He Westward Spread Of Inca And Egyptian Culture Essays - Reed Boats

He Westward Spread Of Inca And Egyptian Culture The second half of the twentieth century has seen many changes in theories concerning the mode of colonization of the islands of Micronesia, and the rise of the Inca Empire, with it's striking similarities to Egypt. In the past, it has been suggested that Asians had worked their way through the Pacific, over a period of thousands of years. It was believed that each island group had formed independently, and that the residents, while they were of the same race, had totally different cultures. Since the 1940's, however, these views have been changing. It is now accepted by many scholars that early Egyptians sailed as far west as South America, in their huge reed boats. In turn, the Incas, who owe many of their technological advancements to these Egyptian travelers, set sail to the west, colonizing Easter Island, Hawaii, and the other Pacific islands. The most common misconception about these early travels is that they took place on boats or ships. This is definitely not the case. In fact, the Egyptians and Incas relied on rafts; the Incas used balsa logs ( Kon-Tiki 21), the Egyptians used bundles of papyrus reeds (Ra 3). One striking piece of evidence for Egyptian-Inca contact is the existence of reed rafts on Lake Titicaca that are exactly like rafts used on Lake Chad and the Nile (Ra 3). Of course, this could be merely coincidence, but much more evidence exists to support the theory of ancient contacts between Egyptians and Pre-Colombian Incas. The most positive, though hardly concrete, item is the legends of the *I*Viracocha*/I* (which translates as white man in English) people of Lake Titicaca in South America. The *I*Viracocha*/I* are said to have been the first builders of the reed boats in South America and came forth in a flotilla of reed boats,... appearing to the local Indians who at the time were ignorant of sun worship, architecture, and agriculture (Ra 30). These reed boats were the same size and specification of the boats used by Egyptians, and the people who crewed them began, among other things, building pyramids and statues, many of which still stand throughout Central and South America (Ra 3). In fact, the most concrete piece of evidence linking the Egyptians and early Americans is a small stone statue, discovered in Mexico, bearing features that are decidedly similar to those of Egyptian sculpture. The statue was carbon dated 800 BC (Begley, et al 28), long before Europeans were said to have contacted Central and South Americans. The Aztecs and Mayas of Central America also provide evidence of Egyptian contact. The starting date of the Maya calendar is 12, 3113 BC. This is in the middle of the first dynasty of the Pharaohs. If these Indians had already been in the Western Hemisphere for 15,000 years, why was it only after the Egyptians started using calendars that they did, and used such similar methods. Mayan and Aztec texts also state that they became civilized only after a man, claiming descent from the sun arrived from the Gulf of Mexico, with a complement of astronomers, architects and priests. The Aztecs called the man/god Quetzalcoatl, and the Mayans called him Kukulkan. Both names translate as Plumed Serpent (Ra 258). A plumed serpent decorates some of the Pharaohs' tombs in Egypt, as well as Papyrus scripts. This mixture of birds and snakes is prevalent in Egypt, Mexico, and Peru. In addition, Peruvian and Egyptian art depicts birdmen, assisting the sun king's voyages. It is not, however these supernatural men who are credited with the technological advancements in the area (Ra 259). Instead, normal men, who wore sandals and robes, and arrived on reed boats are attributed with this. They taught the primitive natives to write, build, weave, and worship the sun. They also built schools primarily teaching history. Native legends throughout Central America, and the Inca empire, from Bolivia to Peru agree that men on reed boats brought them technology (Ra 259). Portraits found in Olmec ruins in Mexico bear decidedly African features, including black skin, rounded faces, and broad noses, versus the angular faces of the American natives. Moreover, there are paintings and statues bearing Semitic characteristics, including hooked noses, goatees, and sharp facial features. Some are depicted as carrying walking staffs (Ra 260). A good deal of 'circumstantial' evidence also points to Egypt-Inca contact. This includes the fact that both cultures demonstrate traditions of intermarriage to preserve royal blood lines, and hieroglyphic writings. Both societies also embalmed their dead in the same way, and performed cranial surgery (Geographic 47). One noted anthropologist with the University of California documented sixty features, all of an unusual nature, unique to only the Egyptian and Inca empires (Ra 24). These include, in addition to the aforementioned ceremonies, paper-making with reeds, the use of adobe bricks, false beards for

Reflection Questions 5 †Education Essay question and answer (200 Level Course)

Reflection Questions 5 – Education Essay question and answer (200 Level Course) Free Online Research Papers Reflection Questions 5 Education Essay question and answer(200 Level Course) Q: Why is it important for teachers to know the history of American education? How might you use such knowledge? R: It is important for teachers to know the history of American education because our history is the foundation of our current formal system of education. To recognize a discipline, you must first consider the history in terms of its beginning structure and changes. A teacher could utilize this knowledge; in a teacher philosophy research paper, or as classroom world history project or you could assign a student to report on an individual topic from the history of American education, i.e. progressivism or essentialism, Horace Mann, the plight of minorities in the history of education. Q:How did the moral lessons you were taught in school compare with those taught in earlier American schools. R:Moral lesson that were taught in earlier American schools were based and centered on the bible, because the bible was the initial source for reading and text. The earlier moral lessons were duly based on the bible and religious training for the purpose of producing socially responsible citizens. In contrast to the moral lesson that I was taught in school, I would say that our moral standards were also based on the biblical principle and precepts. We were trained and held to a standard in school of honesty, fairness, love and respect. Research Papers on Reflection Questions 5 - Education Essay question and answer (200 Level Course)Standardized TestingBook Review on The Autobiography of Malcolm XComparison: Letter from Birmingham and CritoHip-Hop is ArtResearch Process Part OneBringing Democracy to AfricaRelationship between Media Coverage and Social andInfluences of Socio-Economic Status of Married MalesCanaanite Influence on the Early Israelite ReligionMoral and Ethical Issues in Hiring New Employees

Our Town The play Essay Example | Topics and Well Written Essays - 500 words

Our Town The play - Essay Example Although many of them may not realize this in particular, yet it is a fact that a vast majority of people living in the town of Grover’s Corners necessarily find time from their everyday schedule to get together, interact with one another. This is a means of promoting social relations and networking. An in-depth analysis of the play suggests that the most obvious interpersonal association exists in the form of romance in which is engrossed the courtship of Emily and George. Wilder is of the view that love symbolizes the innovation and achievement of humans. Although the plot of Our Town fundamentally revolves around romance, yet the range and variety of bonds that humans can build between each other as talked about in the play is quite vast. The range developed by Wild constitutes both platonic and significant kinds of relationships between individual characters of the play. In the very first scene that comes right at the conception of the play, the Stage Manager introduces hi mself to the audience as the story’s narrator and tends to build a rapport with the audience. This is essentially the narrator’s attempt to develop ties between the audience sitting offstage and the various characters that form part of the play and perform onstage.

Strategic Management Essay Example | Topics and Well Written Essays - 1250 words - 2

Strategic Management - Essay Example In 1998, ‘Somerfield’, a supermarket group acquired Kwik Save in a transaction worth ?473 million (Somerfield, n.d.). They had faced huge competition when super store Tesco and Sainsbury launched their own brands. In addition, other two discounters Lidl and Aldi had also entered the retail market. Several stores were closed around the United Kingdom and as a result the company went under administration. They also sold a few stores to Fresh Xpress but it was also under administration and ultimately all the stores were closed. Eventually, the entire of stores of Kwik Save closed in 2007 (Docstoc, 2010). Kwik Save had closed down 79 stores in order to survive in market. Kwik Save also sold its stores to Somerfield in 2006, and since then more problems aroused which resulted in lay off of several outlets, collapsing of sales as well as suppliers refusing to supply goods (Earth Times, 2011). The management of Somerfield realised that the outlook and inner look of Kwik Save st ores would not fit well with the brand of Somerfield. They had warehouse style of inexpressive wooden shelving, space-saving undersized checkouts and thin passageway which needed to be changed by Somerfield. Subsequently, Somerfield decided to maintain and fully renovate the 102 best stores although the remaining 248 stores were fixed up for closure (Somerfield, n.d.). ... The market share of Kwik Save cut down from 1.2 % in April 2006 to 0.2% in 2007 (Docstoc, 2010). 2.0 Causes of Strategic Problems The company was focussing more on acquisition rather than improving the existing operation. Poor thinking as well as decision-making has been the prime cause of their strategic business failure. The store was not achieving their target since it was established (White Lane, n.d.). Firm’s Strategic Positioning Kwik Save was a successful grocery discount supermarket chain around the United Kingdom. They had developed the strategy to sell branded product in a cheap rate to attract maximum numbers of customer. This strategy led to an amalgamation of low fixed cost as well as severe central control. All this were the outcome of network of above 870 conveniently located and unpretentious stores located around the UK. It adopted a â€Å"no nonsense† approach for grocery retailing. The customer money was provided importance thus they were charged low rate for the products. But in 1970s and 1980s, the entrance of super stores hindered their growth and they could not compete with those retail stores. Firm was successful in strategy positioning when no other highly discount based retailers were present but due to the emergence of superstore they were left behind. The superstores were providing importance to leisure, comfort; excitement in the store but Kwik Save with its simple design, could not gain competitive advantage (Reference for Business, 2011). Firm’s Managers Analysis of the Environments of their Industry Andersen Consulting was appointed by the managers of Kwik Save in order to conduct ‘root-and-branch’ strategic review. Kwik Save was one of the â€Å"Britain’s number one discounter† but became

The Idea Of Liberation In Hindu Philosophy Theology Religion Essay

The Idea Of Liberation In Hindu Philosophy Theology Religion Essay

Philippines Mdg

PHILIPPINE DEVELOPMENT PLAN 2011-2016 MDGs in the National Development Plan Cleofe S. Pastrana National Economic and Development Authority Republic of the Philippines Sub-Regional Workshop for LDCs in Achieving MDGs Incheon, Republic of Korea 14 16 September 2011 Outline of presentation  § Philippine Development Plan (PDP) 2011-2016  § Inclusion of the MDGs in Various PDP Chapters  § Challenges in Achieving the MDGs Republic of the Philippines 14-16 September 2011 2 Social Contract with the Filipino PeopleA country with an organized and widely shared rapid expansion of our economy through a government dedicated to honing and mobilizing our people s skills and energies as well as the responsible harnessing of our natural resources. Republic of the Philippines 14-16 September 2011 3 Three broad strategies to achieve inclusive growth†¦ INCLUSIVE GROWTH OUTCOMES REDUCE POVERTY INCREASE EMPLOYMENT PDP 2011-2016 BROAD STRATEGIES HIGH AND SUSTAINED ECONOMIC GROWTH EQUAL ACCESS TO DEVELOPMENT OPPORTUNITIES EFFECTIVE AND RESPONSIVE SOCIAL SAFETY NETS 4-16 September 2011 Republic of the Philippines 4 Social Contract s 16-Point Agenda Philippine Development Plan Republic of the Philippines 14-16 September 2011 5 Key programs and strategies in the Philippine Development Plan 20112016 Republic of the Philippines 14-16 September 2011 6 Philippine Development Plan 2011-2016 1. Introduction 2. Macroeconomic Policy 3. Competitive Industry and Services Sectors 4. Competitive and Sustainable Agriculture and Fisheries Sector 5. Accelerating Infrastructure Development Republic of the Philippines 4-16 September 2011 7 Philippine Development Plan 2011-2016 6. Towards a Dynamic and Resilient Financial System 7. Good Governance and the Rule of Law 8. Social Development 9. Peace and Security 10. Conservation, Protection and Rehabilitation of the Environment and Natural Resources Towards Sustainable Development Republic of the Philippines 14-16 September 2011 8 Where do the Mi llennium Development Goals come in? The Philippine Development Plan affirms the government s commitment to attain the MDGs. Republic of the Philippines 4-16 September 2011 9 Chapter 1: In pursuit of inclusive growth [Inclusive growth] is sustained growth that creates jobs, draws the majority into the economic and social mainstream, and continuously reduces mass poverty. Growth in short was not inclusive owing to the basic disregard of the people s will and failure to render full and complete justice for all †¦ hence the MDG of universal primary education is consistent with inclusive growth . Republic of the Philippines 14-16 September 2011 10 Chapter 3: Competitive Industry and Services SectorThe government will [therefore]: (1) maintain and safeguard economic security in multilateral, regional, and bilateral economic engagements; (2) maintain and safeguard national and economic security through strategic partnerships within the Asian region to ensure that Philippine foreign po licy decisions, are taken in the context of Asian Regionalism and Asian Community; (3) continuously evaluate multilateralism and the stability of international organizations; and (4) work to attain the Millennium Development Goals (MDGs) targets by 2015 and reduce poverty through intensified international cooperation.Republic of the Philippines 14-16 September 2011 11 Chapter 4: Competitive and Sustainable Agriculture and Fisheries Sector The sector s (agriculture and fisheries) development is therefore vital in achieving inclusive growth and poverty reduction as well as attaining the targets under the MDGs. Republic of the Philippines 14-16 September 2011 12 Chapter 7: Good Governance and Rule of Law Corruption and lack of transparency are major constraints to the achievement of the MDGs.To say that corruption and poor governance abet and worsen poverty is no exaggeration. Kung walang corrupt, walang mahirap. Republic of the Philippines 14-16 September 2011 13 Chapter 8: Social Dev elopment Republic of the Philippines 14-16 September 2011 14 Chapter 8: Social Development The social development sector shall focus on ensuring an enabling policy environment for inclusive growth, poverty reduction, convergence of service delivery, maximized synergies, and active multi-stakeholder participation.Priority strategies include: (a) attaining the MDGs; (b) providing direct conditional cash transfers (CCT) to the poor; (c) achieving universal coverage in health and basic education; (d) adopting the community-driven development (CDD) approach; (e) converging social protection programs for priority beneficiaries and target areas†¦ Republic of the Philippines 14-16 September 2011 15 Chapter 8: Social DevelopmentHealth The National Health Insurance Program (NHIP) shall be strengthened as the prime mover in improving financial risk protection, generating resources to modernize and sustain health facilities, improving the provision of health services to achieve the MDGs, a nd reducing the risks of lifestyle-related illnesses Social Protection Direct CCTs to the poor through the Pantawid Pamilya Pilipino Program shall be the cornerstone of the government s strategy to fight poverty and attain the MDGs. 16 Republic of the Philippines 14-16 September 2011 Chapter 8: Social Development HousingMoreover, the housing sector aims to achieve the MDG of significantly improving the lives of at least 100 million slum dwellers worldwide by 2020. With the formulation of the National Slum Upgrading Strategy, a systematic focusing of programs and coordination efforts is expected to be realized. Education Accelerate the implementation of the Basic Education Sector Reform Agenda s five key reform areas towards the attainment of the goals of EFA and the MDGs: (a) school-based management (SBM); (b) national learning strategies; (c) quality assurance and accountability; (d) complementary interventions; and (e) institutional culture change.Republic of the Philippines 14-16 September 2011 17 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG Related Health Indicators Prevalence of underweight children under 5 (%) Proportion of households with per capita intake below 100% dietary energy requirement (%) Under 5 mortality rate (per 1,000 live births) Infant mortality rate (per 1,000 live births) Republic of the Philippines 20. 6 (2008) 66. 9 (2008) 17. 6 16. 6 15. 6 14. 6 13. 7 12. 7 54. 1 49. 9 45. 41. 4 37. 1 32. 8 34 (2008) 25 (2008) 31. 6 23 30. 4 22 29. 2 21 28 20 26. 7 19. 0 25. 5 17 14-16 September 2011 18 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG-Related Health Indicators Maternal mortality ratio (per 100,000 live births) Contraceptive Prevalence Rate (all methods) Proportion of births attended by a health professional (%) Proportion of births delivered in health facilities (%) 95-163 (2010, NSCB) 97 56. 2 69 84 57. 9 72 70 59. 7 75 1 61. 4 80 52 63 85 50 51 (2008) 62 (200 8) 44 (2008) 90 69 72 75 80 85 90 Republic of the Philippines 14-16 September 2011 19 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG-Related Health Indicators HIV Prevalence Malaria morbidity rate per 100,000 Malaria mortality rate TB prevalence rate per 100,000 TB mortality rate per 100,000 TB case detection rate TB cure rate Republic of the Philippines Less than 1% (2009) 22 (2009) 0. 03 (2009) 486 (2008) 41 (2007)

Kindergarten-Full Day Versus Half Day Essay

The sky is the limit for children. The benefits of children attending full day kindergarten are far greater than those children that attend half day. Some parents and educators disagree; they say that children should not be forced into their educational career so young. Whether for or against full-day kindergarten, the common goal for all parents is the well being for each individual child. Every child has different needs and capabilities. Parents have to make an informed decision on full day or half day kindergarten. That decision can be a difficult one. Ultimately that decision is the starting point for the next twelve or more years of education for these young children. Connecticut does not have a law mandating all towns have full day kindergarten. The budget process has to make full day kindergarten a priority. The curriculum for kindergarten is limited during half day sessions for children. Because of the time limitations during half day, these children are getting significant amounts of homework to bring home. Before and aftercare is needed due to the short school day for the half day kindergartners, causing parents to pay for childcare. The most important point is that children’s cognitive learning is so crucial at age five. They can absorb so much information at a kindergarten level. Taking advantage of that will give them the best opportunities for the educational career and give them a head start. Kindergarten was originated in 1837 (Burkam 3). Children develop their mental, social, and emotional faculties through play, music, movement, interaction with the outdoors, and opportunities to engage in independent and creative pursuits (Burkam 3). The goal of kindergarten is to prepare children for first grade academics (Burkam 5). Children show great resilience so can therefore adapt to any formal routine, especially education. We must constructively use this critical stage in their lives to have them absorb all the information they can. Most towns in eastern Connecticut have full day kindergarten except Montville. There is no set standard in Connecticut law for all towns to have at least one full-day kindergarten. East Lyme, Niantic, Norwich, Waterford, Ledyard, and Groton have already established a full day program for kindergarten. Montville being the only town in the surrounding area that does not have a full day option available makes it very difficult to those parents in that town to make arrangements for care of their children. Planning a town budget for full day kindergarten is not as complicated as it may seem. Child care is financed primarily by families, who are estimated to be paying between $40 and $50 billion annually (Mitchell 8). Only a small percentage of those funds being spent could be used for funding all schools with full day kindergarten programs. Demonstrating better ways to increase and combine local, state, public and private sources to finance all types of programs so that they can meet higher standards and that all families can afford kindergarten and preschool education (Mitchell 12). Some educators say the biggest obstacle is hiring teachers. They would need twice the amount already staffed. Splitting up the groups of half day classes and teachers could be a solution to that issue. There would not need to be any additional teachers hired in that case. There is so much for children to learn at the age of five. A full day of learning, social interaction, and play is so beneficial. Research comparing half-day and full-day kindergarten shows those children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement—a foundation for school and life success (Villegas 1). Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills (Villegas 1) In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: contributes to increased school readiness, children that are adapted to full day kindergarten are already prepared for the transition into regular grade level schooling, most importantly, they understand rules and behavior, which leads to a higher academic achievement. Standardized tests and classroom grades find that full day students achieve higher and improve student attendance. There is better attendance in full-day kindergarten due to the parents understanding that there is so much more information and teaching provided during a longer day and does not want their child to miss, supporting a childs literacy and language development has long lasting effects that are greater in children that attend full day kindergarten (Villegas 2). One study showed higher reading achievement persisting through third grade and in some cases even seventh grade (Villegas 1). Enrolling a child in full-day kindergarten benefits them socially and emotionally. Full day gives children a balance of structured play and self play. Being with classmates for more hours in a classroom forces them to build positive relationships. Those relationships last sometimes all the way through twelfth grade. Decreases costs by reducing retention and remediation rates (Villegas 1, 2). One study, which found full day students to be more than twice as likely to remain on grade through third grade, showed that this academic benefit helped to offset 19 percent of the first year’s cost of extending the kindergarten day (Villegas 2). For those children in half-day kindergarten, they need to have before and after care in some families, especially when both parents work full time. If there were full day kindergarten, it would eliminate some of that cost of after care. Due to these children needing to go to multiple places throughout the day for care and schooling becomes the issue of transportation. During a parents work day, that child could be bused to as much as three different locations just for child care. Parents prefer longer kindergarten programs because children have to make fewer transitions within a day and they believe their children will be better prepared for first grade (Mitchell 5). Day care programs are valuable, but do not have the curriculum and equal age structure that kindergarten does. Proponents of full-day kindergarten believe that children, as a result of their various childcare and preschool experiences, are ready for more demanding and cognitively oriented educational programs (Burkam 6). Having group play with children ages 0-5 is not beneficial educationally. Children at age five are at an important learning stage in their lives. The more education they can receive in kindergarten the better prepared for school they will be. Full-day advocates suggest several advantages for the longer kindergarten day: it allows teachers more opportunity to assess children’s educational needs and individualize instruction, it makes small-group learning experiences more feasible, it engages children in a broader range of learning experiences, it provides opportunities for in-depth exploration of curriculum, it provides opportunities for closer teacher-parent relationships, it benefits working parents who may need a longer school day (Burkam 6). Reading, math, science are subjects that are the beginning fundamentals in learning Researchers found that children who attended full-day kindergarten scored higher on reading comprehension and mathematics concepts and applications (Burkam 9). Having more hours in a school day allows teachers to take a more one on one approach for the children to really delve deep into counting, the alphabet, writing, speaking, and so forth. The foundation of learning stems from kindergarten. Cognitive development is the most important issue with having children in a full-day kindergarten program. Kindergarten is more than play and social interaction with peers, this time must be used to take full advantage of a child’s potential in learning. Education should be the first priority and focus in a child’s life. The bigger picture is laying the groundwork for children’s educational experience. The younger the child the more prepared they will be for the future and the most successful in life.