Want to Know How to Read College Textbooks Ask the Students!

Throughout their college years, students deal with lots of reading assignments. The amount of reading often exceeds the time resources that students have. Fortunately, they know how to cut the costs on college textbooks because there are a lot of them to buy. You might think at first that, in order to be successful and get good grades, you should buy and read everything you’re assigned. Instead, the real academic success depends not on how much you read, but on how much important information you get from reading. While your professors insist that you should read everything, smart students understand that it isn’t the way to learn. In this article, we’ll take a look at some tips from smart students on how to deal with a lot of reading without having to read absolutely everything. The trick is to get the juice out of your textbook and to do it as efficiently as possible. Starting the Chapter First of all, right before reading the assigned chapter, try to pay attention to the objectives at the beginning of the chapter. Then go to the summary or the key points at the end of this chapter. The objectives will tell you what you should focus on the most, and the summary points will suggest what exactly you should know to be prepared for the class or the upcoming test. Everything That Stands out When you’ve done with the objectives and the summary, it’s time to tackle the chapter itself. When reading the body of the chapters, you shouldn’t pay attention to the entire text. It is better to concentrate on everything that â€Å"stands out†. That would be paragraph titles and subtitles, bolded terms and new concepts, or italicized fragments of text. Read Graphs and Tables Next, here is one really important tip —  pay attention to the visuals. Textbooks are often stuffed with visual information in the form of graphs, charts, tables, or pictures. They often contain something important or help you understand the material better. What’s more, they are always explained below through the means of text. It basically repeats the information in a graph. So, read the graphs and skip those large pieces of text which explain the visuals. The First Two Sentences Textbooks are structured in a very formal way. That is the one that obliges us to start each paragraph with the topic sentence. It is, in fact, the most important element of the paragraph: it states the main issue discussed in this paragraph. The second sentence usually provides an explanation. In case the information you’ve obtained from those two sentences was not enough for you to understand the chapter, you might want to read the entire chapter in order to get a whole picture and to be better prepared for the class. Take Notes Taking notes is essential for those who want to practice active reading, rather than passive reading. Reading actively means that you’re interacting with the text. Don’t just write down exactly what you see in the book; always paraphrase it in your own words. This tip is especially helpful when you are doing a writing assignment based on the textbook you need to read. Despite the fact that most time-saving techniques and strategies help you become more efficient in your studies, they do not help in absolutely every case. When you read your textbook and skip through the main points, it is always better to spend a little more time on some extra reading than missing the point altogether. In other words, you should always look forward to saving some time, but you should also be prepared to your tests and exams. Always make sure that you are actually learning, not just reading.

If I DidnT Grow Up In The Middle Class . Growing Up In

If I Didn t Grow Up in the Middle Class Growing up in the city of Brook Park, a nice little suburb located in northeast Ohio. I never really imagined how life could be differently if I grew up in a different social class. Up to this point in my life, my family has mainly been a middle class family. Money isn t thrown around in my family like its nothing, but we ve had a very good living style due to the hard work of my parents. Many times growing up my parents always told me to be grateful for what we have and to never complain because there s people out there who would love to have what we have as a family. If I lived in the poverty living level instead of the middle class, the social part of my life would be different in many†¦show more content†¦As a child I was lucky enough to have this experience with my family but I may not have had this opportunity if it wasn t for growing up in the middle class. Vacations are very expensive, especially when they are only a week long and families spend thousands of dollars on them. That would be a lot of extra money for families to come up with, especially families who aren t in the higher low class or middle class and annual income per adult averages between $18,000-$30,000 per year.(Cliffsnotes) Not having those vacation experiences would be a huge loss and I wouldn’t have had some of my best childhood experiences with my family. Show me your friends, I ll show you your future. This quote is one of my favorite quotes of all time, which I heard from a speech given by Jim Tressel.I ve been surrounded around great friends my whole life, and I believe they take a big part in why I have a pretty bright future. They have always been great influences around me, and are always telling me what the right and wrong things are to do. Friends are like a second family to most people, if you aren t with your family your with you friends. Its very important to have a good stable friend group that help lead you into the right path. Growing up in my town there was the fair share of drugs and violence but not as bad as some neighborhoods where the price of living is low. If I were to grow up in a different social class, I could have been raised up in town where crime and drugsShow MoreRelatedMy Most Formative Memories Of The South1273 Words   |  6 PagesI was raised in the south nestled in a small town outside of an even sma ller city in North Carolina. Growing up in the south was an education on it’s on. For starters, I was not short of discipline. I realized that a lot of my friends’ parents just â€Å"negotiated† with them from age two and beyond. This is not acceptable in the south. One of my most formative memories is being popped in the mouth by my grandmother in front of the entire line at Winn-Dixie because I called her a name - one that rhymesRead MoreSelf Perception800 Words   |  4 Pagesfrom cultural aspects. I have had it very rough in life growing up since childhood being raised in a low income town as the oldest girl of four of three other female children; I was forced to grow up fast in life. My mother gave birth to me and all of my sisters in Ansonia, CT which is a small town where just about everyone knows each other and knows your all of your business. My social status was low class but most of the families there were and very few were middle class, but we all a ttended schoolsRead MorePrivate Education Vs. Public Education864 Words   |  4 Pageseducation. I attended a private Christian school from grades Kindergarten through eighth. My father believed a private education would be the best option for me. Our class sizes were very small. Each grade level had around forty students, but we were split equally into two individual classes. The majority of the eighth grade class consisted of the same students that we started Kindergarten with. We had grown up together and helped one another grow. A few months into my eighth grade year, I transferredRead MoreEssay on The Importance of a Personal ´s Life in Speak806 Words   |  4 Pagesin any middle school classroom and offers many valuable life lessons to young teens. Throughout someone’s experience of reading this inspiring novel, he or she can come to realize how important art can be in a person’s life. Mr. Freeman, Melinda’s art teacher, helps Melinda understand that life is like art. When a mistake is made in life, there is a chance to start anew, just like erasing a drawing and starting over. Mr. Freeman introduced his class by saying, â€Å"Welcome to the only class that willRead MoreRole Of Women During The Nineteenth Century1456 Words   |  6 PagesIn the last decades of the nineteenth century, United Stated encountered an urban migration; it was something different and never experienced before. As factories began to open up across the Midwestern and Northern countryside, cities grew up around them. A whole new world was introduced, bringing a mixture of both positive and negative effects into the American society. While the new elite, big businesses, and the American economy in general, enjoyed the benefits of ind ustrialization, many AmericansRead MoreLiterary Analysis Of The Outsiders1661 Words   |  7 PagesOutsiders, the author S.E Hinton explains the story of a young boy named Ponyboy and the struggle to survive, to find out the rights and wrongs in society, taking on difficult challenges like social class, loved ones, loyalty and rivalry between two different social classes . The question is brought up, is the American Dream fact ? Or fiction ? According to the knowledge that has been given, Through documentaries, articles and a novel. The American Dream is what you could describe as an allusion.Read MoreMy Parents Always Encouraged Me909 Words   |  4 Pagesyears, I now see that yes indeed reading did expand my mind and in the unimaginable ways as well as helped me grow as an individual. Reading has impacted me both in positive and negative aspects. Whenever I was read to or I reading to myself I remember Dr. Seuss words â€Å"The more you read the more things you know. The more that you learn the more places you’ll go† and day by day seeing the truth of those words. I always tried to imply books as much as possible in all my education especially when I don’tRead MoreGrowing Up Is A Hard Thing For Me1554 Words   |  7 PagesGrowing up was a hard thing for me to do. Don’t get me wrong, what I mean by that is not that it was hard for me to grow or develop literally, but that it was very hard to grow up mentally. When I was in high school an event happen to me that completely changed my life from being a typical average high school kid who didn’t care about school, to a hard working dedicated student. Life can change in an instant, and change everything in an instant too. it happened to me once, and I am truly happy thatRead MoreBest Two Things Of My Life1398 Words   |  6 Pagesof me. From toddler to adult, I have managed to sharpen both skills to my liking. However, even though it significantly helped, schooling was not what influenced me to continue developing those skills to talent. Many different things shaped and influenced my learning in my country, and now reading and writing have become the safety net of my life. I know that even if I have nothing else in the future, I will still have my talent and knowledge. To ensure my success, I hope to further develop thoseRead MoreBeing Bullied987 Words   |  4 PagesBeing Bullied When I was in middle school I was bullied. No one should ever have to go through what I went through as a young middle school child. It can cause a lot of damage to one’s self esteem, and it can cause health problems down the road. Now that I have children of my own, I want to make sure they know that they do not have to go through what I went through growing up and being bullied. I try to make sure that my children know there are ways to deal with a bully. And I try to help my children

Data Analysis Free Essays

To analyze the time series data, a statistical software (STATA) was used. In time series data analysis important required condition is stationarity of the data set. To test whether the time series is stationary or not, the two tests are used; the ADF (Augmented Dickey Fuller) test and Zivot and Andrews test for unit root. We will write a custom essay sample on Data Analysis or any similar topic only for you Order Now Both of these tests have same null hypothesis that the series is non-stationary (unit root process). For ADF unit root test we need lag length for the given time series variables. The lag length is selected by using information criteria (HQIC, AIC, SBIC) mentioned in section [2.2]. We performed the unit root tests with both trend and constant. It is important because the graphs of the time series variables gives an indication, whether we will include the trend term in the model or not. We can check the t value as well for inclusion of trend term in the model. The graph of immigration, unemployment and inflation shows that these series have time trend, but GDP growth rate series has no trend. The Table 4 summarizes the results of ADF test at levels. The given table consists of test statistics value and p-value. In case of variable GROWTH, the hypothesis was rejected and we can say that GDP growth rate is stationary at levels. The remaining variables IMMIG, UNEMP and INF are non-stationary at levels. All these three variables are non-stationary, when ADF test is performed with trend and intercept in the model. Table 4: Augmented Dickey-Fuller Test for Unit Root at levelsVariables With intercept With trend and intercept Test statistics Z(t) P-value Test statistics P-valueIMMIG -0.838 0.8077 -2.825 0.1881UNEMP -1.398 0.5833 -2.503 0.3265GROWTH -5.671 0.0000 -5.587 0.0000INF -1.313 0.6231 -3.163 0.1032Since the series (IMMIG, UNEMP and INF) are not-stationary at levels, we take first difference for these three series. After taking the first differenced for IMMIG, UNEMP and INF series, the ADF test are then performed, as shown in table 5. Now these three variables are stationary at the first difference and they are said to be integrated of first order. Table 5: Augmented Dickey-Fuller Test for Unit Root at first differenceVariables With intercept With trend and intercept Test statistics Z(t) P-value Test statistics P-valueIMMIG -6.516 0.0000 -6.520 0.0000UNEMP -4.582 0.0001 -4.523 0.0014INF -7.967 0.0000 -7.891 0.0000 The results obtained from Zivot and Andrews test of unit are shown table 6. GDP growth rate has same results like in previous tests which is stationary at level with constant and trend and without trend. Unemployment rate and immigration are non-stationary series with or without trend. The inflation rate is stationary without trend but non-stationary when including trend term in the model. Zivot and Andrews test was reformed after taking first difference of the three non-stationary time series. The unemployment, immigration and inflation rate have a strong evidence to reject the null hypothesis of unit root at first difference.Table 6. Zivot and Andrew unit root test for structural break (at levels)Variables With intercept With trend and intercept Test statistics Z(t) Break Year Test statistics Z(t) Break YearIMMIG -4.167 2006 -3.698 2002UNEMP -5.313 1992 -3.841 1997GROWTH -6.001*** 1994 -5.180*** 2005INF -5.025** 1992 -3.830 1977Note: significant at 10% level, **significant at 5% level, *** significant at 1% level Table 7. Zivot and Andrew unit root test for structural break (at first difference)Variables With intercept With trend and intercept Test statistics Z(t) Test statistics Z(t)D. IMMIG -7.032*** -6.413***D.UNEMP -5.600*** -4.632**D.INF -7.092*** -6.896*** Note: *significant at 10% level, **significant at 5% level, *** significant at 1% level The empirical results of vector autoregressive model are investigated in the form of Granger causality test and Impulse response function. In this thesis, the time series variables used on levels to perform VAR model, because GDP growth rate is stationary on level and the remaining three variables (IMMIG, UNEMP and INF) are stationary at first difference. As mentioned in section [2.1], various studies have indicated that vector auto regressive model can be estimated on levels of variables.The information criterion is used to select the lag length for a vector autoregressive model with four time series variables. The three information criterion (HQIC, AIC, SBIC) gives same lag length, which is two. But we preferred SBIC for selecting the lag length. After computing the results of vector autoregressive model, there is need to test for autocorrelation of residuals and stability of the model. The LM Test for Residual Autocorrelation is used to test for autocorrelation. The results of the test shows that there is no evidence of autocorrelation found between the residuals. The resulting VAR model gives all eigenvalues less than one and these eigenvalues lies inside the unit circle shown in appendix [A4], which confirms that estimated VAR model is stable.The Granger causality test is performed by using the results of VAR model. Table 8 shows the results of Granger-causality. The null and alternative hypotheses is used for immigration variable are H_0: Immigration does not Granger cause unemployment rateH_1: Immigration granger causes the unemployment rate H_0: Immigration does not granger cause GDP growth rate H_1: Immigration granger causes the GDP growth rate ? H?_0: Immigration does not Granger cause inflation rate H_1: Immigration granger causes the inflation rateIn first column of table 8 the null hypothesis is shown and degree of freedom is in 2nd column. The next two columns give test statistics value and p-value. We set the level of significance to be at 5%. The degree of freedom for all pairs is used 2, because the estimated VAR model has lag length 2. The results obtained from granger causality test for first null hypothesis have p-value 0.194, which is a clear evidence that we cannot reject null hypothesis. It showed that immigration does not granger cause unemployment rate. For hypothesis about effect of immigration on GDP growth rate, the p-value is 0.35, which means again that we cannot reject the null hypothesis and conclude that the immigration does not granger cause GDP growth rate. The same results found in case of immigration and inflation rate hypothesis, where the p-value is 0.186. It is found that immigrations do not granger cause inflation rate. In these three cases we cannot reject the null hypothesis. Table 8: Engle-Granger test for Causality:Null Hypothesis df Chi-sq Prob chi-sq decision IMMIG does not granger cause UNEMP 2 3.2787 0.194 Do not reject H0IMMIG does not granger cause GROWTH 2 2.1011 0.350 Do not reject H0IMMIG does not granger cause INF 2 3.3626 0.186 Do not reject H0The impulse response function obtained from vector autoregressive model results are presented in figures (6-9). The impulse response function in the figure (7) shows the response of unemployment rate after a shock in the immigration. At first two steps, the resulting effect is negative, but after two steps it has a positively increasing trend till the fourth step. At the fourth step it has a maximum value near 2 and after fourth step it goes down, which eventually disappeared at sixth step. The impulse response function in this case build an idea that immigrations have positive short run relationship with unemployment.The figure (8) displays the response of growth rate to a shock in immigrations. It shows the negative relation in first three years. After the third year, it tends towards positive side and after sixth year it fades away. In figure (9) the response of inflation rate to a shock in immigration show that in first three years it has positive value. But after third years, it is going towards negative side till sixth year and after sixth year it has no effect. It shows that in first years immigration and inflation have positive significance short run relationship and after this period it has negative relation till sixth year. Figure 6: Graph of Impulse Response Function Figure 7: Response of UNEMP to a shock in IMMIG Figure 8: Response of GROWTH to a shock in IMMG Figure 9: Response of INF to a shock in IMMG ? ConclusionsThe main objective of this thesis is to investigate the effect of immigration on macro-economic variables in Sweden. In this study unemployment rate, GDP growth rate and inflation rate are considered as the economic variables. The annual data for period 1970-2014 is used to examine the relationship between these variables in Sweden. We estimated VAR model for a short run relationship. The estimated VAR model satisfied the stability condition and by using Lagrange Multiplier (LM) test for autocorrelation, it was made sure that there is no autocorrelation between the residuals at any lag order 2. The granger causality analysis performed by using the results of VAR model. The granger causality results shows that the immigration does not effect the unemployment rate, growth rate and inflation rate in Sweden during the study period. It is concluded that immigration has no short run relationship with these three macro-economic variables. The results obtained from impulse response function shows that the immigration has short run positive relationship with the unemployment rate after first few years. On the other hand, the immigration have negative effect on growth rate in first three periods, but after these periods, the reverse effect has been observed. There is a positive relationship found in first two years between immigration and inflation rate. But after two years it has negative relationship between immigration and inflation rate. The impulse response function results shows that immigration affect these economic variables for five to six periods and after that it have no such effect. This indicates that in the beginning the immigrants does not participate in the economic growth. One probable cause of this could be the exposure to a new language in Sweden, which produces language barriers. Which also verifies that the GDP growth rate becomes static relative to the immigrations after few years, since language barrier is a temporary effect. However, considering more economic variables which could be affected by the immigration may lead to more findings in Sweden’s economic growth. Moreover, increasing the sample size of the study variables could yield more improved results. How to cite Data Analysis, Papers

Ancient Astronomy Essay Example For Students

Ancient Astronomy Essay Science Assignment1) A supernova is an explosion, triggered by the collapse andexplosion of a massive star. There are two types of supernova explosion inthe universe, called Type I and Type II. The remains of the core of a starthat has gone supernova is a neutron star. These stars give off radio wavescalled pulsars. When a huge star goes supernova, the gravity of the corebecomes so strong that even light cannot escape it. This is called a Blackhole. On occasion, throughout the centuries, astronomers have been puzzled by theappearance of, as they phrased it, new stars in the sky. For instance, inJuly 1054 AD, Chinese astronomers noted the appearance of a guest star(as they called it) in the constellation Taurus. The guest star was visiblein broad daylight for three weeks, and was visible at night for two yearsbefore it faded into invisibility. Astronomers also study supernovae because they are rare, luminous, andfairly brief events. There are only about one per century in our galaxy. 2) Normal forces give us the sensation of having weight. If we removethe supporting force, we have the sensation of apparent weightlessness.For example, a skydiver feels weightless before opening the parachute andin and the unlikely event of an elevator breaking loose, you would alsoexperience weightlessness. Certain amusement park rides are designed toremove the supporting force and induce a feeling of weightlessness. Galileo correctly concluded that in free fall, all objects must fall at thesame rate. While in orbit our astronauts are constantly falling. Sinceeverything around them is also falling and everything falls at the samerate, they have a continuing experience of weightlessness. Some of the very real effects to the human body of this apparentweightlessness include:1. Loss of bone mass (similar to osteoporosis)2. Reduced total blood volume, particularly loss of red blood cells3. Giddy, light-headed feeling4. Space sickness with nausea and vomiting5. Decrease of heart size6. Nasal congestion7. Muscle weakness3) To determine the movement of a star through the universe,scientists use a method called red shift. There are 3 different types ofred shift and two are used to find the movement of stars. The Doppler Redshift results from the relative motion of the light emitting object and theobserver. If the source of light is moving away from you then thewavelength of the light is stretched out, i.e., the light is shiftedtowards the red. These effects, individually called the blue shift, and thered shift are together known as Doppler shifts. The other red shift used to find the motion of stars is the CosmologicalRed shift. This is a red shift caused by the expansion of space. Thewavelength of light increases as it traverses the expanding universebetween its point of emission and its point of detection by the same amountthat space has expanded during the crossing time. 4) Sunspots are regions on the solar surface that appear dark becausethey are cooler than the surrounding photosphere. They are believed to becaused by intense magnetic fields interfering with the bubbles of hot gas. They are only dark in a relative sense; a sunspot removed from the brightbackground of the Sun would glow quite brightly. The largest sunspotsobserved have had diameters of about 50,000 km, which makes them largeenough to be seen with the naked eye. Sunspots often come in groups with asmany as 100 in a group, though sunspot groups with more than about 10 arerelatively rare. Sunspots develop and persist for periods ranging fromhours to months, and are carried around the surface of the Sun by itsrotation. .u7316f34614fce5eecbf957d7e172a679 , .u7316f34614fce5eecbf957d7e172a679 .postImageUrl , .u7316f34614fce5eecbf957d7e172a679 .centered-text-area { min-height: 80px; position: relative; } .u7316f34614fce5eecbf957d7e172a679 , .u7316f34614fce5eecbf957d7e172a679:hover , .u7316f34614fce5eecbf957d7e172a679:visited , .u7316f34614fce5eecbf957d7e172a679:active { border:0!important; } .u7316f34614fce5eecbf957d7e172a679 .clearfix:after { content: ""; display: table; clear: both; } .u7316f34614fce5eecbf957d7e172a679 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7316f34614fce5eecbf957d7e172a679:active , .u7316f34614fce5eecbf957d7e172a679:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7316f34614fce5eecbf957d7e172a679 .centered-text-area { width: 100%; position: relative ; } .u7316f34614fce5eecbf957d7e172a679 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7316f34614fce5eecbf957d7e172a679 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7316f34614fce5eecbf957d7e172a679 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7316f34614fce5eecbf957d7e172a679:hover .ctaButton { background-color: #34495E!important; } .u7316f34614fce5eecbf957d7e172a679 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7316f34614fce5eecbf957d7e172a679 .u7316f34614fce5eecbf957d7e172a679-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7316f34614fce5eecbf957d7e172a679:after { content: ""; display: block; clear: both; } READ: Old Man And The Sea Essay SummarySolar flares emit radiation that includes x-rays and ultraviolet rays,charged particles called protons and electrons, and powerful particles withno electric charge, called neutrons. This radiation surge may damageelectrical power systems, interfere with telecommunications, wreck high-tech ship navigation systems, harm an astronaut in space, or create thespectacular Northern and Southern lights, aurora. 5) The Big Bang Theory is the dominant scientific theory about theorigin of the universe. It states that the universe was created between 10and 20 billion years ago from the random, cosmic explosion of a subatomicball that hurled matter and energy in all directions. Then over a period ofapproximately 10 billion years, this newly created matter and energycoagulated into stars, galaxies and planets, including our earth. This theory was first introduced by in Albert Einstein in 1905. Anotherscientist, Edwin Hubble, observed that distant galaxies in every directionare going away from us at speeds proportional to their distance. The bigbang concept was initially suggested because it explains why distantgalaxies are travelling away from us at great speeds. The theory alsopredicts the existence of cosmic background radiationThe Big Bang Theory has many significant problems. Besides conflicting withthe 1st and 2nd Laws of Thermodynamics, the Big Bang Theory contradicts theLaw of Conservation of Angular Momentum. Everything in the universe isspinning planets, stars, galaxies, etc. It would take an enormous amountof energy to start a planet spinning. Many other contradictions have alsobeen noted making this theory very unstable. 6) Most telescopes are on the ground. The advantage of this is that onthe ground, you can deploy a heavier telescope and upgrade it more easily. The trouble is that Earth-bound telescopes must look through the Earthsatmosphere. This is a problem because, firstly the Earths atmosphereblocks out a broad range of the electromagnetic spectrum, allowing a narrowband of visible light to reach the surface. Second, the Earths atmosphereblurs the light it lets through. By orbiting above the Earths atmosphere,satellites in space, such as the Hubble, can get clearer images. In fact,even though Hubble has a mirror 15 times smaller than large Earth-boundtelescopes, it can still resolve detail almost 100 times finer. -SC1

Why Slavery Why Africans an Example by

Why Slavery? Why Africans? How strong was the relationship between race and slavery in colonial North America? The Virginians in the 17th century were no different by other Americans in terms of being labor intensive and productive. But during this period, the Virginians begin to feel the need for more labor as more production of tobacco farms was established to cater to the growing needs of England for tobacco. Since these early Virginians were mostly colonials from England, the crown of England is fully supporting them in their commerce and agriculture. Need essay sample on "Why Slavery? Why Africans?" topic? We will write a custom essay sample specifically for you Proceed Tobacco production in Virginia has become the forefront for Agriculture in North America that creates revenues that supports the crown of England. There is only one problem the Virginians are facing and that is the lack of labor force which is needed to power the production for more tobacco. The number of African slaves who were brought or bought from Africa continues to dwindle and most of them are getting old. They were called Negroes during that time by the colonials from England because of their ebony dark skin and the word has spread out in this part of the world. In the early days of colonialism, the Virginians avoided taking in more Negroes from Africa because they believe that keeping them for a lifetime while keeping their family as well is not logical enough for a man of single family with small farms. But with the addition of more agricultural areas, more lands were tilled and cotton and muscovado sugar were added as the principal crops in Virginia. Thus suddenly the necessity for the Negroes was felt. However, most of the citizens are contemplating of taking in more Negroes because they are afraid they would also revolt once they are more in numbers just like in England. Before the introduction of Negroes in the 1640s, the main crop in Virginia was primarily tobacco and majority of the workers were whites who migrated from England to avoid the civil war conflict. Migrating to Virginia to work as laborers was the only option to survive and so English workers flock to Virginia to work on farms. But with the introduction of cotton and sugar, more laborers were needed while tilling the lands became tougher. White workers who are not used to hard work avoided the strenuous labor. But with the advent of peace in England, white workers arrival in Virginia declined while the former workers decided to own their own lands and some of them migrated back to England. This calls for more Negro workers for the job. In 1660, Virginians started to buy Negroes from the Dutch traders who travel between Africa and Europe. But because of the passing of Navigation Acts which prevented the Dutch to enter the colonies of the whites, buying of slaves was once again stopped. The people of West Indies however continued to buy slaves from Africa through their own voyage and selling of slaves by the West Indies to Virginia carried more Negroes into the state. With the importation of muscovado sugar and tobacco, more Englishmen from England came to Virginia to try the opportunity brought about by agriculture. By 1750, more than 100,000 Negroes were taken in inside Virginia and West Indies but stricter rules in owning Negroes for slaves have been implemented. Rules in punishing slaves enable more slaves to practice their rights but some puritanical North American colonials remained strict with their slaves to the point of killing them if they go against the rules of their masters. The slaves from then on became an integral part of the colonists for without them there would be no commerce, trade and comfortable life for colonists. Thus the relationship between race and slavery in North America was very strong because the Negroes remained to be slaves for many years not because they are capable in sustaining life for their masters but because they were seen as lower in race farther from their masters white race (Morgan). Were English colonists motivated to enslave Africans by prejudice or by profit? As written by English adventurous traders, the Englismen arrived in Africa in the 1550s to make trade with the people. Although the Englishmen were known to be nation of colonizers, there were no motives of colonizing the Africans and converting them to English religions whatsoever. As the trade continued to grow and participated by the Portuguese and the Spanish, it was only in 1631 when the English were forced to settle in Kormantin due to the fact that the Royal African Company, a shipping and trading company was put on hold to sail. This initiates familiarity of the Englishmen with the culture and color of the African natives. Initially these first English settlers treated the West Africans equal as men because they all work together in harmony. Words of mouth travels as English nobles and historian travelers explored the mystery of Africa and its people. Shakespeare and Othello call them in their works as blacks and sometimes Negroes. However during the 17th century, constant traders in Africa began to notice certain distinctions between North Africans and the South Africans. They see Africans of the North to be blacker than the Africans of the south so they branded the South Africans to be moors while the North African to be black moors. Since the English traders have developed a strong trading relationship with the Africans, few Negroes begin to mingle with the Englishmen and agree to be taken to England to work as free slaves. Prior to that, five West Africans were taken to London in 1554 by Englishman trader William Towrson to have them as his slaves. Towrson trained them to learn English so that they could help him with his trade across Africa. From them on, sporadically Negroes were brought to England to work as free slaves or for free labor. Soon the Negroes seem to be novelties for the English nobles because of their uniqueness in color and their adaptability to learn English cultures. Although the Portuguese and the Spanish who for centuries have been in contact with the Africans, they did not recognize them as lower in race. However, the English interests with blacks were partly out of curiosity while others disdain them for being black. As an evidence of the English critical observation with the Africans during that period, even the Oxford English Dictionary described the meaning of black as deeply stained with dirt; dirty, foul and soiled. It signifies dark with deadly purposes or pertaining to death, sinister and disastrous. In other words there came in this period the insignificance of being black as an emotionally partisan in color and the symbol of evil and a sign of repulsion and danger by many English colonists. This kind of mentality was ingrained in the English culture where black connotes filthiness, sin, baseness, ugliness, evil and the devil, while white is being in purity, virginity, virtue, beauty, beneficence and God. Obviously, the English carry in them the culture of the Elizabethan English who is complimented to be the perfect and ideal human beauty because of the color of her skin. Due to the influx of bigger trade and settlement of other Europeans in African countries, the English came to conclusion that the Negroes must be converted to Christianity because they believe that being an atheist is a great fundamental defect and sin to God. However, some of these Englishmen are not strong believers themselves that is why most of them do not feel the necessity to introduce Christianity to the Africans. By being atheists, it was thought that during the latter part of the 17th until the 18th century slavery became engraved to English civilization mainly because it was powered by prejudice generally evoked by the puritanical English religious sects. The Negroes were seen as the unbelievers, the uncultured or even to the point of seeing them to be ape kind. Far from being equal they were defiled as lustful and unclean as animals. They were bought as slaves because of their energetic and unusual resilience to work. The Englishmens objectives of re-creating them to be civilized and turn them into Christians have never happened but the English traders succeeded in passing them as part of their commodities. Negroes are bought from other Negroes, traders and so on. At last the Englishmen find reasons to capitalize on the Negroes unique culture, uncultivated characteristics and physical appearance which for them are inferior qualities that are suited only to be slaves. And so the question if what motivates the Englishmen to enslave Negroes according to this commentary, it shows that they were enslave primarily because of prejudice and then by profit because they became good commodities for the ambitious and racial English colonists (Jordan). Works Cited: Jordan, Winthrop D. White or Black: American Attitudes Towards the Negro, 1550-1812. Morgan, Edmund S. American Slavery, American Freedom. W.W. Norton & Company, Inc., 1975.

The Power of Awe 5 Proven Benefits to Experiencing Awe in Your Life

The Power of Awe 5 Proven Benefits to Experiencing Awe in Your Life One of the themes at my leadership retreat last week was the power of awe. From the moment we arrived at the campus in Wisconsin, we were called upon to seek out awe-inspiring experiences. The first day, I saw a dragonfly caught in a spider’s web. I heard frogs that sounded like an orchestra. I saw fireflies that looked like sparklers. All of these were moments of awe. During one classroom section out on the grass, a green bug landed on me and I spent many minutes watching its movements. I was fascinated by how it shifted from side to side, bending its legs as it leaned to the left, then straightening and bending them again as it leaned to the right. Why would a bug do such a thing? I was captivated. Every time the bug jumped off my leg I would catch it again so I could watch its do this dance. In each of these moments, time stood still. I felt like I could sit there forever focusing on this one thing – a green bug, a sunset, a frog chorus. I was happy to be alive, for the simple fact that life occurred to me as captivating and miraculous. What I learned over the week is that scientific research supports my experience of awe. Specifically there are four documented effects of awe that make me want to pursue it more often! 5 Major Benefits of Awe We become more generous and caring after experiencing awe! In a study directed by Paul Piff, half the participants were directed to look at the side of a building, and the other half were directed to look at a grove of towering eucalyptus trees. After they looked at the scene, a researcher walked by the participants and dropped a box of pens by â€Å"accident.† The ones who had looked at the trees picked up more of the pens, exhibiting much more ethical and social behavior than the ones who looked at a building. Imagine the world we would live in if more people experienced awe on a regular basis! Awe inspires creativity. When a group of children looked at a series of photos, one beginning with objects like a pencil, and progressing to vast things like the Milky Way, they were more creative than another group starting with vast things and moving to more everyday things. This 2012 study from Tel Aviv University encourages me to look at an awe-inspiring video or photo before attempting any creative pursuit! Awe produces health benefits. A January 2015 study in the journal Emotion found that awe, especially when induced by a deep connection to art, nature, or spirituality, lowers cytokines in the body. Lower cytokines means less risk of heart disease, type-2 diabetes, and depression. Furthermore, if awe is inspired by a physical experience in nature, we get more vitamin D and also benefits related to exercise. Awe expands our sense of time. Researchers at Stanford and the University of Minnesota found that when people experience awe, they report that they have more time available and are less impatient. Awe brings people into the present moment- and the sense of having more time can lead to better sleep, less stress, less engaging in addictions, more motivation to acquire new knowledge, more willingness to volunteer, and overall, more life satisfaction. Awe gives you a better sense of well-being. Awe-inspiring experiences such as looking at a natural wonder, listening to a beautiful symphony, or even looking into another person’s eyes, can make us feel a connection with something greater. This experience is an emotion â€Å"in the upper reaches of pleasure and on the boundary of fear† as described by psychologists Dacher Keltner of UC Berkeley and Jonathan Haidt of New York University. Who wouldn’t want that? When was the last time you experienced awe? Are there awe-inspiring opportunities passing you by on a daily basis? I challenge you this week to have 10 awe-inspiring moments every day. I’d love to hear the difference it makes in your life!

Betrayal in Shakespeare’s Macbeth, Hamlet, and Julius Caesar

Etho - brute? But everyone will kill what he likes. Everyone will hear such a voice, some people look with bitter eyes, some people love adorable words, a widow kiss, a brave man with a sword, Oscar Wilde. Of the tragedy of Shakespeare Inside, we encountered the betrayal of his drama and how it caused disastrous consequences, in which case Macbeth, Hamlet and Julius Caesar are no exception.In Shakespeare's tragedy, Macbeth Hamlet and Julius Caesar Betrayal will lead to the collapse of tragic heroes. The combination in the middle of Shakespeare's plays began with Julius Caesar in 1599. Over the next few years, Shakespeare will produce his most famous episode, including Macbeth, Hamlet and Kingia. The drama at this time solved the problems such as darkest, betrayal, murder, desire, power, egoism, in many respects in Shakespeare's career. The last group of plays called Shakespeare's later years romantic story includes pellicles, prince tires, cymbalin, winter stories and storms. Romanti cism is called because they resemble medieval romantic literature. One of the outstanding features of these dramas is a plot line of atonement besides the wonderful elements like the magic of happy endings. The killings of Hamlet, Richard II, Henry VIII, Macbeth and Julius Caesar are seen everywhere from Hamlet to Richard II, Henry VIII to Macbeth, everywhere in Shakespeare. The chief element of the King like the Julius Caesar or the head of the dictatorship. - In literary works, writers often use the theme of revenge. Because it adds plot and doubt to the story. Julius Caesar and Othello of William Shakespeare are two plays, of which the most important is vengeance. This can be explained by the letters, symbols, and settings of the two pieces. Revenge is an immutable theme of Othello's play. It is drawn by Character Eago. I am deciding to destroy Othello and his loved ones. The plays usually classified as a tragedy of Shakespeare are Macbeth, Hamlet, Romeo and Juliet, Andrew Nios, Julius Caesar, Troy Ross and Cresida, Othello, Corio Ranus, King Leah, Anthony and Cleopatra, Athena Timmon and Cinberine (This is controversial, some scholars classify it as comedy Shakespeare's history focuses on the British monarch and Richard III (the enemy of the Tudor dynasty) and Henry 5 Many historians who celebrate Queen's Tudor Dynasty's ancestry, including depictions of the world (one of the King of the Tudor King) are pointing out the inaccuracy of the description, but the drama presents a specific image It is very powerful and many people feel that it is difficult to see the past