What impact did the Atlantic slave trade have on the nations of the Essay

What impact did the Atlantic slave trade have on the nations of the West African interior - Essay Example As the slave traders only left the old and the young behind, with the young and able bodied Africans all captured to be sold later, therefore it was very hard for those who were left behind to revive the economy and make a living for themselves, resulting, often, in starvation and more deaths. Those who were captured were transported by forced marches across the continent, further causing deaths. Moreover, not all who were captured were transported to other continents, which resulted in their displacement within the continent, which caused adverse affects to the region they were left in. There was massive relocation on the part of many communities, as they did not want to be within short distance of the slave traders’ route, which caused them to lose all advancements they had made in their present areas. Not only that, as these communities were more focused on saving themselves and trying to hide from the slave traders, they had little or no economic and technological development. As the Europeans were involved completely in the slave trade, they did not want the African states to centralize due to the adverse affects of this centralization to the slave trade. Due to this reason, the European powers did not allow much political progress to be made in the region. This also resulted in despotic rulers or elders, often if not always funded by Europeans, being placed over the people, who did not allow much interaction between the states, and who often, suppressed their own people and allowed the slave trade to go on. All of this caused the continent to be pushed back in time with little or no progress being made at any level. The African people were often disorganized with the whole continent lagging far behind in its economic, political and social growth. The slave trade was the first step, therefore one can say, in leaving the doors open for European colonialism in the African continent, which was a further cause for the problems of the

Ebay Strategy Essay Example | Topics and Well Written Essays - 750 words

Ebay Strategy - Essay Example As the report declares eBay operates the leading online auction community on the Internet. Secondly , the second strength is intellectual property .eBay’s intellectual property such as its trademarks, copyrights, patents and domain names will help to give the company a competitive advantage over its rivals in the market place. Then , Brand is one of the key strengths of eBay.The strength of the eBay brand name is increasing. The brand is now becoming more mainstream, as it benefits from an increase in both brand awareness and brand recognition. In addition , Double-digit growth in sales has been seen in a number of the company’s eight core product categories. Pay Pal is one of the most successful strategies for eBay.The acquisition of Pay Pal has helped the company to enhance the experience of customers using eBay.This has had a knock on effect and helped to boost the satisfaction of customers using eBay. Perhaps one of eBay’s biggest strengths is its business mo del. The company’s business model means that eBay has no inventory and low capital requirements. This paper stresses that there are also some weaknesses of eBay strategy .The first is advertising revenues. Although advertising revenue only represents a small proportion of revenues, it is an area where eBay should be looking to exploit in order to generate greater revenues for the company as a whole. The second one is technology development. eBay still needs to improve a number of areas of its website in order to generate increased sales in the future.

The imaginative landscape Essay Example for Free

The imaginative landscape Essay It is human nature to long to belong, to fit neatly and comfortably into a familiar niche. It allows for a foundation, on which to build upon. It often nurtures us, but sometimes, as our ever static identities develop, we surpass it. We out grow it. It is when we are sheltered and content, that the prospect of leaving or letting go is most difficult, as we must uproot ourselves. In order to keep our roots, which are so deeply buried in our foundation, we simulate our previous, traditional landscapes, in order to keep them alive. Through language, tradition and others, we can partially re-create traditional landscapes. As immigrants of the same nationally huddle together in a suburb-an island of familiarity in a sea of strangeness- in the hope that it might be something like is was before. Some wish to keep their cultures and traditions sacred and unaltered by treasuringthe recent past, simultaneously blinding themselves from being open to new traditions; as in the case of Old James. This leaves him to feel isolated, having no place to re establish his roots, stifling further growth. Old James is malcontented that Young James, disparate from his family, will not settle his roots in Ettrick Valley; go[ing] on and not remember[ing] a thing of Scotland. Young James, and those who follow him will have not emotional affiliation with Scotland, simply, knowing that it is the place of his ancestors orirgons. Like many others, tradition and culture of those gone before is lost, only to forge new ones, and a new foundation and a different sense of belonging.

The role of teaching assistants

The role of teaching assistants This essay will discuss the different roles of teaching assistants in primary schools, through first hand observation and also by way of other resources such as government guidelines and journal articles. Teaching assistants (TAs) were originally given the title of non-teaching assistants, however, the non was dropped when it became clear that teaching assistant provided valuable input into the everyday workings of the classroom. TAs were introduced in an attempt to reduce the workload of teachers which would in turn raise the standards of the classroom in which the work (DfES, 2000). Between 1999-2001 the government injected considerable funds into Local Education Authorities to enable them to employ and train around 20,000 new teaching assistants (Ofsted, 2002). The DfES (2003) states that teaching assistants are providing effective and valuable support in a wide range of settings and envisages an enhanced role for teaching assistants to free teachers from non related tasks. My observations seem to mirror the governments guidelines and proposals for utilizing TAs to reduce the workload of teachers. From my observations of teaching assistants in the classroom, I have found that they have many roles and responsibilities. I have also observed that different teaching assistants have different roles. For example: the main TA for the class has duties varying from gathering resources and taking photographs, to playground duties and helping small groups of children stay on task in the classroom. This particular TA also has the responsibility of teaching small groups of children for Rocket Reading. In rocket reading, children gather from different classes and are grouped by ability rather than age. The TA has the responsibility of teaching the key sounds and words for their level. There is also a floating teaching assistant who moves between classes, as and when she is needed. This TA appears to mainly focus on tasks which do not involve the children such as photocopying resources and making up the display boards. However there is research that suggests, if not used effectively, that TAs could possibly have a detrimental effect (albeit inadvertently) on the educational and social wellbeing of some pupils, particularly those who have special educational needs. Children with special educational needs often have a TA who works almost exclusively with them. There is research which suggests that excessive proximity of teaching assistants could lead to things such as behavioural problems and social isolation as the child becomes to dependant on the TA (Giangreco Doyle, 2007). I have observed rare occasions when the teaching assistant has had responsibility for the whole class. However, this is only for very short amounts of time and usually during transition times for example, between the end of lunchtime play and the start of the afternoon session. I have not seen any evidence that the TAs are expected to do any whole class teaching. In the absence of the class teacher, a supply teacher is used rather than giving the responsibility to the teaching assistants. This may be due to the lack of adequate training of the TAs or the preference of the head teacher, unfortunately I have not, as yet had the opportunity to find out this information. However, the Secretary of State has suggested that the role of teaching assistants could be expanded to include supervising classes undertaking work set by the class teacher, administering tests and covering teacher absence (Ofsted, 2002). Cajkler Suschitzky ( 2007) suggest that TAs should be quite deeply invloved in the everday workings of the classroom. This should include knowing about the curriculum, schemes of work, policy and lesson planning. However, from my observations, the TAs do not have any input into what is taught or how but just follow instructions given by the teacher. These are usually things such as keeping children on task rather than giving any indepth help on the lesson being covered. The TAs often have to refer back to the teacher when asked a question by a child. The TAs do seem to be expected to know the curriculum in any depth, schemes of work or policy. These things do not appear to be relevant to the tasks which are expected of them. The only task in which i have seen the TAs using and needing any indepth knowledge is in the rocket reading exercises. Some of the TAs in the school have had training in this area and therefore have the extra knowledge which is used to the advantage of the rest of the teaching staff and also benefits the children as they can be taught in much smaller groups. Many reports and studies show that the use of teaching assistants in the classroom benefit the teacher as well as the children. However, a report by the Institute of Education suggests that less progress is made by children who have the support of a TA than those of a similar age and ability who do not receive the same level of assistance. The report claims that the more support they recieve the fewer gains they make. The findings are based on two main problems that are interlinked. It is claimed that teaching assistants are often assigned to the children in most need of educational help. However, this means that the child has less time with a qualified teacher , therefore reducing the amount of actual teaching they receive (Times, 2008). From my observations i would somewhat agree with these findings. One child in the class has recently oined the class after arriving from Poland.he receives extremly little support, guidence or teaching fom the class teacher.his day is spent either with a non speaking TA or working independently. However he is lucky enough to have another six year old in the class who is also Polish but speaks very good english who translates for him. In conclusion, i feel that that TAs are an extremely important part of the dailybrunning of the classroom. The main roles in which they are involved in allows the teacher to concentrate on actually teaching the class rather than concentrating on what could be seen as less important tasks. However, i feel that TAs need to be trained in all aspects of the roles which they are expected to undertake. Cajkler, W., Suschitzky, W. (2007). Teamwork in the primary classroom. In J. Moyles (Ed.), Beginning Teaching Beginning Learning in Primary Education (pp. 181-191). Maidenhead: Open University Press. DfES. (2003). Raising standards and tackling workload: a national agreement. London: DfES. DfES. (2000, October). Working with Teaching Assistants. Retrieved March 8, 2010, from www.tda.gov.uk: http://www.tda.gov.uk/upload/resources/pdf/w/working_with_tas.pdf Giangreco, M. F., Doyle, M. B. (2007). Teaching assistants in inclusive schools. In L.Florian, The Sage Handbook of Special Education (pp. 429-439). London: Sage. Ofsted. (2002, April 16). Ofsted. Retrieved March 8, 2010, from Ofsted: https://ofsted3.openanswers.com/Ofsted-home/Publications-and-research/Browse-all-by/Education/Leadership/Management/Teaching-assistants-in-primary-schools-an-evaluation-of-the-quality-and-impact-of-their-work/(language)/eng-GB Times, T. (2008). Pupils using teaching assistants make less progress. Retrieved march 8, 2010, from Teaching Times: http://www.teachingtimes.com/articles/teaching-assistants-less-progress.htm

Guidance Counseling and Parental Involvement :: essays papers

Guidance Counseling and Parental Involvement The elementary school counseling and guidance program is part of the total school program and complements learning in the classroom. It is child-centered, preventive, and developmental. The program encourages students’ social, emotional, and personal growth at each stage of their development. The purpose of counseling with students, parents, and teachers is to help students maximize their potential. The elementary school counselor also conducts guidance lessons; consults with parents, teachers, and other professionals; and coordinates student services in the school (Gartner, Larson, & Allen, 1995). Counseling and guidance programs provides elementary students with assistance in: understanding self and developing a positive self-image, showing respect for the feelings of others, understanding the decision-making process, developing effective study skills, being prepared to make the transition to the intermediate school, and gaining an understanding of the world of work (Finney & Maloney, 1985; McCullough, 1995; Paloma & Pendelton, 1991). Counseling is conducted with students and parents individually and in small groups when requested and determined appropriate. It is short-term, voluntary, and confidential. Parental permission is obtained prior to any extended individual or group counseling. Students are seen by the counselor when: parents request and indicate a need and desire that the counselor meet with their children, students request counseling, and teachers, administrators, or other school staff refer the student. Parents are informed of counseling groups for children and adults. Group counseling sessions for children focus on building self-esteem, learning how to make or keep friends, developing good study habits, improving communication skills, preparing for the intermediate school, and coping with changing family situations. Topics for parent groups include child-rearing concerns, child development, and methods parents may use to help children experience healthy development and success in school (Aldridge, 1991; Friedman & Benson, 1997). The elementary school guidance counselor works with parents through individual consultation, joint consultation with the children’s teachers, and parents discussion groups. In these ways the counselor assist parents to: understand their children’s progress in school, select strategies to motivate their children, develop realistic goals with their children, become actively involved in their children’s school life, and understand the educational program K-12 (Byrd, 1988, p. 29). The counselor may lead parent education and discussion groups and serves as a resource when parents study or discuss child-related issues. The counselor consults with parents to identify students with special abilities and/or needs. In this capacity the counselor helps parents understand the services available from other school staff such as the school psychologists, social worker, and resource teachers.

Does The State Overstep Its Legitimate Function When It Prohibits Abortion :: essays research papers

Whether abortion is immoral or not, the state oversteps it’s legitimate function when it prohibits abortions. Here’s why:   Ã‚  Ã‚  Ã‚  Ã‚  When the state oversteps its boundaries and prohibits abortions it is denying our personal freedoms. We have the right to choose our own religions, jobs, schools and many other examples. But why can we not choose to have a baby aborted if we feel it’s necessary. For example, if a young lady in high school unfortunately gets pregnant, she should be able to make the decision to either have the baby or decide that she’s not ready to birth a child and have it aborted. Some people might say she should not have that choice, but who are they to make that decision.   Ã‚  Ã‚  Ã‚  Ã‚  In another case were the state oversteps it legitimate function when it prohibits abortions, is when a woman has been raped. With this circumstance should the woman be forced to have a kid that she did not want in the first place? If a woman is raped she should be able to choose an abortion because she was violated and has had a personal freedom taken from her already.   Ã‚  Ã‚  Ã‚  Ã‚  Some people might say, â€Å"It’s not that we don’t like abortion, it’s the issue of safety.† There have been cases of people dying or having serious medical problems due to the abortion procedure. Even with laws in place giving guidelines to doctors on the procedure, some doctors or unlicensed doctors still could injure a person, or even kill them. To think that is ludicrous, because a person could go to a licensed doctor that has statistics of his procedures.   Ã‚  Ã‚  Ã‚  Ã‚  Other people might say that abortion is murder. Abortion is the killing of a life that is starting to develop into a human being. With this circumstance, abortion should be treated as a crime and a punishment for that crime should be given.

Chemical Engineering

Theme : Electrical Sector and Chemical Engineer a) â€Å"The Chemical Engineer – His Role in Electrical Manufacturing† by N. R. Maleady The article is about the role of chemical engineer in manufacturing transformers in the electrical manufacturing sector. The important components of the transformer are copper wire, cellulosic insulation, insulating varnish and dielectric liquid. Wire enamel or resin is the insulting structure for copper wire. The resin can either applied as a solution or in solventless form.Mechanical arrangement and proper temperature between each dip are needed to be controlled to provide necessary multiple coats of resin to cure when resin is applied as a solution. Suitable dies and preheaters must be used when the resin is applied in solventless form to extrude the material on the moving wire. Cellulosic insulation is used to separate metal conducting parts. The cylinder on which the wire is wound is composed of continuously wound paper, bound toge ther by suitable impregnants and adhesives. To produce a stronger cylinder, modifications of the paper and adhensives and method of application are to be carried out.Insulating varnish is used in the treatment of components parts and assembled units to provide both insulation and mechanical strength. Viscosity of the material is ought to be maintained within certain limits and its electrical properties must be held at a high level through proper periodic filtration. A dielectric liquid – askarels (highly refined mineral oils and the newer non-inflammable insulating liquids) is used thoroughly free of air for insulating and cooling. Processing of assembled finished transformers is an important phrase of work in the transformer manufacture.Firstly, the insulated wire is wound about the cylinder. By applying heat to the unit while under vacuum, the high percentage of water, which is 8% of the weight of the cellulose present in cellulose insulation resulting in the low dielectric strength may be removed. Vacuum bake tank is used to provide rapid heating of the units through good air circulation, followed by removal of the absorbed water. By immersing the whole assembly into suitable insulating varnishes, which when cured, give it high mechanical strength to withstand the tremendous short circuit forces.Separate coils of wire are assembled and mounted on suitable laminated iron cores. The use of hot air baking and high vacuum resulting in high velocity air which cuts down the skin resistance of the insulation to heating and the heating-up time. When the final drying process which is free of both moisture and air have been completed, the dielectric fluid is run into the treating tank to completely immerse the coils for the absorption of water and allows the units to be handled before dropping into their own enclosures.The contributions of the chemical engineer are many and varied. In both the application of basic chemical knowledge and in the electrical desig n, the use of the chemical engineer principles and the solving skills in electrical manufacturing problems helped to supplement the specialized knowledge of the electric engineer in the processes involving physical and chemical changes.The cooperation of electrical engineers and chemical engineers has created many beneficial and useful tools in our life. b) â€Å"Getting students to approach microelectronics Processing as Chemical Engineer† by Koretsky et al. The article is about the ways of getting students to approach microelectronics processing as a chemical engineer. About 70% of the B. S. ChE graduates from Oregon State University (OSU) have been employed in the microelectronics industries.To enable the students to apply core ChE skills towards microelectronics processing, experiences in the microelectronics processing are being synthesized into the undergraduate program on four levels – Lab-based microelectronics unit operations, Options programs utilizing Thin F ilm Materials Processing (ChE 444/544), Multiple Engineering Co-op program (MECOP) Internship Program, and Undergraduate Research Projects and the University Honors College.In the lab-based microelectronics unit operations, there are six unit operations (Plasma Etching, Chemical Vapor Decomposition, Spin Coating, Electrochemical Decomposition, Silicon Oxidation and Chemical Mechanical Planarization) containing complex systems that involve the interaction of physical and chemical processes. Both lab-based and class room based instruction are carried out to reinforce the fundamental engineering science taught in the curriculum. Students are required to integrate into the lab based on the Unit Operations Laboratories (ChE 414 and 415) and Thin Film Materials Processing (ChE 444).The first quarter of the two-quarter senior lab sequence (ChE 414) focuses on the students to complete 3 unit operation experiments while the second quarter of the senior lab course (ChE 415) focuses on the stu dents to work independently, develop a project proposal, complete experimental work and write a final technical memorandum. Class room based instruction will give out example exercise or homework problems to be integrated into a core chemical engineering science or design course to draw upon core fundamentals.Some ABET criteria are also considered in the microelectronics unit operations so that the students can master both technical skills and professional practices (effective oral and written communications, project planning, time management, interpersonal interaction, teamwork, and proactive behavior). Students can choose the program they prefer from transcript visible Options in the microelectronics processing or material science and engineering, but Thin Film Materials Processing (ChE 444) is a must for the students.The course is to help the students to broaden and strengthen the undergraduate ChE curriculum. The Film Materials Processing (ChE 444) is mainly focusing on the appl ication of core chemical engineering sciences (transport. kinetics, thermodynamics and reactor design) to thin film process. This approach creates a mind set in the process engineer to apply engineering skills in problem solving. Guest seminars are important feature of this course. Popular industrial scientists are brought to share their industrial perspective and lectures in their areas of specialization.After the seminar, the students are required to submit a critical analysis on the talk to catalyze interest effectively and show the interaction between the speakers and the class. A Final Design Project consisting of a detailed design of an apparatus for a given thin film process, performed in teams, is a Final Exam for the students. Written report have to be prepared to explain and justify the design whereas oral presentation of the design is made to their classmates for critique.The Multiple Engineering Co-op program (MECOP) offers two six-month internship program at different c ompanies so that the student gets exposure to contrasting industrial environments. Written applications and an interview process are carried out when placing a student into an internship program. Second interview is held to focus on the students’ abilities and interests. There are midterm and final appraisals at the company where the intern is working.The intern’s performance and the company’s supervision are evaluated by the intern and the supervisor. The undergraduate research projects and the University Honors College (UHC) play a key role in getting students to approach microelectronics processing as a chemical engineer. Undergraduate research is to promote active learning. Undergraduates work with graduate students on independent, creative research projects to pursue independent long-term initiatives and to follow an idea to its logical conclusion.The University Honors College (UHC) Senior Thesis is not only a UHC curriculum, but an incredibly rewarding lea rning tool that provides the students with the skills to undertake similar projects in their Masters Program or career field. Chemical engineer is a professional skilled in the manufacture of chemical products. They use their specialized chemical knowledge and chemical engineer principles to create functional tools in our life.