Education in African Americans Community Essay Example | Topics and Well Written Essays - 1750 words

Education in African Americans Community - Essay Example The issue of education in African American communities has often found its way into public and scholarly debates in equal measure. This has come as a result of the agreeable lower quality and less appreciation of education in these communities as compared to areas occupied by the whites. The situation is one largely resulting from historical factors as well as continued neglect. All the same, continued interest can only boost the current situation. Hopefully, in the next decade the situation will be much better and quality as well as appreciation will have reached peak levels. To help in the inquiry and analysis of the current situation of education in the African American communities this study utilizes the Burke’s Dramastic Pentadic Criticism. This is a five stage approach which examines five aspect of a narration or situation these five are agent, act, agency, scene and purpose.African Americans are one of the most academically disadvantaged people marked by low literacy ac hievement. This is irrespective of the fact that African Americans are the subject of continuous focus in literacy based studies in United States. The current state of African Americans education is mainly due to historical factors which enforced segregation. This meant that discrimination against these individuals was officially recognized and enforced by the state government. This hindered equality in the social circles and this permeated through to the education sector (Belgrave, 2009). The greatest challenge for the African Americans was that they were historically considered slaves. This meant they had very few rights and education was not obviously one of the rights. In the absence of education, some few religious set ups realized that this was largely promoting inequality and sought to act. This was by availing education opportunities, at the forefront was the French Catholics in Louisiana in 1600s and Quakers in the 1700s, these were largely based in Pennsylvania. Such local ized approaches meant that education opportunities could not be holistically provided to all African Americans especially those living in other states (Taylor & Philips, 2005). The situation would be worsened by state governments which refused to grant equal education opportunities to their black population irrespective of whether they were free or not. The injustices directed to the African Americans in terms of education would later remain unaddressed for so long that they were generally accepted by the policymakers. A slight change came after the Civil War where most Blacks achieved some form of freedom and continually became aware of their entitlement to education amongst other rights (Murrell, 2002). However, marked improvement would only be registered in the 20th Century following political activism and civil activism led by such distinguished leaders as Martin Luther King Jr. Such activism brought to the limelight the great injustices and the continued segregation of the blac k community. However, it was still impossible to address the historical injustices (Morris & Morris, 1999). Besides, most African Americans had already formed a notion that education was not for them and they were resigned to disadvantaged positions and hard and dangerous street lives. Literature review The above discussion offers a brief synopsis of the historical factors that have contributed to the current dire situation of education among African Americans. This is irrespective of the marked improvement that has taken place in the past half a century or so. This study seeks to provide a rhetorical criticism of education in the African American Community as represented by the discussed factors amongst other emerging issues characterizing the same. The rationale for this criticism is as presented by Kenneth Burke under, Burke’s Dramastic Pentadic Criticism

History of Coffee Essay Example for Free

History of Coffee Essay The global spread of coffee growing and drinking began in the Horn of Africa, where, according to legend, coffee trees originated in the Ethiopian province of Kaffa. It is recorded that the fruit of the plant, known as coffee cherries, was eaten by slaves taken from present day Sudan into Yemen and Arabia through the great port of its day, Mocha. Coffee was certainly being cultivated in Yemen by the 15th century and probably much earlier. In an attempt to prevent its cultivation elsewhere, the Arabs imposed a ban on the export of fertile coffee beans, a restriction that was eventually circumvented in 1616 by the Dutch, who brought live coffee plants back to the Netherlands to be grown in greenhouses. Initially, the authorities in Yemen actively encouraged coffee drinking. The first coffeehouses or kaveh kanes opened in Mecca and quickly spread throughout the Arab world, thriving as places where chess was played, gossip was exchanged and singing, dancing and music were enjoyed. Nothing quite like this had existed before: a place where social and business life could be conducted in comfortable surroundings and where for the price of a cup of coffee anyone could venture. Perhaps predictably, the Arabian coffeehouse soon became a centre of political activity and was suppressed. Over the next few decades coffee and coffeehouses were banned numerous times but kept reappearing until eventually an acceptable way out was found when a tax was introduced on both. By the late 1600’s the Dutch were growing coffee at Malabar in India and in 1699 took some plants to Batavia in Java, in what is now Indonesia. Within a few years the Dutch colonies had become the main suppliers of coffee to Europe, where coffee had first been brought by Venetian traders in 1615. This was a period when the two other globally significant hot beverages also appeared in Europe. Hot chocolate was the first, brought by the Spanish from the Americas to Spain in 1528; and tea, which was first sold in Europe in 1610. At first coffee was mainly sold by lemonade vendors and was believed to have medicinal qualities. The first European coffeehouse opened in Venice in 1683, with the most famous, Caffe Florian in Piazza San Marco, opening in 1720. It is still open for business today. The largest insurance market in the world, Lloyds of London, began life as a coffeehouse. It was started in 1688 by Edward Lloyd, who prepared lists of the ships that his customers had insured. The first literary reference to coffee being drunk in North America is from 1668 and, soon after, coffee houses were established in New York, Philadelphia, Boston and other towns. The Boston Tea Party Of 1773 was planned in a coffee house, the Green Dragon. Both the New York Stock Exchange and the Bank of New York started in coffeehouses in what is today known as Wall Street. In 1720 a French naval officer named Gabriel Mathieu de Clieu, while on leave in Paris from his post in Martinique, acquired a coffee tree with the intention of taking it with him on the return voyage. With the plant secured in a glass case on deck to keep it warm and prevent damage from salt water, the journey proved eventful. As recorded in de Clieus own journal, the ship was threatened by Tunisian pirates. There was a violent storm, during which the plant had to be tied down. A jealous fellow officer tried to sabotage the plant, resulting in a branch being torn off. When the ship was becalmed and drinking water rationed, De Clieu ensured the plant’s survival by giving it most of his precious water. Finally, the ship arrived in Martinique and the coffee tree was re-planted at Preebear. It grew, and multiplied, and by 1726 the first harvest was ready. It is recorded that, by 1777, there were between 18 and 19 million coffee trees on Martinique, and the model for a new cash crop that could be grown in the New World was in place. But it was the Dutch who first started the spread of the coffee plant in Central and South America, where today it reigns supreme as the main continental cash crop. Coffee first arrived in the Dutch colony of Surinam in 1718, to be followed by plantations in French Guyana and the first of many in Brazil in the state of Para. In 1730 the British introduced coffee to Jamaica, where today the most famous and expensive coffee in the world is grown in the Blue Mountains. The 17th and 18th centuries saw the establishment across Brazil of vast sugar plantations or fazendas, owned by the country’s elite. As sugar prices weakened in the 1820’s, capital and labour migrated to the southeast in response to the expansion of coffee growing in the Paraiba Valley, where it had been introduced in 1774. By the beginning of the 1830’s Brazil was the world’s largest producer with some 600,000 bags a year, followed by Cuba, Java and Haiti, each with annual production of 350 to 450,000 bags. World production amounted to some 2. 5 million bags per year. The rapid expansion of production in Brazil and Java, among others, caused a significant decline in world prices. These bottomed out in the late 1840’s, from which point a strong upward movement occurred, reaching its peak in the 1890’s. During this latter period, due mainly to a lack of inland transport and manpower, Brazilian expansion slowed considerably. Meanwhile, the upward movement of prices encouraged the growth of coffee cultivation in other producing regions in the Americas such as Guatemala, Mexico, El Salvador and Colombia. In Colombia, where coffee had been introduced by the Jesuits as early as 1723, civil strife and the inaccessibility of the best coffee-growing regions had hampered the growth of a coffee industry. Following the â€Å"Thousand Days War† of 1899 to 1903, the new peace saw Colombians turn to coffee as their salvation. While larger plantations, or haciendas, dominated the upper Magdalena river regions of Cundinamarca and Tolima, determined peasants staked new claims in the mountainous regions to the west, in Antioquia and Caldas. New railways, relying on coffee for profit, allowed more coffee to be grown and transported. The opening of the Panama Canal in 1914 permitted exports from Colombia’s previously unreachable Pacific coast, with the port of Buenaventura assuming increasing importance. In 1905 Colombia exported five hundred thousand bags of coffee; by 1915 exports had doubled. While Brazil desperately tried to control its overproduction, Colombian coffee became increasingly popular with American and European consumers. In 1914 Brazil supplied three-quarters of U. S. imports with 5. 6 million bags, but by 1919 that figure had fallen to 4. 3 million, while Colombia’s share had risen from 687,000 to 915,000 bags. During the same period Central American exports to the U. S. had risen from 302,000 to 1. 2 million bags. In spite of political turmoil, social upheaval and economic vicissitude, the 20th century saw an essentially continuous rise in demand for coffee. U. S. consumption continued to grow reaching a peak in 1946, when annual per capita consumption was 19. 8 pounds, twice the figure in 1900. Especially during periods of high global prices, this steadily increasing demand lead to an expansion in production throughout the coffee-growing regions of the world. With the process of decolonisation that began in the years following the Second World War, many newly independent nations in Africa, notably Uganda, Kenya, Rwanda and Burundi, found themselves in varying degrees dependent on coffee export revenue. For US coffee drinkers, the country’s wettest city, Seattle, has become synonymous with a new type of cafe culture, which, from its birth in the 1970s, swept the continent, dramatically improving the general quality of the beverage. This new found evangelism for coffee has spread to the rest of the world, even to countries with great coffee traditions of their own, such as Italy, Germany, and Scandinavia, adding new converts to the pleasures of good coffee. Today it is possible to find good coffee in every major city of the world, from London to Sydney to Tokyo; we are drinking more and, more importantly, better coffee. The importance of coffee to the world economy cannot be overstated. It is one of the most valuable primary products in world trade, in many years second in value only to oil as a source of foreign exchange to producing countries. Its cultivation, processing, trading, transportation and marketing provide employment for hundreds of millions of people worldwide. Coffee is crucial to the economies and politics of many developing countries; for many of the worlds Least Developed Countries, exports of coffee account for more than 50 percent of their foreign exchange earnings. Coffee is a traded commodity on major futures and commodity exchanges, most importantly in London and New York. ARCHITECTURAL SOLUTION I. FACILITIES According to the experts and professionals, the facilities must be divided into series of modules which can be combined as required to suit a particular location. The following modules are included: A. Administrative Service †¢ Lobby 15 m? †¢ Information and Reception area 10 m? †¢ Toilet 1. 67 m? B. Employee Facilities †¢ Cafeteria and Kitchen 30 m? †¢ Recreation Area (Indoor and Outdoor) 50 m? †¢ Factory Men’s and Women’s Lockers and Toilets 35 m? †¢ Office Men’s and women’s Lockers and Toilets 35 m? †¢ Meeting area 45 m? †¢ Nurse’s station and First Aid 25 m? C. Warehouse 200 m? D. Wet Processing Area (Produces Washed Coffee) †¢ Cherry reception/Sorting Area 15 m? /machine †¢ Floatation Area 30 m? †¢ Pregrader/Pulper Area 15 m? /machine †¢ Pregrading Area 25 m? †¢ Fermentation Area 35 m? †¢ Washing Area 25 m? †¢ Grading Area 15 m? /machine †¢ Skin Drying Area 15 m? /machine †¢ Sun and or Mechanical drying area 20 m? /machine †¢ Storage 35 m? †¢ Toilet( Men and Women) 6 m? E. Dry Processing Area( Produces Original Coffee) †¢ Cherry reception/Sorting area 15 m? /machine †¢ Floatation area 25 m? †¢ Skin drying and raking area 20 m? /machine †¢ Storage/conditioning area 35 m? †¢ Toilet(Men and Women) 6 m? F. Coffee Milling Area 25 m? /machine G. Packaging Area 20 m? /machine H. Cocoa Processing (to produce cocoa butter, cocoa powder) †¢ Cocoa Bean Reception Area 30 m? †¢ Cleansing and Shelling Area 45 m? †¢ Winnowing And Roasting Area 30 m? †¢ Grinding and Refining Area 15 m? /machine †¢ Alcalizing Area 20 m? †¢ Pressing Area 20 m? /machine †¢ Milling Area25 m? /machine †¢ Bagging Area 25 m? /machine †¢ Storage 35 m? I. Delivery Loading/Unloading Area 80 m? J. Parking Area 100 m? K. Villas for tourist 3600 m? †¢ Villa lot size 120 m? L. Villas for Workers 3000 m? †¢ Villa lot size 90 m? M. Museum 150 m? N. Coffee Spa 200 m? O. Restaurant 200 m? P. Horse Back riding 500 m? Q. Sports and Recreational Facilities 1500 m? Machinery and Equipments (Wet Process and Dry Process) †¢ Vertical Dick Type Coffee Pulper VCP 700 †¢ Vertical Disk Type Coffee Pulper VCP – 5000 †¢ Vertical Dick Type Coffee Pulper VCP – 200 †¢ Bucket Elevators 1 †¢ Bucket Elevators 2 †¢ Coffee Hullers †¢ Coffee Graders †¢ Gravity Separators †¢ Catador †¢ 50 kg/hour Coffee Roaster †¢ 150 kg/hour Coffee Roaster †¢ 70 kg/hour Coffee Roaster †¢ Coffee Grinder †¢ Coffee Mixer Machine Harverster †¢ Korvan Harvester †¢ Brastoft Harvester. Details and Images of Machineries and Equipments attached in Appendix I BREWING TIPS FOR THAT PERFECT CUP †¢ Buy freshly roasted coffee in whole beans. Coffee is best consumed within 60 days from when it was roasted. †¢ Store in an air tight container away from light. †¢ Grind your coffee as you need it. Make sure that you use the right grind for your brewing system. †¢ Use cold filtered water that is pleasant tasting. †¢ Use one standard coffee measure or two tablespoons per 6 oz cup of coffee †¢ To keep your brewed coffee longer transfers it to a thermos. Space Programming (Coffee Processing) Space Programming (Employee Facilities). Site Selection I. Criteria for Site Selection |Location |It should be located in an agricultural zone with soil that are deep, well-drained | | |and rich in organic matter | |Size |30 to 50 hectares | |Accessibility |Easy access to Metro Manila, to major to minor road | |Transportation |Must be reachable through commuters and private vehicles | |Climate/Environment |Climate which has sharply defined wet and dry season, the mean temperature is 20o to| | |38o Celsius | |Topography |Relatively flat | |Utilities |Accessible to water main, proper sewage system, electrical service and communication | | |networks |. Site Selection |Criteria |Site A |Site B |Site C | | |(Sumulong,Batangas) |(Lipa City, Batangas) |(Lipa City, Batangas) | |Location It should be located in |It is located in an agricultural |It is located in agricultural zone|It is located in agricultural | |an agricultural zone with soil that|zone of brgy. Simulong Batangas |of Brgy. Pinagkawitan, City of |zone of Brgy. Pussil. City of | |are deep, well-drained and rich in |City |Lipa |Lipa | |organic matter | | | | |Size – 30 to 50 hectares. |20 hectares |55 hectares |24 hectares | |Utilities Accessible to water | National Power Corporation, |National Power Corporation, |National Power Corporation, | |main, proper sewage system, |Batangas Water District |Batangas Water District, PLDT, |Batangas Water District, PLDT, | |electrical service and | |Digitel Telecommunication Phils. |Digitel Telecommunication | |communication networks | |And Globe Telecom |Phils. And Globe Telecom | |Accessibility Easy access to |Easy access to Metro Manila, to |Easy access to Metro Manila |Easy access to Metro Manila | |Metro Manila, to major and minor |major and minor road |To major to minor road |to major to minor road | |road | | | | |Transportation Must be reachable|Public utility vehicles |Public utility vehicles |Public utility vehicles | |through commuters and private |Private vehicles |Private vehicles |Private vehicles | |vehicles | | | | |Topography – Relatively flat |Relatively flat | Relatively flat | Relatively flat |. |Climate Climate which has sharply|Temperature of 26 ° / 38 °c, wet |Temperature of 25 ° / 36 °C wet |Temperature of 25 ° / 38 °C wet | |defined wet and dry season, the |and dry season |and dry season |and dry season | |mean temperature is 20o to 38o | | | | |Celsius | | | | Based from the site selection, Site B is the best site among the other site choices. Site B is strategically located in well – agricultural zone and meets the entire requirement needed in the proposal in term of conditions of land and distance from the Brgys. Apparently Site B heading the most perfect site for the proposal since, it is near from the commercial areas and its in agricultural zone III. Profile of Site A. Locations Situated in near Brgy. Pinagkawitan, Lipa City, Batangas, Boundaries: South Luzon Expressway, Padre Torres Provincial Road B. Size – As recommended the size of the site 30 to 50 Hectares is near and most rated in the site category and most preferred site standard to the proposal. C. Accessibility – the site accessibility is no problem at all since; the site is adjacent to the expressway and major road in Batangas D. Utilities – Telephone, Fax, Radio, Electricity from National Power Corporation, water supply from Batangas Water District E. Transportation – Public Utility vehicles and rivate vehicles F. Topography – flat terrain Map and details of the site are attached in Appendix II DESIGN CONCEPT Modern architecture is a term given to a number of building styles with similar characteristics, primarily the simplification of form and the elimination of ornament. The style was conceived early in the 20th century. Modern Architecture was adopted by many influential architects and architectural educators, however very few Modern buildings were built in the first half of the century. It gained popularity after the Second World War and became the dominant architectural style for institutional and corporate buildings for three decades. CHARACTERISTICS Modern architecture is usually characterized by: †¢ a rejection of historical styles as a source of architectural form (historicism) †¢ an adoption of the principle that the materials and functional requirements determine the result. †¢ an adoption of the machine aesthetic †¢ a rejection of ornament †¢ a simplification of form and elimination of unnecessary detail †¢ an adoption of expressed structure †¢ Form follows function DESIGN CONSIDERATIONS ZONING: Zoning determines the size and use of buildings, where they are located and, in large measure, the densities of the city’s diverse neighborhoods. Along with the city’s power to budget, tax, and condemn property, zoning is a key tool for carrying out planning policy. ACCESSIBILITY: Accessibility is a general term used to describe the degree to which a product (e. g. , device, service, and environment) is accessible by as many people as possible. DISABILITIES: The disability rights movement advocates equal access to social, political, and economic life which includes not only physical access but access to the same tools, services, organizations and facilities which we all pay for. STABILITY: Stability of the propose building must be consider. The builfing must withstand any circumstances that might affect and might destroy it, like an earthquake. References Burea of Agricultural Statistics Department of Agriculture Nescafe Philippines Inc Nestle Philippines Inc P. D. 856 – Code on Sanitation of the Philippines and Its Implementing Rules and Regulations P. D. 1096 – National Building Code of the Philippines and Its Implementing P. D. 1185 – Fire Code of the Philippines and Its Implementing Rules and Regulations R. A. 184 – Philippine Electrical Code R. A.1378 – National Plumbing Code of the Philippines and Its Implementing http://www. tupeloplantation. com/documents/tupelo-plantation-pud. pdf www. internationalorganizationofcoffee. inc http://www. charityfarm. co. uk/charityfarm. htm http://www. vetiver. org/ETH_WORKSHOP_09/ETH_A6a. pdf http://www. losaricoffeeplantation. com/ http://xandercap. com/Documents/New%20Exec%20Summary%20-%20V2. pdf www. internationalorganizationofcoffee. inc Time-Saver Standards for Building Types. McGraw-Hill Book Company. 1980 THE SITE.

Nicolaus Copernicus Essay -- essays research papers fc

Nicolaus Copernicus   Ã‚  Ã‚  Ã‚  Ã‚  Nicolaus Copernicus, who lived from 1473 until 1543, is known for his idea that the sun is motionless at the center of the universe and that the earth and other planets all revolve around it. This Polish astronomer revolutionized beliefs involving the universe, making his thoughts controversial in his time, but common knowledge in our own (Westman).   Ã‚  Ã‚  Ã‚  Ã‚  Before the time of Copernicus, people had extremely different views of the universe. A Greek astronomer named Ptolemy had his own theory of the earth and its relationship with the sun and other planets. Around 140 AD, he came up with a system that showed the earth at the center of the universe with the sun and planets revolving around it in a spherical shape (Reichenbach 15-17). Ptolemy also believed that the earth remained still and that the outermost sphere contained the stars, which were fixed in space (Westman).   Ã‚  Ã‚  Ã‚  Ã‚  Copernicus’s theory showed the earth and other planets revolving around the sun in a circular motion. At the same time, the moon is rotating around the earth as well. Like Ptolemy, Copernicus believed that the stars occupied the region farthest from the sun. Copernicus, however, never stated whether or not these stars were in a fixed sphere around the universe or if they were scattered throughout space. Unlike Ptolemy’s motionless earth, Copernicus said the earth rotates around itself daily, causing night and ...

History of Childcare Essay

History of Childcare Institutions and Qualifications During this essay I will be outlining the history of childcare institutions and qualifications and how they have developed in relation to the needs of the country, family needs and society. I will be looking at the following occupations wet nurses, governesses, nannies and nursery nurses and how qualifications have developed within these roles. I shall them to the qualifications of the present day and how gender and social class have impacted on these professions. Also I shall consider how the curriculum content has changed to meet the demands of the ever changing role of the childcare worker and how it relates to my teaching practice currently and in the future. When focusing on childcare a fundamental starting point is considering the role of the wet nurse and why she was popular and in demand. Wet nursing can date back as far as Moses. When the princess found baby Moses floating down the Nile she asked Miriam to find a wet nurse. In Ancient Egypt poor women used to supplement their income by becoming wet nurses for the upper class citizens or mothers who could not produce enough milk. Contracts were drawn up between them to â€Å"ensure the wet nurse provided good milk; preventing the wet nurse from nursing other children, having sex, or becoming pregnant† (history-wet-nursing, 2011). In many cultures wet nurses were an ancient tradition, for example within the Chinese culture, before the Second World War, wet nursing was common practice. The Communists tried to outlaw the practice but in the 21st century it has become a status symbol and due to the melamine milk scandal this ancient profession has seen a revival. Wet nurses in China today – must leave their own children, maintain a special diet, and undergo training in certain cases. Furthermore, if the babies that they nurse do not grow 20 grams each day, the wet nurses are fined by their employers. † (history-wet-nursing, 2011) During the Victorian era it was common place for the upper classes to employ a wet nurse as once more this was seen as a status symbol. Other reasons were that women of this era were usually married to authoritarian husbands who believed that breast feeding interfered with sex and the women themselves assumed that it would disfigure their breasts. Furthermore, during this time infant mortality was high and upper class families were encouraged to have large families to ensure the survival of an heir. Breast feeding provided a form of contraception and prevented ovulation thus, spacing out pregnancies. It wasn’t uncommon for babies to be sent to a wet nurse’s home for 18 to 24 months in order for the mother to become pregnant again. Often a wet nurse could be feeding many children including their own (sometimes to their detriment) and was either paid as well as a labourer or received nothing at all. Morisot, The Wet Nurse (1880) According to Valerie Fildes there were three types of wet nurses â€Å"the parish nurse who took in parish infants and was usually receiving poor relief herself; the nurses of the London Foundling Hospital who worked under the supervision of inspectors; the privately employed nurse, for whom wet-nursing was a significant and continuing occupation for which she received a good wage both in money and in kind: often she was cared for by her nurse-children in later life and received the occasional bequest from them. † (Fildes, 1988, p. 43) The qualities required for a wet nurse by the Victorians were worked out in enormous detail. She should have an attractive face, clear eyes, well made nose, red mouth, white teeth and a deep chest. The shape of her breasts was very important and their size shape and colour were all taken into account. She should also have a good personality, speak well, not be pregnant or desire the company of her husband. The reasons for these specific qualities were that it was thought that they would be transferred through the breast milk to the child (Fildes, 1988). By the middle of the 19th century wet nurses had virtually disappeared although isolated examples still existed (Churchill had a wet nurse). Surprisingly, wet nursing is making a reappearance in society today, there are wet nursing agencies where mothers can employ a wet nurse. Within society today, a woman may choose this option due to health reasons for example extreme illness or disease such as AIDS, an inability to produce breast milk or multiple births. What is more, this privilege is still confined to the upper and middle classes of society who have the means to pay. However, during the Victorian era this may have been seen as common practice but during this century it is quite often seen as a taboo subject,as pregnant mothers are given information about the benefits of breastfeeding from health professionals who actively encourage new mothers to conform with this practice. Alongside this there is the pressure from government initiative and more detailed research, that are changing the ideology of society thinking dismissing the Victorian idea of wet nursing as a status symbol. When comparing the person specification of the wet nurse in the 19th century to today’s wet nurses, it appears that there are some similarities such as being in good health, not smoking or consuming alcohol. Today, they are also vetted and tested for transferable diseases due to the fact more is understood about these by society and health professionals. Furthermore, wet nurses need to have a baby of a similar age in order for the milk to be of the right constitution and they would usually live or work in the employer’s home whereas previously they would have been taken to the wet nurses home. Following on from the wet nurse there is the emergence of nannies. The history of nannies can be traced back as far as the seventeenth century. The English nanny was an institution and was most popular during the 18th century. She is often portrayed in books and films as a kind, gentle woman who children adored; in fiction such as Jayne Eyre, Mary Poppins and more recently Nanny McFee. Before training developed nannies were often what were known as â€Å"gentlewomen† who had fallen on hard time and had to support themselves. They saw being a nanny as a solution to their predicament. Not all nannies were kind, some were extremely cruel. The nanny usually had a great deal of power and responsibility within the home; she had her own quarters to look after the children usually at the top of the house. The upper classes, employed nannies in order for them to continue their leisurely life style. Children at the time were also viewed as they should be â€Å"seen and not heard† and parents left it to the nanny to have total care and responsibility for their upbringing. Parents only spent a short time in the day with them accompanied by the nanny. The nanny would usually have a nursery maid to assist her who would do the menial tasks such as preparing meals and laundry. On the whole, nannies learned from other nannies and progression was usually nursery – maid, nursemaid or under nurse, sometimes a period of working as a second nanny, and then finally a nanny in her own right. In 1892 the first training college was set up by Emily Ward. She ran a school for young children in Norland Place and recognised the need for training. She was one of the earliest advocates of the Froebel system of teaching which was based on the approach â€Å"that all children are born good, and that to help them develop, adults need to provide the right environment and activities. These protect the child from learning bad habits of â€Å"evil tendencies†(Tassoni, 2006, p19). Emily Ward found that many of the students who went to her for training were not academic and found the Froebel examination too difficult despite her students being very practical and having a great love of children. Emily Ward recognised that if the students could be trained, not only would it benefit the children but would provide a new profession for girls of the educated classes. Students were charged a fee of thirty six pounds which covered six months training. The students were also expected to wear a uniform which Emily Ward thought would identify them as professionals and not have them mistaken for housemaids. This leads me to believe that originally the role the nanny was seen for women to earn a respectable living when they found themselves to be in a financial predicament rather than needing a formal qualification. However, during the latter stage of the 19th century the introduction of a formal qualification and fee for training transformed nanning into a profession, but still only allowed educated middle class, girls the opportunity. The students training was broken down into the following:- â€Å"Three fortnights for cooking, laundry, and domestic work, and six weeks spent in the Norland Place School, looking on at lessons, and giving help to the teachers. † (Gibbs, 1960, pg 178) Lectures given in the morning and the afternoons were spent exercising (walks in the fresh air), the evenings were for learning needlework. The second three months were spent in hospital training and the students were then given one month’s holiday before taking a post in a private family as a children’s nurse. If the employer was happy with the student she would continue for another three months and only then would the Norland Certificate be awarded. By today’s standards training was centred around domestic science rather than understanding the child and how they develop, which would confer with the ideology of woman’s role within society at that time as the traditional housewife. However, at a glance nanny’s of today are still required to fulfil domestic duties such as cooking and laundry but this is not curricular based but, has more emphasis on the development of the child. By 1904 the training changed slightly as it was realized that students needed to gain practical experience to do their job and a small nursery was set up overseen by experienced children’s nurses with the students acting as under-nurses. This practice was highly regarded by employers when the students obtained posts, and is seen favourably and useful by employers today. By 1924 fees had risen to eighty pounds and the college expanded. During the Second World War the college and nursery evacuated to Devon, but many of the students gave up their training and joined the women’s services. After the war the college relocated to Chislehurst and students began training again. The course itself was extended from six months to twenty one months and included â€Å"domestic science, educations training, residential nursery training and a hospital nurse course. Students were also taught story-telling and games for the under-fives. (Gibbs, 1960, pg 180) Great emphasis was placed within the training on the needs of the small child, students gained experience of this from working in the nursery attached to the college and nursery schools and infant welfare centres outside of the college. An examination was also introduced at the end of the twenty one month’s – the National Nursery Examination Board qualification or NNEB. However, the Norland Certificate was only awarded to students who had completed one year’s satisfactory work in post which had been agreed by the Principal. Only two years were allowed from the end of training to obtain the full certificate. The college also encouraged students to stay in touch with them for at least three years after completing their certificate. They did this to ensure they could follow the career of each student and ensure that the standard of the college could be maintained. Norland nannies were well respected and there was a constant demand in private posts, nurseries and for posts as school matrons. Norland College was the first training college to open in 1892 and later other colleges began to appear. The Princess Christian Training College for Nursery Nurses opened in Manchester in 1901 under the direct patronage of the Princess Christian (third daughter of Queen Victoria). She suggested that instead of hospital training, a course of home nursing should be introduced. She also felt very strongly that a nurse should be forbidden to punish children herself. The need for training colleges was recognised by the Gentlewomen’s Employment Association (1891), Princess Christian was one of its patrons. Like the Norland College it provided employment for gentlewomen who needed to earn a living at a time when it was not generally acceptable. The Princess Christian College’s training duration was nine months unlike Norland’s six months and was hard and rigorous. Students had to be on duty at six and complete washing and cleaning before breakfast at seven. They had evening lectures and sewing after supper, no holidays and half a day off each week. The college also had testimonial books which recorded each nurse’s career, including a principal’s report and at the end of her training and a reference from her last employer. There is a stark contrast to the training that was provided in 1904 to the qualification we see today. Although there is still a strong emphasis on work based training the standard of the qualification is not as robust as in the 19th and early 20th century and this could be because students are being accepted onto courses with a required level of education and the demands of the role have changed. During the First World War The Princess Christian College ran into financial difficulties and in May 1918 closed. The college reopened again in 1919 in new premises but closed again at outbreak of the Second World War in order for children to be evacuated. After the war the college reopened and reorganised its syllabus and training to cover the changes in social conditions. Training was extended to eighteen months and covered the NNEB requirements (Gibbs, 1960). At the time Mary Ann Gibbs wrote her book â€Å"The Years of the Nannies† (1960) the fees for the eighteen month course at Princess Christian College was ? 270 for a resident student and ? 140 for a non-resident student. Bursaries and local authority grants were available for less well off students. The syllabus in 1960 included:- daily nursery work with babies and small children, instruction in the planning and preparation of infant diets, training in the milk kitchen, general cookery and nutrition, laundry and housewifery, needlework with design and care of children’s clothes, hygiene and physiology and the model nursery. † (Gibbs, 1960, Pg 190) The college awarded three certificates to students the first being a Probationers Certificate on completion of satisfactory training and a Nurse’s Certificate for two years satisfactory work, dating from the ranting of the Probationers Certificate. Finally, the student would be awarded The Special Certificate with Badge for three year’s satisfactory work, dating from the granting of the Nurse’s Certificate. After a student had completed her training she had quite a wide range of employment opportunities such as working as a nanny, working in day and residential nurseries, working with disabled children, school matron, nursery nurses on maternity wards and in passenger liner nurseries. A Night Nurse at The Princess Christian Training College Students who completed their training at the training colleges usually found employment through the college or through advertisements in women’s journals, or professional journals. One of those journals was â€Å"Nursery World† which was first launched in 1925 and is still used by our students today. The other was â€Å"The Lady† first published in 1885 which advertised many employment opportunities for nannies. Nannies are still very much in demand today, their role has changed in that they work closely with parents respecting their views and wishes and are more usually employed by working parents. They are required to be trained to Level 3 and most will have had experience with babies. In contrast, nannies back in the eighteenth century would always live with the family, whereas nannies now can live out. They also have the opportunity to work for families abroad and can command high salaries and additional benefits such as holidays and use of a car. [pic] Advertisements’ from Careers and Vocational Training 10th Edition The role of the nanny was important but you cannot overlook the role of the governess in the eighteenth and nineteenth century. She is portrayed in fiction as a lonely, somewhat stern figure yet many women entered this profession. She would have been a well educated middle-class woman who like the nanny had to provide a living for herself. In Victorian times women were seen as the responsibility of men – her husband, father or brother. When they were unable to provide financially for her, working as a governess was seen as socially acceptable. There was a high demand for governesses in he Victorian era (despite the expansion of public school education for boys and public school for the masses) especially if they were competent in teaching math’s and science. â€Å"The census of 1851 showed that there were 24,770 governesses in England and Wales. † (Hudson, 1970, p45) The greatest qualification of the governess was having a good background fitting in with the correct social class. She was required to write a letter of application in order for the family to consider her suitability. Many fa milies listed subjects they required their governess to teach. â€Å"Wanted, a Governess, on Handsome Terms. Governess – a comfortable home, but without salary, is offered to any lady wishing for a situation as governess in a gentleman’s family, residing in the country, to instruct two little girls in music, drawing, and English; a thorough knowledge of the French language is required. †( Advertisement, The Times. (London: 27 June, 1845). The upper class families still continued to educate their children at home and it was down to the family to decide when their children would enter the school room. In order to ensure their employability they sought to improve their education and this lead them gaining a footing in higher education. During the nineteenth century, professional books and journals were printed for governesses to use. These were read among other teachers and concerned parents to share educational practices and lessons, and keep The Governess them informed of the changing educational reform in the Victorian era. In 1843 The Governesses’ Benevolent Institution was formed and it helped educate governesses and provided aid for retired or out of work governesses in and around London. It also provided a registry for governesses and families seeking a governess to place their information. This was similar to an employment agency today. Along with this and pressure from the governesses the institute expanded and included a college for governesses to study and improve their education. A donation from the Prince and Princess of Wales enabled funding for free night classes. The Queens College was founded in 1848 and its goal was to provide qualifications for governesses, it provided â€Å"Lectures for Ladies† from which at the end of study they received a Diploma. Almost all the lectures were given by men from Kings College, and older women known as â€Å"Lady Visitors† attended to act as chaperones to the female students. It is clear that despite considerable changes from the era of the wet nurse there is still a vast divide between what is considered beyond the realms of the woman as it is the man that is considered able to lecture in the core subjects whilst the woman is only expected to understand and deliver to her charges. The Queens college was seen as an institution offering higher education for women. In the last decade of the nineteenth century the Queens College and The House of Education developed a curriculum specifically for the training of governesses and this saw a drastic change in the profession of the governess. Families now wanted to employ governesses with certificates and training in education rather than, be qualified solely by their family background. We must take into account that at this time education for girls was seen as less important and it was not until the 1900 that attitudes changed when girls started to enter public high school and boarding schools and this resulted in the decline of the governess. Governesses are still employed today but their role has changed. Today they need to hold a degree and at least two years experience as an educator. They may live with the family or live out. They usually have sole charge of the children’s education although in some cases they may just supplement the child’s education. This could be coaching a child to obtain their eleven plus, or providing additional help for specific subjects, or in all subjects, with the goal of preparing students to apply to and be accepted into good colleges. They may also be employed if a family moves to another country so that children can learn the language or maintain the education that correlates to their native country. The profession is still largely female orientated despite the pay and conditions being good. This could be due to several factors such as living in the employer’s home and societies view of a male in a governess role. The Second World War saw an increase in day nurseries as men went away and women were called upon to take over the work left to do at home. The Ministry of Health organised and supervised this provision. In view of this more nursery nurses needed to be trained and in January 1944 The National Nursery Examination Board was formed and they established an examination for all nursery nurses. The first examination was taken in 1946. The syllabus and training has changed considerably over the years, notably in 1965, the age range was extended to seven years of age, before this students trained to work with children up to five years. This decision was prompted by the increase use of classroom assistance in primary schools and the Plowden Report’s (1967) recommendation that nursery nurses should be used for this position. â€Å"In 1975 the Bullock Report, A Language for Life made the same recommendation that nursery nurses should be used as trained assistants and work alongside teachers in helping language development in young children. (Herrman, 1979, p. 21). After the Second World War provision that was put in place for childcare was not expanded further. This was partly due to men needing jobs that women had done in the war, and society’s view that women should be in the home looking after their children. The 1950’s saw the beginning of Playgroups, these were parent co-operatives formed in private homes or community halls. They started in order to fill the gap in nursery provision for three and four year olds. â€Å"In 1961 Belle Tutaev wrote to the Guardian offering help to anybody who wanted to start up a playgroup. She received letters from all over the country and playgroups burgeoned and grew. † (Dean, 2005, Pg 13) The Pre-School Playgroup Association (PPA) was set up in 1962, â€Å"the aims of the organisation at first were two-fold: mutual support for those running groups and also the lobbying of government to emphasise the importance of pre-school provision and to seek the withdrawal of Circular 8/60 which prevented state nursery expansion. † (PLA Factsheet) Playgroups relied heavily on voluntary staff and on mothers to provide play activities for the children. Many of these volunteers were untrained due to lack of funding. This restricted their work opportunities and workers were given little recognition. An additional reason for unqualified staff was that until the Children’s Act 1989 playgroups had little statutory guidance or regulation. Those playgroups that were affiliated with the PPA did have access to training (short courses in play work) if they were able to fund it. The PPA in 1991 established themselves as training providers under the National Council for Vocational Qualifications. Other childcare provision between 1946 and 1990 such as private nurseries and local authority nurseries continued to employ NNEB qualified staff or equivalent. In 1990 there were various childcare qualifications that students were able to study. The main qualifications for nursery nursing were the NNEB, BTEC National Diploma and the Certificate in Post-Qualifying Studies (CPQS). The NNEB being the longest established and well known was still a requirement for some posts but it did not give a valid entry into higher education. However, the BTEC National Diploma was thought to be more academic and allowed students to progress onto more advanced education and training being the equivalent of â€Å"A† Levels. When you look back at the history of the NNEB it was not set out to be a qualification that would allow progress to higher education although comparing it to today’s CACHE Level 3 Diploma it was a lot more rigorous. The selections of qualifications were many and in 1991 a system of National Accreditation was introduced to link qualifications. NVQ’s were introduced in 1991 in attempt to give experienced staff without a qualification a chance to achieve a Level 2 and 3. The NVQ syllabus involved students showing competence in the workplace through assessment whilst building a portfolio of knowledge evidence. This qualification in theory did fill a training gap but funding still remained an issue along with adults having to study around family commitments and also if they had the academic confidence to study. Due to the Start Right Report of 1991 by Bell in which he identified numerous routes into teaching, this was an attempt to provide a standardized route into comprehensive training and also of helping workers to progress through the qualification system. Up until 1999 qualifications remained unchanged in what were available and it left employers and students confused as to what qualification was at what level. In 1999 a new training framework was introduced (QCF) and this mapped out the levels of each qualification. This gave clear guidance for students, employers and training establishments to assess their current qualifications. In 2002 the new NVQ Level 4 was introduced *they were to provide a route for those working in senior management level or advanced practitioners† (Pugh,2001, P. 190) they were academically and practically demanding qualifications and carried 120 CATs points. This was a way of gaining entry to the Early Years Foundation Degree. In 1994 CACHE was established and merged with The National Nursery Education Board and The Council for Early Years Awards. In 2001 the National Association for Maternal and Child Welfare (NAMCW) merged with CACHE, and Her Majesty the Queen became the patron. CACHE at this point became the awarding body and offered various Childcare qualifications from Entry Level to NVQ 4. Since joining Canterbury College in February 2006 the qualifications have changed twice, with a third change is about to take place. The delivery of the courses has not changed in that students still attend placements and have to show competence. The only difference to the NNEB is that the students don’t work with children attached to the college. We have placement visitors that visit the student in their placement who assess their competence and report back to their course tutor. Level 3 students up until 2007 still had to sit an end of course exam in order to qualify as well as passing unit assignments. The qualification carried UCAS points to allow entry to university depending on the overall grade achieved. It was quite clear at the time that the grades students achieved were quite low and very few went onto university. I believe this to be for the following reasons (a) students were not properly assessed at interview and were on the wrong level of course, (b) there was a high level of turnover of staff which affected the teaching of the students and causing disaffection. There was also a big drop out rate. I remember well, my first day in the classroom, being bombarded with complaints. In 2007 CACHE reviewed the content of the syllabus as the previous syllabus was quite dated and childcare practice had changed considerably. The new syllabus carries the same format of placement and academic work and still continued to carry UCAS points. The grading of the assignments changed into a point system instead of the previous system of pass or refer. The students also have to complete a research task and a short seen scenario exam. This I feel has led to students achieving higher grades and more have gone onto university. The department has been running this Level 3 Diploma for the past three years but last year we were advised that the qualification would hange along with NVQ’s being discontinue. This has had a big impact on the department as a whole. The introduction of the Level 3 Diploma for the Children and Young Peoples Workforce will be the only qualification available for students to study to become childcare workers. The delivery of the course is very much based on the NVQ delivery of observed assessment and a knowledge portfolio. We have started to run a pilot group for this new qualification an d it has involved various changes in the department and in the teaching. Students now have to be allocated an assessor who has an A1 qualification and students only attend three days a week every other week. Already, this has posed problems in that the course is designed to be taught holistically and not unit led as the previous qualifications. It is designed so that the assessor and tutor work closely together. This does not work in our department as assessors are constantly out observing students leaving little time for feedback to the tutor. This makes it very difficult to support students and ensure that they are progressing. However, we have recently been informed that due to the qualification not meeting the needs of the employers and students the previous qualification will continue running for at least another year while they review the course. In conclusion, childcare and qualification has developed in line with the needs of the family and society starting with the wet nurse through to nannies and governess. It has also developed in line with government policy and the social and economic needs of the country along with current thinking of child development at the time. Childcare roles have not disappeared but still exist in a modernised way as can be seen in the reappearance of the wet nurse. The status of childcare however still remains low and this is reflected in pay and conditions. Many nurseries still don’t pay above minimum wage or provide sick pay, and often only the minimum holiday requirement. Until this is addressed the status and moral of childcare workers will not rise. There is still a culture of thinking that â€Å"anyone can look after children† and it is still a predominantly female role despite campaigns to attract male candidates. The calibre of students that is seen during interviews are on the whole, students from lower class backgrounds which could have contributed to the introduction of EMA. The fact that students don’t have to pay fees for childcare courses and its workplace element, adds to the perception that they are easy courses. The college funding system makes it very difficult to decline students who we feel not appropriate to the course, and the system makes it difficult to withdraw students who prove to be unsuitable. This does not lead to providing the best possible care for young children. Significantly and in contrast to this is that to train as a Norland Nanny today requires a student to pay full fees and this only attracts the more affluent students who want to train in the profession. Also, to employ a Norland Nanny, is seen as a status symbol by families, thus highlighting social status despite it’s qualification being the same as achieved at college. The only difference being that the Norland Certificate is achieved at the end of the course on top of the qualification and seen as a â€Å"stamp of excellence† The old range of qualifications enabled students to access the qualification that best suited their learning and training needs such as on the job training or a full time college course. The new qualification does not take these needs into account. The new qualification does not fit with young students who have no experience. This is one of the issues that has been highlighted along with the course only being a year in duration. It is quite worrying that a sixteen year old could become a fully qualified level 3 in a supervisory position with only one year of training. There are also wider issues in that the government has reduced funding, (currently there is no funding for over nineteen’s) along with the demise of EMA, making access to college less accessible for less well off students which causes a social divide. The next year will provide interesting times in childcare qualifications and a review in our own department in the teaching and delivery will provide its own challenges in that e-learning is being introduced along with apprentiships. This will mean training in the use to technology as well as new assessment methods. Staff will have to adapt their delivery of lessons as well as developing a closer working partnership with assessors, which at the current time is fragmented. There will need to be changes in the current systems in place and this will no doubt cause frustration to some staff who find adapting to change difficult. On a more positive note the updating of skills for staff will only improve the range of teaching techniques available to them, hopefully providing better outcomes for students.

British Imperialism Essay

Analyze the ways in which British imperial policies between 1763 and 1776 intensified colonials’ resistance to British rule and their commitment to republican values. Colonial exploration in the mid to late 1700s led to stressful times for some countries. Great Britain was one of them. Their American colonies caused them much grief as they tried to take over their society. The British imperial policies towards its colonies made resistance higher to British rule and their commitment to republican values. The British imperial polices were too strict and caused difficulties within American colonies. The British caused more than enough problems with their colonies to start a controversy. They used mercantilism to try and take permanent control over the colonies. The colonies were to only buy from the British and sell to the British. They also wanted to regulate their imports and exports perfectly so they would import less than exporting to make them look like a high economically successful country. Which they were, but they fixed it to make them look like the superpower of Europe. Another idea they imposed onto the Americans was the dreaded Stamp Act. The colonies didn’t take the act well. They were forced to use stamps on every piece of paper they would use. They also had to buy these stamps from the British only. The taxes were steep and on unnecessary items to the knowledge of the colonies. The colonials knew that these acts were unfair and cruel. They didn’t know how to handle it at the time. Another act that was out of line was the Townshend tea tax. The coloni es became addicted to tea due to the caffeine. It was highly valuable to them. The British then put a lump sum tax on the tea that was being imported to the Americas. The colonies didn’t understand why the British needed so much money. The British then went over the line with the Boston Port Act. This act basically took away all of the colonials’ rights. The colonists called the act, the Intolerable Act, because the British went too far. To top off the colonial anger, the British enforced a new act called the Quartering Act. The act stated that any colonial was to take in British soldiers into their house, feed them and give them quartering. However, the  colonies then began to retaliate against the British. The colonies knew the British had gone too far. The first act they took was known as the Boston Tea Party. On December 16, 1773, Bostonians dressed up as Indians and boarded docked ships, smashed up 342 cases of tea and dumped it all into the Atlantic Ocean. The British then put the Intolerable Act on the colonists. That only gave them another reason to fight back. The unity of the colonists finally formed after the Intolerable Act. Flags were flew half-mast throughout all the colonies and food was sent to Boston all the way from South Carolina. The colonies then formed the Continental Congress, uniting all but Georgia participating. Fifty-five delegates were represented in the meeting to talk about what they had to do. The First Continental Congress met for seven weeks where they produced the Declaration of Rights. Parliament rejected all petitions made by the Congress. The British didn’t want this to go on any longer. They sent troops into Lexington and Concord where the ter rorized the American defense, which was weak and unorganized. The British started a war. The people that were back in Great Britain were rooting for the Americans to gain independence so maybe the British would then realize what they were doing to their own country. The British ruined their colonies and themselves also. The colonies finally were able to break the seal to the road to independence. They knew that the British weren’t running their country very well. They wanted change and unheard of things to happen. The events that happened during the imperial policies of the British turned into a revolution, where the Americans eventually gained their freedom. The British were finally defeated for the first time. If the British never were so harsh to the colonies, the colonies wouldn’t ever have a reason to be resistant to British rule and there would be no independence. Colonialism was a stressful time indeed, but a huge mark on history.

The Suffix -esque and the Like

The Suffix -esque and the Like The Suffix â€Å"-esque† and the Like The Suffix â€Å"-esque† and the Like By Mark Nichol The suffix -esque, one of a class of what are called adjectival suffixes, is adopted from the French version of the Italian suffix -esco, related to the standard English adjectival suffix -ish, and all of them mean like, or â€Å"related to† or â€Å"characteristic of†; -esque is more specialized, while -ish has additional senses. The French form is attached to common nouns, as in, for example, the words grotesque and statuesque, as well as to proper nouns such as Kafkaesque, denoting a style similar to an artistic oeuvre, or Chaplinesque, referring to one resembling that of a person or a persona. Note that the suffix is almost invariably closed, without a hyphen; the only exception I can think of is when the last letter of the root word is an e, as in Klee-esque. But the more important issue is to avoid impulsive creation of new appellations. Well-worn examples have earned their place by repetition based on widespread and lasting influence; a neologism like Snookiesque, for example, should be employed only with tongue in cheek. (And if you don’t recognize the basis of this coinage, such good fortune on your part demonstrates my point.) The simple appendage -like closed unless the preceding letter is a vowel or the root word is a proper noun will do. The Germanic equivalent -ish is used more prolifically and promiscuously; it can also indicate origin or classification (English), an inclination or disposition (bookish, impish), a degree or trace of some quality (blueish, darkish), or an approximation (fiftyish). Sometimes, it’s part of a standing term; for example, selfish, though it is a compound of self and ish, doesn’t carry an immediate association with the root word self. Like -esque, -ish is seldom attached to a root word with a hyphen. The adjectival suffix -ese also serves both common and proper nouns (academese, Japanese); the former usage invariably refers to a type of jargon and is usually pejorative, with a connotation of obtuseness or pretension, whereas the latter usage is neutral unless placed in a derogatory context. The form -ian signals disposition (contrarian), occupation (librarian), adherence to a philosophy (libertarian), or language or regional or national origin (Russian); the variation -an is common (vegan, publican, republican, Tuscan). Meanwhile, -ic indicates a characteristic (basic) or a linguistic, cultural, or other sociological category (Gothic). Two other forms, -hood (adulthood), and -ness (happiness), may be attached to proper nouns as well as common ones (Buddhahood, Englishness), but such exceptions are rare and in the case of capitalized terms ending in -ness are restricted to references to cultural identity. (One exception: Jocular references to someone embodying the essence of another person, as with Hasselfhoffness.) Many other adjectival suffixes, mostly meaning â€Å"state of,† exist, but they are seldom if ever associated with proper nouns. These forms include the following: -ability (reliability) -ia (nostalgia) -ibility (invisibility) -icity (electricity) -itas (gravitas) -itude (gratitude) -ity (gravity) -ose (morose) -osity (porosity) -ous (generous) -ship (hardship) -th (death) Which suffix to apply depends partly on the construction of the root word and partly on tradition. 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 Vocabulary category, check our popular posts, or choose a related post below:Inquire vs EnquireThe Letter "Z" Will Be Removed from the English AlphabetApostrophe with Plural Possessive Nouns

La Isabela, Columbuss First Colony in the Americas

La Isabela, Columbuss First Colony in the Americas La Isabela is the name of the first European town established in the Americas. La Isabela was settled by Christopher Columbus and 1,500 others in 1494 AD, on the northern coast of the island of Hispaniola, in what is now the Dominican Republic in the Caribbean Sea. La Isabela was the first European town, but it was not the first colony in the New Worldthat was LAnse aux Meadows, established by Norse colonists in Canada nearly 500 years earlier: both of these early colonies were abject failures. History of La Isabela In 1494, the Italian-born, Spanish-financed explorer Christopher Columbus was on his second voyage to the American continents, landing in Hispaniola with a group of 1,500 settlers. The primary purpose of the expedition was to establish a colony, a foothold in the Americas for Spain to begin its conquest. But Columbus was also there to discover sources of precious metals. There on the north shore of Hispaniola, they established the first European town in the New World, called La Isabela after Queen Isabella of Spain, who supported his voyage financially and politically. For an early colony, La Isabela was a fairly substantial settlement. The settlers quickly built several buildings, including a palace/citadel for Columbus to live in; a fortified storehouse (alhondiga) to store their material goods; several stone buildings for various purposes; and a European-style plaza. There is also evidence for several locations associated with silver and iron ore processing. Silver Ore Processing The silver processing operations at La Isabela involved the use of European galena, an ore of lead probably imported from ore fields in the Los Pedroches-Alcudia or Linares-La Carolina valleys of Spain. The purpose of the exportation of lead galena from Spain to the new colony is believed to have been to assay the percentage of gold and silver ore in artifacts stolen from the indigenous people of the New World. Later, it was used in a failed attempt to smelt iron ore. Artifacts associated with ore assay discovered at the site included 58 triangular graphite-tempered assaying crucibles, a kilogram (2.2 pounds) of liquid mercury, a concentration of about 90 kg (200 lbs) of galena, and several deposits of metallurgical slag, mostly concentrated near or within the fortified storehouse. Adjacent to the slag concentration was a small fire pit, believed to represent a furnace used to process the metal. Evidence for Scurvy Because historical records indicate that the colony was a failure, Tiesler and colleagues investigated the physical evidence of the conditions of the colonists, using macroscopic and histological (blood) evidence on the skeletons excavated from a contact-era cemetery. A total of 48 individuals were buried in La Isabelas church cemetery. Skeletal preservation was variable, and the researchers could only determine that at least 33 of the 48 were men and three were women. Children and adolescents were among the individuals, but there was no one older than 50 at the time of death. Among the 27 skeletons with adequate preservation, 20 exhibited lesions likely to have been caused by severe adult scurvy, a disease caused by a sustained lack of vitamin C and common to seafarers before the 18th century. Scurvy is reported to have caused 80% of all deaths during long sea voyages in the 16th and 17th centuries. Surviving reports of the colonists intense fatigue and physical exhaustion on and after arrival are clinical manifestations of scurvy. There were sources of vitamin C on Hispaniola, but the men  were not familiar enough with the local environment to pursue them, and instead relied on infrequent shipments from Spain to meet their dietary demands, shipments that did not include fruit. The Indigenous People At least two indigenous communities were located in the northwestern Dominican Republic where Columbus and his crew established La Isabela, known as the La Luperona and El Flaco archaeological sites. Both of these sites were occupied between the 3rd and 15th centuries, and have been the focus of archaeological investigations since 2013. The prehispanic people in the Caribbean region at the time of Columbuss landing were horticulturalists, who combined slash and burn land clearance and house gardens holding domesticated and managed plants with substantive hunting, fishing, and gathering. According to historic documents, the relationship was not a good one. Based on all the evidence, historical and archaeological, the La Isabela colony was a flat-out disaster: the colonists did not find any extensive quantities of ores, and hurricanes, crop failures, disease, mutinies, and conflicts with the resident Taà ­no made life unbearable. Columbus himself was recalled to Spain in 1496, to account for the financial disasters of the expedition, and the town was abandoned in 1498. Archaeology of La Isabela Archaeological investigations at La Isabela have been conducted since the late 1980s by a team led by Kathleen Deagan and Josà © M. Cruxent of the Florida Museum of Natural History, at which web site much more detail is available. Interestingly, like at the earlier Viking settlement of Lanse aux Meadows, evidence at La Isabela suggests that the European residents may have failed in part because they were unwilling to fully adapt to local living conditions. Sources Deagan K. 1996. Colonial transformation: Euro-American cultural genesis in the early Spanish-American colonies. Journal of Anthropological Research 52(2):135-160.Deagan K, and Cruxent JM. 2002. Columbuss Outpost Among the Tainos: Spain and America at La Isabela, 1493-1498. New Haven: Yale University Press.Deagan K, and Cruxent JM. 2002. Archaeology at La Isabela, America’s First European Town. New Haven: Yale University Press.Laffoon JE, Hoogland MLP, Davies GR, and Hofman CL. 2016. Human dietary assessment in the Pre-colonial Lesser Antilles: New stable isotope evidence from Lavoutte, Saint Lucia. Journal of Archaeological Science: Reports 5:168-180.Thibodeau AM, Killick DJ, Ruiz J, Chesley JT, Deagan K, Cruxent JM, and Lyman W. 2007. The strange case of the earliest silver extraction by European colonists in the New World. Proceedings of the National Academy of Sciences 104(9):3663-3666.Tiesler V, Coppa A, Zabala P, and Cucina A. 2016. Scurvy-related Morbidity and Death amon g Christopher Columbus Crew at La Isabela, the First European Town in the New World (1494–1498): An Assessment of the Skeletal and Historical Information. International Journal of Osteoarchaeology 26(2):191-202. Ting C, Neyt B, Ulloa Hung J, Hofman C, and Degryse P. 2016. The production of pre-Colonial ceramics in northwestern Hispaniola: A technological study of Meillacoid and Chicoid ceramics from La Luperona and El Flaco, Dominican Republic. Journal of Archaeological Science: Reports 6:376-385.VanderVeen JM. 2003. Review of Archaeology at La Isabela: Americas First European Town, and Columbuss Outpost among the Taino: Spain and America at La Isabela, 1494-1498. Latin American Antiquity 14(4):504-506.

10 Things Not to Include on Your ResumeÂÂ

10 Things Not to Include on Your Resume   Apart from the cardinal sin of clichà ©s (â€Å"I’m a hard worker† or â€Å"I’m a team player†), there are a few general no-nos to resume-writing. Make sure not to let any of the following sneak into your resume and you’ll never be laughed out of the â€Å"maybe pile.† 1. Typos and mistakesCheck your spelling, punctuation, formatting, and especially grammar.2. An overly casual toneThe time to be cool is at happy hour, once you have the job! Keep your resume 100% professional.3. Clichà ©sWe said it once. We’ll say it again. Find a new, fresh way to express that you’re a team player or a hard worker without resorting to tired, meaningless language.4. Multiple pagesStick to one. Clean and simple. Remember, hiring managers don’t have a lot of time. They’ll appreciate the effort you make to keep things short and sweet.5. Fancy formattingJust say no to background colors, borders, graphics, hearts, or happy faces. Keep it clean.6. Third personKeep things in the first person. â€Å"My responsibilities included†¦,† â€Å"I managed†¦,† etc.7. EmojisSeriously. Just don’t.8. Saying stupid things about yourselfDon’t give a hiring manager any material to joke about in the coffee room. Make sure you have someone read through your resume before sending it out, just so you make sure you don’t say anything cringeworthy.9. A juvenile email addressYou might think it’s really cute to have hotdogbro@me.com, but no one else does. Some combination of your first and last names at a reputable service provider will do just fine.10. A loony fontDon’t use comic sans just to be original. Don’t use script. Don’t use anything fun. Pick a totally boring and professional font if you want your resume to actually get read.

A Dream Family Vacation Essay Example | Topics and Well Written Essays - 750 words

A Dream Family Vacation - Essay Example Despite the cost implications, the wildlife, including all flora and fauna, and the people will make the vacation worth. The East Africa vacation would provide the family with the much needed relaxation. The coastal beaches will present an opportunity to swim in the ocean; in warm water heated by the sun. The warm equatorial temperature will play a critical role in making the vacation perfect, away from the snowy American weather. East Africa occurs at the equator and thus enjoys perfect weather all year round. The natural African wild will be sure to give the refreshing look of nature and the natural clean environment sure to relax every part of the body. Therefore, the vacation guarantees wholesome relaxation. Visiting East Africa would provide the family with an opportunity to witness the seventh wonder of the world – wildebeest migration. The Great Wildebeest, Migration as it is known, refers to the migration of over 2 million animals from a national park in Tanzania throu gh the famous Mara River into a national reserve in Kenya in search for greener pastures. It normally takes place between the months of July and October. This migration has made some of the internationally accredited media such as BBC set camp in the region to constantly report on the developments and the life in the region. Associating with such international stars in witnessing the life in the wild would be an honor for the family. Migrating together with wildebeests are zebras, gazelles and elands. This vacation will therefore present an opportunity to see different wild animals in their natural habitat at the same time. Other than the wildebeests’ migration, the vacation will provide an opportunity to witness carnivorous animals in action. As the wildebeests cross into the Kenyan wild, the crocodiles in the Mara River hunt them down. Because of their large numbers, it would be difficult for them to be missed by the crocodiles. Thus, the family can be sure of witnessing th e crocodiles hunting the wildebeests live. In the plains, the family would also witness lions and leopards hunt down their prey. The vacation being during the wet season in the region will be perfect to see herbivorous animals come out in the plains to graze. Therefore, witnessing carnivorous animals hunting them down is almost sure as it happens in the open plains. The wildlife reserves in Kenya and Tanzania provides an opportunity to also see various kinds of wild animals. During this vacation, we will hire experienced tour guides who will take us round the wildlife reserve and specifically to spots where we would see different wild animals. During such wet seasons, wild animals would be within visibility. This would therefore be an opportunity to see most of the wild animals we only see on television. We will see lions, leopards, gazelles, buffaloes, giraffes and snakes. It will also be an opportunity to see different birds including flamingoes, ostriches, marabou stork and crane birds among others. With a majority of these animals only found in Africa, including the giraffe, elephant, impala and marabou stork, this vacation will set us apart from our neighbors who would not have seen these animals live. We, on the other hand, would have had the privilege of not only seeing these animals, but seeing them in their natural habitat. The black rhinoceros is one of the endangered species of wild animals in East Africa that we will see. Other endangered species of wild animals in the region that we could see include the cheetah, African elephant, African lion and Grevy’s zebra. Taking this vacation would provide a chance to see these animals before extinction. The East African wild comes with an endowment of vegetation that would add onto our

CIS329 Week 123 Assignment Example | Topics and Well Written Essays - 250 words

CIS329 Week 123 - Assignment Example b) The type of hardware and site of installation should also be part of checklist. The hardware type can be used to solve compatibility issues with other hardware while installation site will ensure that adequate space is chosen for the occupancy of the hardware equipment (General 2011). a) In terms of user interface, win 7 supported touch screen although it was not perfect or ideal, that is, it did not have control features that are sufficiently good. Win 8 on the other hand has improved touch screen support. An example is that of desktop which is far better in such a way that the user can close window and be able to choose menu items without any problem. b) Windows8 also has improved performance in terms of short response time as compared to win7 since it has quicker ways of opening the target programs rather than just relying on menus given that the interface is built for touch. The additional advanced features of windows 8 also make it safer in terms of security features than win 7. a) It is necessary to bypass the use of digital signatures to validate or protect device drivers in situations where non-embedded intelligent Guards against Disasters (iGADs) does not have device driver. b) In the case where non embedded iGAD do not have, one or more disaster management applications is used to run on some platforms and thus digital signatures may not be necessary for protection (Liu et al., 2013). a) The key guideline that one should meet in order to justify an administrator’s decision to bypass the use of digital signatures when validating device drivers is the design guideline. This is because the design guideline has the basics of ensuring that many levels of security and dependability are open, modular and cost effective(Di Sarno, 2011). a) Both software restriction policy and AppLocker use group policy for domain management. Nevertheless, AppLocker takes precedence over software restriction policy on computer running windows

How themes from gospel songs and the songs themselves have repeatedly Essay

How themes from gospel songs and the songs themselves have repeatedly been used in a rhythm and blues context - Essay Example This led to repetition of gospel music in a rhythm and blues context. Blues music can be said to be that music that developed from a blue note. Blues emerged as a result of self expression of the African-American community members in the United States of America, from gospel music, work songs, chant songs, and rhymed songs mainly meant to describe desperate moods of the African-Americans. At that time, according to Charles (2004) black music was termed as inferior. Blues music never needed other accompaniments during performances but, after some time they accepted the use of rhythm groups and horns rather than just the gutter alone. The general format of blues music can be traced back to the African music format of chorus answer format. It was noted that bluesmen like Skip James, Charley Patton, and Georgia Tom Dorsey are known to gain influence from spiritual songs. Gospel music developed in the early 1930s where most of the artists started performing gospel music in churches. Music ians such as King, Ruth Brown and Ray Charles are the leaders on transformation of country blues to modern blues and the developments of music blues from Soul. They are also credited for the improvement of vocal techniques that are applicable in the today’s contemporary world. Blues music was accused and named as having a great relationship with the devil's works. Over the years, it was known to incite violence among the city dwellers in the urban areas. According to Charles (2004), the artists protect the view, and there is no difference between blues, and other form of music. In gospel music, they use Jesus and blues they use baby. Arnold Show presents the golden year of the R& B music. During this time, the blues musicians who played the music came from the same place. For instance, the Chicago blues, all the musicians came from Chicago. It is also noted that blues is blues and that the tune does not change that s why gospel themes have been repeated severally (Arnold, 199 6). Ruth Brown and Dinah Washington are recorded as the first female R&B artists to perform blues and rhythms in a church setting. They succeeded in their music but, faced numerous challenges from the white community. In the long run, they ended up performing on stage as white singers. Ruth and Andrew (1996) indicate that this fact led to the success of their music both among the blacks and whites. Charles (2004) noted that he has been popular R&B artist for a long of time from 1930 to 2004. He is a singer, pianist, arranger, saxophonist, and bandleader. He is known to develop gospel music fused with, melodies, singing styles, harmonic and rhythmic patterns of gospels and secular remix. These influenced several singers to follow his procedures of fusing secular music with gospel music. Jerry Wexler, another R&B artist is known to have his music pass through the period of race till the modern era, where his music is known to influence many teenagers in the society. It was evident tha t the problem of fussing gospel music and secular music was rampant and, it became difficult for blacks to sell their music to the whites. The whites concentrated on selling their popularly known music and, never had any interest in Negro music. The demand of negro music was mainly from black buyers, the reason why gospel music kept repeating itself in blues and rhythm contexts. With the improvement of blues music, the whites started buying black music and the market moved from

Social Media Affecting Interpersonal And Intercultural Communication Essay

Social Media Affecting Interpersonal And Intercultural Communication - Essay Example The traditional intercultural communication has come under immense threat of getting obsoleted due to the increasing level of human interaction through the use of social media. In the light of globalization, the present day society is becoming more and more dependent on the internet and the social networking system in their daily communication. The major modes of communication are driven by technology and the internet. These may include the social networking sites like Facebook, Twitter, MySpace, the online chatting and VOIP services like Face Time, Skype etc., the online blogs, micro blogs and different online forums. The social media has influenced the people from different cultures and countries to communicate with each other as well as provide information about themselves on the web through the social networking sites, personal websites and blogs (Hofstede, 2001). The cultural communication system has been reshaped to emerge as a more open and widely integrated system all across the globe. Discussion The invention and development of new technologies in the communication and networking aspects have presented a wide array of choices for communication connecting all the parts of the world through the World Wide Web. Internet connection has gained major importance throughput the world with the connection facilities spreading to even remote parts of the world. ... The social media provides people from all over the world with the opportunity to display their information as well as demonstrate their culture, interests and activities through sites like Pinterest, We Heart It, Facebook, Twitter, LinkedIn and other social media sites. The different social networking sites are made user friendly so that people from varying backgrounds can easily use these media. These sites use computer mediated communication (CMC) system to make it easy for people to communicate and express themselves (Herring, 1996). The users can also create personalized websites to provide information about them and express their ideas and interests. This mode of communication has highly influenced the social lives of people all across the globe and exchange their ideas and information on different areas of discussion. The social media communications have made it simpler for people to exchange text, videos, e-mails, instant messaging as well as communicate through the use of rea l time audio and video chats using Skype, Face Time etc. The social networking sites are internet based service systems that allow people to create public profiles on the web within a system which they can completely control, maintain a connection with other users which may include the acquaintances, friends and family members. The social networking sites also make it possible to view the activities of the connections within the system. The first social networking site was launched in the year 1997 named Sixdegrees.com having all the above mentioned features. After the launch of this social site, the social media experienced a boom with a number of social sites being formed for different

Advanced Technology Essay Example | Topics and Well Written Essays - 1250 words

Advanced Technology - Essay Example 1 Sawing is a process which could be analyzed either as manual or with the help of electronic sawing machine. In general, only those who have a basic knowledge in carpentry can do sawing. However, it is also an interesting work, which can be done at home. There are certain tools, which are found at home such as layout tools, boring tools, cutting tools, clamps, striking tools etc. With the help of these tools, it would be very easy to make small wooden furniture at home for home use. This would be the best manufacturing method as it does not require a labour on a payment basis, and these garden stools can be manufactured one or two days. However, large pieces of unshaped wood are difficult to cut into sheets in required measurements, therefore before we start manufacturing it would be better to give the wood blocks in a sawmill meant specially for woods and get it cut into to desired shape with desired measurement. Emma [2006] suggests an identical idea in making a garden bench; she says, â€Å"You do not have to blow hundreds of dollars for a small bench in your garden. Use your imagination to come up with the other paired items that can be used for your new garden bench.† The paired items that she mentions here is the plywood and steel parts, which are found in markets. However, the idea of making use of the wood taken from a tree found inside the garden would be much cheaper than the one mentioned by Emma. 1. Drawing the stool in a paper with measurements required.- A garden stool does not require more space and it should hold maximum of two people. Take a plain white paper and draw the design of the stool graphically with the desired measurements. This garden stool should be 2 feet length and 3 feet width, and it should be fixed 2 feet from the ground level. The required dimensions would be : Designs over the top portion are drawn based one’s own wishes. Choose the paint colour and try to mention all the parts required to make the stool including the

Cinematic Portrayal of Iranian Women Essay Example | Topics and Well Written Essays - 1000 words

Cinematic Portrayal of Iranian Women - Essay Example The role of women in the Iranian society has greatly evolved and this evolution is easily noticeable through the significant number of changes that precipitated in the cinematic portrayal. Women all over the world have experienced immense amount of social pressures and obligations, in short simple words the plight of women has been the subject of countless literature and cinematic pieces. Iran is a highly patriarchal society since its emergence as a powerful empire to its establishment as an Islamic republic, a woman’s sole responsibility was to serve her husband and look after his well-being. Before the cinema had gained immense popularity, many literatures focused on the characteristics of a good woman and a bad woman and how a man’s fate depends on the character of his wife. (Donmez-Colin, 2004, p.155-170) Therefore, authors and poets seemed to hold the woman responsible for any sort of mishap that would befall her husband. The patriarchy was pretty evident but durin g the 30’s there were countless movies that showed a headstrong female lead but there role and discourse in the movie were especially when depicting sexuality. Women were not really treated as symbolic for sexuality; largely they played roles of young damsel in distress, however they shed significant amount of light on the strength of a woman’s to confront all her problems. The movies then followed a strict feministic theme and usually along with a female lead there were greedy and lustful antagonist that turned out to be the prime source of conflict in the movie plot. The commercial success of movies such as Dokhtar-e-Lor or the Lor Girl in 1933 showed the hardships and plight of a gypsy woman. Though the movie entailed strong factual errors and numerous directorial flaws but the heroic tale of Golonar, the Lor Girl became an instant success on an international front. The main protagonist was played by an Iranian singer and the movie propagated a progressive image of the Iranian society that the Shah wanted to establish. The plot of the movies largely revolved around the domestic problems of women and since their roles in the society was rather limited. (Lahiji, 2011) However, once the Islamic revolution had taken place the Iranian society became largely misogynistic in their practices. There was hardly any freedom given to the female population and at this point women’s participation in theater and films rapidly declined as it was compulsory for women to wear hijab and they were unable to step out of their houses without their â€Å"mahram’, which is a collective term for a woman’s male relative such as husband, brother or father. One of the main drawbacks that occurred as a result of this practice was prostitution, a problem that was further exacerbated by the Iran-Iraq war. (Donmez-Colin, 2004, p.155-170 & Dabashi, 2001, p. 7) Since most of the male members of the family had gone to war, women had no choice but to suppor t their families by resorting to prostitution. In a country governed according to religious guidelines, though prostitution dealings are done from behind a veil but all these elements are pretty rampant in Iran. Iranian women are the prime victims of domestic and marital violence. Not only on a domestic front but women have to endure great atrocities especially the criminal justice and correctional system for women is often labeled as being ruthless. Women prisoners live in awful conditions and are treated like animals. They are often subjected to brutal physical and sexual abuse, during the Khomeini era any virgin prisoner on a death row

Advanced Technology Essay Example | Topics and Well Written Essays - 1250 words

Advanced Technology - Essay Example 1 Sawing is a process which could be analyzed either as manual or with the help of electronic sawing machine. In general, only those who have a basic knowledge in carpentry can do sawing. However, it is also an interesting work, which can be done at home. There are certain tools, which are found at home such as layout tools, boring tools, cutting tools, clamps, striking tools etc. With the help of these tools, it would be very easy to make small wooden furniture at home for home use. This would be the best manufacturing method as it does not require a labour on a payment basis, and these garden stools can be manufactured one or two days. However, large pieces of unshaped wood are difficult to cut into sheets in required measurements, therefore before we start manufacturing it would be better to give the wood blocks in a sawmill meant specially for woods and get it cut into to desired shape with desired measurement. Emma [2006] suggests an identical idea in making a garden bench; she says, â€Å"You do not have to blow hundreds of dollars for a small bench in your garden. Use your imagination to come up with the other paired items that can be used for your new garden bench.† The paired items that she mentions here is the plywood and steel parts, which are found in markets. However, the idea of making use of the wood taken from a tree found inside the garden would be much cheaper than the one mentioned by Emma. 1. Drawing the stool in a paper with measurements required.- A garden stool does not require more space and it should hold maximum of two people. Take a plain white paper and draw the design of the stool graphically with the desired measurements. This garden stool should be 2 feet length and 3 feet width, and it should be fixed 2 feet from the ground level. The required dimensions would be : Designs over the top portion are drawn based one’s own wishes. Choose the paint colour and try to mention all the parts required to make the stool including the

REPLY TWO PIST Assignment Example | Topics and Well Written Essays - 250 words

REPLY TWO PIST - Assignment Example he Ducks.   We were all wearing Duck colors for that game, my friends bought merchandise and wore the items purchased at the football game.   This is low warrant because the picture can convey each of us being really into sports and/or fans of the Oregon Ducks.   One of us is a real Ducks fan and two out of the four of us is really into sports.   Not taking away from the fact we all had an  amazing time and are somewhat  fans of the Ducks.   But, Im sure the three out of the four of us can name more than two players in that football team. One high warrant from a friends profile would be his personal information such as his name, job, school information, where hes from, and his birthday.   He was a tutor and student at EDCC, was from Oak Harbor, and currently lives in Lynnwood.   This is high warrant, because this information has no ambiguity and this type of information would be hard to hide or mask, assuming you knew of him. In my friends profile, the picture is low warrant because it portrays all of us being Ducks fan, and I know my friend would not be able to name 2 players in the Ducks team.   He, as well as I, are not big into sports.   His personal information is high warrant because he is a close friend of mine and witnessed every fact regarding so. (First, I would assert that Nguyen’s identification of the low warrant makes sense. The information that his friend placed on his profile can be manipulated easily and, hence less believable. His identification of this low warrant is almost similar to what I identified. The low warrant that I identified depicts my aunt’s message, which was in short form, and I could not easily understand it at first, hence I could not believe it. Likewise, this kind of information is likely to be manipulated and rendered less believable. I would also concur with Nguyen’s identification of high profile since such information is likely to be accepted, hence they make sense. This high warrant is different with what I

On Translation of English Proverbs Essay Example for Free

On Translation of English Proverbs Essay Abstractï ¼Å¡Proverbs, which derive from life are the condensation and embodiment of the language and culture of a nation. Proverb is a form of literature,its terseness and depth is the result of sand washing from rough sea and discarding the dross and selecting the essential in the course of language culture development. The proverb has the bright characteristic of a nation. Because of the differences of religious beliefs, habits and customs, fables and myth and culture and art, English proverbs and Chinese proverbs carry on the different national cultural characteristics and information. In translation,these cultural elements are the main difficulties and they form  the influencing factor of the translation of English proverbs.This essay uses some typical examples to state four factors through analyzing, comparing and concluding from the point of geographical environment, customs, religious beliefs and historical culture. In order to present an adequate translation of a proverb, we can use four translation methods flexibly: literal translation, free translation, substitution translation and literal translation combined with free translation. Key words: English proverb influencing factor translation method æ µâ€¦Ã¨ °Ë†Ã¨â€¹ ±Ã¨ ¯ ­Ã¨ °Å¡Ã¨ ¯ ­Ã§Å¡â€žÃ§ ¿ »Ã¨ ¯â€˜ Ã¥ ­ ¦ 生ï ¼Å¡Ã©Æ' Ã¦â„¢â€œÃ¦â€" ° ä ¸â€œ ä ¸Å¡Ã¯ ¼Å¡Ã¨â€¹ ± è ¯ ­ æÅ'‡å ¯ ¼ è€ Ã¥ ¸Ë†Ã¯ ¼Å¡Ã¨ µ µÃ¤ ¸ ¹Ã¤ ¸ ¹ 摘è ¦ Ã¯ ¼Å¡Ã¨ °Å¡Ã¨ ¯ ­Ã¦  ¥Ã¦ º Ã¤ ºÅ½Ã§â€Å¸Ã¦ ´ »Ã¯ ¼Å'æ˜ ¯Ã¤ ¸â‚¬Ã¤ ¸ ªÃ¦ °â€˜Ã¦â€" Ã¨ ¯ ­Ã¨ ¨â‚¬Ã¥â€™Å'æâ€"‡åÅ'â€"çš„é «ËœÃ¥ º ¦Ã¦ µâ€œÃ§ ¼ ©Ã¥â€™Å'集ä ¸ ­Ã¤ ½â€œÃ§Å½ °Ã£â‚¬â€šÃ¨ °Å¡Ã¨ ¯ ­Ã¦Ëœ ¯Ã¤ ¸â‚¬Ã§ § Ã¦â€"‡å ­ ¦Ã¥ ½ ¢Ã¥ ¼ Ã£â‚¬â€šÃ¨ °Å¡Ã¨ ¯ ­Ã§Å¡â€žÃ¦ ´â€"ç »Æ'å’Å'æ · ±Ã¥Ë† »Ã¦Ëœ ¯Ã¤ ¸â‚¬Ã¤ ¸ ªÃ¦ °â€˜Ã¦â€" Ã¥Å" ¨Ã¥â€¦ ¶Ã¦ ¼ «Ã©â€¢ ¿Ã§Å¡â€žÃ¨ ¯ ­Ã¨ ¨â‚¬Ã¦â€"‡å ­â€"Ã¥ â€˜Ã¥ ±â€¢Ã¤ ¸ ­Ã¥ ¤ §Ã¦ µ ªÃ¦ ·ËœÃ¦ ²â„¢Ã¯ ¼Å'åŽ »Ã§ ²â€"Ã¥ â€"ç ² ¾Ã§Å¡â€žÃ§ »â€œÃ¦Å¾Å"ï ¼Å'è °Å¡Ã¨ ¯ ­Ã¥â€¦ ·Ã¦Å"‰é ²Å"明的æ °â€˜Ã¦â€" Ã§â€° ¹Ã¦â‚¬ §Ã£â‚¬â€šÃ§â€ ±Ã¤ ºÅ½Ã¤ ¸ Ã¥ Å'çš„å ®â€"æ•™ä ¿ ¡Ã¤ » °Ã¯ ¼Å'é £Å½Ã¤ ¿â€"ä ¹  Ã¦Æ' ¯Ã¯ ¼Å'Ã¥ ¯â€œÃ¨ ¨â‚¬Ã§ ¥Å¾Ã¨ ¯ Ã¤ » ¥Ã¥ Å Ã¦â€"‡å ­ ¦Ã¨â€° ºÃ¦Å" ¯Ã¨ ¯ ¸Ã¥ ¤Å¡Ã¦â€" ¹Ã©  ¢Ã§Å¡â€žÃ¥ · ®Ã¥ ¼â€šÃ¯ ¼Å'è‹ ±Ã¯ ¼Å'æ ±â€°Ã¨ °Å¡Ã¨ ¯ ­Ã¦â€° ¿Ã¨ ½ ½Ã§ â‚¬Ã¤ ¸ Ã¥ Å'çš„æ °â€˜Ã¦â€" Ã¦â€"‡åÅ'â€"ç‰ ¹Ã¨â€° ²Ã¥â€™Å'ä ¸ Ã¥ Å'çš„æâ€"‡åÅ'â€"ä ¿ ¡Ã¦  ¯Ã£â‚¬â€šÃ¥Å" ¨Ã § ¿ »Ã¨ ¯â€˜Ã¤ ¸ ­Ã¯ ¼Å'è ¿â„¢Ã¤ ºâ€ºÃ¦â€"‡åÅ'â€"å›  Ã§ ´  Ã¦Ëœ ¯Ã¤ ¸ »Ã¨ ¦ Ã§Å¡â€žÃ¥â€º °Ã©Å¡ ¾Ã£â‚¬â€šÃ¤ »â€"ä » ¬Ã¦Å¾â€žÃ¦Ë† Ã¤ ºâ€ Ã¥ ½ ±Ã¥â€œ Ã¨â€¹ ±Ã¨ ¯ ­Ã¨ °Å¡Ã¨ ¯ ­Ã§ ¿ »Ã¨ ¯â€˜Ã§Å¡â€žÃ¥â€º  Ã§ ´  Ã£â‚¬â€šÃ¦Å" ¬Ã¦â€"‡å€ŸåŠ ©Ã¤ ¸â‚¬Ã¤ ºâ€ºÃ¥â€¦ ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ¤ ¾â€¹Ã¥ ­ Ã¯ ¼Å'ä »Å½Ã¥Å" °Ã§ â€ Ã§Å½ ¯Ã¥ ¢Æ'〠Ã© £Å½Ã¤ ¿â€"ä ¹  Ã¦Æ' ¯Ã£â‚¬ Ã¥ ®â€"æ•™ä ¿ ¡Ã¤ » °Ã£â‚¬ Ã¥Å½â€ Ã¥  ²Ã¦â€"‡åÅ'â€"æâ€" ¹Ã©  ¢Ã¥Ë†â€ Ã¦Å¾ Ã¥â€ºâ€ºÃ§ § Ã¥ ½ ±Ã¥â€œ Ã¥â€º  Ã§ ´  Ã£â‚¬â€šÃ¤ ¸ ºÃ¤ ºâ€ Ã¥ ¿  Ã¥ ®Å¾Ã£â‚¬ Ã©â‚¬Å¡Ã© ¡ ºÃ¥Å" °Ã¥â€  Ã§Å½ °Ã¨â€¹ ±Ã¨ ¯ ­Ã¥Å½Å¸Ã¨ °Å¡,Ã¥  ¯Ã¤ » ¥Ã§  µÃ¦ ´ »Ã¨ ¿ Ã§â€ ¨Ã¥â€ºâ€ºÃ§ § Ã¨ ¯â€˜Ã¦ ³â€¢Ã£â‚¬â€šÃ¦Å" ¬Ã¦â€"‡è ® ¨Ã¨ ® ºÃ¤ ºâ€ Ã§â€º ´Ã¨ ¯â€˜Ã£â‚¬ Ã¦â€ž Ã¨ ¯â€˜Ã£â‚¬ Ã¥ Å'ä ¹â€°Ã¨ °Å¡Ã¨ ¯ ­Ã¥ ¥â€"ç” ¨Ã¦ ³â€¢Ã£â‚¬ Ã§â€º ´Ã¨ ¯â€˜Ã¥â€™Å'æ„ Ã¨ ¯â€˜Ã§â€º ¸Ã§ »â€œÃ¥ Ë†Ã¨ ¿â„¢Ã¥â€ºâ€ºÃ§ § Ã§ ¿ »Ã¨ ¯â€˜Ã¦â€" ¹Ã¦ ³â€¢Ã£â‚¬â€š å… ³Ã©â€ ®Ã¨ ¯ : è‹ ±Ã¨ ¯ ­Ã¨ °Å¡Ã¨ ¯ ­ Ã¥ ½ ±Ã¥â€œ Ã¥â€º  Ã§ ´   ç ¿ »Ã¨ ¯â€˜Ã¦Å â‚¬Ã¥ · §