American Colonies Essay

The journey to America by Christopher Columbus in 1492 marked a new path for explorers from all over the world. England was one of those countries to explore the Newfoundland and settled into colonial America. By the 1700’s, Britain’s settlers divided into three distinct cultures within America. The New England, Middle, and Southern colonies were formed because of their differences in religious beliefs, geographic aspects, and occupation types. The variety of religious view in the New England, Middle, and Southern colonies helped evolve the differences between them. The New England colonies heavily practiced puritanism. Puritanism was a strict religion that’s main ideal was â€Å"everything you do affects all of us.† The puritans highly prioritized work ethic and were not afraid to publicly shun their members if the puritans disapproved of their actions. They believed their religion should be involved in all aspects of their life. The puritans strongly opposed the Quakers who, by the 1700’s, had settled into the Middle colonies. Quakers, also called the Religious Society of Friends, greatly differed to New England’s religious beliefs. The Quakers were a diverse group of people of deep conviction. They were advocates of passive resistance, but also devoted democratic people. The Quakers believed that they were all children in the sight of God. To the Puritans, the Bible supplied all religious authority, but Quakers believed that God could and did speak directly to the people. The Southern colonies largely supported the Church of England. The Church of England, whose members are called Anglicans, clung to a faith less severe and worldlier than the Puritanical New England. All three religions in all three different societies differed majorly in their beliefs. The Puritans strict ways clashed with the Quakers diverse and open views. The Church of England conflicted with the goal of the Puritans to purify the Church. The varied beliefs of the people divided them into the three colonies in early America. In addition, the distinct geography of each colony furthered the separation of their societies. The heavily glaciated soil in New England colony was filled with rocks. This rocky soil left New England less ethnically mixed. European immigrants were not attracted to the rocky soil of New England and decided to move elsewhere. Unlike the rocky soil of the New England  colonies, the Middle colonies became known as the â€Å"breadbasket† colonies because of the fertile soil and heavily exports of grain. Rivers also played a vital role in the difference of the Middle colonies from the others. The broad streams like the Susquehanna, Delaware and Hudson attracted fur trade and some adventurous spirits of the colonists. Unlike the New England’s many waterfalls, the Middle colonies waterways allowed little power with a water wheel. The Southern soil created a major difference to the rest of the colonies. The soil of the South was rich and fertile. Unlike New England’s hot summers and cruelly cold winters, the Southern heat was very humid and made the Southern colonies perfect for farming. The geographic differences between the colonies, including the variances of soil, rivers and weather, caused each colony to become more unique. As a result of the geographic aspects of the three colonies, specific occupations were found more often in certain colonies. The New England soil and climate created a diverse agriculture and industry. Unable to farm on rocks, some New England people turned to the harbors for fishing while others turned to dense forests, to work on cutting down trees and building ships. These jobs created a town-like atmosphere in the New England colony. The Middle colonies occupations proved very similar to the New England colonies. With the dense Virginal forest many became a lumberjacks or a ship builders. However, the Southern colonies fertile soil and humid weather created a farming franchise. Men had big farms called plantations. They grew crops to get cash and sold these crops to Great Britain. Because of the demanding work of owning a plantation, many slaves from Africa worked for the English farmers. The spread of slavery in the South created major gaps in their social structure. At the top of social ladder stood the small group of powerful plantation owners. Beneath them were small farmers, the biggest social group. Still lower on the social ladder were the landless whites, and beneath them were the indentured servants who were soon replaced with black slaves. The South created a separation between them and the other colonies because of their immigration of slaves. The variety of occupation types in each colony created majorly different societies. The major differences in each society helped evolve three distinct colonies. Each society had different beliefs and religions. The strict ways of the New England puritans clashed with the free spirit of the Quakers in the Middle colonies and the Anglican ways of the Southern colonies. The variety of soil, rivers, and weather helped create three distinct colonies. The rocky soil in the New England colonies, large rivers in the Middle colonies, and good soil and humid weather in the Southern colonies also helped create a vast assortment of occupations in each colony. With lumberjacks and ship builders in the New England and Middle colonies, and farming in the South, the jobs of the people in each society were majorly varied. The difference in each colony allowed groups of people to regulate their own lives. This later the creation of different states and governments, further separated the America. This separation in beliefs helped cause the civil war. The early difference in society in the 1700’s helped pave the way for many other conflicted views later on in America.

Word Order Activity Essay Example

Word Order Activity Essay Example Word Order Activity Essay Word Order Activity Essay Essay Topic: A Raisin in the Sun Axia College Material Appendix G Word Order Activity 1. Choose one poem from the assigned reading in Week Six, and insert the poem, as well as its title and author, below. Harlem- by Langston Hughes (1902-1967) What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over- Like a syrupy sweet? Maybe it just sags Like a heavy load. Or does it explode? 2. Rearrange the words of the poem in any order you choose. Review your poem to ensure that each word is included. To a dream deferred, what happens? It does dry up and then run Like a raisin in the sun Or like a sore, fester Like rotten meat, it does stink Or crust over and sugar like a syrupy sweet It does explode like a heavy load. Or, maybe it just sags. 3. Explain how changing the word order of the poem affected its meaning. When the words were rearranged they answered questions instead of asking them. 4. Determine whether your poem or the original more effectively uses literary devices and conventions of poetry, and explain your reasoning. I know everyone appreciates the original version by Hughes because it uses untamed emotion to make the reader think about the dreams they have deferred. My new version is kind of funny as a twist to the original, the actual process of deferring dreams

World Culture Essay Example

World Culture Essay Example World Culture Essay World Culture Essay It is a fact that human race is entirely diverse and that cultures from different walks of life may not entirely share the same values and social norms. However, philosophically speaking, can we consider that what is good for us is universally good for everybody?In general, the term â€Å"good† has several meanings in its context. Many use the word â€Å"good† to imply what is moral. However, in another context, the word â€Å"good† entails being in a desirable or pleasing state; a condition that benefits, promotes, or enhances our well-being. All things considered, this argues that the word â€Å"good† may be universally applicable only if it means that good is a word that promotes the obstruction of harm to human race in general.Such condition may be clearly depicted in the processes of groups such as the United Nations wherein its topmost function is to eradicate what is generally harmful to the human race as stated by the Baha’i International Co mmunity Statement Library. Thus, good, in the context of forces such as this organization, is something that is moral in its perspective, desirable to the status quo, and pleasing to social norms. For this group, the utmost priority is to make sure that the human race is protected with basic human rights, is not deprived of the necessities of life, and is not innocently harmed by forces which are too big to be fought by individuals. This kind of underpinning makes the organization an assembly which depicts good as something that is integrated and beyond the boundaries of cultural diversity.For instance, it is a universal moral standard that everyone should not be deprived of the basic necessity of food. Thus, intentional hording of food which consequently deprives others their right to eat is a violation of human rights. To make it moral, acceptable, and desirable, everyone should not be hungered. Therefore, the concept of the eradication of hunger is deemed something good not only for us but for everyone among the rest of the world.In conclusion, the word good may be interpreted in many perspectives. Nonetheless, the question of the applicability of the word â€Å"good† universally is subjective to what is moral, acceptable, and desirable in different cultures. However, we can consider the idea that what is good for us may be good in entirety only if these are upheld by institutions that act as a universal aid to the issues of human race that hinders the promotion of its perspective of what is good.Work CitedBahà ­ International Communitys. â€Å"Freedom to Believe: Upholding the Standard of the Universal Declaration of Human Rights.† Statement on the Freedom of Religion or Belief. BIC Document #05-1001. October 2005. Bahà ­ International Community: History of Active Cooperation with the United Nations. 15 December 2008 ;bic-un.bahai.org/05-1001.htm;.;

USS New Mexico (BB-40) during World War II

USS New Mexico (BB-40) during World War II USS New Mexico (BB-40) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York  Navy Yard Laid Down:  October 14, 1915 Launched:  April 13, 1917 Commissioned:  May 20, 1918 Fate:  Sold for scrap, 1947 USS New Mexico  (BB-40) - Specifications (as built) Displacement:  32,000 tons Length:  624  ft. Beam:  97  ft. Draft:  30 ft. Propulsion:  Electric drive turbines turning 4 propellers Speed:  21  knots Complement:  1,084  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes USS New Mexico (BB-40) - Design Construction: After commencing construction of five classes of dreadnought battleships (, , , Wyoming, and New York), the US Navy concluded that future designs should utilize a set of common tactical and operational characteristics.   This would allow these ships to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes made use of oil-fired boilers instead of coal, eliminated amidships turrets, and utilized an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be required in any future naval conflict with Japan.   The new all or nothing armor arrangement called for key areas of the ship, such as magazines and engineering, to be heavily protected while less vital spaces were left unarmored.   Also, Standard-type battleships were to have a minimum top speed of 21 knots and a tactical turn radius of 7 00 yards.   The concepts of the Standard-type were first employed in the Nevada- and Pennsylvania-classes.   As a follow-on to the latter, the New Mexico-class originally was conceived as the US Navys first class to mount 16 guns.   Due to arguments over designs and rising costs, the Secretary of the Navy elected forgo using the new guns and directed that the new type replicate the Pennsylvania-class with only minor modifications.   As a result, the three ships of the New Mexico-class, USS New Mexico (BB-40), USS Mississippi (BB-41), and USS Idaho (BB-42), each mounted a main armament consisting of twelve 14 guns placed in four triple turrets.   These were supported by a secondary battery of fourteen 5 guns.   In an experiment, New Mexico received a turbo-electric transmission as part of its power plant while the other two vessels used more traditional geared turbines.      Ã‚        Ã‚   Assigned to the New York Navy Yard, work on New Mexico began on October 14, 1915.   Construction advanced over the next year and a half and on April 13, 1917, the new battleship slid into the water with Margaret Cabeza De Baca, daughter of the late Governor of New Mexico, Ezequiel Cabeza De Baca, serving as sponsor.   Launched a week after the United States entered World War I, work moved forward over the next year to complete the vessel.   Finished a year later, New Mexico entered commission on May 20, 1918, with Captain Ashley H. Robertson in command. USS New Mexico (BB-40) - Interwar Service: Conducting initial training through the summer and fall,  New Mexico  departed home waters in January 1919 to escort President Woodrow Wilson, aboard the liner  George Washington, back from the Versailles peace conference.   Completing this voyage in February, the battleship received orders to join the Pacific Fleet as flagship five months later.   Transiting the Panama Canal,  New Mexico  reached San Pedro, CA on August 9.   The next dozen years saw the battleship move through routine peacetime exercises and various fleet maneuvers.   Some of these required New Mexico  operate in conjunction with elements of the Atlantic Fleet.   A highlight of this period was a long-distance training cruise to New Zealand and Australia in 1925.    In March 1931,  New Mexico  entered the Philadelphia Navy Yard for an extensive modernization.   This saw the replacement of the turbo-electric drive with conventional geared turbines, the addition of eight 5 anti-aircraft guns, as well as major alterations to the ships superstructure.   Completed in January 1933,  New Mexico  departed Philadelphia and returned to the Pacific Fleet.   Operating in the Pacific, the battleship remained there and in December 1940 was ordered to shift its home port to Pearl Harbor.   That May,  New Mexico  received orders to transfer to the Atlantic for service with the Neutrality Patrol.   Joining this force, the battleship worked to protect shipping in the western Atlantic from German U-boats. USS New Mexico (BB-40) - World War II: Three days after the attack on Pearl Harbor and American entry into World War II,  New Mexico  accidentally  collided with and sank the freighter SS  Oregon  while steaming south of Nantucket Lightship.   Proceeding on to Hampton Roads, the battleship entered the yard and had alterations made to its anti-aircraft armament.   Departing that summer,  New Mexico passed through the Panama Canal and stopped at San Francisco en route to Hawaii.   In December, the battleship escorted transports to Fiji before shifting to patrol duty in the southwest Pacific.   Returning to Pearl Harbor in March 1943,  New Mexico  trained in preparation for the campaign in the Aleutian Islands.    Steaming north in May,  New Mexico arrived at Adak on the 17th.   In July, it took part in the bombardment of Kiska and aided in forcing the Japanese to evacuate the island.   With the successful conclusion of the campaign,  New Mexico  underwent a refit at Puget Sound Navy Yard prior to returning to Pearl Harbor.   Reaching Hawaii in October, it began training for the landings in the Gilbert Islands.   Sailing with the invasion force,  New Mexico  provided fire support for American troops during the Battle of Makin Island on November 20-24.   Sortieing in January 1944, the battleship took part in the fighting in the Marshall Islands including the landings on Kwajalein.   Rearming at Majuro, New Mexico then steamed north to strike Wotje before turning south to attack Kavieng, New Ireland.   Proceeding on to Sydney, it made a port call prior to commencing training in the Solomon Islands.      Ã‚      This complete, New Mexico moved north to participate in the Marianas Campaign.   Bombarding Tinian (June 14), Saipan (June 15), and Guam (June 16), the battleship defeated air attacks on June 18 and guarded American transports during the Battle of the Philippine Sea.   After spending the beginning of July in an escort role, New Mexico provided naval gunfire support for the liberation of Guam on July 12-30.   Returning to Puget Sound, it underwent an overhaul from August to October.   Complete, New Mexico proceeded to the Philippines where it protected Allied shipping.   In December, it aided in the landings on Mindoro before joining the bombardment force for an attack on Luzon the following month.   While firing as part of the pre-invasion bombardment at Lingayen Gulf on January 6, New Mexico sustained damage when a kamikaze struck the battleships bridge.   The hit killed 31, including the battleships commanding officer, Captain Robert W. Fleming. USS New Mexico (BB-40) - Final Actions: Despite this damage, New Mexico stayed in the vicinity and supported the landings three days later.   Quickly repaired at Pearl Harbor, the battleship returned to action in late March and aided in bombarding Okinawa.   Commencing fire on March 26, New Mexico engaged targets ashore until April 17.   Remaining in the area, it fired on targets later in April and on May 11 sunk eight Japanese suicide boats.   The following day, New Mexico came under attack from kamikazes.   One struck the ship and another succeeded in scoring a bomb hit.   The combined damage saw 54 killed and 119 wounded.    Ordered to Leyte for repairs, New Mexico then began training for the invasion of Japan.   Operating in this capacity near Saipan, it learned of the wars end on August 15.   Joining the occupation force off Okinawa, New Mexico steamed north and arrived in Tokyo Bay on August 28.   The battleship was present when the Japanese formally surrendered aboard USS Missouri (BB-63). Ordered back to the United States, New Mexico ultimately arrived at Boston on October 17.   An older ship, it was decommissioned the following year on July 19 and struck from the Naval Vessel Register on February 25, 1947.   On November 9, the US Navy sold New Mexico for scrap to the Lipsett Division of Luria Brothers.   Towed to Newark, NJ, the battleship was a centerpiece of a dispute between the city and Lipsett as the former did not wish to have additional ships scrapped on its waterfront.   The dispute eventually was resolved and work began on New Mexico later in the month.   By July 1948, the ship was completely dismantled. Selected Sources: DANFS: USS  New Mexico  (BB-40)NHHC: USS  New Mexico  (BB-40)USS  New Mexico  (BB-40)

Online Store Popularity vs. Retail Outlets Research Paper

Online Store Popularity vs. Retail Outlets - Research Paper Example How to target consumers buying over the internet and how to make online store fruitful? The chief objective of the research is to estimate and inspect the consequences and decide is it worthy of time and effort when opening an online store (Laura, 2011). Online shopping turned out to be widely held 10 years ago. 94 percent of Americans use PCs for individual purposes. Nearly two-thirds have "a great level of dependency†. Nearly 70 percent of Americans shop online and 88 percent of that number has shopped online to some degree in the previous six months. Profits for products bought online now average over and above $34 billion annually, up to 500 percent further from the year 1999. According to a website which gives people a lot of discount vouchers, â€Å"The highest percentage of both men (77 percent) and women (68 percent) shop online in the mornings before lunch. Top level professional males and females prefer to shop at night. Stay-at-home moms tend to shop in the mid-afte rnoon, perhaps during nap time† The research also states that twenty-nine percent of males and 30 percent of females said their picks are "recurrently" inclined by online ads while 43 percent say choices are "from time to time" swayed. For this research, the use of random sampling method will be employed, since every living person has an equal right of being carefully chosen. The objective is to define the age group as well as gender from the people who purchase online. Likewise, the aim is to determine how repeatedly people shop online and what is the attractiveness of online shopping, and similarly to observe the most repeatedly bought products online. Literature Review Referring to an article by Gerald & Trifts (2003; n.p.), it is evident that a distinctive characteristic of online shopping is that they permit sellers to form retail crossing point with extremely intricate communication types. One looked-for method of interactivity from a customer viewpoint is putting into p ractice refined tools to help customers in their buying choices by adapting the electronic shopping environment to their separate preferences. The most important objective of this paper is to explore the environment of special effects that communication decision supports may have on customer choice-making in online shopping environment. Although while making buying-choices, customers are every so often incapable to assess all accessible substitutes in great deepness and, as a consequence, have a habit of using two-stage procedures to influence their judgments. At the major phase, customers naturally monitor a great set of offered goods and categorize a subcategory of the most auspicious substitutions. Afterwards, they appraise the latter with more gravity, carry out comparative judgments across goods on significant qualities, and make a buying choice. The two interactive tools used: RA (Recommendation Agent) and CM (Comparison Matrix) are used in the first and second stage respectiv ely. In conclusion the major findings by the two authors put forward are that the communication tools, used to support customers in the early selection of accessible substitutes and to assist in-depth judgments among carefully chosen substitutes in an online shopping environs, may have strong promising effects on both the superiority and the good organization of buying decisions-shoppers; this can make much improved choices by buyers who can spend considerably less energy this

AAD252 Essay Example | Topics and Well Written Essays - 250 words

AAD252 - Essay Example I believe women should no longer be taught to give up athletic activity all for less energetic activities like midwifery and being housewives. History reflects on the weak image of women who could not participate in sports because of the â€Å"permanent injury† stage in their reproductive cycle. This image stuck in society for more than a hundred years, particularly amongst the opposite gender (Balsamo 42). Past literature sheds light on the procedure in which one series of beliefs is expressed with another broad system. In this case, the series of beliefs entailed female bodily inferiority especially when it came to sports and the broad system entailed women’s insignificant athletic contributions. The sexualization of the female body replaced these series of beliefs gradually (Balsamo 44). I believe this radically, but slow process cured because of the media’s less dramatic portrayal of skillfully trained female athletes. This treatment spurred the â€Å"criminal, deviant, and/or socially unacceptable† point of view on such athletes. The media branded the sexualization process as ordinary culture behavior, which only allowed women to embrace technology as a means of improving their

Literacy Narrative Essay Example | Topics and Well Written Essays - 500 words - 2

Literacy Narrative - Essay Example When I reached the school-going age, I enrolled into the elementary school, where my teachers taught some of the simple aspects of language and pronunciations. I developed a keen interest in reading picture stories; I could easily connect the pictures to form coherent stories. My elder brother was very supportive and could often help me collect several picture books, which I could read and narrate the stories to him and my parents. Sometimes, they were very excited not because I could tell the stories well, but because I could spell and pronounced some words in a comical way just because I had developed proper literacy skills. I remember a day when my brother took me for a walk in the nearest town, I forced him to take me to the bookshop and see if I could find some nice story books. Though he was reluctant, he agreed to take me on condition that I would not cry for a book because he did not have enough money. However, the carving for a certain interesting book at the bookshop made me to hide it in my shirt, thinking that no one would know about it. When we reached at the door, I was surprised when the door scanner sounded an alarm; the attendant smiled at me and asked my brother to pay and never to scold at me since I was just a small boy. I was very embarrassed and vowed never to do it again. I went home and was happy to have the book inasmuch as it had disappointed my elder brother. During a function at school, I was chosen to make a presentation to the visitors who were gracing the occasion. I received a great applause from the audience and encouragement from my teachers, who noted that my literacy skills had really improved. The love for reading has propelled me to excel I my passion for research. So far, I have written various novels that explain about my life into written literature and research and others that are mere fictions. I