British Influence Turned the Indians From Civilized to Savage-Like Essa

British Influence Turned the Indians From Civilized to Savage-Like The average British citizen in America during the 17th Century had a preconceived notion of Indians as savage beasts. However, before the arrival of the British, the New England Indians, specifically the Wampanoag tribe, lived a harmonious and interdependent lifestyle. Conflict among the Wampanoag was limited to minor tribal disputes. The war methods of the Indians were in fact more civilized than the British methods. The close living quarters of the British and Indians forced the Indians to adopt aspects of British civilization in order to survive, such as the ways of warfare. Douglas Leach in his book Flintlock and Tomahawk: New England in the time of King Philip's War argues that British influence on Indian society turned the Indians from savage to civilized. This paper will argue that British influence turned the Indians from civilized to savage. The examination of Wampanoag behavior from before British influence through King Philip's War proves that Wampanoag beliefs became more materialistic, that land ownership became important, and that unnecessary violence became a part of their warfare. The way the Indians conducted war, although it appeared primitive and frightening, in actuality was less barbaric than the Puritans way of warfare. Leach describes the Wampanoag way of battle as unsophisticated and dance around a fire beating drums with their faces painted in order to demonstrate their ferocious manners. Then, using bows and arrows, tomahawks, and knives the Indians would send small groups of warriors against their enemy village. As a form of revenge during war the Indians often scalped their enemies as a trophy or captured their enemies for... ... in reality the Indians showed more civility than the British. It was not until the adoption of British methods that the Indians behavior became uncivilized, ruthless and cruel. Works Cited Anderson, Virginia DeJohn. "King Philip's Herds: Indians, Colonists, and the Problem of Livestock in Early New England." William and Mary Quarterly 51.(1994): 601-624 Drake, James D. King Philip's War: Civil War in New England 1675-1676. Massachusetts: University of Massachusetts Press, 1999. Hirsch, Adam J. "The Collision of Military Cultures in Seventeenth-Century New England." The Journal of American History. 74. 4 (1988): 1187-1212. Leach, Douglas E. flintlock and Tomahawk: New England in King Philip's War. NewYork: Norton, 1959 Salisbury, Neal, ed. The Sovereignty and Goodness of God by Mary Rowlandson with Related Documents. Boston: Bedford Books, 1997.

Critical Evaluate Maslow’s Theory of Hierarchy of Needs

Critically evaluate Maslow’s hierarchy of needs as way of understanding employee motivation in contemporary Chinese business Nowadays, people resources have been considered as an important task. To focus on that employees’ emotional motivator have always been considered as a standard to predict company’s future tendency of development. (Hurst, 1995) People’s motivation factors and uses have become to play a more significant role in modern firms, which is every boss cared.In today’s China, many local and multinational cooperation companies have expanded their dimensions; Maslow’s hierarchy of needs has been used in their human recourses management to motivate their staffs. Although many people do not think Maslow’s theory is a good way to deal with the motivation in China, there are many firms used Maslow’s theory to gain a good cycle of motivation. For Chinese companies, to adopt Maslow’s hierarchy of needs theory as an a ppropriate strategy to motivate employees’ working motive power.This essay will state the introduction of Maslow’s theory of hierarchy of needs, and evaluate it. Then, to combine with Chinese firms’ case and to finish off, the Maslow’s motivation theory is good enough to be adopted as a solution of the staff’s motivation. Maslow’s hierarchy of needs has reflected different kinds of human being’s need. According to Maslow (1943), hierarchy of needs has divided people’s needs into five layers, which have been stated from the fundamentals to the tops: physiological, safety, love/belonging, esteem and self-actualisation.Physiological is the basic things that people need, however, nobody can be live without this factor which support human physiological drive called necessities. If someone can gain a enough life to eat and wear, the more thing they need is safety, which guarantee their secure of lives and finance. Love and belonging always stand for a kind of perception of affiliation, which can give a person a kind of smooth feeling in emotion. The Esteem and self-actualisation are the two much higher division of the hierarchy of needs.They stand for the large satisfying which given by other people and themselves. The higher hierarchies are based on the satisfaction of lower hierarchies, if the basic layers cannot be satisfied, the higher layers are prattles. There also exist many criticisms of Maslow’s hierarchy of needs theory. Although Wahba and Brudwell (1976) have stated that there exist no evident which can prove there is exist the hierarchy of needs, the hierarchies are not equal to inexistence and the layers are evident to ju dge which is human being appreciate to do and those rarely to own.According to Kenrick(2010), to classify what is the higher hierarchy is prattle. The sexual needs has been considered as biological needs and been classified in physiological. If it is acceptable that Maslow has stated, which will mean that people solve their sexual need by masturbation as by having intercourse is the difference between the people in different levels of hierarchy of needs. As well as Hofstede (1984) also doubted that the pyramid system which the hierarchy of needs has used is based on ethnocentric and does not care the background of individualism and collectivism.In fact, for a collectivism people, to achieve the collective benefit maximization is equal to approach their self-actualization in the whole group. It can also explain the reason why Maslow’s theory can be also used for the people who prefer to trust collectivism. In fact, Maslow’s theory has been widely used in different countries company as a strategy of motivation such as Tesco (The Times 100, 2009), which is the largest retailer in UK, with large human resources all over the world.To the staff of Tesco, the welfare providing by company is not just enough salary but the work atmosphere. Exactl y as Herzburg (1968) has stated that fixed reason that lead to job satisfactions which is related to Maslow’s theory of motivation. Moreover, Management Trainee plan can be processes which can help people achieve self-actualization that attracts the employees to enter the company. Chinese companies also prefer to adopt Maslow’s hierarchy of needs theory as a strategy to motivate workers’ impetus.With China’s development and communication with world, culture diversity is on the process. Although there always stated China is still influenced by collectivism, in today’s Chinese society, individualism and collectivism are coexisting. According to Hofstede (1984), Maslow’s theory is based on his individualism background; it can also prove that Maslow’s theory is acceptable and available to Chinese firms. Moreover, for Chinese firms, Maslow’s theory is a good strategy to motivate employees’ emotion.In China Mobile, a most famo us company in China which is the leader of the whole telecommunication industry, esteem and self-actualization are the two most affect ways to make motivation. China mobile has provided a series of fully optimized class for their employees to improve their quality of work ability and build up a kind of competitive selection of the outstanding workers to let them achieve their self-actualization which is correspond to Maslow’s theory. According to China Mobile (n. d. , they have been considered as the most ideal employers by Chinese university student in mainland China. It can also approve that the strategy is correct to use Maslow’s hierarchy of needs as the theoretical fundamental to motivate their workers that the numbers of their employees has always raised to 164,336. (China Mobile, n. d. ) In addition, The China National Offshore Oil Corporation (CNOOC) is also combined their motivating strategy with the Maslow’s hierarchy of needs. CNOOC (n. d. ) has prese nted comprehensive training programs to give the opportunities to employees for self-development.Although the competitive is enormous and hot, the compensation packages are enough to guarantee that they can gain esteem from others and provide enough opportunities to achieve self-actualization. In conclusion, the essay has proved that although Maslow’s hierarchy of needs theory has been considered that there exist such a number of issues by some people, such as Hofstede and Wahba (1976), it can still be adopted as a good strategy of motivation. Maslow’s theory not only can use by western countries, but also can used in Chinese company.The main reason is that theory can make people achieve their value in working and make the work more efficiently if the employees have been inspired. China Mobile as a huge company in telecommunication industry has proved as it success in motivating their workers competitive mood and give a platform for the workers to achieve their dream, in another word, they can achieve their self-actualization. To finish off, despite Maslow’s hierarchy of needs theory is not consummate enough, it can be used as a good strategy to motivate Chinese employees.Word Count: 1082 References China Mobile (n. d. ) [Online] Available from: China National Offshore Oil Corporation (n. d. ) [Online] Available from: Herzberg, F. (1968). One more time: how do you motivate employees?. Harvard Business Review 46 (1): 53–62. Hofstede, G (1984). The cultural relativity of the quality of life concept. Academy of Management Review 9 (3): 389–398. Business School Press, Boston, MA. Hurst, D. K. (1995), Crisis and Renewal: Meeting the Challenge of Organisational Change, HarvardKenrick, D. (2010). Rebuilding Maslow’s pyramid on an evolutionary foundation. Psychology Today: Health, Help, Happiness + Find a Therapist. [Online] Available from: Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Ret rieved from: The Times 100 (2009). Motivational theory in practice at Tesco. [Online] Available from: Wahba, A; Bridwell, L (1976). Maslow reconsidered: A review of research on the need hierarchy theory. Organizational Behavior and Human Performance (15): 212–240.

Importance of Demand Analysis to a Business Enterprise Essay

Importance of demand analysis to business enterprises.They are the source of many useful insights for business decision making.The success of failure of business firms depend primarily on its ability to generate resources by satisfying the demand of consumers.The firms unable to attract consumers are soon forced out from the market. The importance of demand analysis in business decisions can be explained under following headings: Sales forecasting :The demand is a basis the sales of the production of a firm.Hence,sales forecasting can be made on the basis of demand.For example,if demand is high,sales will be high and if demand is low,sales will be low.The firms can make different arrangements to increase or reduce production or push up sales on the basis of sales forecast. Pricing decisions :The analysis of demand is the basis of pricing decisions of a firm.If the demand for the product is high,the firm can charge high price,other things remaining the same.On the contrary .If the demand is low,the firm cannot high price.The demand analysis also helps the firm in profit budgeting. Marketing decisions:The analysis of demand helps a firm to formulate marketing decisions.The demand analysis analyses and measure the forces that determine demand.The demand can be influenced by manipulating the factors on which consumers base their demand on attractive packaging. Production decisions:How much a firm can produce depends on its capacity.But how much it should produce depends on demand.Production is not necessary if their no demand.But continuous production schedule is necessary if the the demand for the production is relatively stable.If the demand is less than the quantity of production,new demand should be created by means of promotional activities such a advertising. Financial decisions :The demand condition in the marker for firm’s product’s affects the financial decisions as well.If the demand for firm’s product is strong and growing,the needs for additional finance will be greater.Hence,the financial manager should make necessary financial arrangement to finance the growing need of the capital.

buy custom Constructivism Evaluation essay

buy custom Constructivism Evaluation essay Introduction Knowledge is acquired through interaction of learners with fellow students, teachers and learning materials. To help the learners, instructors should have an understanding of their students by examining them and the resources available to tackle the problem. They should also understand the problem to be solved and examine the kind of knowledge needed by learners to do it. This means that they should have an understanding of the learning process of their students and should be in a position to facilitate it. Learning is defined as modification of behaviour through practice, training and/or experience. According to researchers and scientist however, the definition of learning depends on the type of learning process used. These theories are behaviorism, social cognitive and constructivism (L. Nagowah S. Nagowah, 2009). This paper will focus on the theory of constructivism, its applicability in learning, strengths, weaknesses and an exhaustive comparison with other learning processes. Constructivism This is a learning theory whose basic idea is that learners should create their own understanding of an issue through interaction with others and in relation to knowledge that is already in existence. According to researchers, constructivism is not so much a theory of learning as a model of acquiring knowledge which can be used to create a learning theory (Richardson, 2003). To fully understand the constructivist theory, the following aspects are discussed. a) Social Constructivism This theory suggests that knowledge is constructed by people and its form is determined by the political environment, ideological perceptions, values, exertion of power and an attempt to preserve status, beliefs and economic interests of the people (Richardson, 2003). According to Richardson, an individuals learning process and understanding of their world is influenced by social factors. This means that the learning process involves accommodating shared social beliefs and ideologies to acquire formal knowledge. Social constructivism implies that theories and ideas developed by a learner or individual are viable and applicable in the larger social contexts. Social constructivists believe that knowledge is a function of shared reality which develops out of social limitations affecting the learning process of an individual (Karagiorgi Symeu, 2005). This implies that no learning can occur without interference from social environments surrounding the learner. This means that a learner creates meaning of a situation or a problem based on social interactions and experiences. b) Psychological Constructivism This theory suggests that construction of knowledge is based on experiences of an individual and depends on a learners prior knowledge (Richardson, 2003). According to Richardson, learners do not depend so much on the experiences and ideologies of a social group but on their personal experiences. The theory goes further to suggest that knowledge developed by an individual from his perspective can be adopted by groups formal knowledge. Psychological constructivists believe that realities and experiences are very unique to each individual (Karagiorgi Symeu, 2005). This means that the process of creating knowledge and the knowledge created by learners should be based on teir own experiences without the consideration of experiences from other individuals. To the constructivist, reality is not a function of socio-cultural practices within which a learner resides and social beliefs should therefore not influence the learners perspective in solving problems. This suggests that a learner should be motivated by his beliefs, ideologies and experiences to develop skills to cope with a problem. Behaviorism versus Constructivism Behaviorism as a learning process ignores the psychological ability of an individual and focuses on the observable actions of an individual (L. Nagowah S. Nagowah). Adherents to this theory suggest that learning can be measured by simply observing change in behavior of an individual. To them learning process is passive where knowledge is transferred and acquired by repetition of a new behavioral pattern. Behaviorists believe that the right behaviour pattern for learning can be reinforced by reward or punishment. They believe that learning should be a process of transferring knowledge from the teacher to the students who should be able to reproduce the knowledge when need be. The major difference between behaviorism and constructivism is that, constructivism allows student s to come up with their own understanding of a problem and device ways to resolve it. Constructivism encourages creativity while behaviorism encourages repletion of behavior and knowledge acquired. Cognitive Theory versus Constructivism Cognitive theory puts emphasis on the psychological activity of an individual in the learning process. The proponents of the theory argue that every task requires a unique and different cognitive process to resolve or understand. They insist that it is important to understand and appreciate the metal processes that enable an individual to acquire and retain knowledge so that the processes can be enhanced. To the cognitive psychologists, learning is an active activity for the learners that require creativity (L. Nagowah S. Nagowah). The cognitive theory relates to the role of information processing in learning. This is because the processing aspects such as memory organization and neurological connections form the basis of the cognitive theory. An individual requires cognitive knowledge in order to synthesis information acquired to form meaningful understanding. This theory suggests that learning is acquired at different levels by different individuals depending on their cognitive development. This theory is similar to the behaviorists because it suggests that learning is a process where knowledge is given and absolute. This means that knowledge is passed on from the teacher to the learners. The theory suggests that behavior can be used to deduce the cognitive ability of an individual to process information and apply it in learning (L. Nagowah S. Nagowah). This theory is different form constructivism because it only seeks to understand the processes of thinking that allows learning to take place. Unlike constru ctivism, it does not encourage innovation and it believes in the traditional way of learning where the teacher provides information and knowledge to the students. Constructivism as a learning model has generated a range of mixed feelings and criticism towards learning processes. The proponents support the ideologies and ht e expected outcomes of the model when used in education while those against it base their arguments on the weaknesses of the theory application as ddiscussed below. Strengths of the Constructivism a) Active learning Constructivism places a learner at the centre of the learning process. It fosters motivation of the learner because the students experience the pleasure that comes from solving a problem (Karagiorgi Symeu, 2005). The model also fosters creativity because it suggests that instructors should design problems that can be solved in different ways and leave the students to struggle through the solving process on their own. b) Authentic learning The model fosters authentic learning by offering an opportunity to model problems to fit real life occurrences. This stimulates the learner to own the problems and solve them in their own understanding as if in real life situations (Karagiorgi Symeu, 2005). Authentic learning motivates the learners to implement knowledge in a genuine way thus developing relevance and meaning to their learning process and knowledge. Weaknesses of the Model According to a research done in India, the model of constructivism generates major problems in the education system. The research shows that the model makes it hard to examine the knowledge acquired by learners because its learning process is based on practice and personal experiences. In the particular case of India, the model presented a problem in devising a methodology for written examination (Raina, 2011). The information formed by learners through constructivism learning is not acceptable at face value. It is must be measured against the acceptable already existing knowledge for its applicability in meaning. This is controversial to the aims of the model and the basis under which it is established. Those against the model argue that it is not logical to take the learners through the process of innovation and creativity only to measure them against already existing knowledge. To them, knowledge is information that has already been tested and approved as applicable and requires passing and assimilation. The protagonists of the model argue that acquisition of knowledge should be explicit until learners have acquired basic concepts and skills to engage in creative and active inquiry (Gibbons, 2003). Constructivism presents a problem when applied to absolute learning courses such as learning the English language as opposed to learning science. According to research, use of constructivism to teach language or absolute subjects is not applicable. The instructor cannot be able to allow the learners to formulate their own words so that they can understand the language they are learning. Conclusion Constructivism is applied in learning with the aim of stimulating learners to be creative in solving problems. However, the model presents controversy in evaluation method of the learning process. According to research, use of contemporary evaluation methods is pointless where the model has been used for learning. When applied in a learning context, the expected outcome of the process should be creativity and enhanced skills. However, the outcome is not always the same because the model largely depends on the social culture of an individual and the basic knowledge they can relate to their experiences. This leaves room for more research to be conducted on the models applicability to multicultural learning setup. Buy custom Constructivism Evaluation essay

A Quiz About Semicolons in Run-In Lists

A Quiz About Semicolons in Run-In Lists A Quiz About Semicolons in Run-In Lists A Quiz About Semicolons in Run-In Lists By Mark Nichol Replacing a semicolon functioning as a weak period (one separating two independent clauses that are so closely related that dividing them into distinct sentences weakens their impact) with a comma is a grammatically indefensible error known as a comma splice. But various strategies for replacing a semicolon deployed as a strong comma (one separating items in a run-in list that are themselves lists) with actual commas are valid and sometimes it’s necessary to correct improper use of semicolons. Devise a solution for supplanting semicolons in the following sentences with commas, and compare your revisions to mine: 1. â€Å"Issues include workplace environments; hiring, training, and promotion practices; and management styles.† 1. The order of the items in this run-in list can be altered so that the complex item (a list element that is itself a list) trails the others; the structure of the final phrase in the following revision clearly identifies it as a single item parallel in structure to the first two without semicolons as signal markers between the three larger elements: â€Å"Issues include workplace environments, management styles, and hiring, training, and promotion practices.† (However, avoid this solution if list items deliberately organized chronologically or by some other scheme of logic would be put into disarray by the revision.) 2. â€Å"Issues include workplace environments; management styles; hiring, training, and promotion practices; and outsourcing and the use of part-time and contingent workers.† This extended version of the previous example is easily modified as well, without altering the syntax of the revision shown above. Represent the simple first and second list items and the complex third item as a list, as in the example above, and insert the conjunctive phrase â€Å"as well as† before the next two items: â€Å"Issues include workplace environments, management styles, and hiring, training, and promotion practices, as well as outsourcing and the use of part-time and contingent workers. 3. â€Å"There can also be organ deformities, including heart defects; heart murmurs; genital malformations; and kidney and urinary defects.† If it weren’t for the subordinate clause â€Å"including heart defects,† no semicolon would be necessary in this sentence. So, to avoid retaining the mostly excessive semicolons, find another way to include the additional information outside of a traditional in-line list. Retain the phrase as a parenthesized phrase, but, as in the previous example, employ â€Å"as well as† and separate the remaining list elements with commas: â€Å"There can also be organ deformities (including heart defects), as well as heart murmurs, genital malformations, and kidney and urinary defects.† 4. â€Å"Damage can be minimized by shielding the testes, ovaries, and/or uterus; surgically moving ovaries out of the irradiation field; or altering the treatment schedule.† The presence of a verb at the head of each list item sufficiently distinguishes the items, so semicolons are unnecessary: â€Å"Damage can be minimized by shielding the testes, ovaries, and/or uterus, surgically moving ovaries out of the irradiation field, or altering the treatment schedule.† If the items in a semicolon-laden run-in list share a verb, try assigning a distinct verb to each item so that you can replace the semicolons with commas. 5. â€Å"The plant sucks in 785 million gallons of water a day; coal-fires it to temperatures up to 1,000 degrees Fahrenheit to turn it into highly pressurized steam; then pipes the steam into a giant turbine that spin magnets inside wire coils to produce power.† Semicolons are employed to distinguish list items that are complex, as defined above, not those that are wordy. Despite the length of the three items in this sentence’s list, semicolons are excessive; separate the items with commas: â€Å"The plant sucks in 785 million gallons of water a day, coal-fires it to temperatures up to 1,000 degrees Fahrenheit to turn it into highly pressurized steam, and then pipes the steam into a giant turbine that spin magnets inside wire coils to produce power.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesDeck the HallsMankind vs. Humankind

Any topic concerning US or World economy(within the past month to Article - 1

Any topic concerning US or World economy(within the past month to date) using an WSJ , web or any newspaper - Article Example Allowing religious services on schools would identify schools with Christianity which is usually practiced on Sundays. In 1995, the city was sued by the Bronx Household of Faith for the policy, arguing for the protection of religious freedom that was supposedly violated by the prevailing policy. While the church generally holds services in the Public School 15 on the Bronx, it has constructed a new community space for worshipping in the vicinity. In 1998,the church lost the lawsuit but won space inside the school temporarily on the year 2002 when the city was stopped from enforcing the ban by a federal judge. The church win in the District Court in 2012, but the decision was overruled by the Second Circuit. Despite the fact that the mayors decision is against the schools Chancellors previous public statements, many people approve of the mayors decision as it gives more freedom to the religious organizations in the

That which is accepted as knowledge today is sometimes discarded Essay - 4

That which is accepted as knowledge today is sometimes discarded tomorrow. Consider knowledge issues raised by this statement in two areas of knowledge - Essay Example For instance, as proven by Albert Einstein, it is known that the highest velocity that can be possible is the quickness of light, but it was observed that there is quicker velocity than the quickness of light. It is worth mentioning that whatever a person believes is based upon the authority as it decides what has to be accepted in the society. However, as there is a change in time accordingly there is a change in knowledge as well. Thesis Statement. Correspondingly, the objective of the essay is to discuss the issues relating to knowledge that have aroused and how the knowledge attained before can be discarded due to the changes occurred in today’s prevailing situation. Knowledge issues or problems associated with knowledge are terms which do not have a single definition as this definition might cause confusion. However, these issues are directly related to understanding the world. These issues are open to exploration and enquiry of strength along with problems relating to knowledge. These issues help in finding out how knowledge can be of assistance along with limitations of knowledge in collaboration with the approaches of explanation and confirmation in different aspects of knowledge. In a broader perspective, knowledge issues include an assortment of aspects which could be approached from the Theory of Knowledge (TOK) viewpoint wherein it allows exploration, discussion and development of the issues. For instance, most frequently raised questions by students, â€Å"Are the textbooks and questions provided by the teachers’ right?† is a knowledge issue when it is framed appropriately in TOK objectives along with aims context (Carroll , â€Å"Knowledge Issues†). Moreover, it can be expected that if the knowledge issue is treated properly then it would certainly deal with aspects that can be interlinked in different relevant ways. This is the reason because of which the knowledge issue is treated in