortunately, even accept this term, though it is a term of propaganda that should be dismissed with ridicule. No sane person is opposed to globalization, that is, international integration. Surely not the left and the workers movements, which were founded on the principle of international solidarity—that is, globalization in a form that attends to the rights of people, not private power systems.