Free Essays on The Great Britian

United Kingdom, constitutional monarchy in northwestern Europe, officially the United Kingdom of Great Britain and Northern Ireland. Great Britain is the largest island in the cluster of islands, or archipelago, known as the British Isles. England is the largest and most populous division of the island of Great Britain, making up the south and east. Wales is on the west and Scotland is to the north. Northern Ireland is located in the northeast corner of Ireland, the second largest island in the British Isles. The capital of the United Kingdom is the city of London, situated near the southeastern tip of England. People often confuse the names for this country, and frequently make mistakes in using them. United Kingdom, UK, and Britain are all proper terms for the entire nation, although the term Britain is also often used when talking about the island of Great Britain. The use of the term Great Britain to refer to the entire nation is now outdated; the term Great Britain, properly used, refers only to the island of Great Britain, which does not include Northern Ireland. The term England should never be used to describe Britain, because England is only one part of the island. It is always correct to call people from England, Scotland, or Wales British, although people from England may also properly be called English, people from Scotland Scottish, and people from Wales Welsh. The United Kingdom is a small nation in physical size. At 244,110 sq km (94,251 sq mi), the United Kingdom is roughly the size of Oregon or Colorado, or twice the size of New York State. It is located as far north in latitude as Labrador in North America, but, like the rest of northern Europe, it is warmed by the Gulf Stream flowing out of the North Atlantic Ocean. The climate, in general, is mild, chilly, and often wet. Rain or overcast skies can be expected for up to 300 days per year. These conditions make Britain lush and green, with rolling plains in the s... Free Essays on The Great Britian Free Essays on The Great Britian United Kingdom, constitutional monarchy in northwestern Europe, officially the United Kingdom of Great Britain and Northern Ireland. Great Britain is the largest island in the cluster of islands, or archipelago, known as the British Isles. England is the largest and most populous division of the island of Great Britain, making up the south and east. Wales is on the west and Scotland is to the north. Northern Ireland is located in the northeast corner of Ireland, the second largest island in the British Isles. The capital of the United Kingdom is the city of London, situated near the southeastern tip of England. People often confuse the names for this country, and frequently make mistakes in using them. United Kingdom, UK, and Britain are all proper terms for the entire nation, although the term Britain is also often used when talking about the island of Great Britain. The use of the term Great Britain to refer to the entire nation is now outdated; the term Great Britain, properly used, refers only to the island of Great Britain, which does not include Northern Ireland. The term England should never be used to describe Britain, because England is only one part of the island. It is always correct to call people from England, Scotland, or Wales British, although people from England may also properly be called English, people from Scotland Scottish, and people from Wales Welsh. The United Kingdom is a small nation in physical size. At 244,110 sq km (94,251 sq mi), the United Kingdom is roughly the size of Oregon or Colorado, or twice the size of New York State. It is located as far north in latitude as Labrador in North America, but, like the rest of northern Europe, it is warmed by the Gulf Stream flowing out of the North Atlantic Ocean. The climate, in general, is mild, chilly, and often wet. Rain or overcast skies can be expected for up to 300 days per year. These conditions make Britain lush and green, with rolling plains in the s...

Tech Resources for Early Childhood Educators

Tech Resources for Early Childhood Educators This is a self-guided tour of useful resources for early childhood educators to encourage thinking about how technology can be used in purposeful ways with young children. For a digital handout that accompanies this tour, please click here.   Examining the Possibilities with Kindergartners and Technology Here are three fun videos related to using technology in early childhood classrooms. Miss Nelson is MissingiPad Artwork Inspired by Peter Reynolds The DotIntegrating Technology in a Kindergarten Classroom Next, explore these sites for other ideas. Note that these teachers are using technology with students to create and publish. They are not using tech at lower levels on Blooms Taxonomy. Young children CAN do more sophisticated work!   The Connected Kinders: Turning iPad Experiments into Adventures in Innovative LearningGoing on a Bear Hunt Using QR CodesHow Kristi Meeuwse Teaches with an iPadTalking Animal ReportsEdutopias Resources for Using iPads in Grades K-2 Exploring iPad Apps iPads are amazing devices for content creation, not just consumption! Ideally, educators should strive to provide opportunities for student voice and choice, designing lessons and projects that allow students of all ages to create content. Heres a collection of apps are more focused on creation than consumption and if you havent seen Osmo, check out this device that using iPads to create really innovative learning games for kids.   Other places to find high quality ed tech materials: AppolearningGraphiteKindertownKinderchat Symbaloo Publishing with Young Children Publishing should be a universal activity in all early childhood classrooms. Check out the following iBook examples:   The Adventures of the Monkey and the Cat by KinderPris Ridge International SchoolConnecting Classrooms: Activities to Promote Global Collaboration by Ben SheridanFamily Time with Apps by the Joan Ganz Cooney FoundationGlobal Book: Schools Around the World by Kristen PainoGlobal Book: Shelters Around the World by Kristen PainoA Global iBook by Meg WilsonInspired Young Authors by Jane RossMy Pet Monster by Jason Sand and Others Building Your Own ECE Personal Learning Network Use social media to enhance your own learning and to connect to others. Here are a few suggestions to get started with connecting to other educators and learning from their best practices. First, join Twitter, and start following other ECE educators and organizations. Then, start participating in Kinderchat, a Twitter chat where kindergarten teachers come together to discuss relevant topics and share resources. Finally, start finding ideas for your classroom by perusing the following blogs and pinterest boards. Blogs Enabling EnvironmentsiTeach with iPadsPassion for EYFSTechnology in Early Childhood Pinterest Augmented RealityKid World CitizenKindergarten - iPadThe Kindergarten SmorgasboardPlayful Learning Investigating Making and Tinkering The Maker Education movement is growing within US schools. What does this look like in early childhood classrooms? Starting points for further exploration may include TinkerLab. Some early childhood classrooms are also exploring the possibilities of digital making through robotics and coding. Check out Bee-Bots, Dash and Dot, Kinderlab Robotics, and Sphero.   Connecting Globally The first step to connecting globally is to get connected yourself. Use social media to meet other teachers, and youll find that project opportunities will organically happen. Projects tend to be more successful when professional relationships are established first; people just seem to be more invested if connections happen first. If you are new to global projects, youll want to get to the point where youre co-designing experiences for students with virtual colleagues. In the meantime, join existing communities and projects in order to get a feel for the project design process. Below are a few starting points and exemplars: The Global Classroom ProjectHello Little World SkypersProjects by JenSkype in the ClassroomiEARN USA Thinking About PD and Additional Resources   Face to face professional development opportunities also an ideal way to participate in professional development. For early childhood specific events, we recommend the NAEYC Annual Conference and the Leveraging Learning  conference. For general ed tech information, think about attending ISTE and if youre interested in creative uses of technology and the Maker Movement, consider attending Constructing Modern Knowledge.   Also, the  Chicago-based Erikson Institute has a site devoted to the role of educational technology in early years classrooms.  This site is a unique resource dedicated to helping early childhood professionals and families make informed decisions about tech. Finally, weve curated a massive list of ECE resources in an Evernote notebook. Well be continuing to add to this, and are welcome to browse our collection!

International Criminal Law Essay Example | Topics and Well Written Essays - 3500 words

International Criminal Law - Essay Example of international crimes is even more complicated because the enforcement of the penal statute is carried out by international bodies against individual persons for acts committed in different countries. Where the international tribunal has jurisdiction, however, it is able to add further definition to a new offense. Such is the case with the crime of genocide. The crime of genocide is a relatively new name for a violent act that had long existed, merely because it has only recently been criminalized. Quigley2 refers to the crime of genocide consisting of forcible acts that are directed against individual members of a group in a way that threatens a group, although closer examination reveals that there are fine points that qualify acts of genocide. Most such atrocities are coincidental to the occurrence of war. In the twentieth century, the earliest such atrocity was in 1915 when Turkey, fearing that its two million Armenian population would side with its enemies, began deporting this population to Syria and Mesopotamia. The deportation was particularly brutal and involved several mass executions, during which several hundred Armenians died, prompting Arnold Toynbee to lament it as â€Å"the murder of a nation.†3 It took another world war and another three decades before the offense of genocide was conceived. The Germans committed such violence against indiscriminate and countless people that Churchill decried it as â€Å"a crime without a name†.4 The term â€Å"genocide† was coined by Raphael Lemkin, a Polish lawyer who escaped Nazi occupation and worked in Washington war intelligence. The word, as Lemkin himself described, is â€Å"a hybrid consisting of the Greek genes meaning race, nation or tribe; and the Latin cide meaning killing5 (e.g. suicide, homicide). After having chronicled the atrocities of the Third Reich, Lemkin had a circumscribed perspective of what would comprise the offense of genocide. He wrote that: â€Å"Genocide is effected through a

Managerial Economics Individual Work wk1 Essay Example | Topics and Well Written Essays - 750 words

Managerial Economics Individual Work wk1 - Essay Example Some of these are discussed below: Scarcity is the excess of human wants over the resources he holds (Devlin, 2014). As the resources available to the world are limited while wants are unlimited, therefore we say that the resources are scarce in relation to human wants. Opportunity cost means trade-off of one desire for the choice of another. Since resources are scarce compared to human wants, every person needs to make choice of what he should purchase with his limited resources (ICAP, 2013). It is not possible for a person to buy everything with his resources. Hence if a person has two choices of buying a burger or some bread and he chooses to buy a burger, then the amount of bread he ignored for that burger is the opportunity cost of that burger. It shows those economic activities in which income earned by one factor is the expense of the other factor (Hirschey, 2008). For example, in a commercial organization, labor provides factor services and in return the organization pays the labor wages. These wages are income for the labor whereas expense for the organization. Market efficiency is directly related to property ownership. It may be explained as whenever there is a factor of property ownership in a specific region, there will be economic stability which will then lead to efficient markets. Let us take the example of America where property ownership is not very difficult. For this reason, the people in that region, after ownership of the property, look towards further investments in the region. It is a well-known fact that where investment increases, markets get more and more competitive leading to market efficiency. Illegal immigration means moving or living in a country without its citizenship or legal visa of the country. In almost all the countries of our world, illegal immigration is strictly prohibited. These countries quickly deport such immigrants as soon as they

Thomas Jefferson’s Declaration of Independence Essay Example for Free

Thomas Jefferson’s Declaration of Independence Essay Thomas Paine’s Common Sense and Thomas Jefferson’s Declaration of Independence are two important and popular persuasive documents in American history. Both documents were written in 1776 about the same subject (Famighetti 512; Independence Hall Association 1999). However, as one reads the different documents one would observe the difference in tone and styles adopted by each author to express their ideas. As persuasive works both presents the current problems that they were facing, both give reasons as to why the problem was occurring and both presents a solution to the problem. The subject of both documents was Great Britain’s relationship with the American colonies. Both documents were written at a time when Great Britain was pressuring the American colonies to pay unreasonable and unfair taxes to her (Perry 431). Paine had felt that Great Britain was abusing its power while Jefferson argued that Great Britain was a tyrant. Then each author proceeded to enumerate their own reasons why they think it was so. In view of the current circumstances, both authors had felt that the colonies should free itself from Britain’s rule. In communicating his ideas, Thomas Paine’s Common Sense was written more in the direction of an editorial persuasive essay that aimed to make the people become aware of what was really going on between Britain and the American colonies. In the opening paragraph Paine clearly admit that what he was about to say may not be the general belief or views of his readers, â€Å" perhaps the sentiments contained in the following pages are not yet sufficiently fashionable to procure them general favor†( Independence Hall Association1999 ). He was merely presenting his opinion regarding a certain situation. On the other hand, Jefferson’s works was already a call to action as if the people already knew what was going on. The assumption that he was addressing to people who already knew the real situation was in the statement, â€Å"When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another† (Fameghetti 512), as if implying that certain events of which the people were aware of is now leading them to separate from Britain. In other words, Common Sense was educating the people while The Declaration of Independence was largely calling the now â€Å"educated† people to action. Thomas Paine’s discourse was merely voicing his opinions and informing the people of the real situation, his tone of voice was more of calm persuasion as if he was waking up the general American public from a long sleep of indifference and ignorance when he observes that the Americans were in â€Å"a long habit of not thinking a thing wrong† which â€Å"gives it a superficial appearance of being right†( Independence Hall Association 1999 ) . Paine then ended his document with a suggestion of what the American people should do. Jefferson on the other hand, adopted a more confident, assertive and with a sense of urgency tone in his work, with the goal of rallying more sympathizers and followers to the cause of independence and urging them to make an immediate action. This can be supported by the fact that by the time the document was conceived and read, not all Americans agreed to the separation (Perry 431). Yet Jefferson used the â€Å"We hold these truths to be self-evident†, using the word â€Å"we† to mean that he was assuming that all Americans was sharing his views and with this regard he was playing the role as the voice of the American people (Fameghetti 512). Unlike Paine, Jefferson ended the document not with a suggestion but with a bold announcement for the need of separation (Fameghetti 513). Moreover, the organization of both documents was different. Jefferson took a rather direct and abrupt approach in communicating his views. He immediately introduce his ideas in the beginning few paragraphs citing John Locke’s â€Å"inalienable rights† as the main basis for his argument and without much hesitation supported his view on separation by listing Britain’s faults. The theme of his works was more to justify American acts of rebellion so that other nations such as Spain and France from which they hope to gain support for their cause will not consider their revolutionary actions as illegal acts of rebellion (Maier 43). Paine, on the other hand, adopted a storytelling format in presenting his views. He took pains in providing background information about his subject (Independence Hall Association 1999). He examined every detail and favorable examples and presented them as logical explanations in support of his views of why it is better for a nation to be independent of Britain. When one examines each documents, one can conclude that in Common Sense, Paine acted as a persuasive educator, whose role was only that of a man who had the task of arousing the interest of his readers to side with his views while Jefferson acted more as an active leader of rebellion, whose main goal was to inspire the people to make immediate action in response to their belief that Great Britain should not rule over them. Works Cited Famighetti, Robert. The World Almanac and Book of Facts 1996. New Jersey: Funk and Wagnalls Corporation, 1995. Independence Hall Association. â€Å"Common Sense by Thomas Paine†. 1999. US History Organization Website. Accessed April 4, 2008 http://www. ushistory. org/paine/commonsense/singlehtml. htm Maier, Pauline. American Scripture: Making the Declaration of Independence. New York: Alfred A. Knopf, 1997. Perry, Marvin. A History of the World. New York: Houghton and Mifflin, 1988.

Causes of the American Revolution Essay -- Essays on American Revolut

There was no one event that started the American Revolution. This paper will address the problems that lead to the start to the American Revolution. The colonists believed that they should live democratically. Britain felt that they owned the American colonies and they could use their resources in any way that they wished. The colonists did not want to live being ruled by another country. The major events that led to the American Revolution were the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. The French and Indian War was between the French and Indians, against the American colonies and English. This seven year war lasted from 1754-1763. During this time the French controlled the Mississippi River and the Ohio River as well. They began building forts in those areas. The French soon expanded their areas into the British territory. In 1754 George Washington was sent by the Governor of Virginia’s to evict the French Fort Duquesne (which was built where the Allegheny and Monongahela rivers come together). Washington stumbled upon a French scouting party and had his men open fire. He ended up killing 12 French men and wounded 22. After this event the war was on. The first two years the French and Indians defeated the British. It began poorly for the British. The British army was led by General Braddock. He tried to capture Fort Duquesne but the French succeeded in defeating the British force and General Braddock was killed. The British sent more resources to America and they slowly started to capture the French Forts. In 1759 -1760 the British won the Battle of The Plains of Abraham, captured Montreal and thus completed the capture of Canada which effectively ending ... ...fire that was, by that time, unavoidable. The major events that started the Revolutionary War were French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. Works Cited â€Å"REVOLUTIONARY WAR: Birth Of A Nation.† www.historycentral.com .2000. MultiEducator, Inc. Web 8 June 2015. http://www.historycentral.com/Revolt/causes.html â€Å"The American Revolution (1754–1781)†. www.sparknotes.com. 2011. SparkNotes LLC. Web 8 June 2015. http://www.sparknotes.com/history/american/revolution/summary.html â€Å"American Revolution†. www.harlingen.isd.tenet.edu. H.C.I.S.D. Web 8 June 2015. http://www.harlingen.isd.tenet.edu/coakhist/amrev.html#TOP â€Å"The Battles of Lexington and Concord†. www.theamericanrevolution.org. Web 8 June 2015. http://www.theamericanrevolution.org/battledetail.aspx?battle=1 Causes of the American Revolution Essay -- Essays on American Revolut There was no one event that started the American Revolution. This paper will address the problems that lead to the start to the American Revolution. The colonists believed that they should live democratically. Britain felt that they owned the American colonies and they could use their resources in any way that they wished. The colonists did not want to live being ruled by another country. The major events that led to the American Revolution were the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. The French and Indian War was between the French and Indians, against the American colonies and English. This seven year war lasted from 1754-1763. During this time the French controlled the Mississippi River and the Ohio River as well. They began building forts in those areas. The French soon expanded their areas into the British territory. In 1754 George Washington was sent by the Governor of Virginia’s to evict the French Fort Duquesne (which was built where the Allegheny and Monongahela rivers come together). Washington stumbled upon a French scouting party and had his men open fire. He ended up killing 12 French men and wounded 22. After this event the war was on. The first two years the French and Indians defeated the British. It began poorly for the British. The British army was led by General Braddock. He tried to capture Fort Duquesne but the French succeeded in defeating the British force and General Braddock was killed. The British sent more resources to America and they slowly started to capture the French Forts. In 1759 -1760 the British won the Battle of The Plains of Abraham, captured Montreal and thus completed the capture of Canada which effectively ending ... ...fire that was, by that time, unavoidable. The major events that started the Revolutionary War were French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. Works Cited â€Å"REVOLUTIONARY WAR: Birth Of A Nation.† www.historycentral.com .2000. MultiEducator, Inc. Web 8 June 2015. http://www.historycentral.com/Revolt/causes.html â€Å"The American Revolution (1754–1781)†. www.sparknotes.com. 2011. SparkNotes LLC. Web 8 June 2015. http://www.sparknotes.com/history/american/revolution/summary.html â€Å"American Revolution†. www.harlingen.isd.tenet.edu. H.C.I.S.D. Web 8 June 2015. http://www.harlingen.isd.tenet.edu/coakhist/amrev.html#TOP â€Å"The Battles of Lexington and Concord†. www.theamericanrevolution.org. Web 8 June 2015. http://www.theamericanrevolution.org/battledetail.aspx?battle=1

Neighborhoods and Crime

This article, which consists of an examination of data gathered from the Project on Human Development in Chicago Neighborhoods, is aimed at gaining a complete picture of the neighborhood in Chicago. It is based on the spatial definition of neighborhood as â€Å"a collection of people and institutions occupying a subsection of a larger community.† The data gathered and the analysis based on such data are used to test the hypothesis that collective efficacy has a connection with reduced violence in neighborhoods. Collective efficacy refers to the social cohesion among people belonging to a neighborhood that is influenced by the willingness to act to promote the common good. The hypothesis was formulated based on the premise that crime rates vary in different neighborhoods, and such variation may be attributed to social and organizational characteristics extant in such social groupings. Moreover, it is assumed that there are factors at play other than those attributed to demographic characteristics of individuals. The article also makes use of two concepts of efficacy, namely, individual efficacy and neighborhood efficacy. It suggests that these two constructs are related in their similar means of activating processes such as social control, which encourage people to act in protection of the neighborhood’s well being. The question sought to be answered by the article revolves around the factors that influence collective efficacy. Again, this question has an assumption, which is that collective efficacy does not exist in a vacuum and is affected by various factors such as political economy and various contexts. Using a five-item Likert-type scale, subjects of the study were asked various questions about the social interaction observed within the neighborhood, such as whether there is a general feeling of trust in favor of neighbors or whether there is a likelihood of intervention in certain circumstances. On the other hand, violence was measured through questions about the frequency of occurrence of violent behavior and personal experience of violent incidents. Moreover, the survey measures were juxtaposed with independent records of violent incidents. After extensive analysis and presentation of data, the article concludes that collective efficacy may be measured at the neighborhood stage, mainly through the conduct of surveys. Moreover, neighborhood variation in collective efficacy is largely explained by three factors, namely, immigration concentration, concentrated disadvantage, and immigration concentration. In sum, the article was able to find data to prove its hypothesis that factors other than demographic characteristics of the individual residents of a neighborhood affect collective efficacy. Nevertheless, the article is quick to note that the study has inherent weaknesses, and suggests that further studies be conducted to explore other possibilities.