The Effects of Western Imperialism on China and Japan Essay -- Cause E

The Effects of Western Imperialism on China and Japan   Ã‚  Ã‚  Ã‚  Ã‚  China and Japan had very different experiences with Western Imperialism . Their reactions to western interference would lay a foundation for their destiny in a world that was rapidly progressing forward , leaving the traditional world behind .   Ã‚  Ã‚  Ã‚  Ã‚  China viewed themselves as totally self sufficient , superior , and the only truly civilized land in a barbarous world. They were inward looking and were encouraged by the conservative Confucianistic beliefs of their emperors to cling to the ancient and traditional ways of the past . They slid rapidly behind in industrial development , refusing to acknowledge the need for shipbuilding or naval development , and saw no importance in European trade .   Ã‚  Ã‚  Ã‚  Ã‚  Then in the 1800's , Europe thrust its way into the heart of the Middle Kingdom, shattering and destroying its isolation forever. China would then be involved in four wars during the nineteenth century ; Britain's opium war (1839- 1842), a second war (1856-1860) fought by British and French , the Sino-Japanese war (1894-1895) , and a final western invasion involving British , French , German , Japanese and U.S troops (1899-1900). Chinese Emperors were compelled to sign unequal treaties and were forced to open a number of ports , as well as agree to other territorial concessions . China was also forced to open its seacoasts and its rivers to Western intruders . The Europeans also exploited China's land... The Effects of Western Imperialism on China and Japan Essay -- Cause E The Effects of Western Imperialism on China and Japan   Ã‚  Ã‚  Ã‚  Ã‚  China and Japan had very different experiences with Western Imperialism . Their reactions to western interference would lay a foundation for their destiny in a world that was rapidly progressing forward , leaving the traditional world behind .   Ã‚  Ã‚  Ã‚  Ã‚  China viewed themselves as totally self sufficient , superior , and the only truly civilized land in a barbarous world. They were inward looking and were encouraged by the conservative Confucianistic beliefs of their emperors to cling to the ancient and traditional ways of the past . They slid rapidly behind in industrial development , refusing to acknowledge the need for shipbuilding or naval development , and saw no importance in European trade .   Ã‚  Ã‚  Ã‚  Ã‚  Then in the 1800's , Europe thrust its way into the heart of the Middle Kingdom, shattering and destroying its isolation forever. China would then be involved in four wars during the nineteenth century ; Britain's opium war (1839- 1842), a second war (1856-1860) fought by British and French , the Sino-Japanese war (1894-1895) , and a final western invasion involving British , French , German , Japanese and U.S troops (1899-1900). Chinese Emperors were compelled to sign unequal treaties and were forced to open a number of ports , as well as agree to other territorial concessions . China was also forced to open its seacoasts and its rivers to Western intruders . The Europeans also exploited China's land...

Kaleidoscope

Kaleidoscope by Ray Bradbury I am fortunate enough to take a wonderful course that solely focused on Bradbury and his work, taught by his very own biographer. IVe never read as many stories written by a single author before. Even so, I can safely say that he is one of the best writers IVe ever read. â€Å"Kaleidoscope,† which appears in Bradburys remarkable short story collection, The Illustrated Man, is a story that literally sends you up into outer space. The name itself gives us an idea what this story is about. The bright colors and hanging views, it is an interesting story but not one that is so funny to read.From the very beginning we know that these men are dead and everything that we are able to do is Just to watch them are dyeing without much hope. This is a kind of deeply philosophical and introspective tale, which is the hallmark of Bradburys writing. Through a simple accident in space, a rocket full of astronauts explodes and its crew is strewn across the emptiness , falling until their oxygen runs out, or until they collide with meteors or the Moon, or the Earth. Kaleidoscope† really is a plot-wise story. It begins after the ship has already exploded.Most of the story takes place from a vantage point close to Hollis. He is the main character and the captain of the ship, a man who has hidden his emotions for most of his life. He went into space because it helped him to avoid women and he clearly envies those men who have better luck with women. He tries to convince himself that there is no difference between him and them but he knows that it isn't true, they have memories, and he has only dreams. So we can see what he sees as the Earth's gravity is pulling him in. And soon Hollis is alone, alone with his thought.As these men hurtle toward their fate, feeling helpless in preventing their own deaths, they understandably bicker and find fault with each other. One of the men is the most calm about his death having lived a good life, however there's a particularly compelling argument between Hollis and Lespere, an apparent womanizer who has actually no regrets, as I have already said, and who lets Hollis know about it. And Hollis retorts that it doesn't matter, that heyre all meeting the same fate now, and Lespere's â€Å"life experiences† doesn't make his life any better than that of Hollis.But, as Lespere explains, â€Å"l got my thoughts, I remember. † On the one hand, a bleakly existentialist view is advanced by Hollis: in the end we all die alone and death renders everything before it pointless. While this may be philosophically sound, though that's also debatable, it doesnt have the emotional resonance of Lespere's assertion that one must live as fully as possible, in order to better accept death when the time comes. The fact that Lespere has led a orally reprehensible life, indulging in bigamy and gambling, for starters is Bradbury's way of cautioning about the extremes of such an attitude.In the en d, there is a sense of redemption in Hollis becoming a star upon which a little boy makes a wish. What is really important is that the whole story is telling of the human condition. We as humans, by our nature, become incredibly reflective when we know the end is near. We might even become bitter and spiteful and lash out. Moreover, the question of how people face death is one that is well worth exploring, but in any ypes of tragedy on the Earth, that doesn't kill people immediately means that they Bradbury gets around exactly that problem by setting â€Å"Kaleidoscope†.The main theme, I believe, is that life is unpredictable and you should enjoy or relish every second of it because you never know when it will be taken from you or someone close to you. The many insignificant squabbles that we constantly encounter in life do not amount to a hill of beans. What is important is love! The beauty of this world is many faceted like a kaleidoscopes image but also very fragile and br ief Just like each eparate image in the scope.Some people realize this and live accordingly while others do not until the very end when it is too late. And yet, even with those memories, we're still the same in those final moments before the end The story seems to take the side of memories, of having done something with one's life while given the opportunity. Ultimately, â€Å"Kaleidoscope† is the kind of story which provides the opportunity for reflection. It's the epitome of science-fiction, using hypothetical circumstances to take a deeper look at the human condition.

Complete Course Material Essay

MGT 426 Complete Course Material MGT 426 Week 1 DQ 1 Why is change necessary? What about change is disruptive? How can meeting the challenge of change become organizational opportunities? MGT 426 Week 1 DQ 2 Change: what is in it for me? What is the cycle of change? What are some examples of continuous change? What are some examples of discontinuous change? What are some differences between continuous and discontinuous change? MGT 426 Week 1 Individual Assignment Article Review MGT 426 Week 2 DQ 1 What is organizational culture? What is the relationship between shared vision and organizational culture? How does organizational culture affect an organization’s ability to cope with change? MGT 426 Week 2 DQ 2 How does modeling a change process facilitate change? What are the strengths and weaknesses of the three change models? What are some applications of the three change models? MGT 426 Week 2 Individual Assignment Roles of Managers and Individuals Paper MGT 426 Week 2 Learning Team Assignment Managing Change Paper Part I MGT 426 Week 3 DQ 1 Why is it important to do a gap analysis? How do you apply gap analysis to the change models? Give an example of when you may use a gap analysis. MGT 426 Week 3 DQ 2 What are the steps in implementing change? What should you consider when selecting a change implementation model? Explain. MGT 426 Week 3 Individual Assignment Resistance to Change Paper MGT 426 Week 3 Learning Team Assignment Managing Change Paper and Presentation Part II MGT 426 Week 4 DQ 1 How do you measure the progress of change? How do you know change has been institutionalized? How do you determine what changes have occurred? MGT 426 Week 4 DQ 2 What organizational systems are impacted by the cycle of change? Explain. What systems are not as easily impacted by change? Why or why not? MGT 426 Week 4 Individual Assignment Ethics During Change paper MGT 426 Week 4 Learning Team Assignment Managing Change Paper Part III MGT 426 Week 5 DQ 1 What characteristics of a learning organization do you see in your organization? What can your organization do to transform into a learning organization? MGT 426 Week 5 DQ 2 How closely does your organization follow Senge’s five disciplines? Is this useful? Why or why not? MGT 426 Week 5 Individual Assignment Learning Organization Paper MGT 426 Week 5 Learning Team Assignment Managing Change Paper and Presentation Part IV

Personality and Motivation Essays

Personality and Motivation Essays Personality and Motivation Essay Personality and Motivation Essay In this assignment, I will be talking about the many different theories that attempt to explain where your personality comes from and how it can change you as a person. It will also link this with where motivation comes from. Personality is defined as a persons attributes made up of physical, mental, emotional and social characteristics. Motivation is described as an incentive to complete a task. There are some theories of personality that suggest that you develop your personality from birth, which stay with you through childhood and into adulthood, whereas others say that you develop your personality throughout your life through experiences you encounter. This is known as the nature vs nurture debate. The nature side of this debate argues that you are born with your own unique personality which doesnt change through your life, similar to your genes. One example of this is the trait theory. The trait theory suggests that your personality is made up of a combination of various traits that combine to make your own personality thats different to everybody elses. This theory also says that you will always have these characteristics in whatever situation youre in. For example, if you have a very loud and confident personality, this theory suggests that this will show in whatever situation youre in. However, I think that this is the downfall of this theory because I believe that there will be some situations where this wouldnt be true. One example of this is that if you were in an unfamiliar place with people you had never met before, you would come over much more shy. However, if you were playing football with close friends, you will be much louder. On the other hand, there are theories that say you learn your personality from others in social situations. The main example of this is the social learning theory. One aspect of the theory is modelling. Modelling is described as looking up to someone and wanting to be like them. For example, you could watch your favourite footballer playing on and see them showing anger at other players and then copy them when playing yourself. One criticism of the theory is that it doesnt include both sides of the nature vs nurture debate into consideration and doesnt explain how the genes you inherit from your parents can affect your characteristics through life. One theory that does include both sides of the argument is the interactional approach theory, otherwise known as the trait-state approach. This is one of the few theories that takes both sides of the nature vs nurture debate into consideration. This theory is much more advanced than the trait theory and the social learning theory because it doesnt just concentrate on one particular reason, but instead takes more possibilities into consideration. The trait side of the theory covers the characteristics you are born with and take with you throughout your life. However, these characteristics can change depending on the situation you are in. This is the state side of the theory. It says neither traits nor situations can predict behaviour alone. For example, if someone is playing for a team, they will follow orders and do what they are told by the captain. But when they are made captain themselves their natural trait of being very commanding may show through much more. However there is one area that it doesnt cover and that is the aspect of free will, unlike the Matt Jarvis theory. Free will takes into consideration that people make impulse decisions when forced to make a quick choice. There are also three other parts to the Matt Jarvis theory. The four main points are past experiences, genetics, situation and free will. This theory covers all areas and doesnt just say that you get your personality from one place, but in fact a combination of factors. Past experiences effect how you act. For example if you have broken your leg playing football before, you are more likely to pull out of a tackle. The situation part of the theory takes how people behave in different places into consideration. Free will covers for the impulse decisions made on the spot and genetics explains how genes can affect personality, similar to Sheldons constitutional theory. However this is the most thorough theory and the one that I believe is the most accurate. There are so many influences on your personality that it is impossible to come up with a theory to cover every possibility. But this theory does cover most with the four parts. Looking at all theories I believe that it is impossible to predict where you get your personality from because there are so many life changing experiences that you live through and situations to affect how you act. Sport is definitely a good example of how personalities can change so easily. You could be playing football and act completely different depending on a number of factors, including where youre playing, who youre playing with, your role in the team and many more.  Personality is closely linked with motivation. There are many reasons why people play sport. These reasons can be split into two specific areas which are intrinsic motivation and extrinsic motivation.

Prehistoric Stone Tools Categories and Terms

Prehistoric Stone Tools Categories and Terms Stone tools are the oldest surviving type of tool made by humans and our ancestorsthe earliest date to at least 1.7 million years ago. It is very likely that bone and wooden tools are also quite early, but organic materials simply dont survive as well as stone. This glossary of stone tool types includes a list of general categories of stone tools used by archaeologists, as well as some general terms pertaining to stone tools. General Terms for Stone Tools Artefact (or Artifact): An artifact (also spelled artefact) is an object or remainder of an object, which was created, adapted, or used by humans. The word artifact can refer to almost anything found at an archaeological site, including everything from landscape patterns to the tiniest of trace elements clinging to a potsherd: all stone tools are artifacts. Geofact: A geofact is a piece of stone with seemingly human-made edges that resulted from naturally broken or eroded, as opposed to one that was broken by purposeful human actions. If artifacts are products of human behaviors, geofacts are products of natural forces. Distinguishing between artifacts and geofacts can be tricky. Lithics: Archaeologists use the (slightly ungrammatical) term lithics to refer to all  artifacts made of stone. Assemblage: Assemblage refers to the entire collection of artifacts recovered from a single site. An artifact assemblage for an 18th century shipwreck might include artifact groups such as arm s, navigational equipment, personal effects, stores; one for a Lapita village might include stone tools, shell bracelets, and ceramics; one for an Iron Age village might include iron nails, fragments of bone combs and pins. Material Culture:  Ã‚  Material culture is used in archaeology and other anthropology-related fields to refer to all the corporeal, tangible objects that are created, used, kept and left behind by past and present cultures. Chipped Stone Tool Types A chipped stone tool is one that was made by flint knapping. The tool maker worked a piece of chert, flint, obsidian, silcrete or similar stone by flaking off pieces with a hammerstone or an ivory baton. Arrowheads / Projectile Points: Most people exposed to American western movies recognize the stone tool called an arrowhead, although archaeologists prefer the term projectile point for anything other than a stone tool fixed to the end of a shaft and shot with an arrow. Archaeologists prefer to use projectile point to refer to any object affixed to a pole or stick of some kind, which has been fashioned for use as a weapon, out of stone, metal, bone, or other material. One of the oldest tools of our sad race, the projectile point was (and is) primarily used to hunt animals for food; but was also used to fend off enemies of one sort or another. Handaxes: Handaxes, often referred to as Acheulean or Achuelian handaxes, are the oldest recognized formal stone tools, used between 1.7 million and 100,000 years ago. Crescents: Crescents (sometimes called lunates) are moon-shaped chipped stone objects which are found fairly rarely on Terminal Pleistocene and Early Holocene (roughly equivalent to Preclovis and Paleoindian) sites in the Western United States. Blades: Blades are chipped stone tools which are always at least twice as long as they are wide with sharp edges on the long edges. Drills/Gimlets: Blades or flakes which have been retouched to have pointed ends may be drills or gimlets: they are identified by the usewear on the working end and are often associated with bead making. Chipped Stone Scrapers Scrapers: A scraper is a chipped stone artifact that has been purposefully shaped with one or more longitudinal sharp edges. Scrapers come in any number of shapes and sizes, and may be carefully shaped and prepared, or simple a pebble with a sharp edge. Scrapers are working tools, made to help clean animals hides, butcher animal flesh, process plant material or any number of other functions. Burins: A burin is a scraper with a steeply notched cutting edge. Denticulates: Denticulates are scrapers with teeth, that is to say, small notched edges that protrude out. Turtle-Backed Scrapers: A turtle backed scraper is a scraper that in cross-section looks like a turtle. One side is humped like a turtles shell, while the other is flat. Often associated with animal hideworking. Spokeshave: A spokeshave is a scraper with a concave scraping edge Ground Stone Tool Types Tools made from ground stone, such as basalt, granite and other heavy, coarse stones, were pecked, ground and/or polished into useful shapes. Adzes: An adze (sometimes spelled adz) is a wood-working tool, similar to an axe or hachet. The shape of the adze is broadly rectangular like an axe, but the blade is attached at a right-angle to the handle rather than straight across. Celts (Polished Axes): A celt is a small axe, often beautifully finished and used to shape wooden objects. Grinding Stones: A grinding stone is a stone with a carved or pecked or ground indentation in which domesticated plants such as wheat or barley or wild ones such as nuts and were ground into flour. Making a Stone Tool Flint Knapping: Flint knapping is the process by which stone (or lithics tools were and are today made. Hammerstone: A hammerstone is the name for an object used as a prehistoric hammer, to create percussion fractures on another object. Debitage: Debitage [pronounced in English roughly DEB-ih-tahzhs] is the collective term used by archaeologists to refer to the sharp-edged waste material left over when someone creates a stone tool (knaps flint). Hunting Technology Atlatl: The atlatl is a sophisticated combination hunting tool or weapon, formed out of a short dart with a point socketed into a longer shaft. A leather strap hooked at the far end allowed the hunter to fling the atlatl over her shoulder, the pointed dart flying off in a deadly and accurate manner, from a safe distance.

Historical Letter Essay Example | Topics and Well Written Essays - 750 words

Historical Letter - Essay Example The Iroquois lived in villages and were mainly farmers who stayed near their fields of crops. We only lived and cultivated lands within the period of 10-20 years after the soil proved infertile due to the worn out form of farming. Although we stayed along the streams, we later moved on to hilltops so that we could protect ourselves from the attacking tribes and even used palisade which had watch towers to spot invaders (De 17-27). Farm lands were cleared by men and women followed with the actual planting by using tiny wooden spades in creating mounds. We believed that mounds would play a major role in protecting the seeds from cold, and that the three crops grown could provide both physical and spiritual sustainers of life. We used a companion planting method in growing corns. We used to plant three main agricultural crops which included corn, squash, and beans which were commonly referred to as â€Å"Three Sisters†. We always planted the crops together in a very close distanc e where some flat topped mounds of soil were created for every cluster of crops. Every mound was almost 30cm high and 50cm wide, and numerous corn seeds were collectively planted in the middle of the mounds and rotten fish or even eels were buried together with the seeds to act as fertilizer (De 17-27). It was interesting to note that the crops mutually benefited from each other like the maize provided its stalk for the beans to climb, beans provided nitrogen for other plants to utilize, while squash nicely covered the ground to prevent the growth of weeds and retain moisture in the soil. We strongly believed that the mixture of maize and beans provided a great balanced diet. The natural relationship of the three crops was very vital, hence, requiring us to plant them together. During the harvest crops were gathered, women and seniour girls did the part of scrapping the kernels off the corn ears immediately the corns dried and later stored in the containers made of bark. We made a n ice soup from the dry corn and bread with the grounded ones (Kleinberg, Boris & Ruiz 30-35). Apart from the three crops, we grew sunflowers so that we could use oil from their seeds in cooking, protecting us from the sun or cold after rubbing on our bodies and even in healing cuts. Women could gather fruits at times as men hunted bear, beaver, rabbit or deer using bows and arrows or even trapping the animals in snares. Despite the abundance of food, we ate only one great meal in the late morning using our wooden spoons, bowls or shells. We used deerskin and other animals’ hides and furs to make our clothes which we commonly used both for protection and decoration. We wore our clothes considering different times of the year: during the summer we used loincloths of soft deerskin, while during cold weather men got dressed in leather leggings and tunics and women in skirts and leggings. Shells, beads, and porcupine quills provided a lovely decoration for the clothes, necklaces, a nd bracelets (Kleinberg, Boris & Ruiz 30-35). Our customs and beliefs were simply amazing. We believed that there existed numerous spirit forces that were created by a supreme being such as the sky spirit which included the moon and the sun as well as the earth spirits that included animals and plants. Every Iroquoian believed that their dreams would become true, and it was, therefore, common to see someone cutting him or herself in a harmless way whenever he or

Pediatric Development Case Study Example | Topics and Well Written Essays - 1500 words

Pediatric Development - Case Study Example Followed are my observations for the study case. At age of 4, child usually have decreased pulse and respiration rate, average weight of 16.7 kg and height of 103 cm. They trends to become independent, selfish and impatient. They are very aggressive physically and verbally. They take Do and Don'ts significantly and frustrate out on parents and siblings. My child knows own sex, age, and last name. As per information of her caregiver at daycare she can use toilet independently and reliably. She can wash and dry hands unassisted. I tried telling her stories. She listened it but with little distraction. Although she plays with other children, she prefers to play alone. Playing in group needs understanding. She is very good at sharing and understands taking turns with any assistance. She love engaging in dramatic and pretend play, especially dressing up. This shows that: About drawing, E. N. copies circles and crosses without difficulty and matched up to 6 colors while naming them. She counts till 10. She spreads peanut butter with knife really good and carefully. She can unbutton larger buttons easily, but buttoning up takes some time. She drew head with facial features, no years though, but added a body and extremities in a "stick mode". This shows that: After established walking, running, climbing, jumping by age of 2 child start riding cycle, taking broad jump, walking on tiptoe at age of 3. At age of 4 children can skip and hop on one foot adeptly, catch and throw ball faithfully.While trying to walk on a line E. N mostly ended up on one side or another of the line. Yet she can Balance and hop on 1 foot without difficulty. I used yarn of approx. 6 feet high, the child jumped with no problem landing on both feet. She tried to throw and catch the ball to her friend in front of me; she threw with direction, but could not catch when it was thrown back to her. Thus: She is reliable in hoping and balancing on one foot and jumping from height. She needs development in calculating relation between direction and speed so as to catch ball with specific speed and direction. Language Language becomes advanced during preschool years. Speech, vocabulary and comprehension are mostly influence by environment and cognitive ability. Child of age 4 can use sentence of four or five words. They have vocabulary of 1500 words or more. They questions more then ever, can tell exaggerated stories, sing simple songs and poems, tell names of different colors. They even can perceive up to four prepositional phrases such as "under", "on top of", "beside"