Factors Of American Imperialism - 916 Words

American Imperialism was a huge goal in the 1850’s. Many main powers like Great Britain, France, and Spain were already very powerful global competitors and America saw that as the key for them to expand and establish more colonies in different countries. By having oversea power, America would equal out to the other countries power. There were three main factors that fueled American Imperialism. The desire for military strength in order to have a more profound military presence in other countries was a huge deal. Also, thirst for new markets because of the overproduction of goods was a problem. The belief in cultural superiority was an idea that mostly surrounded around the need of justification to expand. Without these motivating†¦show more content†¦This was a huge step for our Military power because of the assertiveness and fact that we could use one of our imperialist powers to our advantage (Document G). Another motivating factor was the thirst for new markets. The main problem was that American industries produced more goods than we could consume so we sought out other countries in order to get rid of the surplus of goods. We also needed more natural resources to make products. Foreign expansion was seen as the solution to economic depression and trade. The acquiring of many countries occurred because of the need for the new markets. In 1867, Secretary of State William Seward purchased Alaska from Russia because of its mass amount of gold and even ended up selling each acre for two penny for a profit. Another country that America wanted to acquire was Hawaii. Sugar plantations were the main attraction at the point. By annexing Hawaii, white planters would profit from close ties to the US and were able to import sugar to the US tax free. This was a win for American Imperialism because the country had more places to sell goods and get natural resources from and eventually got a profit from the use of native sugar plantations. Secretary of State John Hay created The Open Door Notes in 1899 as another way to keep the markets going and the trading process while using imperialist power. TheseShow MoreRelatedMilitary Strategic Interest as an Imporatant Factor in American Imperialism525 Words   |  3 PagesThe most important factor in America imperialisms from 1865 to 1914 was military-strategic interest. This is the most important factor because during this time period the United States acquired the Pacific islands of Midway, which served as an important stopping place for American ships e route to China, and American merchants. Also American gained territories after the Spanish-American war. Another thing was the creation of the Panama Canal which helped America. The final thing is the foreign policiesRead MoreImperialism Essay771 Words   |  4 PagesImperialism could be considered as a defining characteristic of America in the late 19th and early 20th centuries. Imperialism is defined as â€Å"a policy of extending a countrys power and influence through diplomacy or military force† (Imperialism and Immigration). When it comes to imperialism in America, I must say that other factors were more influential than social Darwinism. Although I do agree to a certain extent that social Darwinism did play a big role, things such as expansionist objectivesRead MoreCauses And Effects Of U.S. Imperialism812 Words   |  3 PagesUnited States Imperialism from 1870 to 1916, one finds that there are three main factors. These major factors of United States Imperialism in this time period are: Hawaii, the Spanish-American war, and Theodore Roosevelt. In this time period Hawaiian islanders were very happy to live traditionally, but Americans were not content with the traditional ways of the Hawaiians (Buschini, n.pag.). Even though America seemed to be on the road to imperialism with Hawaii, the Spanish- American war actuallyRead MoreEssay On Ecological Imperialism1618 Words   |  7 PagesE cological Imperialism and the New World Starting from the times that countries started travelling overseas and conquering other lands, they used this newfound power to supply their own greedy desires through ecological imperialism. This process altered this new landscape and homogenized it into the ways Europeans wanted it with the natives taking all or most of the side effects, while all the benefits went to the colonizers. Using various sources from authors such as Crosby, Piper, SandlosRead MoreImperialism DBQ Essay examples636 Words   |  3 PagesA.P. U.S. II DBQ What role did Imperialism play in shaping U.S. foreign policy in the late 19th and early 20th centuries? Prior to the late 19th century, the United States was preoccupied with domestic affairs and simply used the Monroe Doctrine as their lone foreign policy. By the late 19th century, however, domestic concerns suppressed just enough to let foreign issues take the spotlight. The Industrial Revolution brought mass production, which forced the United States to seek a new global marketRead MoreTo What Extent Was Late Nineteenth-Century and Early Twentieth-Century United States Expansionism a Continuation of Past United States Expansionism and to What Extent Was It a Departure?1184 Words   |  5 Pagesnineteenth-century and early twentieth-century United States expansionism was a continuation of past United States expansionism, and, to an extent, a departure. The two main ways of land gain for the United States were through expansionism and imperialism. These two means have several similarities between them. For instance, both of these policies led to conflicts. During expansionism, the main logic behind new statehood was to have the â€Å"upper edge† for free or slave states. Of course, this desireRead MoreCauses Of Imperialism1107 Words   |  5 PagesImperialism Essay Growing up, many children play the board game â€Å"Battleship,† where a player’s main goal is to conquer his opponent’s ships and, eventually, land. Similarly, in the late nineteenth and early twentieth centuries, the nation of Europe and other countries took over and influenced countries that they believed were inferior to them. This process, known as imperialism, is defined as â€Å"a policy of extending a countrys power and influence through diplomacy or military force† (googleRead MoreImperialism And Its Effects On America860 Words   |  4 Pages Imperialism is the acquisition of new territories by a state and the incorporation of these territories into a political system as subordinate colonies (Tignor G-12). Under imperialism, stronger nations attempt to create empires by governing fragile nations; economically, politically, culturally, or military. The reason why this imperialism grew in Africa and Asia was because of economic factors, nation alist factors, military factors, and humanist factors. Not everyone agreed with imperialism, theRead MoreAnalysis Of Rudyard Kipling s The White Man s Burden / Send Forth The Best Ye Breed1132 Words   |  5 Pagesthought that the culture of predominantly white, Western nations, such as America and England, was superior to foreign cultures. He was an admirer of British imperialism in India, and was a strong advocate for America’s involvement in the Philippines. Kipling earnestly believed that foreign peoples would benefit from the forceful introduction of American culture. This position has, of course, proven to be heavily misguided, and the damaging effects of colonialism are still being felt today in the GlobalRead MoreCause and Effect on World War 1 Essay743 Words   |  3 Pageswar was between the world’s greatest powers as two opposing sides; the Central Powers and the Allies. It was a chain of events that had started this was which consist of key features such as imperialism, alliances, growth of militarism, crisis, and nationalism. It was the result of these accumulating factors that had eventually evoked war. The effects on World War One included over 8 million deaths, higher taxes, rationing of food, and etc. Imperialist is considered a primary cause of war. With

Patients With Pancreatic And The Prognosis Of Lung Cancer...

Among patients with pancreatic (1), hepatocellular (2), or breast (3) cancers, comorbidity caused by diabetes mellitus (DM) contributes to diminished long-term survival. Yet, the influence of DM on the prognosis of lung cancer patients remains ambiguous. In lung cancer patients, two studies have shown that patients with DM survived longer than those without (4, 5). In one of these studies (4), the conclusion was based on a small number of patients with unclear diagnostic criteria for DM and inappropriate statistical analyses. In the other study (5), although a larger patient cohort was included, the proportion of lung cancer patients with DM was low (4.5%), and the definition of DM was ambiguous. Also, the survival was very short,†¦show more content†¦Lung cancer diagnosis for each patient was confirmed by pathology and/or cytology, as defined by the WHO classification, and classified according to the 2010 UICC TNM system (12). We reviewed patient records to evaluate the ind ications and outcomes. DM was defined by an FPG level ≠¥ 126 mg/dL, a non-FPG level ≠¥ 200 mg/dL, or an HbA1c level ≠¥ 6.5%. Patients currently taking or having taken medications for diabetes were also defined as having DM. The study cohort was divided into lung cancer patients with (DM group) or without DM (non-DM group). Statistical differences between the DM and non-DM groups were determined with the Mann-Whitney and chi-square test. Survival curves were assessed with the Kaplan–Meier method and the log-rank test. Survival refers to the interval, in months, from the initiation of the first therapy or supportive care, until the date of death or the last follow-up. The Cox proportional hazards model was used to study the effects of clinico-pathological factors on survival (13). All statistical analyses were performed using SPSS 10.1 for Windows (SPSS, Chicago, IL, USA), and a P-value of 70 years), PS (0-2 vs 3-4), pathology (NSCLC vs SCLC), clinical stage (stages IA-IIIB vs IV), and first-line therapy (standard therapy such as surgery, chemoradiotherapy, or chemotherapy vs supportive care only). However, significant differences

Texting vs. Drinking While Driving Free Essays

Kameron Colley Maribeth Farr English 101 October 3, 2012 Texting While Driving vs. Drinking While Driving Texting and drinking while driving are very serious. Many negative things can be avoided by someone choosing to make the right decisions. We will write a custom essay sample on Texting vs. Drinking While Driving or any similar topic only for you Order Now While driving the person’s undivided attention should be focused on the road and surroundings ahead. A person never knew what could happen while driving. Texting while driving are similar because they both have consequences, are a distraction, and can be fatal. The first way texting and drinking while driving are similar is because they both have consequences. If someone is texting while driving they are increasing not only the possibility of killing themselves but of killing someone else. If someone is caught texting and driving, the officer in charge is responsible for issuing them a ticket or fine. Also, points will be marked off against their driver’s licenses. If someone is caught driving under the influence, the officer in charge is required to arrest the driver. Once they are in custody a fine will be issued, alcohol classes are scheduled, and the person’s drivers license will be suspended or revoked. The consequences can easily be avoided by choosing to make the right decisions. The consequences behind texting and drinking while driving should not be taken lightly. The second way texting and drinking while driving are similar is because they are both a distraction from driving. While texting and driving the person is paying more attention to their phone than the road. The average text message takes a person’s eyes off the road for an average of five seconds. This means they are driving blindly, unaware of their surroundings increasing their chances of wrecking. Drinking while driving is a serious hazard not only to the person driving, but the people surrounding them. Drinking while driving is a distraction because the person is mentally unstable. This causes the person not to be capable of driving. The amount of brain activity that is focused on driving is reduced because they are unable to focus on their surroundings. Choosing not to text or drink while driving increases your ability to concentrate on the road. The distraction behind texting and drinking while driving is something people should really consider before choosing to make a decision that could be dangerous. The final way texting and drinking while driving are similar is because they both can be fatal. When a person is texting and driving they are not completely focused on the road. This could cause them not to see the person, vehicle, or object in front of them. Drinking while driving can be fatal because the person is mentally unaware of the road or their surroundings. A person being mentally unstable increases their chances of wrecking. How would someone feel knowing that they could of prevented the accident. They could of kept from taking someone’s life or their own by just following the law and making the right decisions. Fatality is something that can be easily prevented if people would only choose to not text and drink while driving. Texting and drinking while driving are similar because they both have consequences, are a distraction, and can be fatal. A person is not capable of concentrating on the road while texting and drinking while driving. Many wrecks, injuries, and fatalities are caused by texting and drinking while driving everyday. Only if people would choose to make the right decisions, the wrecks could easily be avoided. How to cite Texting vs. Drinking While Driving, Essay examples

Project Planning and Budgeting

Question: What challenges do project managers face when estimating project costs? Answer: Introduction The cost management is one of the most difficult aspect in the project management. The project managers need to be sure the cost off the project in order to estimate more accurately the cost at the beginning (Kerzner, 2013). Various challenges faces the project managers when estimating on the project cost these are as follows: one of the challenge is as a result of intricacies, uncertainties, contradictory interests and priorities of the task underway (Akhilesh, 2014). The project manager are unable to expect to plan for the venture as well as develop a precise estimation of the cost as a result of the numerous parameters , that happen to be associated with the projects .Other challenges the project manager not being able to effectively incorporating the diverse distributed project configurations as well as the characteristics (Kerzner, 2013). Additionally they require a comprehensive data, which they are not fully available for the starting projects and these projects usually requir e domain experience of which these managers may not have in order to derive accurately the estimates. Tools and Techniques can Project managers use to Ensure that their Estimates are Accurate. Tools and techniques which could be used are expert judgement where they could use the knowledge which they have gained from the past management experience. Another way could be through the analogous estimating. This is through the metrics from the preceding, equivalent project to function as the basis of the existing projects (Akintoye, 2000). This approach takes the actual cost of the earlier to be the baseline of the current project and then adjustment are known for the differences. A tool to use for the estimation of the cost is bottom up estimating. This entails the estimation of all the personal work activities with great level of details, then summarizing on the high level of estimates with the combination of personal estimates. Moreover, other tools such as vendor bid analysis could be used (Akintoye, 2000). This method entails the determination of what the project should be based on the review of the proposal of the vendor bids (Kerzner, 2013). Some managers have also used t he three point estimates, reserve analysis or even project management estimating software for the estimation of the costs. References Akhilesh, K. B. (2014). Project Planning and Budgeting. In RD Management (pp. 49-60). Springer India. Akintoye, A. (2000). Analysis of factors influencing project cost estimating practice.Construction Management Economics, 18(1), 77-89. Kerzner, H. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons.

Amazing Sand Dollar Facts

Amazing Sand Dollar Facts A sand dollar (Echinarachnius parma) is an echinoid, a type of invertebrate animal whose skeletons- called tests- are commonly found on beaches the world over. The test is usually white or grayish-white, with a star-shaped marking in its center. The common name for these animals comes from their likeness to silver dollars. When they are alive, sand dollars look much different. They are covered with short, velvety spines that  are colored purple to reddish brown. Fast Facts: Sand Dollar Scientific Name: Echinarachnius parmaCommon Name(s): Common sand dollar or northern sand dollar; also known as sea cookies, snapper biscuits, sand cakes, cake urchins, or pansy shellsBasic Animal Group: InvertebrateSize: Live adult animals measure between 2–4 inches in diameter, and approximately 1/3 inch thick  Lifespan: 8–10 yearsDiet:  CarnivoreHabitat: Northern parts of the Atlantic and Pacific oceansPopulation: UnknownConservation Status: Not evaluated Description Living animals of the common sand dollar (Echinarachnius parma) species are generally sub-circular, measuring approximately 2–4 inches across, and are coated with spines that are purple, reddish-purple or brown in color. The test of the sand dollar is its endoskeleton- it is called an endoskeleton because it lies underneath the sand dollars  spines and skin, and it is made of fused calcareous plates. This is different than the skeletons of other echinoderms- sea stars, basket stars, and brittle stars have smaller plates that are flexible, and the skeleton of sea cucumbers is made up of tiny ossicles buried in the body. The top (aboral) surface of the sand dollar test  has a pattern that looks like five petals. There are five sets of tube feet that extend from these petals, which the sand dollar uses for respiration. The sand dollars anus is located at the rear of the animal- found in the edge of the test below the single vertical line extending from the center of the star. Sand dollars move by using the spines located on their underside.   Daniela Duncan / Getty Images Species Sand dollars are echinoderms, which means like sea stars, sea cucumbers, and sea urchins, they have a radiating arrangement of parts and a body wall stiffened by bony pieces such as spines. In fact, they are basically flat sea urchins and are in the same class, Echinoidea, as sea urchins. This class is divided into two groups: the regular echinoids (sea urchins and pencil urchins) and irregular echinoids (heart urchins, sea biscuits, and sand dollars). The irregular echinoids have a front, a back and basic bilateral symmetry on top of the normal pentameral symmetry (five parts around a center) that regular echinoids possess.   There are many species  of sand dollars. Besides E. parma, those found commonly in the United States include: Dendraster excentricus  (Eccentric, western, or Pacific sand dollar) are found in the Pacific Ocean from Alaska to Baja, California. These sand dollars grow to about 4 inches across and have gray, purple or blackish spines.Clypeaster subdepressus  (Sand dollar, sea biscuit) live in the Atlantic Ocean and the Caribbean Sea, from the Carolinas to Brazil.  Mellita sp. (Keyhole sand dollars or keyhole urchins) are found in tropical waters in the Atlantic, Pacific, and the Caribbean Sea. There are approximately 11 species of keyhole sand dollars. Sand dollars are classified as follows: Kingdom: AnimaliaPhylum: EchinodermataClass:  Clypeasteroida (includes sand dollars and sea biscuits) Habitat and Distribution Common sand dollars have been found throughout the North Pacific and eastern North Atlantic oceans, at locations from just below the intertidal zone to more than 7,000 feet.  As their name suggests, sand dollars prefer to live in the sand, in densities ranging between .5 and 215 per 10.7 square foot. They use their spines to burrow into the sand, where they seek protection and food.  Adult sand dollars- those over 2 inches in diameter- live in the intertidal zone. Most sand dollars live in seawater (saline environments), although some species do occur in estuarine habitats which combine of river and lake water, and are chemically distinct from saline or freshwater environments. Studies show that sand dollars require a certain level of salinity to fertilize their eggs. The sand dollar uses its spines to burrow into sand. Douglas Klug / Getty Images Diet and Behavior Sand dollars feed on small food particles in the sand, typically microscopically sized algae, but they do also eat fragments of other animals and have been classed as carnivores according to the World Register of Marine Species. The particles land on the spines, and then are transported to the sand dollars mouth by its tube feet, pedicellaria (pincers), and mucous-coated cilia. Some sea urchins rest on their edges in the sand to maximize their ability to catch prey that is floating by.   Like other sea urchins, the mouth of a sand dollar is called Aristotles lantern and is made up of five jaws. If you pick up a sand dollar test and shake it gently, you may hear the pieces of the mouth rattling inside. Reproduction and Offspring There are male and female sand dollars, although, from the outside, it is difficult to tell which is which. Reproduction is sexual and accomplished by the sand dollars releasing eggs and sperm into the water. The fertilized eggs are yellow in color and coated in a protective jelly, with an average diameter of about 135 micros, or 1/500th of an inch. They develop into tiny larvae, which feed and move using cilia. After several weeks, the larva settles to the bottom, where it metamorphoses. Juveniles (under 2 inches in diameter) are found in the subtidal zones and slowly migrate into exposed beach areas as they mature; the smallest are found in the highest beach elevations. They can bury themselves in the sand up to two inches deep, and very dense populations can stack themselves up to three animals deep. Threats Sand dollars may be affected by fishing, especially from bottom trawling, ocean acidification, which may affect the ability to form the test;  climate change, which might affect available habitat; and collection. Reduced salinity lowers fertilization rates. Although you can find plenty of information on how to preserve sand dollars, you should collect only dead sand dollars, never live ones. Sand dollars are not eaten by humans, but they can be prey for sea stars, fish, and crabs. Conservation Status The sand dollar is not currently listed as an endangered species. Sand Dollars and Humans Sand dollar tests are sold in shell shops and on the internet, for decorative purposes or souvenirs and often with a card or inscription referencing the  Legend of the Sand Dollar. Such references are associated with Christian mythology, suggesting that the five-pointed star in the center of the top of the sand dollars test is a representation of the Star of Bethlehem that guided the wise men to the baby Jesus. The five openings in the test are said to represent Jesuss wounds during his crucifixion: the four wounds in his hands and feet and the fifth in his side. On the underside of the sand dollar test, it is said that there is an outline of a Christmas poinsettia; and if you break it open, you will find five small bones that represent doves of peace. These doves are actually the five jaws of the sand dollars mouth (Aristotles lantern).   Other lore about sand dollars references the washed-up tests as mermaid coins or coins from Atlantis. Sources Allen, Jonathan D., and Jan A. Pechenik. Understanding the Effects of Low Salinity on Fertilization Success and Early Development in the Sand Dollar Echinarachnius Parma. The Biological Bulletin 218 (2010): 189–99. Print.Brown, Christopher L. Substrate Preference and Test Morphology of a Sand Dollar (Echinarachnius Parma) Population in the Gulf of Maine. Bios 54.4 (1983): 246–54. Print.Coulombe, Deborah. Seaside Naturalist: A Guide to Study at the Seashore. Simon Schuster, 1980..Echinarachnius parma (Lamarck, 1816). World Register of Marine Species.Echinarachnius parma (Lamarck 1816). Encyclopedia of Life.  Ellers, Olaf, and Malcolm Telford. Collection of Food by Oral Surface Podia in the Sand Dollar, Echinarachnius Parma (Lamarck). The Biological Bulletin 166.3 (1984): 574–82. Print.Harold, Antony S., and Malcolm Telford. Substrate Preference and Distribution of the Northern Sand Dollar, Echinarachnius Parma (Lamarck). International Echinoderms Conference. Ed . Lawrence, J.M.: A.A. Balkema, 1982. Print. Kroh, Andreas. Clypeasteroida. World Echinoidea Database, 2013.Pellissier, Hank. Local Intelligence: Sand Dollars. The New York Times, January 8, 2011. Smith, Andrew. B. Skeletal morphology of sand dollars and their relatives. The Echinoid Directory. Waggoner, Ben. Introduction to the Echinoidea. University of California Museum of Paleontology, 2001.

A Narrative Report on the Mass Training for Grade Essay Essays

A Narrative Report on the Mass Training for Grade Essay Essays A Narrative Report on the Mass Training for Grade Essay Essay A Narrative Report on the Mass Training for Grade Essay Essay The K-12 Curriculum for the Grade 3 instructors was so a really successful one. The preparation was started with smiling faces shown by each participant. This is a manifestation that the Grade 3 instructors are willing and of all time ready to encompass the mission tasked by God ; and that is to implement to the full the K-12 Curriculum with your heads. Black Marias. and souls. The Mass Training for GRADE 3 instructors on the Basic Education Curriculum started on May 18. 2014 in the afternoon. Delegates from the different schools in the Division of Tuguegarao City were made to register before the start of the Sessionss. After which. an opening plan was started with a supplication led by Mrs. Juliet B. Alan. Master Teacher 1. followed by the vocalizing of the national anthem with Mrs. Liezel Santos. Master Teacher 1. conducting. An gap plan started the one-week long preparation. Dr. Benito Alipio. the Asst. Schools Division Superintendent of the division gave his gap comments and he emphasized that a 20 -first century instructors must larn. unlearn and relearn the accomplishments needed to bring forth a 21st century scholars who are equipped with twenty-first century accomplishments such as information media and engineering accomplishments. larning an invention accomplishments. communicating accomplishments and life calling accomplishments. Dr. Gilbert N. Tong. the Schools Division Superintendent. CESO VI. gave besides his inspirational message. He truly inspired us. instructors. to make our portion in developing a twenty-first century scholars who are developed with equal cognition and accomplishments that readily interpret into public presentation. Dr. Rommel Costales. the Education Program Supervisor in Filipino. discussed about the K to 12 Curriculum. He introduced the Secretary’s message on K to 12 Updates and he farther emphasized on some of import issues sing the course of study. Mrs. Vilma Darisan. Principal II. of Tagga-Dadda Elementary Schools. was the last talker and she talked about the â€Å"Assessment† . She discussed comprehensively her subject. We ended the Day 0 full of enthusiasm. Day 1 started with a simple plan led by Northeast District. It was started with a supplication so followed by the vocalizing of the national anthem. The delegates in every territory introduced themselves with their ain originative manner of presentation that made the session gratifying. Dr. Janette M. Dulin. Principal IV of Linao Elementary Schools. lectured on the â€Å"Grade Three Learners. † She gave us enlightening talk which made us clearer understanding on the features of class III 21st. century scholars. The participants performed different activities during her talk. After her talk. she sub-divided the whole group into 2. Each group went on their several assignments. Class A started their session on â€Å"Leveling of Expectations† done by Mrs. Lou Marie Miguel. Principal II of Larion Alto. She gave accent on the expected attitudes that each participants must possess. On the other group. Class B. was led by Mrs. Liezel Santos and disused the same subject. Mrs. Juliet B. Alan. Master Teacher I of Annafunan Elementary School. lectured comprehensively about the Araling Panlipunan topic. The participants actively participated on the different activities during her session with them. Mrs. Eleanor Cacacho and Mrs. Zenaida Rivamora. EPS I in Science and Social Studies. with Dr. Rommel Costales. EPS II in Filipino witnessed her talk. Mrs. Lou Marie Miguel. Principal II of Larion Alto. lectured the Science topic. She truly gave us a significant talk. Mrs. Analyn Quilang. Principal II of Pengue Ruyu. tackled on the â€Å"Edukasyon SA Pagpapakatao. † She delivered besides her talk with enthusiasm. On Day 2. Class A had their MTB with Dr. Janette Dulin as the first talker while on Class B. Mrs. Catalon. lectured on Music. Both talkers delivered their subject energetically and well. On the same twenty-four hours. Mrs. Evangeline Palejo. tackled about the English topic in Class A while Mrs. Analyn Quilang lectured on ESP in Class B with the presence of Dr. Norma Guillermo. Chief Education Program Supervisor in Elementary Division. Dr. Guillermo felt happy with the positive feedbacks she received on the public presentations of the trainers every bit good as the participants. Day 3 ( May 21. 2014 ) . the session was chaired by the participants of the West District. Same preliminary activities were made to get down the day’s session. The first lector was Dr. Janette Dulin. She continued her subject sing the MTB in Class A intelligently as manifested with the active engagement of the trainees. On the same clip. Mrs. Vilma Darisan presented her subject in Math. She discussed her subject enthusiastically in Class B. The trainees listened and focused themselves intently during her treatment. After which. Mrs. Catalon. and Mrs Vilma Darisan lectured on Music and Mathematics in Class A and B severally. With their expertness in showing their topics. they and the trainees enjoyed together their Sessionss. Liezel Trumata. the trainer in Health. so followed by Mrs. Juliet Alan who tackled about the Araling Panlipunan in Class B besides discussed their subjects intelligently. On the 4th twenty-four hours ( May 22. 2014 ) . the first lectors are Mrs. Liezel Trumata and Mr. J. Attaban who taught Health and P. E. severally in Class A and B. Luckily. Mrs. Santos. was observed by Dr. Venturada Durian and Mr. Gayagoy both DepEd functionaries in the division while Mrs. Evangeline Palejo discussed her subject in English in Class B. Presentation instruction was done right after the last trainers had done their talks and it was done in the afternoon and continued on the 5th twenty-four hours. The undermentioned presentation instructors were ; Mrs. Emily Guiquing. MTB. Mrs. Emma Calimag. Math. Mrs. Norolaine Cabalos. Araling Panlipunan. Mrs. Salvacion Cabalza. Science. and Mrs. Jane Carino. P. E. All the presentation instructors performed good and showed their ain originative manner in learning their capable affairs. The students were antiphonal and actively participated in the different activities tasked by the instructors. After the demo-teaching. a critiquing was made to the instructors with their several trainers. The preparation was completed when Dr. Rommel Costales. Education Supervisor II in Filipino. the last lector. presented his subject about the ‘Commitment Building. ’ He elaborated further his subject by inquiring the trainees to observe down four cardinal words about their propensities on the K to 12 Curriculum with the usage of a paper aeroplane. Everyone enjoyed much the activity. He farther strengthened the propensities of the participants through a picture clips about a teacher-learner relationships which touched the Black Marias of each participants. As we went through twenty-four hours by twenty-four hours with this preparation. we were enriched and enlightened with the new penetrations and constructs that were needed to accomplish the Goal of the K-12 Curriculum and that is to go the twenty-first Century instructors bring forthing battalion twenty-first Century scholars – the hope of the hereafter coevals that could assist our section. the Department of Education. be the topmost bureau in our state and do our state imperfect. globally competitory and at par with other states. The preparation ended with a simple shutting plan but wit h full luggage of larning on the portion of the trainees every bit good as the trainers.

Analysis of a historic document, using a what, when,where, who why Essay

Analysis of a historic document, using a what, when,where, who why approach - Essay Example To illustrate how this approach functions to reveal a great deal of information about a document and/or a period, these five questions will be applied to a historical document, identified merely as an emigrant letter. The document presented is a pseudo-private document sent from an emigrant to the people he left back home. This can be determined as the letter is at first addressed to an individual â€Å"Dear Sir†, but immediately the letter is expanded to include anyone else who might be hungry for news of those who left their mother country for adventure and fortune in a new land. In addition, the writer indicates he is â€Å"very glad to hear that you are all in the injoyment (sic) of of (sic) good health when it left†1 indicating that he is writing to more than one person, but he also mentions personal issues such as his joy to hear â€Å"that my old parents were still alive but I am very sure they must be very frail indeed at their stage of life.†2 The letter continues to detail the business of the various individuals who are a part of their colony or settlement who might be known to those back home, again reaching out to touch more than simply the individual to whom the letter is addressed as it is clear that others back home will be eager for news. At the same time, the author provides detailed personal information about his own fortunes in the new land, which suggests to many in the modern age a greater degree of privacy than a community letter might provide. Thus, while it is a private communication, it nevertheless is recognized by the author that it will probably become public property upon its arrival as friends and family glean it for news of their loved ones. The document is dated as being written on August 23, 1862.3 It seems clear from its contents that this is a time during which families from England and Ireland were moving to