Evaluate the Differences Between the New England Colonies...

Joshua Washington Mr. Scanlan 1st Period 6 September, 2010 DBQ #1 Although both the New England Colonies (Rhode Island, Massachusetts, Connecticut, and New Hampshire), and the Chesapeake Colonies (Virginia and Maryland) were both settled by people of English origin, by 1700 they were both very distinct for a multitude of reasons; Three of which being, their economics, African Slave population, and their life expectancies. The New England colonies vs. the Chesapeake colonies had many differences in there economical make-up, as far as their economic activities and the diversity of the economies. The New England society had a very diverse economy as far as their activities go. Some economic activities included small farms, livestock,†¦show more content†¦This (the rebellion of the indentured servants) among the fact that more labor was needed than in the New England colonies added to the African Slave population. The difference in life expectancy in the Chesapeake region vs. the New England region was quite large. The reasons were quite legitimate. For example, the Chesapeake had a high death rate because of things such a disease, the hot / humid climate, Indian attacks, and their infant mortality rate. In the Chesapeake colonies, the life expectancy for white males was only 43 years old and 25% of children died in infancy as well as another 25% did not reach their 20’s. Although the male life expectancy was 43 years old there was still a large male population with 74% males in 1625. This also caused fewer babies to be born in this era (the sex ratio was off). A ship of 74 immigrants was to be sent to Virginia of which 62 were men and 11 women; prime example of an unbalanced sex ratio (Doc C). This caused a lack of social stability, as to where in the New England region a much healthier standard of living was provided as well as the fact that there was a more even sex ratio. A majorit y of the immigrants were families. Weymouth, on the 20th of March 1635, out of 104, the majority was families and men (Doc B). The average life expectancy was 70 years old, so that by the 1700’s there were more elderly people in the New England colonies vs. the Chesapeake.Show MoreRelatedAp Exam Essays1660 Words   |  7 PagesAP Exam Essays 2001-2010 2010 AP Exam Essays 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? 2. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the comingRead MoreAp Us2464 Words   |  10 PagesA. OP 1 Between 1607 and 1763, the British North American colonies developed experience in, and the expectation of self government in the political, religious, economic and social aspects of life. THESIS: Between the years of 1607and 1763, the British North American colonies developed experience and the expectation of self government in the political such as the Mayflower Compact, religious dealing with the Puritans, economic with the establishment of tobacco, and social such as Indians, aspectsRead MoreStudy Guide for US History Essay3594 Words   |  15 Pages2009 Compare the cultures that could be found in the New World prior to the Europeans. Why were some groups more advanced than others throughout the same region? September 17, 2009 Compare the experience of the French, Spanish, and English in colonizing the New World. What common perception of the region did they share? Discuss the differences in their relationship with Native Americans. September 21, 2009 Why did England colonize the New World later than the rest of Europe? What politicalRead MoreA SELECTION OF PAST AP U.S. FREE RESPONSE QUESTIONS:3529 Words   |  15 PagesPAST AP U.S. FREE RESPONSE QUESTIONS: Part 1: Colonial Period to Civil War Colonial Times 1607 -1775 1. From 1600 -1763, several European nations vied for control of the North American continent. Why did England win the struggle? (73) 2. In the seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the seventeenth century? (83) 3. In the two decades before the outbreak of theRead MoreHistory 13015-82262 Words   |  10 Pagesarab states of morocco, algiers, tunis and tripoli and for decades seized vessels all of the mediterranean and held crews and passengers for ransom. Barbary pirates The episode which immediately prompted the Embargo Act was the ___ attack on the Chesapeake by the Leopard. Under Jays Treaty, ___ agreed to abandon its military posts in the American Northwest. -Great Britain How was slavery a sectional issue before 1820? most white Americans saw slavery as mainly a local issue. In Marbury v. Madison

Do You Know The Negative Sides Of Globalization Of Food...

DO YOU KNOW THE NEGATIVE SIDES OF GLOBALIZATION OF FOOD INDUSTRY ? Achyutha Gonuguntla EAP 1851 Research Paper Dt: 04/06/2015 Introduction: Globalization isn’t a widely discussed topic, it is therefore not all that easy to explain such a complicated term in simple terms. Advances in technology such as mobile phones, aero planes and the internet have made the growth of transport and communication networks possible. This means that people and countries can exchange information and goods more quickly and in a less complicated way this process is called Globalization.Globalization comes from†¦show more content†¦The local firms SONY and Videocon have to react to withstand the competition and so the world grows closer together and there is an active exchange of goods between the countries, more affordable products are available for more people.However, not only does an exchange of products and economic goods take place ,but also of services, knowledge, cultural goods and even languages. All of these individual elements are closely linked and influence each other. But where these is light there is also shadow. Because of globalization and intense exchange of goods,people and the environment often suffer. If a company decides to move their production to an economically disadvantaged country people and industrialized countries use their jobs at the same time job opportunities open up too many locals in an economically disadvantages country many people in these countries work for very little money in comparison to those in industrialized countries, therefore, they often remain poor more often than not do not have sufficient insurance, social insurance or health insurance cover. A further disadvantage of globalization is ecological problems such as climate change. The use of aero planes, ships and Lorries to transport goods to international borders is constantly on an increase this causes more carbon-di-oxide to be released into the atmosphere which intern is the main cause of the Global Warming. Even national

Origins and Bibliography of the Big Bang Theory Essay Example For Students

Origins and Bibliography of the Big Bang Theory Essay ORIGINS: Background BibliographyAssembled for the PHILOsophy Conference of: Computer ConnectionPO Box 382 BBS (609) 784-9404Voorhees, NJ 08043 by T.A. HareNov. 13, 1985Topic: Areas of interaction between philosophy, science, andreligion. Part I- Big Bang (Astronomy)Part II Unified Field (Particle Physics)Part III Evolution (Biology). Part IV Theologic interaction Part II Unified Field Theory of Particle Physics: And God said, Let there be an expanse between the waters to separate water from water. (Gen. 1:6)And God said, Let the water under the sky be gathered to one place, and let dry ground appear. And it was so. (Gen. 1:9) Further reading:1. John H. Schwartz, Completing Einstein, SCIENCE 85, vol 6, pp 60-64, 1985. 2. Robert Palmer, Whats a Quark?, SCIENCE 85, VOL 6, pp 66-71, 19853. Bruce Schechter, The Moment of Creation, DISCOVER, April 1983, pp 18-25. 4. Lawrence R. Sulak, Waiting for the Proton to Decay, AMERICAN SCIENTIST, 70, 616-625, 1982. 5. Mary K. Gaillard, Toward a Unified Picture of Elementary Particle Interactions, AMERICAN SCIENTIST 70, 506-514. The following background articles were downloaded from American AdacemicEncyclopedia via Dow Jones News Retrevial Service; Nov 12, 1985UNIFIED FIELD THEORY Classical attempts at devising a unified field theory, principally thoseof Einstein, were concerned with the combination of gravitation (thegeneral theory of RELATIVITY) and electromagnetism into the sametheoretical framework. Electromagnetism is described by MAXWELLS EQUATIONSfor an antisymmetric tensor, whereas Einsteins theory of gravitationcenters about a symmetric metric tensor; Einsteins idea was to combineboth descriptions into a single, nonsymmetric tensor, thereby treating bothsubjects from an essentially geometric point of view. Other attempts toincorporate electromagnetism into the basically geometric formalism ofgeneral relativity were made by Hermann Weyl (1918) and more recently byJohn Wheeler; although some theories are more esthetic than others, alllack the connection with quantum phenomena that is so important forinteractions other than gravitation. More-recent attempts at unification have been made from the quitedifferent point of view of merging the quantum field theories that (aresupposed to) describe the four FUNDAMENTAL INTERACTIONS of gravity,electromagnetism, and the weak and the strong nuclear interactions. Themost palatable unification so far has been given by Steven WEINBERG ofHarvard University and independently by Abdus SALAM of Imperial College,London, joining electromagnetism and the weak interactions. In the simplestversion of this type of unified gauge theory, forces are transmitted by theexchange of four different types of particles called bosons, which areassumed to be massless. By means of a broken symmetry an effectivegeneration of masses occurs, so that the Weinberg-Salam theory envisagesthe weak interactions as being transmitted by massive W mesons, in whichone meson, identified with the photon, remains massless, while the otherthree, identified with the quanta that transmit the weak interaction, areestimat ed to be quite heavy. Their rest-mass energies are on the order of50 to 100 times the mass of the proton, and their observation should becomepossible with the next generation of high-energy accelerators. So far, theWeinberg-Salam theory has passed every unambiguous test to which it hasbeen subjected. Weinberg and Salam shared the 1979 Nobel Prize for physicsfor their model. Many other unified theories, involving strong interaction and evengravitation, have recently been proposed. Such grand unification schemes todate have unavoidable and questionable consequences, such as the removal ofthe separate conservation of baryon and lepton number; they predict aproton could decay into a lepton plus pionsan improbable event that isactively being searched for at present. Recent grand unification schemesrequire the existence of magnetic MONOPOLES. These hypothetical particles,also called grand unification monopoles (GUMs), are thought to be verymassive, with a mass ranging from 10 to the 16th power to 10 to the 19thpower GeV. No experimental evidence of monopoles has yet been found.H. .u520dadbd92de87c47d57ae601075d2a4 , .u520dadbd92de87c47d57ae601075d2a4 .postImageUrl , .u520dadbd92de87c47d57ae601075d2a4 .centered-text-area { min-height: 80px; position: relative; } .u520dadbd92de87c47d57ae601075d2a4 , .u520dadbd92de87c47d57ae601075d2a4:hover , .u520dadbd92de87c47d57ae601075d2a4:visited , .u520dadbd92de87c47d57ae601075d2a4:active { border:0!important; } .u520dadbd92de87c47d57ae601075d2a4 .clearfix:after { content: ""; display: table; clear: both; } .u520dadbd92de87c47d57ae601075d2a4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u520dadbd92de87c47d57ae601075d2a4:active , .u520dadbd92de87c47d57ae601075d2a4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u520dadbd92de87c47d57ae601075d2a4 .centered-text-area { width: 100%; position: relative ; } .u520dadbd92de87c47d57ae601075d2a4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u520dadbd92de87c47d57ae601075d2a4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u520dadbd92de87c47d57ae601075d2a4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u520dadbd92de87c47d57ae601075d2a4:hover .ctaButton { background-color: #34495E!important; } .u520dadbd92de87c47d57ae601075d2a4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u520dadbd92de87c47d57ae601075d2a4 .u520dadbd92de87c47d57ae601075d2a4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u520dadbd92de87c47d57ae601075d2a4:after { content: ""; display: block; clear: both; } READ: Historical Reconstruction EssayM. FRIEDBibliography Bergmann, Peter G., Introduction to the Theory of Relativity (1942; repr. 1976) Einstein, Albert, The Meaning of Relativity, 5th ed. (1956) Hadlock, Charles, Field Theory and Its Classical Problems (1979) Tonnelat, Marie A., Einsteins Theory of Unified Fields (1966). RELATIVITY Albert Einsteins theory of relativity has caused major revolutions inphysics and astronomy during the 20th century. It introduced to science theconcept of relativitythe notion that there is no absolute motion in

Reflective Report On Microteaching Technique †MyAssignmenthelp.com

Question: Discuss about the Reflective Report On Microteaching Technique. Answer: Introduction Microteaching is a training technique for upcoming teachers which currently been practiced worldwide (Arsal 2014). This technique provides those upcoming teachers with an opportunity to enhance their skills and add real-time experience in their profession. the core skills of microteaching like presentation and strengthening skills helps upcoming teachers to learn the techniques and arts of teaching at ease and to enhance their expertise. The effect of this teaching skill is evident in subjects such as science educations (health and life sciences), practical subjects and many more (Remesh 2013). In our previous assignment, I, in a group of four students, facilitated a microteaching session of 15 minutes. Our teaching session was comprised of visual resources and we used presentation to conduct the microteaching session. We included different adult learning styles and teaching techniques to include the audience in our presentation. The topic of our presentation waseffective communication in nursing profession and we were to teach an idea to the audience or group of student we were interacting (Broadbent 2013). In this critical analysis of the previous assignment about importance of effective Communication in nursing, I am going to discuss the different adult learning techniques and strategies our group had used to engage the audience during the presentation. During this microteaching session, we also provided a lesson plan including lesson outcomes, content of session, teaching methods, resources required, and different key-skills learnt during that day. I am going to use Gibbs reflective cycle to analyze my facilitating skills and will discuss how my facilitation skills improved while facilitating the group (Huseb ORegan and Nestel 2015). Lesson plan The lesson plan prepared by my group members and me was comprised of aspects such as details of facilitators, goals (general and specific), learning outcomes, preparation, implementation and reflection (Chong and Kong 2012). Goals of the microteaching session The prime goal of the microteaching session was to improve our teaching skills in the real-time experience (Saito 2012). As a team, we were aware of the topic of our discussion. We divided the topic in four different segments however; our goal was to understand every section of the presentation so that we can create a connection while presenting the topic. I was also aware of the importance of effective communication innursing and prepared all the readings regarding my section and the whole topic before the presentation. Other than these, the general goal was to create a learning contact with the audience and I as a mentor was dedicated to make my audience understand every aspects of communication skills. According to Milkova (2012) contact learning technique help the learner or mentee more confident about themselves and they never forget those real-time learnings. To make the audience understand the importance of effective communication, I had to assess my learning needs. I had to u nderstand which strategy could help the audience to connect with the topic effectively. Learning outcomes After the microteaching session, the audience would understand the learning outcomes of our presentation. These outcomes are Effective communication is a core skill for nursing professionals. The definition of communication and aims of good communication in nursing practice. Characteristics of effective communication skills including pro-active participation, active listeners, ability to learn from others and staying focused while practicing communication skills. Communication barriers and different types of communication barriers Effectiveness of communication skills in nursing practices. Content of session The content of the session was comprised of sections and timings for every facilitator. Process of planning is time consuming however, me and my group members were benefitted from the session preparation. During planning the session, I was able to visualize the class and each steps of that class was clear to my vision. It helped me to ensure the thoughts I have prepared for my section and the whole topic. It also helped to me logically arrange the content for presentation and underline points that audience might feel problematic. The session content was comprised of the following steps: defining key objectives clarifying key points and related topics organize material regarding the topic plan the presentation technique, strategies to involve audience evaluation process and timing division Teaching methods Teaching method is an important part of microteaching technique as a proper teaching method can help the audience to understand the topic effectively (Kowalczyk, Hackworth and Case-Smith 2012). There are different teaching methods such as class participation, citation, memorization, demonstration and combination. These techniques help the teachers or facilitators to create a positive learning environment to make a classroom friendly and supportive. The technique we used for our microteaching session was class participation. The advantages of class participation technique are It ensures everyones attention in learning. It ensures every distractions are removed from the class Activities and questions help the audience to engage in the class and creates non-threatening environment Maintains smooth transitions from one topic to another There are six different adult learning techniques used for microteaching processes. These techniques are visual, aural, tactile, print, interactive and kinesthetic. Within these techniques, visual learning helps people to remind the learning for a longer period. Hence, for our microteaching session we chose PowerPoint presentation to define our topic. Strategies to involve audience Our next aim was to make the audience engage in our PowerPoint presentation. Hence, to meet these strategies, we chose four ways to engage the audience in our presentation (Rui and Stefanone 2013). Asking questions- this technique is also known as Socratic technique, in which teacher teaches by asking questions to the student. The materials in presentation then support students replies. Socratic Method helps the presenter to shine out in the room and engage a lot of audience in the process. Providing examples and case studies while presenting the topic help the audience to understand the consequences easily. We provided examples of effective communication and how this communication helped patients overcome the adverse health condition. The barriers and enhancers of effective communication was also discussed with examples and stories to engage more audience. As we were four group members and the whole task was divided into four segments, we decided to use the entire stage instead of podium, so that our group can look different in the eyes of audience. I was sure of this technique as eye connection is the strongest connection human can use while conversation. Memorizing the presentation was another step to engage the audience in the presentation. I knew of the fact that if I am looking at the slides every minute to understand the topic I am presenting, my audience will also become reluctant to understand the topic. Hence, my group members and I decided to memorize the individual as well as whole presentation topics. Lesson prepared and resources required Lesson preparation is an important part of lesson plan are critical aspects of teaching and learning (Darlind-Hammond 2012). A well-developed and prepared lesson that has been prepared in advance makes the presentation smooth and engaging and student can understand the topic easily. Authenticity of the topic delivered depends on the materials provided through authentic resources. In our microteaching process, we have included resources like books, research journals, and authentic websites. Furthermore, to deliver the topic effectively, we also require resources such as books and handouts for the audience to be aware of the flow of presentation. PowerPoint to prepare the presentation, projector, computer, questionnaire sheets and feedback sheet. According to our lesson plan, these resources were to help us engage the audience in our presentation. Key skills learnt After the completion of the PowerPoint presentation, it is very important to understand whether the audience have grasp the key points of the presentation or not. Our aim was to get the feedback of our presentation within that provided time; hence, we included the audience in the process and provided them with situation to reflect their action. A small questionnaire was also provided to point out the key skills learn (Danielson 2013). Time management Time management was the most important and crucial part of the microteaching session. We were ready with our reading materials, evidences, and evaluation skills (Kirillov et al. 2015). However, without a proper time management strategy, our presentation could have been failed to draw attention of the audience. Hence, I decided to divide time for each presenter, and duration of the time depended on the importance of the topic in overall presentation. Therefore, the presenter, who was to present the introduction of effective communication, got 2 to 3 minutes whereas the presenter defines the characteristics of effective communication got 5 minutes to explain the topic. Furthermore, to conduct audience interaction and questionnaire discussion 5 to 8 minutes was proposed. This way we divided the time throughout the topic to target the entire section of audience for our presentation (Milkova 2012). Reflective analysis To propose a reflective analysis on this issue, I am going to use Gibbs reflective cycle. The Gibbs reflective cycle is comprised of six stages such as description of the situation, feelings, evaluation and analysis, conclusion and action plan (Paterson and Champan 2013). Description It was the assessment 2 stage 1 of the assignment and my three group members and I were ready with our topic effective communication in nursing. We had divided the topic in four segments such as introduction of effective communication, characteristics of effective communications, possible barriers of effective communication and strategies to promote it in workplace. Communication is essential in nursing practices for patients safety and well-being. Nurses are the center of patients care and hence, it is the responsibility of the nurses to initiate dialog. Four members of our group described four aspects of communication skills such as definition of communication skills, characteristics of communication skills, potential barriers enhancers and examples of effective communication enhancing patients health. Feelings We all were prepared with our topics and had practiced it several times; however before the presentation I was feeling nervous. This was my first microteaching experience hence I was very hopeful about the results. We had arranged our presentation in such a way that I was sure about audience support and engagement. We started the presentation with strong and positive note. The entire group member delivered their portion efficiently. Even I started with potential barriers of effective communication and delivered my readings however, I forgot to mention the types of barriers effecting communication between nurses and patients. Evaluation While evaluating the course of action I came to the point that the presentation was successful. We all delivered our part effectively that helped to engage the audience in our presentation. When I forgot the important portion of my topic, I became nervous. However, I compensate the fault by addressing the types of communication barriers with examples. Analysis The only thing helped us to gain confidence and deliver such presentation was fluency and practice. We prepared our presentation with dedication and helped each other to prepare speech and final questionnaire. The theory of effective communication helped me to interact with my audience as well. As per the theory, communication helps to mend the barriers and let the knowledge flow in every direction. I understood the theory with personal experience while our presentation. After forgetting my speech, this connection helped me to reinforce my courage to deliver the entire section with effectiveness. Conclusion In the conclusion, I can say that the entire experience of microteaching process was positive for my team and me. We all were new to this experience. However, the feedback from the audience and their involvement in the process of presentation increased our confidence. Furthermore, the way our team responded to the adverse situation, it filled all the team members with utmost confidence. Action plan After this presentation, I am going to take part in some workshops to enhance my interaction skills, because the engagement of audience made me nervous and I forgot the lines. However, I will be preparing my slide notes by my own for any future presentation as research and slide note preparation helped me to overcome the fear of stage and deliver quality presentation. Conclusion In this critical analysis of my previous assignment assessment 2 stage 1, I had to prepare a report explaining the lesson plan our four-membered team used and all the strategies we used to deliver our presentation. I mentioned about the learning techniques of adults and the strategies my team and I used to engage the audience in the presentation. Finally, I presented reflective analysis of the entire scenario using Gibbs reflective cycle and mentioned all the six stages of it regarding effective communication skills in nursing profession. References Arsal, Z., 2014. Microteaching and pre-service teachers sense of self-efficacy in teaching.European Journal of Teacher Education,37(4), pp.453-464. Remesh, A., 2013. Microteaching, an efficient technique for learning effective teaching.Journal of research in medical sciences: the official journal of Isfahan University of Medical Sciences,18(2), p.158. Arnold, E. C., Boggs, K. U. (2015).Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences. Broadbent, D.E., 2013.Perception and communication. Elsevier. Huseb, S.E., O'Regan, S. and Nestel, D., 2015. Reflective practice and its role in simulation.Clinical Simulation in Nursing,11(8), pp.368-375. Chong, W.H. and Kong, C.A., 2012. Teacher collaborative learning and teacher self-efficacy: The case of lesson study.The Journal of Experimental Education,80(3), pp.263-283. Saito, E., 2012. Key issues of lesson study in Japan and the United States: A literature review.Professional development in education,38(5), pp.777-789. Danielson, C., 2013.The framework for teaching: Evaluation instrument. Princeton, NJ: Danielson Group. Milkova, S., 2012. Strategies for effective lesson planning.Center for Research on learning and Teaching, pp.1-4. Kowalczyk, N., Hackworth, R. and Case-Smith, J., 2012. Perceptions of the use of critical thinking teaching methods.Radiologic technology,83(3), pp.226-236. Rui, J. and Stefanone, M.A., 2013. Strategic self-presentation online: A cross-cultural study.Computers in Human Behavior,29(1), pp.110-118. Darling-Hammond, L., 2012.Powerful teacher education: Lessons from exemplary programs. John Wiley Sons. Kirillov, A.V., Tanatova, D.K., Vinichenko, M.V. and Makushkin, S.A., 2015. Theory and practice of time-management in education.Asian Social Science,11(19), p.193. Paterson, C. and Chapman, J., 2013. Enhancing skills of critical reflection to evidence learning in professional practice.Physical Therapy in Sport,14(3), pp.133-138.