Mayan Collapse Free Essays

The motivation behind this examination is to locate the genuine motivation behind why and how Copal crumbled. Copal was set where Honduras is today; Copal demonstrated they were extraordinary human progress of the social Amman life. Individuals thought about what befell the once extraordinary development. We will compose a custom article test on Mayan Collapse or on the other hand any comparable theme just for you Request Now Copal development had a quick fall do to ailments, catastrophic events, overpopulation, monetary disturbance, and some more. Each one of those things that can happen to a human advancement bring a breakdown. However, individuals around needed proof, from data that I read it was said there was no follow period and land was Ewing abused. This was likewise hipping driving into another reality that the populace was getting to enormous beyond what human progress can hold. The proof that sort of offered you the response of the recounting overpopulation was the skulls and bones deserted. When the skulls were found there was an inquiry was do these to skulls have various results on what befallen them? Skull #1 demonstrated it had serious frailty which likely murdered the Copal resident. Skull # 1 had springy looking zones on the rear of their skull which are brought about by absence of iron in diet. The rate was 0 percent of skeleton indicated they had pallor. Skull # 2 indicated the Amman culture method of they had being wrapped during youth framed into shape that Mayans are use to. The teeth were cut in an unpredictable example, something that Maya upper social classes would do. Skull # 2 was additionally indicated that it had light looking zones on the on there had. This Amman honorable had iron deficiency too. The proof has now demonstrated this was not a continuous fall. In the woodland there were plants that could have proof In how and why Copal crumbled. These plants can reveal to us how it fallen dependent on beneficiary way of life and how It influenced the plants. These plants demonstrated that Copal valley had a heaver return back to the woodland. I arrived at the resolution that there were individuals with weakness when they passed on. A consistent of over cultivating, too large of a populace for Its own human progress, and financial disturbance. This to me and proof that there was a fast decrease going on. To keep a breakdown from happening It Is said that each general public ought to have their own needs of rules, food, work, beverages, and merchant. Additionally your general public ought to have instructive purposes, with a going of specific desires. To ensure this Is all being followed your general public ought to give importance and inspiration to Its individuals. Amman Collapse By Distant-Johnson this was not a continuous fall. In the woods there were plants that could have proof in their way of life and how it influenced the plants. These plants demonstrated that Copal valley populace for its own human advancement, and monetary interruption. This to me and proof that there was a quick decay going on. To keep a breakdown from happening it is desires. To ensure this is all being followed your general public ought to give importance and inspiration to its individuals. Step by step instructions to refer to Mayan Collapse, Papers

The Effect of Learing Styles With Young Learners Research Paper

The Effect of Learing Styles With Young Learners - Research Paper Example This paper focuses on that customary techniques for instructing never tended to the requirements of every single individuals in the class. The instructor regularly embraces a typical system for everybody regardless of whether the understudy is splendid or not. The educator never made a big deal about instructing separately. In the conventional techniques for educating, disciplines were actualized as a feature of propelling the understudies. Customary strategies never engaged in building up the aptitudes of the understudies. It concentrated basically in infusing volumes of substance into the psyches of the understudies. At the end of the day, conventional techniques accentuated more on information and comprehension while maintaining a strategic distance from the necessities of use and the ability advancement. According to the present learning ideas, the educational plan is spinning around the understudy as opposed to the educator. The necessities of the understudies have given greater need in the present homeroom instructing strategies. In view of these changing ideas of learning, the learning styles were given more significance in the current educational plan. This report makes an end that learning styles have a significant job in helping the understudy for legitimate learning. Various understudies may have distinctive learning styles due to their individual contrasts because of heredity and condition. Rather than maintaining a strategic distance from aloof understudies, the educators should attempt to comprehend the learning styles of every understudy and so as to show them viably and to make them dynamic in the study hall. The instructor ought to embrace sound, video mediums alongside sensation and material mechanisms for making the learning important. Meta subjective framework is progressively prevailing contrasted with the intellectual framework in the learning procedure and the instructor must acknowledge it so as to devise successful educating systems.

Meant to Be

Meant to Be These first 3 weeks at MIT can best described as a whirlwind of new faces, parties, spontaneous fun activities, late-night chats, pset-induced stress (yes, already), and of course free food. Already, many notable events have happened in my life. I experienced the best FPOP ever aka DPD, travelled to all parts of Boston in a mere 4 hours, had fun at REX events, survived a hurricane, visited too many club booths at the activities midway, enjoyed a free steak and lobster dinner (yes, the free food around here isnt limited to pizza), spent a night in the New England Aquarium, and finished my first MIT pset. As you can imagine, its been hard to devote my precious minutes to blogging merely because Im at MIT and there are ALWAYS amazing things happening on campus. Nevertheless, my love for the blogs and the people who read the blogs brings me here to my computer on a beautiful afternoon. Last Friday marked the end of my first full week of classes at MIT. Despite the fact that Ive only been here for a couple days, these are general things that I have noticed about MIT and myself. Lets start off with a quick biology question:Q: Whats the best way to entice an MIT student to go do something? A: Free food! Almost every one of the 100s of emails advertising activities at MIT have mentioned free food (this makes freshmen 15 unavoidable). Anyways the point is that I feel that at almost any time at MIT on campus, there is free food lurking about somewhere. I think in numbers. The other day, I called one of my friends back home. This is how our conversation went down:Friend: What classes are you taking? Me: 7.012, 8.01, 18.02, 3.986 -Awkward Silence- Me: Oh right that makes no sense to you Ive realized that those numbers which made no sense to me a mere 2 weeks ago have now officially been internalized. They grow on you. (For those of you curious, in order my classes are: Intro Biology, Physics I: Classical Mechanics, Calc II, and Intro to Archaeology) Psets are like siblings. You love them because you know theyll be helpful to you one day in the future, but you hate them because you have to put up with them until they become useful. Haha. Just kidding. I have a younger brother that I love dearly (: But really MIT PSETS ARE HARD. Helpful, but HARD. Its absolutely true that they encourage collaboration here via psets. The people here are shocking. In a good way. Every person that Ive met here has done some amazing things or is incredibly talented in some spectacular way. Together, we make up a diverse class which makes for an amazing culture of intellectual stimulation and enlightenment. Im always learning new things from other classmates, and theyre so happy to teach others about their hobbies/passions. Lastly, the friends you make here make every stressful moment worth it. Whenever youre feeling stressed about the millions of things that you have due tomorrow, there are ALWAYS people there to help you feel better. There are those friends who are in the same boat with you and spend hours crammed in your tiny room trying to solve the hard problems together and occasionally doing something really awkward that causes everyone to laugh so hard they cant stop laughing. Then there are those geniuses (who I liken to Superman and Wonder Women) who, having already finished all their psets for this week are waiting for the newest psets to come out, come in your hour of distress to save the day! Lastly, there are your dormmates who will randomly decide to bust into your room and drag you out to go play wiffle ball in the halls These are the moments when I know I was meant to be here. Finding your fit, as Connie talked about, is about finding where you feel comfortable because you relate to others around you or aspire to become like those around you. Every day Ive been at MIT so far, Ive had both those feelings. I know MIT is home, a place where I belong. After all some things are meant to be.

Toni Morrison s Beloved And The Ghosts Of Slavery ...

In the novel Beloved, Toni Morrison develops character Beloved as an allegorical figure to embody slavery’s horrific past and the lasting impact that unresolved past trauma has upon the present. Morrison develops the character Beloved to represent all the unremembered and untold stories of slavery and to further the message that we must maintain a collective memory of slavery in order to pursue a hopeful future. Morrison develops Beloved as a character through her interactions with other characters in the novel and they way in which they interact with their past trauma. In Lina Krumholz’s The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved, she comments on Morrison’s construction of a parallel between individual and community memories and the nature of history making as a healing process. Krumholz’s argues that the individual memories of the characters of the novel function as collective memories as well, just as slavery does in ou r history. It is both deeply personal while being a collective experience, the importance of community and of confrontation of the past therefore presents itself as the theme that Morrison hopes to further. Morrison therefore forms the tragedy of slavery into something that can be manageably remembered and able to handle, while also setting the tone for an optimistic future in the face of this rememory. Beloved’s character is surrounded by a great deal of ambiguity as she functions as the novel’s central enigma. Morrison neverShow MoreRelatedHow Does Toni Morrisons Beloved Reflect a Postcolonial Sensitivity997 Words   |  4 PagesToni Morrison defines her writing as a kind of literary archaeology which relies on memory, history and autobiography. How does her literary practice reflect a postcolonial sensitivity? The archaeologist sifts through the rubble of past civilisations for signs of human activity, in order to construct a picture of how people lived in the past. Like a kind of literary archaeologist, Morrison sifted through historical records and researched the diaries and memoirs of slaves and their owners beforeRead MoreThe And Invisible Man By Toni Morrison And Ralph Ellison1726 Words   |  7 Pagesthe African American race has battled great social injustices. From slavery to freedom, being property to owning property, African Americans have fought their way to be a part of equal justice. For many black individuals, their identity was non-existent, stripped away, leaving them powerless due to white power. Race, class, and economic standing are all social issues that are prominent in both Beloved and Invisible Man. Toni Morrison and Ralph Ellison are both American novelists who have created emotional

Dealing with Patients in Palliative Care and Coping with the Death of a Client - Free Essay Example

Sample details Pages: 2 Words: 660 Downloads: 5 Date added: 2019/10/10 Did you like this example? Introduction Patients in palliative care require efficient healthcare services to reduce stress and offer relief of symptoms and support to their loved ones. Death has always been and is, for man, a subject of deep reflection and meditation, both from the physical and psychological point of view. However, in advanced hospital settings and societies, it is becoming increasingly difficult to coexist or accept the mere idea of death, especially for new health care providers (Qaseem et al., 2008). Don’t waste time! Our writers will create an original "Dealing with Patients in Palliative Care and Coping with the Death of a Client" essay for you Create order Nursing professionals are not exempt from the influence of society and from the experience of emotions generated by death and working with dying patients in palliative care. As a result, it is quite necessary for healthcare providers including nurses to be prepared to cope with patient loss. Increasing the comfort and well-being of the patient and his or her loved ones in the wake of a terminal disease are the main objectives of nurses working in palliative care. These professionals play a key role in patient care in their last moments to provide relief and decrease pain and other symptoms to patients who have a prognosis of life less than six months (Gerow et al., 2010). The World Health Organization defined this care as an approach that helps promote the quality of life of patients and their families in the event that they are faced with problems related to life-threatening illnesses. As a nurse, I can achieve this through relief and prevention of excess suffering by early intervention and best practices in treatment and care of patients experiencing pain and other psychological and physical problems (Gerow et al., 2010). During palliative care, the entire health team becomes involved, but nurses are the ones who have a more direct participation, since they are the one s who meet the immediate needs of these patients. Best practices in caring for terminally ill patients in palliative care highlights the importance of nursing so that this care is performed in the best possible way. Palliative care is absolutely necessary with patients who have a terminal illness (Sepà ºlveda et al., 2002). This does not mean that only geriatric people should be assisted, but also people with advanced, incurable and progressive diseases like cancer. In this sense, palliative care is not only directed towards the patient, but also includes the whole environment and provides a greater degree of comfort during the course of the disease. The quality of nursing interventions requires a deepening of the individualized care defined in the patients own terms, especially when the disease is persistent, irreversible and will lead to death in a given period of time. In this sense, death or its proximity, generates a broad set of attitudes and emotions of varying intensity. It is also pointed out that among the most frequent emotional responses that death involves are anxiety, fear and depression (Sepà ºlveda et al., 2002). In my functions as a nurse, I have a responsibility to help patients’ families to face this transition from life to death while at the same time staying strong myself. Nurses should do this to help both those who suffer from diseases in palliative care and the loved ones that surround them. A warm, supportive and reassuring attitude is expected with the patient’s family. Therefore, the concern here is to understand how prepared a nursing professional is about death and the attitudes he or s he adopts before it. Conclusion In conclusion, we can understand that for every human being, witnessing a death can cause a strange, unique and very personal but infrequent experience. Nonetheless, it has been observed that for the nursing professional it is a more frequent experience since death is now institutionalized. It is thus the responsibility of nurses and other care professionals to help patients and their families recover from such experiences while at the same time coping with it themselves. This institutionalization of death makes the nursing professional have an important participation of this process, both with the dying patient and with their families.

History of Ford Motor Company Free Essays

To say that Henry Ford dilly-dallied around before finally establishing a serious car company would be invalid. The 40 year old man had been acquiring valuable knowledge regarding business, engines, management, and most importantly cars. Now it was time to take a leap of faith. We will write a custom essay sample on History of Ford Motor Company or any similar topic only for you Order Now In 1903 the Ford Motor Company came to be. Ford, along with other investors including John and Horace Dodge raised $28,000 and in the first 15 months produced 1700 Model A cars. These cars were known for their reliability, yet were still too expensive for the average American. Over the next five years Ford and his engineers produced models with the letters B through S, the most successful of which was the Model N (priced at $500) , and the least successful was the Model K (priced at $2500). It was obvious from the Model N that the key to the companies success lay in inexpensive cars for a mass market. The answer that Ford and the American consumer were looking for was the Model T. The Model T, a small, sturdy four-cylinder car with an attractive design and a top speed of 45 mph, hit the market in 1908. It†s success came from it†s attractive price, at $850, and more than 10,000 were sold in the first year alone. It was easy to operate, maintain, handle on rough roads, and immediately became a success. Along with success came expansion, and in 1910 he established another assembly plant in Highland Park, Michigan. Through interchangeable parts, standard manufacturing, and a division labor, the demand greatly increased for the Model T. It was at this time in 1913 that Ford introduced the assembly line and forever changed our economy, our industry, and our culture. Ford†s concept of an assembly line sprang from the thought that a car could be produced much quicker if each person did one, single task. He applied this in his Highland Park plant, and cut down production time of one Model T to a fraction on the time. The carefully timed pace of a conveyer belt moving the parts along further speeded the process. With these new tactics, a factory could produce 40%-60% more cars per month. By late 1913 he had established assembly plants in Canada, Europe, Australia, South America, and Japan. At this point, the Ford Motor Company was the largest manufacturer of cars in the world. In 1914 Ford astonished the business world by more than doubling the minimum wage for his workers, raising it from about $2. 0 to $5. He argued that if his employees earned more, the company would sell more cars to them and reduce employee turnover. He said in regards to this ecenomical move â€Å"The high wage begins down in the shop. If it is not created there it cannot get into pay envelopes. There will never be a system invented which will do away with the necessity for work. † At this point the company had made $30 million in profits, mainly due to his economical and industrial scheme. It was now that he started focusing not only on cars, but on other world issues such as peace in the wake of World War I. He had a â€Å"peace ship,† called the Oscar II, sent to Norway on an expedition to end the war. This would contribute to his future project, the Ford Foundation. Ford displayed his true motives of pleasing the middle class consumer, when he lowered the cost of the Model T to $350 in 1916. In 1917 Ford started the construction of a industrial complex on the Rouge River in Dearborn, Michigan. The idea was to produce everything a car needed to run in one compact area. They had a a steel mill, glass factory, and automobile assembly line. This plant was the utopia of Ford†s mass production scheme. In 1918 Ford unsuccessfully ran for senate, and a year later he named his son Edsel Ford, the president of the Ford Motor Company. He also started a publication called â€Å"The Dearborn Independent. † This journal, produced weekly, was at first anti-Semitic. Statements against Jews were boldly printed. He said that the Jews were trying to â€Å"wipe out of public life every sign of the predominant Christian character of the United States,† as well as other demeaning remarks. After much public protest, Ford discontinued further publication, and made a public apology to the Jewish people. At this point the popularity started shifting from the Model T to larger more luxurious cars, and in 1927 the production of Model T†s ceased and six months later the Model A was introduced. This model included such improvements as hydraulic shock absorbers, automatic windshield wipers, a gas gauge, and a speedometer. The success of these was limited to 5 million, 10 million short of the Model T. It was at this time that the Ford Foundation was introduced. It was established â€Å"for scientific, educational, and charitable purposes, all for the public welfare. This organization basically attempted to further nurture the world in any aspect possible. This was made possible through all the money acquired through sales, primarily of the model T. Yet this utopia could only be temporary. As more and more large corporations started to pop up, so did labor unions. Ford was the only major manufacturer of cars in the Detroit area that had not recognized a labor union. In 1937 a band of supporters of unionization were physically beaten near a Ford plant by people suspected to work for the President of Ford. As a result, they were accused of unfair labor practices by the National Labor Relations Board. In 1941, following a massive workers strike, Henry Ford agreed to sign a contract that met workers demands. It was only two years later in 1943 when Henry Ford†s son, Edsel Ford died at age 49, and the president of the company. Henry himself was incapable of running the plants and managing business. He died in 1947 at the age of 83 in his hometown. He died a rich man; his fortune ranged somewhere between $500 and $700 million. Yet more importantly he died an accomplished man, who had left an imprint on the very definition of the word â€Å"American. â€Å" How to cite History of Ford Motor Company, Essay examples

The Effects of Bullying free essay sample

Bullying is defined as a repeated aggression in which one or more persons intend to harm or disturb another person physically, verbally or psychologically. It can take many forms such as physical aggression, verbal aggression or social isolation. Bullying is a significant social problem and has likely occurred throughout human history. Research has shown that bullying not only affects a child’s learning but it also has detrimental consequences on a child’s future development. Effects on victims include low self-esteem, depression, school failure and anxiety. Implications for aggressors include delinquent behaviour and low levels of happiness. It will be argued that bullying is not normal and that children are not able to cope with it. Bullying is acknowledged to be a common and widespread form of violence in the school context in many countries (Smith et al. , 1999). Olweus (1993) defines bullying as a subtype of aggressive behaviour in which an aggressor intentionally and repeatedly over time harms a weaker victim either physically and/or psychologically. Effects on victims of bullying include low self-esteem, depression, school failure and in extreme cases, suicide. Bullying is a significant social problem in many countries and presents a serious threat to a healthy development during the school career. Research shows that victims of bullying tend to be withdrawn, cautious and insecure. They also exhibit poor psychosocial functioning. Although victims respond in various ways to bullying, avoidance behaviours are the most common (Batsche Knoff, 1994; Kumpulainen et al. , 1998). On the other hand, research suggests that children identified as bullies demonstrate poorer school adjustment, both in terms of achievement and well-being and also perceive less social support from teachers. This implies that bullying has detrimental consequences for both bullies and victims. This essay is set out to investigate the factors relating to bullying and the effects it has on child development. It will be argued that bullying is not normal and that children are not able to cope with it. Bullying may be common, but it is not normal. Many parents and children today underestimate and downplay the significance of bullying in society today. Parents assume that their children are able to cope with bullying, with some parents even thinking that being bullied to a certain extent might â€Å"toughen up† their child. However, as research has shown, bullying has many life-long destructive consequences on these victims of bullying. Not only does bullying cause a child to become withdrawn and cautious, these experiences can have long-term impacts through adolescence and into adulthood. This then hinders their natural ability to make friends and to socialize. Children identified as victims also tend to exhibit poor psychosocial functions. Bullying should not be accepted as a process that children have to go through. Bullying is a destructive relationship problem. Victimized children carry the hurt and fear from bullying forward into adult relationships. As a result, these children tend to withdraw from peer interactions and are at risk of becoming socially anxious. Craig Pepler (2007) noted that once peers become aware that a child is being victimized, they hesitate to intervene for fear of being victimized themselves. They distance themselves from the victimized child and may even join in the bullying to become more accepted by those in power. If children are victimized over a prolonged period of time, they lack the normative social interactions that are critical to their healthy development and emerging relationship capacity. These children also experience significant mental health problems. They tend to be more withdrawn, cautious and insecure. Schwartz (2000) also noted that these children were likely to be less prosocial than uninvolved children were for fear of â€Å"not being able to fit in† (Hoover, Oliver Hazler, 1992). Being a victim of bullying can greatly affect a child’s self-esteem and hinder his or her potential. Victims become increasingly hesitant to engage in social activities, with some even refusing to attend school in order to protect themselves from bullying (Kaltiala-Heino, Rimpela, Rantanen, Rimpela, 2000; Rigby, 2003). Pepler and Craig (2000) noted that frequently bullied children experienced a wide range of problems and need focused support to enable them to move on from these abusive interactions. Victims also reported feeling lonelier and less happy at school and having fewer good friends (Boulton Underwood, 1992; Nansel et al. , 2001, 2004). Not only does bullying harm all involved, it also affects the climate of the school, which indirectly affects the ability of all students to learn to the best of their abilities. Poor academic achievement is a likely consequence of victimization; if children are worried about being victimized, they are less focused on academic work (Card Hodges, 2008). Children can only handle a certain amount of pressure before reaching their breaking point. As seen in certain extreme cases, children unable to take the pressure from this constant bullying, resort to suicide, or even mass killings of classmates and teachers. Research suggests that children identified as bullies demonstrate poorer psychosocial functioning than their classmates. They show poorer school adjustment, both in terms of achievement and well-being (Nansel et al. , 2001, 2004), and perceive less social support from teachers (Demaray Malecki, 2003). Implications for aggressors include delinquent behaviour (Rigby Cox, 1996) and low levels of happiness (Rigby Slee, 1993). Haynie et al. (2001) concluded that â€Å"bullying might allow children to achieve their immediate goals without learning socially acceptable ways to negotiate with others, resulting in persistent maladaptive patterns† (p. 31). Perry, Perry Kennedy (1992) also noted that bullies believe they will achieve success through their aggression, are unaffected by inflicting pain and suffering, and process information about victims in a rigid and automatic fashion. Research from Demaray Malecki (2003) showed that bullies were also more difficult in the classroom and were frustrating for teachers. Lessons of power and aggression learned in childhood bullying can lead to sexual harassment (McMaster, Connolly, Pepler Craig, 2002), dating aggression (Pepler, Craig, Blais Rahey, 2005) and may later extend to workplace harassment, as well as marital, child and elder abuse. These social costs of bullying extend beyond the individual and also impact on society as a whole. Parental factors play a major role in determining not only whether their children are subject to bullying but also how well their children are able to deal with it. Most parents today really underestimate the damage that bullying can do. Parenting behaviours of support, involvement and responsiveness are associated with low levels of victimization, whereas child abuse, over protectiveness (for boys) and threats of rejection (for girls) are associated with greater victimization (Finnegan, Hodges Perry, 1998; Ladd Ladd, 1998). Nansel et al. (2001, 2004) also noted that victimization was associated with greater parental involvement in school, which may reflect parental awareness of children’s difficulties but which may also reflect a reduced independence among these youths. Evidence suggests that bullies come from homes in which parents prefer physical discipline, are sometimes hostile and rejecting, have poor problem-solving skills and are permissive toward striking back at the least provocation (Demaray Malecki, 2003; Loeber Dishion, 1984). Clearly then, the effects of bullying could be very much lessened, or in fact, prevented, with significant changes in the attitudes of parents. Farrington (1993) identified an intergenerational link: Parents who bullied in childhood were likely to have children who bullied their peers. Children need help to understand that bullying is wrong, develop respect and empathy for others and learn how to get along with and support others. In conclusion, bullying is wrong and hurtful. Every child has the right to be safe and free from involvement in bullying. Bullying affects children who are bullied, those who bully others and those who know it is going on. There is reason to be concerned for both the aggressors and the victims, with research showing that aggressors are at risk for long-term problems with antisocial behaviour and substance use (Farrington, 1993; Olweus, 1991) and victimized children being at risk for anxiety, depression and somatic complaints (Olweus, 1993; Rigby, 2003). It is essential to identify children at risk for bullying and/or victimization and to provide support for their development and relationships. Although bullying cannot be completely extinguished, it is highly preventable. The implementation of cooperative learning activities to reduce social isolation, an increase in adult supervision at times when bullying is most frequent, supporting bullying awareness campaigns through schools, creating classroom rules against bullies (i. e. role-playing activities and classroom discussions), improving the overall school environment, and empowering students through assertiveness training like peers counselling and conflict resolution programs are all effective ways of ensuring that bullying is minimized greatly. Effective bullying prevention and intervention activities for children enable them to develop the skills essential for building healthy relationships. This way, we can then allow children to hone their normative social interactive skills that are critical to their healthy development.