Roman Technology And Inventions Of The Roman Century

Roman Technologies and Inventions Joe Schwabacher Mr. L. 10/26/15 History Outline for Roman Technology - Joe Schwabacher I. Introduction II. Background III. Roman Technologies A. Roman Technology in Health B. Roman Technology in Architecture 1. New Ways to Build 2. New Things to Build 3. What an Average Home Might Look Like a) Homes for the Rich b) Homes for the Less Rich C. Roman Technology in Business 1. Technologies in Trading 2. Technologies in the Production of Crafts D. Roman Technology in the Arts 1. Music 2. Art E. Roman Technology in Agriculture F. Roman Technology in War 1. Roman War Strategy 2. Instruments of War IV. Daily Life A. The daily life of merchants B. The daily life of farmers C. The daily life of the rich D. The daily life of the poor V. How Roman Technology Changed Everyday Life A. Differences for Romans (what could they do which was new?) B. Long-Lasting Effects on Society VI. Conclusion Thesis: Although Roman innovations were very groundbreaking, they still had the ability to affect small parts of everyday life. The Roman Empire lasted for about four hundred years, ranging from around 27BCE to 396CE. During this time they made many revolutionary advancements in technology. Over said length of time, many improvements were utilized in architecture, math, trading/business, tools and medicine, just to name a few practices. The Romans not only built off of previous knowledge they received from their ancestors, but alsoShow MoreRelatedThe Roman Empire And Modern Technology1476 Words   |  6 PagesThe Roman Empire left a legacy that still continues to affect people with modern technology. The Romans’ technology might have not been as advanced as modern technology today, but they still managed to caused great impact over the ancient people. 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They broke treaties and conquered neighboring countries. They revised battle tactics, weapons, legions, but mostly technology to emerge as an undisputed leader of the Mediterranean. The Roman Empire was eager to find new ways, new technology, to help the empire grow beyond imaginable. Arches, military weapons, and basic technology were all created by the Empire. However, the question trying to be answered is, â€Å"How did the technology of Roman Empire impactRead MoreHan And Roman Attitudes Towards Technology1411 Words   |  6 Page sThe Han and Romans attitudes towards technology resembled each other in a variety of ways like how both empires allowed non-government workers to practice engineering and other crafts that dealt with technology. However, during the first century of B.C.E the Han and Roman empires had many differences with their attitudes towards technology. For example, the Roman empire was against engineering and advancements in technology as it had government officials speak out against engineering and being aRead MoreTechnological Advancements Of Ancient Rome1703 Words   |  7 Pagesof Ancient Rome The Romans were extraordinary builders and professional civil engineers, and their flourishing civilization formed developments in technology, culture and architecture that endured for centuries. Ancient Rome had several qualities that made their civilization successful but most importantly through the advancements of technology and innovations that flourished throughout the ages that are still used in today’s society. The legacy lives through the inventions of the aqueducts, concreteRead MoreThe Technology And Advancements Of Middle Ages886 Words   |  4 PagesThe technology and advancements of Middle Ages have often been misrepresented throughout the years. The excruciating amount of effort to create a book that skillfully describes the aforementioned innovations could overwhelm any author. However, renowned historians and authors, Frances and Joseph Gies, a dynamic couple, successfully collaborated on several books on the medieval history, including the book, Cathedral, Forge, and Waterwheel, which is the subject of discussion and review. Within theRead MoreRome: Engineering an Empire812 Words   |  4 Pagesthe unrivalled power of technology to make the Roman Empire span across three continents and many centuries. While the contributions of ambition, conquest and other political and militaristic factors remain important for the Roman Republic to transform into an Empire, none of this could have been possible without the immense contribution of engineering and technology. In this essay, we shall look into three engineering feats that I believe were crucial in building the Roman Empire. We shall be makingRead MoreContributions Of African And World Civilizations Essay980 Words   |  4 PagesArmy. He took over at the age of 26. Some of the tactics that he used that were so successful and are used today are taking out and surrounding the enemy with a combined forced of infantry and cavalry. His most famous battle was at Cannae and the Romans lost 5 0,000 to 70,000 people while Hannibal only lost about 4,000 men. He is also studied for his leadership throughout his reign. He had great strategic and tactical ideas that allowed him to win but he also knew how to lead people. His wins allowedRead MoreIf Rome Never Fell2888 Words   |  12 Pagestimes. Roman achievements such as aqueducts, thermal spas, roads, and the use of concrete are often highlighted to show how advanced technologically Rome was. Think of the film Gladiator and its depiction of the advanced coliseum. But imagine if Rome had never fallen. Would modern society be more advanced today? Quite the contrary would be true. It is actually medieval technology and society that progressed more rapidly than that of Rome, and if it weren’t for the fall of Rome, technology would haveRead MoreThe Great Differences Between Ancient Greece And Rome And Modern Life1200 Words   |  5 PagesMax Swan Dr. D World Civ F Block 6/8/15 Civ Talk Civilizations have always been shaped by their technological advances. Whether it was the invention of the printing press or the creation of the personal computer, technology has had a massive impact on the development of mankind. Technology has brought us the ability to educate, heal, and radically improve the lives of the average person. But, if we strip away our cars and planes, our cell phones and our computers, are we that different than

Personal Narrative My Fathers Death Essay - 730 Words

My father passed away in 1991, two weeks before Christmas. I was 25 at the time but until then I had not grown up. I was still an ignorant youth that only cared about finding the next party. My role model was now gone, forcing me to reevaluate the direction my life was heading. I needed to reexamine some of the lessons he taught me through the years. One of the earliest memories I have of my father is when he would take me to the park and we would play baseball. My father was eager to teach me everything he knew about the game, and I was eager to learn. He took it easy on me at first, allowing me to overcome my fear of being hit by the ball. Each time we went back to the park he would throw the ball a little harder. It was not long†¦show more content†¦I began to rebel and grades were no longer as important to me as they were to my father. My grades slipped to a C average, and that was not good enough. Instead of getting upset, my father encouraged me to apply myself. It too k a couple of years, but he made me realize the importance of school, and that I only had one shot at doing it right. I graduated high school in the top ten percent of my class, thanks to my father. As I entered my teen years, my father expected more out of me than just being a good student. Dad always seemed to have projects going on around the house, and I became his helper. It did not matter what the project was, he always seemed to need my help and I was not happy about that. I had better things to do than wasting a weekend working around the house. Somehow my dad knew how to do everything and felt it was his job to teach all of it to me. I was a teenager and had all of the knowledge I would ever need, so I thought. As it turned out, most of the skills I obtained helping my father led me to a rather lucrative career in manufacturing a few years later. Dad was a very stable man, holding the same job at an office furniture retailer for 25 years. In 1985 he decided to take a chan ce and open his own furniture business, a retail store that competed for sales with the very store where he spent most of his life working. It did not take long to make the new venture a success. Most of my father’s customers from hisShow MoreRelatedEssay about Baldwins Notes to a Native Son1712 Words   |  7 PagesJames Arthur Baldwin helps to bring about one of the main points of his essay, â€Å"Notes of a Native Son.† Baldwin’s composition was published in 1955, and based mostly around the World War II era. This essay was written about a decade after his father’s death, and it reflected back on his relationship with his father. At points in the essay, Baldwin expressed hatred, love, contempt, and pride for his father, and Baldwin broke down this truly complex relationship in his analysis. In order to do thisRead MoreSandra Cisneros And Reyna Grande’S Representation Of Their1220 Words   |  5 Pagesdo not recognize transnational identit ies. To begin, in the jigsaw autobiography A House of My Own (2015) Cisneros mediates between her experience of growing up in Chicago, excavating into her Mexican father’s family history, being perceived as a gringa in Mexico and as working class writer. In â€Å"An Ofrenda for My Father on Day of the Dead† Cisneros stresses the fundamental contributions that her father’s Mexican lineage added to her identity formation. Her father was a Mexican by birth and afterRead MoreAn Analysis Of The Boat By Alistair Macleod1343 Words   |  6 Pagesexcited, with the narrator commenting that â€Å"They repeated ‘the boat’ at the end of all their questions and I knew it must be very important to everyone† (Macleod 263). This begins the narrator’s dawning realization that he is expected to follow in his father’s footsteps or risk disappointing those who matter to him most. As time goes on, the narrator and his sisters realize that their tru e passions involve receiving a higher education and attending a university outside of their small fishing communityRead MoreAnalysis Of H Is For Hawk By Helen Macdonald1053 Words   |  5 Pagesby Helen MacDonald. In her novel, MacDonald interweaves the information she researched about falconry and TH White, with the story of her struggling to cope with the death of her father. I found it interesting how she clearly connected three seemingly very different topics, her personal narrative of dealing with her father’s death, information on falconry, and a biographical account of TH White’s life.. When discussing a memory of spending the day with her father when she was nine years old, MacDonaldRead MoreEssay about Baldwins Writing Style in Notes to a Native Son1507 Words   |  7 PagesRegrettable James Baldwin is known to be one of the best essay writers in the twentieth century who wrote on a few topics including race, discrimination, sexuality and most of all his personal experiences. In â€Å"Notes of a Native Son†, he uses two main strategies to get his point across. First, he likes to tell a story in a narrative view. Following is normally his analysis of the event. He describes the event and then gives his theory on the matter. By doing this, he grants the reader a chance to decipherRead More Narrative and Opinion in Notes of a Native Son Essay1912 Words   |  8 Pagesis most often cited is his ability to interweave narrative and opinion seamlessly into his essays. One example of this ability is in his â€Å"Notes of a Native Son† essay. He interweaves narrative of his father and his death with his opinions about the relationship between blacks and whites at that time. James Baldwin uses contrasting ideas such as public vs. private, father vs. son, and p ast vs. present to switch back and forth between the narrative and his opinions. The major contrastingRead MoreBeing Raised As Slaves By Harriet Jacobs And Frederick Douglass953 Words   |  4 PagesDouglass devoted their professional life for telling their true story based on their own experience. As a matter of fact, their works â€Å"Incidents in the Life of a Slave Girl† (1861) and â€Å"Narrative of the Life of Frederick Douglass, an American Slave† (1845) are considered the most important works in the genre of slave narrative or of enslavement. Thus, this paper will compare and contrast between Jacobs and Douglass in terms of the aforementioned works. Losing their mothers and realizing their status asRead MoreRomulus My Father and Comparison Text1246 Words   |  5 Pagesarrived in a foreign land. In Romulus my father we are repeatedly forced to read about various people in the book who suffer from mental illnesses such as depression, this depression motif is used to emphasis the feeling of loneliness, desolation and non-belonging because of the migrant experience and even Romulus himself goes through states of madness during his life because of the migrant experience. Dell’oso uses the suitcase motif to represent her narrative story but, unlike Gaitia, she uses thisRead MoreEssay on Racial Hatred in Notes of a Native Son1630 Words   |  7 Pagessentences that state the events going on around him at the time of his father’s death. The atmosphere is tense and solemn as the funeral procession moves through a barren wasteland of destruction on the way to the cemetery. Only the bare facts are written and Baldwin deli berately avoids using any colorful descriptions or interesting phrases in order to recreate the mood at this particular moment in his life. With this stripped down narrative passage, Baldwin sets an overall tone of bleakness, harshness andRead MoreWhat We Are Who We Should Be: Literary Realism1132 Words   |  5 Pagesbut provide a practical solution. More often than not though, realists will leave it up to their reader to formulate a cure. In A Rose for Emily, Faulkner looks back on the relationships of an aging southern belle, using third and second person narrative to comment on the happenings of the story. The title character of the story, Miss Emily Grierson, has two main relationships in her lifetime. The first, the relationship she had with her father, is described as controlling: â€Å"†¦ that quality of her

Essay on Milkman’s Search for Identity in Song of Solomon

Milkman’s Search for Identity in Song of Solomon Song of Solomon tells the story of Deads unwitting search for identity. Milkman appears to be destined for a life of self-alienation and isolation because of his commitment to the materialism and the linear conception of time that are part of the legacy he receives from his father, Macon Dead. However, during a trip to his ancestral home, â€Å"Milkman comes to understand his place in a cultural and familial community and to appreciate the value of conceiving of time as a cyclical process†(Smith 58). The Deads exemplify the patriarchal, nuclear family that has traditionally been a stable and critical feature not only of American society but of Western civilization in†¦show more content†¦Pilate Dead, Macons younger sister, provides a marked contrast to her brother and his family. While Macons love of property and money determines the nature and quality of his relationships, Pilates sheer disregard for status, occupation, hygiene, and manners is accompanied by an ability to affirm spiritual values such as compassion, respect, loyalty, and generosity. Pilate introduces a quality of enchantment into the novel. The circumstances of her birth make her a character of supernatural proportions. She delivered herself at birth and was born without a navel. Her smooth stomach isolates her from society. Moreover, her physical condition symbolizes her lack of dependence on others. Her self-sufficiency and isolation prevent her from being trapped or destroyed by the extremely decaying values that threaten her brothers life. Before Milkman leaves his home in Michigan, he perceives the world in materialistic, unyielding terms that recall his fathers behavior. Indeed, the search for gold that sends him to Virginia reveals his perception that escaping from his past and his responsibilities and finding material treasure will guarantee him a sense of his own identity. Milkmans assumption that his trip south holds the key to his liberation is correct, although it is not gold that saves him. In his ancestors world, communal and mythical values prevail over individualism and materialism; when heShow MoreRelatedEssay on Song of Solomon: A Bildungsroman of Milkman 1092 Words   |  5 PagesIt can be said that Song of Solomon is bildungsroman which is defined by The Encyclopedia Britannica as â€Å"a class of novel that deals with the [coming-of-age or] formative years of an individual†. Furthermore, in a bildungsroman, a main protagonist usually undergoes some transformation after seeking truth or philosophical enlightenment. In Morrison’s novel, the plot follows the main protagonist Milkman as he matures within his community while developing relationships with others and discovering hisRead MoreReview Of Charlotte Bronte s Jane Eyre 10879 Words   |  44 Pagesmorning...I looked neither to rising sun, nor smiling sky, nor wakening nat ure† (369). The calm and clear weather parallels Jane’s mind after she decides to do what is best for her. When Jane arrives at Moor House, the storm represents her desperate search to find food and shelter. Characters (adjectives, quotes) Bertha Mason Insane â€Å"The honeymoon over, I learned my mistake; she was only mad, and shut up in a lunatic asylum† (352). Beautiful â€Å"My father said nothing about her money; but he told me Miss

Closed Head Injury free essay sample

Thailand studying electrical engineering at the university. He was ejected from a moving vehicle, which was traveling 70 mph. His injuries included a severe closed head injury with an occipital hematoma, bilateral wrist fractures, and a right pneumothorax. During his neurologic intensive care unit (NICU) stay, Y. W. was intubated and placed on mechanical ventilation, had a feeding tube inserted and was placed on tube feedings, had a Foley catheter to down drain (DD), and had multiple IVs inserted. He developed pneumonia 1 month after admission. Closed head injuries result from a blow to the head as occurs, for example, in a car accident when the head strikes the windshield or dashboard. These injuries cause two types of brain damage. 1. Define the term primary head injury. A primary head injury (or primary impact) is also known as a â€Å"coup injury. † The injury occurs under the site of impact with an object such as a hammer or a rock. We will write a custom essay sample on Closed Head Injury or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The brain strikes the skull after the head strikes the object of impact (Lewis, et al, Fig 57-14). This is the site of the direct impact of the brain on the skull. Often there is edema around the site of impact. 2. Define the term secondary head injury. The secondary head injury is also known as contrecoup injury occurs on the side opposite the area that was impacted. These injuries tend to be more severe and overall patient prognosis depends on the amount of bleeding around the contusion site (Lewis, et al, 1425). Often it is the secondary brain injuries that show few initial symptoms and then have serious side effects days to weeks later. 3. What is normal intracranial pressure (ICP), and why is increased ICP so clinically important? Normal intracranial pressure ranges from 5 to 15 mm Hg. A sustained pressure above the upper limit is considered abnormal. Pressure changes in the brain effect the brain’s compliance. Compliance is the â€Å"expandability of the brain† With low compliance, small changes in volume occur and result in greater increases in pressure. Elevated intracranial pressure is clinically significant because â€Å"it diminishes CPP, increases risks of brain ischemia and infarction, and is associated with a poor prognosis†.

Japanese American Learning Styles free essay sample

As educators began to realize that the growing diversity of the country would eventually mean that the dominant white culture would itself become a minority, perhaps by as soon as the generation after the next, the conclusions of studies comparing the academic performance of various ethnic groups with one another would create all manner of controversy and conflict, as various interests competed to define the strategies and course of action to be undertaken to improve the American educational system. In determining some of these strategies, certain ethnic groups were assigned the label â€Å"at risk,† as the evidence used to measure their educational success showed that they lagged behind other ethnic groups in terms of measurements of their cognitive and intellectual abilities, with the various explanations as to why these deficits existed generating the most intense conflict and disagreement. The most insidious explanations came from social scientists who proposed that the condition of these at-risk groups was actually hereditary, and that their lower intelligence was â€Å"no fault of their own,† being â€Å"due to inherent shortcomings about which little can be done. We will write a custom essay sample on Japanese American Learning Styles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Interestingly enough, when certain ethnic groups scored higher on IQ testing than the dominant Euro-American class, these same sociologists did not credit hereditary advantage for their success, but rather chalked these results up to differences in cultural backgrounds and child-rearing practices. From this school of thought emerged the term â€Å"model minority,† used to describe Asian-American students who outperformed white students in measures of educational achievement. The term â€Å"model minority† was first deployed in an article that appeared in The New York Times Magazine in 1966, entitled â€Å"A Success Story, Japanese-American Style. The article begins by praising the subject family for having risen above â€Å"color prejudice,† and in so doing avoiding the characteristics of those groups that the article refers to as â€Å"problem minorit(ies)†, a label used to categorize the experience of other ethnic groups at this point in history, notable primarily for the emergence of the Civil Rights movement. The political implications of such a label are described by writer Malcolm Yeung, â€Å"Asians were being used as a tool to quiet the cries of the enraged minorities (specifically African-Americans) and, on a much more subtle level, used to assuage the guilt of a white America whose system was†¦clearly not working for non-whites†¦Ã¢â‚¬  Nonetheless, the term â€Å"model minority† would grab hold of the country’s collective consciousness, and as any ethnic stereotype is bound to do, inflict damage on both its subjects (Asian-Americans, among them Japanese-Americans) and those who would view them through this narrow prism. Growing out of and emerging alongside the theories of multicultural education changing the American academic system in the second half of the twentieth century, educators would also focus their efforts to improve student performance on research which would yield more promising inventories of ways to understand and educate the growing diversity of ethnic groups comprising American classrooms, the development of learning style theories, or what educator Rita Dunn calls â€Å"instructional delivery systems responsive to how diverse students learn. In the case of â€Å"at-risk† populations, a certain urgency helped guide the development of such strategies to improve their academic performance, as the successful and effective application of an approach predicated on tailoring learning styles to address the needs of various ethnic groups could help put to rest the notion that their deficits were hereditary. In the case of Asian-Americans, who outperformed even the dominant white cu lture in America’s schools, however, there was little if any urgency involved in efforts to uncover the reasons behind these statistical outcomes. What interest and attention that was devoted to the phenomenon of Asian-American success in the American educational system at this time only served to reinforce the myth of the model minority, now a prevalent stereotype, and a deeper exploration of the â€Å"mechanisms† behind their superior performance collided with the notion that, as Grace Kao put it, â€Å"the success of Asian(-Americans) was not a problem in need of a solution. This does not and should not mean that exploring ways to improve the American educational experience for students of Japanese-American descent should be given less priority or consideration than studying, applying, and improving learning styles for students of any other ethnicity or cultural background. Indeed, given their success in the current form of that educational system, investigating and understanding more fully the role that their ethnicity plays in determining the learning style most conducive to their own academic success may be of ben efit to other students. Studying the learning styles of Japanese-Americans will not only help us to understand their unique ethnic identities as students in our own American educational system, but could help to answer the many questions that arise when studying any of the diverse ethnic populations that make up our classrooms. One such question was posed in a study done by researcher Heather Tehani Fuchigami, who asked, â€Å"Do Japanese immigrants and the learning styles representative of their cultural attributes assimilate to the prevalent ‘American’ cultural learning style by continuation in the country through second, third, and subsequent generations? Many of the assumptions and beliefs that inform American educators’ understanding of Japanese-American learning styles have most likely been designed for first-generation American immigrants or their children and may not be applicable to the generations after them, whose lives have undergone various degrees of transformation and may bear little if any resemblance to the immigrant experiences that informed their acclimation to a new country. Her study of multigenerational Japanese-Americans is of particular interest, for it is one of the very few to have examined the evolution of learning styles over many generations. Indeed, as Nellie Tran and Dina Birman tell us, â€Å"Because so many of the studies reviewed†¦have compared predominantly immigrant Asian-American subsamples to predominantly third-generation or beyond subsamples of Whites, they have confounded immigrant status with ethnicity and perhaps even overemphasized Asian immigrant experiences. † Tran and Birman warn that, â€Å"This large body of work may have created an undifferentiated and often erroneous impression that Asian Americans outperform Whites. In addition to generational status, it is important to distinguish studies of specifically Japanese-American learning styles and educational outcomes from studies of â€Å"Asian-Americans,† a category which Tran and Birman note â€Å"consist(s) of at least 30 different ethnic groups. † They warn that, â€Å"not examining the specific ethnicity of those in the Asian-American group can mask important heterogeneity among them. In particular, the lower performance of some groups (e. g. , Southeast Asians, Pacific Islanders) may be concealed when they are grouped with higher-performing groups (e. . , South Asians, Japanese, Chinese). † There is some consensus in the studies about the traits which characterize the learning styles of first-generation Japanese immigrants in America, and the available literature describes it as a methodical way of learning that includes a precision-oriented preference for repetition, sequential learning, routines, and accuracy. In Heather Fuchigami’s study, she compares the cultural characteristics of Japanese immigrants to America to the traditional traits that are used to describe the American cultural learning style in the following table: JapaneseAmerican InterdependentIndependent ReservedOutspoken CautiousImpulsive ReflectiveActive HolisticSegmented ConcreteAbstract CircuitousDirect SensitiveIndifferent PreciseInterpretive This table provides some insight into the assumptions and even stereotypes by which educators often categorize Japanese-Americans, and Fuchigami notes that school systems made brochures and literature available to teachers that described their Japanese-American students in these terms. When using assessment tools specifically designed to elicit and measure learning styles in their native countries, further distinctions were found between American students and Japanese students in their native countries. In the area of decision-making, American students were found to display impersonal, individualistic, and rational tendencies, while the Japanese place value on interpersonal traits and prefer group harmony. Americans place greater value on being time-efficient and getting right to the point when sorting out differences of opinion, with the focus rarely straying from the argument t issue, while the Japanese would take time to build relationships and seek a consensus before making changes, noting that trust between parties is as important to them as the specific terms of any contract. An experiment involving American and Japanese kindergartners shows these distinctions put into practice: The children were asked to draw a picture of their family. American students imme diately set to work on the assignment, while the Japanese children waited until everyone had been given a sheet of paper and checked in with their neighbor before beginning to draw. When they finished, the Japanese students would wait until everyone else finished before turning the papers in. From this picture, we see how Japanese students are more reflective, introverted, and cooperative, and Americans are more impulsive, individualistic, and competitive. Perhaps most interesting about examples like this is that even though the Japanese students take the longest amount of time to finish assigned tasks, they also produce the fewest mistakes. In Japan, the focus of the educational system is on effort, whereas Americans tend to believe more in the strength of natural ability. Japan has had one set of standards by which all students are measured, with no special education services. There are no report cards and no retention or promotion by grade level; students are simply expected to live up to the established standards of the Ministry of Education. Many credit their perseverance and dedication to effort (known as ganbaru) for the success of their country’s educational system, in which, â€Å"Illiteracy has been almost completely eliminated,† and in which, â€Å"The average score of the lowest-scoring native Japanese classroom [is] above that of the highest-scoring American classroom. Interestingly enough, this educational system is said to be patterned upon the systems used in America and Europe in the late-1800’s. Two non-Western strategies employed in Japan are their own unique form of repetitive learning, in which students continually rewrite or recite difficult Chinese characters or passages until mastered, and â€Å"sticky prob ing,† which employs a form of the Socratic method of discussing an issue or problem while a teacher looks on and judges the results of the discussion. In her study of the evolution of the learning styles of multiple generations of Japanese-American students, Heather Fuchigami posed the hypothesis that, â€Å"It is expected that while Japanese-American students will also have acclimated many of their learning traits to traditional Western practices, pieces of their cultural heritage will still be apparent†¦and will therefore continue to manifest in their learning style. She also posits that a propensity for intermarrying with non-Asians, as well as changing times and social pressures, will contribute to the evolution of the learning style over multiple generations. The study identified the native Japanese learning style by the term â€Å"Diverger,† and the traditional Caucasian American style as the â€Å"Converger,† and administered a series of learning style assessments to first, second, third, fourth, and fifth-generation Japanese-American students. The results of the study yielded some very interesting result s. As stated by Ms. Fuchigami, â€Å"It was surprising to see that at no time did a majority of students of Japanese descent ever pull towards [the Converger] learning style, particularly because the overlying school structure was assumed to be Anglo-American, and therefore a dominating factor in the acculturation of students into the prevalent European-American learning style. † She notes that the Diverger learning style did manage to prevail throughout all generations studied, remaining as the preferred learning style of a quarter of the fifth-generation participants in the study. A new predominant learning style, however, would emerge by this fifth generation, identified by over half of the study participants. As Ms. Fuchigami describes it, â€Å"Rather than acculturating to the American ways of teaching and learning†¦at least a fourth of the population do remain true to their native descriptors of reserved, reflective, and precise, while the majority of Japanese-American students have truly evolved into a new type of learner altogether. She identifies this learning style by the term â€Å"Accommodator,† and forecasts a future in which, â€Å"†¦educators will witness the evolution of a truly distinct Japanese-slash-American culture that falls somewhere between the two native factions. † She also makes recommendations for those educators regarding how to best address this emerging population of learners, â€Å"General assumptions made about the assimilation of native cultures to the prevalent Caucasian-American culture are not true, a nd therefore should not be used as standard up on which to base curriculum design. † Finally, it is important to clarify this new learning style, identified as the preferred learning style by over 55% of one sample of fifth-generation Japanese-American students. Concrete experience and active experimentation are the foundations of this learning style, with these students drawn to leadership roles in which they can use trial-and-error and hands-on methods to accomplish tasks. These learners enjoy problem-solving and are both flexible and adaptable in the face of challenges. Being goal-oriented, they prefer to work cooperatively on assigned tasks, and prefer that new information be presented in terms of its applications in real life. Given these basic preferences, it is best to create a purposeful and organized environment for these learners, in which the educator can utilize practice and drill and demonstration strategies. A product-based emphasis should be employed, as they work with their senses and prefer that this work incorporate tangible objects rather than ideas only. Again, real world application is important to them, for unless the practical application of the subject being taught is conveyed to them, they see little reason to learn new concepts. They rely on intuition and risk-taking to solve problems, preferring to demonstrate mastery of new skills in a competitive forum. They prefer an organized classroom in which the rules and procedures are made clear, so that they can keep busy and know what is expected of them. This new learning style is characterized by a preference for questions with a right or wrong answer, rather than subjective answers that are open to interpretation. They value accuracy over creativity, and they prefer feedback on their work in those terms as well. Traditional school methods, such as worksheets, repetition, memorization, fact recall, and other work that can be easily scored, were designed for these kinds of learners.

The Fourteen Points of Woodrow Wilson

The Fourteen Points of Woodrow Wilson The Fourteen Points were a set of diplomatic principles developed by the administration of President Woodrow Wilson during World War I. These were intended as a statement of American war aims as well as to provide a path to peace. Highly progressive, the Fourteen Points were generally well received when announced in January 1918 but some doubt existed as to whether they could be implemented in a practical sense. That November, Germany approached the Allies for a peace based on Wilsons ideas and an armistice was granted. In the Paris Peace Conference that followed, many of the points were set aside as the need for reparations, imperial competition, and a desire for revenge on Germany took precedence. Background In April 1917, the United States entered World War I on the side of the Allies. Previously angered by the sinking of Lusitania, President Woodrow Wilson led the nation to war after learning of the Zimmermann Telegram and Germanys resumption of unrestricted submarine warfare. Though possessing a massive pool of manpower and resources, the United States required time to mobilize its forces for war. As a result, Britain and France continued to bear the brunt of the fighting in 1917 as their forces took part in the failed Nivelle Offensive as well as the bloody battles at Arras and Passchendaele. With American forces preparing for combat, Wilson formed a study group in September 1917 to develop the nations formal war aims. The Inquiry Known as the Inquiry, this group was headed by Colonel Edward M. House, a close advisor to Wilson, and guided by philosopher Sidney Mezes. Possessing a wide variety of expertise, the group also sought to research topics that could be key issues at a postwar peace conference. Guided by the tenets of progressivism which had steered American domestic policy during the previous decade, the group worked to apply these principles to the international stage. The result was a core list of points which stressed self-determination of peoples, free trade, and open diplomacy. Reviewing the Inquirys work, Wilson believed that it could serve as the basis for a peace agreement. President Woodrow Wilson addresses Congress on January 8, 1918. Public Domain Wilson's Speech Going before a joint session of Congress on January 8, 1918, Wilson outlined American intentions and presented the Inquirys work as the Fourteen Points. Largely drafted by Mezes, Walter Lippmann, Isaiah Bowman, and David Hunter Miller, the points stressed the elimination of secret treaties, the freedom of the seas, limitations on armaments, and the resolution of imperial claims with the goal of self-determination for colonial subjects. Additional points called for the German withdrawal from occupied parts of France, Belgium, and Russia as well as encouragement for the latter, then under Bolshevik rule, to remain in the war. Wilson believed that international acceptance of the points would lead to a just and lasting peace. The Fourteen Points as set forth by Wilson were: The Fourteen Points I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy. VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired. VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity of autonomous development. XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into. XII. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of an autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant. XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. Reaction Though Wilsons Fourteen Points were well received by the public at home and abroad, foreign leaders were skeptical as to whether they could be effectively applied to the real world. Leery of Wilsons idealism, leaders such as David Lloyd George, Georges Clemenceau, and Vittorio Orlando were hesitant to accept the points as formal war aims. In an effort to gain support from the Allied leaders, Wilson tasked House with lobbying their behalf. Prime Minister David Lloyd George. Library of Congress On October 16, Wilson met with British intelligence chief, Sir William Wiseman, in an effort to secure Londons approval. While Lloyd Georges government was largely supportive, it refused to honor the point regarding freedom of the seas and also desired to see a point added regarding war reparations. Continuing to work through diplomatic channels, the Wilson Administration secured support for the Fourteen Points from France and Italy on November 1. This internal diplomatic campaign among the Allies paralleled a discourse that Wilson was having with German officials which began on October 5. With the military situation deteriorating, the Germans finally approached the Allies regarding an armistice based on the terms of the Fourteen Points. This was concluded on November 11 at Compià ¨gne and brought an end to the fighting. Paris Peace Conference As the Paris Peace Conference began in January 1919, Wilson quickly found that actual support for the Fourteen Points was lacking on the part of his allies. This was largely due to the need for reparations, imperial competition, and a desire to inflict a harsh peace on Germany. As the talks progressed, Wilson was increasingly unable to garner acceptance of his Fourteen Points. Prime Minister Georges Clemenceau. Library of Congress In an effort to appease the American leader, Lloyd George and Clemenceau consented to the formation of the League of Nations. With several of the participants goals conflicting, the talks moved slowly and ultimately produced a treaty which failed to please any of the nations involved. The final terms of the treaty, which included little of Wilsons Fourteen Points on which German had agreed to the armistice, were harsh and ultimately played a key role in setting the stage for World War II.

Business strategy mcdonald Essays

Business strategy mcdonald Essays Business strategy mcdonald Essay Business strategy mcdonald Essay If we all have different receptions of reality then the big question is; do we know real true picture of reality? Reality in accounting is something I believe is very hard for us people to determine. Firstly is that most of the measurement used in the accounting system are arbitrary. How can we know that something which is based on random choice or personal whim, rather than any reason or systems is the truth? Secondly accounting is also based on assumptions. So what is seems like that in accounting there is no such thing as reality. Obviously we couldnt know what is true if methods of accounting are based on arbitrary methods and assumptions. If this is so, then again the big question is; how can accountants communicate reality if we dont know what is reality. A. In the given question, the directors decision on deciding not to life the going concern assumption while the companys performance and position is deteriorating is totally wrong and unethical. The company knew very well that there are people out there who are going to rely on their financial decisions to make very important decisions. Not lifting the going concern assumption will make stakeholders think especially primary users that the companys financial performance and position is going well and healthy when in act its not. In this case the directors are communicating a false reality. B. Well communicating a false reality doesnt mean that also you are creating a false reality. For God. Anything can happen in the future. Revenue might increase as well as sales, profit might increase and the business might again run well. In this case the company is creating a reality. . ) Fiji Sugar Corporation. The Fiji Sugar Corporation is said to be responsible for the pollution of the Aqua River in Labs. The question to ask is whether the Fiji Sugar Corporation (FCC) is really responsible for the pollution of the Aqua River that had resulted in the killing f the marine life. Or is the waste dumped by the FCC in the Aqua River the cause of pollution. It is being evident that the waste dumped by FCC to the river is the direct c ause of the killing of the marine life in the river. ( If]times. Mom) (The Fiji Times, 24/12/08) Last year we took samples from the river and results confirmed that the chemicals were from FCC so this new testing is part of our prosecution process. Mr Kumar Tests result shows that the death of river plants and vaporizing useful gases is the result of a rise in temperature in the river that was caused by hot water being poured into the Aqua River.. All Saints Secondary School students and hundreds of residents beside the river complained of headache as a result of the pollution by FCC. ( If]times. Mom) (Fiji times, 03/09/09) With the evidence given above, can we say that the organization is responsible for the pollution of the Aqua River? Ruth D Hines said that we must not think that the fence of the organization sets the limit or the boundary of the organization. The only thing the fence does is to separate the other people from the organization or to designate it so to speak. Well in terms of pollution, I do agree that the organization is responsible for the pollution. As evident above that the waste dumped by the FCC is the direct cause of the pollution which had an adverse effect on the river, environment and the people. If it wasnt for the organization dumping rubbish into the river there wouldnt have been any pollution. Hines also said that we should account for something that we are accountable for. It would be unethical for FCC not to account for the pollution caused by them. Even though we might think that the pollution is outside of the organizations context but in reality we know that the damage to the environment is directly caused by pollution by the organization. As a conclusion we can say that pollution is very much part of the organization. As it is the direct effect and outcome of the production process of the organization. So Fiji Sugar Corporation should account for the pollution. B. ) The organization is now placing more significance on sustaining a clean environment in particular waste water release from mill operation and air pollution not only for its staff but its stakeholders too. The organization is aiming on the execution of various engineering controls. This will result in the minimization of waste to the environment and by doing this they will e adhering to the Mill Upgrade Program. All mills around the country had formed committees that will observe and address pollution. Annual report 2010). Recognizing revenue in the period or periods that the revenue-generating activities of the companies are performed is the objective of the firm. There are two conditions that needs to be satisfied before revenue can be recognized in the realization principle: 1 . The earnings process is Judged to be complete or virtually complete (the earnings process refers to the activity or activities performed by t he company to generate revenue). 2. There is reasonable certainty as to the collegiality of the asset to be received (usually) (http://connect. McGraw-hill. Mom) Businesses recognize revenues ate different point in time due to a number of reasons: Businesses are different in nature. The activities performed by the companies to generate revenue are differently judged to be complete. It because of these two catteries that revenue are differently recognized. For example revenue from selling of inventory are recognized at the date of sale often interpreted as the date of delivery. This is because at the date of delivery the earnings process is Judged to be complete. For revenue from rendering services are recognized when services are completed and billed.