Sir Francis Drake :: Essays Papers

Sir Francis Drake â€Å"El Draque† or â€Å"The Dragon† the Spanish called this English admiral out of fear. Sir Francis Drake was born at Crownsdale, near Tavistock, Devon around the 1540’s. He served, as an apprentice in the Thames Coastal Trade after his father became a preacher at Chatham. He led several expeditions against the Spanish Main as well as an attack against the Spanish city of Cadiz. Drake was the first Englishman to circumnavigate the globe and he helped defeat the Spanish Armada in 1588. He was a successful privateer, a talented navigator and one of the most famous seamen in history. Drake made several voyages to the Caribbean with English seaman John Hawkins in the 1560’s, which were the early years of Drake’s career. They were not privateering voyages, but attempts to smuggle Spanish goods into the colonies. On the third voyage Hawkins’ fleet of six ships, one commanded by Sir Francis Drake, were driven into the Gulf of Mexico by a hurricane. The ships were led into the Vera Cruz port and demanded supplies. The Spanish however had a different plan of assaulting and killing many men and destroying four ships. Drake and Hawkins returned to England safely but, this incident led to Drake’s desire for revenge on the Spaniards. In 1572 Drake sailed from England with two ships and 73 men. They landed at a small island called the Isle of Pines and began preparations for his attack on the Spanish. His plan was to sack the city of Nombre de Dios. On their first attempt they did not succeed but they made another soon after. They then took the town of Nombre de Dios on the Isthmus of Panama, they captured a ship in the harbor of Cartagena, they burned Portobello, they crossed and re-crossed the isthmus, and they captured three mule trains bearing 30 tons of silver. Drake’s real opportunity came in 1577 when Queen Elizabeth gave him a grant to make the first circumnavigation of the world by an Englishman. On December 13th Drake sailed from Plymouth in the Golden Hind with four other small ships and about 160 men. They were set out to raid the Spanish property on the Pacific coast of the New World. He abandoned two ships in the Rio de Plata in South America, and, with the remaining three, navigated the Straights of Magellan.

Meaning of supervision and my professional life Essay

Instructional Supervision Instructional supervision is a very important concept which must be understood by all educators for the sake of achieving their teaching objectives. For this case, the process of instructional supervision must be applied for the sake of delivering effective instructions to the students. Supervision of instruction for example in England began as an external inspection where some people were appointed to go around the school to observe what the students were learning and what the teachers were teaching the students. The main aim of these supervisors was to ensure that the set curriculum was being followed and the students were actually being taught. On the other hand, in United States, supervision began in 1830’s after the formation of common schools. Initially, supervision in schools was undertaken by superintendents after the formation of city school system due to increased population in major cities. Later on, the role of supervision by superintendents became impossible as the number of schools increased. The role of supervision had to be delegated to the principal to oversee that the teachers we following the curriculum in their teaching. In order to promote growth of teachers and recognizing practice of supervisors time restrain, Sergiovanni and Starratt (1998), suggested that a supervisory system be created that would contain a number of processes of supervision even summative evaluation. The system was not to involve direct formal supervision every year for every teacher. This system was to evaluate the teachers within a period of three to five years. In this kind of evaluation, the teachers were to receive a variety of evaluation during the three or five years and finally be evaluated formally only once. Professional growth evidence is required during once-a-cycle formal evaluation. The work of supervision was also attempted to be opened at international involvement by Sergiovanni and Starratt. In a school setting, the principal has the overall responsibility of supervision of the whole school. For this case, he supervises, teachers, students and all the other staff working in the school that include: librarian, gardeners, drivers, cleaners etc. The supervision role is not an easy task especially of teachers and for this case, the principal has to carry out the exercise with intelligent and diplomacy. The teachers of course knows their role and they would feel not motivate if they see they are being supervised like factory workers. This would in turn kill their morale at work and finally they would not deliver the required knowledge to the students and the end result would mean that the teaching objectives will not be achieved. The principal on the other hand has a responsibility of supervising the work of the students and together with their behaviors. Students tend to acquire deviant behaviors from other students like smoking and unless this behavior is corrected at an early stage, the student will not concentrate in his learning. In some situation, the supervision of students gets out of hand as they tend to have acquired more serious behaviors such as carrying of weapons and may be killing of their fellow students. For this case, this becomes criminal offence and is not likely to be handled the principal. Principal should be very strict when it comes to discipline for the sake of ensuring that education objectives are achieved. Since the students are in a crucial stage of adolescent stage where influence of behavior is at high level hence their behaviors should supervised keenly. According to Glickman (1990), there are a number of supervisory approaches within clinical supervision structure. He developed a supervision model that provides theoretical framework that with four supervision approaches that would be found in supervision concept. These approaches are similar in the intended end goal but they differ differs slightly in the power and control that is accorded to the teacher. The four approaches are a follow: The first supervision approach is the nondirective supervision whereby the teacher has the freedom of formulating his own plan on the future development. In such a situation, the supervisor is there to give advice to the teacher when he comes up with his own ideas on the way forward. This kind of approach indeed motivates the teaching staff members as they feel they are in control with their undertakings. For this case it should be encourage at situations where the teachers are experienced in their work and they can work with little or no supervision. (Glickman, 1990) The other supervision approach is collaborative supervision. In this approach, the teacher and the supervisor do share idea before the supervisor makes decision on whatever decision he wants to make. This approach too is a good one also as the teachers feels motivated as they are consulted before any decision can be arrived at. For this case, the teachers contribute their ideas and the supervisor weighs various options before settling on the best idea that has been contributed by the teachers. By merely brainstorming of ideas, the approach is of much help for the sake of choosing the best approach to be used. For this case, this kind of approach should be encouraged at situation where teachers involved are experienced in their work. The third supervision approach is the directive informational approach. In this situation, the supervisor formulates the supervisor plan and it is the responsibility of the teacher to decide if he is going to follow the plan. In this kind of an approach, the teachers are not motivated with it as they feel they are not consulted before a decision is being made in their work. Although some of the approach since it consumes less time before it is formulated, majority of them especially the experienced ones feels that some ideas which are better are overlooked. In this kind of approach, the teachers are given an opportunity to follow or not to follow the approach directives. However, the approach is appropriate mostly to teacher who are not experienced or the novice teachers. Lastly is the directive control approach in which the teacher formulates the supervisory plan and expects are the teacher to follow it. For this case, the teachers have no alternative on whether to have another idea. They have to follow the supervisory plan that has been formulated by their supervisor. This approach however does not motivate the teachers as they are not given an opportunity to contribute their ideas toward formulation of a supervisory plan. For this case, they have to follow the directives as formulated by their supervisor. This approach is popular where the teachers being supervised are less experiences of novice. It is also very appropriate in situations whereby there is not time to gather in a meeting and brainstorm on the way forward as far as supervisory plan is concerned. Before the supervisor can know on which approach he should use, he should consider knowledge and experience of the teachers concerned before settling on the supervisory approach plan to use. The issue of responsibility and accountability should also be looked into in order to decide on the approach to use for the sake of at least motivate the teacher in their work. Motivation is the inner drive to do something, and unless the teachers have that inner drive to deliver knowledge to their students, teaching objectives might never be achieved Glickman (1990) asserts that collaborative approach is very popular among the teachers and they really enjoy their work if used. For this case, school principal should at least ensure they use this kind of an approach when they are formulating their supervisory plan to be applied in their school. There are three supervisor responsibilities that should be considered in the supervision process. They include: ? The Supervisor to carry our observations to both the teachers and students. ? The supervisor to give guidance and support to teachers and students. ? Lastly is for the supervisor to give feedback to the teachers. According to Knoll (1987), the information that a supervisor gather after carrying out a classroom observation is very important. He is able to have an access to a wide range of skills necessary for teaching which he can in turn share it with other teachers. The main aim of carrying out a classroom observation is to collect data that is necessary for carrying out an evaluative rating which is accurate. As far as supervision is concerned, guidance and support should be the main idea of supervision in the first place. Supervision is not done just to see whether teachers are following the curriculum or not and then note that one down, no. One should continuously offer guidance and support as he supervises. For this case, the supervisors are urged to make correction on the spot while carrying out their supervision roles in order for them to achieve their objectives. In order for teachers to improve on their areas of teaching, the supervisor must ensure that he gives feedback to them on the areas he has observed that would like to be improved. There would be no need of supervision if the teachers are not given the feedback as it is this feedback that they will know what areas they need to improve in while carrying out their duties. There is very big difference between evaluation and supervision though the two terms interrelates. Evaluation is the art of making judgment about the performance of a teacher. On the other hand, supervision is mere the art of ensuring that the teachers are following the laid down rules and regulation in their work. Evaluation comes after one has carried out an observation on the teachers. Appendix Literature Review Instructional supervision improves teaching performance if it is carried out in the manner that is desired by teacher. If the collaborative supervision approach is used according to Knoll (1987) is used, the teachers will be motivated in their work and the overall performance of the school will be felt. In his book – Supervision for better instruction: Practical techniques for improving staff performance, Knoll (1987) asserts that teachers are motivated in their work of teaching when collaborative supervisory plan approach is applied in their supervision. Pfeiffer and Dunlap (1982) in their book – Supervision of teachers: A guide to improving instruction asserts that teachers need to be motivated in their work for the sake of achieving their teaching objectives. Motivation can only be achieved if the supervisors uses collaborative supervisory plan in their work. On the other hand, Rettig (2000) in his journal – Leslie’s lament: How can I make teachers’ supervision meaningful? – asserts that unless guidance and support is given to teacher, there is no need of supervision in the first place. He further states that teachers should be given a feedback after they have been successfully evaluated by their supervisor in order for them to improve in their teaching. He concludes that teachers’ supervision will be meaningful after the guidance, support and feedback is given to teachers by their supervisors. References Bourisaw, D. M. (1988): Anticipatory set bias: Effects on teacher observation in Evaluation: Unpublished Doctoral Dissertation, Iowa State University, Ames Glickman, C. D. (1990): Supervision of instruction: A developmental approach, 2nd Edn: Boston, MA: Allyn & Bacon. Knoll, M. K. (1987): Supervision for better instruction: Practical techniques for Improving staff performance: Englewood Clif, NJ: Prentice Hall. Odell, S. J. (1986): Induction support of new teachers: A functional approach. Journal of Teacher Education, 37(1), 26-29 Pfeiffer, I. L. , & Dunlap, J. B. (1982): Supervision of teachers: A guide to improving instruction: Phoenix, AZ: Oryx Press. Rettig, P. R. (2000): Leslie’s lament: How can I make teachers’ supervision meaningful? Educational Horizons, 79(1), 33-37. Sergiovanni, T. J. (1982): â€Å"Toward a Theory of Supervisory Practice: Integrating the Scientific, Clinical, and Artistic Views. † In Supervision of Teaching, ed. Thomas J. Sergiovanni. Alexandria, VA: Association of Supervision and Curriculum Development Sergiovanni, T. J. and Starratt, R. J. (1998): Supervision: A Redefinition, 6th edition. New York: McGraw-Hill. Shantz, D. , & Ward, T. (2000): Feedback, conservation and power in the field experience of preservice teachers. Journal of Instructional Psychology, 27 (4), 288-294.

Gun Control Persuasive Essay

I. It’s late at night and you’re in bed. You hear a loud crashing noise coming from another room and it jolts you awake. You hear things being rustled and quiet whispers. You begin to panic and look around for something to protect yourself with. Nothing. Because you live in Ferguson and tried to purchase a gun to protect you from the coming storm of the Grand Jury decision that was to be released but found that the government banned the sale of guns a couple days before. II. [Ferguson Gun Shop video] III. OpinionGun Control is stripping away your right to protect yourself via the 2nd Amendment which states â€Å"a well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.† I believe todays gun control laws are preventing us from doing so in a fashion that adequately protects us from today’s threats. There is a huge need for the public voice in this issue instead of it being left to our ineffective, corporation bought politicians. Read more: How does federalism protect against tyranny essay Body I. To better understand why the language of the 2nd amendment was used in such a way at to regarding arming individuals and maintaining militias, it’s necessary to understand the history of the people who wrote it. A foundation of political thought during the Revolutionary period was the well justified concern about political corruption and governmental tyranny. The right to bear arms was a potential check against tyranny. According to Sandra Alters in her book Gun Control: Restricting Rights or Protecting People, â€Å"without guns in the hands of the early patriots, the fledgling republic might have quickly turned tyrannical, disarmed the people at will.† II. [Ron Paul video] III. The argument made that gun control prevents violence is not a strong one. Guns don’t kill people: people kill people. Regulations controlling the sale of guns to a person do little to stop a criminal whose intent is to commit a crime. A gun doesn’t make a person kill someone committing a  robbery, their intent does. They could easily substitute the gun for a knife and have the same outcome. Mark Tushnet, a professor at Harvard Law School, is quoted in Sanford Levinson’s article noting, â€Å"that event like the recent mass murder at Virginia Tech would have immediately generated responses that 1. Effective gun control laws would have prevented the tragedy and 2. That if students or administrators been armed, instead of afflicted with a ‘gun free’ campus (save, of course, criminals), they could have effectively limited the carnage.† (Truth is whether gun control laws were effective here or not, a violent criminal act here was committed. Seems like gun control laws did not prevent it but rather impeded the possibility of the violence being stopped sooner. IV. We are given the right to bear arms so we should be able to adequately arm ourselves in a fashion that best protects us from today’s modern-day threats. There has already been an attack on U.S. soil lest we forget 9/11. The Boston Marathon bombing, the terrorists running through neighborhoods hiding in perhaps your backyard. The government officials who do not listen to the public voice, militarizing the police force, decides what we can or cannot own. We have seen a lot lately of police brutality, Ferguson MO, and here at home in Cleveland OH, L.A. riots over Rodney King. These examples of civil unrest and governmental backlash are unnerving to me and should be to you. With Uncle Sam flexing its political muscle in Ferguson to disarm the people, is that not a sign of governmental tyranny? De Facto Martial law? How do you protect yourself if in fact one day, and perhaps sooner than you think, there is a new Revolution we face. The government is failing to listen to the people, America is not popular in the world, and there is an underground movement already started against the government. Gun Control is the government’s way to hide the dissarment of the American people and cloak it in the name of violence prevention. Don’t believe that your government would ever turn on you? Neither did Japanese Americans the night after Pearl Harbor when they were rounded up and forced into governmental camps. Conclusion. I. I implore you to exercise your 2nd Amendment right and to support organizations like the NRA. Research the politicians you elect and see where they stand on this very important issue. Don’t be blinded by the rhetoric propaganda the government and media spews to the public sheep. One day your  life, liberties and freedom may very well rely on it, just like it did 300+ years ago. II. [Gun Control shortvid] Works Cited Alters, Sandra M. Gun Control: Restricting Rights or Protecting People? Detroit: Gale, 2007. Kentlink. Web. 15.Oct.2014. Wright, Stephen E. â€Å"Gun Control Laws Will Not Save Lives† Guns and Crime. Ed. Chrisitine Watkins. Detroit: Greenhaven, 2012. At Issue .Rpt. â€Å"Anti-Gun Group Common Sense Gun Laws and Real Common Sense.† StephenEWright.com. 2010. Opposing Viewpoints in Context. Web. 31.Oct.2014. Levinson, Sanford.†Guns and the Constitution: A Complex Relationship.†Reviews in American History. Volume 36.1(2008) Electronic Journal Center.Web.15.Oct.2014 Doeden, Matt. Gun Control: Preventing Violence or Crushing Constitutional Rights? Minneapolis, MN.: Twenty-First Century Books, 2012. OhioLinks. 15.Oct.2014

The Value of Academic Debate

The Value of Academic Debate Decision-making (i.e parliamentary, presidential, etc.) and competitive debate (i.e. academic) are two major types of debate. In the United States, the major forms of competitive debate in high school include Policy Debate, Lincoln-Douglas Debate, and Public Forum Debate. The outcome of Policy Debate according to literature is either a resolution of fact (ex. â€Å"Resolved: O.J. Simpson murdered his wife Nicole†), value (ex. â€Å"Resolved: Civil disobedience is justified in a democracy†), or policy (â€Å"Resolved: The United States should change its foreign policy toward China†) while the Lincoln-Douglas Debate yield resolution of value. The outcome of the Public Forum Debate, on the other hand, is mostly resolution of policy. High school competitive debates appear addressing social issues, reuniting its division, and establishing a moral order within the particular academic level. This type of debate is exclusive to high school and college and mainly participated by gifted adolescents engaging in brutal arguments, making claims, and depending conflicting ideas for social good. Moreover, competitive debate in this academic level is a reflection of American values, politics, and law. The long tradition of Academic Debate started in about 481 to 411 B.C. and persisted in American schools as an educational method in college and characterized by the debate tournament. A form of informal debate, academic debate merely allows students to systematically express their opinion and support their arguments with facts or evidence. They are designed to facilitate the development of advanced  speaking skills, improve critical thinking, and increase students’ confidence about participating in academic community discussions and dialogue. Get more information here: Unacceptable Words in Academic World The Importance of the Transitional Words and Phrases Service-Profit Value Chain Learning Moral Values in College Movies Human Dignity: How Is It Valued? The Value of Academic Debate Academic debate is simply defined as a debate conducted under the auspices of an educational institution aimed at providing educational opportunities for its students. The purpose of an academic debate is to allow evenly matched opponents to present balanced arguments and evidence about critical issues. Some of the benefits students gained from their debate experience include awareness and knowledge of social issues,  development of critical thinking and communication ability, appreciation of change, and respect for academic research. The philosophy of college debate, for example, is â€Å" to learn not to win† because the most important thing is to be able to present both sides of the issue and make a critical decision on matters concerning public interest. The debate in a college environment provides students opportunities to apply their knowledge of debate principles, develop proper attitudes and skills, and experience almost real-life debates. More importantly, debating is to keep political and public issues alive in the hearts and minds of the academic community. The value of academic debate for some critics is limited to discussing social issues and developing students’ attitudes and abilities. Others see it as a structured academic game with self-actualization and enjoyment as goals. In practice, however, academic debate influenced some of the most critical issues in society. For example, the goals and rationales of criminal punishment according to literature were not the only outcome of evolving criminal procedures and customs but painstaking academic debate. Another is a  strong influence of academic debate on public attitude and government policy towards the harmful effect of some media content such portrayal of sex and violence, food consumption and eating disorders, and direct behavioral effect of television advertising on children.

How to Make Copper Sulfate

How to Make Copper Sulfate Copper sulfate crystals are among the most beautiful crystals you can grow, but you might not have access to a chemistry lab or want to order the copper sulfate from a chemical supply company. Thats okay because you can make copper sulfate yourself using readily-available materials. Materials for Making Copper Sulfate There are a few different ways you can make copper sulfate yourself. This method relies on a little electrochemistry to get the job done. You will need: copper wire- which is high purity coppersulfuric acid- H2SO4- battery acidwater6-volt battery Make Copper Sulfate Fill a jar or beaker with 5 ml concentrated sulfuric acid and 30 ml of water. If your sulfuric acid solution is already diluted, add less water.Set two copper wires into the solution so that they are not touching each other.Connect the wires to a 6-volt battery.The solution will turn blue as copper sulfate is produced. When you run electricity through copper electrodes which are separated from each other in a dilute sulfuric acid bath the negative electrode will evolve bubbles of hydrogen gas while the positive electrode will be dissolved into the sulfuric acid and oxidized by the current. Some of the copper from the positive electrode will make its way to the anode where it will be reduced. This cuts into your copper sulfate yield, but you can minimize the loss by taking some care with your set-up. Coil the wire for the positive electrode and set it at the bottom of your beaker or jar. Slip a piece of plastic tubing (e.g., a small length of aquarium hose) over the wire where it extends up from the coil to keep it from reacting with the solution near the anode. (If you had to strip your wire, leave the insulating coating on the part that runs down into the liquid). Suspend the negative copper electrode (anode) over the cathode coil, leaving a good amount of space. When you connect the battery, you should get bubbles from the anode, but not the cathode. If you get bubbling at both electrodes, try increasing the distance between the electrodes. Most of the copper sulfate will be at the bottom of the container, separated from the anode. Collect Your Copper Sulfate You can boil the copper sulfate solution to recover your copper sulfate. Because the solution contains sulfuric acid, you wont be able to boil the liquid off completely (and you need to take care not to touch the liquid, which will become concentrated acid). The copper sulfate will precipitate out as a blue powder. Pour off the sulfuric acid and reuse it to make more copper sulfate! If you would prefer to have copper sulfate crystals, you can grow them directly from the blue solution that you prepared. Just allow the solution to evaporate. Again, use care in recovering your crystals because the solution is very acidic.

AquaBlu - The premier online swimwear company Dissertation

AquaBlu - The premier online swimwear company - Dissertation Example ....................... 1.4 Consumers most likely to utilise AquaBlu.................................................. 1.5 Structure of AquaBlu................................................................................... 1.6 Location of AquaBlu.................................................................................... 2.0 Business environment analysis................................................................................. 2.1 Analysis of the macro environment.............................................................. 2.2 Analysis of the micro environment............................................................... 2.2.1 Size of industry and market size..................................................... 2.2.2 Important industry trends............................................................... 2.2.3 Competitive environment................................................................ 2.3 Competitor analysis........................................... ............................................. 2.3.1 Perry Ellis International................................................................... 2.3.2 Seafolly............................................................................................ 2.3.3 Jantzen Inc....................................................................................... 2.3.4 Quiksilver......................................................................................... ... ........................................................ 4.0 Strategic analysis of the internal environment............................................................. 5.0 Evaluation of the strategic fit....................................................................................... 6.0 Marketing plan.............................................................................................................. 6.1 Marketing objectives......................................................................................... 6.2 Segmentation..................................................................................................... 6.3 Targeting............................................................................................................ 6.4 Positioning.......................................................................................................... 6.5 Brand Identity................................................................................... .................. 6.6 Brand DNA Pyramid.......................................................................................... 6.7 Marketing mix..................................................................................................... 6.7.1 Product................................................................................................. 6.7.2 Price...................................................................................................... 6.7.3 Place...................................................................................................... 6.7.4 Promotion.............................................................................................. 7.0 Operational

Buying gold during a rescission its a good idea Research Paper

Buying gold during a rescission its a good idea - Research Paper Example At the same time gold prices are raising sharply and many of the current investors believe that investments on gold may bring better returns to them in future. This paper argues in favor of buying gold as the safe investment option during a recession period â€Å"When you see the Fed start buying their own treasuries from China and Japan, hyperinflation and default will be just around the corner. Gold and Silver provide the peace of mind one will need whenever that day arrives† (Eberhardt, p.26). Even though the prices of gold and silver experienced certain ups and downs in the past, no major collapse of gold prices has been reported yet. Most of the emerging countries like China and India are purchasing more gold and keeping a good gold stock. When we compare the current stock market conditions and the conditions of the banking industry against the current gold industry trends, investments in gold seems to be the right option. â€Å"When it came to the extreme stock market c onditions, people ran to the safe haven of gold† (Eberhardt, p.146). In order to learn more about the potentials of gold as a safe investment option, it is necessary to identify the differences between money and currency. Many people are of the view that both money and currency are the same things. This is an illusion. â€Å"A currency does not store value in and of itself.