Critique assignment Essay Example | Topics and Well Written Essays - 2000 words

Critique assignment - Essay Example It should be noted that the author has also helped in identifying a flow of the problem with the research purpose. The manner in which the topic has been discussed in the introduction makes it easier for the reader to expect the research methodology and findings. From the first instance of having a look at the title of the article, the readers can expect that the introduction will be able to create a textual as well as contextual construct. In simpler words, it can be said that the introduction of the article is clearly relevant with the objective as appointed by the author. It can also be said that the author has address some of the information tags in the introduction which may provide information which takes the reader beyond the understanding of article’s subject matter. This may be considered as irrelevant by some of the critiques but it is important to note that additional information in the introduction allows the readers to evaluate the peculiarities of the research. T hus, overall it can be said that the introduction written by the author in the article proves to be a stronger context to the research’s findings (Barton et al. 2012) The article has been published by International Journal of Audiology which is one of the most significant contributions in the field. The article was received on 15th September 2010. As per the reliability test, the acceptance of the article was done on 10 September 2011. Since the journal in publishing the content for the research purpose, it took another year for the journal to publish the article. The affiliation of the article is with International Journal of Audiology which makes it joint with British Society of Audiology and Nordic Audiological Society. The article’s publishing source, International Journal of Audiology has been a publishing source for many high-rated contributors in the field of audiology. The journal includes both original articles as well as reviews of

Let’s analyze the gaming console industry Essay Example for Free

Let’s analyze the gaming console industry Essay We can define two types of supplier: the hardware supplier and the software supplier. The hardware suppliers providing the elements needed to build the consoles have a low bargaining power because there have very low switching costs and there are a lot of them. On the other hand, the software suppliers (developers) have a high bargaining power because they choose and set the conditions to work with each console. Entry Barriers Entry barriers are high because of high RD costs and the high capital investment needed to start a business in the console industry. Internal Rivalry There is high internal rivalry among competitors because the core player market is growing slowly, competitors have high exit barriers and the products developed turn obsoletes in less than 5 years due to the fast progress of technology. The players in the industry are: Sony, XBOX and Nintendo. Buyer Power The bargaining power of buyers is high because there are many options with very low switching costs. Substitutes Low substitute power because they are not very similar (like TV or other entertainment device) and don’t fulfill the same exact purpose. Sony has few competitors due to high barriers-to-entry and startup costs but buyers and suppliers (game developers) have high bargaining power and low switching costs. Sony should target a new market as Nintendo did. We could call this market the casual players market. In order to get in this new segment, Sony will have to develop a more interactive way of using their console without dropping the numerous features to avoid losing their core player market share. The key of success for Sony is to adapt a new technology such as Nintendo did with Wii that will enable the company to target a broader market and not only the males from 16-36 years old. The advantage of entering those two markets with one console is that Sony will enter a bigger market with bigger returns and consequently bigger economies of scales. Also, entering the casual player market is important for the company to avoid falling behind its competitors in both markets since this new segment will enhance the brand exposure and recognition. The risk associated to this option is to turn this high performing console in a low performing console (as Nintendo did) and lose the core players customers that are very important to Sony financial stability and growth. A big challenge for this new console will be to cut costs in order to make it more accessible to customers, since the casual players market will definitely be â€Å"guided† by price. Vis-a-vis the Five Forces, if Sony were to pursue this option, the company will be competing in the core player market and on the casual player market. On the casual player market the substitutes will have more power. Sony will compete with other activities such as watching TV, watching a movie and others living room activities. The main â€Å"purpose† of this market is entertainment in general while the core player market is about playing video games. Update: Sony and Microsoft had already implemented advanced interactive technologies. Nowadays, Microsoft has the most advanced software and hardware that don’t need controllers anymore, just your body.

Learning through exploration, active participation and imitation

Learning through exploration, active participation and imitation Young children learn through exploration, active participation and through imitation and as such quality arts programme comprising of all art forms visual art, music, media, dance and drama should be included as part of the curriculum in the early childhood classroom. As stated by Spodek,1993 (cited in Isenberg Jalongo, 2001) through participating in the art activities children are able to express themselves and it provides opportunities for development of creativity , symbolizing and enhances their learning about aesthetics which further helps them gain academic knowledge. Smith, 1982 (cited in Wright, 1991) mentioned that children are able to organise their experiences and know about themselves and their world through participating in the arts. Dyson (1990, p.52) further stated that art and play have critical roles in childrens growth as symbol makers . Like play, art is voluntary and intrinsically motivated as children are free to choose the content and direction of the activity . There are no external demands or expectations and children are free to explore, experiment and investigate with the people, objects and materials provided. He also mentioned that children pursue art activities for intrinsic pleasure rather than external rewards. Furthermore, the gestures and first words children use during make believe play reflect upon peoples actions and things around their daily lives which is the early understanding of symbolisation as well as the basic foundation that develops into drawing pictures, spoken and written words in their later stages. Based on my practical experiences in the classroom and as well as through the readings from books I believe that arts is just as important as any other subject in the curriculum and children do learn and develop their physical, intellectual, emotional and social skills through participating in the arts activities. It is also a requirement by the Ministry of Education that the arts be included as part of the curricul um in the Singaporean classroom. (cited in Framework for A Kindergarten Curriculum in Singapore, 2006). This essay is a brief attempt at looking at the importance of the arts in the education of young children drawn from two art forms which are music and drama. According to Isenberg Jalongo, (2001) four types of learning are promoted through the arts and they are 1) knowledge about the arts 2) skills in the arts 3) dispositions towards the arts and 4) feelings about the arts. As knowledge about the arts is developed through sensory experiences and explorations of materials, children provided with such opportunities to observe, explore and discover about the world, develop their cognitive ability and it further enhances foundation for later learning in the preschool years whereby they use symbols, language and make believe play develops. Skills in the arts are developed when children are allowed to explore and experiment in a safe and healthy art environment provided with a variety of tools and materials under the guidance of an adult who has already acquired these skills. For example, children creating a paper use the skill of printing, painting, tearing, rolling, and colour mixing. They use their fine motor skills, eye hand coordination and social interaction skills. Throughout the activity they engage in the process of problem solving as they experiment with colour and texture to create the paper. There is a certain amount of trial and error while they experiment with the tools. Self expression as children are able to use their own imagination and creativity to express themselves while creating the paper. (Isenberg Jalongo, 2001) Vygotsky, according to Berk, (2000) viewed childrens cognitive development as a socially mediated process whereby processes and skills are transferred and supported from more knowledgeable adult as children try new tasks. He also believed that as long as children acquire language, their ability to communicate with others leads to changes in thought and behaviour that vary from culture to culture. As such, the third type of learning dispositions towards art depends on the adult being the role model and the interaction with more competent peers and teachers to support the child to parti cipate successfully in the arts. Providing feedback as stated by Wright, (1991) is part of summative assessment that guides childrens learning and helps them acquire the elements, concepts, forms, and vocabulary about the arts. When children are given opportunities to respond to art works created by others, for example, when they are taken for visits to art galleries and teachers model ways to respond thoughtfully while viewing the works by professional artist children learn to respect the work of others and when teachers value childrens work and display them, these develops their sense of efficacy and enables them to have positive feeling about the arts. On the other hand, Swanwick, (1998) mentioned that the three elements of play applicable to learning through the arts are mastery, imitation, and imaginative play. Mastery involves learning of a skill associated with an art form for example children learning to make finger puppets for a drama performance or trying to keep to the rhythm while experimenting with a musical instrument during a musical percussion session. Children being able to identify things and people other than themselves as well as learning how to express sympathy, empathy and show concern explains the expressive nature of the art form known as Imitation. Based on my classroom experience, preschoolers making musical sounds for pigs running away from the wolf and moving their bodies to suggest movements of a wolf and expressing through facial expressions as an angry wolf for a drama performance of the story Three Little Pigs are examples of imitation. Imaginative play focuses on the structure of an art form. Examples of imaginative play during the Three Little Pigs drama are when children experiment with different musical instruments until they are able to create the sound that best resembles the pigs running away from the wolf and when experimenting with the different ways as they can move that suggests the movement of the wolf. Swanwick, (1998) also suggests that all three elements of play must be in action for all ages in order to learn through the arts. Isenberg Jalongo, (2001) claim that music contributes to the total development of the child cognitive, physical, social, emotional, cultural and aesthetics. In my centre, we have a music and movement area equipped with a variety of musical instruments like bells, tambourines, triangles etc. Children participate in music and movement activities whereby they move as well as sing along and play musical instruments. Through these activities children develop their large muscles of their bodies as they invent actions to go along with the songs .They develop fine motor skills as they play musical instruments and become aware of beat, tempo, and pitch. These activities also build kinaesthetic intelligence. Gardner, (1973, cited in Isenberg Jalongo, 1997) Children gain experience with music and use of language as they sing the songs for instance when singing the song If you happy and you know it clap your hands they link words with actions and focus on the sequence and task and all these i nvolves childrens ability to process mentally the tone, rhythm, and melody and thus involves thinking skills and cognitive connections between music and learning. As mentioned by Isenberg Jalongo , 1997 that Bruners three learning stages enactive, iconic and symbolic suggests developmentally appropriate musical experience for children and they add that Bruners enactive stage relates to Piagets(1952) sensorimotor stage and Eriksons (1950) trust-building stage where physical activity and music are intertwined. Thus, musical activities stimulate the childrens senses, cognitive development and also build social relationships. Childrens creativity is enhanced when they are asked to decide on the other actions and movement apart from those suggested by the teacher. As stated by McAllester, (cited in Isenberg Jalongo, 1997) music encourages participation, sharing and cooperation .Through participating in the musical activities, there is cooperation and sharing when children get together and work with a partner or in a group and these develops their social skills. Music is also an excellent tool to familiarise children with the different culture. When children are given the opportunity to experience and listen to different cultural music, they begin to appreciate and understand what each ethnic group is about.and these develops their aesthetic skills and understand the art form. Cornett (1999) supports the need for teachers to integrate creative drama in the classroom as she states that drama being a part of everyday life, prepares an individual to connect to real life situations. Cornett (1999) adds that when children are participating in the drama, they are able to look at problems from different points of view, respect diverse thinking, and realise that there are many ways to settle one problem. She further states that through drama, children learn to exchange feelings and emotions with each other. This enhances their personality development. Cornett (1999) also states that personal development takes place when children control their body and words as they express ideas and feelings during the drama activities. She also indicated that positive self image and confidence are developed through the problem solving situations. Cornett (1999) reiterates that children engaging in situational confrontations during their role play, also become aware of the different emotions people feel for example happiness, sadness .anger, fear. She adds that the children learn that these feelings can be dealt with, thus developing a tolerance towards them. Isbell Raines (2007), agree that social skills can be developed in drama as children working in a group overcome difficulties through problem solving skills. They experience working with peers as they negotiate plans to stage the drama. During interactions, children learn to negotiate with each other, work cooperatively, and develop respect for each other. In my centre, besides the dramatic play in the home corner, my class of four year olds involve in simple puppetry and mask drama using rhymes and childrens stories. Rhymes like This little pig went to market are taught to children using puppets and later children retell the rhyme using the puppets. In addition, children take turns to dramatise the rhyme each child given a mask of a pig (mask designed and made by child), actions like going the market, eating roast beef are incorporated. Puppets and mask are excellent props in focusing childrens attention. Through such activities children are able to participate in dramatic action using the element role, as they pretend to be someone other than themselves. Language is enhanced as they retell rhyme and children are able to express ideas and feelings through dramatic movement. (Isbell Raines, 2007) .As mentioned above, experts strongly believe that musical activities and drama enables children to develop their physical, cognitive, social, emotional and aesthetic skills as well as to provide opportunities for development of self expression, creativity, symbolizing all of which enhances their academic knowledge .There are many opportunities for children to learn and develop skills, knowledge and processes through participation in the arts , as such having discussed the benefits and leaning outcomes of childrens participation in the arts , I strongly believe that the arts is important in the education of preschoolers and all art forms should be integrated into the preschool curriculum with equal emphasis as any other subject in the curriculum.

Telecommunications Act of 1996 Essay examples -- essays research paper

The Telecommunications Act of 1996 The Telecommunications Act of 1996 can be termed as a major overhaul of the communications law in the past sixty-two years. The main aim of this Act is to enable any communications firm to enter the market and compete against one another based on fair and just practices (â€Å"The Telecommunications Act 1996,† The Federal Communications Commission). This Act has the potential to radically change the lives of the people in a number of different ways. For instance it has affected the telephone services both local and long distance, cable programming and other video services, broadcast services and services provided to schools. The Federal Communications Commission has actively endorsed this Act and has worked towards the enforcement and implementation of the various clauses listed in the document. The Act was basically brought into existence in order to promote competition and reduce regulation so that lower prices and higher quality services for the Americans consumers may be s ecured. Of particular importance is the deregulation of the telecommunications industry as mentioned in the act (â€Å"Implementation of the Telecommunications Act,† NTLA). This reflects a new thinking that service providers should not be limited by artificial and now antique regulatory categories but should be permitted to compete with each other in a robust marketplace that contains many diverse participants. Moreover the Act is evidence of governmental commitment to make sure that all citizens have access to advanced communication services at affordable prices through its â€Å"universal service† provisions even as competitive markets for the telecommunications industry expand. Prior to passage of this new Act, U.S. federal and state laws and a judicially established consent decree allowed some competition for certain services, most notably among long distance carriers. Universal service for basic telephony was a national objective, but one developed and shaped through feder al and state regulations and case law (â€Å"Telecommunications Act of 1996,† Technology Law). The goal of universal service was referred to only in general terms in the Communications Act of 1934, the nation's basic telecommunications statute. The Telecommunications Act of 1996 among other things: (i) opens up competition by local telephone companies, long distance providers, and cable companies ... ...ns especially when it came to deregulating the telecommunications industry. The new law was expected to bring radical changes to the communications industry, providing high quality services to the masses at minimal cost. The act was also designed with the specific purpose of ensuring that advanced telecommunications will be available to every citizen as part of the policy for universal service. The FCC and the states, as the regulatory bodies, implement the law. Its been over three years since the law was passed and most critics have claimed that nothing worthwhile came out of the act besides the mergers of course. Ultimately however, the services brought to the public will depend on the providers of those services and their success in the marketplace. Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Telecommunications Act of 1996.† Available online at: http://www.fcc.gov/telecom.html 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Implementation of the Telecommunications Act.† Available online at: http://www.ntia.doc.gov/opadhome/opad_act.htm 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Telecommunications Act of 1996.† Available online at: http://www.technologylaw.com/act.html

China Global Imbalances, Reserve Currency and Global Economic

Global imbalances, Reserve currency, and Global economic governance The accepted hypotheses for the root cause of global economic imbalances are: 1)East Asian economies’ export-led growth: recently the integration with international markets leads to an import and export expansion making the trade surpluses in EA dramatically increase. It had a great success in EA producing higher living standards and poverty rates declining. This cannot be the main cause for the emergence of large global imbalances in 2000 and thereafter since before 2000 EA economies’ TB were roughly balances. )Self-insurance motivation for foreign currency reserve accumulation: after the financial crises in the late 1990s, emerging market economies in EA increased their CA surpluses substantially, and they experienced rising international reserves. After 2005 Chinese surpluses and reserves are too large to be justified by the self-insurance motivation. 3)China’s exchange rate policy: the g. i. started to grow in 2002 and China has been accused of causing the imbalance sustaining a large undervaluation of its real exchange rate since 2003, but it is not true because: †¢China trade surplus did not become large until 2005 RMB appreciated against US$ by 20% in 2005-2008 but the global imbalances continued to grow †¢Most other developing countries also increased their CA surpluses in the same period (if exchange rate was the cause, the other countries that compete with China would have experience declining trade surpluses and reserves) >The need for an alternative hypothesis: these hypotheses imply that the EA economies are driving the g. i. but is not consistent with the basic statistics.While the US trade deficits with China did increase substantially, the share of the US trade deficit due to EA economies as a region actually declined significantly. The three hypotheses surely contributed but they cannot be the main cause of the global imbalances. >An alternative h ypothesis consistent with the data: it views the g. i. as a result of the status of the US $ as the major global reserve currency, combined with: †¢The lack of appropriate financial sector regulation due to deregulation in the 1980s. The federal reserve’s low interest rate policy following the burst of the â€Å"dotcom† bubble in 2001. These policy changes led to excessive risk-taking and higher leverage, producing excess liquidity and â€Å"bubbles† in the US markets, which enabled the US overconsumption that increased the US CA deficit. As China had become the major producer of labor-intensive processed consumer goods by 2000, the US ran a large deficit with China, which ran trade deficits with the EA economies that provided intermediate products to China.The excess liquidity also led to the large outflow of capital to developing countries, which enhance their investment and consequently in large trade surpluses in capital-goods exporting countries and na tural resources exporting countries. Since the US is the reserve currency issuing country, the foreign reserves accumulated through trade/capital account surpluses in other countries would return to the US leading to the US CA surplus. >Why did China stand out in the global imbalances? : the large CA surplus in China reflects high domestic savings.There are several commonly accepted hypotheses about China’s high households saving rate: such as the lack of well-developed social safety net and the demographics of an aging population. But the uniqueness of China’s savings is the large share of corporate savings, which are driven by the excessive concentration of the financial system that serves the big firms, low taxation on natural resources, and monopolies in some sectors. Reforms are required for removing these distortions and increasing consumption. The role of the reserve currency in global imbalances: the status of the $ as the major global reserve currency, combine d with the financial deregulation of the 1980s and the low interest rate policy of the 2000s, led to the emergence of global imbalances. To prevent their recurrence, the ultimate solution is to replace national currencies as global reserve currencies with a new global currency, but US is unlikely to give up its reserve-issuing privilege to a global body (IMF).A more likely scenario is the emergence of a basket of reserve currencies with some changes in the basket’s consumption and weights. >A win-win solution for the global recovery: the most urgent challenges are high unemployment and the large excess capacity in high-income industrialized countries. Win-win solutions for the global recovery and long-term growth could be based on new international financial arrangements along with structural reforms in both high-income and developing countries.On the financial front it could be created a global recovery fund (supported by hard-currency countries and large-reserve countries a nd managed by multilateral development banks) to finance investments to release bottlenecks and enhance productivity in developing countries. These investments would increase the demand for capital goods produced in high-income countries, reduce their unemployment now, and enhance the developing countries’ growth in the future. The fund could be complemented by structural reforms in high-income and developing countries to create space for investment and to improve the efficiency of investment.

The Russian Annexation of the Crimea, 1772-1783 essays

The Russian Annexation of the Crimea, 1772-1783 essays The Russian Annexation of the Crimea 1772-1783 by Alan W. Fisher is a text that contains detailed research based on Russian and Ottoman archival documents, as well as primary and secondary sources relating to the subject. The study covers the political events from 1772 to 1783, and is an objective source for understanding not only the Crimean Tatars, but also the rivalry between the Russian and Ottoman empires. A rivalry which not only deeply affected the people of the Crimean peninsula, but also affected its surrounding areas. The grave importance of the Crimea was illustrated because of its access to the Black Sea. As a result, its coastal areas have played an important role throughout the history of Eastern Europe and Western Asia. As an economic area it served its importance through its trade, its grazing lands and also as an entrance into Eastern Europe. As a political zone the Black Sea area was of prime importance to the power of those states which controlled it and its loss to a rival state was always a significant one. (Fisher, 2) As a result Byzantium, Kiev Rus, the Golden Horde, Lithuania, Poland, the Ottoman Empire and Muscovy have all tried throughout various periods of history to control the whole or individual parts of the Crimean Peninsula. The text explained how firm political control around the Black Sea was first gained in the mid-thirteenth century with the Mongol-Tatar conquest. Before this Turkic nomads had passed through the area, but no political or economic unity had existed. As settlements grew the Mongol-Tatar aligned itself with the Ottoman Empire for security. Acting as an independent province with its own political control, the Crimea was still ultimately under Ottoman control. From the Ottoman point of view, the Crimea was of utmost military significance. It acted as a strong northern defense and allowed the supply of soldiers for campaigns in the east against Persia and in...

Mood (Composition and Literature) Definition Examples

Mood (Composition and Literature) Definition Examples In essays and other literary works, the mood is the dominant impression or emotional atmosphere evoked by the text. Distinguishing between mood and tone can be difficult. W. Harmon and H. Holman suggest that mood is the emotional-intellectual attitude of the author toward the subject and tone the attitude of the author toward the audience (A Handbook to Literature, 2006). Examples and Observations From Other Texts Authors often use concrete details to engage the readers imagination, establishing mood and tone; they often draw on sensory imagery. In Journey to Nine Miles, when Alice Walker writes, By five oclock, we were awake, listening to the soothing slapping of the surf and watching the sky redden over the ocean, she appeals to the readers senses of sight and sound to establish a colorful, sensual tone that pervades the essay. Similarly, Arthur C. Clarkes narrator creates tension- establishing mood and tone- in the first few sentences of The Star, while providing readers with a clear sense of time and place: It is three thousand light-years to the Vatican. Once, I believed that space could have no power over faith, just as I believed that the heavens declared the glory of Gods handiwork. Now I have seen that handiwork and my faith is sorely troubled.(J. Sterling Warner and Judith Hilliard, Visions Across the Americas: Short Essays for Composition, 7th ed. Wadsworth, 2010)[T]he reader must h ave a sympathetic relation with the subject matter and a sensitive ear; especially must he have a sense of pitch in writing. He must recognize when the quality of feeling comes inevitably out of the theme itself; when the language, the stresses, the very structure of the sentences are imposed upon the writer by the special mood of the piece.(Willa Cather, Miss Jewett. Not Under Forty, 1936) Tone in fiction is like the tone of a storytellers voice: is it playful, serious, melancholy, frightening, or what? (It can be any of these things, and still be the same voice.)Mood has to do with the emotions the author makes the reader feel in less direct ways- by the sounds of the words she uses, the length and rhythm of sentences, the choice of images and their associations.Sometimes tone and mood are most effective when they are mismatched.(Damon Knight, Creating Short Fiction, 3rd ed. Macmillan, 1997)The mood of a poem is not quite the same thing as the tone although the two are very closely linked. When we refer to the mood of a poem we are really talking about the atmosphere that the poet creates in the poem. . . .One way to try to help yourself establish the mood of a poem is to read it aloud. You can experiment with various readings, seeing which one you think best fits the particular poem. (Dont try this in an exam, of course.) The more practice you get at reading poems al oud and the more you are able to hear others read them, the better able you will be able to hear poems in your mind when you read them to yourself.(Steven Croft, English Literature: The Ultimate Study Guide. Letts and Londale, 2004) The essay, as a literary form, resembles the lyric, in so far as it is molded by some central mood- whimsical, serious, or satirical. Give the mood, and the essay, from the first sentence to the last, grows around it as the cocoon grows around the silkworm. The essay writer is a chartered libertine and a law unto himself. A quick ear and eye, an ability to discern the infinite suggestiveness of common things, a brooding meditative spirit, are all that the essayist requires to start business with. (Alexander Smith, On the Writing of Essays. Dreamthorp, 1863) Mood in Walkers Jubilee (1966) In several instances [in Margaret Walkers novel Jubilee] mood is conveyed more by conventional notation- the number thirteen, boiling black pot, full moon, squinch owl, black crone- than any decisive nuance of thought or detail; or more precisely, fear is disembodied from internal agitations of feeling and becomes an attribute of things. Midnight came and thirteen people waited for death. The black pot boiled, and the full moon rode the clouds high in the heavens and straight up over their heads. . . . It was not a night for people to sleep easy. Every now and then the squinch owl hollered and the crackling fire would glare and the black pot boil. . . . Hortense J. Spillers, A Hateful Passion, a Lost Love. Toni Morrisons Sula, ed. by Harold Bloom. Chelsea House, 1999)

a comparison of art in the age essays

a comparison of art in the age essays The Middle Ages, the Early Renaissance, and the High Renaissance are only three ages individually but as a whole helped shape our modern philosophies and ideas of art and influenced generations of artists among them, Leonardo Da Vinci, Giovanni Bellini, and Giotto. Among there many works of art there stand out to me these three. Vitruvian Man 1492(Leonardo Da Vinci), Feast of the Gods (Giovanni Bellini), and Christus Rex (Giotto). The Late Gothic is the bridge between the Middle Age and the Renaissance. The Crusades and trade that followed from them brought an influx of Byzantine art and artists to western Europeans. This influence appears strongly in the emotionalism of a large wooden crucifixes and icons. Although they are still Byzantine in style, they were becoming more 'Western' in treatment. Through these connections many literary works of classical antiquity were brought to the West. The new age began in the 14th century, where lawyers and notaries imitated ancient Latin style and studied Roman archaeology. The novel unification of the characteristic style in art in Europe also took place at the end of the fourteenth century. The new hegemony was the consequence of a multifarious exchange of various artistic ideas and had lasted for several decades. It is difficult to point out the place and the time where the style came into being. That style was named the International Gothic. The most significant artists of the period are Cimabue and Giotto. Giotto was trained in the Byzantine tradition. The art characterize rediscovery of the third dimension, of real and measurable space and architectural vocabulary based on the study of Classical structures. Giotto has become the symbol of a profound renewal in the history of Western figurative arts, and of the first radical renewal since ancient Greece. "He converted the art of painting from Greek to Latin and brought in the modern era" - this is Cennino Cennini'...

The Four Gospels and their Traditional Authors Essay

The Four Gospels and their Traditional Authors - Essay Example The character to whom the Gospel we call Mark is attributed by tradition appears in the book of Acts ("Mark" in Smith 2009). He was evidently a Jew of Jerusalem named John who took the Roman name Marcus (conventionally Mark in English) when he moved to Rome. His mother Mary was on intimate terms with the Apostle Peter, and we first hear of Mark when Peter goes to her house after escaping form prison (Acts 12:12). Tradition further identifies this figure with the Marcus mentioned by Paul (Col 4:10; Philm 1:24) as his companion in prison in Rome and with the Marcus Peter calls his son (perhaps in the sense of a spiritual son) in 1 Peter (5:13). The tradition that associated Mark with the authorship of the Gospel is post Biblical. In the middle of the second century Papias the Bishop of Hierapolis in Asia Minor collected saying of Jesus from his presbyters based on their memories of what had been taught at the earliest foundation of the church and published them in a book called Interpr etations of the Sayings of the Lord (Koester 1990, 32-35). This has been lost but quotations from it are preserved in the Church History of Eusebius. Part of the tradition (Eusebius 3.39.15) Papias wrote down described Mark acting as Peter's secretary and writing down (in Greek) everything that Peter said (in Aramaic) about Jesus, thus producing the Gospel of Mark (Koester 1990, 274-75). In the Gospels of Mark (3:18) and Luke (6;15) Jesus calls as an apostle a tax collector named Levi. In the parallel passage in Matthew (10:3) he is called Matthew. Tradition, once again attested by Papias, soon made this the same figure, called Levi before his conversion and Matthew afterward, and identified him with the Apostle Matthew and with the Gospel author ( "Mathew" in Catholic Encyclopedia 1917). According to Papias (Eusebius, Church History 3.39.16) he first wrote his Gospel in Hebrew and it was only later translated into (Koester 1990, 315-19). Irenaeus the Bishop of Lyons in the late second century, in his Against Heresies (14.1) gives the earliest attestation of Luke as the author of that Gospel and the Book of Acts. He calls attention to the fact that the author of Acts, although he never gives his name, on three occasions identifies himself as a companion of Paul by referring to himself and Paul in the first person plural (16:10-17, 20:5-15, 21:1-18). Irenaeus further identifies this author with the Luke named as one of his companions of Paul in the Pauline Epistles. Paul mentions Luke in Philemon (1:24) and in Colossians (4:14) refers to him as a physician (Koester 1990, 334-36) . One of the most important characters in the Gospel of John is the unnamed 'disciple whom Jesus loved.' At the end of the Gospel, the narrative framework of the text is nearly broken when Jesus tells Peter about him: "If it is my will that he remain until I come, what is that to you (21:22). The narrator immediately denies that Jesus means that the beloved disciple will live until he returns, but rather says: "This is the disciple who is bearing witness to these things, and who has written these things; and we know that his testimony is true" (21:24), claiming the authority of this disciple for the authorship of the Gospel. Papias, again, is the earliest

Literacy Practices Essay Example | Topics and Well Written Essays - 2000 words

Literacy Practices - Essay Example Writing and reading are always understood in the context they are written in. Many individuals consider reading as an easy way of handling boredom and the discomforts associated with waiting. It turns a time duration that will otherwise be rendered useless, into an appropriate chance for acquiring knowledge and also entertainment. Reading is effective in developing a barrier between an individual and the external world. This enables the individual to ignore the undesired attention and ensure the sense of privacy. Concentrating attention on text materials renders it socially appropriate to ignore the interaction with other individuals. The language that the text is written in is very important. For instance, the outsiders can consider individuals reading the English newspaper or magazine in India as favoring the foreign cultures. But, this does not illustrate the complexities of the usage of the English language in India. India’s national language, and thus is easily applied during the important official communications. In India, the English language is majorly associated with the middle and upper classes. Thus, reading English literary materials associates an individual with higher aspirations. English is the key language in India’s higher education system. Thus individual reading English texts, illustrates higher academic achievements. English is also the official communication language during large scale commerce nationally or internationally. Thus English is significant in the business culture. Lecture instructions, diaries and blogs are common everyday writings that are considered â€Å"vernacular literary practices.† The practices illustrate significant personal roles that assist in organizing life by making records of issues like; finance, birthdays, social contacts, and life documentaries. Analysis of these practices illustrates the insights into the practices of ordinary

Response to the Book George Orwell's 1984 Essay Example | Topics and Well Written Essays - 500 words - 1

Response to the Book George Orwell's 1984 - Essay Example From this moment on both Winston and Julia heightened to the awareness of what is next. Both transferred to the Ministry of love for interrogation swiftly followed by systematic physiological and physical torture. This torture consists of three stages, learning, understanding, and absolute acceptance of the Party's reality. These ideologies chewed away throughout the book at Winston's fundamental ideals. Winston and Julia both grew to hate the party, rallying against it in both their thoughts by actions and behaviors as well. The Party's main object is absolute acceptance of their Doctrine. Winston must painfully accept eventually. However, this particular book seems layered like an onion tearfully peeling away each layer to expose the soft underbelly in all of us. The fear of self; which is signified by room 101 where they sent Winston when he refused to betray himself, his love, and his absolute hatred for Big Brother. The final step has Winston facing his biggest fears, rats place d in a cage strapped to his face ready to tear into his skull. In a moment of absolute terror Winston screams out "Do it to Julia" betraying not only her but also the very core of himself. The one thing he believed they could never touch, could never get at, resonated from him the way a gavel echoes with justice in a courtroom.

E Commerce Security Assignment Example | Topics and Well Written Essays - 750 words

E Commerce Security - Assignment Example E-commerce web applications that handle payments (electronic transactions or use of debit cards, online banking, PayPal, credit cards, or any other keepsakes) have more compliance matters stand at high, and increasing risk from interference than other websites and greater consequences arise if data gets loosed or altered. Banking services stay highly delimited, but even the least electronic retailer is pretentious to the Payment Card Industry Data Security Standard (PCI-DSS). Lately, this has become widely known due to improved enforcement and publicity following 2007 update to clarify and enhance requirements (Ghosh 32).  Safeguarding payment web application systems and users require a combination of technological, administrative and physical controls. Many emerging groups provide reliable security analyst facilities for organizations developing, purchasing or operating such software systems (University 13). Examples of e-commerce security projects include; threat modeling, develo pment of the security model, PCI DSS review and compliance, risk assessment and security awareness training, web site security review, web vulnerability assessment, e-commerce web penetration testing, code security review, electronic crime and Application layer firewall (a web application firewall - WAF) selection (Francesco 33).  Electronic crime, sometimes regarded to as e-crime, cybercrime or technology crime, refers to crimes which can only be committed by use of information technology such as data theft, payment fraud, and phishing. Software called CrimeWare, which can help man-in-the-middle bouts, key logging and botnets are increasingly easy to catch and deploy against relevant targets. Particularly, e-commerce websites get often seen as the "hot spots", especially by organized criminals. While some one-off attacks might be as a result of angry customers, ongoing and organized attacks are more probable to be undertaken within by staff or from outside by organized criminals. The fascination of obtaining payment card details and bank account and the fraud which may subsequently be attempted by the use of compromised data implies that e-commerce applications, like banking services, become a particularly popular target (Ghosh 43).

Alcohol Abuse in Men and Women Essay Example | Topics and Well Written Essays - 1250 words

Alcohol Abuse in Men and Women - Essay Example Epidemiologic evidence suggests that the problem with alcoholism lack the stereotypical features of other substance abuse disorders mainly due to the fact that alcohol drink is considered a socially acceptable beverage, although society does not accept the excess and abuse. That which starts as a social norm may eventually turn out to be an addictive behaviour. Psychiatric manifestations apart, a history of alcoholism provides the explanation of many other health conditions that a nurse may come across, and from that point of view, awareness that many other organ system disorders are secondary to alcohol abuse is an absolute necessity for the nurse who cares for the patient (WHO, 2002). The effect size and effect count of alcohol abuse on other health conditions appear enormous and numerous, and these patients would require care for these other health issues eventually, and the impact on the nursing management and management plan consequently become numerous (Goldacre et al., 2004). In this literature review, current evidence would be sought as to how alcohol abuse in both the sexes affect the baseline health status of the individual, setting aside the problem of alcoholism per se. The literatures that would be reviewed would deal with all the parameters of health, such as, pathologic processes involving other organ systems, morbidity, mortality, and quality of life issues for adult men and women. In the short span of this review, it should be admitted that, it is not possible to discuss in detail all the studies to extract the specific health implications (Rehm et al., 2003b); however, it is presumed that it would serve the purpose of an overview so it can generate awareness about alcohol abuse health effects in both the sexes from the angles of impact on care, so the reader can ultimately make an informed decision about the management of such cases from the available evidence from literature. The common causes of death among persons with the alcohol-related disorders are suicide, cancer, heart disease, and hepatic disease. Apart from these, alcohol abuse has been implicated in many other pathologic processes in the body to contribute to mortality and morbidity of the individuals who misuse alcohol. Current research indicates that drinking level rather than drinking pattern bears the strongest relationships to alcohol-associated problems. At low drinking levels, frequent drinkers would be expected to have highest levels of problems. There are certain gender differences in relation to health issues between adult men and women. At lower levels of drinking women have a slightly lower drinking frequency and fewer problems than men. Research has shown that the Whites have the highest rate of alcohol use, and men are much more likely than women to be binge drinkers and heavy drinkers. Although alcohol misuse appears to be prevalent in higher socioeconomic classes, alcohol-relate d disorders appear among persons of all socioeconomic classes. In the past few decades, alcohol consumption has increased substantially in the population. Expressed as liters of pure alcohol per year per capita, the current

Quality Model Essay Example | Topics and Well Written Essays - 750 words

Quality Model - Essay Example This research will begin with the statement that for a business to succeed, it is necessary to have strategies to ensure optimal productivity to meet customers’ needs and attain company objectives. Quality management entails customer satisfaction, improving management, involvement of employees and reaching company goals. Total quality management involves every facet of a business together with sections like research marketing, and development, sales and human resources. The basic tenets of total quality management range from satisfying the customer, satisfying the supplier, and consistent improvement of the business. This essay explains the primary elements of the three spheres of quality model. It further describes the organizational activities that fall within each of these spheres. The first element of the three spheres of quality model is total quality management. According to Nguyen and Derstine, this is a crucial factor for businesses to prosper both internally and exter nally. Internal success in the company takes into account state of products and services to meet customer expectations. The organization also needs employees to be fully productive through keeping workers content. In terms of external success, company profitability can lead to market success. Companies that trade publicly and have higher standard of total quality management are more likely to succeed and end up having more profitable market shares. Traditional accounting systems have for a long time failed to consider measures.

E Commerce Security Assignment Example | Topics and Well Written Essays - 750 words

E Commerce Security - Assignment Example E-commerce web applications that handle payments (electronic transactions or use of debit cards, online banking, PayPal, credit cards, or any other keepsakes) have more compliance matters stand at high, and increasing risk from interference than other websites and greater consequences arise if data gets loosed or altered. Banking services stay highly delimited, but even the least electronic retailer is pretentious to the Payment Card Industry Data Security Standard (PCI-DSS). Lately, this has become widely known due to improved enforcement and publicity following 2007 update to clarify and enhance requirements (Ghosh 32).  Safeguarding payment web application systems and users require a combination of technological, administrative and physical controls. Many emerging groups provide reliable security analyst facilities for organizations developing, purchasing or operating such software systems (University 13). Examples of e-commerce security projects include; threat modeling, develo pment of the security model, PCI DSS review and compliance, risk assessment and security awareness training, web site security review, web vulnerability assessment, e-commerce web penetration testing, code security review, electronic crime and Application layer firewall (a web application firewall - WAF) selection (Francesco 33).  Electronic crime, sometimes regarded to as e-crime, cybercrime or technology crime, refers to crimes which can only be committed by use of information technology such as data theft, payment fraud, and phishing. Software called CrimeWare, which can help man-in-the-middle bouts, key logging and botnets are increasingly easy to catch and deploy against relevant targets. Particularly, e-commerce websites get often seen as the "hot spots", especially by organized criminals. While some one-off attacks might be as a result of angry customers, ongoing and organized attacks are more probable to be undertaken within by staff or from outside by organized criminals. The fascination of obtaining payment card details and bank account and the fraud which may subsequently be attempted by the use of compromised data implies that e-commerce applications, like banking services, become a particularly popular target (Ghosh 43).

Quality Model Essay Example | Topics and Well Written Essays - 750 words

Quality Model - Essay Example This research will begin with the statement that for a business to succeed, it is necessary to have strategies to ensure optimal productivity to meet customers’ needs and attain company objectives. Quality management entails customer satisfaction, improving management, involvement of employees and reaching company goals. Total quality management involves every facet of a business together with sections like research marketing, and development, sales and human resources. The basic tenets of total quality management range from satisfying the customer, satisfying the supplier, and consistent improvement of the business. This essay explains the primary elements of the three spheres of quality model. It further describes the organizational activities that fall within each of these spheres. The first element of the three spheres of quality model is total quality management. According to Nguyen and Derstine, this is a crucial factor for businesses to prosper both internally and exter nally. Internal success in the company takes into account state of products and services to meet customer expectations. The organization also needs employees to be fully productive through keeping workers content. In terms of external success, company profitability can lead to market success. Companies that trade publicly and have higher standard of total quality management are more likely to succeed and end up having more profitable market shares. Traditional accounting systems have for a long time failed to consider measures.

Critical Thinking and Reasons Essay Example for Free

Critical Thinking and Reasons Essay Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons. Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons. Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Secon d, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons. Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Secon d, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons. Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Secon d, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.Notice what the details in this paragraph have done. They have provided you, the reader, with a basis for understanding what the writer made the decision she did. Through specific evidence, the writer has explained and communicated her point successfully. The evidence that supports the point in a paragraph often consists of a series of reasons introduced by signal words (First of all, Second, and the like) and followed by examples and details that support the reasons. That is true of the sample paragraph above: three reasons are provided, followed by examples and details that back up those reasons.

Summary of the Viking Raids in Ireland

Summary of the Viking Raids in Ireland Burying items of personal, social or economical value in hoards was not only exclusive to the Viking era, indeed hoards have been found dating back to the hunter gatherer period during the Mesolithic and Paleoindian era.  [1]  By analysing Viking hoards it is possible to glimpse into the wide ranging grasp of the Viking economy and into the minting process and silver metallurgy of the world at the time. Silver was used as the principal means of exchange throughout the Viking world . Silver hoards in Ireland are crucial evidence for trade, status and lifestyle of the Vikings and the Irish, and the relationship both societies had with one another due to the many finds. In order to fully understand the implications the Viking settlement had on Ireland and the subsequent relationship which was built between the two communities; a brief summary of events leading to the burial of hoards in Ireland is required to draw any possible links between the two. However it is tempting and someti mes unwise to assume a link between the deposition of particular hoards with specific historical events as some may have been deposited for purely local or family reasons. What is certain is that a vast majority of hoards were buried for safe keeping, which is proven by the fact that the majority of coin hoards found coincided with the defeat of the Vikings at Tara in 980AD. Gold hoards found in Hare Island and silver hoards found in Lough Ree (which a Viking fleet from Limerick dominated during the 920s and 930s) also show a connection between occupation of land by Vikings and the subsequent burial of hoards.  [2]   Nevertheless all plausible circumstances must be researched in order to come to a conclusion or at least a range of possibilities concerning the purpose of a specific hoard. This essay will concentrate on case studies of specific hoards after a brief summary of Viking settlement in Ireland. Chapter I: Brief Summary of Viking raids and subsequent occupation in Ireland The first recorded Viking raid in Ireland took place in 795 AD in Rathlin. Thereafter Viking attacks continued in the form of costal raiding. After a series of raids in the north the Vikings moved westward where there were multiple monasteries in 807AD, of which some were raided. For the first time annals begin to report violence (although no battles) between the Vikings and the Irish. After a break there began attacks once again by the Vikings on the south coast of Ireland in 821AD along with further raids in the north-east in 823AD. From 825AD the annals report severe attacks along the east coast of Ireland on churches and local costal kingdoms. There was also significant engagement with local Irish kings and with this the first Viking Age in Ireland had begun.  [3]   In 832AD a Viking fleet once again invaded Irelands northern and eastern coasts. During the 830s raids, the Vikings began to push deeper into Ireland. In 838AD a small Viking fleet entered the river Liffey. The Vikings set up a base there called a Longphort which eventually became Dublin. Dublin became the most important and wealthiest centre in Viking Ireland. It is no coincidence that the majority of silver hoards were found in the Dublin area which had a wealth unequalled in the west of Ireland and indeed the majority of the Viking world.  [4]  Silver which was used throughout the Viking world as the main material of exchange has been found in large quantities in Ireland, over a hundred and thirty silver hoards to be precise. A hundred and twenty of these were found in Dublin dating from the 9th until the 11th century. The Vikings were able to branch off into different areas in the country by sailing through the river Liffey. The Vikings then began to build trading centres that developed into towns and cities around the Irish coast from the middle of the 9th century. It was in these places that the first coins in Ireland were minted as well as trading goods and slaves. Economic links were established with the wider Viking world for example the town of Jorvik (York) in England, across Europe and the Near East. After 840AD, Vikings had several bases in strategic locations throughout Ireland. In 902 the Vikings were temporarily expelled from Dublin due to an Irish alliance, however they soon returned. The Viking rulers of Dublin became involved with the political conflicts between Irish kingdoms which reached its pinnacle when in 1014 the Vikings of Dublin allied with Leinster in their battle for supremacy against Munster. The Vikings and Leinstermen were defeated in the Battle of Clontarf which is se en as the end of Viking power in Ireland. However Vikings still played an active role in Irish life until the Anglo Norman invasion of 1169.  [5]   The earliest raids which occurred up to the second decade of the 9th century are said to have been undertaken from the Vikings from south-west Norway. The more violent attacks which occurred in 821AD and later were conducted by a larger and more organized force. There would have been logistical problems bringing large fleets from Norway and therefore a theory is that the invaders came from nearby, namely the Viking settlements in the Northern and Western Isles of Scotland.  [6]  These large scale raids led to the occupation of the Irish east  midlands. Full term occupation in Ireland can generally said have begun with exploratory raids, then heavy plundering and slaving in order to break the resistance of the Irish population and then finally occupation and the establishment of a regional kingdom. Vikings in Ireland adopted a different strategy of colonising Ireland namely economically. From the mid 9th century Vikings became very involved in politics by siding with Irish kings against other Irish kings. In the early decades of 10th century, Vikings realized they could not conquer through force and started founding trade centres instead such as the aforementioned Dublin which became important for Irish sea affairs and commercial centre of international importance. The raids and consequent settlements by Vikings in the east of Ireland were particularly intense due to the Viking Kings of Scotland in the middle of the 9th century having previously exercised authority over the Vikings and their settlements in Ireland (though not over all as annals report activities of Viking adventures with no commitments to Scottish Viking royalty). Whereas the Norwegian raids of the north and the west Ireland were conducted by small, mobile Viking groups, by 830AD Viking raiders consisted of large fleets of ships which led to permanent bases being established on the coasts by 840AD. Dublin was to be the most significant of these settlements long term. Chapter II: The debates surrounding Viking hoards in Ireland Viking hoards in Ireland can be defined in three categories, coinless hoards, mixed hoards and coin hoards. Using silver in form of coinage did not happen until the late Anglo-Saxon economy of the Viking Age and so the worth of silver was measured in weight and therefore was acceptable in other forms which some hoards represent by including a mixture of cut up fragments of ingots and/or ornaments and later on, coins.  [7]  Silver started appearing in Ireland from 850AD in the form of coins and ingots which correlates with the beginning of Viking settlement in Ireland. Single Viking age silver finds in Ireland also appear which raises the question of what the purpose of burying silver hoards was. The threat of Viking raids would be sufficient for the burial of hoards in order to protect the wealth which could be later, but was not, reclaimed. This is a plausible explanation however there are other possible reasons why hoards were buried and then not recovered. One theory is that pagans in the Viking Age believed that the deceased would need riches in the afterlife which were the treasures he had buried whilst still  alive. However this story was written long after the Christianisation of Scandinavia and so it in uncertain about its accuracy. Another possible reason for burying hoards was in order to protect silver generally (without specific threat of invasion) by leaders so that they could in time reward their followers with silver. This display of wealth and power could also have lead to hoards of silver being buried in order to eliminate them from circulation, creating a talking point for others.  [8]   Another debate is who buried which hoards. Hoards do not seem to completely correlate with the pattern of Norse settlement, although there are numerous finds near Dublin. More hoards are found in territories controlled by independent Irish Kings than in areas controlled by Vikings.  [9]  All this information raises the question of what use hoards had for the Irish and Vikings. The study of distribution of hoards shows us that many of them where in native ownership when buried. However it is also possible that the hoards were given to the Irish by Vikings for political reasons, or were looted items. Many other hoards on the other hand represent Viking wealth. By end of millennium Viking hoards contained rarely anything but coins.  [10]   Chapter III: Coinless hoards Generally coinless hoards consist of a range of ornaments and/or ingots and hack silver. In total there are to date fifty-one coinless hoards of early Viking Age date . Coinless hoards can be divided into three sub-groups on the basis of their form and structure. Analysing hoards in this way enables a more specific research into their intended purpose and origin. One type of Viking age coinless hoard contains neither hack silver nor ingots and is composed exclusively of complete ornaments. Most of these ornaments are of Hiberno Scandinavian type and vary in their style from four examples. These types of hoards account of nearly half the total number of coinless hoards.  [11]   Half of all Viking age hoards from the 9th and 10th century fall into the coinless category and consist largely or wholly of Hiberno-Scandinavian ornaments. Examples of these finds consist of hoards from Raphoe in County Donegal and Cushalogurt in County Mayo. The most common item found in coinless hoards are the broad band armrings which are Hiberno-Scandinavian silver artefacts. Their dates range between 850AD and 950AD. This case study concerns itself with this sub-group of Viking silver hoards. Case Study:A Hoard of Viking silver bracelets from County Donegal and County Mayo: Until 1966 there were the remains of what appears to have been a rath or cashel in the townland of Roosky in east County Donegal.. The owner of the land decided to build a house with a ford and cleared away most of the surrounding wall. Several foundation trenches were cut for the foundation walls of the new house but no archaeological evidence was found. However whilst demolishing the wall of the fort, four silver bracelets where discovered on the surface of the ground on the inside. This lead the finder to believe that the bracelets had fallen down with the wall itself which would mean that they had been hidden in one of the gaps between the stones of the wall. This indicates that the fort was built earlier that the making of the bracelets. The four objects were found so closely together than they could only be interpreted as a hoard. The four bracelets are common in types of Viking silver work in Europe. In Ireland no silver bracelet resembling those from Roosky has so far been found. Those found in Britain range in dates from 900AD to the 11th century. 7 In Eastern Europe, bracelets which have been found that have resemblance to the Roosky bracelets date to the first half of the 12th century. This suggests the original source being from the west and/or influence from that area. Muslim Spain has also been suggested as the original source but little evidence supports this.  [12]  J. Raftery concludes that the bracelets were probably Norse in origin as their shape has no forerunners in Ireland and the nature of the ornamentation on them has no parallels amongst native Irish material. This does not however dismiss the possibility of the bracelets being made in Ireland by Norse or Irish silversmiths. The conclusion by à Ã‚ . à Ã¢â‚¬â„¢. Ó Rà ­ordà ¡in that Viking silver ornaments of Irish provenance were made in Ireland and the material used is the product of silver mines in Ireland has little evidence to back the claim up.  [13]  14 This hoard is interesting because of where it was, namely near the coast. Most Viking hoards come from near the coast. This could suggest that the pattern of chance finds of Viking objects coincided with what we know of the movements of Norsemen. However some of these discoveries could represent Irish loot from Vikings who had ventured ashore. The number of Norse items from non costal areas is quite small. A hoard of 25 silver bracelets and fragments was discovered in 1939 on the peninsula in the townland of Cushalogurt, Kilmeena parish, Burrishoole barony, County Mayo. The discovery was only six yards from the shore. This hoard is the largest of its king known in Ireland. It is connected to the Roosky hoard findings in that as regards to shape and decoration, the bracelets are unparalleled amongst earlier Irish material but do occur often in Viking age contexts of Scandinavia and Europe. Their popularity continued in Scandinavia until the 13th century but in Britain their popularity assessed on deposition ceased at an earlier date. à Ã‚ . à Ã¢â‚¬â„¢. Ó Rà ­ordà ¡in pointed out when discussing the bracelets from Carrowmore in Co. Donegal that numismatic evidence from Scotland and England demonstrated that the bracelets were in fashion during there during the 10th and 11th centuries. That the Vikings were responsible for their introduction into Ireland can be seen by the occu rrence of the Runic letter R incised on the back of one of the bracelets from the hoard from Roosky which emphasised its Scandinavian derivation.  [15]   The second sub group of coinless hoards contain ingots and/or ornaments but no hack silver. This type of hoard is more uncommon and makes up only 16% of the total number of coinless  hoards. In most cases these ornaments are of Hiberno-Scandinavian type and vary in number from two to four examples. Case Study: Hoard from Carraig Aille, County Limerick The next sub group accounts for 36% of the total coinless hoards and is characterized by the presence of hack silver. Most of these hoards also contain ingots. A classic example of this type of hoard in that from Carraig Aille, County Limerick, which contains one complete ring, three ring fragments, two ingots and an ingot fragment.  [16]  The fragments of bracelets found here link to the hoard mentioned previously which consisted of 25 silver bracelets from County Mayo. Both are the same type of bracelet (rectangular and cross-sectioned) and are dated to the 10th century.  [17]   The context in which the hoard from Carriag Aille, Co. Limerick was found is quite interesting. On the hill where the hoard was found stand two Iron age stone Cashels which are on the bank of Lough Gur and dated between 8th and 11th century AD. Both forts are quite low, the wall only maybe 1- 1.5m high although originally they would have been considerably higher. There is an entrance in both of them to the east. This fort is not unusual in style and would have been built by the native Irish.  [18]  The question lies on who was responsible for creating the hoard and who buried it. It seems that the bracelet is Scandinavian whereas the ingots have no evidence to suggest their origin. The 10th century was a turbulent time in Co. Limerick. The Vikings founded the town Limerick in 922 AD as a strategic point between the Shannon and Abbey River. However the Vikings often fought each other (seen with the attack of Vikings from Dublin on Limerick in 924) as well as fighting the native Ir ish. In 968 the Irish gained control over Limerick but it was short lived as in 969 the Vikings regained their authority. It would be until the early 11th century until the Irish assumed full control of the town once again and this time the Vikings absorbed into Irish society.  [19]  Carraig Aille is roughly 20km from the town of Limerick and would have been easily accessible by rivers. There is evidence of the Waterford Vikings creating a base at Lough Gur, which Carraig Aille is in close proximity to on the east side. Carriag Aille would have witnessed the base which was built as an advancement point for the Waterford Vikings to Limerick. During the disputes with the Limerick Vikings and Dublin Vikings, the Waterford Vikings sided with Dublin. The Waterfordmen were defeated by the Limerick Vikings and their Irish allies, apparently at Kilmallock (which lies in between Limerick and Logh Gur) in 927.  [20]  Geographically Carraig Aille could have been caught amongst the disp utes and the subsequent burial of the hoard could be a consequence as the date of the bracelets coincide with the power struggles in that area. What is not certain is whether the native Irish or the Vikings buried the hoard, as that would depend on who had control over the forts, this evidence is not available. Their similarity to the 25 silver bracelets found in County Mayo suggest that they were made by Hiberno-Norse silversmiths. Chapter IIII: Mixed hoards: Mixed hoards consist of non-numismatic silver combined with coins. Around 16 of Irelands hoards are of this type, fifteen of which were deposited during the 10th century. Most of these hoards contain ingots or ingot derived hack silver in addition to coins and occasionally ornament derived hack silver. The 10th century first see substantial amounts of coins be buried with hoards in Ireland. It was the period of the second half of the 9th century and the first half of the tenth century that saw Hiberno Vikings develop their silver-working. From 920 until ca 1000 begins the most debatable phase of hoard deposition. It was in this period that the Vikings increased their power in Leinster and Munster and consequently there was an upsurge in violence between the Vikings and the Irish and indeed the Vikings amongst themselves. Dublin was also rapidly growing as a trading port. The deposition of hoards reach a peak in c.970 and the scholar Dolley has suggested that this coincides with risin g violence prior o the defeat of the Vikings at the battle of Tara in 980.  [21]   There were a large number of coins minted in York found in hoards dating to the early part of the period and this reflects close political links between Viking York and Dublin. Hoards from c.925-c.975 are dominated by Anglo-Saxon coins minted in Chester which reflects the importance of the trade route between Dublin and Chester. After c.975 the number of coins from Chester decline and the number of coins from the West country rises which show the growing importance of the Dublin to/from Bristol trade route. The re-establishment of Dublin and the growth of other Viking towns during the first decades of the 10th century saw a gradual transition from bullion towards coin usage in economy. Whereas previously coins were often melted, now they began to be retained as familiarity for coin usage in trade increased which would finally lead to the minting of the first Hiberno-Norse coins in Dublin c- 977. The earliest hoards of Hiberno-Norse coins from Dundalk, County Louth and Clondalkin, Cou nty Dublin were deposited around c.997-1000. The practise of hoarding continued, however by the end of the millennium Viking age silver hoards contained rarely anything except coins.  [22]  23 The distribution of coinless hoards are relatively evenly spread over much of Ireland, however mixed hoards and coin hoards display a strong concentration on the east coast of the east Midlands. This can be seen as evidence for the central role of Viking costal settlements, particularly Dublin in the dispersal of silver within Ireland.  [24]   Case Study: Mixed hoard from Dysart Island, County Westmeath This hoard is a relatively recent and was deposited ca. 907 AD. This hoard contains Kufic dirhams and coins from Anglo Saxon England, Viking York and possibly Carollingian in Germany as well as ingots and a variety of fragmentary ornaments. This important hoard may in part be derived from wealth captured by the Irish as a result of the sack of Dublin. The Dysart Island hoard could reflect the expulsion of the Vikings from Ireland in 902 and their subsequent settlement in north-west Britain. Metal analysis of the silver in the Dysart hoard demonstrates close affinities with the nearby hoard from Carrick which contained 60 ingots and it is possible that they are of similar date.  [25]   The Dysart hoard is significant in that it has ingots which are quite like those from the infamous Cuerdale hoard. Graham Cambell uses this as evidence that the Norse remained actively involved in Irish affairs despite their loss of Dublin in 902.  [26]  Graham Cambell has shown that the massive Cuerdale Hoard of ca. 903 is of likely Hiberno-Norse origin. Cuerdale was in Danish-Viking Northumbria but close to Norse Viking strongholds in Ireland. The hoard contained about 7,000 coins and over 1,300 pieces of silver. The range of the material, including Hiberno-Norse armrings and fragments of both bossed penannular brooches and thistle brooches, is closely comparable with Dysart. The slightly later hoard from Goldsborough c.920, Yorkshire also contains fragments of similar brooches and armrings. Hoards outside of Ireland could be possible evidence of the sudden defeat of the Vikings in Ireland and the subsequent bringing of the silversmith trade to Britain. The publishers of the Dy sart coin hoard conclude that the hoard was deposited in an entirely Irish context at a time when the Vikings had been expelled from Dublin.  [27]   Chapter V: Coin hoards Finally the last category of Viking hoard in Ireland is the hoard which consists exclusively of coins. These hoards represent in bullion terms and insignificant element of the overall silver wealth of the Viking Age in Ireland. There are over sixty examples of coin hoards on record however most of these are quite small in size. The majority were deposited after c.940 and the type of issues found in them are predominantly Anglo Saxon. However Arabic coins as well as those issued by the Viking Northumbrian and East Anglian rulers are also represented. Hiberno-Norse coin issues dominate the composition of the 11th century hoards. Michael Dolley has established some theories about coins from Viking age Ireland. Coins were first imported by the Dublin Hiberno-Norse and coin use in Ireland was confined to the Norse. Graham Cambell has remained non-committal on the subject of whether the native Irish used coins. Irish coin use, as opposed to the study of coins themselves as been of secondary interest in works by scholars such as Michael Dolley. Marilyn Gerriets states that closer examination of evidence demonstrated that the conclusion that the Irish rejected the use of coins is based on little evidence.  [28]   She argues that hoards do not correlate with patterns of Norse settlement but rather more hoards are found in territories controlled by independent Irish kings. Secondly, non-coin Viking artefacts are better correlated with Viking activity in the interior of Ireland than are coins. Dolleys theory of spatial distribution of coin hoards and other artefacts is an unreliable indicator of coin use. Many factors, including the pattern of contemporary violence and the distribution of modern economic activity, bias the pattern of finds. The hypothesis that the Irish did not use coin still could be supported if the assumption was made that coins founds in Irish territories bordering Dublin arrived as plunder from rains on Dublin or were lost by Vikings resident in Irish kingdoms. Although some hoards lost in Irish territory could have been the booty of plunder, many hoards correlate poorly with instances of plunder recorded in the Annals according to Gerriets.  [29]  Irish regions have mo re hoards during their periods of greatest power when Irish natives were in control instead of Vikings. Gerriets argues that too little is known about early Irish society to support the argument regarding how the Irish might have used coin, or whether they used it at all. Case Study: Coin hoard from Dunbrody, County Wexford This coin hoard is the largest found in Ireland with over 1600 examples of coin. It was discovered in 1836 beside Waterford harbour. This reflects the function of the estuary as a trade route. It could also relate to trading activities with the adjacent monastic centre of Kilmokea, situated at a strategic ferry crossing on the road linking the Norse towns of Wexford and Waterford.  [30]   The hoard consists of predominantly Hiberno-Norse phase coins In addition there were ca. 200 late Anglo-Saxon pennies from editions by Cnut to Edward the Confessor, the majority being of the latter. The hoard therefore can be dated to c.1050 based on the Anglo-Saxon element.  [31]  Waterford Harbour was under the control of Vikings during this period and therefore it is plausible that the hoard was buried by Vikings, however we cannot be certain. Conclusion: The distribution patterns of silver hoards in Ireland give us the most information about the relations between the Vikings and the Irish. Coinless hoards are fairly evenly spread, however with a concentration in the central midlands. Mixed hoards and coin hoards are found predominantly in the midlands and east coast of Ireland. The majority of silver hoards were deposited in areas of Ireland that were not under control by the Vikings which can be taken as evidence that although many of the finds were Viking in style, they were in fact in the ownership of the native Irish. We cannot be certain how the wealth was acquired but the fact that the hoards were found in contemporary native Irish territory suggests evidence of trade and the process of giving receiving gifts between the Irish and the Vikings. The changing economy of Viking Ireland can be seen by the steady transformation of what was contained in hoards. From the late 9th century to the early 10th century there is a steady tran sition from a bullion economy (seen in the coinless hoards) to an economy which imported and used coins. Coins were in existence before the burial of coin hoards, however many were melted to their silver state in order to be used for other objects. Coins began being retained, and this transition is represented by the mixed hoards which can be associated with the foundation of the Scandinavian towns during the beginning of the 10th century. From the mid of the 10th century, coinless and mixed hoards decline dramatically whilst coin hoards become more prominent. By the beginning of the 11th century the transformation from bullion is completed.

Russain Theology :: essays research papers

Chapter 5: The Grand Inquisitor "EVEN this must have a preface -- that is, a literary preface," laughed Ivan, "and I am a poor hand at making one. You see, my action takes place in the sixteenth century, and at that time, as you probably learnt at school, it was customary in poetry to bring down heavenly powers on earth. Not to speak of Dante, in France, clerks, as well as the monks in the monasteries, used to give regular performances in which the Madonna, the saints, the angels, Christ, and God Himself were brought on the stage. In those days it was done in all simplicity. In Victor Hugo's Notre Dame de Paris an edifying and gratuitous spectacle was provided for the people in the Hotel de Ville of Paris in the reign of Louis XI in honour of the birth of the dauphin. It was called Le bon jugement de la tres sainte et gracieuse Vierge Marie, and she appears herself on the stage and pronounces her bon jugement. Similar plays, chiefly from the Old Testament, were occasionally performed in Moscow too, u p to the times of Peter the Great. But besides plays there were all sorts of legends and ballads scattered about the world, in which the saints and angels and all the powers of Heaven took part when required. In our monasteries the monks busied themselves in translating, copying, and even composing such poems- and even under the Tatars. There is, for instance, one such poem (of course, from the Greek), The Wanderings of Our Lady through Hell, with descriptions as bold as Dante's. Our Lady visits hell, and the Archangel Michael leads her through the torments. She sees the sinners and their punishment. There she sees among others one noteworthy set of sinners in a burning lake; some of them sink to the bottom of the lake so that they can't swim out, and 'these God forgets'- an expression of extraordinary depth and force. And so Our Lady, shocked and weeping, falls before the throne of God and begs for mercy for all in hell- for all she has seen there, indiscriminately. Her conversatio n with God is immensely interesting. She beseeches Him, she will not desist, and when God points to the hands and feet of her Son, nailed to the Cross, and asks, 'How can I forgive His tormentors?' she bids all the saints, all the martyrs, all the angels and archangels to fall down with her and pray for mercy on all without distinction.

Bilingual Education Essay -- Teaching Education

Bilingual Education Our school systems play host to dozens of languages in addition to the standard fare of English. Starting in the late 1960s, partially as a swing off the Civil Rights Movement, school systems were required by law to provide bilingual education anytime twenty or more children spoke the same foreign language, and were found to be limited in their English proficiency. At first, the need for such programs was small, but over time it has been steadily increasing until now where the need has reached what many consider to be massive. In recent years, the population of the United States has exploded with many non-English speaking students, making the need for bilingual education more urgent. Although this amount is growing yearly, it is inadequate to provide the much needed instruction for this special subset of children. Bilingual education is a must if children are to succeed in the academic environment and in becoming productive adults. Numerous researchers have reported a correlation between a student’s world experience and their level of reading comprehension. Often times stories and reading material are written from a largely white perspective and this results in less overall comprehension and poor reading scores especially for the Limited English Proficient student. Bilingual programs allow such children the opportunity to become acquainted with the concepts first in their own language and then in the predominant language of this country, English. Linguists have found that the strongest way to learn a language is to have a strong base in one's native language. A child who has learned to write and read in the native language will build strong language skills. Statistics show that that the average language-minority child who is not given bilingual education is more likely to be held back one or more years in their elementary school education, and there is a direct correlation between the dropout rate, and non-receipt of bilingual education. As with practically any academic pursuit, a student’s success or failure in reading comprehension is highly dependent it seems on their cultural background. On the language in which classroom materials are both written and spoken in, the student’s proficiency in both their first and second languages, and on the cultural content of the classroom materials. Likewise, a student’s ... ... the ability to choose, just as everyone else has. To conclude, language goes hand-in-hand with culture, and a student’s success in learning a new language is directly dependent on their willingness to take on new cultural behaviors. A student who is well grounded in his or her own native language is much more likely to succeed in a largely English-speaking academic environment. Bilingual education programs give the student the opportunity, and the desire to become acquainted with a new culture and a new language. This makes them much more likely to succeed academically once they are out of school, and have taken their places as adults in society. Bibliography: Works Cited Anzaldua,Gloria. â€Å"How To Tame A Wild Tongue.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 537-542 Rodriguez,Richard. â€Å"Aria.† The Norton Reader. Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 531-536 Tannen,Deborah. â€Å"Conversational Styles.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 545-550