Friday, December 27, 2019

History of Engineering - 1060 Words

Engineering has dated back to a time long ago. The concept of engineering has been present since ancient times. People have been making fundamental inventions The pulley, lever, and and wheel, although simple ideas, have a modern definition of engineering. Engineers in the Ancient Era were mainly used for building and supervising the pyramid constructions. Different civilizations used engineering in different ways. Ancient Greece made machines in both public and military fields. Archimedes was known for the creation of the Antikythera mechanism, which was the first known computer model. Archimedes was a Greek who lived from 287 BC - 212 BC. Archimedes also takes credit for the invention of gears. Chinese and Roman armies made†¦show more content†¦The study of failed products is forensic engineering. It is often used to evaluate disasters. Bridge collapses are examples of forensic engineering. Safety is taken very seriously in engineering. All products have a factor of safety just in case it fails. The problem with safety factors are that they make the products less efficient. Engineers try to make products as efficient as possible. Engineers make specifications based on limits of what is needed and what is available. Engineers have to be able to see restraints on designs. Some of the biggest constraints include: cost, safety, marketability, and productability. Constraints may also include resources, ideas, and technical limitations. Engineers often use scale models. Engineers use prototypes, simulations, nondestructive and destructive tests. Engineers normally predict how well the well the product will perform before a full scale is made. Engineers take the responsibility of a product doing poorly than tested. Often times engineers have to find the best possible solution of many Math models and equations are used to test potential solutions tasks to identify, understand, and interpret designs are used to find a successful result. Math and physics are often used in engineering. Science and engineering both go through observations of materials in the world Both Science and engineering use math to analyze and solve observations Scientists andShow MoreRelatedThe History Of Computer Engineering2185 Words   |  9 Pages The History of Computer Engineering What exactly is computer engineering? Many people may consider computer engineering as the branch of engineering that integrates electronic engineering with computer sciences. Being a computer engineering major, I must be aware of what I am dealing with in that major and how I plan to use what I learned from it in the future. If I was to just pick a major without any prior knowledge to it, then that would be senseless on my behalf. Now that I am mindful of theRead MoreHistory Of Civil Engineering And Development Of Sanitary Engineering1117 Words   |  5 PagesName Institution Course: Instructor Date of Submission History of Civil Engineering 1. Hiram F. Mills (1836 - 1921) Hiram Mills is considered to have pioneered the development of sanitary engineering (Calvo 1). During his time, he served as one of the chief engineers who made improvements in water quality by employing a broad array of water engineering concepts ranging from filtration to treatment. On the river banks of Merrimack, Mills succeed in developing the first slow-sand filtration systemRead MoreHistory of Civil Engineering705 Words   |  3 PagesCivil Engineering What is Civil Engineering? Civil Engineering is the most oldest engineering. It manages and deals with the built environment and might be dated to the first time somebody placed a roof over his or her head or laid a trunk of tree over a river to make it easier to get over. The built environment incorporates much of what characterizes advanced civilization. Bridges and buildings are frequently the first developments that come to mind, as they are the most prominent creations of structuralRead MoreSocial Engineering And Part Of The History1224 Words   |  5 Pages Social Engineering Abdulelah Almubarak March 24, 17 IASC-1100 In this paper the discussion goes around the main definition of social engineering and part of the history of social engineering. Some places where social engineering could be applied and who gets benefits out of it. These days we use social engineering a little bit differently where social engineering can help many companies protect themselves from hackers. Social engineering is a mix of science, psychology andRead MoreHistory of Injectable Tissue Engineering1656 Words   |  7 PagesInjectable Tissue Engineering INJECTABLE TISSUE ENGINEERING My part of the assignment is to provide a detailed history of Injectable Tissue Engineering. I must also provide details how Injectable Tissue Engineering affects the environment. Ttissue engineering has advanced dramatically in the last 10 years, offering the potential for regenerating almost every tissue and organ of the human body. Tissue engineering and regenerative medicine remain a flourishing area of research with manyRead MoreBrief History of Software Engineering1733 Words   |  7 PagesBrief History of Software Engineering Some people refer to software as a set of steps which the machine what task to perform, others refer it as computer program stored in a computer which includes defined procedures or set of rules that lead to development of an output from a given input procedure for solving mathematical problem, Subah A.(2001, 4). It is produced to satisfy customer’s or individual’s needs. Let us ask ourselves, where does it come from? According to Subah A. ( 2001,2) ,Read MoreSignificant Person In The History Of Engineering Essay835 Words   |  4 PagesGive a significant date in the history of engineering. What happened on this date? Chuck Hull invented the very first 3D Printer which is also known as ‘Additive Manufacturing’ for commercial rapid prototyping in 1983, founded 3D systems in Valencia California. The popularity of 3D printing has risen recently due to an increase in availability which made it possible to have versatile machines in todays technology. His work got recognised only three years ago where he became the winner of the EuropeanRead MoreThe History and Importance of Civil Engineering Essay846 Words   |  4 PagesBridges, highways, drinking water- just a few necessities to the modern world, made possible by engineers throughout history, specifically civil engineers. Tracing back to 4000 BC, civil engineering has revolutionized the lifestyles of the world population. In ancient times skilled workers called artisans carried out most construction. These artisans accomplished their engineering feats by the use of only manual labor. Without the use of the specialized equipment u sed today, simple projects couldRead MoreEngineering And Its Impact On The United States1418 Words   |  6 PagesEngineering was newly introduced to the United States in the late 1700s. The jobs were minimal and fully educated men were few and far between. America had a shaky start in the engineering field, but the profession quickly picked up speed. From 2009 to 2013, engineering degrees grew twice as fast as other disciplines (Bidwell, â€Å"The number of STEM degrees earned in the last 5 years grew exceptionally†). Everything from the most basic principles of engineering and the minutiae of an engineer’s dailyRead MoreGenetic Engineering: Brave New World1012 Words   |  5 PagesGenetic engineering has been around for many years and is widely used all over the planet. Many people don’t realize that genetic engineering is part of their daily lives and diet. Today, almost 70 percent of processed foods from a grocery store were genetically engineered. Genet ic engineering can be in plants, foods, animals, and even humans. Although debates about genetic engineering still exist, many people have accepted due to the health benefits of gene therapy. The lack of knowledge has always

Thursday, December 19, 2019

Satan as a Hero Essay - 1433 Words

John Milton’s Paradise Lost is an epic poem that describes the fall of Satan and the expulsion of Adam and Eve from Paradise. Satan is the protagonist of Paradise Lost and has several characteristics in which readers may identify with him. Throughout the poem, Satan is not only a tragic hero but also the key character that drives the plot and portrays many flawed human qualities. As an angel fallen from the high esteem of God and a possessor of hubris that leads to his downfall, he represents a tragic hero but also a character in which readers may identify with. Following the standards of classic tragic heroes, Satan is a determined leader with an extreme amount of hubris. He knows that God is the most powerful being and yet he still†¦show more content†¦Satan is so high in his own esteem; he cannot bear to be a servant and must be a leader, as he says in Book I, â€Å"Better to reign in Hell, than serve in Heav’n† (line 263). Satan is indeed â€Å"Hur led headlong flaming from th’ethereal sky† (Book I, line 45) and into Hell where he will live in fire. But as a leader, and a true protagonist, Satan chooses to accept his situation and rise as a hero for the pack of fallen angels he has led from Heaven. Even if God is his enemy, at least he is not serving anyone. He possesses his own heaven now, though not joyful and happy as the heaven he was just expelled from, â€Å"Farewell happy fields/Where joy for ever dwells: hail horrors, hail/Infernal world, †¦/ Receive thy new possessor† (Book I, lines 249-253). Satan makes Hell his Heaven with his mind, as he says, â€Å"The mind is its own place, and in itself/Can make a Heav’n of Hell, a Hell of Heav’n† (Book I, lines 254-255). Satan acknowledges that he has made a Hell of his previous Heaven, but he also uses that reasoning to make Hell into his own Heaven. His anti-heroic qualities are apparent, though, when he tells his followers in Boo k I, â€Å"To do aught good never will be our task/ But ever to do ill our soul delight† (lines 159-160). It cannot be forgotten that Satan is evil by his creation and through his free will. God created Satan with all of his imperfections but makes it clear that he had a choice byShow MoreRelatedSatan As A Hero And A Villain916 Words   |  4 PagesSatan as a Hero and a Villain (Analysis of Satan in John Milton’s Paradise Lost) John Milton created Paradise Lost out of twelve books of well constructed poetry. A poem depicting and going into detail of the story of Adam and Eve, man’s creation and fall. The poem focuses on the actions of one particular character, Satan. Milton introduces his readers to Satan in Book I as a hero, trying to get revenge against God for throwing him out of Heaven, being banished to Hell. But as Satan carries on withRead MoreIs Satan A Hero Or Villain?1258 Words   |  6 PagesIs Satan a Hero or a Villain? An Analysis of Milton’s Paradise Lost The heroic qualities of Satan in John Milton’s Paradise Lost are overwhelmingly masked by his ‘satanic’ and villainous acts which qualify his character to fall into a category of villain rather than hero. Paradise Lost is an epic poem and like all epic poems, requires an epic hero with a tragic flaw. The tragic flaws of Satan are too prominent and effectual to call him an epic hero, but rather these flaws, or evil characteristicsRead MorePortrayal Of Satan As A Hero1111 Words   |  5 PagesDecember, 2015 Milton?s Portrayal of Satan as a Hero In the poem of ?Paradise Lost?, critics disagree with Milton for portraying Satan as a hero, while many oppose it; others view it as Milton?s style. Even-though within the poem Milton carries the same moral concepts and ambiguity of Satan?s heroism which has been a topic of discussion for more than three centuries (Murphy). Aristotle?s idea of hamartia to a reading of ?Paradise Lost? is rational of that of Satan, because he is perceived as a strongRead MoreSatan As A Tragic Hero Essay722 Words   |  3 PagesM. DeRosas Professor Julie Roth ENGL.2322.W31C 6 December, 2015 Satan as a tragic hero In the poem of ?Paradise Lost? written by John Milton, Satan is thought of as a tragic hero because he is perceived as a strong leader to the fallen angels and has tremendous importance. He struggles to overcome his apprehensions and choses to dedicate him to evil. He lacks strength to accomplish his goal of corrupting mankind. Satan becomes unable to judge God?s grace and is not able to find a way of makingRead MoreSatan: the True Hero of Paradise Lost1635 Words   |  7 Pagescenturies. One would gather that Milton, a Puritan, would have no problem casting God as the hero, and Satan as the antagonist. But looking back in history, Milton saw that most epic heroes had conflicts that prevented them from accomplishing their goals. God and his Son have no conflict, and Adams story doesnt really begin until the Fall of Man. Therefore, Milton was forced to select Satan as the hero of Paradise Lost because he adheres to the guidelines of epic poetry set by Homer, Vergil andRead MorePar adise Lost: Is Satan a Tragic Hero? Essay1473 Words   |  6 PagesIn Miltons Paradise Lost, he writes the story of the fall of Satan, his followers, and mankind. Many critics often view Satan as the unlikely or tragic hero of the epic poem. Satan is, obviously, the main character throughout most of the poem, but not necessarily the hero. Satans main purpose is to fight G-d, and try to be on the same level as Him. The important thing is to realize that Satan is sin, and being humans, who are all born into sin, we can easily relate to a sinful character. G-dRead MoreParadise Lost: Satan Hero or Villain?2668 Words   |  11 PagesSatan: Epic Hero or Villain? John Milton wrote one of the greatest epic poems of all time when he wrote Paradise Lost in 1667. The book tells about mans creation and fall while detailing characters and the plot beyond what the Bible taught. One of these characters is Satan, which is one of the most argumented, controversial, and popular characters in the history of literature. The reason for controversary is the unclarity of whether or not Satan is a hero or a villain. He contains manyRead MoreEssay on Is Satan the Epic Hero in Paradise Lost?2123 Words   |  9 Pagesworld are taught that God is a hero above the rest. He is both omnipotent and omnipresent, almost like how Santa Clause is described as to little children. God does no wrong and is incapable of committing a sin; He is a picture perfect being. Satan is God’s archenemy and polar opposite, he’s popularly known for his evil ways and the fiery inferno that he inhabits, described in the book Dante’s Inferno. Rarely do people confuse the idea that God is the hero and Satan is the evildoer that needs toRead MoreParadise Lost - John Miltons Satan; Hero or Not? Essay1844 Words   |  8 Pagescharacters in the way he believes they are. In book II of Paradise Lost, Milton portrays Satan as a rebel who exhibits certain heroic qualities, but who turns out not to be a hero. br brMiltons introduction of Satan shows the reader how significant Satan is to Pa radise Lost. He uses Satans heroic qualities to his followers, and his ability to corrupt to show the thin line between good and evil. Satan was one of the highest angels in Heaven and was know as Lucifer, meaning, light bearer. ThisRead More Satan: The True Hero of Paradise Lost by Milton Essay1638 Words   |  7 PagesSatan: The True Hero of Paradise Lost by Milton The identity of the true protagonist in Paradise Lost is a mystery. One would gather that Milton, a Puritan, would have no problem casting God as the hero, and Satan as the antagonist. However, looking back in history, Milton saw that most epic heroes had conflicts that prevented them from accomplishing their goals. God and his Son have no conflict, and Adam’s story does not really begin until the Fall of Man. Therefore, Milton was forced to select

Wednesday, December 11, 2019

Essential Theories of Motivation and Leadership

Question: Discuss about the Essential Theories of Motivation and Leadership. Answer: Introduction: The modern companies understand the importance of a diverse workplace, employee satisfaction, and staff motivation for upholding successful operation and customer service (Wood et al. 2010). Hence, they try to invest in creating programs that enriches their organizational culture and organizational behaviour. Like all its competitors Woolworths has made significant investment in creating a diverce workplace, recognizing the needs of its employees and behave ethically and fairly by maintaining a moral outlook and legal boundaries. The What it DOES Take was such a program of Woolworths for demonstrating the dedication of the company for maintaining diverse workplace and understanding the importance of disability employment its stores. With the aim of successfully include diversify the workplace of the Melbourne store, Woolworths introduced the What it DOES Take program in collaboration with Work Focus Australia, Department of Education, DEEWR and NDRC. The program analysed the job role for removing the barriers of employability, recognised the opportunity and workplace adjustments, identified available positions to be filled in and created a how-to guide for other stores o the company. thus, the company created a huge job opportunity for the people with disability and the scope of creating employee satisfaction among its current members (Woolworths Online 2016). Here, in this report, the author has identified the strengths and weaknesses of the program with an analysis of the theories on employee motivation and job satisfaction. The strengths of the program: As mentioned by Miner (2013) obtaining employee motivation is important for an organization for creating a positive job attitude among the employees. It typically directs to the increased level of loyalty, low rate of absenteeism, greater responsibility and overall performance superiority. Being a future oriented marketer Woolworths has understood the importance of it and the significance of integrating an ethical operational pattern to the employee motivation program. As mentioned by Yamuna and Devi (2016) the employees with disability are more likely to be loyal, responsible and dependable than the employees without disability. Hence, employing this labour base will be helpful for the company to create a sustainable business. As per the theory of Motivation provided by Maslow, it is important for a company to satisfy the physiological needs (reasonable salary, breaks etc.), safety needs (job security, safe work place environment) and the social needs (feeling of acceptance and a sense of belonging) among the employees to create a good service standard (Taormina and Gao 2013). The What it DOES Take program of Woolworths has typically addressed all these needs for its employees with disabilities. It can be identified as the most significant strength of the program. As mentioned in the case study, the program was focused on identifying the workplace needs of the employees with disabilities. With the aim of removing the barriers to the employment of people with disability, the company tried to create a satisfactory workplace for its employees. As mentioned by Yusoff et al. (2013) the motivation theory of Frederick Herzberg, the absence of a good working condition can be influential in creating dissatisfaction among the employees. In addition to this, the program was also focused on creating job customisation tools for the employees with disability. The company had the aim of utilizing the best potential of the employees by providing the tools or accessories for nullifying their incompetence. This step was typically helpful for the company to increase the performance level of its Melbourne stores and ensuring a good level of employee motivation. David McClellands learned needs theory, the need of competence requires to be satisfied by the companies to obtain employee satisfaction and loyalty. As per the theory, people want to do quality work and develop their skills (McClelland 2015). Hence, by providing accessories that help them to increase their production quality a company can be successful in acquiring self-satisfaction which creates a love for the company (Munro et al. 2014). Thus, the program was typically able to obtain the highest amount of loyalty from the employees with disability. Last but not the least, the strategy of creating a How to guide was significantly helpful for the company to provide it a sustainable approach. By using the lesions of the program the company became able to guide all its store managers and create a positive organizational culture. Moreover, with the step of appointing the employees with disability to the potential vacancies, the company upheld a diverse organizational environment, an ethical brand image and acquired a great level of committed employees (Woolworths Online 2016). The weaknesses of the program: However, as mentioned in the case study, the program failed to provide significant employment for meeting the target of the National Disability Recruitment Coordinator program. Here, the company failed to integrate an approach of co-ordination with other organizations. If Woolworths would have integrated other organizations or some of its competitors, the program will be more successful in providing more job opportunity to the people with disability. As mentioned by Harley et al. (2015) such programs for social inclusion gets a higher degree of success with cross-industrial or intra-organization approach. Moreover, one of the major weaknesses of the program can be identified as the lack of addressing the discrimination or isolation issues faced by the labours with disability in the workplace and in the community as well. As discussed by Kunstman et al. (2013) the lack of acceptance among the team members creates a sense of isolation among the employees with disability, which typically decreased the level of motivation among the employees. As per the motivation theory of Frederick Herzberg, it can be identified as the hygiene factor for employee motivation which creates dissatisfaction among the employees (Hein 2012). The program failed to attend this issue. Conclusion: Hence, from the above discussion, it can be said that the outcome of the What it DOES Take was helpful for Woolworths in identifying the needs of the employees with disabilities. This has helped the company in increasing the motivation among the employees and creating a ethical brand image within the society. The program had a potential character of CSR which was typically employee oriented. However, by integrating intra-industrial approach, the program would have been more successful in the aim of social inclusion of the people with disability. References: Decat, M., Bogaerts, J., Lagaisse, B. and Joosen, W., 2014. The workforce management case study: functional analysis and access control requirements. Harley, D., Mpofu, E., Scanlan, J., Umeasiegbu, V.I. and Mpofu, N., 2015. Disability social inclusion and community health. Community-oriented Health Services: Practices Across Disciplines, pp.207-222. Hein, H.H., 2012. The Motivation and Management of Highly Specialized Creative Employees. In Understanding Organizations in Complex, Emergent and Uncertain Environments (pp. 167-184). Palgrave Macmillan UK. Kunstman, J.W., Plant, E.A., Zielaskowski, K. and LaCosse, J., 2013. Feeling in with the outgroup: Outgroup acceptance and the internalization of the motivation to respond without prejudice. Journal of personality and social psychology, 105(3), p.443. Maio, G. and Haddock, G., 2014. The psychology of attitudes and attitude change. Sage. McClelland, D., 2015. ACHIEVEMENT MOTIVATION THEORY. Organizational Behavior 1: Essential Theories of Motivation and Leadership, p.46. Miner, J.B., 2015. Organizational behavior 1: Essential theories of motivation and leadership. Routledge. Munro, D., Schumaker, J.F. and Carr, S.C., 2014. Motivation and culture. Routledge. Taormina, R.J. and Gao, J.H., 2013. Maslow and the motivation hierarchy: Measuring satisfaction of the needs. The American journal of psychology, 126(2), pp.155-177. Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R. and Creed, A., 2010. Organisational behaviour: Core concepts and applications. John Wiley Sons Australia, Ltd. Woolworths Online. (2016). Woolworths Supermarket - Buy Groceries Online. [online] Available at: https://www.woolworths.com.au [Accessed 22 Dec. 2016]. Yamuna, G. and Devi, R.J., 2016. Motivation Theories Applied for Increasing Employee Performance at Work Place-Case study Review. Imperial Journal of Interdisciplinary Research, 2(11). Yusoff, W.F.W., Kian, T.S. and Idris, M.T.M., 2013. Herzbergs Two Factors Theory On Work Motivation: Does Its Work For Todays Environment. Global journal of commerce and Management, 2(5), pp.18-22.

Tuesday, December 3, 2019

The Chinese Massacre of 1603 Essay Example

The Chinese Massacre of 1603 Essay The massacre of 1603: Chinese perception of the Spaniards in the Philippines Jose Eugenio Borao National Taiwan University From a historiographic point of view, the incident of 1603 acquires special significance in the long and tragic history of Chinese massacres in the Philippines. For compared to all the rest, this has been the best chronicled, not only in Spanish, but also in Chinese sources. Moreover, both coincide in the presentation of facts and are alike in the ordering of events. When these sources—especially the Chinese—begin their account of the massacre, they refer to a remote, perhaps even unrelated, incident that is, nevertheless, significant. The tension started in 1593, when 250 Chinese were forcibly recruited to row the ships which Gomez Perez Dasmarinas, then Philippine governor general, sent to conquer the Moluccas Islands. Soon after they set sail, the Chinese in the flag ship staged a mutiny, assassinated Dasmarinas, and took over the vessel. Weeks later, the son of the murdered governor, Luis Perez Dasmarinas, then based in Cebu, sought vengeance to fall on the heads of the culprits. We will write a custom essay sample on The Chinese Massacre of 1603 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Chinese Massacre of 1603 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Chinese Massacre of 1603 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To do this, he asked for assistance from the Chinese authorities of Fujian, who welcomed the young Dasmarinas’ ambassadors and offered them their help as well. The second episode happened 10 years later, in the spring of 1603, when â€Å"three mandarins† arrived in Manila on a strange mission: to reconnoiter a mountain of gold abundant with trees that bore gold. This visit raised the suspicion of the Spaniards in the Philippines, already so accustomed to intermittent threats of conquest, particularly from the Japanese. They concluded that this was probably an advance party for a future invasion of Manila. At that time, the Chinese in this city were almost 10 times the number of Spaniards. The third event, the Sangley uprising, happened in autumn of that same year. The reasons for this uprising remain unclear. The motives range from the desire of the Chinese to dominate Manila, to their wanting to abort the Spaniards moves that seemed to lead to their elimination. After initial uncertainty as to who would eventually win out, the rebellion was quelled by the Spaniards who, together with Filipino and Japanese troops, massacred some 20,000 Chinese. Both our sources also point to a more or less common epilogue. After the Spaniards’ first attempts at reconciliation and China’s indignant reactions, both parties reached a new compromise and the agitation easily vanished as though nothing had happened. Former trade relations were resumed, allowing the Chinese to settle again in Manila, even if both sides harbored grudges against each other for what had happened earlier. What I now propose is to try to bring together reports on the massacre, both from the known Spanish sources and from the Chinese founts. The comparison may allow us to better understand the remote and proximate causes of the tragedy of 1603. Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 1 The sources The Spanish manuscript sources which document the massacre are found in their entirety in the General Archive of the Indies and were published almost completely in the â€Å"Colin Pastells,† that is to say, the new edition of the work of Colin, done by Pastells in 19001. Some of them were reproduced immediately afterwards and translated to English, in Blair Robertson,2 and again soon after by Pastells in his joint work with Navas. These sources may be classified into two: those released during the event—which served as â€Å"news updates†Ã¢â‚¬â€or shortly after the incident, giving a global view of what had happened; and those that appear in the books that came out around that time, situating the incident within the general context of Philippine history, as Morga4 does in his book, or as part of the conquest of the Moluccas, as Argensola5 approached it in his. The letters and reports from the officers of the Royal Audiencia of Manila, and those of the superiors of the various religious orders belong to the first type. These documents intend to give personal viewpoints which, despite the fact that they contest each other, are not contradictory but rather complimentary. Of course, all deplore the massacre even if they deem it a justified, though exaggerated, measure. At the same time, they differ mainly in the analysis of the means that could have been taken to avoid it, or of the actions that indirectly provoked it. Argensola tries to consolidate all the information that reached the court during the years immediately after the massacre (he published his work six years after the event), and personal reports from the main players of the said event. Argensola may have had the Augustinian Diego de Guevara as his principal source, because this priest moved to Madrid to attend to some of his order’s concerns shortly after the incident. The work of Dr. Morga, eyewitness of the events, is briefer and simpler in tackling the topics and conclusions that were being formulated in Manila immediately after the uprising (Morga left Manila in 1606). The Chinese sources, on the other hand, are official and therefore anonymous. They are briefer than those of the Spaniards, and seem to be less defensive, even if they also seem to reflect partisan tendencies. They usually acknowledge provocation on the part of the Chinese expatriates, and yet refuse to be judged by foreigners. These documents sometimes cite specific words or actions of an officer from Fujian, although they Francisco Colin, S. J. Labor evangelica, ministerios apostolicos de los obreros de la Compania de Jesus, fundacion y progresos de su provincia en las Islas Filipinas. N ueva edicion ilustrada con copia de notas y documentos para la critica †¦ por el P. Pablo Pastells, S. J. , Vol. II, Barcelona, Imprenta y Litografia de Henrich y Cia, 1900, pp. 18-441. 2 Blair Robertson, The Philippine Islands (vol. XII, pp. 83-97). 3 Pablo Pastells Francisco Navas, Catalogo de los documentos relativos a las Islas Filipinas (vol. 5, Barcelona, 1929, pp. LXXVI-CVIII). 4 Antonio Morga, Sucesos de las Islas Filipinas, Mexico, 1609. We used here the version annotated by Jose Rizal, offset reprinting by the National Commission for the Centenary of Jose Rizal, Manila, 1961. 5 Bartolome Leonardo Argensola. Conquista de las Islas Malucas, Imprenta del Hospicio Provincial, Zaragoza 1891. We have used the following references: Ming Shi (â€Å"The History of the Ming Dynasty â€Å"), Ed. Ding Wen, Taipei, 1975, Vol. 11 (pp. 8370-8375); Ming Shi Lu (â€Å"The True History of the Ming Dynasty†), prepared by the Academia Sinica, Ed. Zhongwen, Volumes 12 and 13, Taipei, 1961 (pp. 12090, 123030, 12371); Dong Xi Yang Kao (â€Å"Studies on the Eastern and Western Oceans†), Ed. Taiwan Shang Wu, Taipei, 1971 (pp. 57-60); Ming Ching Shi Wen Bien (â€Å"Anthology of the Official Documents of the Ming Dynasty†), Vol. 6, Ed. Zhunghua, Beijing, 1962 (pp. 4727-4728); Huang Ming Xiang Xu Lu; Guo Que (â€Å"National tolls†), Ed. Ding Wen, Taipei, 1978, Vol. 8 (p. 4917). I wish to thank Prof. Zhang Kai for his invaluable help in pointing out these sources, and my research assistant Lin Li-pin for his help in the translation of these materials. 1 Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 2 generally present themselves as part of an official investigation that was also transmitted officially. Also, since the events happened outside China, it is difficult for the imperial officers to verify them, which is why they put forward brief and detached explanations. Nevertheless, the massacre of 1603 happened during a period of stability in the Ming Dynasty; thus, their capacity to inquire into and annotate an event that happened outside their shores was much greater than, for example, the time when the massacres of 1639 or of 1662 took place. The former happened on the eve of the fall of the Ming Dynasty, while the latter was more associated with the Ming resistance—at that time, Koxinga7 was dying in his Taiwanese hideout—than with the Manchus, the new powers in China, who were still trying to establish themselves in the country. The incident of October 25, 1593 Let us now take a brief look at Argensola’s account in Chapter 6 of his book. 8 He states that Governor Gomez Perez de Dasmarinas prepared four galleys to attack the Moluccas but had difficulty finding soldiers to man them. When the flagship was the only one left to be filled, â€Å"he ordered that of the Chinese contract workers who were entering the Philippines, 250 were to be taken to man the flagship. The Royal Treasury was to pay each one two pesos a month and, in the best of cases, they were only to row in calm weather. The Governor forced the governor of the Chinese to get these 250 men who set sail against their will. Finally, on October 17, the naval crew left for Ternate. However, as soon as the flagship moved a short distance off, and the Chinese oarsmen were put to work—unaccustomed as they were to the task and spurred on by brutal and menacing foremen—the said workers decided to stage an uprising, preferring to die i n the attempt than to continue rowing for the Spaniards. The rebellion took place on the night of October 25, claiming the lives of the Governor himself and a great part of the 80member Spanish crew. The bad weather persisted, which was why the mutineers only went as far as the Ilocos region, where they were assaulted by the natives. They left behind the surviving Spaniards, among them, Juan de Cuellar, secretary of the Governor and the Franciscan Montilla, both of who managed to reach the coast. Afterwards, the Chinese decided to sail to China, but landed in Vietnam instead, where â€Å"the king of Tunquin seized their cargo and left the galley to sink in the coast. The Chinese were dispersed and they fled to the different provinces. †9 The Spanish survivors informed Manila of what happened. The rest of the navy based in Cebu under the command of the governor’s son, Luis Perez Dasmarinas, returned to Manila. There, he was appointed interim Governor of the islands. Then a strange thing happened in 1594. In retrospect, this incident seems to have served as a â€Å"rehearsal† for what was to happen next. That year, the Chinese presumed that the Spanish navy had left for the Moluccas Isles. As Argensola puts it, â€Å"There appeared in Manila a great number of ships from China, without the customary goods, but rather loaded with men and weapons. On board were seven mandarins, counted As regards this massacre and the problems of interpretation that arise from consulting and comparing Chinese and Spanish sources, see my recent paper â€Å"Consideraciones en torno a la imagen de Koxinga vertida por Victorio Ricci en Occidente. † Encuentros en Catay, n. 10, 1996. 8 There are discrepancies between Argensola and Morga, although these are more a question of details than of arguments. 9 Argensola, Conquista de las†¦, p. 210 7 Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 3 among the senior Viceroys or Governors of their provinces nd they went to visit Don Luis with great pomp and an escort of men saying that they were on the lookout for Chinese who were going about those lands without license. †10 Dasmarinas welcomed them and gave each one a gold chain. In the end, he concluded that they had come either to conquer or to sack Manila, but changed their minds when they saw the presence of the Spanish armada. Argensola adds that since the Chinese who killed Dasmarinas’ father were from Quan Chou, he sent Fernando de Castro, a cousin of his, to that province to give an account of the mutiny. However, the trip was forestalled due to the bad weather. It is noteworthy that neither Argensola nor Morga says that the Dasmarinas took advantage of the situation to take up the matter with the mandarins (although it seems that he did, as deduced from the Chinese sources that we shall now see). For example, the Dong Xi Yang Gao is more exhaustive in this respect. It states that Luis Dasmarinas (called Maulin here), immediately after replacing his father, sent some priests to inform the Chinese authorities in Macao about the uprising. These priests bore a letter, the translation of which is conserved in the Chinese sources. It also adds that the magistrates of Fujian continued to send merchant vessels to bring back the Chinese who had been living in Luzon for too long. According to Argensola, this detail coincides with what the mandarins explained to Dasmarinas. The Chinese chronicle continues: â€Å"The governor of Luzon provided these ships with food and also gave them a letter (addressed to the Chinese government). He verbally aired his complaints about the way the Chinese treated the murdered governor, his father. And he gave them an edict, sealed in a gold box which, together with the abovementioned letter, was wrapped in red silk and sent to China on a merchant vessel. †11 The â€Å"three mandarins† arrive in Manila (May 1603) We have said that the abovementioned incident does not seem to have anything to do with the one that took place nine years later. However, the parallelism is great, as we shall now see. The events arising from the arrival of another group of mandarins are well documented in the Spanish sources. There are three types of information that are all complimentary. Those from the royal officials, that is, those from the Governor, Don Pedro de Acuna, as well as the listeners of the Audiencia, Jeronimo de Salazar and Tellez de Almazan, who show themselves to be hostile to and suspicious of the governor. The sources of the ecclesiastics, and in the third place, the information that the Chinese themselves give, and which they offer in consideration of the Spanish authorities. In particular, a letter written four days before in the sea by Chanchian, the head of the Chinese expedition, and which is submitted to the governor who sends it immediately for translation. Likewise, two more documents corresponding to some â€Å"petitions of Chinese to the Chinese emperor†, which ended up in the hands of Archbishop Benavides who translated them. He sent the king his own letter where—â€Å"enriched† after his own 10 11 Idem, p. 212. The Dong Xi Yang Kao contains the Chinese translation of Dasmarinas’ letter which he gave to the mandarins. Here, the same facts are given, except that the apparent motive of the uprising was more of greed (the ship was loaded with much gold and silver) than of the cruelty received in the hands of the foremen of the ship, as Argensola would have put it. Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 4 inquiries—he makes a very complete analysis of the situation12. Though actually we do not know if Benavides made them Public or not, and therefore if they have to be considered as part of the information that the Spaniards had then. Gathering together all the reports (Argensola’s and those of the two judges of the Audiencia, Jeronimo de Salazar and Tellez de Almazan, both hostile toward the governor, Pedro de Acuna), this series of events might have had taken place as follows: Friday, May 23. Three mandarins landed in Manila, displaying their insignias as judges. With great pomp and an entourage of 50, they sought an audience with the Governor and gave him a letter written four days earlier in the high seas. In the said letter, signed by Chanchian, military chief of Fujian, the mandarins expounded the reason for this trip. They wished to verify the existence of a fabulous mountain in Cavite, believed to yield 100,000 taeles of gold and 300,000 taeles of silver a year. They claimed that everyone could go and dig there and that the Chinese have already taken a great quantity of these metals back to China. Chanchian also indicated that he had with him a fellow named Tio Heng, the man who reported to the emperor of the existence of the said mountain, as well as a eunuch called Cochay, who received specific orders from the emperor to investigate the matter. Another mandarin was present, besides Cochay and the immediate chief of Chanchian. 13 He added that he did not believe in the existence of such a mountain, and presumed it to be a lie. Nevertheless, the Governor had nothing to fear, since it was his duty to look into the matter. Afterwards, the Governor had them housed in special lodgings inside the city. The fact that they flaunted their insignias as judges and that the Governor allowed them to do so, incurred the ire of the members of the Audiencia. From May 24 to May 26 (Saturday to Monday), the mandarins begin to mete justice on their countrymen. Meanwhile, Salazar, the fiscal of the Audiencia, carries out his own investigation. Within this period, the governor allows the mandarins to bring their entourage to Tondo, where the Christian sangleys live. May 27 (Tuesday). Salazar presents a report in a public session of the Audiencia. The report is approved and the governor requested to stop the operations of the mandarins so that the investigations may continue. The friction between the Audiencia 12 It does not remain clear how Benavides obtained the two documents, and if he made them known to the governor or not. The first (document) is similar in structure to the letter which the governor received from the mandarins, the translation of which he sent to the King, but much more extensive and detailed. Therefore the said document perhaps may be a different version from the letter, made by memory (since he possibly helped in the verbal translation of that thing) and completed a posteriori with his own investigations, since at the end of that letter he said: â€Å"I am a man who knows the language of these Chinese and I know a lot about their things and customs of China by having lived with them for many months and I made it also because I take up this business with suspicion and care as these can be advisors who advise badly on it because of not understanding it† (Colin Pastells, II, p. 415). The second document, different from the letter, is a remonstrance of the emperor by one of his officials. The mandarins presented it to the governor with the intention of giving more credibility to his own letter. Given that the Spaniards did not seem to take it into account, we will not deal with it now, but we will go back to it at the end of our study for its clarificatory value. 13 Note that the spelling of the names correspond to the free style of transcribing that the Spanish translator had of the Fujianese pronunciation of the names ( the translation of the document that appears on Blair Robertson, vol. XII, pp. 83-97, points out in the heading which was made by a Dominican). As will be seen later , the correspondence in mandarin is as follows: Chunchian seems to correspond to Gan Yi-chen, Tio Heng to Zhang Yi and Cochay to Gao Tsai. Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 5 and the Governor worsens. Moreover, the judges of the Audiencia complain of being relegated to the sidelines. In the following days, the Audiencia desisted its moves because the Governor finally published an edict prohibiting the mandarins from administering their justice and from flaunting their insignias. On the eve of their departure, they go to Cavite to see the said mountain. With them are Second Lieutenant Cervantes, as well as by the governor of the sangleys, Juan Bautista de Vera,14 who seems to have been around all the while. There, Tio Heng, unable to satisfactorily clear himself of the deception, had the Spaniards bearing down on him with threats of death. However, the mandarins intercede for his pardon. The Spaniards grow even more suspicious. On the day of their departure, the Governor receives the mandarins and honors them with some gifts. As he sends them off, they apologize for the mix-up they have caused and thus sailed back to China. We can better know the identities of these mandarins and further clarify the case by examining complimentary data from the Chinese sources. In this attempt to consolidate diverse information, we can conclude that the speaker of the group was the mandarin Gan Yi-chen (Chanchian in the letter), a centurion and was probably the military chief of Fujian. The second mandarin (not mentioned in the letter) was Wang Shi-ho, the magistrate of the Hai Cheng district, where many of the Chinese immigrants came from. The third mandarin must have been the eunuch Gao Tsai (who appears in the letter as Cochai). Accompanying these three dignitaries were Zhang Yi (Tio Heng) and Yang Ying-long, who were the ones who informed the emperor in Beijing of the said mountain of gold. Yang Ying-long was another centurion whom the Chinese sources accuse of collaborating with Zhang Yi (who probably used the former’s clout to get an audience with the emperor and consequently win his favor). The emperor actually allowed the said expedition despite opposition from various people in his court who not only thought it a ridiculous project, but which could also be a source of trouble. According to these sources, one might think that the two magistrates Gan Yichen and Wang Shi-ho were also of the same opinion. In fact, the latter was so vexed that he died soon after they arrived in Fujian. The other magistrates reported Zhang Yi’s behavior to the emperor, demanding that he be punished for trying to deceive the imperial government and for bringing about its humiliation in a foreign land. The role of Gao Tsai, on the other hand, is more difficult to interpret. Some sources picture him as the superintendent of the said Beijing expedition, while others show him as Fujian’s quartermaster general for taxes, who makes a living off the Chinese maritime trade. The Ming Shi Lu gives its version of the conduct of these three: â€Å"The diabolical Fujianese Zhang Yi, came up with an evil plan to propose the excavation of a gold mine in Luzon. But his real intention was to conspire with the eunuchs and provoke the barbarians. Yang Ying-long was his partner†¦Zhang Yi was beheaded and [his head] shown to the coastal provinces as a warning to people of his kind. † 15 Lastly, it is worth pointing out that the Chinese sources coincide with those Spanish ones in indicating that this entire trip had been the proximate cause of the Spanish suspicions and the subsequent massacre which took place four months afterwards. 14 A Chinese who arrived in Manila during the times of the pirate Limahon, whom he had served. At that time, he was appointed governor of the sangleys and was â€Å"respected by the Spaniards and loved by the sangleys† (Argensola, p. 30. He was also known as â€Å"Eng Kang† (Rizal), â€Å"Encan† (Argensola) and â€Å"Encang† (Tellez de Almazan). 15 MSL, Chapter 404 (Vol. XII. P. 12090). Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 6 But, the question is if the dispatch had been an advance party or not, and if it came to study the possibility of invasion of Mani la—whether it was piratical or in an organized form. At the moment, the Spaniards could not know it, although an excess of suspicions could turn itself into an untenable situation that might end up out of control. It was precisely what happened. The massacre of 1603 a) The preparation On December 18, 1603, once the incident that we are about to see had ended, Governor Pedro de Acuna wrote the king an account wherein he explained in retrospect his behavior during the whole event. He begins by saying that the arrival of the mandarins had made him suspect a possible invasion from China. This was why his eventual moves, preventive and defensive in nature, were limited to the following: 1. To create space, he ordered the demolition of the houses in the Parian that was adjacent to the walls of the city. This, at the same time, corrected some of the wall’s defects. 2. He asked the mayors of the district and the magistrates of the Parian to submit to him a list of immigrants under their jurisdiction and of the weapons in their possession. They were also asked to indicate whether these people were to be trusted or not. The order was fulfilled. 3. He carried out regular inspections of the artisans (blacksmiths, etc. ) in particular, and commissioned the manufacture of bows, arrows, pikes, etc. for the royal storehouse. At the same time, he ordered that all these weapons be collected and transported. 4. Just in case, he had provisions stored. 5. He hired sangleys to build a canal with the end of creating a moat for the city, if ever the need arises. Acuna also points out a distinction that is also mentioned in other Spanish sources: that between the Chinese merchants, who have settled for years in the Parian, and the recent arrivals who were vagabonds and troublemakers who had nothing to lose and who could not return to China due to the crimes they had committed. 6 Acuna hangs the blame of the succeeding events on these Chinese, since they were the ones who paved the way for everything, â€Å"in order to bring the merchants and the peaceful people to their side, convincing them that the measures that were being taken were meant to kill the Chinese. † 17 The Chinese sources, on the other hand, also echo some of Acuna’s positions, but presenting these under an offensive point of view, coloring the thing differently and relating these to what directly affected them. For example, the Huang Ming Xiang Hsu Lu shows that the Spaniards repared for the massacre way ahead of time, since â€Å"they began to buy from the Chinese all the metal objects that they had. The Chinese, on the other hand, sold all the iron they found because they saw that they could profit from it. † (point 3 from Acuna). 18 This same idea is found in the Ming Shi, which also adds that â€Å"the Chinese were obliged to register their names and to be divided into groups of 300†19 (point 2 from Acuna). 16 To better differentiate the Chinese groups, see Edgar Wickberg, The Chinese in Philippine Life, 18501898 (Yale University Press, 1965), pp. 6-11. 17 Blair Robertson, vol. XII, p. 154 18 HMXHL, Chapter 5, Luzon. 9 MS, Chapter 323 (p. 8372) Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 7 b) The beginning: Sangley uprising or Chinese pogrom? Another interesting issue to consider is that o f who started it first. The Spanish sources (Morga, Argensola, Acuna, etc. ) emphatically state: the Chinese staged an uprising. Benavides, the bishop of Manila, noted in a letter to the king that â€Å"the multitude of Chinese was so great, among them, base and vicious men who spread the rumor (which is absolutely false, but not for them) that the Spaniards were going to kill every one of them, which was why they provoked a rebellion on the night of the eve of St. Francis. They armed themselves and on that day killed several Spaniards who pursued them, among them, Luis Perez de Dasmarinas. †20 On December 18, when everything was over, Governor Pedro de Acuna told the king that â€Å"according to the investigations and what some of those involved had declared, it goes without saying that the uprising was instigated from China, and the stage set by all, if not some, of the mandarins who had been here. † 21 According to the Spanish sources (since the Chinese are silent about it), the Chinese had also been girding themselves for it. The Chinese Juan Bautista de Vera had been constructing a more or less fortified zone half-a-league from Tondo (which Argensola calls a â€Å"sugar refinery†), where some provisions and arms were stored. c) The unfolding of events The actual struggle is already well known because it is what was most interesting to relate to the Spaniards. To summarize, we basically follow Morga’s account: The evening of October 3 (Friday). The uprising was scheduled to take place on the last day of November, but realizing that they were going to be discovered, the sangleys move it to the third of October. On this day, at 11 pm, about 2000 men (or â€Å"according to the sangley who was under torture, 40 captains to 150 men†), begin to gather in the â€Å"fort† of Tondo. That night, Juan Bautista de Vera visits the governor to inform him of what was happening. Thinking that de Vera was in cahoots with them, the governor throws him into prison. The Chinese, noting de Vera’s absence, appoint another Christian sangley, Juan Untae, de Vera’s godson, to replace him. 22 That same night, Luis Dasmarinas secures himself in the monastery of Binondo with a small group of soldiers. The Chinese fly into action, burning some houses and then returning to their â€Å"fort. † The morning of October 4 (Saturday). The sangleys of the Parian (that is, the peaceful old-timers identified with the Spaniards, some of whom are Christian) are asked to enter the city, but they refuse to do so due to doubts as to who would be the victor in this conflict. They decide to remain in the Parian. Dasmarinas leaves Binondo for Tondo to fortify himself in the church with 140 harquebusiers. A thousand and five hundred Chinese rebels show up. There is a fight to take over the church. Five hundred Chinese die, while the rest retreat to the â€Å"fort†. Dasmarinas pursues them and dies in the attempt. The Spaniards are thrown into confusion. October 5 (Sunday). Realizing that de Vera was not going to come, the rebels kill Untae and coerce the Parian residents into joining forces with them. As they make for Manila, they ravage everything that comes their way. The city puts up a tough resistance and many men die. In the evening, they retreat to the Parian and to Dilao. The 20 21 Blair Robertson. Vol. XII, p. 143. Idem, vol. XII, p. 155. 2 Sangley general Hontay (Argensola), or Juan Ontal (Tellez de Almazan). Itinerario, vol. 23, No. 1, 1998, pp. 22-39. 8 Spaniards likewise press the Parian residents to side with them. Overcome by this psychological stress, some Chinese—among them, a relative of de Vera—hang themselves. Both sides brace themselves for a second attack. October 6 (Monday). Another assault and renewed resistance. A Spaniard, with th e help of a Japanese corps, launches an unsuccessful offensive. An armada of Pintados suddenly makes its way through the river and blasts the Chinese lines with canons. They divide themselves into three and penetrate the inland. One group makes for the Tingues of Pasig, another for Ayonbon [Bayombong] and the third, the most numerous, for Laguna de Bay, the mountains of San Pablo and the province of Batangas. October 8 (Wednesday) and the succeeding days: The Chinese abandon the city. The Spaniards are hot in their pursuit. It seems that the first two groups are easily annihilated, since nothing more is said of them. The third group, starving and unarmed, leave a path of devastation. Luis de Velasco with 70 of his men is at their heels, killing many each day. Finally, Velasco perishes at the hands of the Chinese who set up fort in San Pablo. Argensola adds that the native Filipinos, instead of siding with the Chinese, lent a hand in the massacre. October 20. A new detachment of Spaniards, Japanese and 1500 natives of Pampanga and the Tagalog provinces is formed in Manila. They soon finish off all the Chinese who secured themselves in San Pablo and Batangas. The rebellion is quelled. October 22 (Argensola’s date). Juan de Vera faces trial. In the succeeding days, other Chinese meet the same fate. Only 300 are pardoned, but the rest are sent to

Sunday, November 24, 2019

How to Create Your Own Homeschool Curriculum

How to Create Your Own Homeschool Curriculum Many homeschooling parents- even those who start out using a pre-packaged curriculum- decide somewhere along the way to take advantage of the freedom homeschooling allows by creating their own course of study. If youve never created your own teaching plan, it can sound daunting. But taking the time to put together a customized curriculum for your family can save you money and make your homeschooling experience much more meaningful. Here are some general steps to follow to help you design a curriculum for any subject. 1. Review Typical Courses of Study by Grade First, you may want to research what other children in public and private schools are studying in each grade in order to make sure your children are covering approximately the same material as other students their age. The detailed guidelines linked below can help you set standards and goals for  your own curriculum. Typical Course of Study for Elementary SchoolTypical Course of Study for Sixth GradeTypical Course of Study for Seventh GradeTypical Course of Study for Eighth GradeTypical Course of Study for Ninth GradeTypical Course of Study for Tenth GradeTypical Course of Study for Eleventh GradeTypical Course of Study for Twelfth Grade 2. Do Your Research. Once you have determined what subjects you will cover, you may need to do some research to make sure you are up-to-date on the particular topic, particularly if its one you are not already familiar with.   One solid way to get a quick overview of a new subject? Read a well-written book on the topic aimed at middle schoolers! Books for that level will tell you everything you need to know to cover the topic for younger students, but still be comprehensive enough to get you started on a high school level. Other resources you can use include: Popular nonfiction young adult books;Websites about a subject for students;Review books written for high school students;Self-help books for adults (such as the For Dummies series);Textbooks, particularly ones that are recommended by other homeschoolers. As you read, make notes on key concepts and topics you may want to cover. 3. Identify Topics to Cover. Once youve gotten a broad view of the subject, start thinking about what concepts you want your children to learn. Dont feel you have to cover everything- many educators today feel that digging deep into a few core areas is more useful than skimming over many topics briefly. It helps if you organize related topics into units. That gives you more flexibility and cuts down on work. (See below for more work-saving tips.) 4. Ask Your Students. Ask your children what they would like to study. We all retain facts more readily when were studying a topic that captivates us. Your children may be interested in topics that fall right in line with what youd want to cover anyway, such as the American Revolution or insects. However, even topics that may not seem educational on the surface can provide valuable learning opportunities. You can study them as-is, weave in related concepts, or use them as a springboard for more in-depth topics. 5. Create a Timetable. Figure out how long you would like to spend on the subject. You can take a year, a semester, or a few weeks. Then decide how much time you want to devote to each topic you want to cover. I recommend creating a schedule around units instead of individual topics. Within that time period, you can list all the topics you think your family would like to learn about. But dont worry about individual topics until you get there. That way, if you decide to drop a topic, youll avoid doing extra work. For instance, you may want to devote three months to the Civil War. But you dont need to plan out how to cover each battle until you dive in and see how it goes. 6. Select High-quality Resources. One big plus of homeschooling is that it lets you use choose the very best resources available, whether they are textbooks or alternatives to textbooks. That includes picture books and comics, movies, videos, and toys and games, as well as online resources and apps. Fiction and narrative nonfiction (true stories about inventions and discoveries, biographies, and so on) can also be useful learning tools. 7. Schedule Related Activities. Theres more to learning a topic than accumulating facts. Help your kids put the topics you cover into context by scheduling in field trips, classes, and community events that relate to the subject you are studying. Search out museum exhibits or programs in your region. Find experts (college professors, craftspeople, hobbyists) who might be willing to talk to your family or homeschool group. And be sure to include lots of hands-on projects. You dont have to put them together from scratch there are lots of well-made science kits and arts and crafts kits, as well as activity books that give you step-by-step directions. Dont forget activities like  cooking, making costumes, creating ABC books, or building models. 8. Find Ways to Demonstrate What Your Kids Have Learned. Written tests are just one way to see how much your students  have learned about a subject. You can have them put together a research project that includes an essay, charts, timelines, and written or visual presentations. Kids can also reinforce what theyve learned by making artwork, writing stories or plays, or creating music inspired by the subject. Bonus Tips: How to make writing your own curriculum quicker and easier: Start small. When youre writing your own curriculum for the first time, it helps to start with one unit study or one subject.Keep it flexible. The more detailed your teaching plan, the less likely you are to stick to it. Within your subject, pick a few general topics you want to touch on. Dont worry if you come up with more topics than you can possibly cover in one year. If one topic doesnt work for your family, youll have options to move on to. And nothing says you cant continue on with a subject for more than a year.Choose topics that interest you and/or your kids. Enthusiasm is contagious. If you child is fascinated with a subject, chances are you will pick up some factoids about it as well. The same goes for you: Teachers who love their topic can make anything sound interesting. Writing your own curriculum doesnt have to be a daunting task. You might be surprised to discover how much you enjoy personalizing your familys curriculum- and how much you learn along the way. Updated by Kris Bales

Thursday, November 21, 2019

Present Value Essay Example | Topics and Well Written Essays - 1000 words

Present Value - Essay Example Interstate Travel Centre will borrow $2.5million to start-up the business. Hence the discount-rate for this project will be considerably higher compare to other two projects as the other two businesses do not intend to borrow long-term finances and rely on only short term financing and as their project start-up costs are very low compare to Interstate Travel Centre hence their discount-rates will be lower. Ice Dreams project would be more riskier than the RJ Wagner & Associates Realty project because the Ice Dreams project is 100% being financed through a loan and they would have to make interest payments even if they do not make a profit, whereas RJ Wagner & Associates Realty project is equity financed as well as debt financed and their interest payments will be considerably lower than   Ice Dreams hence RJ Wagner & Associates Realty project will have the lowest discount rate compare to the other two projects. The owners of Interstate Travel Centre, Steven and Janet Smith do not h ave the relevant experience or exposure to run such a business. Steven Smith had years of experience in the automotive repair industry, but this was a totally new domain for him. On the other hand Janet Smith had twenty years of experience of budgeting and book-keeping services for small companies. Janet Smith may not be capable enough to handle and manage the finances of a considerably larger business compare to her past experience. The owners would face many hardships due to their relative inexperience in handling or being part of bigger projects. Interstate Travel Centre have mentioned in their business plan that the restaurant business will generate the third highest revenue for the business. Both the Co-owners Steven and Janet Smith have absolutely no experience of working in the restaurant industry so the lack of knowledge and skill may hamper the sales of the company as they may not know the actual requirements of the customers visiting the restaurant. Hence Interstate Travel Centre business is very risky. On the other hand the owner of the Real Estate business, Regina J. Wagner, a broker by profession has credibility in the Real Estate market as she recently published a real estate book and due to her credibility she would be able to attract customers and as she had experience of the Real Estate market she would be better able to understand the needs and wants of the customers. She would also have contacts in the market which will help her in developing the business further. The experience of the owner in the same industry compare to the owners of Interstate Travel Centre makes this venture is less risky compared to the Interstate Travel Centre business. The Ice Dreams business has the advantage of being first movers in the area as there are no businesses who sell shaved ice at a large scale and their indirect competitors like Snow Shack do not provide good quality syrups and the weather in the city of El Centro, California is warm for seven months. He nce Ice Dreams have a good chance of establishing themselves as the market leaders in this city. On the other hand Interstate Travel Centre faces less competition but they are not the first movers in t