Strategy Marketing Report on K&N’s

K&N’s, a founding pillar and beacon for Pakistan’s Poultry Industry started in 1964 with a single minded objective of providing better nutrition for health and happiness of the nation. Building on years of poultry expertise and commitment to food-safety, K&N’s integrated all poultry production activities under one umbrella to bring you safe and healthy chicken by managing and controlling all stages of production. Products. K&N’s markets layer and broiler hatching-eggs, layer and broiler, day-old chicks, poultry feed, processed chicken and ready-to-cook & fully cooked food. I selected only the ready to cook category of K&N’s which include Nuggets, Croquettes, Chicken Tempura, Burger Patties, Kofta, Combo wings, Fun nuggets, Hot Tenders, Chapli Kabab, Harey Bharey Nuggets and Tender Pops. Distribution Products are stored at -21?C to maintain freshness. Packed products are moved into K&N’s sanitized refrigerated trucks for distribution to ensure uncompromising quality control. K&N’s chicken products are available at K&N’s Chicken Stores and leading retailers and also delivered to quality and food-safety conscious institutions such as hotels, restaurants, airlines, clubs and international restaurant chains. Market share Market share of K&N’s is almost 70% (on average) in ready to cook food category. At Hyper Star almost 80% people buy K&N’s products. At CSD almost 60% people buy K&N’s products and at Macro almost 75% people buy this brand. This is the highest market share and at this time it is the leading brand in this category. Where the brand stands? The brand is growing rapidly day by day due to the customer satisfaction and the product is according to the customer’s requirement as well as they are targeting different segments of the markets like children and the vegetarians. Positive points of its product From the customer view point K&N’s is providing healthy food. It is easy to cook especially it facilitates the working women because they don’t have much time to make all those things in home. They are targeting the children as well through fun nuggets so women are using for their children lunch. This brand provides the hygienic food to its customer that build trust in the customer. Moreover the taste of K&N’s food is superior then others. These attributes are increasing its’ market share and this brand is growing. Competitors Competitors of K&N’s are Menu and Mano salwa. Both of these brands couldn’t make its brand image as strong as K&N’s has. Secondly they are not providing that level of customer satisfaction that K&N’s is providing. Target market The company is targeting different age groups as well as different income groups. Their prices are normal so even a middle class person can afford it. They are targeting elite upper middle and middle class. On the age basis, they are targeting children as well as the young people. Conclusion K&N’s is a largest selling brand in ready to cook food category. They are focusing more and more on the fully cooked products for the ease of customers with the special focus on the hygiene factor. It is the brand that provide value product to its customer. There market starts with the customers and end with the customer. This is the main reason for their market share and market growth

Job Description of School Counselors

According to the U.S. Department of Labor's Occupational Outlook Handbook, in the broadest sense, counselors assist people with personal, family, educational, mental health, and career decisions and problems. Their duties depend on the individuals they serve and on the settings in which they work. In school settings-elementary through post secondary these professionals are normally called school counselors. Their role is to work with students, including those considered to be at risk and with special needs. They advocate for students and work with other individuals and organizations to promote the academic, career, and personal and social development of children and youths. School counselors help children and youth understand and deal with social, behavioral, and personal problems (U.S. Dept. Labor, 2005). Vocational counselors, also called employment or career counselors, primarily provide career counseling. These individuals are located both within and external to the school setting. Their main focus is supporting individuals of all ages and backgrounds with their occupational decisions. Vocational counselors explore and evaluate the client's education, training, employment history, interests, talents, and personality traits, and arrange for aptitude and achievement tests to assist in making career decisions (U.S. Dept. Labor, 2005). Marriage and family counselors are trained to support individuals, significant partners, family groups, couples, or organizations to resolve emotional and psychological conflicts. They work toward altering people's perceptions and behaviors, enhancing communication and understanding among all family members, and helping to prevent family and individual crises. Depending on their specific concerns, individuals who have mental or physical disabilities may see any of these counselors for support or else respectively mental health and rehabilitation counselors. Mental health counselors work with individuals, families, and groups to analyze, address and treat mental and emotional disorders and to promote optimal mental health. They are trained in a variety of therapeutic techniques required to address a broad range of concerns such as depression, addiction and substance abuse, suicidal thoughts, stress management, self-esteem issues, ageism, occupational problems, educational decisions, and relationship problems. Mental health counselors often work closely with other mental health specialists, such as psychiatrists, psychologists, clinical social workers, psychiatric nurses, and school counselors (U.S. Dept. of Labor, 2005). Rehabilitation counselors support people who must cope with the personal, social, and vocational effects of disabilities. They counsel disabled individuals who are coping with birth defects, illness or disease, accidents, or daily stress. They evaluate the strengths and challenges of these individuals, offer specialized and vocational counseling, and arrange for medical care, training, and job placement. Rehabilitation counselors meet both with disabled individuals as well as their families, evaluate school and medical reports and make suggestions, and confer and plan with physicians, psychologists, educators, occupational therapists, and employers to determine the capabilities and skills of the individual. Conferring with the client, they develop a rehabilitation program that frequently consists of training to help the person develop job skills. Rehabilitation counselors also work toward increasing the client's capacity to live independently (U.S. Dept. of Labor, 2005). The article â€Å"Vocational attainment of adults with CF: success in the face of adversity† (Burker, 2005, 22) discusses the unique needs of those suffering from Cystic Fibrosis (CF), a fatal inherited disease found in industrialized nations that affects multiple body systems but has the greatest impact on the lungs and pancreas. The article reports that despite the fact that there has been an increase in the number of working-age individuals with CF in the past two decades, research on career choice, work status and work disability of individuals with this disease has received very little attention. Information about the vocational potential for individuals with CF indicates limited expectation for vocational success. The researchers, who studied the vocational status of 183 adults with CF, provided information about this group's vocational potential. Important findings were: (1) the majority of participants were either working or in school; (2) those employed were working in professional, technical, managerial, clerical and sales occupations; (3) the jobs held varied in physical demands and strength ratings, and; (4) patients with skilled jobs were more likely to have maintained their positions than those with unskilled jobs. The researchers concluded that: these numbers are impressive given that the majority of these individuals were sick enough to be evaluated for their candidacy for lung transplant. These data suggest that, as with most people, vocation is an important part of life, and many individuals with CF go to school and achieve in careers and work despite their declining health. Rehabilitation counselors should consider people with CF as viable candidates for successful job placement. In other words, the differences between the CF and non-CF candidates in regards to vocational counseling needs may not be as different as expected. There is a greater overlap in their counseling needs. Each generation, depending on the present society and its issues, will have varying concerns. Due to the war in Iraq, increasing numbers of men and women are seeking help from counselors due to post traumatic stress syndrome. The journal report, â€Å"The prediction of levels of post traumatic stress levels by depression among veterans with disabilities† (Martz, 2005, 56), found a high correlation between this syndrome and depression. The researchers thus concluded that if a veteran with a disability shows some form of depression, then mental health professionals should also seriously consider the possibility of the simultaneous existence of post traumatic stress symptoms. Such knowledge, as found in this above study, can provide counselors with more information and understanding about their patient's psychological status. Rehabilitation counselors can utilize this information to aid in a more effective recovery. Such findings also demonstrate the importance of increased communication among various forms of counselors and the need for counselors to expand their knowledge about the changing psychological and emotional support of their patients.

Scholarships for African American Students

Paying for college can be a challenge for many students. While financial aid can alleviate some of the burden, many students may need some extra support. (For more advice on how to navigate the financial aid process, check out FAFSA, CSS Profile, IDOC, Oh My: A Guide to Financial Aid .) Scholarships can help you out. These monetary awards assist students with paying for postsecondary education. Some are need-based, meaning students must demonstrate that they have a financial need for help paying for college. Others are merit-based, meaning they are given based on students’ achievements. To learn more about the different types of scholarships available, read What You Need to Know for a Successful Scholarship Season . While there are many scholarships available to which nearly anyone can apply if they are planning on attending an institution of higher education, some are geared towards students with particular interests or certain minority populations. In this post, we will look at scholarships for African American students. The below scholarships are specifically targeted to African American students. Some of them have a financial need component, but most are merit-based. Click on the links provided to learn more about particular scholarships, including deadlines and other application details, and keep in mind that this list is not exhaustive. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Some individual colleges offer scholarships for students of specific minorities who attend their schools. Be sure to investigate whether they are available at the colleges on your lists and how to apply for them. Some African American fraternities and sororities may offer scholarships for members of their organizations. Talk to your group and leaders to find out more. If you are in a club or organization for African American students, speak the organization’s leader or adviser for advice on applying for scholarships. He or she may have ideas or know of organizations that provide awards to specific minorities. Be sure to also check out the website of the organizations in which you’re involved for scholarship opportunities. Finally, speak to a teacher or guidance counselor. He or she may have ideas of other resources for finding scholarships. To learn about how to apply for scholarships and resources to help in your scholarship search, read some of ’s posts below: Looking for help with your college applications? Check out our College Application Guidance Program. When you sign up for our program, we carefully   pair you with the perfect admissions specialist based on your current academic and extracurricular profile and the schools in which you’re interested. Your personal specialist will help you with branding, essays, and interviews, and provide you with support and guidance in all other aspects of the application process. Learn more about the program here .

Anthropogenic Impact on Mangrove Ecosystems Term Paper

Anthropogenic Impact on Mangrove Ecosystems - Term Paper Example Discussion Mangroves ecosystems are established on the terrestrial marine boundary on sheltered tropical coasts and are vulnerable to both natural and anthropogenic disturbances (Ghosh, 47). Man has lived with the mangroves for a long time and having little contact and exploiting its resources in small scale. However, recent unsustainable use and exploitation of mangrove ecosystems has contributed to extinction and loss of these vital ecosystems. Moreover, direct as well as indirect anthropogenic influences play a major role in determining mangrove composition and extent of coverage globally. Mangroves are salt tolerant tree species and examples include Rhizophora mangle, Avicennia germinans, Laguncularia racemosa, Conocarpus erectus among others (Guo, 401). Mangrove ecosystems form habitant for various biodiversity especially invertebrate fauna such as penaeid shrimps, spiny lobster and over 200 species of fish threatened globally. Human activities cause disturbance of the mangroves . Such activities include: 1 Overexploitation or unsustainable extraction of the mangrove tress and fauna Man continues to harvest mangrove trees for fuel wood, poles, charcoal, and timber for construction purposes. Moreover, mangrove bark is used for commercial production of tannin (Alfaro, 1087). However, small scale and selective extraction of mangrove pose a little challenge on the entire ecosystem, but leads to death of individual trees. Despite being small scale, clear cutting of mangroves contributes to rapid concentration of sulfide in the soil as well as soil acidification. This negatively affects seed regeneration on cleared lands and thus the reason for declining mangrove yields. Man has harvested mangrove fisheries for several years. Some of the fish products extracted include finfish, mangrove oysters, and shellfish. However, extraction of such resources in large numbers for commercial purposes has disrupted mangrove food webs and food chains (Jess et al, 414). Conseque ntly, large-scale extraction of mangrove trees for extraction of wood products or mangrove land reclamation causes a reduction in fish yields since breeding grounds and fish nurseries get destroyed in the extraction process. In addition, man has introduced some species in mangrove ecosystems for instance, the introduction of Tilapia mossambica (Ellison, 219). The introduced species pose stiff competition for available resources in case the species naturalize and lack natural enemies or diseases that check on their population. Moreover, such species may feed on the native species thus leading to displacement and extinction of the endemic species. 2 Pollution of the mangrove ecosystem Human activities near water bodies lead to pollution of the mangrove ecosystem. For instance, oil exploration, drilling, production, transportation through oil pipelines, tanker accidents, as well as international elimination of ship’s ballasts tankers lead to oil pollution of the mangroves. The o il released into the mangrove ecosystem accumulates in the mangrove roots and thus leading to death of several invertebrates, turtles, and fish (Benson & Joseph, 238). The presence of oil in a mangrove ecosystem results in continuous release of toxic hydrocarbon materials into the water system, thus leading to water poisoning. The

Cross-cultural Training for Global Virtual Teams Research Paper

Cross-cultural Training for Global Virtual Teams - Research Paper Example Global virtual teams will not automatically respond to â€Å"country-specific knowledge† instead of â€Å"in-depth knowledge of interpersonal interactions† because human behavior does not consist only of culture. Pre-conceptions make it difficult for members to adjust immediately when in the actual interaction. This becomes applied stereotypes that do not always work accordingly and thus tends to frustrate members, rendering cultural orientation program as ineffective (ibid, pp.346-347). Cultural awareness training, on the other hand, is focused on the goal of learning to adjust in various situations especially those which tend to be unexpected rather than being constrained by area-specific interaction. This type of training is geared toward altering attitudes of information and the availability of alternative viewpoints when faced with unknown information and recognize it as an opportunity to familiarize with unfamiliar circumstances. Another important aspect of cultural awareness training is its acknowledgment that culture shock is a common part of adjusting to an unknown culture. This is what it aims to develop by instilling to the members the importance of developing sensitivity and acceptance to enable him to comfortably work with people whose cultures may be different from that of his own. The newcomer is also obliged to do the same and be receptive to the situation to strengthen the virtual team.

The Importance of Understanding Price Elasticity Essay - 1

The Importance of Understanding Price Elasticity - Essay Example This elasticity is used to measure how responsive the quantity demanded is or how willing the consumers are to buy the firm’s product if there is a given change in price. Inelastic products, meaning products whose quantity demanded would not be significantly affected by a change in price, include cigarettes and food items. Whereas elastic products, meaning products whose quantity demanded would be significantly affected by a change in its price, include iPod, MP3, television and other such consumer items considered a luxury or a want. Firms can use information about their product’s elasticity of demand to determine their price structure and their competition policy in the market. This information is extremely valuable for the firm’s marketing department as it allows them to determine if the people will continue buying their product if the price is increased or will there be a dramatic decline in the sales. For example if the demand is inelastic for a cigarette company then its marketing department will know that there won’t be a significant decrease in the quantity demanded by the customers to an increase in price. Hence they can afford to charge a higher price without losing too many customers. One thing that needs to be noted here is that when the price of a product is relatively inelastic, a firm’s revenue would rise because of the fact that an increase in price which not reduce quantity demanded significantly thus their revenues would rise. On the other hand, had the demand for tha t product been elastic, they would be losing revenue because quantity demanded would fall. Here, cigarettes are considered to be a relatively inelastic, hence the marketing and the finance department would be aware of the fact that they can increase potential revenue by an increase in the level of prices depending on the degree of elasticity. If the value of elasticity is closer to zero, then they can increase the

Sociology in the Organization Essay Example | Topics and Well Written Essays - 1500 words

Sociology in the Organization - Essay Example This in turn, has a bearing on the achievement of the organisation's goals in the sense that the organisation is structured according to the quality of the HR within it. Also, it shows the principles that are followed by the management in manning the organisation. (Burns et al, 1994) In this regard, this paper will seek to pitch the rational systems theorists like F W Taylor, Weber and Fayol, against modern day theorists like Jackall and, Burns and Stalkers. This paper will delve into the matter of whether or not the process of formalising organisational structures is palatable for modern day organisations. The range of study will also include traditional principles like the division of labour, the authority of line versus staff as well as the hierarchy of authority in achieving optimal spans of control. To begin with, let us describe the principles of scientific management as laid down by F W Taylor. Developed by Frederick W Taylor in the early 20th century, Scientific Management is a science based system of organizing the operational areas of the organization so as to ensure the existence of and implement various elements. These included placement of the right man at the right place, at the right time. Also, scientific management propagated a study of the motions and material handling practices within the organization, so as to find the fastest and easiest way of carrying out an activity. In this regard, there was a high level of focus on the implementation of cost accounting in all areas of operation activities so as make operations within the organization more cost effective. Further, Taylor regarded the de centralization of responsibility and authority so as to place a group of men under the supervision of one man, as an important element that could trigger greater efficiency w ithin the operational sphere of the organization. Finally, one of his most important principles was the division of work. He suggested this through the creation of room for four to eight functional foremen who will take care of various aspects of the overall task, so as to ensure that each sub task is carried out as regards minimum motion and cost per worker. (Taylor, 1947) These were the broad underlying principles upon which F W Taylor fashioned scientific management. This school of management thought followed experimentation and scientific rigor to demonstrate various findings. One of these, as will be tested below, adheres to the fact that through mediums like assembly line, it is possible for a group of people doing a few tasks, to out produce those doing all the tasks. (Taylor, 1947) These principles were in keeping with the division of labour and the hierarchy of authority, as propagated by Fayol and Weber. According to this rationalistic view, everything in the organisation has a place. Thereafter, every man is to take care of a certain aspect of operation. This division of labour is supervised by the distribution of authority so as to form an appropriate hierarchy. Every activity in the organisation takes place according to this hierarchy, whether it involves promotions or communication. The modern day organisation sees it HR in diverse roles, enabling the same to form informal structures where there is a distribution of energy and a mutual understanding which enables one man to finish the job that another could not do.

Catholiicism Assignment Example | Topics and Well Written Essays - 250 words - 1

Catholiicism - Assignment Example Another form of modern religious discrimination is generalization of traits, where an isolated case of irresponsibility is used to judge an entire religion. An example can be given of the child abuse scandal committed by catholic priests that was used to express disapproval of the entire Catholic Church and its teachings (Taylor 1). This case demonstrated that despite the tremendous efforts made by both the government and the various religious groups in the country, religious discrimination remains prevalent and there is need for increased efforts to sensitize people on the implications this form of discrimination has on the peaceful coexistence of communities. Although I have not experienced discrimination because of my religious beliefs, there remains a possibility of it happening. However, I plan to use the chance positively, to sensitize the other party on the importance of accommodating the beliefs of others even when those beliefs contradict with ours. It is only through continuous education that sustainable interventions on eradicating religious discrimination will be achieved. Taylor, Pamela. Catholics More Likely to Face Ethnic Bias than Religious Discrimination. Onfaith, 16 March 2007. Web. 18 Sept. 2014.

Budgeting Coursework Example | Topics and Well Written Essays - 1500 words

Budgeting - Coursework Example This is because from fifth month Nod will have sufficient cash not only to meet regular cash payments but also Nod will have sufficient cash to return the overdraft. The consideration is also required for capital expenditure that Nod is planning to incur in the beginning of 2nd year. The cost of car is $15000. Nod will generate $3000 on selling an old car and the rest ?12000 will be easily generated out of operation in next six months. This is because cash by the end of September 2011 after paying overdraft of say $800 will be $13150. Each month enough extra cash will be generated to meet $15000 cost easily. Accordingly Nod is advised to negotiate only for an overdraft of $800 in April for a period of four months. Word count: 221 d) Budgeting and business goals Budgeting has become an essential function of any business activity so much in the sense that it becomes easy to attain the purposes for which the business activity is planned for. In fact management plans to achieve several g oals when budgeting is under taken for a business activity. Under normal circumstances budgets are used for the purposes of attaining control and evaluation, communication with different concerned parties, planning, and motivation of the factors involved in the business process. â€Å"Goal setting is a characteristic of successful business and a budget is a critical part of the process. It is a financial forecast of your operating and capital activities.†(Carol Patterson)i Operating budgets are used for planning the operations to achieve strategic objectives. Operating budget draws the attention of the management toward revenue projections and regular and routine expenditure to raise that projected revenue. The management can set up goals of earning specific revenue in order to meet the required payments for the generation of that revenue and improve the entity’s liquidity to meet unforeseen expenditure and payments. In fact operating budget force the management to pla n for increasing profitability as there is direct relation between economising of the business expenditure and profitability. The main goal of planning and control is always achieved through efficient budgeting. â€Å"The budgeting system is designed to plan and control a business. However, it is common for the budget to be ‘gamed’ by its participants. For example managers may pad their budgets with excess resources. In this way, managers will have additional resources for unexpected events during the period. If the budget is being used to establish the incentive plan, then sales managers have incentives to understate the sales potential of a territory to ensure hitting their quota.†(Carl S Warren, James M. Reeve, and Jonathan Duchac)ii That way revenue or operating budget can be made objectives to be achieved by the operational staff. Incentives when linked with budgets automatically create sort of enthusiasm among the operating staff to achieve budgetary target s or goals. It is believed that businesses should always create and apply budgets in order to keep a check or track of their income and expenses. This is more applicable for small business and operations. Budgeting helps the businesses to project their profitability to be achieved over a period covered by the budget. Budgeting can spot problems and plan in advance the means to rectify those problems and issues. In a way financial

A View From A Bridge Essay Example for Free

A View From A Bridge Essay How does Arthur Millers portrayal of attitudes to family and law within A View From A Bridge cause conflict throughout the whole of the play? By Francesca Jastrzebska A View From A Bridge is the tale of a Sicilian family, who are trying to make a better life for themselves in America. Throughout the play Arthur Miller shows his portrayal of attitudes to family and law by basing the characters on real life people / Storys he has been told by friends and family. By focusing on the different characters I will explore a range of issues such as moments of conflict between the characters in the play and the consequence the characters actions have on everyone else. As Eddie views are the ones that cause the most conflict in the play I will start with him. The first conflict in the play is in the first act when Eddie comes back from work and Catherine is wearing a new skirt and has her hair done differently. Eddie notices and asks her were she is going all dressed up Where you goin all dressed up? Catherine leads Eddie over to the armchair in a loving kind of way and sits him down. As she sits on her heels Eddie makes a comment about her skirt being to short. I think its too short, aint it. This creates tension between the two of them. The tension builds as she argues with him over the skirt and Louis who she was waving to from the window. The skirt and high heels represent the fact that Catherine is growing up and is becoming more feminine. The cause of this tension is the fact that Catherine is growing up and there is nothing Eddie can do to stop her. Later on when the Carbone family are sitting down for dinner Beatrice and Catherine say they have some good news to tell Eddie. Catherine has a job. Eddie however does not think of this as good news as she will be earning her own money and it is a job of her choice. It is another thing that shows that Catherine is growing up. He believes that growing up would involve her moving away and coming back home less and less. Whats the high heels for Garbo?.. Do you me a favour will you? Go ahead. This I believe is the next scene that causes tension between Catherine and Eddie. When Eddie says this it makes Catherine embarrassed and angry that Eddie could make her feel so small in front of the new residents of da house. She gets up giving Eddie a cold look then goes back to what she was doing. Eddie does this to show that he is the man of the house and the people living in it must follow his instructions and commands. When Catherine and Eddie come back late from the cinema, Eddie is outside waiting for them to come home. Beatrice comes out and talks to him about Catherine and Rodolfos relationship. She calls him jealous but trys to cover up the fact that she thinks that it is true she smiles jokingly. (Smiling) Ah, go on, youre just jealous. This causes tension between the husband and wife, as Beatrice believes that its time for Catherine to grow up and she cant do that with Eddie standing over her also that it is her life and if she is making a mistake its her mistake and she needs to learn from it. Later on Beatrice admits that Catherine and Rodolfos relationship is not her only worry. When am I going to be a wife again, Eddie? Eddie says its because he hasnt been feeling well and that the brothers, Marco and Rodolfo, being here bothers him. Beatrice argues that they have only been there for a couple of weeks and hes been like he has for three months. The stage direction before he answers shows that he doesnt want to actually no what is troubling her, as it might make him look less of a man. The next part in the play that causes conflict is when Eddie starts showing Rodolfo how to box. This makes Marco feel uneasy. As Catherine come back into the room eddies tells Rodolfo that he is going to hit him Now Im going to hit you, so block me, see this alarms Catherine seeing the two men in her life that she loves boxing. Eddie punches Rodolfo and he staggers. Marco is the only one that knows eddies hidden agenda. Rodolfo then shows that he may not of been the last one to throw a punch but he still got Catherine by dancing with her. Marco then shows Eddie that he is stronger by lifting up the chair with his one hand. This creates tension by them Act 2 is the final act were all the characters are involved in upsetting Eddie which leaves him with only one solution, to get rid of the brothers. Act two starts with Catherine and Rodolfo talking about getting married and going to live in Italy. Rodolfo believes that living there they will be poor and that they would have a better life in America. How can I bring you from a rich country to suffer in a poor country. They later go into the bedrooms. Unfortunately for them Eddie comes home drunk. Catherine hears him shouting and comes out adjusting her dress. Eddies thinks nothing of it at first but then Rodolfo come out and stands behind her in the doorway. Eddie goes mad and starts shouting at Rodolfo to get out. The causes conflict because Eddie loves Catherine and doesnt want her to be with another man, especially Rodolfo as he makes dresses, cooks and sings. Eddie believes he goes against all the male roles and is too feminine. As Eddie is shouting at Rodolfo Catherine decides it time to grow up and tells Eddie she is leaving. She tells him shes not going to be a baby anymore and he pulls her close and kisses her while she tries to get free of his grip. Rodolfo gets involved and tells Eddie to get off of her and show some respect. This makes Eddie angry, as he should be telling them what to do and that they should show respect. When Marco is trying to get bail he has to promise not to hurt Eddie if he gets out. Marco says in his country Eddie would be dead by now in my country he would be dead now, he would not live this long Hes talking about the Sicilian way of life, the laws of Omerta. Promising not to kill Eddie would be dishonourable. Marco finally promises Alfieri, ashamed, that he wont touch Eddie. When Marco turns up at eddies house he is shouting his name. Eddie believes that he has come to apologies and give his good name back. Now give me my name and we go together to the wedding. This ends in a fight between Eddie and Marco and Eddie dies. Throughout the play Arthur miller shoes his portrayal of laws and family throughout the characters actions. Each character represents something, for example Eddie represents an over protective father and Catherine represents a little girl. They cause conflict because as Catherine grows up Eddie needs to change his ways of controlling Catherine, as she is not little anymore and can make her own choices and decisions.

The Common European Framework For Languages English Language Essay

The Common European Framework For Languages English Language Essay The teaching and learning of languages in Germany in school contexts changed a lot in the last years. The trend in terms of education policy of standardization and competence orientation dominates more and more the German language teaching. The policy supports in an active way this reform. One of the most influential documents of this development is the Common European framework for languages. Its influence is in Germany especially strong since the authors of the German education standards for the first foreign language adopted nearly completely its concept. In this work I will show what the reform of language teaching in Germany mean. I will find answers for the question what competence orientated foreign language teaching is and I will consider how the Common European framework for languages and the German education standards for the first foreign language are related to this trend. Finally I will weight the positive aspects up against the problematic points of this development. 2. Reform of German foreign language teaching development of a competence orientated learning and teaching For quite a while the teaching and learning of languages in Germany in school contexts is influenced from a trend in terms of educational policy, called competence orientated teaching. (Hu 2008: S. 1) But what exactly is this trend, which dominates the discussion of the scientific community of those concerned with foreign language teaching and research? What is the potential of the changes which are accompanied by the competence orientated teaching and which aspects of this trend are controversial? A long time language teaching in German schools aimed to the instruction for four language skills: oral comprehension, written comprehension, speaking and writing. The teaching and learning of foreign languages was therefore clearly geared toward the language system of the respective language. (Hu, Leupold 2008: 52) Changes of the conditions of the external world, such as the progression of the globalisation, an increase of mobility of the people, relating to the evolution of globalisation and the phenomenon of migration lead to a different target of language teaching. The objective of language teaching in German schools was now the training of a so-called competence of communication. Before that time, the language system of the respective language was the focus of language teaching. After the change of the role of foreign languages in the life, the focus of learning and teaching languages was that the learners become able to express whatever it is they want to express. (Hu, Leupold 2008: 53) The Pragmatics, a subfield of linguistic, explained the complexity of the competence of communication by dividing it in several parts: linguistic competence, socio-linguistic competence, competence of discourse, strategically competence, socio-cultural competence, social competence. (Hu, Leupold 2008: 53) All in all, the development of language teaching in Germany is often described by scientific community as a change from orientation towards the input to an orientation towards the output. No longer the contents that the pupil has to learn are considered as the most important question of educational policy. The competences, abilities that the pupils can achieve by learning quite different contents are now the focus of the discussion in terms of educational policy. (Weil 2010: 16) In Germany that restructuring was especially driven forward after the so-called shock of Pisa in 2000. The Kultusministerkonferenz  [1]  (KMK) developed a strategy, a key element of which are the German education standards for the first foreign language (English/French) and the included idea of competence orientated teaching. The plan is to develop medium or long term aims for each subject of the German education system. The targets should be competence orientated and clearly fixed, so that it is possible to peer-review them. This project both challenged and changed the teaching and learning of languages in Germany. The idea of competence orientated language teaching is reflected in different parts of the German school system: in the education standards for the first foreign language, which is based on the Common European framework for languages, in exams comparing the accomplishment of all German pupils at a certain age, in types of exercises, which have to be involved in all language classes of German schools, etc. One of the most important or maybe the most important event of the described reform of learning and teaching languages is the Common European framework of languages in Germany. That is why this document will be the focus of the next part of my work. In the first part of this chapter I will look into what kind of document the CEFR is. In the second part I will show the implementation of the document in the German education system of language teaching. In the third part I will consider the reception of the CEFR and the idea of competence orientated teaching. 3. The Common European framework for languages 3.1 What is the CEFR? The CEFR was published in 2000 as result of many years of work on the European level. One year later a version in German language was published. The primary goal of the document was to create a closer unity between the member states. Therefore the target of the CEFR is first of all politically motivated. (Hu 2008: 4) Other important intentions of the CEFR can be summarized as follows: Intensification of learning and teaching languages, so that the people of the European Union have more mobility and so that a international communication can be more effective support of the concept of a European plurilingualism lifelong language learning to make the recognition of language qualifications easier to create the possibility of comparison of programmes for language learning, for language certificates to create more transparency and to describe realistic goals of language learning (chapter 1 of the CEFR) In the CEFR language is always considered, as we can see in the first chapter of the long document, as kind of a human action. In the concept of the CEFR learning a language serves for communication. The division of the complex ability to have mastered a foreign language in several parts, that can be assessed, has an especially huge influence of language teaching. Here you can see which different competences, considered as important for learning a language, are listed in the CEFR: declarative knowledge (savoir) knowledge about the world socio-cultural knowledge intercultural awareness skills and procedural knowledge (savoir-faire) practical skills intercultural skills competences of personality (savoir-à ªtre) ability to learn (savoir-apprendre) So the traditional targets of language learning are extended in the CEFR by up to other intentions, that where unconsidered until then: Techniques and strategies about how to learn are presented as important aspects of language learning. The cultural dimension of learning foreign languages is represented and the CEFR also pays some attention to the demands of the personality of the learner which are related to the process of language learning. Besides this, the process of learning languages was, in the CEFR, for the first time analysed in an instrumental-functional way by dividing the process of learning in six levels. (Caspari, Grà ¼newald etc. 2008: 1) The reference levels of the CEFR serve to describe the progresses in the process of learning. It is therefore evident that the underlying concept of language of the CEFR is an instrumental-functional one. Appropriate to his competences a language learner belongs after the concept of the CEFR to one of the three broad divisions, which can be divided into six levels. Here the structuring of learning languages which is developed by the authors of the CEFR: A Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary B Independent Speaker B1 Threshold or pre-intermediate B2 Vantage or intermediate C Proficient Speaker C1 Effective Operational Proficiency or upper intermediate C2 Mastery or advanced 3.2 The implementation of the CEFR in Germany: the CEFR as underlying concept of the education standards for the first foreign language After I have outlined what kind of document the CEFR is, I will describe his implementation in the German education standards for the first foreign language and with that his enormous influence on language teaching in German schools. In 2000, for the first time the international school study PISA (Programme for International Student Assessment) was performed. This is an international evaluation of the scholastic performance of 15-year-old pupils, which is coordinated by the Organisation for Economic Cooperation and Development (OECD). The relatively bad results of the German pupils (Born 2003) revealed the discrepancy between the targets and the requirements of the educational system and the real results. Because of the PISA results of 2000, the German educational policy was under big political pressure for action. (Caspari, Grà ¼newald etc. 2008: 1) In this conditions, the Kultusministerkonferenz passed education standards for the first foreign language (English/French) in 2003. These standards give information about the required standard of a pupil after having been at school for ten years, after the lower secondary school. These actions in term of educational policy should, at least at medium-term, improve the scholastic performance of German pupils and give Germany the chance to get a better ranking in the future. (Klieme, Leutner 2006: 876) The standardization of learning languages was a special case because a system of levels already existed from the CEFR. So the existing work form the Council of Europe was taken up. The B1 level was used as the basis for the level, which was expected at the end of lower secondary school. The educational standards describe consequently as well as the CEFR the expected normal level and not a minimal level. (Kunze 2007: 236) Since the educational standards practically adopted the skills of the CEFR, two more or less simultaneous developments in educational policy with original different intentions, coincided: the possibility to compare language competences in Europe and the goal in term of educational policy to describe accurately which competences are expected from the pupils at a certain grade, so that the scholastic performance can be assessed in a well founded way. (Hu 2008: 5) In spite of the different intentions the education standards for the first foreign language are clearly based on the CEFR. Also the division of the very complex competence to have mastered a language follows the example of the CEFR. Merely the terms and the presentation are different. The concept is nearly the same: skills of communication oral comprehension written comprehension speaking writing translating handling of the language system (grammar and vocabulary) vocabulary grammar pronunciation and intonation orthography intercultural competences socio-cultural knowledge comprehensive way to handle cultural differences coping with intercultural situations in practice competences of methods reception of texts (oral and written comprehension) ability to interact with texts production of texts (speaking and writing) strategies of learning presentation; to handle with mediums being conscious about the process of learning By the implementation of the CEFR in the German education standards, the European Councils document of learning and teaching of languages has a large influence on the language teaching in German schools. That is the reason why the CEFR is conspicuously often discussed by the German scientific community of those concerned with foreign language teaching and research. 3.3 Reception of the Common European framework for languages in Germany In this last part of my work I will consider the controversial discussion about the CEFR, its positive aspects and its weak spots. First I will speak about the positive points of the CEFR. Later I will present aspects which are criticised and at last I will give a short personal view on the CEFR and the underlying concept of language learning. 3.3.1 Positive aspects of the CEFR The CEFR led to a fundamental discussion of the teaching and learning of languages and it brought up the question about what the global targets of learning foreign languages are. The function of the CEFR as a stimulus to think about the being of language teaching is clearly profitable for future teaching and learning of languages. The process of rethinking traditions which was activated this way has shown for example one more time that the grammar focussed language teaching can not be justified by the actual point of view. (Neuner 2003) Many see the standardization of language learning positively, especially in Germany. Since the sixteen federal states of the Federal Republic of Germany have developed their own targets up to that time, the demands in the various parts of Germany were often quite different. Therefore a standardization of the global intention and the expected competences from the pupil, was necessary to support the pupils in achieving mobility and to create more justice for the pupils in Germany. (Caspari, Grà ¼newald etc. 2008: 9) A great step forward for language teaching, which is related to the CEFR, is the change of perspective on the process of learning. Before that, the judgements of the pupils performance was usually made deficit orientated. Faults and aspects of the language at which the pupils arent good were the focus of traditional language teaching. The CEFR lead however to a perspective in which the already acquired competences are focused. (Caspari, Grà ¼newald etc. 2008: 9-10) Like this change of perspective, the division of the global language-competence in several parts, as well as the organization in six levels influence the motivation of learner and teacher in a positive way. The process of learning a language is getting more structured and can be better organized. (Caspari, Grà ¼newald etc. 2008: 10) 3.3.2 Criticised aspects of the CEFR and his implementation in the German education system After the presentation of all this positive aspects I will show some examples of important points that are criticised. Problematic in the reform of the German education system by the implementation of the described standards is, that the teachers arent sufficiently involved. There are only very little workshops for introducing the teacher to the new way. (Caspari, Grà ¼newald etc. 2008: 11) Besides the underlying concept of language is often considered as one-sided: only the instrumental-functional aspect of language is taken into consideration. Aesthetic, creative and cultural dimensions of language are for example neglected. (Caspari, Grà ¼newald etc. 2008: 12) Another paradox problem related to the concept of competence orientated teaching is, that competences like intercultural competences, that are hard to assess, will be probably neglected in this reform, even if it is listed in the CEFR and the German education standards. Under the pressure of proving, that certain targets are reached, it is not surprising, that at first those goals which are hard to assess will be neglected. (Hu 2008: 6) All in all the emotional aspect of learning a language is not sufficiently taken into consideration. The importance to consider the needs and interests of learners are not really appreciated. (Kà ¶nigs 2003: 115) 4. Conclusion The precedent considerations about the development in educational policy show that a reform of language teaching in Germany was necessary. The results of the Pisa-studies 2000 made this necessity obvious. Nevertheless the changes are discussed in a controversial way and there are many aspects which have to be criticised. Especially the concept of language which underlie the idea of competence orientated language teaching is in several aspects problematic. It is one-sided instrumental-functional and overlook the creative, aesthetic and cultural dimension of languages. In my personal experience this aspects of foreign languages were always very important in the process of learning a language a way which is sometimes hard to go. That is why the needs and interest of language learners are extremely important aspects in the language-learning-process and why they it is important to involve them more in the actual development.

Effect of temperature on raction rate :: essays research papers

Effect of temperature on RXN rate Factors affecting rate of reaction: Surface area – as we increase surface area, we increase the reaction rate. The more the collisions the faster the reaction. Concentration – as we increase concentration we increase the reaction rate. In reaction with between gases, increasing the pressure, increase the reaction rate. Temperature –  Ã‚  Ã‚  Ã‚  Ã‚  as we increase the temperature, we increase the reaction rate. Raising the temperature makes particles collide more often in a certain time, and makes it more likely that collision results in a reaction. Catalyst -  Ã‚  Ã‚  Ã‚  Ã‚  catalyst is a substance, which speed up a chemical reaction. At the end of the reaction the catalyst is chemically unchanged. Aim: Effect of temperature on rate of reaction. Hypothesis: I predict that the rate of reaction will increase in speed by increasing the temperature, because Raising the temperature makes particles collide more often in a certain time, and makes it more likely that collision results in a reaction. Apparatus required: 1)  Ã‚  Ã‚  Ã‚  Ã‚  4 conical flasks 2)  Ã‚  Ã‚  Ã‚  Ã‚  An amount of HCl 3)  Ã‚  Ã‚  Ã‚  Ã‚  An amount of Na2S2O3 4)  Ã‚  Ã‚  Ã‚  Ã‚  Timer (stop-watch) 5)  Ã‚  Ã‚  Ã‚  Ã‚  A tile with a mark (X) on it 6)  Ã‚  Ã‚  Ã‚  Ã‚  2 measuring cylinders 7)  Ã‚  Ã‚  Ã‚  Ã‚  1 empty beaker Procedure: 2-  Ã‚  Ã‚  Ã‚  Ã‚  Use 20cm3 of water with 30cm3 of HCl 3-  Ã‚  Ã‚  Ã‚  Ã‚  Add the solution to 30cm3 of Na2S2O3 4-  Ã‚  Ã‚  Ã‚  Ã‚  Put a conical flask on a tile with a mark (X) on it. 5-  Ã‚  Ã‚  Ã‚  Ã‚  Put the first solution in the flask. 6-  Ã‚  Ã‚  Ã‚  Ã‚  Put the flask in a water bath at a controlled temperature of 30 ºC. 7-  Ã‚  Ã‚  Ã‚  Ã‚  Quickly add the second solution and start timing 8-  Ã‚  Ã‚  Ã‚  Ã‚  Stop timing when you can no longer see the mark (X) on the tile. 9-  Ã‚  Ã‚  Ã‚  Ã‚  Repeat steps 1 to 4 but using a different temperature each time. 10-  Ã‚  Ã‚  Ã‚  Ã‚  The final time use the same amount but at 70 ºC. Fair test: Changing Variable:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Temperature ( ºC) Constant Variables   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Amount, and concentration of HCl, and Na2S2O3 Results:   Ã‚  Ã‚  Ã‚  Ã‚   Temperature/ ºC  Ã‚  Ã‚  Ã‚  Ã‚  Time/sec 20  Ã‚  Ã‚  Ã‚  Ã‚  28 25  Ã‚  Ã‚  Ã‚  Ã‚  27 30  Ã‚  Ã‚  Ã‚  Ã‚  22 35  Ã‚  Ã‚  Ã‚  Ã‚  20 40  Ã‚  Ã‚  Ã‚  Ã‚  16 45  Ã‚  Ã‚  Ã‚  Ã‚  13 50  Ã‚  Ã‚  Ã‚  Ã‚  7   Ã‚  Ã‚  Ã‚  Ã‚   Conclusion: From my results I have concluded that temperature has a great affect on the reaction rate of HCl and Na2S2O3, because as we see from he graph the slope is increasing gradually, this is because increasing the temperature makes particles collide more often in a certain time and makes it more likely that a collision will result in a reaction. Because there are more effective collisions, temperature has a great affect on reaction rate, if you raise the temperature by 10 ºC the time will decrease by nearly 6 seconds indicating the increase in speed of the reaction.

Charles Marlow: Narrating the Darkness Essay -- Joseph Conrads novella

In Joseph Conrad's novella, the Heart of Darkness (1899), Conrad effectively presents the character of Charles Marlow through the heavy usage of Marlow's personal narration throughout the novella. By using such a method of presentation, Conrad presents to the reader Marlow's character, most important of which, his hypocrisy throughout his expedition through Africa. Marlow’s change from an idealistic European seeking work into one who has seen the â€Å"heart of darkness† is illustrated well by using him as the principal narrator, guiding the reader through his descent into madness due his sensitivity to the â€Å"darkness†. Charles Marlow is introduced to the reader by an unnamed narrator, one of five men aboard the Nellie. Of note, he alone is given a physical description by the narrator, of â€Å"sunken cheeks† and â€Å"yellow complexion†, clearly someone who has experienced suffering, even evident in this short description. His physical appearance is not well, and the reader can infer that Marlow’s mental state is not much better, an implication that is soon confirmed by the novel. Shortly after being introduced, Marlow begins his tale, of how he sailed to Africa, comparing it to how the Romans may have felt when they went to the then uncivilized lands of modern London. He retells his experiences there as a member of the â€Å"noble† Company. In doing so, Marlow’s personality is described in great detail, more than the words themselves reveal. Conrad’s choice of using a frame narrative allows the reader to see Marlow’s perspective of events, and give a notable change in tone as the novella progresses. As he enters his story, Marlow tells the fate of his predecessor, a Dane named Fresleven, who â€Å"...went ashore and started to hammer the chief of ... ...searching for truth. As the narrator for the majority of Heart of Darkness, Marlow is recounting his experiences, and reliving his most horrible moments. As the Nellie sails down the Thames into the dark emptiness, Marlow can only see the same, none of the light and brightness means anything. Conrad’s choice of making Marlow the principal narrator telling his own story is an effective way of conveying his message to the reader. The reader will notice Marlow’s descent to madness, his conversations with others being the points of descent, and his thoughts being the indicators. Ultimately, Marlow’s tale makes it apparent that the idealism of anyone, regardless of how intelligent, educated or civilized, cannot survive in the all-consuming heart of darkness. Works Cited Conrad, Joseph. Heart of Darkness and The Secret Sharer. New York: Signet Classics, 1997. Print.

African Traditional Religions :: essays research papers fc

Traditional African Religion The Religious Sphere There is widespread belief in a supreme God, unique and transcendent. Africans have a sense of the sacred and sense of mystery; there is high reverence for sacred places, persons and objects; sacred times are celebrated. Belief in the after life is incorporated in myths and in funeral ceremonies. Religion enfolds the whole of life; there is a difference between life and religion. Ancestors mediate between God and men. It is believed that sin harms the public good; hence there are periodical purification rites in order to promote public welfare. Worship requires a fundamental attitude of strict discipline and reverence. The Ritual Sphere Rites form and essential part of social life. Rites invoke ancestors and the dead. The whole person, body, and soul are totally involved in worship. There are many rites of purification of individuals and communities. Religious sacredness is preserved in ritual, in dress and the arrangements of the places of worship. The sick are healed in rites, which involve their families and the community. Some of the traditional blessings are rich and very meaningful. In worship and sacrifice there is co-responsibility each person contributes his share in a spirit of participation. Symbols bridge the spheres of the sacred and secular and so make possible a balanced and unified view of reality. An important part of the African traditional religion is the presence of spirits. The Spiritual Sphere In the African world spirits are everywhere in persons, trees, rivers, animals, rocks, mountains and ever automobiles and other personal effects. The presence of these spirits in the African society offers a serious challenge to the behavior patterns of the people on the continent and elsewhere because traditional religious practices permeates every aspect of life on the continent. These spirits in many ways act as moral entrepreneurs of the African society. They abhor crimes like adultery, stealing, cheating and suicide. These spirits communicate their wishes, demands and prescriptions to the larger society through the traditional priests. The traditional priests are able to satisfy their clients through the performance of rituals.

Kasambahay Bill Debate Essay

Domestic workers are called a friendly term in Manila â€Å"Kasambahay†: to emphasize they are part of the household. The bill is yet to be signed in Congress to provide legal recognition for the domestic workers and recognize the important role that Kasambahay plays in the building of the family and of society. Filipinos oftentimes depend on the services of domestic house helpers for the orderly management of their households. Unfortunately, even if they perform vital day-to-day functions, domestic house helpers are often mistreated subjected to physical and mental abuse and made to work under inhuman and brutal working conditions. Although there are existing labor laws which seek to protect house helpers from these abuses, their implementation has been widely ignored. Moreover, these laws have become inadequate to fully address the concerns and needs of our house helpers. The kasambahay has the right to decent work which includes decent employment and income, humane conditions of work, access to and coverage in social protection schemes, and the opportunity for social dialogue and representation. This bill also recognizes the dignity and the nobility of the household helper industry. Under this proposed legislation, the rights and interests of household helper are enhanced and protected by ensuring just and equitable terms and conditions of their employment are embodied in their contract with their employers. This proposed legislation is an affirmation of the value and dignity of every person and guarantee full respect for human rights. Body: Affirmative: The bill will ensure that household helpers will be provided with basic necessities and other benefits. With House BillNo. 144, or the†Kasambahay Bill† passing its third and final reading in the House of Representatives, around two million domestic workers might soon enjoy standardized minimum wage and other basic benefits like health care, vacation leaves, and basic necessities. The bill mandates employers to enter into a contract with their helpers specifying the terms of the latter’s employment and job responsibilities. It will also require employers to provide for their helpers’ lodging, board, basic education, and medical needs. Employers are also not allowed to place their helper under debt bondage, nor are they allowed to employ minors to work for them. The State affirms labor as a primary social force and has committed to protect the rights of workers and promote their welfare. It is party to international instruments pledging the elimination of forced labor, elimination of discrimination in employment and occupation, and the abolition of child labor and trafficking in persons. The State has adopted the Decent Work Framework outlining good conditions of work for Filipino workers, which includes establishing labor standards, decent employment and income, enhanced coverage of social protection and strengthened social dialogue, including kasambahays. It seeks to uphold the rights and dignity of kasambahays to protect them from abuse and exploitation by providing safe and humane working conditions. Despite the vital and necessary work performed by kasambahays for most Filipino households and the important role they play in society, they are considered as one of the most vulnerable sectors in society due to the nature of their work. Of equal concern however, are employers of kasambahays who have equal rights to protection from abuse and exploitation of kasambahays. The State further recognizes that kasambahays of minority age have special inalienable rights and privileges that should be espoused and protected, particularly in the areas of education and self-improvement. The State recognizes the importance of partnering with various groups and individuals in the promotion and protection of the rights and welfare of kasambahays and enabling to be empowered members of society. Section 1 Article III of the Convention concerning decent work for domestic workers states that each member shall take measures to ensure the effective promotion and protection of the human rights of all domestic workers. The passage of Kasambahay Bill is a fulfillment of the country’s commitment to the international community when it ratified the domestic workers convention. More importantly, this aims to protect the welfare of more than two million househelpers, nursemaids, cooks, gardeners and laundry persons all over the country. Article II of the Kasambahay Bill (formally titled Act instituting policies for the protection and welfare of the domestic workers) explicitly enumerates the rights and privileges of every domestic worker. To wit: – The employer or any member of the household shall not subject a domestic worker to any kind of abuse or any form of physical violence or harassment. – The employer shall provide for the basic necessities of the domestic workers to include at least 3 adequate meals a day and sleeping arrangements that ensure safety. – The employer shall respect the privacy of domestic worker and shall extend the same to his/her communication and personal effects. – The employer shall grant the domestic worker access to outside communication. The employer shall afford the domestic workers to finish basic education and may allow access to alternative learning systems, higher education or technical and vocational training. The domestic workers shall also be entitled to a daily rest period of eight hours and a weekly rest period of least twenty-four consecutive hours. A domestic worker who has rendered at least one year of service shall be entitled to an annual servic e incentive leave of five (5) days with pay. It shall also be unlawful for the employer to place the domestic workers under debt bondage or the rendering of service as security or payment for a debt. Any violation of the act shall be punishable with a fine not less than 10,000 pesos without prejudice to the filing of appropriate civil and criminal action. Some provisions of this measure are in response to reported incidents of abuse and exploitation against our kasambahay and prevent them from happening of service. Rebuttal: On the other side of the argument, Kasambahay Bill is a messy, impractical. If not politically motivated, the Kasambahay bill is profound in theory, but in practice, it is messy and not practicable. First, not all housemaids are born equal, so to speak. Some come from recruiting agencies, others are walk-ins, and some others are poor, rescued distant blood relatives. It is so easy and noble to fix their salaries, give them the regular employee’s perks, benefits and bonuses, but the fact remains that our house helps are not employees at all because they have an entirely different, if incomparable, daily work routine. How can a housemaid be compared to the egular employee who commutes or drives to work, spends stressful time on the road and money just to get to work? That’s why employees and/or laborers are given fixed wages and all those perks and bonuses. And culturally and traditionally, our housemaids are not our employees but â€Å"family,† simply because they live with us. Some of them are even considered second mothers to the children of a busy working mother. If the Kasambahay bill becomes a law, it should apply only to housemaids hired from agencies, with a written contract that stipulates nature of tasks, salary, benefits, bonuses, etc. But then, considering the ramifications of the law, can the hiring family in turn charge the housemaid for board and lodging, granting he/she is a stay-in? It is therefore possible that many hardworking housemaids will lose their job and/or not be hired at all. At most, a Kasambahay law should be applied on a case-by-case basis. While the rich and the business sector may welcome it because they can afford the demands of the law. Conclusion: The kasambahay bill should enacted into law after 15 years in the making because itis for the benefit of our 1. million kasambahays nationwide. It provides minimum labor standards, including minimum wage setting, regulating working hours, provision of insurance and leave benefits for household helpers. This pro-poor measure stands to benefit the almost two million domestic workers we have throughout the country. Aside from the pay standardization, the House Bill 6144 also assured all domestic helpers of entitlement to a 13th month pay, coverage in the Social Security System, and all the benefits provided under Republic Act 8282, as amended. Also theKasambahay bill requires employers to provide three basic necessities —board, lodging and medical assistance, to their household help, nursemaids, cooks, gardeners and laundry persons. The Kasambahay bill seeks for the protection of local household workers from physical and emotional abuse. One of the highlights of the bill is the comprehensive package since it entitles our kasambahays of food and medical provisions, allowable holidays and days off, provision of a written contract, proper accommodation, social security and PhilHealth coverage, annual salary increases and medical certificates, among others.

Patterns in Religion Adherence Essay

Patterns in religious adherence have been steadily changing since the 1947 Australian census. The most noticeable difference is in the constant drop in the number of people that identify themselves as belonging to the Anglican church- an average of 2% every 5 years. In 1947 39% of the entire population claimed to be Anglican and by 2011 that number declined to 17.1%. Although Christianity is still the most popular religion in Australia the overall number of adherents has dropped from 88% to 63%. After World war 2, Australia saw an increase in many denominations in Christianity. More traditional churches such as the uniting church and the Presbyterian and reformed churches all experienced a downturn, losing 14.9% and 11.7%. The newer Pentecostal movement gained momentum with a 25.7% increase since 1996. Catholic, Baptist and orthodox churches also saw significant increase and gained 6.8%, 7.3% and 9.5% respectively. In Australia, 1947, 0.5% claimed to belong to a religion other than Christianity, but in 2006 increased to 5.6%. Buddhism 2.1% Hinduism 0.7%, Islam 1.7% Judaism 0.4% and other religions 0.5%. Hinduism was the fastest growing religion with a rate of 120.2% Buddhism and Islam also grew quickly. The other religions category rose 58.8% (includes spiritualism, wicca and Swedenborg) Judaism gained 11.3% which is smaller than the other religion but still significant and Australian aboriginal traditional religion had a decrease losing 29% between 1996 and 2001. Immigration has been the most dramatic effect leading to an increase in some groups and the decline of other. Other reasons are the movement from one denomination to another, seeking answers in new religious or spiritual movements and an increase in those who acknowledge that they have no religion. Besides Israel Australia has taken in more immigrants (relative existing population) than any other country in the world. Because of this there are now 14 orthodox denominations in Australia and more Eastern Catholic churches to cater for a wider range of ethnic communities. The national church life survey (surveys conducted in major churches in Australia) shows some of the reasons for the increases and decreases in Christian denominations, these being attenders switching from other denominations, decreasing their attendance or stopping attending completely, people attending for the first time or after an absence of a number of years, the birth of children often encourages them to come back and death. Pentecostal churches have the most amount of people switching into their denomination as well as the most amount of people drifting away or switching again. New age religions were also among the fastest growing faiths in the 2001 census increasing by 140% in the 5 years since 1996. Hinduism was not noted in 1947 but in the 1996 census Hinduism had taken 0.4% of adherents from a religion other than Christianity, by 2001 it had grown to 0.5%, 2006- 0.7% and 2011- 1.3%. The decline of the â€Å"White Australia† policy in the 1970’s meant it became easier for migration from a greater range of ethnic groups. Immigration from Asia (India, Malaysia and Indonesia) and the Middle East (particularly Lebanon, Iraq and Iran) has extended Hinduism. Overseas wars and persecution have led to waves of immigration from affected areas for example Lebanon in the 1980’s, which led to an increase in Hinduism in Australia. Many Hindus where also brought to Australia from India by the British to work on cotton and sugar plantations. Hinduism is the fastest growing religion and the fastest since 2006, increasing from 148,130 to 275,534 accounting for 1.3% of religions other than Christianity. This may not be only from immigration from countries where Hinduism is prominent but also because of Australians curiosity and need to experience different things. Hinduism focuses on polytheism meaning they worship many deities, but some Hindu’s describe it as one god in many different forms, some people may have been beginning to search for something other than Christianity and the basics of it, so Hinduism became more popular as a way for people to experience a wider array on how to live life in accordance to religion. Hinduism accepts the existence of all religions; it allowed people to express their spirituality. It may have also been the diversity of the Hindu beliefs that interested Australians, and played a part in its rapid growth.

Europe and the New World: New Encounters

Europe and the World: New Encounters, 1500-1800 On the Brink of a New World ? By the 16th century, the Atlantic seaboard had become the center of a commercial activity that raised Portugal and Spain and later the Dutch Republic, England, and France to prominence ? the age of expansion was a crucial factor in the European transition from the agrarian economy of the MA to a commercial and industrial capitalistic system. The Motives ? Contact w/non-Europeans remained limited until the end of the 15th century Fantastic Lands ? Europeans had always been curious about lands outside of Europe Economic Motives Although Muslim control of Central Asia cut Europe off from the countries farther east, the Mongol conquests in the 13thc reopened the doors ? Marco Polo went to the court of Kublai Kahn in 1271 ? His account of his experiences, the Travels was the most informative of all descriptions of Asia by ME travelers ? In the 14th, the conquests of the Ottoman Turks and then the breakup of the Mongol Empire reduced Western traffic to the East ? A number of people became interested in reaching Asia by sea ? Merchants, adventurers, and government officials had high hopes of finding precious metals and new areas of trade Religious zeal A crusading mentality was strong in Portugal and Spain The Mean ? The expansion of Europe was connected to the growth of centralized monarchies during the Ren. ? Ren. Expansion was a state enterprise ? By the 2nd ? of the 15th century, European monarchies had increased both their authority and their resources and were in a position to look beyond their borders Maps ? Europeans had achieved a level of wealth and technology that enabled them to make a regular series of voyages beyond Europe. ? Potlolani – charts made by medieval navigators and mathematicians in the 13th and 14th which were more useful than their predecessors.They took no account for the curvature of the earth so were of little use for oversea voyages ? By the end of the 15thcentury, cartography had developed to the point that Europeans had accurate maps of the rest of the known world ? One of the most important world maps available was that of Ptolemy, who wrote Geography. It was available from 1477 on. It drastically underestimated the circumference of the earth, leading expl orers such as Columbus to believe that he could sail to Asia Ships and sailing ? Europeans developed seaworthy ships as well as new navigational techniques ?They mastered the axial rudder and learned to combine lateen sails with a square rig. They could then construct ships mobile enough to sail against the wind and engage in naval warfare and heavy enough to carry goods over long distances ? Only w/the assistance of the compass and the astrolabe they were able to sail w/confidence ? They gained knowledge of the wind patterns of the Atlantic Ocean New Horizons: Portuguese and Spanish Empires ? Portugal took the lead in the European AOE when it began to explore the coastof Africa under the sponsorship of Henry the Navigator. ? His motivations were a blend of seeking a Ch.Kingdom as an ally for against the Muslims, acquiring trade opportunities, and extending chr. The Development of a Portuguese Maritime Empire ? In 1419, p. Henry founded a school for navigation. Shortly after, P. fle ets probed southward along the west coast of Africa looking for gold ? In 1441, p. ships reached the Senegal River and brought back slaves ? they gradually went down the coast and in 1471 they discovered a new source of gold along the southern coast of the hump of West Africa—the Gold Coast ? They leased land from local rulers and built stone forts along the coastThe Portuguese in India In 1488, Bartholomeu Dias was the 1st to round the Cape of Good Hope ? 10 years later, Vasco da Gama rounded the cape then stopped at several ports controlled by Muslim merchants. They then crossed the Arabian Sea and reached the port of Calicut in India ? p. fleets returned regularly, seeking to destroy Arabic shipping and establish a monopoly in the spice trade ? in 1509, a p. armada defeated a combined fleet of Turkish and Indian ships and began to impose a blockade on the entrance to the Red Sea to cut off the flow of spices to Egypt and the Ottoman Empire ?Goa became the headquarters for p. operations throughout the entire region ? The p. conducted raids against Arab shippers In Search of Spices ? In 1511, Albuquerque sailed into the harbor of Malacca on the Malay peninsula ? He thought it would help destroy the Arab spice trade and provide the pw/a way station on the route to the Moluccas, aka the Spice Islands ? Their attempted takeover of the area resulted in a struggle b/w the p and ms ? From Malacca, the p launched expeditions further east, to China and the SI ? there they signed a treaty w/local rulers for trade Within a few years, the p seized control of the spice trade from ms and got profits for the p monarchy ?The p empire remained limited b/c they lacked the power, population, and desire to colonize Asian regions ? Their success was mainly due to guns and seamanship Voyages to the New World ? the sp attempted to reach the same destination by sailing across the Atlantic. Their resources enabled them to establish a bigger empire than the p The Voyages of Co lumbus ? He felt that Asia could be reached by sailing west instead of east New Voyages John Cabot explored the New England coastline under a license from Henry VIII. Pedro Cabral found South America on accident in 1500. Amerigo Vespucci wrote letters describing the NW ? The 1st 2 decades of the 16thc witnessed oversea voyages that explored the eastern coasts of NA and SA ?Vasco Nunez be Balboa led an expedition across the Isthmus of Panama and reached the PO in 1513 ? Ferdinand Magellan went around the world in 1519 ? The sp were interested in the NW b/c the 1494 Treaty of Tordesillas had divided the NW into separate p and sp spheres of influence and most of SA fell into the sp sphere. The route east around the COGH was p while the route across the Atlantic belonged to s The Spanish Empire in the New World ? Conquistadors – individuals motivated by a blend of glory, greed, and religious crusading zeal. Although authorized by the Castilian crown the groups were financed and o utfitted privately. Their superior weapons, organizational skills, and determination brought them incredible success. They also benefited from conflicts b/w the native people and diseases. Spanish Conquest of the Aztec Empire ? In 1519, a S expedition under the command of Hernan Cortes landed at Veracruz on the Gulf of Mexico.He marched to the city of Tenochtitlan, making alliances w/city states that had tired of Aztec rule. ? Especially important was Tlaxcala, a state that the Aztecs had been unable to conquer. ? When Cortes arrived at T he received a friendly welcome from Moctezuma who believed that he represented the god Quetzalcoatl ? They took M hostage and pillaged the city ? in the fall of 1520 the local population revolted against C and drove the invaders from their city ? Shortly afterward the Aztecs suffered from many E diseases from which they had no immunity. The S then destroyed pyramids, temples, and palaces. B/w 1531 and1550, the S gained control of northern Mexico Sp anish Conquest of the Inca Empire ? In 1530, Francisco Pizarro landed on the PC of SA w/steel, gunpowder, and horses ?Soon, smallpox was devastating villages, killing the Incan emperor and leaving a disagreement over who would take his place, leading to civil war ? P and his soldiers marched on Cuzco and captured the Incan capital. By1535, P established a capital at Lima for a new colony Administration of the Spanish Empire Whereas the conquistadors made decisions based on expediency and their own interests, Queen Isabella declared the natives subjects of Castile and instituted the S encomienda, a system that permitted the conquering s to collect tribute from the natives and use them as laborers. In return, they were supposed to protect the I, pay them wages, and supervise their spiritual needs. ? S settlers brutally used the I to pursue their own economic interests. They worked on plantations and in mines ? the I suffered from many European diseases ? Dominican friars protested aga inst the harsh I treatment ?In 1510 Anton Montecino spoke against it. In 1542, largely in response to the publications of Bartolome de las Casas, the government abolished the encomienda system and provided more protection for the I ? In the NW, the S developed an administrative system based on viceroys. ? S possessions were divided into 2 major units: New Spain (Mexico, Central America, and the Caribbean) w/a center in Mexico city, and Peru(western South America) governed by a viceroy in Lima ? Each viceroy served as the king’s chief civil and military officer and was aided by advisory groups called audiencias, which also functioned as judicial bodies.By papal agreement, the Catholic monarchs of S were given extensive rights over ecclesiastical affairs in the NW. They could appoint bishops and clergy, build churches, collect fees, and supervise religious orders ? Missionaries fanned out across the SE where they converted hundreds of thousands ? The mass conversions brought th e institutions of the CC to the NW New Rivals on the World Stage ? In the 17th century, northern E countries—1st the Dutch and then the French and British—moved to replace the P and S and create their own colonial empires ?The new rivalry soon had an impact on the rest of the world. Africa: The Slave Trade ? The P built forts the east and west coasts of Africa and tried to dominate the trade in gold. However, during the mid 17thc the D seized and number of P forts along the WA coast and took control over much of the P trade across the Indian Ocean ? The Dutch East India Company, a trading company established under government sponsorship, also set up in Africa at the COGH which soon became a permanent colony ?European explorations of the A coastline did not affect most people on the interior Growth of the Slave Trade Over the next 2c, the slave trade grew drastically and became part of the triangular trade connecting E, A, and Am ? The journey of slaves from A to Am bec ame known as the Middle Passage ? At 1st, local slave traders obtained their supply from regions nearby, but as demand increased, they had to move further inland ? In a few cases, local rulers became concerned about the impact of the slave trade on their societies ? Protests from A were generally ignored by everyone ? As a rule, local rulers viewed the slave trade as a source of income and some sent raiders to unsuspecting villagesEffects of the Slave Trade ? The importation of cheap manufactured goods from E undermined local cottage industry and forced families into poverty ? Led to depletion in some areas and deprived many African communities of their youngest and strongest ? the need to maintain a constant supply of slaves led to increased warfare and violence as A chiefs increased their raids on neighboring people The West in Southeast Asia ? P efforts to dominate trade in SEA were never totally successful. P lacked the numbers and wealth to overcome local resistance and coloniz e local regions.P empire was too large and P too small to maintain it ? S established itself in SEA when Mag landed in the PHL, enabling the S to gain control there and it became a base of trade for luxury goods ? The biggest threat to P came w/the arrival of the D and E, who were better financed ? the shift in power began in the early 17thc when the D seized a P fort in the Moluccas and then gradually pushed the P out of the spice trade, then the E later ? The D also began to consolidate their political and military control over the area.By the end of the 18thc, the D had succeeded in bringing almost the entire Indonesian archipelago under their control ? The arrival of the E had less impact on mainland SEA, where strong monarchies in Burma, Thailand, and Vietnam resisted foreign encroachment. ? To obtain economic advantages, the E became involved in factional disputes, though in general the states united and drove the E out ? In Vietnam, the arrival of Western merchants coincided w/a period of internal conflict among ruling groups in the country. Expansion had brought a civil war that temporarily divided the country into 2 separate states.The E powers began to take sides in local politics, w/the P and D supporting rival factions. ? the mainland states in Burma, Thailand, and Vietnam had begun to define themselves as distinct political entities. The Malay states had less cohesion and were victims of their own resources. The French and British in India The Mughal Empire ? Babur’s grandson brought Mughal rule to most of India, creating the greatestIndian empire since the Mauryan dynasty The Impact of the Western Powers ? At 1st , P dominated regional trade in the Indian Ocean, but at the end of the16thc, the B and D arrived on the scene.Soon both powers were competing w/Pand w/each other ? During the 1st ? of the 17th century, the B presence in India steadily increased. By1650, B trading posts had been established at Surat, Fort William, near the Bay of Bengal, and Madras on the southern coast. ? B success attracted rivals, including the D and F, but the B were saved by Sir. Robert Clive, who eventually became the chief representative of the East India Company in India. They were also aided by the refusal of the F government to provide finances to their people in India ?After defeating a Mughal army in 1757 at the Battle of Plassey, the BEIC received the authority to collect taxes from lands surrounding Calcutta. During the seven years’ war, the B forced the F to withdraw completely from India ? This marks a major step in the gradual transfer of the entire Indian subcontinent to the BEIC and later to the B as a colony China Western Inroads ? Although China was at the height of its power and glory in the mid 18thc, the 1st signs of internal decay in the Manchu dynasty were beginning to appear.Qing military campaigns along the frontier cost money and placed heavy demands on the treasury. At the same time, growing pressure on t he land b/c of population growth led to economic hardship and rebellion. ? the decline in the QD occurred just as E was increasing pressure for more trade. The 1st conflict came from the north, where Russian traders sought skins and furs ? To limit contacts b/w E and C, the Q government confined all E traders to a small island outside the city walls of Canton and allowed them to stay only part of the year ?In 1793, a B mission led by Lord Macartney visited Beijing to press for liberalization from trade restrictions, but emperor Qianlong expressed no interest in B products Japan Opening to the West ? P traders had landed on the islands of J in 1543, and began stopping there on a regular basis to take part in trade b/w J, C, and SEAII. They were initially welcomed, the success of Cath missionaries however, created a strong reaction against the presence of Westerners ? When the missionaries interfered w/local politics, Tokugawa Ieyasu expelled all missionaries and J Chris were now pros ecuted.The E merchants were next to go, the government closed 2 major trading post sand only a small D community was allowed to remain The Americas ? In the 16thc, S and P had established large colonial empires in the As. P continued to profit from Brazil and S had a SA empire, but S importance as a commercial power declined rapidly in the 17thc b/c of a drop in the output of the silver mines and poverty of the S monarchy ? By the beginning of the 17thc, P and S found themselves w/new challenges to their A empires from the D, B, and F West Indies The B held Barbados, Jamaica, and Bermuda, and the F had Saint Domingue, Martinique, and Guadeloupe. Both developed plantation economies worked by slaves which made cotton, tobacco, coffee, and sugar British North America ? The D were among the 1st to establish settlements on the NA continent after Henry Hudson discovered in 1609 the Hudson river. A. W/I a few years the D had established the mainland colony of New Netherland B. In the 2nd ? of the 17th century, competition from the E and F and years of warfare w/those rivals led to the decline of the D commercial empire. C.In 1664, the E seized the colony of NN and renamed it NY, shortly afterward the DWIC went bankrupt ? The E had begun to establish their own colonies in NA. The desire to practice religion, combined w/economic interests, led to colonization ? Both the NA and WI colonies of B were assigned roles in keeping w/mercantilist theory. They provided raw materials for their mother country while buying good from the latter. Navigation acts regulated what could be taken from and sold to colonies French North America ? In 1534 Jacques Cartier discovered the Saint Lawrence River and laid claim to Canada as a F possession ?It wasn’t until Samuel de Champlain established a settlement at Quebecin 1608 that F began to take interest in Canada as a colony ? In 1663 Canada was made the property of the F crown and administered by a F governor like a F province ? I t was run like a vast trading area. The F state could not its people to emigrate there so the population stayed small. They also allowed their Continental wars to take precedence over the conquest of the NA continent. ? In 1713 in the Treaty of Utrecht, the F began to cede some of their A possessions to the E ?The decline of S and P led those 2 states to depend even more on their colonies, and they imposed strict mercantilist rules to keep others out. ? S tried to limit trade w/its colonies to S ships Toward A World Economy ? During the High Middle Ages, E had engaged in a commercial revolution that created new opportunities for townspeople in a basically agrarian economy ? The beginning of E discovery of the world outside in the 15thc led to an even greater burst of commercial activity and the inception of a world market Economic Conditions in the 16th Century Inflation was a major problem in the 16th and early 17th century ? This price revolution was a E wide phenomenon, although different areas were affected at different times ? Food was most subject to price increases, especially evident in the price of wheat ? Wages failed to keep up with price increases. Wage earners, especially agricultural laborers and salaried workers in urban areas saw their standard of living drop ? Commercial and industrial entrepreneurs also benefited from the price revolution because of rising prices, expanding markets, and cheap labor costs ?Governments borrows heavily from bankers and imposed new tax burdens on their subjects, often stirring additional discontent The Growth of Commercial Capitalism ? The E trade of the 16thc revolved around the Med in the south, the Low Countries and the Baltic region in the north, and central E, whose inland trade depended on the Rhine and Danube rivers ? As overseas trade expanded, the Atlantic seaboard began to play a more important role, linking the Med, Baltic, and CE trading areas together and making E a more integrated market that was mo re vulnerable to price shifts ?W/cheaper and faster ships, the D came to monopolize both E and world trade, although they were challenged by the E and F in the 16thc ? The commercial expansion of the 16th and 17th century was made easier by new forms of commercial organization, especially the joint-stock company ? Individuals bought shares in a company and received dividends on their investment while a board of directors ran the company and made business decisions ? Made it easier to raise large amounts of capital for world trading ventures ?Enormous profits were also being made in shipbuilding and in mining and metal lurgy, where technological innovations, such as the use of pumps and new methods of extracting metals from ores proved highly successful ? The mining industry was closely tied to family banking firms. In exchange for arranging large loans for Charles V, Jacob Fugger was given a monopoly over silver, copper, and mercury mines in the Habsburg possessions of CE ? These cl ose relationships b/w governments and entrepreneurs could lead to success but also be precarious[pic][pic] ?The House of Fugger went bankrupt at the end of the 16thc when the Habsburg defaulted on their loans ? By the 17thc, the traditional family banking firms were no longer able to supply the numerous services needed for the commercial capitalism of the 17thc ? the city of Amsterdam created the Bank of Amsterdam in 1609 as both a deposit and a transfer institution and the Amsterdam Bourse, where the trading of stocks replaced the exchange of goods ? Most of the E economy still depended on an agricultural system that had changed little since the 13th century ?In eastern E, the peasants’ position even worsened as they were increasingly tied to the land in a new serfdom enforced by powerful land owners Mercantilism ? Mercantilism – the name historians use to identify a set of economic tendencies that came to dominate economic practices in the 17th century ? one of its f undamentals was a belief that the total volume of trade was unchangeable. Since one nation could expand its trade only at the expense of others, to mercantilists economic activity was war carried on by peaceful means ?According to mercantilists, the prosperity of a nation depended on a plentiful supply of bullion (gold and silver). For this reason, it was desirable to achieve a favorable balance of trade in which goods exported were of greater value than those imported, promoting an influx of gold and silver payments that would increase the currency of bullion ? They believed that governments should stimulate and protect export industries and trade by granting trade monopolies, encouraging investment in new industries through subsidies, importing foreign artisans, and improving transportation systems.By placing high tariffs on foreign goods, they could be kept out of the country and prevented from competing w/domestic industry ? colonies were deemed valuable sources of raw materials and markets for finished goods ? Mercantilism focused on the role of the state, believing that state intervention in some aspects of the economy were desirable for national good. Government regulations to ensure the superiority of export goods, the construction of roads and canals, and the granting of subsidies to create trade companies were all predicated to government involvement in economic affairsOverseas Trade and Colonies: Movement toward Globalization ? W/the development of colonies and trading posts in the Am and the East, Embarked on an adventure in international commerce of the 17th century ? What made transoceanic trade rewarding was not the volume but the value of its goods ? Trade w/i E remained strong throughout the 18thc as wheat, timber, and naval stores from the Baltic, wines from F, wool and fruit from S, and silk from Italy were exchanged ? [pic][pic][pic][pic][pic][pic][pic][pic][pic]However, this trade increased only slightly as overseas trade boomed.From 1716 to 1789, total F exports quadrupled The Impact of European Expansion ? By the end of the 18thc, it appeared that GB would become the great E imperial power The Conquered ? The NA civilizations were virtually destroyed. Ancient social and political structures were ripped up and replaced by E institutions, religion, language, and culture ? In Africa, E involvement in the slave trade led to devastating effects, especially in coastal areas ? P trading posts in the east had little impact on native Asian civilizations, although D control of the Indonesian archipelago was more pervasive ?In C and SA, a ew civilization arose called Latin Am ? It was a multiracial society—Africans, natives, and E. It had less rigid attitudes about race ? E brought horses and cattle to the Americas. Horses revolutionized the life of the Plains Indians. The two civilizations also exchanged plants Catholic Missionaries ? S and P rulers were determined to Chr the native people ? this policy gave the CC an d important role to play in the NW, one that added to church power ? Chr missionaries also went to China, the Jesuits were the most active ? they tried to point out the similarities b/w Chr and Confucian ethics ?Several hundred C officials became Catholics, but the Chr effort was ultimately undermined by squabbling w/i religious orders ? Soon Chinese authorities began to suppress Chr ideas throughout China ? They also went to Japan, where they converted some nobles ? the Jesuit practice of destroying idols and shrines and turning temples into Chr schools or churches caused a severe reaction ? The government ordered the execution of nine missionaries and a number of J converts. They were all eventually persecuted. The Conquerors ? Many E women found new opportunities for marriage in the NW b/c of the lack of women.A number of women also found themselves rich after their husbands were killed unexpectedly. ? When the mines at Potosi in Peru were opened in 1545, the value of precious me tals imported into E quadrupled ? The 185,000 pounds of gold that entered the port of Seville set off a price revolution that affected the S economy ? Columbian Exchange- the reciprocal importation and exportation of plant sand animals b/w E and the Am ? E expansion, which was in part a product of E rivalries, deepened those rivalries and increased tension among E states ? Bitter conflicts arose over the cargoes coming from the NW and Asia.The Anglo-D trade wars and the B-F rivalry over India and Nam became part of a new pattern of worldwide warfare in the 18thc. Rivalry also led to state-sponsored piracy ? E came to have a new view of the world. They created better maps and new techniques, one of which was the Mercator projection, which tried to show the true shapes of landmasses, but only in a limited area ? E were initially startled by the discovery of new people. There were differing opinions, but most felt that the natives should be converted. Their relatively easy success in d ominating native people enforced their feelings of superiority Top of Form