Pyramids Essays - Giza Plateau, Khafra, African Architecture

Pyramids The Egyptians believed that their kings were gods. Even after they had died, the rulers continued to affect daily life through their supernatural powers. In his new life in the underworld, the king would need everything he needed while alive, and he needed his home to last for eternity. While alive, Egyptian kings lived in palace of mud-brick, wore linen roves, and slept in wooden beds. In their gentle climate, more substantial comforts were not needed. But eternity last a whole lot longer than life. So the tombs of the kings needed to be durable and well-supplied. The tombs also needed to protect the body and its supplies and gifts from thieves. They also were the focus of the Egyptian religion and so needed to be extremely visible. The massive stone pyramid met all these criteria. However, there was still the problem of supplying the king with essentials. Since entombing a never-ending supply of food and servants was not very practical, the Egyptians decided on the principal of "substitution by means of a representation." Since the dead king now existed in spirit, rather than physical form, he was not bound by physical limitations. A picture or word could feed him as well as a real slab of meat. Servants did not have to be killed and laid around his tomb; statues could take their place. Because the king was a god to his people, they needed to be able to come and worship him. But if his body were accessible to the whole nation, the king and his treasures would be too accessible to robbers. So, instead they built a statue resembling the king which they placed in a temple open to the public. His ka, or spirit could leave the tomb and come live in his statue for awhile. This way, the people's prayers and gifts could still be delivered while keeping him safe. 2 Herodotus, a Greek who wrote about the building of the pyramids long after they had been built, claimed that the Great Pyramid took tens of thousands of men and in just twenty years to make. But even if those figures are not accurate, the construction of the pyramids was an amazing feat. The Egyptians had not learned to use the wheel or the pulley and so lifted all of the stones using ramps. The cut stone was edged along the ramps on rollers, lubricated by only milk or water. We do not know how many people died as laborers for the pyramids, but we do know that most Egyptians would have been eager to participate in the building: because the king would become a god who could bless or curse their lives; they wanted to make sure he was comfortable and cared for and able to come back and help them. On the rocky plateau of Giza, ten miles southwest of the center of Cairo, stands the Great Pyramid, the most majestic and most mysterious monument ever erected by the hand of man (Adams). The Great Pyramid is the largest stone building on earth, and the last surviving wonder of the ancient world. Its base covers just over thirteen acres, and it is composed of some 2.3 million blocks of granite and limestone, weighing from 2.5 to seventy tons apiece, which rise in two hundred and three layers to the height of a forty- story building. The Pyramid was originally covered with twenty one acres of polished, marble-like casing stones, which, shining resplendently beneath the sun's rays, earned for it the ancient title "The Light." The Pyramid is an unrivaled feat of engineering and craftsmanship. It is aligned with the four cardinal points more accurately than any contemporary structure, including the Meridian Building at Greenwich Observatory in London. The three hundred and fifty foot long descending passage is so straight that it deviates from a central axis by less than a quarter of an inch from side to side and only one tenth of an inch up and down. The casing stones, some of which weighed over sixteen tons, are so perfectly shaped and 3 squared that the mortar-filled joint between them is just one fiftieth of an inch. Egyptologist Sir Flinders Petrie described such phenomenal precision as the "finest opticians work on a scale of acres"; work of this caliber is beyond the capabilities of modern technology. The casing stones show no tool marks and the corners are not even slightly chipped. The granite coffer in the King's Chamber is

What to Know About Visual Basic

What to Know About Visual Basic In 2008 Microsoft stopped support for VB and declared it a Legacy software. Feel free to read this article written before that time. It provides good background for the current .NET software still in use today. Its a computer programming system developed and owned by Microsoft. Visual Basic was originally created to make it easier to write programs for the Windows computer operating system. The basis of Visual Basic is an earlier programming language called BASIC that was invented by Dartmouth College professors John Kemeny and Thomas Kurtz. Visual Basic is often referred to using just the initials, VB. Visual Basic is easily the most widely used computer programming system in the history of software. Is Visual Basic Just a Programming Language? Its more. Visual Basic was one of the first systems that made it practical to write programs for the Windows operating system. This was possible because VB included software tools to automatically create the detailed programming required by Windows. These software tools not only create Windows programs, but they also take full advantage of the graphical way that Windows works by letting programmers draw their systems with a mouse on the computer. This is why its called Visual Basic. Visual Basic also provides a unique and complete software architecture. Architecture is the way computer programs, such as Windows and VB programs, work together. One of the major reasons why Visual Basic has been so successful is that it includes everything that is necessary to write programs for Windows. Is there more than one version of Visual Basic? Yes. Since 1991 when it was first introduced by Microsoft, there have been nine versions of Visual Basic up to VB.NET 2005, the current version. The first six versions were all called Visual Basic. In 2002, Microsoft introduced Visual Basic .NET 1.0, a completely redesigned and rewritten version that was a key part of a much larger computer architecture. The first six versions were all backward compatible. That means that later versions of VB could handle programs written with an earlier version. Because the .NET architecture was such a radical change, earlier versions of Visual Basic have to be rewritten before they can be used with .NET. Many programmers still prefer Visual Basic 6.0 and a few use even earlier versions. Will Microsoft stop supporting Visual Basic 6 and earlier versions? This depends on what you mean by support but many programmers would say they already have. The next version of the Windows operating system, Windows Vista, will still run Visual Basic 6 programs and future versions of Windows might run them too. On the other hand, Microsoft now charges big fees for any help for VB 6 software problems and soon they wont provide it at all. Microsoft doesnt sell VB 6 anymore so its difficult to find. Its clear that Microsoft is doing everything they can to discourage the continued use of Visual Basic 6 and encourage the adoption of Visual Basic .NET. Many programmers believe that Microsoft was wrong to abandon Visual Basic 6 because their customers have put so much investment into it over more than ten years. As a result, Microsoft has earned a lot of ill will from some VB 6 programmers and some have moved to other languages rather than move to VB.NET. This might be a mistake. Is Visual Basic .NET really an improvement? Absolutely yes! All of .NET is truly revolutionary and gives programmers a much more capable, efficient and flexible way to write computer software. Visual Basic .NET is a key part of this revolution. At the same time, Visual Basic .NET is clearly more difficult to learn and use. The vastly improved capability does come at a fairly high cost of technical complexity. Microsoft helps to make up for this increased technical difficulty by providing even more software tools in .NET to help programmers. Most programmers agree that VB.NET is such a huge leap forward that its worth it. Isnt Visual Basic only for lower skilled programmers and simple systems? This was something that programmers using programming languages like C, C, and Java used to say before Visual Basic .NET. Back then, there was some truth to the charge, although on the other side of the argument was the fact that excellent programs could be written faster and cheaper with Visual Basic than with any of those languages. VB.NET is the equal of any programming technology anywhere. In fact, the resulting program using the .NET version of the C programming language, called C#.NET, is virtually identical with the same program written in VB.NET. The only real difference today is programmer preference. Is Visual Basic object-oriented? VB.NET certainly is. One of the big changes introduced by .NET was complete object-oriented architecture. Visual Basic 6 was mostly object-oriented but lacked a few features such as inheritance. The subject of object-oriented software is a big topic by itself and is beyond the scope of this article. What is the Visual Basic runtime and do we still need it? One of the big innovations introduced by Visual Basic was a way to split a program into two parts. One part is written by the programmer and does everything that makes that program unique, such as adding two specific values. The other part does all of the processing that any program might need such as the programming to add any values. The second part is called the runtime in Visual Basic 6 and earlier and is part of the Visual Basic system. The runtime is actually a specific program and each version of Visual Basic has a corresponding version of the runtime. In VB 6, the runtime is called MSVBVM60. (Several other files are also normally needed for a complete VB 6 runtime environment.) In .NET, the same concept is still used in a very general way, but its not called a runtime anymore (its part of the .NET Framework) and it does a lot more. What is the Visual Basic .NET Framework? Like the old Visual Basic runtimes, the Microsoft .NET Framework is combined with specific .NET programs written in Visual Basic .NET or any other .NET language to provide a complete system. The Framework is much more than a runtime, however. The .NET Framework is the basis of the entire .NET software architecture. One major part is a huge library of programming code called the Framework Class Library (FCL). The .NET Framework is separate from VB.NET and can be downloaded free of charge from Microsoft. The Framework is an included part of Windows Server 2003 and Windows Vista. What is Visual Basic for Applications (VBA) and how does it fit in? VBA is a version of Visual Basic 6.0 that is used as an internal programming language in many other systems such as Microsoft Office programs like Word and Excel. (Earlier versions of Visual Basic were used with earlier versions of Office.) Many other companies in addition to Microsoft have used VBA to add programming ability to their own systems. VBA makes it possible for another system, like Excel, to run a program internally and provide what is essentially a custom version of Excel for a particular purpose. For example, a program could be written in VBA that will make Excel create an accounting balance sheet using a series of accounting entries in a spreadsheet at the click of a button. VBA is the only version of VB 6 that is still sold and supported by Microsoft and only as an internal component of Office programs. Microsoft is developing a completely .NET capability (called VSTO, Visual Studio Tools for Office) but VBA continues to be used. How much does Visual Basic cost? Although Visual Basic 6 could be purchased by itself, Visual Basic .NET is only sold as part of what Microsoft calls Visual Studio .NET. Visual Studio .NET also includes the other Microsoft supported .NET languages, C#.NET, J#.NET and C.NET. Visual Studio comes in a variety of versions with different capabilities that go well beyond just the ability to write programs. In October 2006, Microsofts posted list prices for Visual Studio .NET ranged from $800 to $2,800 although various discounts are often available. Fortunately, Microsoft also provides a completely free version of Visual Basic called Visual Basic .NET 2005 Express Edition (VBE). This version of VB.NET is separate from the other languages and is also completely compatible with the more expensive versions. This version of VB.NET is very capable and doesnt feel at all like free software. Although some features of the more expensive versions arent included, most programmers wont notice anything missing. The system can be used for production quality programming and isnt crippled in any way like some free software. You can read more about VBE and download a copy at Microsofts web site.

Eisenhower Doctrine Definition and Analysis

Eisenhower Doctrine Definition and Analysis The Eisenhower Doctrine was an official expression of U.S. foreign policy delivered to a joint session of Congress by President Dwight D. Eisenhower on January 5, 1957. Eisenhower’s proposal called for a more proactive economic and military role on the part of the United States in the increasingly tense situation threatening peace in the Middle East at the time. Under the Eisenhower Doctrine, any Middle Eastern country being threatened by armed aggression from any other country could request and receive economic assistance and/or military assistance from the United States. In a â€Å"Special Message to the Congress on the Situation in the Middle East,† Eisenhower tacitly pointed to the Soviet Union as the most likely aggressor in the Middle East by promising the commitment of U.S. forces â€Å"to secure and protect the territorial integrity and political independence of such nations, requesting such aid against overt armed aggression from any nation controlled by international communism.† Key Takeaways: Eisenhower Doctrine Adopted in 1957, the Eisenhower Doctrine was a key aspect of U.S. foreign policy under the administration of President Dwight D. Eisenhower.The Eisenhower Doctrine promised U.S. economic and military combat assistance to any Middle Eastern country facing armed aggression.The intent of the Eisenhower Doctrine was to prevent the Soviet Union from spreading communism throughout the Middle East.   Background The rapid deterioration of stability in the Middle East during 1956 greatly concerned the Eisenhower administration. In July 1956, as Egypt’s anti-Western leader Gamal Nasser established ever-closer ties to the Soviet Union, both the U.S. and the United Kingdom cut off their support for the construction of the Aswan High Dam on the Nile River. In response, Egypt, aided by the Soviet Union, seized and nationalized the Suez Canal intending to use ship passage fees to fund the dam. In October 1956, armed forces of Israel, Britain, and France invaded Egypt and pushed toward the Suez Canal. When the Soviet Union threatened to join the conflict in support of Nasser, its already delicate relationship with the United States crumbled. Israeli Tanks Occupy Gaza During Suez Canal Crisis of 1956. Hulton Archive / Getty Images Though Israel, Britain, and France had withdrawn their troops by early 1957, the Suez Crisis left the Middle East dangerously fragmented. Regarding the crisis as a major escalation of the Cold War on the part of the Soviet Union, Eisenhower feared the Middle East could fall victim to the spread of communism. In the summer of 1958, the Eisenhower Doctrine was tested when civil strife- rather than Soviet aggression- in Lebanon drove Lebanese president Camille Chamoun to request U.S. assistance. Under the terms of the Eisenhower Doctrine, nearly 15,000 U.S. troops were sent to put down the disturbances. With its actions in Lebanon, the U.S. confirmed its long-term commitment to protecting its interests in the Middle East. Eisenhower Foreign Policy President Eisenhower brought what he called a â€Å"New Look† to U.S. foreign policy, emphasizing the need to respond to the spread of communism. In that context, Eisenhower’s foreign policy was greatly influenced by his staunch anti-communist Secretary of State John Foster Dulles. To Dulles, all nations were either part of the â€Å"Free World† or part of the communist Soviet bloc; there was no middle-ground. Believing that political efforts alone would not stop Soviet expansion, Eisenhower and Dulles adopted a policy known as Massive Retaliation, a scenario in which the U.S would be prepared to use atomic weapons if it or any of its allies were attacked.  Ã‚   Along with the threat of communist expansion in the region, Eisenhower knew the Middle East held a large percentage of the world’s oil reserves, which were badly needed by the U.S. and its allies. During the 1956 Suez Crisis, Eisenhower had objected to the actions of U.S. allies- Britain and France, thus establishing the U.S. as the lone western military power in the Middle East. This position meant that America’s oil security was more at risk should the Soviet Union succeed in imposing its political will in the region.   Impact and Legacy of the Eisenhower Doctrine The Eisenhower Doctrine’s promise of U.S. military intervention in the Middle East was not universally embraced. Both Egypt and Syria, supported by the Soviet Union, strongly objected to it. Most of the Arab nations- fearing Israeli â€Å"Zionist imperialism† more than Soviet communism- were at best skeptical of the Eisenhower Doctrine. Egypt continued to accept money and arms from the U.S. until the Six-Day War in 1967. In practice, the Eisenhower Doctrine simply continued the existing U.S. commitment of military support for Greece and Turkey pledged by the Truman Doctrine of 1947. In the United States, some newspapers objected to the Eisenhower Doctrine, arguing that the cost and the extent of American involvement were left open-ended and vague. While the doctrine itself did not mention any specific funding, Eisenhower told Congress he would seek $200 million (about $1.8 billion in 2019 dollars) for economic and military aid in both 1958 and 1959. Eisenhower contended that his proposal was the only way to address the â€Å"power-hungry communists.† Congress voted overwhelmingly to adopt the Eisenhower Doctrine. In the long run, the Eisenhower Doctrine failed to succeed in containing communism. Indeed, the foreign policies of future presidents Kennedy, Johnson, Nixon, Carter, and Reagan all embodied similar doctrines. It was not until December 1991 that the Reagan Doctrine, combined with economic and political unrest within the Soviet bloc itself, brought the dissolution of the Soviet Union and the end of the Cold War. Sources The Eisenhower Doctrine, 1957. U.S. Department of State, Office of the Historian.Foreign Policy Under President Eisenhower. U.S. Department of State, Office of the Historian.Elghossain, Anthony. When the Marines Came to Lebanon. The New Republic (July 25, 2018).Hahn, Peter L. (2006). Securing the Middle East: The Eisenhower Doctrine of 1957. Presidential Studies Quarterly.Pach, Chester J., Jr. Dwight D. Eisenhower: Foreign Affairs. University of Virginia, Miller Center.

To what extent are our sexualities fixed at birth Essay

To what extent are our sexualities fixed at birth - Essay Example Significantly, scholars have debated on whether one's sexuality is fixed at birth or not, and one dominant argument is that being a man or a woman is not a fixed state, as it is a becoming or a condition actively under construction. According to major French feminists like Simone de Beauvoir, one is not born, but becomes, a woman. "So we cannot think of womanhood or manhood as fixed by nature. But neither should we think of them as simply imposed from outside, by social norms or pressure from authorities. People construct themselves as masculine or feminine. We claim a place in the gender order - or respond to the place we have been given - by the way we conduct ourselves in everyday life." (Connell, 4) Therefore, one's sexuality is not completely fixed either by birth or by upbringing, and it is fundamental to realize to what extent are our sexualities fixed at birth. This paper makes a reflective analysis of the question to what extent our sexualities are fixed at birth. Gender is not fixed by nature alone, i.e. one does not completely assume one's manhood or womanhood by birth. It is also determined by what is imposed on an individual from outside, including the social norms and pressure from authorities. Understanding gender is essential to realize to what extent our sexualities are fixed at birth and it is common that people claim a specific place in the gender order which they enjoy in their daily life. Significantly, most of the people willingly accept this gender order and enjoy the gender polarity. It is also important to realize that sexual pleasure is frequently organized around gender polarity in Western culture. However, there are also several cases of gender ambiguities and there are masculine women as well as feminine men. According to psychological researches, the great majority of people combine masculine as well as feminine characteristics, rather than being all one or all the other. Therefore, a thorough understanding of the sexuali ty of human beings - as it is created at birth and as it is formulated all through the stages of development in human beings - is essential and a clear understanding of the term gender is also crucial. "In its most common usage, the term 'gender' means the cultural difference of women from men, based on the biological division between male and female. Dichotomy and difference are the substance of the idea Gender is, above all, a matter of the social relations within which individuals and groups act. Gender relations do include difference and dichotomy, but also include many other patterns Gender is the structure of social relations that centres on the reproductive arena, and the set of practices (governed by this structure) that bring reproductive directions between bodies into social process." (Connell, 8-10) Therefore, it is important to recognise that one's sexuality or gender refers to the structure of social relations based on the reproductive arena and it is a set of practices which determine the reproductive distinctions between men and women. A reflective analysis of the definition of gender confirms that there may be striking difference in the gender patterns from one cultural context to another. It is also essential to

Classroom Engagement and Management Assignment Example | Topics and Well Written Essays - 1500 words

Classroom Engagement and Management - Assignment Example This makes it necessary to seek to outline and tabulate an approach and present it to the reader in the form of a personal best practice. Introduction Class room management has traditionally been understood as just that – management. However, the student should also be aware of the fact that classroom management necessarily requires a close collaborative agreement with the other stakeholders in the process; students. Although the phrase classroom management necessarily refers to an active process by which a leader, the teacher, interacts with the managed, students, the reality that the article seeks to display is that classroom management is ultimately a two way street that requires close cooperative agreement from all stakeholders involved. As a function of developing this cooperation and agreement, the article notes that there are several steps that the teacher and students can engage in that will help this to take place to a greater degree. The first of these is with regard s to seeking to agree on classroom rules at the very beginning of the year. This of course helps to level the playing field and present the students with the metrics by which they will be expected to follow. Additionally, checking in with students at the start of every classes emphasize as a means of possibly averting any negative behavior prior to it being exhibited. Furthermore consistency and expectations is emphasized as a means of ensuring that conformity in cooperation is uniform. Naturally, reinforcing positive behavior among students is one of the most effective means of discouraging negative behavior. As the age-old dictum goes, it is easier to catch flies with honey. A further aspect of classroom management is emphasizes with regards to maintaining student dignity. This not only helps to increase the level of self-respect the student has for himself/herself, it also helps to increase level of respect with which they engage with others (Deaton, 2013). Tying along with this is the need for the teacher to maintain a level of neutrality and not engage in any accusatory type behavior. i) Specify how you will present and conduct yourself Oftentimes, it is the case that classroom management has a great deal to do with the way in which the stage is set. What is meant by this is the fact that the teacher must be highly cognizant of the fact that their appearance and the way in which one conducts the interaction has a great deal of impact with regards to the way in which stakeholders will interact with the educator. As such, the classroom management plan that this particular student would seek to implement would be one of presenting a recognizable appearance of authority while maintaining this visual appearance with an ordered and structured approach to the lesson plan (Lawrence, 2013). Unfortunately, this is oftentimes overlooked and counts as one of the elements that is either performed in excess or not at all. However, when performed appropriately, the resu lts allow for an educator to maintain control of the classroom, maximize the level of respect that is rendered, and encourage participation from all involved. ii) Specify the behavioral goals for you students With regards to the behavioral goals that would be expected, this is also oftentimes misunderstood and underutilized by the educator. All too often, the

European Mens Handball Championship Essay Example for Free

European Mens Handball Championship Essay HANDBALL (also known as team handball, Olympic handball or European handball) is a team sport in which two teams of seven players each (six outfield players and a goalkeeper) pass a ball to throw it into the goal of the other team. The team with the most goals after two periods of 30 minutes[clarification needed] wins. Modern handball is usually played indoors, but outdoor variants exist in the forms of field handball and Czech handball (which were more common in the past) and beach handball (also called sandball). American handball and Gaelic handball are completely different sports to team handball. The game is quite fast and includes body contact as the defenders try to stop the attackers from approaching the goal. Contact is only allowed when the defensive player is completely in front of the offensive player, i.e. between the offensive player and the goal. This is referred to as a player sandwich. Any contact from the side or especially from behind is considered dangerous and is usually met with penalties. When a defender successfully stops an attacking player, the play is stopped and restarted by the attacking team from the spot of the infraction or on the nine meter line. Unlike in basketball where players are allowed to commit only 5 fouls in a game (6 in the NBA), handball players are allowed an unlimited number of faults, which are considered good defence and disruptive to the attacking teams rhythm. Goals are scored quite frequently; usually both teams score at least 20 goals each, and it is not uncommon for both teams to score more than 30 goals. This was not true in the earliest history of the game, when the scores were more akin to that of ice hockey[clarification needed]. But, as offensive play has improved since the late 1980s, particularly the use of counterattacks (fast breaks) after a failed attack from the other team, goal scoring has increased. Origins and development There are records of handball-like games in medieval France, and among the Inuit in Greenland, in the Middle Ages. By the 19th century, there existed similar games of hà ¥ndbold from Denmark, hà ¡zenà ¡ in the Czech Republic, hà ¡dzanà ¡ in Slovakia, gandbol in Ukraine, torball in Germany, as well as versions in Uruguay. The team handball game of today was formed by the end of the 19th century in northern Europe, primarily Denmark, Germany, Norway and Sweden. Holger Nielsen, a Danish gym teacher, drew up the rules for modern handball (hà ¥ndbold) in 1898 and published them in 1906, and Rasmus Nicolai Ernst, another Danish teacher, did something similar in 1897. Modern Handball is therefore widely considered a game of Danish origins. Another set of team Handball rules was published on 29 October 1917 by Max Heiser, Karl Schelenz, and Erich Konigh from Germany. After 1919 these rules were improved by Karl Schelenz. The first international games were played under these rules, between Germany and Belgium for men in 1925 and between Germany and Austria for women in 1930. In 1926, the Congress of the International Amateur Athletics Federation nominated a committee to draw up international rules for field handball. The International Amateur Handball Federation was formed in 1928, and the International Handball Federation was formed in 1946. Mens field handball was played at the 1936 Summer Olympics in Berlin. During the next several decades, indoor handball flourished and evolved in the Scandinavian countries. The sport re-emerged onto the world stage as team handball for the 1972 Summer Olympics in Munich. Womens team handball was added at the 1976 Summer Olympics. Due to its popularity in the region, the Eastern European countries that refined the event became the dominant force in the sport when it was reintroduced. The International Handball Federation organized the mens world championship in 1938 and every 4 (sometimes 3) years from World War II to 1995. Since the 1995 world championship in Iceland, the competition has been every two years. The womens world championship has been played since 1957. The IHF also organizes womens and mens junior world championships. By July 2009, the IHF listed 166 member federations approximately 795,000 teams and 19 million players. Rules Unless otherwise noted, the rules described are the official international rules[1] provided by the International Handball Federation (IHF). Summary The handball playing field is similar to an indoor soccer field. Two teams of seven players (six field players plus one goalkeeper) take the field and attempt to score points by putting the game ball into the opposing teams goal. In handling the ball, players are subject to the following restrictions: After receiving the ball, players can only hold the ball for three seconds before passing, dribbling (similar to a basketball dribble), or shooting. After receiving the ball, players can take up to three steps without dribbling. If players dribble, they may take an additional three steps. Players that stop dribbling have three seconds to pass or shoot. They may take three additional steps during this time. No players other than the defending goalkeeper are allowed within the goal line (within 6 meters of the goal). Goalkeepers are allowed outside this line. [edit] Playing field Handball is played on a court 40 by 20 metres (130 Ãâ€" 66 ft), with a goal in the center of each end. The goals are surrounded by a near-semicircular area, called the zone or the crease, defined by a line six meters from the goal. A dashed near-semicircular line nine meters from the goal marks the free-throw line. Each line on the court is part of the area it encompasses. This implies that the middle line belongs to both halves at the same time. Goals Each goal has a rectangular clearance area of three meters in the width and two meters in the height. It are be securely bolted either to the floor or the wall behind. The goal posts and the crossbar are be made out of the same material (e.g. wood or aluminium) and feature a quadratic cross section with a side of 8 cm (3 inches). The three sides of the beams visible from the playing field are be painted alternatingly in two contrasting colors which both have to contrast against the background. The colors on both goals are the same. Each goal has to feature a net. This are be fastened in such a way that a ball thrown into does not leave or pass the goal under normal circumstances. If necessary, a second net may be clasped to the back of the net on the inside. Goal perimeter The goals are surrounded by the crease. This area is delimited by two quarter circles with a radius of six meters around the far corners of each goal post and a connecting line parallel to the goal line. Only the defending goalkeeper is allowed inside this perimeter. However, the court players may catch and touch the ball in the air within it as long as the player starts his jump outside the zone and releases the ball before he lands (landing inside the perimeter is allowed in this case). If a player contacts the ground inside the goal perimeter he are take the most direct path out of it. However, should a player cross the zone in an attempt to gain an advantage (e.g. better position) his team cedes the ball. Similarly, violation of the zone by a defending player is only penalized if he does so to gain an advantage in defending. Substitution area Outside of one long edge of the playing field to both sides of the middle line are the substitution areas for each team. The areas usually contain the benches as seating opportunities. Team officials, substitutes and suspended players are wait within this area. The area always lies to the same side as the teams own goal. During half-time substitution areas are swapped. Any player entering or leaving the play are cross the substitution line which is part of the side line and extends 4.5 meters from the middle line to the teams side. Duration Team timeout. A standard match for all teams of 16 and older has two periods of 30 minutes with a 15 minute half-time. Teams switch sides of the court at halftime, as well as benches. For youths the game duration is: 2 x 25 minutes at ages 12 to 16. 2 x 20 minutes at ages 8 to 12. However, national federations of some countries may differ in their implementation from the official guidelines. If a decision are be reached in a particular match (e.g. in a tournament) and it ends in a draw after regular time, there are at maximum two overtimes of 2 x 5 minutes with a 1 minute break each. Should these not decide the game either, the winning team is determined in a penalty shootout (best-of-5 rounds; if still tied, extra rounds afterwards until won by one team). The referees may call timeout according to their sole discretion, typical reasons are injuries, suspensions or court cleaning. Penalty throws should only trigger a timeout for lengthy delays as a change of the goalkeeper. Each team may call one team timeout (TTO) per period which lasts one minute. This right may only be invoked by team in ball possession. To do so, the representative of the team lays a green card marked by black T on the desk of the timekeeper. The timekeeper then immediately interrupts the game by sounding an acoustic signal and stops the time. Referees A Handball match is led by two equal referees.Namely the goal line referee and the court referee. Some national bodies allow games with only a single referee in special cases like illness on short notice. Should the referees disagree on any occasion, a decision is made on mutual agreement during a short timeout, or, in case of punishments, the more severe of the two comes into effect. The referees are obliged to make their decisions on the basis of their observations of facts.[2] Their judgements are final and can only be appealed against if not in compliance with the rules. The referees (blue shirts) keep both teams between them. The referees position themselves in such a way that the team players are confined between them. They stand diagonally aligned so that each can observe one side line. Depending on their positions one is called field referee and the other goal referee. These positions automatically switch on ball turnover. They physically exchange their positions approximately every 10 minutes (long exchange) and change sides every 5 minutes (short exchange). The IHF defines 18 hand signals for quick visual communication with players and officials. The signal for warning or disqualification is accompanied by a yellow or red card, [3] respectively. The referees also use whistle blows to indicate infractions or restart the play. The referees are supported by a scorekeeper and a timekeeper who attend to formal things like keeping track of goals and suspensions or starting and stopping the clock, respectively. They also have an eye on the benches and notify the referees on substitution errors. Their desk is located in between both substitutions areas. Team players, substitutes and officials Each team consists of 7 players on court and up to 7 substitute players on the bench. One player on the court are be the designated goalkeeper differing in his or her clothing from the rest of the field players. Substitution of players can be done in any number and at any time during game play. An exchange takes place over the substitution line. A prior notification of the referees is not necessary. Some national bodies as the Deutscher Handball Bund (DHB, German Handball Federation) allow substitution in junior teams only when in ball possession or during timeouts. This restriction is intended to prevent early specialization of players to offense or defense. Field players Field players are allowed to touch the ball with any part of their bodies above and including the knee. As in several other team sports, a distinction is made between catching and dribbling. A player who is in possession of the ball may stand stationary for only three seconds and may only take three steps. They are then either shoot, pass or dribble the ball. At any time taking more than three steps is considered travelling and results in a turnover. A player may dribble as many times as he wants (though since passing is faster it is the preferred method of attack) as long as during each dribble his hand contacts only the top of the ball. Therefore basketball-style carrying is completely prohibited, and results in a turnover. After the dribble is picked up, the player has the right to another three seconds or three steps. The ball are then be passed or shot as further holding or dribbling will result in a double dribble turnover and a free throw for the other team. Other offensive infractions that result in a turnover include, charging, setting an illegal screen, or carrying the ball into the six meter zone. [edit] Goalkeeper Only the goalkeeper is allowed to move freely within the goal perimeter, although he may not cross the goal perimeter line while carrying or dribbling the ball. Within the zone, he is allowed to touch the ball with all parts of his body including his feet. The goalkeeper may participate in the normal play of his team mates. As he is then considered as normal field player, he is typically substituted for a regular field player if his team uses this scheme to outnumber the defending players. As this player becomes the designated goalkeeper on the court, he are wear some vest or bib to identify himself as such. If the goalkeeper deflects the ball over the outer goal line, his team stays in possession of the ball in contrast to other sports like football. The goalkeeper resumes the play with a throw from within the zone (goalkeeper throw). Passing to your own goalkeeper results in a turnover. Throwing the ball against the head of the goalkeeper when he is not moving is to be punished by disqualification (red card). Team officials Each team is allowed to have a maximum of four team officials seated on the benches. An official is anybody who is neither player nor substitute. One official are be the designated representative who is usually the team manager. The representative may call team timeout once every period and may address scorekeeper, timekeeper and referees. Other officials typically include physicians or managers. Neither official is allowed to enter the playing court without permission of the referees. Ball A size III handball. The ball is spherical and are either be made of leather or a synthetic material. It is not allowed to have a shiny or slippery surface. As it is intended to be operated by a single hand, the official sizes vary depending on age and gender of the participating teams. Size Resin product used to improve ball handling. Though not officially regulated, the ball is usually resinated. The resin improves the ability of the players to manipulate the ball with a single hand like spinning trick shots. Some indoor arenas prohibit the usage of resin since many products leave sticky stains on the floor. Awarded throws The referees may award a special throw to a team. This usually happens after certain events like scored goals, off-court balls, turnovers, timeouts, etc. All of these special throws require the thrower to obtain a certain position and pose restrictions on the positions of all other players. Sometimes the execution are wait for a whistle blow by the referee. Throw-off A throw-off takes place from the center of the court. The thrower are touch the middle line with one foot and all of the other players are be in the half of their team. The defending players are keep a distance of at least three meters to the thrower. A throw-off occurs at the begin of each period and after the opposing team scored a goal. It are be cleared by the referees. Modern Handball introduced the fast throw-off concept, i. e. the play will be immediately restarted by the referees as soon as the executing team fulfilles its requirements. Many teams leverage this rule to score easy goals before the opposition has time to form a stable defense line. Throw-in The team which did not touch the ball last is awarded a throw-in when the ball fully crosses the side line or touches the ceiling. If the ball crosses the outer goal line, a throw-in is only awarded if the defending field players touched the balls last. Execution requires the thrower to place one foot on the nearest outer line to the cause. All defending players are keep a distance of three meters. However, they are allowed to stand immediately outside their own goal area even when the distance is less. Goalkeeper-throw If ball crosses the outer goal line without interference from the defending team or when deflected by their goalkeeper, a goalkeeper-throw is awarded to the defending team. This is the most common turnover. The goalkeeper resumes the play with a throw from anywhere within his goal area. Free-throw A free-throw restarts the play after an interruption by the referees. It takes places from the spot where the interruption was caused as long as this spot is outside of the free-throw line of the opposing team. In the latter case the throw is deferred to the nearest spot on the free-throw line. Free-throws are the equivalent to free-kicks in association football. The thrower may take a direct attempt for a goal which is, however, not feasible if the defending team organized a defense. A 7-meter throw. 7-meter throw A 7-meter throw is awarded when a clear chance of scoring is illegally prevented anywhere on the court by a opposing team player, official or spectator. It is also awarded when the referees interrupted a legitimate scoring chance for any reason. The thrower steps with one foot behind the 7-meter line with only the defending goalkeeper between him and the goal. The goalkeeper are keep a distance of three meters which is marked by a short tick on the floor. All other players are remain behind the free-throw line until execution. The thrower are await the whistle blow of the referee. A 7-meter throw is the equivalent to a penalty kick in association football, it is, however, far more common and typically occurs several times in a single game. Penalties Yellow card shown in a handball match. Penalties are given to players, in progressive format, for fouls that require more punishment than just a free-throw. Actions directed mainly at the opponent and not the ball (such as reaching around, holding, pushing, hitting, tripping, or jumping into opponent) as well as contact from the side or from behind a player are all considered illegal and subject to penalty. Any infraction that prevents a clear scoring opportunity, will result in a seven-meter penalty shot. Typically the referee will give a warning yellow card for an illegal action, but if the contact was particularly dangerous the referee can forego the warning for an immediate two-minute suspension. A player can only get one warning before receiving a two minute suspension. One player is only permitted two 2-minute suspensions; third time he/she will be shown the red card. A red card results in an ejection from the game and a two minute penalty for the team. A player may receive a red card directly for particularly rough penalties. For instance any contact from behind during a fast break is now being treated with a red card. A red carded player has to leave the playing area completely. A player who is disqualified may be substituted with another player after the two minute penalty is served. A Coach/Official can also be penalized progressively. Any coach/official who receives a 2-minute suspension will have to pull out one of his players for two minutes note: the player is not the one punished and can be substituted in again, because the main penalty is the team playing with a man less than the other. After having lost the ball during an attack, the ball has to be laid down quickly or else the player not following this rule will face a 2-minute suspension. Also gesticulating or verbally questioning the referees order, as well as arguing with the officials decisions, will normally result in a 2-minute suspension. If it is done in a very provocative way, a player can be given a double 2-minute suspension if he/she does not walk straight off the field to the bench after being given a suspension, or if the referee deems the tempo deliberately slow. Illegal substitution, any substitution that does not take place in the specified substitution area or where the entering player enters before the exiting player exits is also punishable with a 2 minute suspension. Gameplay Formations Positions of attacking (red) and defending players (blue), in a 5-1 defense formation. (German captions) Players are typically referred to by the position they are playing. The positions are always denoted from the view of the respective goalkeeper, so that a defender on the right opposes an attacker on the left. However, not all of the following positions may be occupied depending on the formation or potential suspensions. Offense Left and right wingman. These typically excel at ball control and wide jumps from the outside of the goal perimeter to get into a better shooting angle at the goal. Teams usually try to occupy the left position with a right-handed player and vice versa. Left and right backcourt. Goal attempts by these players are typically made by jumping high and shooting over the defenders. Thus, it is usually advantageous to have tall players for these positions. Center backcourt. A player with experience is preferred on this position who acts as playmaker and the handball equivalent of a basketball point guard. Pivot (left and right, if applicable). This player tends to intermingle with the defense, setting picks and attempting to disrupt the defense formation. This positions requires the least jumping skills but ball control and physical strength are an advantage. Defense Far left and far right. The opponents of the wingmen. Half left and half right. The opponents of the left and right backcourts. Back center (left and right). Opponent of the pivot. Front center. Opponent of the center backcourt, may also be set against another specific backcourt player. Offensive play Attacks are played with all field players on the side of the defenders. Depending on the speed of the attack, one distinguishes between three attack waves with a decreasing chance of success: Womens Handball a jump shot completes a fastbreak. Mens Handball a jump shot (Kiril Lazarov, world record-holder for the number of goals scored in one World Championship) . First Wave First wave attacks are characterized by the absence of defending players around their goal perimeter. The chance of success is very high, as the throwing player is unhindered in his scoring attempt. Such attacks typically occur after an intercepted pass or a steal and if the defending team can switch fast to offense. The far left/far right will usually try to run the attack as they are not as tightly bound in the defense. On a turnover, they immediately sprint forward and receive the ball halfway to the other goal. Thus, these positions are commonly held by quick players.[citation needed] Second Wave If the first wave is not successful and some defending players gained their positions around the zone, the second wave comes into play: The remaining players advance with quick passes to locally outnumber the retreating defenders. If one player manages to step up to the perimeter or catches the ball at this spot he becomes unstoppable by legal defensive means. From this position the chance of success is naturally very high. Second wave attacks became much more important with the fast throw-off rule.[citation needed] Third Wave The time during which the second wave may be successful is very short, as then the defenders closed the gaps around the zone. In the third wave, the attackers use standardized attack patterns usually involving crossing and passing between the back court players who either try to pass the ball through a gap to their pivot, take a jumping shot from the backcourt at the goal, or lure the defense away from a wingman.[citation needed] The third wave evolves into the normal offensive play when all defenders reach not only the zone but gain their accustomed positions. Some teams then substitute specialized offense players. However, this implies that these players are play in the defense should the opposing team be able to switch quickly to offense. The latter is another benefit for fast playing teams.[citation needed] If the attacking team does not make sufficient progress (eventually releasing a shot on goal), the referees can call passive play (since about 1995, the referee gives a passive warning some time before the actual call by holding one hand up in the air, signaling that the attacking team should release a shot soon), turning control over to the other team. A shot on goal or an infringement leading to a yellow card or two minute penalty will mark the start of a new attack, causing the hand to be taken down, but a shot blocked by the defense or a normal free throw will not. If it were not for this rule, it would be easy for an attacking team to stall the game indefinitely, as it is difficult to intercept a pass without at the same time conceding dangerous openings towards the goal.[citation needed] [edit] Defensive play The usual formations of the defense are 6-0, when all the defense players line up between the 6 meter and 9 meter lines to form a wall; the 5-1, when one of the players cruises outside the 9 meter perimeter, usually targeting the center forwards while the other 5 line up on the six meter line; and the lesser common 4-2 when there are two such defenders out front. Very fast teams will also try a 3-3 formation which is close to a switching man-to-man style. The formations vary greatly from country to country and reflect each countrys style of play. 6-0 is sometimes known as flat defense, and all other formations are usually called offensive defense.[citation needed] Organization Handball teams are usually organized as clubs. On a national level, the clubs are associated in federations which organize matches in leagues and tournaments. International bodies The administrative and controlling body for international Handball is the International Handball Federation (IHF). The federation organizes world championships, separate for men and women, held in uneven years.[4] The final round is hosted in one of its member states. Current title holders are France (men)[5] and Russia (women).[6] The IHF is composed of five continental federations which organize continental championships held every other second year. In addition to these competitions between national teams, the federations arrange international tournaments between club teams.[7] The federations and their corresponding tournaments and members are summarized in the following table: International Handball Federation (IHF) Championship World Mens Handball Championship – World Womens Handball Championship Club Super Globe Members Asia – Asian Handball Federation (AHF) Championship Asian Womens Handball Championship – Asian Mens Handball Championship Club Asian Club League Handball Championship Members Afghanistan †¢ Bahrain †¢ Bangladesh †¢ China †¢ Chinese Taipei †¢ Hong Kong †¢ India †¢ Iran †¢ Iraq †¢ Japan †¢ Jordan †¢ Kazakhstan †¢ Kuwait †¢ Kyrgyzstan †¢ Lebanon †¢ Macau †¢ Malaysia †¢ Mongolia †¢ Nepal †¢ North Korea †¢ Oman †¢ Pakistan †¢ Palestinian Authority †¢ Philippines †¢ Qatar †¢ Saudi Arabia †¢ South Korea †¢ Syria †¢ Tajikistan †¢ Thailand †¢ Turkmenistan †¢ United Arab Emirates †¢ Uzbekistan †¢ Vietnam †¢ Yemen Africa – Confà ©dà ©ration Africaine de Handball (CAHB) Championship African Handball Nations Championship Club Champions League – Cup Winners Cup Members Algeria †¢ Angola †¢ Burundi †¢ Benin †¢ Cameroon †¢ Republic of Cape Verde †¢ Central African Republic †¢ Chad †¢ Comoros †¢ Congo †¢ Democratic Republic of the Congo †¢ Djibouti †¢ Egypt †¢ Ethiopia †¢ Gabon †¢ Gambia †¢ Ghana †¢ Guinea †¢ Guinea-Bissau †¢ Ivory Coast †¢ Kenya †¢ Lesotho †¢ Liberia †¢ Libya †¢ Madagascar †¢ Mali †¢ Mauritania †¢ Mauritius †¢ Morocco †¢ Mozambique †¢ Namibia †¢ Nigeria †¢ Niger †¢ Rwanda †¢ Senegal †¢ Seychelles †¢ Sierra Leone †¢ Somalia †¢ South Africa †¢ Sudan †¢ Tanzania †¢ Togo †¢ Tunisia †¢ Uganda †¢ Zambia †¢ Zimbabwe Pan-America – Pan-American Team Handball Federation (PATHF) Championship American Handball Championship Members Argentina †¢ Barbados †¢ Brazil †¢ Canada †¢ Chile †¢ Colombia †¢ Costa Rica †¢ Cuba †¢ Dominican Republic †¢ Ecuador †¢ El Salvador †¢ Greenland †¢ Guatemala †¢ Haiti †¢ Honduras †¢ Mexico †¢ Nicaragua †¢ Panama †¢ Paraguay †¢ Puerto Rico †¢ Trinidad and Tobago †¢ United States †¢ Uruguay †¢ Venezuela Oceania – Oceania Handball Federation (OHF) Championship Oceania Handball Nations Cup Club Oceania Champions Cup Members Australia †¢ Cook Islands †¢ New Zealand †¢ Samoa †¢ Vanuatu †¢ French Polynesia †¢ New Caledonia †¢ Wallis and Futuna Europe – European Handball Federation (EHF) Championship European Womens Handball Championship – European Mens Handball Championship Club Women Champions League †¢ Cup Winners Cup †¢ EHF Cup †¢ Challenge Cup †¢ Champions Trophy Men Champions League †¢ Cup Winners Cup †¢ EHF Cup †¢ Challenge Cup †¢ Champions Trophy Members Albania †¢ Armenia †¢ Austria †¢ Azerbaijan †¢ Belarus †¢ Belgium †¢ Bosnia and Herzegovina †¢ Bulgaria †¢ Croatia †¢ Cyprus †¢ Czech Republic †¢ Denmark †¢ England †¢ Estonia †¢ Faroe Islands †¢ Finland †¢ France †¢ Georgia †¢ Germany †¢ Greece †¢ Hungary †¢ Iceland †¢ Ireland †¢ Israel †¢ Italy †¢ Latvia †¢ Liechtenstein †¢ Lithuania †¢ Luxembourg †¢ Macedonia †¢ Malta †¢ Moldova †¢ Monaco †¢ Montenegro †¢ Netherlands †¢ Norway †¢ Poland †¢ Portugal †¢ Romania †¢ Russia †¢ Scotland †¢ Serbia †¢ Slovakia †¢ Slovenia †¢ Spain †¢ Sweden †¢ Switzerland †¢ Turkey †¢ Ukraine †¢ Great Britain †¢ Kosovo Handball is an olympic sport played during the Summer Olympics.[8] It is also played during the Pan American Games,[9] All-Africa Games,[10] an d Asian Games.[8] National competitions Bosnia and Herzegovina: Handball Championship of Bosnia and Herzegovina Croatia: Croatian First League of Handball Czech : Zubr extraliga Denmark: GuldBageren Ligaen, Jack Jones Ligaen France: Ligue Nationale de Handball Germany: Handball-Bundesliga Greece: Greek Mens handball championship Hungary: Nemzeti Bajnoksà ¡g I (men), Nemzeti Bajnoksà ¡g I (women) Iceland: N1 deildin Montenegro: First League (men), First League (women), Second League (women) Poland: Polish Ekstraklasa Mens Handball League, Polish Ekstraklasa Womens Handball League Portugal: Liga Portuguesa de Andebol, Divisà £o de Elite Romania: Liga NaÃ… £ionalÄÆ' (men), Liga NaÃ… £ionalÄÆ' (women) Scotland: Scottish Handball League Serbia: Serbian First League of Handball Slovakia: Slovenskà ¡ hadzanà ¡rska extraliga Slovenia: Slovenian First League of Handball, Handball Cup of Slovenia Spain: Liga ASOBAL, Divisià ³n de Plata de Balonmano Sweden: Elitserien Turkey: Turkish Handball Super League United States: U.S. intercollegiate handball championships Commemorative coins Handball commemorative coin Handball events have been selected as a main motif in numerous collectors coins. One of the recent samples is the â‚ ¬10 Greek Handball commemorative coin, minted in 2003 to commemorate the 2004 Summer Olympics. On the coin, the modern athlete directs the ball in his hands towards his target, while in the background the ancient athlete is just about to throw a ball, in a game known as cheirosphaira, in a representation taken from a black-figure pottery vase of the Archaic period. References : http://en.wikipedia.org/wiki/Team_handball

Educations Importance :: Teaching Education

Educations Importance An Institution of Thinkers Education is one of the most important things in modern America, but the reasons why learning is so important today is un-clear. Every modern country has a state run education system, which carries children in to there mid to late teens. The systems around the world are all quite similar, focusing on writing, math and reading, with other courses often being a second language and art. Though the systems are alike people from country to country and from town to town differ on the reasons why education is needed. Opinions range from a place to baby-sit the kids, to a needed key in the pursuit of a successful life and job. The simple un-clarity of today’s school systems is sad. An institution with so many employees and customers (students) should have a mission statement that screamed it’s meaning and lead students on a path to where they need to go. Gardner says â€Å"†¦students who have been well trained†¦do not display adequate understanding of the materials†¦Ã¢â‚¬  but what is unclear is what they should show knowledge in. Should students be able to recite the periodic table or simply know what it is? Should students know all the presidents or know where to find out about them? These questions need to be detailed before we can ever expect for the students to achieve well. Gardner speaks of seven different intelligences, which leads to a question of how is it possible to have 32 people in front of you, all programmed differently and teach them all the same thing. School can’t be designed to fit everyone in, but the institution we currently have tries to. A simple understanding of Gardners Intelligences by the people who created the current system might have drastically changed it. We need to fit all people into a system of education, but what we are currently doing is fitting all people into a cookie cutter mold, which is metaphorically cutting off there legs and arms just to fit them in it. Children are all in school to learn, but we need to isolate why they are there and work from that. I believe schools are meant as simply places to give people a start in life, have them all reading, knowing simple mathematics, history and science. Schools to the 8th grade should be molds, everyone should be taught the same things, maybe not in the same way, but they should walk out knowing the same basics.

Ronald Takaki, a History of Multicultural America

Throughout history many ethnic cliques have experienced abuse and distrust from our American society. The people in America seem to be less understanding, and less willing to accept cultures different from their own, at least years ago. Groups such as the Indians, the African Americans, and the Immigrants, fall deeply into this category. The situations and struggles they have gone through are greatly explained in Ronald Takaki’s novel, â€Å"A Different Mirror, A History of a Multicultural America. Although they have experienced a lot, particular financial and social configuration have changed, helping change our perspective of each civilization, for better or even worse. When the New England people set off to America to, â€Å"cultivate the Lord’s garden,† [pg. 26] and farm arable land, they knew the Indian people had already inhabited the area, but did not fear them. When first viewed the Indian people were believed to be savages, living as uncivilized as the Irish.To the New England people, the Indians were in deficit of all it took to be urbane, lacking attire, writing, Christianity, and urban areas, and indulging in passion and lust beyond the New England belief. Even when the Indian population tried to help the New Englanders, by bringing, â€Å"food and rescuing the starving strangers,† [pg. 35] the New England appreciation only lasted so long. The two groups soon became hostile as the New England people tried to exploit the Indian’s food supply, and fighting broke out almost immediately.With the constant fighting the governor of Virginia, Thomas Gates, decided to have the Indian people be forced to labor for the New England people. This decision was not taken lightly, but yet powerfully and unsympathetically. Even the children were treated cruelly; they would bring them to the river where they would, â€Å"put the Children to death †¦ by throwing them overboard and shooting out their brains. †[pg. 39] Even tually a peace treaty was negotiated by Captain William Tucker, but the wine served to the Indian people was poisonous, killing around 200 instantly.This was just the beginning of what was to come to the Indian people. The leader of the Cherokee tribe personally wrote a letter to President Jackson acknowledging the fact that his people will abide by the federal law, even though they had settled on this land first and established their own set of rules. This letter was ignored by Jackson, and instead the opposite occurred. Jackson wrote a letter to Commissioner J. F. Schermerhorn, in negotiation of the removal of the Indian people.When the Indian people denied this treaty they were forcibly removed from their homes, and embarked on a journey to a new land for them to settle. â€Å"The Cherokees were nearly all prisoners,† [pg. 46] stated by Reverend Evan Jones, they had no choice but to leave their homes or be killed for not. The journey in which they set upon was a long and v ery different weather than what the Indians were used to. Many Indians became ill from the trip, as well as many died. The idea behind this was to keep America â€Å"white† and free of people who were not what the New England people believed to be civilized, out of their new found land.The Indian culture was one of which the New England people were not familiar, and their need to expand their land, in search of new areas to populate and produce food, made them willing to do anything to obtain the area. The American people had this idea of a manifest destiny, in which the ideas of expansionism were expressed. This idea was a major goal at the time, and whatever needed to be done to achieved it would be. The government was the key role in the Indian removal, and maltreatment, but did this for their own personal gain.At the time it was more important for America to achieve what they wanted to achieve than to worry about who they were hurting in the process. This falls true with other ethnicities also. The Indian people were not the only ones treated unfairly for the personal gain of Americans. The African American people also experienced this pain. The typical white male in America was always protected by the Bill of Rights, the first ten amendments of the constitution. These rights included, freedom of speech, religion, petition, and press, along with right to bear arms and the right of privacy.Along with these rights was a mishap, these rights only applied to the typical white male. This allowed the white American people to enslave the African American members of its society. People often made comments about the color of an African American’s skin as, â€Å"this blackness proceedeth rather of some natural infection of man,† [pg. 49] or they were, â€Å"deeply stained with dirt,† †foul, dark, or deadly. † [pg. 50] People were often afraid of the differences in the skin color that it turned to hatred. The color white to the m represented, â€Å"purity, innocence, goodness. [pg. 50] The white Americans feared that they might lose control over themselves such as the Africans already had. This fear led to hatred, and rejection of anyone this color. As this hatred grew, colonizers started capturing African people from their homelands, and bringing them to the United States to sell as property. Most were sold first as indentured servants, people who are stuck by a contract to serve their leader for seven years in order to pay them back for the expense of them to come to America.This gathering planned on completing their time as workers, and then eventually being able to own a house of their own, since the idea of coming to America offered the possibility of hope and starting over. When the rebellion of Nathaniel Bacon occurred everyt hing was about to change. Bacon was a white indentured servant who was frustrated in the ways of society. He decided to rebel creating the † giddy multitude, † [pg . 78] a group of white and black indentured servants who had enough, due to not being able to succeed in the fantasy life people created in America.This group greatly threatened the social order of Virginia. When the group had been defeated it became obvious to Captain Thomas Grantham that they needed to reduce their dependency on white laborers and focus more on Africans of which they could capture, and exploit. This also worked out in the best interest of the people of Virginia because they could deny the Africans right to bear arms due to their race. Africa became their primary source of labor. In 1674 slaves represented only 20% of households and by 1694 slaves represented about 48% of households, nearly half the population.The American people did not see the African American people as people; rather beings that they could make plow their land, or farm their crops. It was always about them. As it was with the Indians, the American people used the African American people for thei r own personal gain. They also still believed in their theory of keeping America â€Å"white† and having people different from them served as a threat they decided to squash before any damage could be done. The Immigrants that came to America experienced much similar situations with American abuse.Although one of the main differences of these situations was that the Immigrants were still â€Å"white and therefore still had more opportunity than the Indians, and the African Americans. Still there were stereotypes of the people that came, such as the Irish were seen as savages, and as Frederick Douglas said, â€Å"our degradation. † [pg. 131] They suffered from potato famines at home, and had no choice but to move toward a land that had a promise of prosperity. Even when the Irish became laborers for the canals and railroad being built, they were still seen as much lower class.They helped build Connecticut’s Enfield Canal, Rhode Island’s Blackstone Canal, and New York’s Erie Canal, which according to Reverend Michael Buckley is, â€Å" proof of Irish talent,† [pg. 138] since the Erie Canal is seen as a very impressive piece of architecture, but back then they did not receive the credit they should have. They built thousands of rail lines, including the Western and Atlantic railroad, and the Union Pacific segment of the transcontinental railroad, in which they lived in miserable conditions and worked ridiculous amounts of hours.They could â€Å"still feel the vibrations of the sledgehammers at night. † [pg. 138] The Irish were also forced to fight for America, when America decided to take over parts of Mexico. They were treated just as badly as slaves were treated. This was only one group of immigrants, others were treated just as bad if not worse. The Chinese, Jew’s, Russians, all immigrants who came to America experienced some kind of oppression, each in their own way.The Irish people were seen to America ns as workers also, people whom they could exploit, because living in America was better than living in their homeland. It was all about money. They were â€Å"disposable† [pg. 138] to the American people. The history of ethnicity coming to America is a complex situation. Years ago people were not accepting to new cultures coming to their land, but when the price of labor was seen as much lower it became a possibility. The American people exploited the Indians, the African Americans, and the Immigrants because they knew they can.They had this idea that the land was â€Å"theirs,† when the Indian people were settled here first, but they knew they had the man power and gun power to take over such a land, and anyone who didn’t approve of it, wouldn’t be a part of it. Americans tortured and ridiculed the people that came here because they were different than them, and they were seen as a threat because the Americans didn’t know what they were capable o f. They figured they had to put them in line, before the Indians, Africans, or Immigrants, did that to them. It was all because of fear of what was different, what was unknown.The American people liked having power, and liked being able to control what was going on and they took advantage of that to the point where it hurt many cultures and newcomers, but not enough to make them stop coming. What they did here in America was no worse than what was happening in their homelands. Times eventually changed, and people eventually realized their mistakes. Although things are not one hundred percent better, the Indians, Africans, and Immigrants have made great strides to overcome the oppression and due to this have made them the people they are today.

What is the minimum allowance of a college student?

Minimum allowance of a student is base on how much their parents have to give them. We all know that a college student had much greater need than in high school days. We very much interested this issue because every one of us can relate this topic. Mostly of us don’t know how to manage their allowance and organize a budget. To budget your allowance is one way of showing your parents that you can be trusted and you’re responsible enough.We sometimes temp to buy things which are not really important and temp to hang out with friends which are not included in your budgetary allowance. â€Å"For most students, college represents a crash course on how to manage money and organize a budget. If a student has never paid for his or her living expenses, the experience can often be frightening and over whelming. Stick to a budget while at college to enjoy life without sacrificing comfort or taking away from the experience† (frazier, 2006). This study will help you more abou t allowance budget and gives you some extra tips.As students, we often whine about our allowance due to financial dilemmas and we should remember how to budget our allowance or better yet we should be thrifty enough so that in a way we’ll be able to help our parents. The aim of the scheme is to ensure the need to meet day-to-day living expenses doesn’t act as a barrier to full time education for students from low and socio-economic group. Allowance – the amount of something that is experimented especially within set of regulations or for a specified purpose; to put upon a fixed allowance (as to provisions and drinks); to supply in fixed and limited quantity.It states that allowance will be limited we must have to spend it wisely. We should have a self awareness. Some students are doing a part time. â€Å"Part-time students who can show they are not expected to study 21 hours a week or more should still be able to claim Career’s Allowance. The reason why we like to conduct a study regarding the student’s allowance is that we would like to know if how and where they are going to spend their allowance and is it enough in their day-to-day living expenses. There are many reasons why we should have this study.One of the reasons is the behavior of a person. â€Å"Behaviorism identifies mental states with disposition to act in certain input situations† (Crumley, 1978). This has something to do with our interaction to our surroundings, like if someone invites you to go shopping then you know that you don’t have extra budget for it then you should say no to them. The other reason is a decision making. â€Å"Some preliminary work needs to be done before we can come up with a decision that we will not later regret† (Teays, 2006).Example for this is when you go out with friends then you think it’s their treat then you’ll be surprise because you’re asking to contribute. In budgeting they need cost of living. † Student Financial Aid establishes a modest, yet adequate cost of living allowance to determine financial aid eligibility each school year. This allowance includes housing and utilities, food, transportation, personal and miscellaneous, and medical expenses. Student Financial Aid establishes a modest, yet adequate cost of living allowance to determine financial aid eligibility each school year.This allowance includes housing and utilities, food, transportation, personal and miscellaneous, and medical expenses. †Theoretical BackgroundStudents all over the world spend in several different ways, but close market research on student spending indicates that there are several common patterns that can be seen. Spending habits in adolescents is changing drastically in the last few years, but that change is almost uniform in all the metros of the world. Commercialization has begun targeting students' spending habits a very long time ago (IFIM Students Lifestyle and S pending Habits, 2009).According to a study conducted by a bank and financial institution, youths fork over money to buy cell phone load, to play computer games at Internet cafes and to buy cigarettes and alcohol. They also spend money on going out and on clothes and accessories (TJ Manotoc, ABS-CBN News, 2010). Teens hang out and shop. Teens are active consumers in terms of the money they spend, as well as in the influence they wield in their families and on societal trends. Despite being raised in a period of rapid change, they display a remarkable self-confidence in their judgment (Tempo, 2010).A lot of the number of students seems to wants what is the â€Å"in† trend, what people are doing or using â€Å"right now†. Most teens will usually have one or two sources of income, either allowance from their parents or a job. The answer to this question isn't found by looking at the income of the family or social status, it's more a way of living and rearing that the paren ts have given their children (Felipe, 2007). â€Å"Despite the Filipino teens’ having limited budget to spend, low price does not necessarily make any brand a shoo-in for their patronage,† explained Ming Barcelona, TNS Philippines Associate Research Director.â€Å"The TRU study reminds us the mindsets, preferences and purchasing habits of Filipino teens, whether on brand values, the latest product offerings, or on values and social issues should not be ignored,† added Gary de Ocampo, TNS Philippines Managing Director. Statement of the Problem. The study discussed the Student’s Allowance here in La Salle University, Ozamiz City. Specifically, this study seeks answers to the following questions: 1. How did the parents give their allowance to their offspring’s? 2. How much their allowance daily, weekly or monthly? 3. Does the student live by their own budget?Significance of the Study.This study signifies the benefits of all the students in La Salle Un iversity for them to be aware to the expenses of their parents, and can be lessen about the financial issues. To overcome such predicament, there are many ways to lessen the problem and one of this is having a part time job so that this dilemma will no longer be the barrier in the academic performance of the student. Also, they must learn to be thrifty and spend their money wisely. For future researchers, it may be nice if you include the effects. V. Scope and Limitations. The study focused on the images of the students as wasting their money allowance.Although, researchers thinking as much to settle the proper using of their allowance in order that the days, weeks and months further as they customized. To analyze the different ways by evaluated the rules. The researchers used and limits this study to the image of women as students allowances in selected different models. These images of transforming were examined and compared to the students today. The researchers choose this topic for the study to show the value of womanhood by understanding deeply the roles of student and are able to understand the story of different time.

Famous Quotations About Dragons

Famous Quotations About Dragons Dragons are among the most fierce and monstrous of creatures in literature and legend. They appear in stories and myths from around the world. People of all ages love these literary monsters. Even when writers arent including real dragons in their stories they reference them for symbolic meaning, usually about people overcoming fantastic odds. Here Are a Few Quotes About Dragons A poet can write about a man slaying a dragon, but not about a man pushing a button that releases a bomb.- W. H. AudenAbove us, outlined against the brilliant sky, dragons crowded every available perching space on the Rim. And the sun made a gold of every one of them.― Anne McCaffrey, Nerilkas StoryBut it is one thing to read about dragons and another to meet them.― Ursula K. Le Guin, A Wizard of EarthseaCome not between the dragon, and his wrath.- William Shakespeare, King LearFairy tales are more than true: not because they tell us that dragons exist, but because they tell us that dragons can be beaten.― Neil Gaiman, CoralineFairy tales do not give the child his first idea of bogey. What fairy tales give the child is his first clear idea of the possible defeat of bogey. The baby has known the dragons intimately ever since he had an imagination. What the fairy tale provides for him is a St. George to kill the dragon.― G.K. Chesterton, Tremendous TriflesH e had only heard of dragons, and although he had never seen one, he was sure they existed.― Dee Marie, Sons of Avalon: Merlins Prophecy He who fights too long against dragons becomes a dragon himself; and if you gaze too long into the abyss, the abyss will gaze into you.- Friedrich NietzscheHere be dragons to be slain, here be rich rewards to gain; / If we perish in the seeking, why, how small a thing is death!― Dorothy L. Sayers, Catholic Tales and Christian SongsHow should we be able to forget those ancient myths that are at the beginning of all peoples, the myths about dragons that at the last moment turn into princesses; perhaps all the dragons of our lives are princesses who are only waiting to see us once beautiful and brave. Perhaps everything terrible is in its deepest being something helpless that wants help from us.― Rainer Maria Rilke, Letters to a Young PoetI believe in everything until its disproved. So I believe in fairies, the myths, dragons. It all exists, even if its in your mind. Whos to say that dreams and nightmares arent as real as the here and now?― John LennonI desired dra gons with a profound desire. Of course, I in my timid body did not wish to have them in the neighborhood. But the world that contained even the imagination of Ffnir was richer and more beautiful, at whatever the cost of peril.― J.R.R. Tolkien I do not care what comes after; I have seen the dragons on the wind of morning.― Ursula K. Le Guin, The Farthest ShoreIf you have ever seen a dragon in a pinch, you will realize that this was only poetical exaggeration applied to any hobbit, even to Old Tooks great-granduncle Bullroarer, who was so huge (for a hobbit) that he could ride a horse. He charged the ranks of the goblins of Mount Gram in the Battle of the Green Fields, and knocked their king Golfibuls head clean off with a wooden club. It sailed a hundred yards through the air and went down a rabbit-hole, and in this way, the battle was won and the game of Golf was invented at the same moment.― J.R.R. Tolkien, The HobbitImagine a land where people are afraid of dragons. It is a reasonable fear: dragons possess a number of qualities that make being afraid of them a very commendable response. Things like their terrible size, their ability to spout fire, or to crack boulders into splinters with their massive talo ns. In fact, the only terrifying quality that dragons do not possess is that of existence.― David Whiteland, Book of Pages Never laugh at live dragons.― J.R.R. TolkienNoble dragons dont have friends. The nearest they can get to the idea is an enemy who is still alive.― Terry Pratchett, Guards! Guards!O to be a dragon, a symbol of the power of Heaven - of silkworm size or immense; at times invisible.- Marianne Moore, O To Be A DragonSleeping on a dragons hoard with greedy, dragonish thoughts in his heart, he had become a dragon himself.― C.S. Lewis, The Voyage of the Dawn TreaderSpeak politely to an enraged dragon.― J.R.R. TolkienThey say dragons never truly die. No matter how many times you kill them.― S.G. Rogers, Jon Hansen and the Dragon Clan of YdenTrue Dragons are among the Universes most perfect beings. This is a useful bit of information. Squirrel it away like a nugget of Fafnirs gold; take it out and burnish it now and then as we proceed.― Shawn MacKenzieYou cant map a sense of humor. Anyway, what is a fantasy map but a space beyond which There Be Dragon s? On the Discworld, we know that There Be Dragons Everywhere. They might not all have scales and forked tongues, but they Be Here all right, grinning and jostling and trying to sell you souvenirs.― Terry Pratchett, The Color of Magic

Araling panlipunan

At least 2000 years before the arrival of the Spaniards, the Philippines are home to small seafaring communities. These communities traded with neighboring countries such as Malaysia, Vietnam and China through barter. Chinese Ming Dynasty porcelain and metal ware have been unearthed in various parts of the Philippines. Tropical items such as gold pieces, beeswax, and pearls were among the trading goods of pre-colonial Filipinos; Chinese merchants brought with them porcelain, metal ware and silk. The first form of coinage in the country was gold beads, referred to as piloncitos. Beads, barter rings of varying sizes and other gold pieces were some of the objects used in commerce. The term piloncito comes from the word pilon, a local sugar container that resembles the coin. They are engraved with the Brahmanic character ma which looks like an upside down R. We can only guess that this character refers to the pre-colonial kingdom of Ma-yi which is roughly the Philippines we know today. Spanish Era Manila became the trading center of oriental goods under the Spanish rule. The setup introduced alternative forms of currencies to the Philippines. Macuquinas (cobs),dos mundos (pillar dollars),counter stamped and portrait series coins, all made of silver, slowly replaced the gold beads. Due to the shortage of fractional coins, the Royalty of Spain authorized the production of copper coins by the Municipality of Manila. In 1728, the first copper coins called barillas were issued. Peso Fuertes, the first bank notes, was circulated in 1852. In 1861, Casa de Moneda de Manila minted the first gold coins called Isabelinas and Alfonsinos. Both of these gold coins are inscribed with the word Filipinas. Revolutionary Period After Emilio Aguinaldo was proclaimed the President of the First Philippine Republic, two kinds of 2-centavo coins were struck in the army arsenal in Malolos, Bulacan. Paper money was also issued. The American Regime In 1901, America defeated Spain and took over the country. The Philippine Coinage Act was passed by the US Congress. It authorized the production of  silver coins from 1903 to 1912. These coins were minted from the Philadelphia, San Francisco and Denver mints. The coin was designed by a young Filipino artist named Melecio Figueroa. Silver certificates were issued until 1918, later replaced with Treasury Certificates from 1918 to 1935. Because of high cost of minting and transportation, the American government decided to re-open the Manila mint in 1920. The mint produced coins until the Comm onwealth government. Notable coins during this period are those issued for use within the Culion Leper Colony. Republic Period In 1949, the Central Bank of the Philippines was created through the Republic Act No. 265. The English Series, the CBPs first official banknotes, was issued in 1951. It was followed by the Pilipino Series in 1967, the Ang Bagong Lipunan Series in 1973 and the New Design Series in 1985. English Series coins were introduced in 1959, followed by the Pilipino Series in 1967, the Ang Bagong Lipunan Series in 1975. The Flora and Fauna Series was introduced in 1983. An improved version was circulated in 1992. All of these series were demonetized in 1998. GANITO KAMI: Saint Catherine of Sienna MAGULO, MAINGAY, LOKO-LOKO, PASAWAY, SAKIT SA ULO AT IRESPONSABLE: Ganyan kami kung ituturing. Pero syempre, kung may hindi magaganda, meron namang katanggap-taggap sa lahat; May PAGKAKAISA, PAGMAMAHALAN, PAGKAKAIBIGAN at higit sa lahat, may MALASAKIT SA BAWAT ISA. Ayan ang mga bagay na hinding-hindi namin maitatanggi sa iba. Kung minsan, kami’y sakit sa ulo, ngunit gagawa at gagawa kami ng paraan para lang makabawi sa taong nagawan namin ng mali o kasalanan. Lahat ng gulo, pag-aaway o hindi pagkakaunawaan sa loob ng klase ay nagagawa naming solusyonan; dahil lamang sa aming PAGMAMAHAL. Mga pag-aaway na minsa’y nagdudulot ng hirap at pasakit sa aming guro. Lalong lalo na sa aming Gurong-tagapayo na si Ms. Cherrylyn L. Nitoral. Madalas kaming magkaroon ng alitan sa kanya. Pero syempre, gagawa kami ng paraan para maayos ang aming relasyon sa kanya. Sabi nila, ang St. Catherine daw ang pinakamatalino sa lahat ng seksyon sa aming â€Å"batch†. At ito ang aming hindi pinababayaang mawala. Dahil dito, labis na natutuwa ang aming â€Å"Adviser†. Iniisip tuloy namin na ito ang nakakapagpawala ng â€Å"stress† na dulot ng iba naming kaklase sa kanya. Kaya naman, sinusubukan talaga naming maging responsible para lang sa kanya. Ganyan ang ST. CATHERINE. MAGULO, MAINGAY, LOKO-LOKO, PASAWAY, SAKIT SA ULO AT IRESPONSABLE pero may kaya parin kaming maipagmalaki. May PAGKAKAISA, PAGMAMAHALAN, PAGKAKAIBIGAN at higit sa lahat, may MALASAKIT SA BAWAT ISA ang tanging mayroon kami na pinagkakaingat-ingatan namin.

Discussion Questions Essay Example | Topics and Well Written Essays - 250 words - 10

Discussion Questions - Essay Example The private sector organisations ownership is the hands of private individuals whereas the criminal justice agencies are run by the government. Organisations in the private sector work towards profit making for the benefit of the shareholders while the agencies are non-profit making providing services to the citizens. Thus they rely on governmental financial support as well as funds from charities. The private sector organisation can extend their operation globally while the criminal justice agency operation is mainly within a city, state or country e.g. The New York Criminal Justice Agency (DeJong etal., 2013). The presence of regulatory measures defines/limits the activities that both organisations can engage in without contravening the law. In addition, since they both have vested interest in security, they at times create some form of cooperation in flushing out offenders in the society to create a peaceful environment. Lastly, since the agency operates as non-profit making organisation, they are not involved in advertising which is common in private sector. Bailes, A. J. K., Frommelt, I., & Stockholm International Peace Research Institute. (2004).Business and security: Public-private sector relationships in a new security environment. Solna, Sweden: