Wednesday, October 30, 2019

American Civil War Essay Example | Topics and Well Written Essays - 1250 words

American Civil War - Essay Example Certain reasons fueling the rebellion charges by the confederate stood out in the Civil War. Among the most conspicuous charges chanted by the rebellion was the continuation of slavery among the Confederate States of America. Whereas the United States indicated its intentions to abolish slavery through well calculated moves and policies, the Confederates held the opinion that abolition would be a socioeconomic disaster for the country. Many abolitionists hailed from the north, and secession from the south was taken as an insult to the integrity of the American dream of equality for all Americans (Davis et al. 23). Slavery was concentrated in the south, and its expansion into the north was seen as a looming socioeconomic danger to the Union and compelling the abolitionists to declaration war. The call to secede was also a move against the election of Abraham Lincoln as president in 1960. Apparently, Lincoln was instrumental in antislavery campaigns and the Confederate States knew that his administration would not support their opinion on a slave labor-driven economy. As an illustration, among the 996 electoral counties from which secession was demanded, Lincoln only managed to win two counties. Secession was fueled by the fear that Lincoln would impose his position on slave labor, thereby endangering the economy of the Confederate States as well that of the United States. By the establishment of controls in respect of slavery and its eventual abolition in 1820 across the world, the United States pledged its support for a free world, and, therefore, had to act to eliminate slavery across all member states. In addition, nearly all of the southern states had common ways of getting slaves; through purchase or conquest. In view of the diversity of the southern states in terms of their heterogeneity with the rest of the states, conflicts always cropped up. Among the most prevalent conflicts was the territorial uncertainty by the subjects. Despite the fact that the iss ue of economic reliance on slave labor characterized the tension, certain acquisition techniques did not resolve identity crises for certain groups of people. Common slaveholding characteristics of the southern nations posed a major threat to entry into the Union. New entrants into the Union had to reorganize and adapt to the northern cultural and political environment, or find a way out, leading to the confusion (Garraty 56). Lincoln’s insistence on strength for all border states and oneness in the Union throughout the campaign provided enough support for the Union’s victory. The initial intention of the confederation rebellion was to spread its slavery ideologies to back the economy, but the resistance at the border front effectively facilitated defeat for the Confederate States. Whereas the crashing of the nucleus of the secessionist movement was key in the deliberation of the relationship between the two blocs, Lincoln knew that its neutralization at the neighborin g countries was vital to the realization of success. The war broke between the two States’ blocs, and despite the huge population advantage as well as industrial resources held by the north compared to the south, it was a difficult battle to win. Abraham Lincoln led the Union to war, and the initial onus was the mobilization of the military into the war. However, it appeared to be a difficult war. Despite the numerical disadvantage held by the south in the war, the

Monday, October 28, 2019

Professional teacher Essay Example for Free

Professional teacher Essay Development takes what is there as a valuable starting point, not as something to be replaced, but a useful platform on which to build. To do so is to recognise not only that teachers do have valuable existing expertise but also that, if teachers are forced to choose, they will usually revert to their secure established ways of doing things. The metaphor of ‘building on what is already there’ is not, however, satisfactory because it suggests adding on something separate to what is there, something extra on top. The concept of development, in contrast, implies that whatever is added, whatever is new, will be integrated with what is there already, and will indeed grow from what is there. † McIntyre and Hagger (1992, p. 271) This places the teacher in a position of power and responsibility. It means that the teacher is the arbiter of change. If a proposed change does not meet with the approval of the teacher, then there is little likelihood that the change will be introduced. What sometimes happens is that, where a proposed reform partly meets with the approval of a teacher, the proposed change is revised. It may be scaled down, some of the less acceptable aspects removed or emphases may be changed. The proposed reform undergoes a process of customization to suit the circumstances and priorities of the individual teacher. This position of power in relation to change and reform also brings with it considerable responsibility. Teachers must be attuned to the need for change. They need to be proactive, able to take initiatives in relation to change but also to make sound judgments about the value and relevance of any change, proposed by others or initiated by themselves. They cannot afford to reject all change outright or be dismissive of it. To do so would be to abandon a professional obligation to work in the interests of students and the future of society. Every professional teacher must be able to articulate fully the bases for his or her own practical theory. Being explicit about one’s own practical theory is essential for a number of reasons. First, it ensures that explanations of the bases for actions in the classroom can be provided and the expectation of professional accountability discharged. Second, knowing in detail one’s practical theory facilitates the process of review and revision. Here the position of the teacher is somewhat akin to that of a medical expert or flight engineer. Only expert knowledge of how the human body or plane operates can provide a basis for the correction of malfunctions. Thirdly, it allows for a fuller and quicker assessment of proposals for change. Areas of compatibility/incompatibility and the flaws inherent in existing and proposed practical theories can be more readily identified. Moreover, it is more likely that unsound proposals for change will be detected. Interpreting student teacher learning as learning by reflection on can be taken a step further by also applying this idea to other components of teacher education, such as group seminars on campus. The realistic approach can be used at the level of a class on campus by creating an experience in that class which is the basis for learning for a whole group. One example is the idea of organizing 10-minutes lessons given by student teachers to their fellow students. Korthagen, F. A. J. Nevertheless, what teachers do as they design their approaches to teaching has many of the hallmarks of theory building. They address significant problems related to student learning, they design and experiment with ways of solving those problems, they inquire into the relative effectiveness of these ways by using data from observations, tests and feedback from others to assist them, they identify patterns which give rise to predictions about what is likely to happen, and they build bases for professional action.

Saturday, October 26, 2019

Jonah: A False Prophet or a Prophet with a False God? Essay -- Religio

Jonah: A False Prophet or a Prophet with a False God? The Jonah narrative is a story often told to children to emphasize that it is wrong to run from God and there is no way to escape from God. However as adults we see that there is more to the story. There are many ways to interpret the Jonah narrative and the character of Jonah. Readers may even read the story with an anti-Semitic view if they judge solely from their first impressions of Jonah. We see a man who flees, a man who is angry with God, and a man who pouts under a bush and wishes to die. From all this we may conclude that Jonah is selfish. If we read beyond the surface impression and pay careful attention to the narrative and Jonah's words and not just deeds, we see a more spiritual concern in Jonah's heart. He is not concerned about what people think of him but what people think of God. During Jonah's time, conditions were not very stable. Political, social, and religious disorder reigned in Israel. Syria had recently won a war and taken over Israel. The relationship between Jonah's homeland and Nineveh, the capital of Syria, were strained and bursting with animosity. Israel itself was in a state of turmoil, trying to adjust to the loss of their power and independence (Winard 538). In his article "Jonah: The Wayward Dove", Richard Stamp charges Jonah with extreme nationalism. "We see a rather obnoxious man who is disobedient to God and seems to be a bigoted nationalist of the worst kind" (Stamp 80). Jonah's frustration with God shows that he would rather see the destruction of more than a hundred and twenty thousand souls than acknowledge that God can be merciful to the foreigners of Nineveh. His anger over God's mercy towards this wicked city is used to ju... ...aracteristics in all his actions. Jonah is never concerned about what people think of him but what people think of God. Works Cited Fretheim, Terence E. The Message of Jonah: A Theological Commentary.Augsburg Publishing House: Minneapolis, Minnesota, 1977 Martin, Hugh D.D. The Prophet Jonah: His Character and Mission to Nineveh. The Banner of Truth Trust: Highgate West Hill, London , 1958. Myers, Jacob Martin. The Book of Joel; The Book of Amos; The Book of Obadiah; The Book of Jonah. John Knox Press: Richmond, Virginia, 1959. The New Oxford Annotated Bible: (NRSV)Oxford University Press, 1991. Seiden, Chaim. "Why does Jonah Want to Die?" Bible Review 15 June 1999: 4. Stamp, Richard. "Jonah: The Wayward Dove" The Expository Times Vol. 111 Dec.1999:80-82. Winward, Stephen F. A Guide to the Prophets. John Knox Press: Richmond, Virginia 1969.

Wednesday, October 23, 2019

Evolution of Hard Disk Essay

Hard disk is a storage device that resides inside a computer to read and write the data. Before the arrival of hard disk drive; paper was used as storage device; however the paper worked in a different way. Programs and data would be recorded using holes punched into paper where a special reader with a beam of light would scan the cards or tape. The paper-based computers were used by US Navy to store data during 1940s and 1950s. During 1950s, work began in IBM on experimental hard disks. The researchers at IBM were working on various technologies to develop a disk drive that could not only store data easily, but also feasible commercially in consumer mass market. IBM developed the first hard disks in 1950s, but this disk technology was unlike today’s disk. It rotated on cylindrical drum; over which the magnetic patterns were stored. The early hard disk had heads of hard disk in contact with surface of disk; which was done to allow the low sensitivity to read the magnetic fields and pick up the data bits. The early disk drive was huge in size mainly composed of huge vacuum tube. Its random access method occupied the space equal to two refrigerators with a weight of almost one ton. The disk huge magnetic drums were complex and hard to work with; and its manufacturing technique was also very cumbersome. For example, it was not possible to get the disk surface as smooth as possible to allow reading the data at high speed. The disk head would also easily worn out after little usage and the magnetic head would stop working. It was in late 1950s that IBM engineers found a break through allowing them to create the modern day hard disk drive. The IBM engineer found the solution to the earlier problems; when they realized that with a proper design, the head of hard disk could be suspended over the disk surface to read the data beneath it. Working on this discovery in 1956, IBM first hard disk (IBM 305 RAMAC was introduced. This hard disk was able to store 5 millions characters; which was a huge amount in those days; while today’s hard disk densities are measured in billions of bits square per inch. It was in 1961 that IBM invented separate head for each data surface in their hard drive. By 1973 IBM shipped hard disk 3model 340 that were the first sealed hard disk drive continues till today. This technology is used by almost all the hard disk manufacturers around the world. Further development took place in 1980s; when Seagate introduced the first hard disk for PC or microcomputers named as ST506. Even though it was much more smaller in size than the disks produced in that time; compared to modern hard disks, it was twice the size. During the 1980s Philips also manufactured the optical laser drive. By 1981 Sony also started to ship floppy drive. In 1983 Rodime made the first 3. 5-inch floppy drive; and by 1985 first CD-ROM encyclopedia came into being. The modern 3 1/ 2 IDE drive arrived in the market in 1985. The technology used in IDE drive was not much different from the earlier disk drive technology; but ultimately it was added into the expansion board. The hard card included the drive that finally evolved into IDE hard disk drive, where the controller was finally merged into the printed circuit. During 1980s the arrival of DOS made easy the selling of hard disk; as DOS made computing easy for normal users. However there was problem in DOS version 3. 31 and above. The new DOS 4. 0 did not support hard disk larger than 32 MB. The reason for this problem was the number of sectors that could not exceed 16-bit. This need pushed the programmers to come up with new software. The solution was provided by Ontrack Disk Manager’ that allowed partition in hard disks. In 1986, the first 3-? hard disks that had voice coil actuator were introduced. By 1997 Seagate made big leap by introducing first 7200-RPM ATA hard disk drive for PC followed by 15000-RPM hard disk drive that allowed data reading and writing data much faster. The amazing thing about hard disk is that they haven’t changed that much compared to other PC related components in the past 40 years. The figure below shows the changes taken place throughout the decades in hard disk technology. Even today’s hard disk basic design has remained the same, except the size, capacity and storage. Thus it can be said that 1980s and 1990s allowed the spread of hard disks due to the arrival of PC; which were available to the modern consumers. As the hard disk technology developed so does it capacity and size. The earliest computers normally had 20 MB drive. By 2007 desktop computers hard disks drives have reached 100 to 500 GB.