The Coaching Philosophy of Dr. Jack Ramsay Assignment

The Coaching Philosophy of Dr. Jack Ramsay - Assignment Example He was able to produce good results in his first major role as a coach, as he led the 76ers to three playoff appearances in four years, before moving on to do the same for the another NBA team, Buffalo Braves. (Dave, 2013). During these coaching stints, he fine tuned his coaching skills and the related philosophy, and it was optimally exhibited during his coaching of Portland Trail Blazers. When Ramsay landed on his job in Portland, Blazers had a very poor record, as they missed making to the playoffs and also could not came up with any positive winning streak in their short six year history. However, Ramsay with his optimal coaching methods plus philosophy, and by strongly imbibing those methods among a group of young and fresh individuals, made the Blazers a potent team in the 1977 season and led them to their maiden as well as their only NBA title till date. â€Å"Ramsay conducted a stunning symphony of basketball that even now testifies to the way the game should be played.† (Dave, 2013). Although, Ramsay was blessed with strong knowledge about the game of basketball, what made him successful was, he combined that skill with his good player or man-management skills. Cultivate a work ethic One of the basic approaches he followed as part of his coaching philosophy was cultivating a strong work ethic among the players, particularly regarding fitness. Being a supremely fit person himself, who participated in grueling triathlon races, Ramsay was considered one of the early coaches to stress the importance of physical fitness. He viewed general exercises like running, swimming and weight training, as a means to elevating the physical fitness of the basketball players, and thereby making them more agile, speedier and at the same time endowed with good stamina. In the book, Dr. Jack's Leadership Lessons Learned From a Lifetime in Basketball, Ramsay had this to say about fitness regime including weight training, â€Å"They not only focus on gaining strength, but also have techniques for improving agility, speed, quickness, and stamina. There is an accepted theory that strength plus quickness equals power, and power translates into improved performance in every sport.† (Ramsay, 2004, pg.105). Thus, he was of the opinion that peak fitness will result in peak performance from the players. Due to this opinion, he pushed the players to follow a strict fitness regime as part of a strong work ethic. â€Å"He put his team through conditioning drills and took them seriously.† (Dave, 2013). This cultivation of fitness centric work ethic reflected in the game plans formulated by Ramsay, and also positively in the performance of the players. Optimal fitness and the resultant agility as well as the speed of the players facilitated Ramsay to use fast break as the first option. â€Å"He didn't want his bigs to hold rebounds or slow the game. Grab it, turn, fire the outlet, and get down the court. If the guards couldn't get a layup the c enter could fill the lane on the secondary break.† (Dave, 2013). Thus, it is clear how his strong work ethic in relation to fitness provided good benefits to his teams. Good communication Another key approach he adopted as part of his coaching philosophy is building or having good communication with the players. He developed his communication skills throughout his career by maximally interacting with his players, understanding them and even by learning from his mistakes in

Aspects of ICT

Aspects of ICT Introduction Development of computers in the modern society and associated with it computerization of education is characterized by a massive proliferation of information and communication technologies (ICTs). ICT can be used for information exchange and interaction between a teacher and a pupil in the modern education system. As such, not only the teacher must master the ICT technology, but also to be an expert in applying it in his or her professional activities. It is a technological world in which children are often more comfortable than their parents and teachers.[1] Computerization of educational achieves two strategic objectives. First, it improves the efficiency of all types of educational activities through the use of ICT tools and technologies. Second, it improves the quality of training enhancing it with a new type of thinking which is relevant to the requirements of the information society. Using methods and means of information, future professionals must be able to get answers as to what information resources are available, where they are, how they can be accessed and how they can be used to improve their professional activities. In our research paper we will cover the following aspects of ICT Positive and negative aspects of using information and communication technologies in general education Review the role and place of ICT in the building of the information society Review the areas of effective application of ICT tools Review methods of ICT application to address appropriate needs of the educational process, monitoring and measurement of learning outcomes, extracurricular activities and research, in primary school educational institutions Review requirements for ICT facilities Review the market of available ICT tools and products. What is ICT? Information and communication technologies (ICT) are a combination of the hardware and software designed to implement information processes through the utilization of the computers and network technologies. The purpose of ICT in education is generally to familiarise students with the use and workings of computers, and related social and ethical issues.[2] The main focus of the research however will be dedicated to the electronic means of educational purpose, which are a subset of software tools of ICT. These include application software and electronic media, specifically designed for the educational use: a system supporting the process of learning (electronic textbooks and encyclopaedias (including network), electronic laboratory etc.). There are several venues of ICT tools utilization in the education system: In general educational institutions (primary schools, high schools, etc.) In the supplementary education (instructor-led language schools, etc.) In home-based learning (extracurricular activities, etc.) To further narrow down the topic of the research the main accent will be applied to the area of general Primary school education with emphasis on the general education of the primary education processes. According to Andrew A. Zucker who writes in his Transforming Schools with Technology: How Smart Use of Digital Tools Helps Achieve Six Key Education Goals 2008, the ICT will be successful if technology is aligned with six major education goals. Those goals are to: increase student achievement make schools more engaging and relevant provide a high-quality education for all students attract, prepare, and retain high-quality teachers increase parental and community support for students outside of school require accountability for results ICT methods and techniques Methods and techniques of ICT in teaching are aimed at developing skills in information activities of pupils and their information culture. There is a number of different teaching methods that could be employed in this area, some of them are: illustrative, reproductive, research based, corrective knowledge, incentive, motivational, etc. These methods could be tremendously enhanced by the use of ICT techniques. For example, the illustrative methods could be enhanced by using multimedia which can distinctly improve the mental activity of students due to increased visibility and emotional richness (animation, sound, video and other multimedia effects). When a teacher develops the multimedia instructional materials, he/she may use Irish local history material that enhances the educational lesson as pupils would be able to relate more to the topic which is familiar to them. Reproductive methods of education benefit through the use of learning systems offering the high level of customization on a personal-oriented education in which pupils are able to build individual educational path depending on their personal skills and abilities (perception, memory, thinking, etc.). Through the utilization of the ICT the studying process can be enhanced without adding extra burden on the teachers/their schedule. The effect of novelty and overall attractiveness of the computers to the pupils serve as an additional means to stimulate and motivate learning, improve pupils interest in studying. ICT allows and provides a venue to enhance further training thought the utilization of the gaming form of training. The value of these games is very high. Indeed, the skills of non-verbal communication channels (facial expression, gesture, posture, etc.) are important in the daily lives of pupils, and will have even greater significance in future active social and professional activities. The ability to correctly convey the meaning of the message, not only in a form of words but also in a general expression of the body is very useful to pupils in life. ICT and Students General Education and ICT Usage of ICT in teaching of general education courses aimed at improving the learning process within a given scientific field of knowledge. ICT ultimately improves the quality of instruction in schools by increasing the interest of pupils, providing the ability for a highly customized and personalized curriculum, ability to intensify the learning without the increase of working hours of the teachers. It also should be noted that there is a trend of increased usage of project team work especially in the area of research assignments. ICT is an instrumental tool in this area, with its interlinked computer technology and networking capabilities, creating a unique real time integration of sub-projects, making it possible to enhance interdisciplinary links between the general education courses. Usage of ICT tools in the management of the educational process is oriented at improving the governance process. There are several areas that could be managed by ICT; personnel management, management of logistics, management of the educational process, management of information resources. ICT modules where developed for the each of these areas. To improve the process of personnel management a human resource module, to improve the management of logistics a warehouse module, schedule module for the education process, etc. Supplementary Education and ICT Within the area of the supplementary education ICT covers two main areas: ICT as an object of study and tool aimed at enhancement of the mental abilities of children and as means of governance process improvement. The main difference between the system of the supplementary educations of children and primary education system is the lack of mandatory uniform educational standards. This feature brings a qualitative change in the methods of application of ICT, and provides teacher/school with the choice of the educational means/tools. Given that children come willingly to the supplementary education organization (as opposed to schools, where children come on a mandatory basis), the teacher pays special attention to methods of stimulating and motivating of learning. In selecting of the right content of the education, the teacher addresses the needs and interests of pupils more actively in response to innovations in the field of ICT development. Thus, the content of education does not dupl icate the primary-school science, but rather broadens and deepens it. Of course, the teacher can use all known methods of teaching, but priorities are given to the stimulating and motivating learning, research activities and games based learning techniques. ICT tools used in the management of the educational process in institutions of supplementary education oriented to improving the work with gifted children in different areas. Albeit this area boosts special features worth mentioning, specifically the fact that the organizations that provide a supplementary education are in its vast majority are of a commercial nature. As such they naturally imply a more active cooperates/collaboration with the social environment: children and their parents. In each such institution many teachers develop their own programs and techniques which are worthy of compilation and distribution, which may contribute to the further ICT tools development and, above all, the networking technologies. Home-based education and ICT ICT tools in its home-study application are oriented on individualization of the learning process of pupils and their social adaptation. Embedded training technologies in such systems are reproductive in nature, their main purpose is to help pupils to prepare for all sorts of tests/quizzes or exams and basically directed at repetition of school material. In addition, by having a computer at home, the pupil is able to more efficiently complete homework (preparing research for instance, etc.). In this case, ICT tools are the means of individualization of learning and improving the educational activities of students. As a means of social adaptation of pupils, ICT tools fulfil the need of social adaption of pupils while students communicate with each other over the Internet. Networking technologies is a powerful tool of social activity, mobility and responsiveness. Having a home Internet access and computer equipped with the ICT client allows children to receive an opportunity to partici pate in online projects, gain access to various research and data resources as well as an opportunity to demonstrate social activity. The student must be prepared to accept and assess information and develop a correct perception of any information he/she runs into, which helps developing critical thinking which should be given a particular attention by teachers and parents as this is one of the ultimate goals of any educational system. To summarize the use of ICT tools in general education is primarily aimed at improving the existing teaching technologies and management. It should be noted that ICT bolsters pupils ability in the area of data mining, analytical thinking and strengthens their research abilities while working with vast amounts of information available and given a timeline for the completion teaches pupils to effectively manage their own time and the value of team work collaboration. ICT tools are effective in improving interest of students and creation of individualized leaning methods. Application of ICT in the educational process, especially at home, requires development of critical thinking, which should be monitored and encouraged by teachers and parents. Application of networking and distributed technologies in the general education facilitates the integration of various types of best teaching practices under the ICT umbrella. ICT Computer-assisted education With every passing day Information and Communication Technology (ICT) is being adopted into various fields of educational activities. Both external drivers related to overall advent of ubiquitous informational society and internal factors such as wider adoption and spread of the computer technology in schools contribute to this adoption. Steps are taken by the governments to further encourage the adoption through appropriate funding, standard setting and training. In the vast majority of cases, the use of this technology positively affects productivity of teachers as well as the effectiveness of the learning process. The word technology is of Greek origin and means the science, the collection methods and techniques for handling or processing of raw materials, semi-finished products and convert them into objects of consumption. Current understanding of the word includes the application of scientific and engineering skills used to solve practical problems. In this case, information and telecommunication technologies can be considered as such technologies, which aim to process and transform information. Information and communication technology (ICT) is a general term describing various techniques, methods and algorithms for data collection, storage, processing, presentation and transmission of information. This definition intentionally does not include the word usage. Usage of information and communications technology presents yet another facet of technology a set of information and telecommunication technologies in education, medicine, defence and other fields of human activity that is part of overall concept of information technology. Each of these areas of information technology imposes its own limitations and peculiarities. This concept includes the full range of techniques, methods, techniques and approaches to achieve the objectives of computerized education. The cornerstone of the ICT tools is a personal computer equipped with a set of peripherals known as a hardware platform and a set of educational programs known as the software or applications. The main categories of software are system programs, applications and tools. System programs are operating systems (OS) as well as various utilities or service programs. Applications are the tools of the information technology software that enable user to work with text, graphics, tabular data, etc. With the advent of computer networks, students and teachers have a new unique opportunity to receive/send information anywhere in the world. A global telecommunications network of the Internet makes it possible to instantly access information resources (digital libraries, databases, file storage, etc.), the most popular of which is of course the World Wide Web. The internetworking capabilities allow people to communicate and exchange data using e-mail, instant messaging clients, mailing lists, news groups, chats, VoIP and teleconferencing technology. The latest development introduced tools for collaboration and cooperation which are instrumental part of the distributed computers enabling students to interact virtually with each other anywhere in the world. Technology continues to evolve and we as a society seem to be entering the age of ubiquitous computing. It is impossible to assess at this stage how cloud computing and the development of the concept of ubiquitous computing would affect the area of education, but there is no doubt that many of these technologies have the potential to significantly improve the quality of training and overall students education. At the same time, however, despite of the massive positive impact, in some cases, the use of the information technology has no effect, and in rare cases, such use has a negative effect. Concept of the information society, which includes education, gained significant boost in the early 90-ies and was taken seriously by the governments of the developed nations. Albeit the concept is not new, and was first introduced by Fritz Machlup in 1973, in his book The production and distribution of knowledge in the United States, which suggested that the information society is the highest stage of societal evolution. Positive and negative aspects of computerized education It may seem that the use of ICT is always warranted in all areas of educational activities. Certainly, in many cases it is. However, it has a number of negative aspects. Positive and negative factors of ICT should be taken into account by pedagogues. Pros are improving methods and techniques of selecting and shaping the content educational material introduction and development of new specialized disciplines and fields of study associated with the informatics and information technology changes in teaching of the traditional school subjects improving education of pupils by increasing their level of individualization and differentiation introduction of new forms of interaction into the learning process that changes the content and nature of the teacher and pupil relationship creates tools assisting in optimization of the education management creates and supports the integration trend of subject areas and the environment, Allows high level of customization. Raises level of activity of the student develops the ability of alternative thinking, building skills to develop a strategy to find solutions Allows predicting the results of decisions based on the simulation of the studied objects, phenomena, processes and relationships between them. Cons are: In spite of the obvious pros the use of ICT can lead to several negative consequences. In particular, most often one of the benefits of ICT is referred to the individualized learning. However, along with the advantages there are also major shortcomings associated with the total individualization. It limits to the minimum the live interaction between teachers and pupils, pupils with each other and surrogates it with interaction with the computer. Due to limitations of the current technology the only interface of this communication is a keyboard rather than speech. The main interface of the human mind ability to speak gets shutdown. The lack of practical dialogic communication hampers the development of the language and overall affects negatively development of the thinking process. Another significant drawback of this surrogate relationship is the curtailment of social contacts, the reduction of social interaction and communication, individualism. Certain difficulties and negative aspects may arise from the use of the ICT tools that provide teachers and students considerable flexibility in finding and using information. Often confusing and complicated methods of presentation may cause the diversion of the pupils from the studied material due to various inconsistencies. Moreover, the nonlinear structure of information exposes the student to the temptation to follow the suggested links that which can derail the purpose of the exercise in its entirety. The use of information resources published on the Internet, often leads to negative consequences. Most often, the use of ICT tools triggers plagiarism cut and paste of the readily available projects, essays, reports, research papers, etc. which does not enhance the effectiveness of learning process. ICT tools can be not only a powerful tool for the formation and development of children but conversely, promote a standard pattern of thinking and inert attitude to work. In many cases, the use of ICT and real time availability of data deprives and prevents students from conduct real experiments by their own hands, which adversely affects the learning. And last but not least, the health aspect of pupils must be taken into the most serious consideration as the excessive of ICT equipment could negatively affect the health of a child. Methods of ICT application in the education process ICT tools can be used as a mean of support in the traditional methods of education. In this case, ICT enhances the training process, provides a venue for certain level of customization of learning and allows for partial automation of routine work of teachers related to accounting, organization and grading. On the other hand, ICT could lead to a drastic change of educational process, forcing the revision of methods and forms of organization of educational process. Induces the construction of integrated courses based on the use of information content in each school disciplines. The need for specific knowledge which is either not available in a single individual subject, i.e. interdisciplinary knowledge is needed or there is a need for a deep dive research a need to explore a number of concepts, theories and laws that cannot be obtained in a standard teaching. The need for the reproductive abilities. A need to prepare for the quiz which has time limitation. The need for creative thinking. Development of the optimization skills. Most cost-effective solutions or the most optimal variant of process The need to develop tailored personalized qualities. Formation of students sense of responsibility towards others, towards themselves. All of the above reasons and factors suggest that the use of ICT tools in teaching students on a bigger is better principle may not lead to visible improvement in the efficiency of education. ICT use requires a balanced and well-reasoned approach. Information Society and ICT Using the amount of knowledge as a criterion it was determined that the amount of human accumulated knowledge is skyrocketing and is doubling[3] every 5 years since 1970. Using this figure as the amount of accumulated human knowledge as a criterion for awarding the public status of the information society is justified, because according to some estimates, since the beginning of our era, the first doubling of the accumulated knowledge of mankind took place in 1750, the second the beginning of the twentieth century, the third already by 1950 year. Since 1950, the total amount of knowledge in the world doubles every 10 years, since 1970 every 5 years. The history of the information society contains the history of the origin and development of new types of human activities associated with computers. Such growth resulted in an appearance of a specialized group of people employed exclusively in the information industry (operators, programmers, system analysts, designers, etc.). Obviously, the emergence of new scientific and professional areas requires specialized training with not only the specialized content but also particular methods and means of educ ation. Therefore it is not a coincidence that computer based education achieves two strategic objectives. It improves the efficiency of all types of educational activities through the use of ICT and improves quality of training through a new type of thinking the relevant requirements of the Information Society. The computer-based education is an integral part of the information society. The transition of modern society to an information era of its development advances as one of the major challenges facing education, the task of forming the foundations of an information culture of the future specialists. Societys need for skilled personnel possessing a necessary skillset becomes a leading factor in educational policy. Today, it is virtually impossible to find a school which would not have ICT implemented in some form. In todays world everything is interconnected. It is obvious that computer-based education and information society development are closely linked, constantly affecting each other. Here are several of these areas of overlap changes in content and functions of education, forms and methods of teaching activities positive impact of ICT tools and information on the development of creative abilities educational impact of information technology the emergence of the possibility of using multimedia technologies in education further development of continuing education in the information society Development and widespread use of electronic models of learning the establishment of developmental education based on the information resources of society a combination of traditional and innovative ways of learning in the information society formation of information culture of teachers to work in all forms of educational process generation of new approaches to the management of the institution and assessing the quality of teacher work globalization and integration of educational services in the information society Information technology in school education Types of audio-visual and technical equipment used in teaching. The birth of ICT did not happen overnight and was preceded by a rapid development of various non-computer devices known as technical and audio-visual training aids. For the extended period of time, technical means of training were attributed only to the hardware: slide and movie projectors, television sets, tape recorders and CD-players, as well as specially designed teaching materials and aids such as filmstrips, cassettes and compact discs. These learning tools at different stages of development of the education system were the main tools for improving the efficiency of storage, processing, transmission and presentation of educational information. In the absence of computer equipment they have played the role of information and communication technologies. A hundred years ago, with Thomas Edison invention of phonograph, the first incarnation of ICT was born. A that time with the advent of the ability to record, store and playback audio all the problems of education were seen to be solved; today of course, it is obvious that not all such problems have been solved completely. Throughout the last century a variety of teaching tools were introduced; each time resulting in more advanced informational support system of the learning process, which in turn a positively impacted the effectiveness of teaching. At present, any educational institution possesses a subset or a full set of the following: audio recording and playback (tape, CD-players) voice/data transition systems (telephone, fax, teletype machines, radio communication systems) video/radio broadcasting equipment (television, radio, educational television and radio, DVD-players) optical and photographic equipment (cameras, slide projectors, overhead projectors) Printing, copying, scanning and other equipment designed for documentation and reproduction of information (copiers, microfilm, microfiche) computer facilities used for the electronic submission, processing and storage of information (computers, printers, scanners) telecommunications systems for the transfer of information through communications (modems, network wire, satellite, fibre optics, microwave and other communication channels) Analogue Equipment: Audio tape recorders, microphones, amplifiers, speakers, recorders, radios, language equipment, tapes, records) Graphic and photographic tools cameras, slide projectors, overhead projectors, filmstrips, slides, images on the tapes Projection equipment cameras, projectors, films Movies and TV facilities TVs, monitors, cameras, camcorders, VCRs, video players, video projectors, video tapes). Digital equipment: Audio digital voice recorders and players, digital CD-ROMs Graphic and photographic tools digital cameras, laser and magnetic disks, storage memory card Projection Technology multimedia projectors Movies and TV facilities digital video recorders, DVD-players and DVD-players, laser and magnetic disks, electronic memory card) Computer tools Computer multimedia tools to record, process and playback sound, recording processing and visualization of text, graphics and photographic facilities; recording, processing and playback. With the advent of the internet the computer serves as a cornerstone of the ICT and enables a number of features which were unavailable in non-internetworked world; telecommunication between people, real time collaboration and real time access to information resources. Computer technology gives unique opportunity to combine different technologies and different means such as sound, text, photos and video into one cohesive venue of delivery. However, introduction of computer technology brings an interesting point. At first glance, it would be logical to include other technologies and tools of relevance to the processing and presentation of information used in education. However, at the same time, the universality of the computer brings the educational technology to the whole new level and questions the usage of all non-computer based tools with the exception of the book perhaps, as they are losing relevance. Today, for obvious reasons, it is practically impossible to find a modern educ ational film-strip or phonographic disks. As such, the implementation of computerized education will lead to increased use in of advanced information and communication technologies. Therefore, our research was concentrated on all aspects on the ICT: computer hardware and software, as well as their practical content. Hardware Computers and devices, commonly referred to as hardware, is a platform of any ICT system and should be carefully selected with the idea of being part of the educational process behind. Despite its apparent youth, computers have a fairly rich history. The idea of automating calculations which gave rise to the creation of the first computing devices is not new and has been entertained for a long time. The first operational summing machine was built in 1642, Blaise Pascal, a French physicist, mathematician and engineer. Despite the fact that the initial calculations were performed by mechanical devices and tools, such devices can still be considered as tools of information processing and, consequently, the predecessors of the computers used in various fields of human activities, including teaching. Even four decades ago the computation was widely done by mechanical calculators, and electro-mechanical proto-computers. However, because of its bulkiness, difficulty of use, high cost, low-speed of information processing and a number of other reasons a computer could not find a proper application in the field of education at that time. A rare exception is higher education, the availability of computers in which justified the need for training in a number of professions such as computer science. Moreover, teachers and students work usually with one computer. It is in these universities sprung up first experience of computerized education. However, the real large-scale introduction of computers into all educational activities took place in the early 80-ies of the last century; PCs stressed the word personal i.e. one computer one person approach; its compactness, speed, relatively low cost, availability of a large number of devices that extend the capabilities of personal computers, all that contributed to the raise of PC in every facet of our lives, including education. The main direction of PC development was on expanding capacity to process information. Gradually, the hardware evolved and allowed people to create, store, process and transmit text, graphics, photos and video clips and sound. Due to its versatility personal computers provide maximum amount of benefits for education purposes. Most of the teachers and students are working with personal computers available in every school. Through personal computers held theoretical lessons and practical exercises, measured the level of knowledge, and conducted research, distributed workload, and planned extra-curricular activities, carried out educational projects and self-education activities. In this regard, c

What it Means to Value Another Person :: Free Essay Writer

What it Means to Value Another Person What does it mean to value another person? The major consideration is to value their ideas and feelings. As an individual is natural for us to put our ideas and feelings first, above all else and not consider others. When valuing another person as an individual you must take the time to listen to all their concerns and take action and follow up on them. As individuals we must all be treated differently because of our different needs. For all individuals there must be made an attempt to be fair and even with the enforcement of rules and regulations. To value another person we must also value their ideas on an individual basis. As an individual our ideas will be different in most areas of life. This does not mean that we must agree with every idea presented to us. To value another persons idea we must give it full consideration and then make a decision based on the needs of the whole not just on the needs of the individual. To do this we must make an attempt to place their ideas on an equal footing with all others and evaluate the merit of the idea. How do you value another person’s feelings? First we must take the time to listen to the problem or idea they have. In some cases this will be enough to show the value you place in them. Next we must put ourselves in their position to get some idea of where the feelings are coming from. Next their needs to be some attempt to find an outlet for those feelings if needed. This solution or outlet will be important if the act of listening and valuing is not enough to assist the individual in their issues. Rules and regulations must be enforced evenly and without prejudice for all individuals. The easiest way to not value an individual is to treat them unfairly. This sounds like a simple cut and dry issue but policy and rule enforcement are the biggest issues to and individual if they perceive them to be enforced unfairly.

Continuity & Change Over Time Essay

During the time period between 600 and 1750, economic and social continuities and changes impacted Western Europe immensely. One particular economic alteration was the decline of feudal manoralism, prevalent in the early medieval era, as a result of the restoration of commerce following the Crusades. Another major change was the socioeconomic impact of the Age of Exploration circa 1500, which would establish European Hegemony. While economic transforma-tions occurred throughout Western Europe, the influence of the Roman Catholic Church was continuous despite fluctuations in its authority. After the fall of the Roman Empire in 476 CE, Western Europe became divided into the Germanic Kingdoms that characterized the Middle Ages. Trade languished during this time as a result of the constant warfare (feuds) and political instability that ensued after the fall of Rome. For this reason, self-sufficient manors managed by local warlords developed. Rigid social stratification defined the period with a hierarchy comprised of Kings, Noblemen, Knights and peasantry. Socially, living conditions were unfavorable, and the Black Plague ran rampant devastating the European populace circa 1350. Between 1100 and 1300, Western Europeans embarked upon a series of religious quests against Muslims, known as the Crusades. European soldiers fighting in the Middle East were intrigued by foreign goods and the Muslim preservation of long forgotten Greco-Roman ideals. Amazed at such riches and ideas, they returned home to introduce and expose Western Europeans to what they had discovered. As a result, commerce was resumed and interregional trade networks were created to obtain foreign â€Å"luxury† goods that were at increased demand. Fortunately the war had forged European contacts with the Middle East via the Mediterranean Sea, which allowed for merchandise to be acquired from lands as far as China without extended voyages. As trade once again began to flourish, Europe saw the decline of manoralism. This was due to the rise in the merchant class which challenged the power of the Aristocracy, thereby weakening their influence.  Increased business in port cities caused urbanization in several areas in addition to an emerging middle class. Burgeoning trade and economic prosperity allowed for the resurgence of Greco-Roman intelligence and culture in what is known as the Renaissance, which spanned from the fourteenth to the seventeenth century. In the midst of the Renaissance, world trade was prosperous and vast. Nations established personal control through the commercial contacts that they established. In an effort to shorten certain trading routes and obtain a more surmountable amount of natural resources, many nations entered the Age of Exploration circa 1500. Christopher Columbus, in an effort to discover a more efficient route from Western Europe to India, accidently unearthed the Americas in 1492. His discovery led many other European nations to pursue imperialistic endeavors in what had become known as the New World. Two Spanish conquistadors, Cortez and Pizarro, made a profound impact on the areas they conquered in the New World. In Mexico, the native Aztecs were overpowered by Cortez’ forces. A majority fell ill from susceptibility to European diseases, while the rest were placed into coercive labor systems. Similar fates were bestowed upon the Incas subjected to Pizarro’s control. The Spanish created these colonies as a source of raw materials and cheap labor to support their expanding economic endeavors. To assert control over the native populations, the encomienda and mita systems were utilized. These systems, originally devised as a means of converting natives to Christianity, were in reality, inhumane, harsh organizations that devastated local populations. Through coercive labor systems and colonization, European nations were able to lay the foundation they needed to attain hegemony during this time period. Between 600 and 1750, the Roman Catholic Church continued to play a constant role in Western Europe. During the feudal period, the church developed its strong authority due to the decentralized political nature of Western Europe. In this instance Christianity acted as a unifying force amongst the several divided kingdoms of the age. Upon entry into the Crusades in 1095, the Church’s influence was at its peak as European soldiers rallied in opposition to Muslim forces encroaching on Byzantine territory. Those who  fought returned from the conflict to spark interests in worldly luxury products and thought laying foundation for the European golden age or Renaissance. Intellectual movements spurred by Renaissance thought led many to question the morality of the Catholic Church, specifically in regards to the sale of indulgences. Martin Luther, a Catholic monk, witnessed firsthand the lavish way in which clergy were allowed to live due to their increased secular power. He strongly disapproved of their practices and pursued reform through his 95 theses. The Church’s failure to comply with his proposals resulted in his decision to begin the Protestant Reformation. This division in the Catholic Church combined with an increase in monarchal authority temporarily decreased the church’s influence. Circa 1500, the Age of Exploration transmitted material goods as well as cultural and spiritual ideals. The Spanish conquistadors who conquered regions of Latin America instilled upon the natives their Roman Catholic faith thus replacing their polytheistic worship. What at first was evidence of religious exploitation, as seen in the coercive labor systems established, was transformed into a force of social stability that dominated everyday life. The spread of Christianity to the New World once again established the Catholic Church as a religious authority with substantial influence. Economic and social patterns between 600 and 1750 were transformed due to several changes and continuities throughout Western European society. The European decline in feudalism was impacted immensely by the resurgence in commercial activities following the Crusades. The prosperity that ensued from increased world contacts laid the foundation for eager explorers to trail their ambitions during the Age of Exploration. Their discoveries and conquests would then establish European Hegemony at the expense of many aboriginal people subjected to coercive labor. Throughout this time the Roman Catholic Church continually held a place in society despite fluctuations in their authority and support.

Persuasive Letter Essay

Possible internships for your company In such a successful and powerful company such as, M&M Title Services, inc. , you probably are a very busy company. Sometimes having a few extra people around to help out in the company can be very helpful. For this reason, City College is offering well trained and qualified interns to work and internship in your company. At City College, our students are very hardworking and intelligent people. In order for us to allow a student to become an intern, they must meet certain requirements such as having completed two or more courses in the area of internship and received a â€Å"B† or better. According to our internship program: Interns that work for your company can either be paid or unpaid, should involve substantive work supervised by someone in your company and must have at least 100 hours of on-site work experience during the term. We at City College are more then willing to discuss and compromise on any of these requirements. You may be debating whether or not students at City College can really be good interns, but let me assure you, these students are one of the best and can be outstanding interns. I encourage you and your company to have one or more of our student’s intern in your company, you won’t regret it. Sincerely, Stephanie Morales Stephanie Morales Director of Internship Program

Death Be Not Proud Quotes

'Death Be Not Proud' Quotes Death Be Not Proud is a 1949 memoir written by American journalist John Gunther, about his son Johnny, who was a Harvard-bound teenager when he was diagnosed with cancer. He fought bravely to try to help doctors find a cure for his ailment, but died at age 17. The books title comes from a sonnet by metaphysical poet John Donne: Death, be not proud, though some have called theeMighty and dreadful, for thou art not so;For those whom thou thinkst thou dost overthrowDie not, poor Death, nor yet canst thou kill me.From rest and sleep, which but thy pictures be,Much pleasure; then from thee much more must flow,And soonest our best men with thee do go,Rest of their bones, and souls delivery.Thou art slave to fate, chance, kings, and desperate men,And dost with poison, war, and sickness dwell,And poppy or charms can make us sleep as wellAnd better than thy stroke; why swellst thou then?One short sleep past, we wake eternallyAnd death shall be no more; Death, thou shalt die. Here are some quotes and questions for consideration from John Gunthers Death Be Not Proud. God is whats good in me. Johnny Gunther said this at the age of 6, and it shows that even as a small child, he had a desire to do something meaningful and good for the world. Why do you think his father chose to include this in the novel? Does it give us a better understanding of who Johnny is and the person he might have grown up to become? I have so much to do! And theres so little time! Rather than wallow in self-pity, this is Johnnys reaction after the first exam shows the tumor that has been giving him neck pain. He says it to his mother Frances, and it seems to suggest that he knew his diagnosis was terminal. What do you think Johnny meant by saying he had so much to do? A primitive to-the-death struggle of reason against violence, reason against disruption, reason against brute unthinking forcethis was what went on in Johnnys head. What he was fighting against was the ruthless assault of chaos. What he was fighting for, as it were, the life of the human mind. His father realizes that Johnnys battle is not just his own, but that hes seeking answers that will benefit others who may suffer the same illness. But even as he tries to think of a solution, the brain tumor is affecting Johnnys mind and his memory. Oh how tired I feel. What a gut-punch for Johnnys father to read this entry in the young mans diary. Johnny often tried to shield his parents from the depths of his suffering, and even this only touches on a fraction of what he must have been going through at the time. Did this make you think perhaps the treatments Johnny was enduring were not worth the pain he was enduring? Why or why not? Scientists will save us all. Taken out of context, this could be read as an ironic or angry statement about medicines failure to save Johnny from the effects of the brain tumor, but its actually a statement from Johnny himself, written in a final letter to his mother. He feels confident that his battle will not be in vain, and that even if hes not cured, the treatments the doctors tried for him will prompt further study. My grief, I find, is not desolation or rebellion at universal law or deity. I find grief to be much simpler and sadder... All the things he loved tear at my heart because he is no longer here on earth to enjoy them. All the things he loved! The devastating reaction of Johnnys mother Frances as she comes to terms with his death. Do you think this is a feeling commonly shared among the bereaved? How much more acute do you think this feeling is for bereaved parents? These quotes are just one part of our study guide on John Gunthers Death Be Not Proud. See the links below for more helpful resources: Overview of Death Be Not Proud Characters in John Gunthers Death Be Not Proud Terms / Vocabulary Review: Death Be Not Proud Questions for Study Discussion

McCulloch vs. Maryland essays

McCulloch vs. Maryland essays One of the most famous supreme court cases of all time took place in Maryland in 1818. The case was between James W. McCulloch vs. the state of Maryland. This was around the time that the big and small state plans were being determined and national and state laws were blurry in how much power each of them had. This case has to do with the powers of the national and state governments. It was the case that also had to do with the necessary and proper clause, and stated that national government has power of state and local governments. The whole case began because of problems with a National Bank. In 1798, treasury secretary Alexander Hamilton chartered the United States first National Bank. However, the Republican congress had let the charter run out in 1811. In 1816 President Madison realized that had been a mistake, and convinced congress to charter a second bank. The charter was granted even though the bank was not a very popular institution. James W. McCulloch was the manager of the banks branch office in Baltimore, Maryland. This was just one of 18 branches around the country. In 1818, the state of Maryland imposed an annual tax of $15,000 on the bank in an attempt to get rid of it. In Maryland, Mcculloch refused to pay. He said that the bank was controlled by the national government and the state was trying to tax it as if it were a state-chartered institution. A lot of lawsuits ensued, with the bank calling the tax unconstitutional and the state calling the bank illegal. This was the beginning of one of the supreme courts most extraordinary oral arguments in its history. The issue went far beyond the bank to exactly what congresss powers were. There is nothing in the constitution that specifically grants congress the power to establish and charter a bank. So the question came down to whether congress is limited to exercising only those powers that have been expressly granted to it by the Constitutions crea...