American Colonists Declaring Their Independence Essay

Imagine everything that is said is heard in a British accent. It sounds funny now, but thats how it could have been if the colonists had never declared their independence from England. That isnt what happened though. Grievances were made, events came to pass, and the Declaration of Independence was written. Taking a look at the documents from that time, as well as treatment of other colonies by the British one can see that the colonists were completely justified in declaring their independence from England. While the colonists had many grievances surrounding King George III the strongest grievance was his plan â€Å"To force colonist to buy English products† he had Parliament place high taxes on goods from other countries. The key word†¦show more content†¦This complaint is actually two lodged in one, the desire for freedom, and the need for money. This makes it a much stronger complaint than the others, and justifies their call for freedom. Another straw on the came ls back was that throughout the 1700s multiple events added to the ticking time bomb of the colonists declaring their independence. In 1774 Parliament passed the Coercive Acts, which were called the intolerable acts by the colonists. When one looks at these acts its obvious to see why they gained the name â€Å"intolerable†. These acts closed their ports, Shut down governments bringing them under parliaments control, helped red coats escape justice, and forced the colonists to give up there homes to house the British troops that they were fighting. Just this was the end of the rope for many colonists. Later, in 1775 was the Second Virginia convention was held in Richmond. Patrick Henry gave a beautiful speech that stated â€Å"Give me liberty, or give me death!†. These words struck home with many colonists who were now ready to fight for the freedom that they deserved. England had trouble with other colonies as well, Englands occupation of South Africa can be compare d to that of the colonies, having had the same oppressive tone. In 1913 the Native Land Act denied Africans right to own 87 percent of the land that was part of the union. The rest of the land was almost inhabitable, and it pushed the Africans out of there own country. The Quartering Act said thatShow MoreRelatedThe U.s. War Of Independence1126 Words   |  5 PagesThe U.S. War of Independence ensued from the increasing conflict between the British North American colonies and England. However, this conflict cannot be traced back to a single cause, rather, to multiple issues and protests towards the tyranny of the mother country. Even though the numerous Acts enforced by the British government undoubtedly generated dissatisfaction amongst the colonists, it was the government’s rejection of cooperation or compromise that persuaded many colonists of the inevitabilityRead MoreThe Nineteen Years War : An Instrumental Turning Point For The American Colonies1746 Words   |  7 Pa gesThe Seven Years War in 1763 was an instrumental turning point for the American Colonies. Shortly after the initial excitement of winning the Seven Years War ended, tensions between the American colonies and the British Empire rose. These tensions were largely due to the financial mess that was created by the war, miscommunication, and a struggle for power. The British Empire’s need to regain power over the American colonies and organize the new territories gained by the war served to intensify theRead MoreThomas Paine And The American Revolution1015 Words   |  5 PagesOctober 1, 2015 To Understand Thomas Paine’s Ideas, All it Takes is Common Sense Out of all of the leading figures of the American Revolution, Thomas Paine stood apart from the rest. To say the least, Paine transformed a small colonial town into what is known as the American Revolution. The book, Common Sense reveals much about Thomas Paine’s ideas and efforts of independence from Britain. The arguments he proposed and ideas he shared demonstrate the passion he attains. Paine firmly believes havingRead MoreThe Most Reasons For Becoming Independent1057 Words   |  5 Pagesemerged, very little of the colonists wanted full independence from Great Britain. Toward the beginning there were little problems between the colonies and Great Britain. 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The war that allowed the colonies to gain their independence was, of course, the American Revolution. One reason the colonists’ declaration of independence was understandable was because after an extended period of salutary neglect, the British started imposingRead MoreThe Declaration Of Independence By The United States1106 Words   |  5 PagesThe setting of the Declaration of Independence was the United States. It was declared on July 4, 1776. After the Boston tea party rebellion the United states wanted their independence. One will describe why the declaration of independence was written. What lead to the cause for writing such a document. The leaders who wrote the declaration. And what the colony was going through for it to lead to the circumstances. One will look at how Eng land was treating the colonies that made them want to be theirRead MoreThe Declaration Of Independence By Thomas Jefferson1003 Words   |  5 PagesJuly of 1776, the Continental Congress in Philadelphia, Pennsylvania adopted the Declaration of Independence. Thomas Jefferson was the author of The Declaration of Independence, the document that stated the reasons that lead up to why the British colonies of North America wanted an searched for independence. It was then that it was adopted by the Second Continental Congress. June of 1776, the presentment of the Declaration to the continental Congress committee took place after many series of debatesRead MoreThomas Jefferson s The Declaration Of Independence984 Words   |  4 PagesThe colonists believed they were being taxed unjustly. Soon the bigger issues like political differences became obvious the thirteen colonies decided to declare themselves separate from Britain. The Continental Congress created a committee to write a draft stating the colonies had the â€Å"right to be independent states†(Shi and Mayer 2016, 104). The group designated Thomas Jefferson to be the main author. In analyzing this document we can see Thomas Jefferson’s The Declaration of Independence declared

The s Elective Music Assessment Task - 1889 Words

ï ¿ ¼Ã¯ ¿ ¼Elective Music Assessment Task 1- JAZZ DUE DATE: 7th-11th of March 2016 (submitted in class in WEEK 6)†© ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼NAME: CARL BLANDO CLASS: YEAR 10 A1 TEACHER: MR. WEAVER ï ¿ ¼ELECTIVE MUSIC ASSESSMENT TASK 1 1 ï ¿ ¼Ã¯ ¿ ¼PART A - JAZZ MUSICOLOGY RESEARCH TASK There are different types of music. Pop, Contemporary, HipHop, Classical and Jazz, just to name a few. This comparative essay will focus on Jazz and its subtypes. Jazz music originated from the Black Americans in the beginning of the 20th century. It is characterised by improvisation, syncopation, and usually a regular or forceful rhythm. Instruments like the harmonica, trumpets and other percussion instruments are associated with jazz. Some jazz sub genres are swing, Dixieland, Blues, Free jazz, Acid/Fusion jazz and Bebop. Chicago and New Orleans are the two types of Jazz that are very popular and an instrumental and historical pathway to the introduction of the creation and entirety of Jazz music. As the names suggests, both New Orleans and Chicago Jazz was derived from a U.S State. New Orleans Jazz (also known as Dixieland) is a style of jazz music that can be improvised or jazzed up within any song. It has a Front line consisting of cornets/trumpets, clarinets and trombones, as well as a rhythmic (syncopated) section consisting of drums, bass and guitar/banjo/piano. New Orleans jazz is originally common for dancing as well as a marching bands in music. On the other hand, Chicago (also known as blues jazz) style introducedShow MoreRelatedDeveloping A Master Schedule That Meets All Of The Demands Facing A School1121 Words   |  5 Pagesacross our country. When student outcomes are the primary focus that drives the school culture and calendar, it would be difficult to not succeed at this most important task. 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Local Education Authority (LEA) Free Essays

Recommendation of Report It is recommended that the â€Å"Jolly Phonics† system is not purchased by the Local Education Authority because there is a plethora of similar, free resources available to teachers. Summary of Supporting Evidence Phonics work is an integral part of all primary teaching and development of a strong foundation in reading at the individual word level is vital if children are to perform well in more advance whole-text challenges (Ehri and Snowling, 2004). Phonemic awareness refers to the ability to manipulate phonemes, the basic units of sounds that make up a language. We will write a custom essay sample on Local Education Authority (LEA) or any similar topic only for you Order Now This awareness has repeatedly been shown to play an important part in developing basic reading and spelling abilities (Bird, Bishop and Freeman, 1995; Ehri et al., 2001; Goswami and Bryant, 1990; Torgesen, Wagner and Rashotte, 1994, Cardoso-Martins, Mesquita and Ehri, 2011) and it is right to be included in the curriculum. Jolly Phonics (http://jollylearning.co.uk) aims to teach children the basics of literacy through the use of synthetic phonics, which are allocated to one of seven groups. Children are taught in five stages that comprise learning the letter sound, learning letter formation, blending, identifying the sounds in words and learning irregularly spelt words. Use of Jolly Phonics with children lacking in basic reading ‘readiness’ has been found to increase reading age by up to 2 years and 7 months in comparison to a control group (Ekpo et al., 2007) and Stuart (1999) found that the Jolly Phonics system is successful with both English speaking children and children for whom English is a second language. Therefore, there is evidence to suggest that Jolly Phonics could be a worthwhile investment. Theories of Reading and Spelling Theories of reading are still under debate. However, the way in which children learn new words, and recognise words they have already read, can be separated into four main theories (Ehri, 2006): Phonological recoding is where children sound out and blend either syllables or graphemes, which are the smallest, meaningful units in a language. This approach requires the aforementioned phonemic awareness. Analogising (Goswami, 1986) involves the use of words a child is already familiar with to help them read new words. For example, a child who knows the word ‘fountain’ may use this to read the word ‘mountain.’ Prediction (Goodman, 1970; Tunmer and Chapman, 1998) is when the child uses context and letter clues to try and guess an unfamiliar word. Memory or sight means that the child recognises a word through the visual memory of seeing it before. Despite a wealth of evidence in favour of the phonemic recoding approach to reading and spelling, other theories exist and their supporters have argued that phonemic learning may not be the only basis on which children can build their literacy skills. For example, there is the theory of ‘Mental Orthographic Representation’ (MOR) (Apel and Masterson, 2001; Apel, 2009), which is the ability to store a mental representation of the written forms that spoken language take and recognise words by matching them to one’s stored representation (Mayall et al., 2001). This theory would come under the ‘memory and sight’ umbrella as opposed to the more audiological basis of phonological recoding. Recent evidence has suggested that MOR could develop independently of phonemic awareness, contrary to previous belief, and could also be used to predict literacy development (Apel, Wolter and Masterson, 2006; Treiman and Kessler, 2006, Nation, Angell and Castles, 2007). T herefore, too much focus on phonemic awareness through use of the Jolly Phonic system could be denying children of other vital skills they need to read and spell successfully. However, it is believed that dyslexic children have trouble recognising new words because of poor phonemic awareness (Snowling, 1981; Bruck, 1992) and it is stipulated that they are relying on the aforementioned memory and sight of words when trying to decode a novel word. Dyslexic children struggle because they have no visual memory of the word and cannot rely on phonemic awareness to try and decode it. Therefore, they are unable to read the new word. This suggests that development of phonemic awareness should perhaps dominate the way in which children are taught to read and spell successfully. Value for Money In conclusion, although there is strong evidence that the ‘Jolly Phonics’ system and an emphasis on developing phonemic awareness could greatly improve children’ literacy skills, it is based on a materials that could be accessed and utilised by teachers in a more cost-effective way. There are numerous free resources available on the internet, for example, the Mr Thorne Does Phonics (www.mrthorne.com) website contains a collection of child friendly videos broken down into ‘phases’ and designed to teach children phonemic awareness in a fun and engaging manner. Using such a structured programme could distract teachers from supplementing children’s reading with other sources such as story-books, which could help develop other aspects of reading such as semantics and use of imagination. For example, it has been claimed that a good grasp of phonemes can only account for up to 40% of a child’s reading ability (Manis, Doi and Bhadha, 2000; Cunningham, Perry and Stanovich, 2001) and Cunningham (1990) found that reading ability was significantly improved in a group of children who received phonemic awareness training that explicitly detailed the use, value and application of phonemic awareness in the act of reading as opposed to the procedural type of training provided by systems such as Jolly Phonics. Therefore, it is important that teachers don’t come to rely solely on the Jolly Phonics system, something that could be encouraged in light of its expense. Sources of Further Information http://www.jollylearning.co.uk – website for the Jolly Phonics program, which includes case studies. http://www.tes.co.uk – a plethora of free teaching resources that could be used as an inexpensive alternative to the Jolly Phonics system. http://www.mrthorne.com – a collection of child friendly videos designed to teach the phonics system. ‘Learning to Read Words: Theory, Findings, and Issues’ by Linnea C. Ehri – a comprehensive review on the different theories of reading, available at http://www.wce.wwu.edu/Depts/SPED/Forms/Kens%20Readings/reading/Readings/Ehri%20Word%20Learning.pdf. References Apel, K. and Masterson, J.J. (2001) Theory-guided spelling assessment and intervention: A case study. Language, Speech and Hearing Services in Schools, 32, pp. 182-195. Apel, K., Wolter, J.A. and Masterson, J.J. (2006) Effects of phonotactic and orthotactic probabilities during fast-mapping on five year olds’ learning to spell. Developmental Neuropsychology, 29(1), pp. 21-42. Apel, K. (2009) The acquisition of mental orthographic representations for reading and spelling development. Communication Disorders Quarterly, 31(1), pp. 42-52. Bird, J., Bishop, D.V.M. and Freeman, N.H. (1995) Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38(2), pp. 446-462. Bruck, M. (1992) Persistance of dyslexic’s phonological awareness deficits. Developmental Psychology, 28(5), pp. 874-886. Cardoso-Martins, C., Mesquita, T.C.L. and Ehri, L. (2011) Letter names and phonological awareness help children to learn letter-sound relations. Journal of Experimental Child Psychology, 109(1), pp. 25-38. Cunningham, A.E. (1990) Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, pp. 429-444. Cunningham, A.E., Perry, K.E. and Stanovich, K.E. (2001) Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5-6), pp. 549-568. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z. and Shanahan, T. (2001) Phonemic awareness instruction helps children learn to read: Evidence from Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. Ehri, L.C. and Snowling, M. J. (2004) Developmental variation in word recognition. In: C.A. Stone, E.R. Silliman, B.J. Ehren and K. Apel eds. Handbook of language and literacy. New York: Guilford, pp. 433-461. Ehri, L.C. (2006) Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 92(2), pp. 167-188. Ekpo, C.M., Udosen, A.E., Afangideh, M.E., Ekukinam, T.U. and Ikorok, M.M. (2007) Jolly phonics strategy and the ESL pupils’ reading development: a preliminary study. Paper presented at 1st Mid Term Conference held at the University of Ibadan, Ibadan, Oyo State: Nigeria. Goodman, K. (1970) Behind the eye: What happens in reading. In: K. Goodman and O. Niles eds. Reading: Process and Program. Urbana, IL: National Council of Teachers of English, pp. 3-38. Goswami, U. (1986) Children’s using of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, pp. 73-83. Goswami. U. and Bryant, P. (1990) Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum. Jolly Learning Ltd. [no date]. Teaching Literacy with Jolly Phonics [online]. Available from http://jollylearning.co.uk [Accessed 23 February 2013]. Manis, F.R., Doi, L.M. and Bhadha, B. (2000) Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33(4), pp. 325. Mayall, K., Humphreys, G.W., Mechelli, A., Olson, A. and Price, C.J. (2001) The effects of case mixing on word recognition: Evidence from a PET study. Journal of Cognitive Neuroscience, 13(6), pp. 844-853. Mr Thorne Productions (2013) Mr Thorne Does Phonics [online]. Available at: http://www.mrthorne.com [Accessed 23 February 2013]. Nation, K., Angell, P. and Castles, A. (2007) Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology, 96, pp. 71-84. Torgesen, J.K., Wagner, R.K. and Rashotte, C.A. (1994) Longitudinal studies and phonological processing and reading. Journal of Learning Disabilities. Treiman, R. and Kessler, B. (2006) Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98(3), pp. 141-170. Tumner, W. and Chapman, J. (1998) Language prediction skill, phonological recoding ability and beginning reading. In: C. Hulme and R. Joshi eds. Reading and Spelling: Development and Disorders. Mahwah, NJ: Lawrence Erlbaum Associates Inc., pp. 33-67. Snowling, M.J. (1981) Phonemic deficits in developmental dyslexia. Psychological Research, 43(2), pp. 219-234. Stuart, M. (1999) Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, pp. 587-605. How to cite Local Education Authority (LEA), Essay examples

Concept of Bounded Awareness Free Sample for Students

Question: Write a Report on Bounded Awareness. Answer: Introduction: Max Bazerman and Dolly Chugh has developed the concept of bounded awareness. Their definition was influenced by different case studies where they noticed that people often commit mistakes due to overlooking proper information regarding qaa topic or an incident. Process making needs substantial procurement of information in order to perform a proper work. Scientists like George day has observed that some of the companies are unable to grow fast because of slow decision- making process ("Bounded Awarness", 2017). While making constructive decisions, the companies or the individuals are expected to gather information. However, they often miss the unexpected ones. As people are overtly focused on gathering plenty of information, they often skip the closer ones. Then occurs bounded awareness (Dane Sonenshein, 2015). The following report is going to utilise the concept of bounded awareness while making decision of an individual to choose a proper sight for surfing. The problem lies in the fact that two individuals are afraid of shark and they need to select a place where they can go for surfing. Nevertheless, the confusion created while choosing suitable lace for surfing has to be solved. The report seeks intervention of bounded awareness while making firm decision through acquiring adequate knowledge. Understanding the Problems: People often make decisions without having firm knowledge about a particular problem. In the particular case, my friend and I are quite afraid of shark. However, we want to continue surfing. What we need is to make firm decision in choosing a suitable place for surfing without being hindered by sharks or other forces such as time and local interventions. Therefore, we need bounded awareness so that our decisions become firm and solid. In order to do so, we need to gather substantial and adequate information pertaining to the places where we plan to surf. However, we need to understand and implement certain theories and models of bounded awareness (Grant and Quiggin, 2015). Selective Focus: Selection of focus is highly required in decision- making process. Hence, we need to choose our focus on particular segment of the decisions we ought to make. The mode of the focus should not be vast and digressing. It has to follow strictly the mode of problems. The discussed problem is related to selection of location and time. As I am scared of shark, I do reject certain locations and time for surfing. On the contrary, we need to incorporate certain ideas that would help us in selection of the4 above. The choice of selection is associated with the following theories. These theories are suggested by MH Bazerman and DA Moore in their 1988 paper Judgement and Managerial Decision Making (Bazerman Sezer, 2016) Theory of Intuition: The theory suggests that this is the quickest way for making decisions. However, the decision may not be justified with proper evidences, as information is not acquired from the external sources. Intuition is an internal factor for making decision. Bazerman suggests that intuition should be incorporated and fortified with the usage of hypothesis. The hypothetical intuition is much stronger in nature than a mere intuition. Theory of Reasoning: Theory of reasoning is supported by intuition. Intuition can be considered valid whence one uses proper reasoning during the thought process. Blind intuition will only hamper the justification of decision made by an individual or an organisation. While selecting the place for surfing, we need to judge the surroundings properly so that we develop proper reasoning. It should be noted that proper reasoning is validated with subjective gathering of information. Hence, we need proper understanding of the surroundings and the time when we can avoid shark. We need to question our intuition with proper reasoning. We need to develop questions on a paper; i) Why should we surf in the morning? ii) Is it necessary for the sharks to make an inroad in the afternoon? iii) Why dont the sharks attack in a particular place? While developing these questions we ought to keep in mind that the questions should be profoundly contemplated to answer. Reasoning by Metaphor: In metaphorical reasoning, one needs to develop some visual image in order to envision the problems and selected focus. This was developed under domino theory that was cited by US president John F Kennedy during the War of Vietnam (Halevy, N., Chou, E. Y. 2014). In our case, the implementation of domino theory through visual or metaphorical reasoning has to be implemented to make firm decision about or surfing. However, many scholars still denies the validity of the theory as it lacks proper understanding of the surroundings in an empirical manner. Thus, implementation of metaphorical reasoning needs strong understanding of the beach. We ought to have detailed knowledge on shark attacks on our chosen or rejected seashores. Incrementalism: The theory suggests that the change of decision has to be made slowly and gradually. This process can be applied to the selection of shores for surfing. We need to visit the shore and gather information from the people. This may take a long while to decide whether the one of our choice is made through. Since flexibility is perceived by the approach of incrementalism, it will take time for our experiment of places. However, this is the best way for making decision because we will have first- hand experience in through direct experimentation. Choice and decision can be made on the basis of procured experience (Grant Quiggin, 2013). Errors in Decision Making: Decision- making needs prompt action. After incorporating the information about the sights, we need to make prompt decision because we are expected to know everything about the place where we can surf without fear of shark attack. Otherwise, the action is considered as the error of decision. Following figure depicts the negation of decision- making process: Conclusion: In order to establish a firm decision, we need to understand the surrounding and cause of our problem. Proper planning and incorporation of knowledge and information helps us become decisive. Hence, we ought to realise the factors that are driving us towards making a decision. Our decision may come out of our intuition or reasoning but it needs solid base of awareness. Reference: Bazerman, M. H., Sezer, O. (2016). Bounded awareness: Implications for ethical decision making.Organizational Behavior and Human Decision Processes,136, 95-105. Bounded Awarness. (2017). profile.economics.uq.edu.au. Retrieved 28 March 2017, from https://profile.economics.uq.edu.au/uqsgran4/documents/PubPs/2013JEBO_Heuristics_and_PP.pdf Dane, E., Sonenshein, S. (2015). On the role of experience in ethical decision making at work: An ethical expertise perspective.Organizational Psychology Review,5(1), 74-96. Grant, S. and Quiggin, J. (2015). A preference model for choice subject to surprise.Theory and Decision,79(2), pp.167-180. Grant, S., Quiggin, J. (2013). Bounded awareness, heuristics and the Precautionary Principle.Journal of Economic Behavior Organization,93, 17-31. Halevy, N., Chou, E. Y. (2014). How decisions happen: Focal points and blind spots in interdependent decision making.Journal of personality and social psychology,106(3), 398. Lerner, J. S., Li, Y., Valdesolo, P., Kassam, K. S. (2015). Emotion and decision making.Annual Review of Psychology,66, 799-823. Quiggin, J. (2016). The value of information and the value of awareness.Theory and Decision,80(2), 167-185.