Ponce De Leon And The Early ExplorationOf Florida Essays

Ponce De Leon And The Early ExplorationOf Florida Essays Ponce de Leon and the Early Explorationof Florida Juan Ponce de Leon was born in 1460, in Tierra de Campos Paleia, in Leon, Spain (Ponce, 1996). He came from a noble family and entered the royal household as a page for Pedro Nunez de Guzman, at the Court of Aragon. Later, young Ponce de Leon would become a solider for Spain and fight in the battles to drive the Moors from Granada (Blassingame, 1991). In 1493, Leon sailed with Christopher Columbus on his second voyage to America (Ponce, 1996). He was a member of the forces that enslaved the Indians in Hispaniola.This was the European and Spanish way. Few explores would look upon the natives they encountered as anything more than talking animals. For the year of 1502 he was a captain under the governor of Hispaniola, Nicolas de Ovando (Thompson, 1990). During his time as captain he would suppress an Indian uprising. For this he was rewarded with the governorship of Higuey (Blassingame, 1991). Ponce de Leon would remain in Hispaniola until 1503. In this year he would be intrigued by the tales of gold to be found in Borinquen, known as the modern Puerto Rico (Ponce, 1994). He sailed to explore and settle the island. He landed on August 12, 1508 and soon conquered the island and was granted governorship of the island. There he carved himself a large estate, where he built a castle (Thompson, 1990). Ovanado was soon replaced with Diego Columbus, as governor of Hispaniola. And Columbus placed Juna Ceron as the new governor of Puerto Rico. For two years Leon fought to keep his governorship, but he was removed from the position. He was advised by King Ferdinand to find new land (Thompson 1990). The Indians of Hispaniola worked as slaves for the Europeans. They would tell great stories of a place called Bimini. It was a land filled with great riches. Ponce de Leon heard a different story from an old Indian woman. She added an interesting twist to her story. In her tale she told him of a magic fountain that turned middle aged and old persons in to young vibrant men and women. If the riches did not attract Ponce de Leon, the story of this fountain did. He was in his fifties and since his political career had failed, he figured, it was as good a time as any to explore the land (1990). Ponce de Leon left San German, Puerto Rico on March 3, 1513 and sailed with a fleet of three ships heading northwest toward Bimini. The chain of seven hundred Bahama islands was on his route but time would not allow him to explore each of them. He did visit the island of San Salvador where Columbus made his first landfall two decades before. The crew sighted the coast of America on March 3, 1513. This was Easter Sunday so he named the land Florida after the Spanish name for Easter, Pascua de Flores (Ponce, 1993). The first sighting took place near present day St. Augustine, which was to be founded fifty-two years later (1990). Six days after they sighted land they found a safe place to dock their ships. The royal banner of Spain was then flown over the new land. They expected the same lack of resistance as they had experienced when they came ashore at Hispaniola, but they were in for a surprise. The natives were fierce fighters and less enthusiastic of the appearance of these strange white men. Although their bow and arrows were not of significance to the Spaniards, but the poisoned arrows they used were. Ponce de Leon only went upon land when it was absolutely necessary. He never had the chance to explore the land for himself (1990). Ponce de Leon felt it was best to find a safer harbor. The fleet sailed south to the modern-day Cape Canaveral. The ships were caught in the strong current of the Gulf Stream which forced them to struggle for weeks along the Florida Keys. Ponce de Leon finally decided to turn around and head home. He was so overwhelmed with his discovery that he sailed directly to Spain (Ponce 1994). Ponce de Leon figured that this

How to Teach the Present Perfect for ESL Students

How to Teach the Present Perfect for ESL Students The present perfect is one of the most difficult tenses to learn for students. Teaching the present perfect effectively involves making sure students understand that the present perfect in English is always connected in some way to the present moment in time. Many languages including French, German, Spanish and Italian use the present perfect for past events. The present perfect in English covers what happens from a past moment to the present moment in time. Establishing this connection in students minds early will help students avoid mistakes. It helps to divide usage into three major areas: 1) From the past until now: Ive lived in New York for twenty years. 2) Life experience: Ive visited every state in the country. 3) Recent past events that influence the present moment: Ive just had lunch. Start by Speaking about Your Experiences Introduce the present perfect by providing three short situations One about life experiences, one speaking about some things that started in the past and continue into the present. Finally, also illustrate the present perfect for events that influence the present moment in time. Speak about yourself, your family or your friends. Life Experience: Ive visited many countries in Europe. Ive been to Germany and France a few times. My wife has also been in Europe quite a lot. However, our daughter has never visited.Past to Present: My friend Tom has a number of hobbies. Hes played chess for more than fifteen years. Hes surfed since he was a little boy, and hes practiced the art of the Japanese tea ceremony since September.Recent Events that Influence the Present:  Wheres Pete? I think hes gone to lunch, but hes been away for about ten minutes. I know hes been to the bank this afternoon so hes probably decided he needs a nice meal.  Ask students about the differences in these forms. Once the differences have been understood, return to your short scenarios and ask students related questions using the present perfect.Life Experience: Ive visited many countries in Europe. Which countries have you visited? Have you ever been to XYZ?Past to Present: My friend Tom has a number of hobbies. Hes played chess for more th an fifteen years. Which hobbies do you have? How long have you done them? Recent Events that Influence the Present:  What have we just studied? Have you understood the form? Explaining the Present Perfect Using the verbs youve introduced, quickly ask students the infinitive form for each verb. (i.e. Which verb is gone? - go, Which verb is bought? - buy, etc.). After having studied the past simple, students should recognize that many past verbs in -ed whereas others have irregular forms. Introduce the past participle form use in the present perfect. Its a good idea to provide an irregular verb sheet for future reference. Use three timelines showing the differences between usages: life experience, past to present, and recent events. At this point in the curriculum, students should easily be able to switch between positive, negative and question forms. However, its important to point out that questions in the present perfect are most often formed with How long for past to present usage, and Have you ever..? for life experiences. Finally, for present perfect that affects the present moment, its important that students understand the differences between the time expressions just, yet and already as well as for and since for past to present. Comprehension Activities Each of these uses of the present perfect can be practiced through present perfect role plays and reading comprehension activities. Its also a good idea to compare and contrast time expressions used for the present perfect and past simple. Present perfect worksheets and quizzes focusing on differences asking students to choose between the present perfect or the past simple will also help. To practice switching between the present perfect and the simple past practice short conversations with Have you ever...? followed by a question asking for specifics with when, or where. Have you ever been to France? - Yes, I have.When did you go there?Have you bought a car? - Yes, I haveWhen did you buy one? Challenges with the Present Perfect Common challenges with the present perfect include: Use of present perfect for events that happened in the pastSwitching between present perfect and past simple fluidlyUse of yet and already in questions, negative and positive formsUse of since with dates and for with periods of time

Educational psychology - Investigate theories of teaching and learning Assignment

Educational psychology - Investigate theories of teaching and learning and how those impact on the classroom environment - Assignment Example If the teacher could implement his/her lessons using the appropriate theory as underpinning, successful teaching and learning process will take place. Let us investigate the two major theories in education and the implications of these theories in the classroom environment – and the teaching and learning process as a whole. The two main theories in the teaching and learning process are: Behaviorism, also known as a subject-centered theory and Constructivism which is known to be a student-centered theory. Behaviorism Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay & Hass, 2000). There are two main theo ries under behaviourism: Classical Conditioning and Operant Conditioning. Classical conditioning hearkens back to the experiment done by Ivan Pavlov. There are three things involved in this experiment, the dog, the bell, and the food. At first Pavlov rang the bell then gave some food to the dog. He repeated the procedure for a couple of times. Then he observed that each time that he rang the bell, the dog will salivate then he will give the food. After he did these things again and again, whenever he rang the bell, the dog will salivate even without the presence of the food. Pavlov uses the bell to serve as a stimulus to get the response from the dog which is ‘salivating’. Thus, relating this theory to the classroom situation, if teachers would positively reciprocate the good behavior, students will automatically think that if ever they want to be rewarded, or they want to get something, they must first practice a good behavior. B.F. Skinner developed a more comprehensi ve view of conditioning – the Operant conditioning. on the other hand involves the use of reinforcement to encourage behaviors. This theory was based on the belief that satisfying responses are conditioned while unsatisfying ones are not. . Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it. Skinner remarked that "the things we call pleasant have an energizing or strengthening effect on our behavior" (Skinner, 1972, p. 74). There is what we call the positive reinforcement and negative reinforcement. Positive reinforcement comes in the form of prize, praises, a simple tap at the back, and rewards. Negative reinforcement increases the likelihood of a behavior. Negative implies removing a consequence that a student finds unpleasant. Skinner believed the habits that each of us develops result from our unique operant learning experiences (Shaffer, 2000). With these practices in mind, the behaviorist point of view assumes that hum an behavior can be learned and unlearned. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place (Parkay & Hass, 2000). Relating this theory in the classroom setting and academic conventions, a teacher who adopts behaviorism uses the system of reward and punishment inside the classroom. S/he rewards desirable behaviors that s/he wishes to strengthen and punishes undesirable

Should immigration rights be stricter Essay Example | Topics and Well Written Essays - 1000 words

Should immigration rights be stricter - Essay Example People from all over the world migrating to the host country introduce their own cultural aspects into the host society. Immigrants are one reason why language has changed in dialect and variety in many countries over the decades, that have been some of the top destinations for immigrants e.g. the UK, the USA, Australia, and Canada. It cannot be generalized or established that the effect of this change in culture of the host country is good or bad; in some ways it is good whereas in other ways it is bad. It also depends upon the interests of the institutions or organizations conducting the analysis. For example, when a country has a predominantly Christian population, people might encourage the enforcement of stricter immigrant rights particularly for the illegal immigrants; â€Å"Illegal immigration is the antithesis of Christianity†¦It’s a gross mischaracterization of Christianity to apply it to tolerating the mass lawlessness, death and damages involved in illegal imm igration† (Gheen cited in Piccalo) whereas film industry would have the opposite stance because the greater the variety of cultures in the society, the more vibrant the ideas and the more rampant the resources. Immigrants have a tendency to utilize all resources of the host culture, but not blend into the host culture in a way that makes them compromise their original values (â€Å"The truth about†). Many immigrants coming from predominantly Hindu or Muslim countries with conservative values tend to maintain their unique identity even as they start living in the western culture. This comes as a hurdle in their social integration. It not only makes them vulnerable to racism, but also increases their tendency to engage in the acts of racism consciously or unconsciously while socializing with the people of the host country. The immigrants prefer to retain their original values not necessarily because they have lived with those values all

Hamlet: The Dionysian Character Essay -- GCSE Coursework Shakespeare H

Hamlet: The Dionysian Character      Ã‚  Ã‚  Ã‚   Hamlet, from Shakespeare's The Tragedy of Hamlet, is the embodiment of the Dionysian man. Time and time again, Hamlet displays the traits of Frederick Nietzche's Dionysian individual: Hamlet's inability to think rationally, his illusion between his emotional reality and true reality, his rejection of pleasurable human desires, his impotent personality prevents action, and his realization that if justice is brought to his uncle, that will not change what has already happened (The Birth of Tragedy, section 7) (Dictionary.com, "dionysian"). Hamlet exemplifies these characteristics throughout the play, which ultimately bring about his own death. Had Hamlet's character embraced physical action rather Dionysian thought, the "something rotten" in the state of Denmark would not have led to his own self destruction (HAMLET, 1.4, 96).    Hamlet's inability to think rationally plagues him through the entire play. If Hamlet had not sworn to his father's ghost to avenge his death, he could have instead confronted Claudius about the matter instead of thinking irrationally by plotting and testing his uncle for guilt (1.5, 94-114). Earlier in the play, Hamlet has the first player "speak the speech" that he has told him to speak in "The Mouse-trap," which he uses to determine Claudius's guilt in his father's death. Hamlet believes that this modification to the play will incite a reaction from King Claudius, which it in fact does, but the king's words of "Give me some light: away!" is not adequate evidence to prove Claudius's guilt of his father's death nor does it appear to anyone, besides Hamlet, as a rational method for testing his guilt (3.2, 256). Shortly after the play in Hamlet, Hamlet proc... ...ented with a situation in which they need to take action, the Dionysian person is unable to take the correct action at the necessary time in order to do justice to the situation. Thinking about the situation and not acting will do nothing for the Dionysian individual except satisfy the indulgence of thought. This is Hamlet's downfall; he cannot act at the necessary time and change his own fate.    Sources Cited Dictionary.com Nietzsche, Friedrich. The Birth of Tragedy. New York: Dover Publications, 1995. Hoy, Cyrus, ed.   Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Sources, Essays in Criticism.   New York: W. W. Norton & Co., Inc., 1963. Shakespeare, William. The Complete Works of Shakespeare. Updated Fourth Edition. Ed. David Bevington. New York: Addison-Wesley Educational Publishers, Inc., 1997.

Peter Kolchin, American Slavery

For the past quarter century Edmund S. Morgan has been one of the most prolific and respected authors of early American history. This is an excellent, in depth survey of Virginia?s colonial experience, with an emphasis on how the seemingly contradictory institutions of slavery and equalitarian republicanism developed simultaneously. Indeed, Morgan argues that Virginians? definition of freedom, and their very ability to establish a republican political system, rested upon the creation of African slavery. Morgan shows that institutionalized slavery did not necessarily have to become part of British colonization; the earliest Englishmen to dream of a colonial empire hoped for the establishment of a utopian community in which natives could benefit from enlightened English governance that recognized the inherent rights of all men. Early English explorers even helped to organize revolts against the Spanish by their slaves in Latin America, and while they were motivated by their own interests in doing so, they clearly were willing to treat their slave co-conspirators as equals. However, the utopian phase of colonization died with the failed settlement at Roanoke in the 1580s. The founders of Jamestown quickly learned racism towards the Indians, whom Morgan speculates they goaded into warfare out of frustration at their own inability to support themselves. The settlement eventually became prosperous as the colonists learned to produce tobacco for market, but it was hardly the ideal society envisioned by the founders. Labor shortages were endemic, as to make a profit planters needed to control a large number of indentured servants. Unfortunately (for the planters), laborers needed only to serve for a limited period before setting up business for themselves, and thus creating competition for the planters. To check this competition, planters made it difficult for freedmen to buy lands of their own (land was plentiful, but acreage with access to shipping had been almost totally monopolized by the large planters), which resulted in freedmen foregoing planting, and becoming lazy, shiftless, and at times rebellious. Moreover, planters treated their indentured servants so poorly that as news of their condition drifted back to England, fewer of the mother country?s poor were willing to indenture themselves, especially as the burdens of overpopulation were being reduced at home.

Aggression and Emotional Intelligence - Free Essay Example

Sample details Pages: 4 Words: 1176 Downloads: 6 Date added: 2019/05/06 Category Psychology Essay Level High school Tags: Emotional Intelligence Essay Did you like this example? It is a word which we use almost every day to characterize the behavior of other people and sometimes even for ourselves. Aggression is a range of behaviors that is intended to harm another individual who does not wish to be harmed. This definition includes three features. Don’t waste time! Our writers will create an original "Aggression and Emotional Intelligence" essay for you Create order Aggression is how you respond or behave and you can see it in a persons behavior. For example- you can see a person hitting, slapping, shooting and cursing someone. It is not an emotion that is taking place inside a person, such as feeling angry. Second feature is that it is intentional not accidental, such as a player accidentally broke leg of another player, it was not showing aggression. Although harm was happened but there was no intent to harm. In addition to that, not all intentional behavior that hurt other persons are aggressive behavior la dentist might intentionally give a patient a shot of novocaine (and the shot hurts), but the goal is to help rather than hurt the patient. Third, the victim doesnt want to get harmed. Aggression can harm the other person as well as yourself physically, mentally or psychologically. FACTORS THAT LEADS TO AGGRESSION 1) CHEMICAL INFLUENCES Testosterone- This is a male sex hormone which is found in both males and females, but males have more amount of it. Thats the reason why males are more aggressive. High level of testosterone can increase the aggressive behavior. Reduction in level of testosterone even through castration reduces aggressive behavior.- Serotonin- In the brain, information is communicated between neurons (nerve cells) by the movement of chemicals across a small gap called the synapse. The chemical messengers are called neurotransmitters. Serotonin is one of those neurotransmitter which has been called the feel good neurotransmitter. Low level of serotonin reduces the aggressive behavior in both humans and animals. For example- violent criminals have deficit of serotonin- Alcohol- Alcohol is associated with aggressive and violent behavior. Half of the crimes are committed by individual who are intoxicated. Alcohol doesnt causes, it increases violent and aggressive tendencies.- Cor tisol- It is the human stress hormone. Aggressive people having low cortisol level experience low level of stress because of it they do not have fear of the consequences of their behavior. So, they are more likely to get engaged in aggressive behavior. 2) AGGRESSIVE CUES Weapons- seeing a weapon and mere presence of a weapon increases aggression, it is an effect which is called weapons effect.- Violent media- In media, including television programs, films and video games, violence is a common theme. It is found in studies that violent media increases aggression. Not everyone who sees violent media becomes aggressive, and not everyone who is aggressive sees violent media. Media violence is not the only factor that causes aggression, but it is an important factor. 3) PSYCHOSOCIAL FACTORS Drive/Psychological frustrations- When people are blocked from achieving their goals it leads to frustration which can consequently lead to aggression. It is an expression to the frustration of a goal oriented behavior by an outside source. Such goals include basic requirements like food, shelter, food, water, sex, love or recognition. Individuals stuck in negative situations where they only see negativity feel threatened and as a result respond in aggressive manners. Therefore, aggressive manner in this case is a result of a reaction to a situation in which an individual is in.- Social learning- People may acquire aggressive behaviors through experience or observational learning processes. This provides guidelines for describing beliefs as well as expectations that channel social behaviors. The social influences such as role models, reinforcements and situational factors contribute to expression of aggressive behaviors. Children learn to be aggressive when they observe violence in mass media and therefore learn aggressive scripts. Moreover, observation of violence in the family may result to aggressive behaviors in children (Anderson Bushman, 2002).- Deindividuation- When people are in large groups or crowds, they tend to lose a sense of their individuality or self-awareness. They instead take the identity of the group in which they are in and as a result stop thinking as an individual and instead think as a group. This leads to committing acts of aggression and violence that they would normally not do when they are alone. They do not take responsibility for their aggressive acts since they have lost their individual sense that others are aware of them and also their own sense and thus not being aware of their thoughts or actions (British Broadcasting Corporation, 2003 ). EMOTIONAL INTELLIGENCE:Emotional Intelligence refers to the capability to identify, manage and control ones own emotions as well as of others. This term was first appeared in English literature was in an unpublished doctoral dissertation by Payne in 1986 (Matthews, et al., 2002). Since then, it has captured the interest of both press (e.g. Goleman, 1995; CooperSawaf, 1997; Hein, 1997; Stiener, 1997; Wessinger, 1998) and of scientific researchers (e.g. Davis et al. 1998; Mayer, Caruso and Salovey, 2000; Petrides and Furnham, 2001, 2002). COMPONENTS OF EMOTIONAL INTELLIGENCE According to Daniel Goleman, there are five key elements of emotional intelligence: 1) Self-awareness- It the ability to recognize and understand your own emotions, is a critical part of emotional intelligence. Not only recognizing your emotions, it is being aware of the effect of your own actions, moods, and emotions of other people. Person who possess this self-awareness have a good sense of humor, are confident in themselves and their abilities, and are aware of how other people perceive them. 2) Self-regulation- It is all about expressing your emotions appropriately. Those who are skilled in self-regulation tend to be flexible and adapt well to change. They are also good at managing conflict and diffusing tense or difficult situations. Goleman suggests that those with strong self-regulation skills are high in conscientiousness. They are thoughtful of how they influence others and take responsibility for their own actions. 3) Empathy- It is the ability to understand how others are feeling, is absolutely critical to emotional intelligence. But this involves more than just being able to recognize the emotional states of others. It also involves your responses to people based on this information. An empathetic person has compassion and is able to connect with other people on an emotional level, helping them respond genuinely to other peoples concerns. 4) Motivation- Intrinsic motivation also plays a key role in emotional intelligence. People who are emotionally intelligent are motivated by things beyond mere external rewards like fame, money, recognition, and a claim. Instead, they have a passion to fulfill their own inner needs and goals. They seek things that lead to internal rewards, experience flow from being totally in tune with an activity, and pursue peak experiences. 5) Social Skills- To interact well with others is another important aspect of emotional intelligence. True emotional understanding in People who are emotionally intelligent are able to build trust with other people, and are able to quickly gain respect from the people they meet. People who are emotionally intelligent are able to build trust with other people, and are able to quickly gain respect from the people they meet.