Chesapeake and New England Colonies Term Paper Example | Topics and Well Written Essays - 1500 words

Chesapeake and New England Colonies - Term Paper Example Chesapeake and New England Colonies Early lifestyles of native Chesapeake inhabitants were affected by both geography and climate while social structure was imbalanced, especially that they had a shorter life expectancy. When Chesapeake became a British colony, there was no difference in terms of population growth. If it did, then it would be a lower life expectancy rate than those who were native settlers. The immigrants' life span was lowered to five years compared to that of the immigrants settling in Northern colonies. This is attributed to the immigrants' lack of immunity of the place's diseases such as malaria (Foner 16). Family life is well instilled in the early Chesapeake community. Children are trained to handle the family at an early age because parents die young. It is said that when a child turns 5, there is a 50 percent chance of losing a parent, or both parents (J. Volo and D. Volo). They were taught how to deal with familial responsibility such as taking care of their brothers and sisters and doing hous ehold chores. Their strong attachment to nature also influenced the natives’ belief system. As expected, they believe in supernatural and complex gods of nature. They attribute the weather, their harvest, and other natural events in general as the gods' reaction to their doings (Mountford). For example, if there is a storm, they would assume that the gods are not pleased with what they are doing. Another region in the colonial America is the New England colonies. While Chesapeake’s settlers had been living in the place ages before the formation of New England Colonies, the latter has a greater number of populations probably because they constitute more land area than the other or active economic ventures of the place. New England colonies include Maine, New Hampshire, Vermont, Massachusetts, Rhode Islands, and Connecticut. New England colonies were more improved compared to the Chesapeake region. They make use of land and aquatic agriculture and sell its products to ot her people. In the farming area however, they are not as blessed as Chesapeake of having fertile soil. Farmers are able to plant only one kind of crop because the climate is cold and the soil freezes at certain points of the year. When this time of the year comes, they would shift their means of living to fishing. Being near the Atlantic is advantageous for the people's sustenance because of abundant fish supply. Women are even part of the active economic cycle as merchants, selling home made goods such as soaps, candles and garments (â€Å"The New England†). The religious activities of the people in the New England Colonies are very formal and institutionalized. Unlike in Chesapeake, religious institutions such as the Quaker, Puritan, Baptist, Anglican, Jewish, Catholic, and Congregationalist were beginning to grow, influencing much of the social norms in that society (â€Å"Life in the 13 Colonies†). Like the Chesapeake family life, families in colonial New England a re tight-knit and interdependent to each other. Parents follow a traditional child-rearing strategy, which was to give corporal punishment for children who disobey. Children are also expected to have "unquestioned obedience" to their parents (Wright n.pag.). The Chesapeake community and the New England colonies are different in various ways especially in religion, population, and economy. With the description of their

Globalization and Cultural Diversity in International Business Essay

Globalization and Cultural Diversity in International Business Negotiations - Essay Example Overall, an analysis of the various dimensions of cultural clashes and contradictions will be acknowledged. After a definitional look at globalization and the extent to which its importance has grown in the world of business, its impact on multi-cultural negotiations will briefly be assessed. Whether the business world has managed to eradicate problems created by multi-cultural business activities and how it achieves these eradications will be evaluated through examination and an example interview. This dissertation focuses on the effect of cultural differences on business negotiations, and how businesses from different cultural backgrounds seek to bridge the gaps between their cultures during business negotiations. The paper explores exactly what is meant by the term ‘culture’ and how its different facets may be measured. Then, I review intercultural communication and cultural exchange; in addition, I talk about the impact of globalization on intercultural communication. Business negotiation is under discussion; I examine the impact of culture on international business negotiations and how to analyze a negotiation process. The main problems posed by cultural differences will be ascertained from the research and discussion, and how businesses overcome these differences will be examined through an example interview (German/Italian cultural differences). The interview will involve an analysis of the cultural differences between Germans and Italians, and how the inte rviewed businesses overcome the differences in order to participate in successful negotiations. There has been a great deal of recent discussion as to whether barriers between different cultures have diminished (Nordstrà ¶m, 1991).

Basic token economy

Basic token economy Abstract According to Martin and Pear (2007), a token economy is a system of behavior modification based on the principles of operant conditioning. The original proposal for such a system emphasized reinforcing positive behavior by awarding tokens for meeting positive behavioral goals. Token economies have also been implemented to decrease disruptive behaviors and increase appropriate behaviors. Tokens can then be redeemed for reinforcing objects or activities at a later point in time. Basic Token Economies According to Martin and Pear (2007), a token economy is a form of behavior modification program in which individuals can earn tokens for performing desirable behaviors, and can cash in their tokens for various backup reinforcers. Individuals receive tokens immediately after displaying desirable behavior. The tokens are collected and later exchanged for items or privileges (such as food or free time) and punishing undesirable behaviors by taking away tokens. Shapiro and Goldberg (1986) have provided research to show that the use of an individual contingency token system proves to be an effective method for increasing positive student behaviors History of Token Economies Kazdin (1982), reports that programs based upon the administration of rewards developed long before the emergence of behavior modification systems such as token economies. One such system from the 1800s has been discovered in England. According to Kazdin and Pulaski (2006), Joseph Lancaster posted a notice that read, All who will may send their children and have them educated freely, and those who do not wish to have education for nothing may pay for it if they please. When attendance rose to 1,000 students, Lancaster developed a system by which selected children served as helpers or monitors. The selected monitors would check other childrens work and tokens were given to the children and the monitors. The tokens could be exchanged later for various prizes. Risley and Wolf (1997) state that unlike the token economies used today, the 19th century system was not well defined in that it did not detail the responses that led to the delivery of tickets or give specific exchange rates. In addition, the delivery of back-up reinforcers could be delayed for exceedingly long periods, These rewards will be exchanged, three times a year, for objects of value and useful for the children. Risley Wolf state, Nevertheless, the basic elements of a token economy are clearly present in this classroom discipline system developed in the 19th century. Kazdin (1982) states that token economies with regard to motivating behavior were first formalized in studies performed by Ayllon and Azrin in the 1960s. Ayllon and Azrin worked with mental health institutions and prisons to test token economy systems. They found great success in motivating the change of behavior through token economies. Kazdin (1982) reports on a study performed by Rollins, Thompson, and their colleagues who developed token economies in several elementary school classrooms. These programs were very effective in raising the students academic achievement. When the researchers returned to evaluate the long-term effects they found that the school had discontinued the token economy system and behaviors returned to preprogram behavior. Description Martin and Pear (2007) list several elements that are necessary when developing a token economy. First, tokens can be anything that is visible and countable and can be exchanged for privileges or merchandise. It is best to have tokens that are attractive, easy to carry and dispense, and difficult to counterfeit. Commonly used items include poker chips, stickers, point tallies, or play money. Martin and Pear (2007) contend that tokens are to be administered in a positive manner. When an individual displays desirable behavior, he or she is immediately given a designated number of tokens. Tokens are not to have any value of their own. They are collected and later exchanged for meaningful objects, privileges or activities. In some programs individuals can also lose tokens (response cost) for displaying undesirable behavior. Clearly Defined Target Behavior Martin and Pear (2007) stated that individuals participating in a token economy needed to know exactly what they must do in order to receive tokens. Desirable and undesirable behavior is explained ahead of time in simple, specific terms. The number of tokens awarded or lost for each particular behavior is also specified. Back-up Reinforcers Back-up reinforcers are the meaningful objects, privileges, or activities that individuals receive in exchange for their tokens. Examples include food items, toys, extra free time, or outings. The success of a token economy depends on the appeal of the back-up reinforcers. Individuals will only be motivated to earn tokens if they anticipate the future reward represented by the tokens. A well-designed token economy will use back-up reinforcers chosen by individuals rather than by staff. Developing a system for exchanging tokens Martin and Pear (2007) have stated that a time and place for purchasing back-up reinforcers is necessary. The token value of each back-up reinforcer is pre-determined based on monetary value, demand, or therapeutic value. For example, if the reinforcer is expensive or highly attractive, the token value should be higher. If possession of or participation in the reinforcer would aid in the individuals acquisition of skills, the token value should be lower. If the token value is set too low, individuals will be less motivated to earn tokens. Conversely, if the value is set too high, individuals may become easily discouraged. It is important that each individual can earn at least some tokens. Consistent Implementation by the Staff Martin and Pear (2007) state that in order for a token economy to succeed, all involved members must reward the same behaviors, use the appropriate amount of tokens, avoid dispensing back-up reinforcers for free, and prevent tokens from being counterfeited, stolen, or otherwise unjustly obtained. Staff responsibilities and the rules of the token economy should be described in a written manual. Staff members should also be evaluated periodically and given the opportunity to raise questions or concerns. Initially tokens are awarded frequently and in higher amounts, but as individuals learn the desirable behavior, opportunities to earn tokens decrease. (The amount and frequency of token dispensing is called a reinforcement schedule.) For example, in a classroom, each student may earn 25 to 75 tokens the first day, so that they quickly learn the value of the tokens. Later, students may earn 15 to 30 tokens per day. By gradually decreasing the availability of tokens (fading), students should learn to display the desirable behavior independently, without the unnatural use of tokens. Reinforcers that individuals would normally encounter in society, such as verbal praise, should accompany the awarding of tokens to aid in the fading process. Efficacy Mathur (1996) states that many behavior management techniques, if applied correctly and consistently in a systematic fashion over an extended period-of-time, token economies can be a highly effective method for changing or controlling student behavior. Many factors make a token economy effective. One such factor is that tokens can be easily dispensed without disrupting the teaching/learning process. Another effective factor is that tokens can be exchanged for a variety of individualized backup reinforcers. Requirements for earning reinforcement can be adjusted as the needs of the students change. A token economy system may give the teacher flexibility in adjusting the relationship between certain behaviors and rewards, and may allow for continued pairing of tokens with more natural social reinforcers. Finally, token economies can be used to help the student acquire skills that will eventually lead to other more natural reinforcers such as good grades (Mathur, 1996). Limitations According to Martin and Pear (2007), some include a form of response cost in their token economy. This involves penalizing students for inappropriate behavior by taking away tokens they have earned. The ethics of taking away what a student has fairly earned is questionable. In addition, a threat to the student is implicit in response cost. Response cost may lead to a student behaving appropriately only out of fear or anxiety of losing points or tokens. Additionally, it may lead to power struggles that become setting events for undesired behaviors. Martin and Pear (2007) state some disadvantages of implementing a token economy include cost, effort, and extensive staff training and management. If staff members are inadequately trained or there is a shortage of staff, desirable behaviors may not be rewarded or undesirable behaviors may be inadvertently rewarded, resulting in an increase of negative behavior. Some professionals find token economies to be time-consuming and impractical. Conclusion A token economy, when used correctly, is an effective form of behavior modification that increase desirable behavior, and decrease undesirable behavior with the use of tokens and back up reinforcers. The tokens are collected and later exchanged for a meaningful object or privilege. According to Martin and Pear (2007) token economies have been used effectively in psychiatric wards, in institutions and classrooms for persons with developmental disabilities, in classrooms for children and teenagers with attention-deficit hyperactivity disorder, in normal classroom settings ranging from preschool to college university classes. References Ayllon, T. (1999). How to use token economy and point systems (2nd ed.). Austin, Texas: Pro-Ed. Kazdin, A. E. (1982). The token economy: A decade later. Journal of Applied Behavior Analysis, 15, 431-445. Kazdin, A. E., Pulaski, J. L. (2006). Joseph Lancaster and behavior modification in education. Journal of the History of the Behavioral Sciences, 13(3), 261-266. Martin, G., Pear, J. (2007). Token Economies. In Behavior modification: What it is and how to do it (pp. 323-334). Upper Saddle River, New Jersey: Pearson Prentice-Hall. Mather, S. (1996). Why token reinforcement works. Teacher Mediator, 2, 10-14. Risley, T. R., Wolf, M. M. (1997). The origin of the dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 30, 377-381. Shapiro, E. S., Goldberg, R. (1986). A comparison of group contingencies for increasing spelling performance among sixth grade students. School Psychology Review, 15, 546-557. Token Economy System Definition. In Encyclopedia of Mental Disorders [Web]. Advameg, Inc. Retrieved 4/9/2009, from http://www.minddisorders.com/Py-Z/Token-economy-system.html.

Twelve Hours Essay -- Papers

Twelve Hours 6.42 p.m. January 17th The doors signalled the end. They signalled the end of the journey, the end of the obsessive excuse making and theory-formulating process that had lead him here. It was these doors that told him it was over; he had now to face reality. He often considered them as the gates to hell, by the very nature of what goes on behind them. His hatred for the place ran deep; it was a constant occurrence on his timeline that now rested at June 17th, 1989. 1989, he thought to himself. 2 years now this place had been part of his life. Two years of visits, crying and emotional breakdown. Two years of constant fluctuations in his marital life that lead him to question his sanity. The close examination of the degree of sanity that he may possess that had brought him here thus far. Madness? He sometimes thought so. Now, yet again, the outlook was bleak. Was this a chapter in his life that was going to be closed here tonight, on this very godforsaken night? So, here he was, in front of those doors again. I look back fondly. When life was to be lived and where death was something that never touched you or affected you in anyway. Death? Here, yet again I find myself talking about death. Maybe it's the nature of the situation that death is obviously the outcome. Have I a right to speak like this? No? I believe I have. Two years in the spectrum of life is a long time. Wars are fought in less time, friendships forged and relationships ruined. Two years ago, two long years, which now I look back and try and gather some reason for the time I have spent savaged by my own emotions. Often it is the sun dappled path ... ...mself, question why he left it so late to tell the woman he loved just how much he loved her. The scene rests on the moment he laid himself over his wife. We sit still watching the quiet crying of a man in great pain. The memories he held of her would be with him forever. As the scene gently fades into obscurity and the colour is washed out into a grey nostalgic item a sense of calm quells up inside. The loss of human life means so much more than this sentence would suggest. No words can describe what emotions we have without someway distorting the truth and removing the uniqueness and individuality of the love. That is why I will not end this story with a common and mediocre ending, for it deserves so much more. That is why I will leave it up to you and let you decide an ending that is justified and meaningful to you.

Inception

Engage the Mind miour mind is the scene of the crime†, was the tagline for Christopher Nolan's Inception, a film that came out the summer of 2010. Inception was an original film by the man that brought audiences the acclaimed Batman trilogy. The film was given a 160 million dollar budget and the premise was questionable, a movie about dreams and reality. The stakes were high as the film could either be a summer blockbuster or a flop.Not only did the film manage to captivate its audiences, it earned more than 00 million dollars in the US alone. It was critically acclaimed and till this day Inception will be remembered as the â€Å"dream, within a dream, within a dream,† a complex film for intellectual and action moviegoers. Inception will stand the test of time for many years to come due to its ability to engage those who see it with its complex plot and its questionable ending. The audience is left to guess if the main character was left in a dream or if it really is eal ity.In an era full of mindless action films, a movie like Inception makes the brain follow the characters, the plot, and the conflict with close detail. If you happen to look away for a few minutes the chances of understanding the film are minimal. But if you happen to pay close attention, you won't be disappointed. With the help of a stellar cast and amazing visuals and excellent cinematography, Inception is the definition of cinema at its finest.

Don Quixote Essay

He was a retired nation scholar: Alonso Quijano, obsessed with books and knowledge, dried up his brain and lose his wit; chose to be a knight-errant, journeyed the world with horse. He wore himself in armour though rusty it was and a cardboard helmet; rode in his horse, searched his adventures, called himself: Don Quixote de la Mancha. Alas! Metamorphosis revealed. Married a farm girl whom he renamed: Dulcinea del Toboso. Beat up by servants of traveling merchants, who refused to recognize Dulcinea’s immense splendor; rescued by a neighbor and carried him home. Expedition came another expedition. Suffered in his long quests. Don Quixote whose real name was Alonso Quijano returned home humiliated, locked in an ox-cart that served as his cage. The Odyssey An epic poem created by Homer, said to be a ‘sequel’ of Iliad. It was Odysseia in Greek, as what Herodotus has called it. Odyssey, derived from the Greek’s, indicated an important and arduous journey. Kept as a prisoner in Calypso, Oh! Odyssey, until the gods held a meeting and set him free. He built a raft and voyaged over stormy seas. Entered the palace of King Alcinous, took part with the games that were held, sang the Trojan War; the King queried who he was: â€Å"I am Odysseus. † He then narrated his quests: the Island of the Winds, the kingdom of the dead; of psyches of ancient heroes and women, passed over the magnificent song at the isle of Siren. Fortunate he was, he survived from Zeus’ thunderbolt which struck the ship; carried he was at the shore of Phaeacia, he then met Athena in Ithaka. Fight has transpired; Yet peace and victory awaited. Flourished. Oedipus He has been made King of Thebes due to his heroic act of liberating the people from the plague and pestilence of Sphinx. Epidemic from another epidemic, people have always asked him to rescue them. Oedipus has always foreseen the needs. Hero he may seem, he has been accused as the murderer of Laius, the former King. Infuriated by allegation, announced it as a plot. A conspiracy for Creon to gain his throne. A battle soon to happen, yet Jocasta arrived in time to stop the fight. She guaranteed that prophets, who declared the accusation, were not reliable. As evidence, she cited the old prophecy that her son needed to murder his father, and have children by his mother.

Beowulf - Analysis Of The Epic Essays - Beowulf, Geats, Free Essays

Beowulf - Analysis Of The Epic Essays - Beowulf, Geats, Free Essays Beowulf - Analysis of the Epic The Anglo-Saxon epic Beowulf is the most important work of Old English literature, and is well deserved of the distinction. The epic tells the story of a hero, a Scandinavian prince named Beowulf, who rids the Danes of the monster Grendel, a descendent of Cain, and of his exploits fighting Grendel?s mother and a Dragon. Throughout the epic, the Anglo-Saxon story teller uses many elements to build a certain depth to the characters. Just a few of the important character elements in Beowulf are Wealth & Honor, Biblical & Paganistic, and Man vs. Wild themes. Many of the characters in Beowulf are, like in most epics, defined by their status. But, in addition to status, the Anglo-Saxon culture also adds an element of honor. To the Anglo-Saxons, a character?s importance, as well as their wealth and status, where measured not only in monetary terms, but it was also measured in terms of honor, fame, and accomplishments. Hrothgar, king of the Danes, is one example of the Anglo-Saxon measurement of importance in Beowulf. In Canto 1 the story teller describes his wealth and importance, not as mounds of gold or jewels, but instead as his ability to ?[lead] the Danes to such glory.? and as his tendency to ?In battle, [leave] the common pasture untouched, and taking no lives.? Through this display of compassion for the commoner who doesn?t fight in battles, Hrothgar proves the full extent of his honor and therefore the extent of his wealth and status. Beowulf, the hero-prince, also proves his true wealth and status through his deeds as defender of the Danes.. As he fights and defeats Grendel, Beowulf Earns Fame and wealth from his companions, and from the Danes, but more importantly, he earns honor raising him to the level of an archetypal hero. Grendel, on the other hand, is the total opposite of Beowulf. He has no wealth, no honor, and he in infamous as an evil killer. This lack of wealth and honor defines Grendel as a symbol of evil and corruption. In addition to using Honor and wealth to define a character?s character, the story-teller(s) have incorporated alternating Biblical and Paganistic motifs in the epic-poem. The original Epic was obviously Paganistic due to the time period of it?s creation. But, as time wore on, the rewriting and touching up of the manuscripts by various sources including religious monks, caused the characters to have slight Christian characteristics. These Christian themes have become very important to the epic to add am element of depth that wouldn?t be possible in modern times due to the lost of the Anglo-Saxon culture and beliefs. An example of the Biblical motif in Beowulf is Grendel. Grendel it biblically described as evil in this excerpt: [ Grendel] was spawned in that slime, Conceived by a pair of those monsters born Of Cain, murderous creatures banished By God, punished forever for the crime Of Abel?s death. The Almighty drove Those demons out, and their exile was bitter, Shut away from men; they split Into a thousand forms of evilspirits And feinds, goblins, monsters, giants, A brood forever opposing the Lord?s Will, and again and again defeated. The Biblical reference in the epic has become a modern day archetypal motif, and serves to give the listener an idea of the extent of Grendel?s pure evil and gives a logical explanation for Grendel?s murderous behavior. This example, not only shows the evil in Grendel?s nature, but also the torture in his heart caused by his Banishment from God. It serves to give the reader an idea of why Grendel would kill the Danes for no reason other than their happiness. Beowulf also has a religious motif to his character. One example of this is in Canto 6 line 381 in which Hrothgar states, ?Our Holy Father had sent [Beowulf] as a sign of His grace, a mark of His favor, to help us defeat Grendel and end that terror.? This religious description shows Beowulf as a sort of messiah sent by god to save man from evil. But, more than that, since Beowulf is in fact not a messiah, this description shows the good in Beowulf?s heart and the purpose of his mission. Another Biblical reference in Beowulf