Spanish Colonization free essay sample

The Philippine islands first went to the consideration of Europeans with the Spanish campaign the world over drove by Portuguese voyager Ferdinand Magellan in 1521. Magellan arrived on the island of Cebu, guaranteeing the terrains for Spain and naming them Islas de San Lazaro. He set up cordial relations with a portion of the neighborhood chieftains and changed over some of them to Roman Catholicism. In any case, Magellan was executed by locals, drove by a nearby boss named Lapu-Lapu, who go facing remote control. Throughout the following a very long while, other Spanish endeavors were send off to the islands. In 1543, Ruy Lopez de Villalobos drove an endeavor to the islands and gave the name Las Islas Filipinas (after Philip II of Spain) to the islands of Samar and Leyte. The name would later be given to the whole archipelago. Spanish colonization Permanent Spanish settlement was not set up until 1565 when an endeavor drove by the Conquistadores, Miguel Lopez de Legazpi, showed up in Cebu from Mexico (New Spain). We will compose a custom article test on Spanish Colonization or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Spanish authority was before long settled over numerous little free networks that recently had known no focal guideline. After six years, following the destruction of the neighborhood Muslim ruler, Rajah Solayman, Legazpi set up a capital at Manila, an area that offered the incredible harbor of Manila Bay, an enormous populace, and vicinity to the plentiful food supplies of the focal Luzon rice lands. Manila turned into the focal point of Spanish government, including military, strict, and business exercises in the islands. In spite of the restriction of the Portuguese, who wanted to keep up their syndication on East Indies exchange, the Spanish had made sure about a solid footing in the Philippines, which turned into their station as the Spanish East Indies. The Philippines was directed as a region of New Spain until Mexican freedom (1821). Control of the islands was practiced with generally little slaughter, somewhat in light of the fact that a large portion of the populace (aside from the Muslims) offered minimal equipped opposition at first. A noteworthy issue the Spanish confronted was the enslavement of the Muslims of Mindanao and the Sulu Archipelago. The Muslims, in light of assaults on them from the Spanish and their local partners, attacked territories of Luzon and the Visayas that were under Spanish pilgrim control. The Spanish led irregular military crusades against the Muslims, however without definitive outcomes until the center of the nineteenth century. Church and state were indivisibly connected in Spanish strategy, with the state accepting accountability for strict foundations. One of Spains goals in colonizing the Philippines was the transformation of the neighborhood populace to Roman Catholicism. Crafted by change was encouraged by the nonappearance of other composed religions, with the exception of Islam, which prevailed in the south. The pomp of the congregation had a wide intrigue, fortified by the fuse of Filipino social traditions into strict observances. The inevitable result was another Roman Catholic greater part of the primary Austronesian marsh populace, from which the Muslims of Mindanao and the upland innate people groups of Luzon stayed disconnected and distanced, (for example, the Ifugaos of the Cordillera district and the Mangyans of Mindoro). At the lower levels of organization, the Spanish based on conventional town association by co-picking neighborhood pioneers. This arrangement of aberrant standard made a Filipino privileged, called the principalia, who had neighborhood riches, high status, and different benefits. This sustained an oligarchic arrangement of nearby control. Among the most huge changes under Spanish principle was that the Filipino thought of shared use and responsibility for was supplanted with the idea of private proprietorship and the giving of titles on individuals from the principalia. The Philippines was not gainful as a state, and a long war with the Dutch in the seventeenth century and irregular clash with the Muslims almost bankrupted the pioneer treasury. Pilgrim pay got essentially from entrepot exchange: The Manila Galleons cruising from Acapulco on the west shoreline of New Spain brought shipments of silver bullion and printed coin that were traded for return cargoes of Chinese products. There was no immediate exchange with Spain. The attack of the Filipinos by Spain didn't start vigorously until 1564, when another undertaking from New Spain, instructed by Miguel Lopez de Legaspi, showed up. Permanent Spanish settlement was not set up until 1565 when an endeavor drove by Miguel Lopez de Legazpi, the primary Governor-General of the Philippines, showed up in Cebu from New Spain. Spanish authority was before long settled over numerous little free networks that recently had known no focal standard. After six years, following the annihilation of the neighborhood Muslim ruler, Legazpi set up a capital at Manila, an area that offered the extraordinary harbor of Manila Bay, a huge populace, and closeness to the adequate food supplies of the focal Luzon rice lands. Manila turned into the focal point of Spanish common, military, strict, and business movement in the islands. By 1571, when Lopez de Legaspi set up the Spanish city of Manila on the site of a Moro town he had vanquished the year prior to, the Spanish grasp in the Philippines was secure which turned into their station in the East Indies, regardless of the restriction of the Portuguese, who wanted to keep up theirmonopolyâ on East Asianâ trade. The Philippines was regulated as an area of New Spain (Mexico) until Mexican freedom (1821). Manila revolted the assault of the Chinese privateer Limahong in 1574. For a considerable length of time before the Spanish showed up the Chinese hadâ tradedâ with the Filipinos, however clearly none had settled for all time in the islands until after the triumph. Chineseâ tradeâ and work were vital in the early advancement of the Spanish province, however the Chinese came to be dreaded and loathed due to their expanding numbers, and in 1603 the Spanish killed a great many them (later, there were lesser slaughters of the Chinese). The Spanish senator, made an emissary in 1589, controlled with the insight of the incredible illustrious audiencia. There were visit uprisings by the Filipinos, who hated the encomienda framework. Before the finish of the sixteenth penny. Manila had become a main business focal point of East Asia, carrying on a prosperousâ tradeâ with China, India, and the East Indies. The Philippines supplied some riches (counting gold) to Spain, and the luxuriously stacked vessels utilizing between the islands and New Spain were frequently assaulted by English freebooters. There was likewise inconvenience from different quarters, and the period from 1600 to 1663 was set apart by ceaseless wars with the Dutch, who were establishing the frameworks of their rich realm in the East Indies, and with Moro privateers. One of the most troublesome issues the Spanish confronted was the annihilation of the Moros. Unpredictable crusades were led against them yet without decisive outcomes until the center of the nineteenth century. As the intensity of the Spanish Empire reduced, the Jesuit requests turned out to be progressively persuasive in the Philippines and gotten extraordinary measures of property. Control of the islands was practiced with generally little carnage, somewhat in light of the fact that the vast majority of the populace (aside from the Muslims) offered minimal equipped fight at first. A huge issue the Spanish confronted was the attack of the Muslims of Mindanao and the Sulu Archipelago. The Muslims, in light of assaults on them from the Spanish and their local partners, attacked regions of Luzon and the Visayas that were under Spanish pioneer control. The Spanish led discontinuous military crusades against the Muslims, yet without definitive outcomes until the center of the nineteenth century. Church and state were inseparablyâ linked in Spanish approach, with the state accepting accountability for strict foundations. One of Spains destinations in colonizing the Philippines was the change of Filipinos to Catholicism. Crafted by change was encouraged by the nonattendance of other sorted out religions, with the exception of Islam, which prevailed in the south. The pomp of the congregation had a wide supplication, fortified by the fuse of Filipino social traditions into strict observances. The inevitable result was another Christian greater part of the primary Malay swamp populace, from which the Muslims of Mindanao and the upland inborn people groups of Luzon stayed isolates and isolated. At the lower levels of organization, the Spanish based on customary town association by co-picking neighborhood pioneers. This arrangement of aberrant ule made in a Filipino upperâ class, called the principalia, who had neighborhood riches, high status, and different benefits. This accomplished an oligarchic arrangement of neighborhood control. Among the most critical changes under Spanish principle was that the Filipino thought of open use and responsibility for was supplanted with the idea of private possession and the conceding of titles on individuals from the principalia. The Philippines was not productive as a state, and a long war with the Dutch in the seventeenth century and irregular clash with the Muslims almost bankrupted the pioneer treasury. Pioneer pay got for the most part from entrepotâ trade: The Manila Galleons cruising from Acapulco on the west shoreline of Mexico brought shipments of silver bullion and stamped coin that were traded forâ returnâ cargoes of Chinese products. There was no directâ tradeâ with Spain. Decrease of Spanish principle Spanish guideline on the Philippines was quickly hindered in 1762, when British soldiers attacked and involved the islands because of Spains section into the Seven Years War. The Treaty of Paris in 1763 brought back Spanish principle and the British left in 1764. T

Everyman morality play essay Example For Students

Everyman profound quality play article Everyman is an English profound quality play composed by a mysterious creator in the late fifteenth century. It is a metaphorical play also, and may have been founded on a previous Dutch ethical quality play. In the start of the play, a foreword depicts the message the story will depict. A detachment tells the crowd that individuals ought to be acceptable throughout everyday life, and anticipate demise so they may go to paradise. Sin appears to be acceptable to individuals at that point, however it will achieve distress when they pass on. At the point when the story starts, God is discontent with the individuals on the planet, and says these individuals are cruel to him. God accepts they are just intrigued by common wealth and don’t dread his equity. The seven destructive sins are presently an acknowledged custom in every day life. One man specifically, Everyman, looks for his own pleasure and doesn't say thanks to God. God approaches Death to bring him Everyman. Demise discloses to God that Everyman isn't anticipating Death yet, however God advises Death to bring him at any rate. At the point when Death meets Everyman, Everyman asks him for what reason he has come. Passing discloses to Everyman that he has overlooked God, and carries on with a terrible life. Demise at that point requests that Everyman give his life record to God. This life is for the most part awful ith a couple of good deeds. Everyman pay-offs Death to return one more day if Everyman gave one thousand pounds. Demise reveals to Everyman that the most extravagant man could never bite the dust on the off chance that he took kickbacks. Everyman keeps on arguing, be that as it may, inquiring as to whether he could have an additional twelve years to turn his life around, or on the off chance that he could take somebody with him. Passing reacts by revealing to Everyman that he is brilliant, yet hasn’t utilized his insight to completely change him. Passing at that point advises Everyman to take a brief trip and check whether anybody would accompany him. Everyman at that point leaves and attempts to discover somebody to go with him. He calls upon Fellowship, and inquires as to whether he will go. At the point when Everyman reveals to Fellowship that he will never return, Fellowship won't go with Everyman. Next, Everyman calls upon his companions and brother to go with him. Everyman discloses to them that Death has sought a record of his life, and that he will acknowledge Everyman to take somebody with him. Related says he won't go, at that point Cousin reveals to Everyman he has an issue in his toe, and this is the reason he can't go. Related says that he will give Everyman his servant, and that she will go with him. In any case, Everyman acknowledges he has been eceived and leaves. Everyman at that point discovers Goods and Riches, and requests that he oblige Everyman. Merchandise and Riches is stashed in chests and it slipped is' mind, and Everyman reveals to him that cash makes everything that isn't right, so he ought to go with him. In any case, Goods and Riches is too weak to even think about going, and discloses to Everyman that on the off chance that he imparted Goods and Riches to poor people, at that point he would not need to take this excursion. He at that point discloses to Everyman that he is a cheat. Presently Everyman understands that Kindred, Cousin, and Goods and Riches have all orsaken him, and that he should call upon the feeble Good Deeds for help. Great Deeds is feeble on the grounds that he is rarely utilized. Great Deeds advises Everyman to do as he says, and he and his sister Knowledge will go with him on his excursion. Information says he should initially go to admission, and that in the event that he requests pardoning of his wrongdoings from God, they will be excused. Everyman requests absolution, at that point appeals to God for Mary to support him, and spare him from his foe, Death. Since Everyman goes to admission, Good Deeds and Knowledge will go with Everyman on his excursion. .u5198c9932087c6bb1ee18bcbf964d3db , .u5198c9932087c6bb1ee18bcbf964d3db .postImageUrl , .u5198c9932087c6bb1ee18bcbf964d3db .focused content zone { min-tallness: 80px; position: relative; } .u5198c9932087c6bb1ee18bcbf964d3db , .u5198c9932087c6bb1ee18bcbf964d3db:hover , .u5198c9932087c6bb1ee18bcbf964d3db:visited , .u5198c9932087c6bb1ee18bcbf964d3db:active { border:0!important; } .u5198c9932087c6bb1ee18bcbf964d3db .clearfix:after { content: ; show: table; clear: both; } .u5198c9932087c6bb1ee18bcbf964d3db { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; progress: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .u5198c9932087c6bb1ee18bcbf964d3db:active , .u5198c9932087c6bb1ee18bcbf964d3db:hover { murkiness: 1; change: darkness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u5198c9932087c6bb1ee18bcbf964d3db .focused content zone { width: 100%; position: relative; } .u5198c9932087c6bb1ee18bcbf964d3db .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content design: underline; } .u5198c9932087c6bb1ee18bcbf964d3db .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u5198c9932087c6bb1ee18bcbf964d3db .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-outskirt span: 3px; content adjust: focus; content improvement: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u5198c9932087c6bb1ee18bcbf964d3db:hover .ctaButton { foundation shading: #34495E!important; } .u5198c99320 87c6bb1ee18bcbf964d3db .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u5198c9932087c6bb1ee18bcbf964d3db-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u5198c9932087c6bb1ee18bcbf964d3db:after { content: ; show: square; clear: both; } READ: The Vampire Of Kaldenstein EssayEveryman puts on a robe to indicated his pardoning, and accepts the three are prepared to leave on the excursion when Good Deeds reveals to Everyman he should initially meet with Discretion, Strength, Beauty, and Five Wits. These four disclose to Everyman they will likewise go with Everyman on his excursion. Information discloses to Everyman he should initially get the holy observance of Extreme Unction from a cleric before he passes on. During the Middle Ages, clerics are accepted to have been almighty. They were over all men, and accepted to have been enabled to fix all; they can ure menâ₠¬â„¢s reclamation. In any case, similar to Chaucer, the creator of Everyman knew that some strict figures drove common and regularly indecent lives, and utilized the play as a chance to parody these pastorate individuals. In the story, Knowledge gives an admonition to these regarded strict individuals. At last, Everyman makes it to his grave, where Discretion, Strength, Beauty, and Five Wits understand that their coming on the excursion with Everyman implied passing. Each of the four immediately offered reasons to leave Everyman, and don't set out upon the excursion with him. Great Deeds reveals to Everyman that natural things are vanity, and that Good Deeds and Knowledge are acceptable and remain until the end of time. Everyman at that point offers himself to the grave within the sight of Good Deeds and Knowledge. Toward the finish of the play, the Doctor tells the crowd that Pride, Beauty, Five Wits, Strength, and Discretion leave them, and that nothing other than Good Deeds and Knowledge will help them when they are decided at death by God. In the event that an individual carries on with his existence with graciousness and care while picking up information and performing great deeds, he will be put in paradise with God.

Why You Should Be Reading Mara Wilson

Why You Should Be Reading Mara Wilson Mara Wilson  will be speaking at Book Riot Live 2016, November 12 and 13 in New York City. Hey kids, remember the feeling you got when you cleaned your room without being asked and no one noticed? Thats what adulthoods like. Mara “Get Rid of the Nazis” Wilson (@MaraWilson) May 19, 2013 Maybe you know her as the Faceless Old Woman from the strange, unpredictable town of Night Vale. Maybe your bookish childhood was illuminated by her performance in the classic film  Matilda. Or maybe youve stumbled upon her tweets every couple weeks, wondering how she comes up with stark and  humourous observations of life. Whatever you might recognize her from, Mara Wilsons work speaks well enough for itself. Having started writing during her time  at New York University, Wilson has penned essays on her acting career, family, and the wide spectrum of her experiences in several outlets. Loved the Babysitters Club series? Wilson memorializes  The B.Y. Times for The Toast, and the ways Leah Kleins series (or at least a group of ghostwriters writing under the name Leah Klein, theorizes Wilson) helped her learn about parts of  her Jewish identity. I was left with a feeling of longing. Not a longing to be more religious, like the first time, but for the feeling of sisterhood. The world of the B.Y. Times was a girls’ world. When Pinky obsessed about being eight pounds overweight, the other girls told her she could lose weight if she wanted to, but they loved her just the way she was. There were sleepovers and pacts of sisterhood. The only boys they talked about were their brothers or their Abbas or some famous wise rabbis. If they had questions, they could ask the wise Rebbetzin. They had an inner sanctum, a safe space within a strict patriarchy. On Cracked, Wilson explains some of the reasons why child stars might struggle to adjust to post-acting life, and she does so with an undeniable empathy. Her tribute to Robin Williams  on the event of his death gives a glimpse into how she knew and appreciated someone who was so well-loved all over the world. And of course, there are beautifully wrought and loving stories about her family and their influence on her life. Feeling unsure about where to start reading Wilsons  work? Her first book, an upcoming collection of essays titled  Where Am I Now? True Stories of Girlhood and Accidental Fame  (out September 13, 2016), is a great place to start. Here, you follow Wilson through the sets of  Mrs. Doubtfire and  Matilda and  Miracle on 34th Street, as well as child star summer camp, and her unique school experiences. In my favourite essay, Wilson grapples with existentialism and faith during her adolescence, and the truths she learned about herself and her perspectives in the aftermath. Its not an easy essay to read, but she writes it with a deft, piercing sensibility, grounding the collection with the kind of writing that only makes you want more. And oh, there is always more to read with Mara Wilson. Sign up for True Story to receive nonfiction news, new releases, and must-read forthcoming titles.

Probability and Games

Essay about Kenneth Slessor Poetry Speech - 848 Words

Have you ever felt like time was running past you? That the world kept spinning while you just stood still? Time is a central theme in many of Kenneth Slessor’s poems, however it is primarily explored through ‘Out of time’ and ‘Five Bells’. Slessor has made it obvious that he is aware that time continues whether we want it to or not and this is what allows us to put into perspective the notion of humanity’s dominance. Slessor uses a cyclical structure in both poems proving effective in helping portray the theme of time. This is shown through the repetition in the beginning and ending lines in Out of time and is similarly explored in Five bells via the sound of the bells that unify the poem which are also repeated. In ‘Out of time’†¦show more content†¦By using the cyclic structure the end is firmly tied to the beginning, the structure is very appropriate for this poem and the theme of time, as it reflects the continuum of time wonderfully. The idea of time can also be seen throughout ‘Five bells’ which is considered to be Slessor’s best poem and is one of Australia’s best known works. The poem was written in remembrance of Slessor’s friend Joe and the character he was as well as revealing the effect his death had on Slessor. In the beginning of the poem we see the line â€Å"Time that is moved by little fidget wheels† conveying the meaning he was taken before his time. This refers to the chronological and systematic time of humanity in which is measured by minutes and hours, shown on clocks that are symbolised by bells. This concept of time is far more powerful with the use of personification as emphasised by the capitalisation. The persona tells of listening to the bells in the harbour, â€Å"From the dark warship riding there below†. The following memories of his friend Joe occur between the rolling of the bells, â€Å"between the double and single bell†. This would be a few seconds so it does not follow the logical sectioning of human time, which is very similar to the meniscus in ‘Out of time’. The refrain, â€Å"five bells†, in italics is like a stage direction that reminds us the bells are still in the process ofShow MoreRelatedAnalysis Of The Poem The Of The Light Brigade By Kenneth Slessor1491 Words   |  6 PagesSpeech Draft War Poetry â€Å"Poetry is when an emotion has found its thought and the thought has found words.† Like movies, novels and music, poems are texts that people use to reflect on their lives and experiences. Poems can have an impact on people’s thinking, not only through the things they might say to their readers, but through the discussions that readers have with each other about poems. I truly agree with this statement and believe that it accurately describes how people can reflect on their

Mobile Technology in Higher Education Free Essays

string(124) " Students were originally advised to try the material individually to acquire core competency and ease with the technology\." THE IMPACT OF MOBILE INFORMATION COMMUNICATIONS TECHNOLOGY ON STUDENT’S ATTITUDES AND PERCEPTIONS IN HIGHER EDUCATION The use of the mobile technologies gives an excellent opportunity to connect the digital division that has an effect on so many students. At University of the Western Cape, we proudly possess leadership that leads underrepresented students. This article will show the efforts made to: change and construct positive attitudes toward the use of Mobile Information Communications (ICT), understand habits in computer usage, and do experiments to show which methods are more effective in usage of mobile technologies to improve academic performance. We will write a custom essay sample on Mobile Technology in Higher Education or any similar topic only for you Order Now Our way was to make use of mobile technologies with differing form factors into the learning environment and find their impact on student insight and performance. Results, ways and evaluation tools were developed within a general framework to gauge the effectiveness of our approach. The results on hand in this article will show how technology factor, use and student categorization has a positive impact on student’s attitudes and views as well as their academic performances. Introduction When students’ access to computers is limited outside of computer lab available, there was need that existed to promote the use of technology as an essential instrument that could be used as an integral part of the curriculum. For some a smaller group of students, studies showed that gaining access to computers and technology as a child growing up was not as vast as the other students. Hence, it was realised that there may be the fear factor at the introduction of technology to students 2. Enhanced understandings of computers and how they work and how information is exchanged was an important concern toward using technology effectively. Our attempt addressed the need to correct and construct positive attitudes toward mobile technology and heavily promote the need to understand habits of computer usage by the underrepresented categories and which methods were most effective in using mobile technologies. The approach we used was to highlight the neccessity to improve the students’ awareness of how technological tools ( mobile tools in particular) can have impact on their academic efficiency and performance. As a result we developed a short course module that could be used in any discipline to gauge and positively strengthen the productive aspects of mobile technology. The idea was to give a certain group of student’s mobile technology in various forms that they could take with them once the period class in this course ended (mobile class) period has ended. Our enthusiasm drove us to make use of this opportunity to further study the impact of mobile computer ownership on user views and performance within the academic framework in that effort. First year student matriculation as a whole was relatively low and unbalanced where close to 50% of students left university before receiving a degree. Students go into the university with very little understanding as to: * What tasks a student accomplishes, the courses involved, and the technical aspects required. First semester is important in shaping if the student finishes as well as the pace in which the student finishes. However, it was shown that educational understanding and construction has a larger effect on attrition than complexity of the subject or ability * . The preceding factors make first year students interesting candidates for the mobile technology incorporation studies. The Technology The introduction of local and personal area networks such as Wi-Fi provided an affordable mobile solution to broaden learning and collaborating capabilities outside the classroom. Wi-Fi provided a platform that allowed the use of personal digital assistants (PDAs), tablets and wireless capable laptops by connectivity to the internet. It also enabled students to create peer networks that made information shared and debated in groups Students that took part in the mobile course modules had three mobile gadgets to choose from: COMPAQ/HP Tablet PC TC1000, the Gateway notebook PC and HP IPAQ 5450 POCKET PC. These mobile devices had a customized version of the Microsoft Windows Platform made to processing power and memory allocations available. The Windows CE incorporated built-in a platform for the pocket touch screen, recognition of handwriting, file transfers via infrared, Bluetooth connection, and biometric security. The Windows XP Tablet PC edition incorporated a system for the pen stylus, handwriting recognition, and remote presentation displays. All devices were capable of Wi-Fi connectivity. The device a particular student received was based on likes and availability. Preference depended on the main five categories: shape factor or size, processing power, memory space, data entry, and network connectivity. We classed the mobile devices in factors below to quantify which device the student would prefer if all devices were available. They had to rate wither it was best, worst or intermediate. It was in terms of the shape, processing ability, memory availability, data entry ease and network connectivity. The result was that the Table PC was the best trade off between sizes, data entry, processing power, memory, and connectivity. Students were most likely to take the tablet PC first. It also showed that the students who had tablet PC responded much positively to the mobile computing modules exercises. The wireless notebook was best described as a replacement for the desktop class machine. The students got the devices at the start of the course and were allowed to maintain ownership till the end of the module. Ownership was a vital characteristic to give students freedom to discover the capability of the device and roam within the wireless factor outside the classroom. The convenience of the device depended on the application and type of projects. Assessment and Attitudes of Mobile Technology Module Design Incorporating mobile technology into the classroom needed a clearly distinct educational goal for the student to gain anything valuable. The overall goal for this course module was to restrain the anxiety associated with introduction to new technology. This expectation was to allow the students with the technology to enhance investigative skills and collaborative skills. Students were originally advised to try the material individually to acquire core competency and ease with the technology. You read "Mobile Technology in Higher Education" in category "Papers" Afterwards, students were placed into groups to work together on complex tasks using the mobile technology. Designing of the course module, emphasis was ought to be placed on all aspects of learning. According to Marzano and Pickering an excellent way was to follow the dimensions of learning structure. The model illustrated five dimensions of learning: * Positive attitudes and views about Learning * Processes involved in getting and incorporating knowledge * Processes involved in extending and enlightening knowledge * Processes involved in using knowledge significantly * Efficient behaviour of the mind Dimension one affected students’ effort put in the course. The attitude and view of course material upon getting into the classroom may have had a dramatic impact on overall performance of the student. Second dimension involved the students’ capability to incorporate the knowledge into long-term memory. Therefore the student acquired the skills to use what they had learned to future courses or assignments. Extension of the incorporated knowledge encompassed the third dimension. The student applied reasoning processes to help them grow and improve the material. Fourth dimension involved the use of the acquired knowledge for solving problems, making decisions and analysis. The final one focused on traits development for the student that allowed critical thinking, creativity, and ability to regulate themselves. After establishing the frame, strategies must be in place to blend in technology successfully into the course, record outcomes, and report results. The main focus in the design of this course module was to cover the first two dimensions. We wanted to avoid the fear, and encourage healthy attitudes and views that first year students have about technology and their curriculum over the long run. While students completed assignments, conducted research and worked together in teams, integrating and using the acquired knowledge is required. The 3 objectives that were common in all activities that involved mobile usage technology: * Promoted an environment that allowed the student to judge the weaknesses and strength of computer ownership and impact of ownership on performance. Student appraised advantages and disadvantages of different mobile platforms in a classroom environment. The student learnt about computer/network organization. * Issued assignments that required extended hours to complete * Evaluated and assessed the most effective form of ownership that impacted the student’s ability to complete an assignment. BEFORE AND AFTER SURVEY * Had the students do an interactive recreational activity during off hours. * Encouraged students to find other areas that would encourage them to consider private ownership * Monitored usage statistics THE METHODS OR METRICS USED 1. Divided the students into teams that have mobile computational systems with varying types 2. Distinguish strengths and weaknesses of each platform in implementing a task. The students had to learn about computer/network organization and set-up different of simple wireless connections. THE METHODS OR METRICS USED . Had the students arrange simple fixed and wireless networks 2. Developed an initial level understanding of network protocol stack and connectionless networks Written Report 1. Had the students construct pages for peer to-peer and structure networking 2. Familiarized students with mobile computing skills and information sharing. The aims, outcomes and assessment methods shown in gave a high-level sight of material taught in the module. The tasks were made interactive in which the students had the ability to investigate capabilities of the technology further. In class works were carried out in a co-operative learning style environment where the team size varied between 2 to 4 students. Outside class students were encouraged to work together but all written assignments were collected individually. The students had to research and report on technology, implementation of the technology, and show its usefulness. The student learnt the complexities of the computer networking, device and wireless networks. Projects ranged from the use of pocket pc and/or laptops to create peer-to-peer networks over Wi-Fi or Bluetooth. An example The students are investigated a mobile application by examining how one used a pocket PC device. An in class demonstration was done where teams of students were to explore the major components of a web based application. Afterwards they had to complete this task and report on advantages and disadvantages of the different forms . Also they were required to find these components, on the internet, and write a short report that had to be handed in electronically before the next class. Students also used applications e. g. virtual network computing to handle servers and desktops remotely . Also some applications contained servers that allowed complex computation on the server to be reported on the device The survey analysis was divided into three categories: * Perception of students on mobile technology * Usage of mobile technology * Effect of mobile on retention Targeted Programs and Course Some first year courses had been designed to familiarize students with the faculty, our facilities and resources and projects that required group work. Four three-week sections of the courses involved 118 first year students. Addition to using that course module to investigate some of their main curriculum courses, were made to infuse mobile technology into the different research organizations within the university. Thirty-six foundation students in the Law faculty used notebook and tablet PCs for six weeks to help in their research t. These students studied various topics such as basic laws, family, corporate and ethics. Ten students, including 3 from Zimbabwe, in the Science faculty used tablet PCs for eight weeks to discover knowledge fusion and acquisition techniques. The usage of the mobile technology to students in the different research groups varied depending on the nature of the research. For example, teams may deal closely with mobile technology using remote procedures needed technology or application development. Whereas, other teams may not use e-mobility technology for research but instead use them for information communication among members or work division. Perception on Mobile Technology * The most frequent trend in the analysis was that students felt mobile technology had higher relevance after having ownership and using the device than before. Ownership and using the device allowed the student to find relevance and apply the device to his/her environment. * Another trend taken note of is the relationship between time of ownership and the change that actually comes in student’s perception. The Science and Law students’ ownership period was close to three times longer than that of the other faculites’students. Ther efore, in the end positive perceptions of students others faculties changed approximately higher on average. However the perceptions of students in Law and Science changed more dramatically. Positive perceptions for Science increased close to 60% and students participating in Law increased about 15% on average. Mobile Technology Usage While finishing interactive tasks with the mobile device and discovering its capabilities, most students gained a sense for the usefulness of the device and mobile networking. For instance, while gaining knowledge about the technology and finishing a task using Bluetooth technology, the student found out that their cell-phone was also able to communicate via Bluetooth. The students were able to finish the tasks by joining his cell phone to network with other students using PDA’s. This technology raised the student’s interest and they showed initiative to use the technology further. Focusing on the aspect of ownership students’ views changed on buying a device for fun and convenience to that of buying for information access and research. Students who had longer ownership found means to use technology and contemplated more about using computational tools in their studies. STUDENT MAINTENANCE Attrition in faculties was discussed earlier in this paper. Theories within department’s research indicated that more exposure to technology made the curriculum more interesting. The prospect was to enhance the students, increase probability of finishing through their degrees. It was discovered that even limited use of Mobile Technology raised the students’ interest in the more technological advancements to come. OTHER FACULTIES IN THE RESEARCH A modified questionnaire on computer attitude was developed to gauge on attitudes about computer value, enjoyment of the computer, studying habits, empathy, persistence and motivation, tendencies to be creative, school, mobile ownership, knowledge and importance for the first year courses. Results indicated fair amount of anxiety over all platforms. Also in views and acquired knowledge showed that technology ownership had a direct effect on the first two scopes of learning in the presence of technological combination. Most frequent were the fluctuating results in enjoyment of computer, email usage, e-classroom application and usage of computers. Tablet PC users exhibited constant satisfaction across the board. We hypothesize that the tablet PC strikes the balance in portability, performance and functionality that the user used it more and was more productive with it compared to the rest used in the study. This was especially applicable in urban areas where the student was tasked with selecting mobile computational devices to help counterbalance the many demanding situations placed by the bulk of communications, transportation, and social networks that surround them. Conclusion In this article, we showed a course specifically customised to introduce mobile technology to first year students. First year students were given a wide indication of device usage, connecting to the network, and low-level network design. Our attempt to instil mobile technology into the module was highly successful in raising the student curiosity, view, usage, and interest in the curriculum. Results revealed that the prolonged time of ownership and student categorisation or maturity has a positive impact on our student’s attitudes and views on mobile technology. In addition mobile forms that offer a balance between size, weight, system and performance seem to have the greatest effect on student attitude and academic performance How to cite Mobile Technology in Higher Education, Essays

Total Risk, No

Introduction The relationship between total risk, no-diversifiable risk, and diversifiable risk are in the context of the level of diversifiable in the investment portfolio, which is critical in identifying the type of risk to diversify as economic investment environment dynamically changes. In this case, diversifiable risk is the only relevant risk because of its specificityAdvertising We will write a custom essay sample on Total Risk, No-Diversifiable Risk, and Diversifiable Risk specifically for you for only $16.05 $11/page Learn More Total risk An aggregate of all the total factors associated with making an investment decision is referred to as total risk. Each of the factors associated with making decisions that have the potential to adversely impacts on business investment making are classified into no-diversifiable and diversifiable risks, making total risks. In this case, total risk needs to be assessed before making an investment to avoid the po tential for making loses, which are outcomes that significantly vary from the expected value and financial returns. In this case, the link between total risks and other risks is separated from each other by the Capital Asset Pricing Model (CAPM), in theory. Here, total risk in finance can be market dependent with attributes where the different market drivers determine the degree of returns for a risk to impact investments. While total risk underlies the perspective of risk in its varied forms, one of the forms of risk is no-diversifiable risk. No-diversified risk No-diversifiable risk, which is also referred to as systematic risk is defined in the context of the entire class of assets and liabilities. The rationale for this type of risk is that the value of an asset depreciates with time as economic factors change with changing market conditions. That is because the risk of an investment asset cannot be mitigated, and that affects both corporate and individual investments. The latte r makes it mandatory to add the asset into a diversified investment portfolio, which is then delineated into the no-diversifiable risk. In context, market risks, purchasing power risks, and interest rate risks underlie the driver factors no-diversifiable risk. Another element of risk is diversifiable risk. Diversified risk On the other hand, diversifiable risk is risk defined in the context of unsystematic risk which can be removed through diversification since it belongs to part of an asset’s risk. In this case, diversifiable risk can be narrowed into specific asset-related events in a firm that can be in the form of regulatory actions, lawsuits, loss of a key account, and strikes.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The underlying cause of diversifiable risk is industrial specific events such as pricing, marketing, research and development, and labor unions. Here, diver sifiable risk is in the context of business risks, default risks, and financial risks. The key characteristic of diversifiable risk is that it has limited impact on diversified portfolio. Comparatively, diversifiable risk is the only relevant risk. Diversified risk as only relevant risk That diversifiable risk is the only relevant risk is correct. That is because diversifiable risk is limited to a specific asset and can be accurately identified in relation to its impact on an asset. That is in addition to the fact that such a risk allows for diversification depending on the universe of investment and can be controlled by hedging. Conclusion There are strong relationship and differences between the total risk, no-identifiable risk, and indefinable risk, with each defines in the context of risk, but varying in the diversification or no-diversification portfolio. This essay on Total Risk, No-Diversifiable Risk, and Diversifiable Risk was written and submitted by user Maya D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.