The Cultural Perspective of the American Civil War Essay

The Cultural Perspective of the American Civil War - Essay Example With each passing year, the need for slaves in the South led to an increasingly different culture from the North. The North underwent a period of technological advancements that stimulated export and subsequent revenue, allowing it to forge ahead of the South as the Northern culture incorporated office jobs, busy lifestyles, and factories (Weidenmier 879). The North saw an expansion of mass communication, education, literacy, and urbanization, while also being more progressive. This was in stark contrast to the South that was more traditional and rural oriented. The North had a more materialistic and coarse way of life, which led to its population being disdainful of the manner in which the Southern people lived, and viewing it as a sign that they were superior. While the North modernized, the South relied more on its traditional values, leading to the exacerbation of the ever-increasing differences between the two regions (Weidenmier 879). Due to the use of slaves in the South, its white population had no need to do manual labor, which left them with a lot of free time. They would entertain guests and take part in society enhancing activities. The minimal contact between the North and South states during this period led to an establishment of stereotypes about the way that those in the South lived (Bestor 34). In economic terms, those in the South preferred the simple and slow life, while the Northerners were more profit oriented. Due to these, both regions felt superior to the other. For this reason, it is no longer feasible to assume that only the South was responsible for the Civil War because the polar opposite nature of the two cultures pushed each other further apart until violence was the only way to solve the issues between... The North underwent a period of technological advancements that stimulated export and subsequent revenue, allowing it to forge ahead of the South as the Northern culture incorporated office jobs, busy lifestyles, and factories. The North saw an expansion of mass communication, education, literacy, and urbanization, while also being more progressive. This was in stark contrast to the South that was more traditional and rural oriented. The North had a more materialistic and coarse way of life, which led to its population being disdainful of the manner in which the Southern people lived and viewing it as a sign that they were superior. While the North modernized, the South relied more on its traditional values.Due to the use of slaves in the South, its white population had no need to do manual labor, which left them with a lot of free time. They would entertain guests and take part in society enhancing activities. The minimal contact between the North and South states during this period led to an establishment of stereotypes about the way that those in the South lived. In economic terms, those in the South preferred the simple and slow life, while the Northerners were more profit oriented. Due to these, both regions felt superior to the other. For this reason, it is no longer feasible to assume that only the South was responsible for the Civil War because the polar opposite nature of the two cultures pushed each other further apart until violence was the only way to solve the issues between them.

Alternative ecocnomic futures Essay Example | Topics and Well Written Essays - 500 words

Alternative ecocnomic futures - Essay Example Larson Inc. should hedge itself against any adverse price movements and fluctuations. What Larson Inc. could have done is to buy its inputs in one country and at the same time sells a futures contract for the same amount of input. When the inventory is utilized, the company can buy back the futures contract. The price change occurring during the two transactions will effectively be cancelled by the mutually compensatory movements in the cash and the futures holdings. In this scenario, futures will provide insurance. Larsons Inc. is betting on the correlation between the spot and the futures prices to move together. Another use of alternative economic futures by Larson Inc. can be that of interest rate futures, which will help it to lock the future investment rate. The use of debt to finance its expansion needs and working capital expenses can protect it from any changes in the interest rates. For any anticipated upwards movement in the interest rates, Larson Inc. can buy the futures contract and pay the seller an amount that will be equal to the difference that it benefits from any rate that has been mentioned or committed in the futures contract. Similarly, if the interest rates fall the seller will compensate Larson Inc. at the expiration of the futures contract between the two parties. The foremost advantage is that for an American operation trading of futures in the Chicago Mercantile Exchange is easy. Since Larson Inc.

The Tempest Essay -- Shakespeare

Everyone has lost something. One of my earliest memories is a car ride through the desert of Arizona. We had just stopped at a gas station, and after we had gotten back on the road I realized that I had left behind a small toy I had gotten at McDonald's earlier that day. Even at seven years old I knew that I would forget about the toy in a day or two, but for some reason I could not help but ardently entreat my parents to return for it. It was only after I had lost the toy that I realized how much I wanted it. Shakespeare’s characters have lost something as well: their freedom. The idea of a â€Å"puppet master† is not an uncommon one in classic literature. In Shakespeare’s Macbeth we sense the subtle manipulations of the three witches in their treatment of Macbeth, and in â€Å"The Final Problem† by Sir Arthur Conan Doyle we see Sherlock Holmes struggle to free himself from the the works of criminal mastermind James Moriarty. We even see it in childrenâ €™s literature through â€Å"The Wonderful Wizard of Oz† by L. Frank Baum. Yet The Tempest is unique as the mastermind has lost his own freedom as well. It is like seeing the puppets dance, looking behind the curtain, and seeing only more strings. Through reading The Tempest you come to understand that almost every character, even if that character is seemingly in control of their own destiny, is trapped by something or someone, and it is only as they struggle to regain their freedom that each individual realizes how much it was taken for granted. The most obvious loss of freedom is felt by the ruling party consisting of Alonso, Sebastian, Antonio, and Gonzalo. Their first goal is to return to Naples, but that voyage is halted by Prospero's storm and their subsequent wreck on the island (1.2.205... ...e to regain control of both Milan and Naples. But in the end The ruling party is spared, Antonio regains his son while Prospero regains his kingdom, Ariel is freed, and even Caliban takes some small ownership in his actions, â€Å"Ay, that I will; and I'll be wise hereafter / And seek for grace. What a thrice-double ass / Was I, to take this drunkard for a god / And worship this dull fool!† (5.1.332-335) It is that sense of rediscovery that Shakespeare leaves us with, the sense that the characters have struggled against fate without even knowing it and are just now realizing what they have gained as a result. The future is uncertain and relationships are still being recreated, but every character leaves the island with a deeper appreciation of the importance of freedom. Works Cited Shakespeare, William. The Tempest. Paperback. New York: Modern Library, 2008. Print.

Philosophy on Guidance and Classroom Management Essay

My philosophy on guidance and classroom management includes the ideas that as an educator I am responsible for providing an environment that allows each child to explore their own innate curiosity. NAEYC Standards states in regard to promote child development and learning an educator must be knowledgeable and understanding the multiple influences on early development and learning. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children in which I will provide an environment that exhibits compassion, that is secure, caring, and a stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. I will allow children to become responsible members of the community by using strategies such as positive discipline and democratic principles. I will demonstrate to the children how to become responsible for themselves as well as their own learning. I will present curriculum that i nvolves the interests of the children and make learning relevant to life. This will be operated through thematic units, projects, small group activities as well as hands on activities and individual assignments in order to make the children active learners. STANDARD 2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS It is my responsibility to ensure parents that the classroom will promote a positive learning experience; they will receive a handbook that will provide detailed information on policies and procedures. I will provide a curriculum that demonstrates meaningful experiences that respond to the children’s strengths, interests and needs. I will provide access to information (such as a class website) and newsletter rather than acting as the primary source of information. Students and parents will be provided with access to hands on activities that will allow adequate time and space to use materials that reinforce the lesson being studied for an opportunity for individual discover and construction of knowledge to occur. Parents will have an opportunity to schedule conferences for face to face interaction three times within the school year. Based on NAEYC second standard, which states to build family and community relationships, Based on NAEYC second standard, which states to build fam ily and community relationships, there will be an open door policy that will allow parents to interact with his/her child during the course of the day as well as special pop in visits. This will not only allow the parents to feel a part of the educational program but will also show their children their interest in their learning. In order to promote the most supportive classroom for children’s healthy development I would incorporate three components which would help to ensure continuity in children’s development: developmentally appropriate curricula, parents and school collaboration, and community support and services provided by social service agencies building supportive relationships with parents will influence these three components, this will help parents understand and sanction what is being taught. It is important that a well functioning classroom be aligned with the NAEYC standards. A classroom teacher has an ethical responsibility to the children. The teacher must recognize and respect the unique qualities, abilities and potential of each child. It is imperative that support is given to each child allowing them to play and learn in an inclusive environment, one that meets the needs of children with and without disabilities. Teachers also have a responsibility to the parents. Teachers should develop relationships of mutual trust and create partnerships with the families that are being provided and educational service. Teachers should always make every effort to communicate effectively with all families in a language that they understand. As well as inform families about the nature and purpose of all assessments that are used with their children. In regard to providing information about injuries and accidents, as well as risks of exposures to communicable diseases that might result in infection, the teacher will notify parents in a timely manner through verbal communication, flyers, and classroom postings. A classroom that is built on a solid foundation has dynamic classroom management techniques, showers their children with an abundance of love, as well as respect for families is a classroom that also follows Developmentally Appropriate Practices outlined by the National Association of Education for Young Children (NAEYC). Based on the Developmentally Appropriate Practices set forth by NAEYC, in regards to educators within the preschool-primary spectrum the goal is not for children to learn primary grade skills at an earlier age; it is for their teachers to take the first steps together to ensure that young children develop and learn, to be able to acquire such skills and understandings as they progress in school. References: Lombardi, J. (1992). Beyond transition: Ensuring continuity in5 early childhood services. ERIC Digest. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education NAEYC.org

Baking Ingredient Substitutions Table

Do you need to replace one ingredient with another in a recipe? Apply a bit of cooking chemistry to save your project.  This is a table of ingredient substitutions that you can make when baking. Changing the ingredient may affect the taste and texture of your recipe slightly, but this list should help prevent major differences. ammonium bicarbonate - 3/4 teaspoon1 tsp baking soda baking powder (single-acting) - 1 teaspoon1/4 teaspoon baking soda plus 1/2 teaspoon cream of tartar plus 1/4 teaspoon cornstarch baking powder (double-acting) - 1 teaspoon1/4 teaspoon baking soda plus 1/2 teaspoon cream of tartar plus 1/4 teaspoon cornstarch. Use 1 tsp for every 1 cup of flour. baking soda - 1/2 teaspoon2 teaspoons double-acting baking powder (replace the acidic liquid in recipe with non-acidic liquid) baking soda - 1/2 teaspoon1/2 teaspoon potassium bicarbonate buttermilk - 1 cup (240 ml)1 tablespoon lemon juice or vinegar plus enough milk to make 1 cup (240 ml) (let mixture stand 5-10 minutes)more buttermilk recipes cake flour - 1 cup (130 grams)3/4 cup (105 grams) all purpose flour plus 2 tablespoons (30 grams) cornstarch cake flour - 1/3 cup1/3 cup all-purpose flour less 1/2 teaspoon chocolate (bittersweet or semi-sweet) - 1 ounce (30 grams)1/2 ounce (15 grams) unsweetened chocolate plus 1 tablespoon (15 grams) granulated sugar chocolate (unsweetened) - 1 ounce (30 grams)3 tablespoons (20 grams) natural cocoa powder (not Dutch-processed) plus 1 tablespoon (14 grams) unsalted butter, shortening, or vegetable oil cocoa powder, Dutch-Processed - 3 tablespoons (20 grams)1 ounce (30 grams) unsweetened chocolate plus 1/8 teaspoon baking soda. Also reduce fat in recipe by 1 tablespoon. cocoa powder, natural unsweetened - 1 ounce (30 grams) unsweetened chocolate. Also reduce fat in recipe by 1 tablespoon. coffee, strong - 1/4 cup (60 ml)2 tablespoons (10 grams) instant coffee in 3 tablespoons hot water corn syrup, dark - 1 cup (240 ml)3/4 cup (180 ml) light corn syrup plus 1/4 cup (60 ml) light molasses corn syrup, light - 1 cup (240 ml)1 cup (200 grams) granulated white sugar (increase the liquid in the recipe by 1/4 cup or 60 ml) cornstarch (for thickening) - 1 tablespoon (15 grams)2 tablespoons (25 grams) all purpose flour cream of tartar - 1/2 teaspoon1/2 teaspoon white vinegar or lemon juice cream - half-and-half - 1 cup (240 ml)7/8 cup (210 ml) whole milk plus 2 tablespoons (25 grams) melted unsalted butter cream, heavy (not for whipping) - 1 cup (240 ml)2/3 cup (160 ml) whole milk plus 1/3 cup (75 grams) melted unsalted butter flour, self-rising - 1 cup (140 grams)1 cup (140 grams) all-purpose flour plus 1-1/2 teaspoons baking powder plus 1/4 teaspoon salt flour, whole wheat - 1 cup (150 grams)7/8 cup (120 grams) all-purpose flour plus 2 tablespoon (6 grams) wheat germ honey - 1 cup (240 ml)3/4 cup (180 ml) light or dark corn syrup plus 1/2 cup (100 grams) granulated sugar lard - 1/2 cup (113 grams)1/2 cup (113 grams) solid vegetable shortening lard - 1/2 cup (113 grams)1/2 cup (113 grams) plus 1 tablespoon (14 grams) unsalted butter marshmallow cream - 2.5 ounces8 large marshmallows or 1 cup miniature marshmallows milk (sweetened condensed) - 14 ounce can (396 grams)blend 1 cup instant nonfat dry milk plus 2/3 cup (135 grams) granulated sugar plus 3 tablespoons (35 grams) melted unsalted butter plus 1/2 cup (120 ml) boiling water milk (evaporated whole) - 1 cup (240 ml)1 cup (240 ml) half half milk (whole) - 1 cup (240 ml)1 cup (240 ml) skim milk plus 2 tablespoons (25 grams) melted butter or margarine molasses - 1 cup (240 ml)1 cup (240 ml) dark corn syrup sour cream - 1 cup (225 grams or 8 ounces)1 cup plain yogurt sour cream - 1 cup (225 grams or 8 ounces)1 tablespoon lemon juice or vinegar plus whole milk to fill 1 cup (240 ml) tapioca, instant or quick-cooking - 1 tablespoon (12 grams)1-1/2 tablespoons (20 grams) flour vinegar - 1/4 cup (60 ml)1/3 cup (80 ml) freshly squeezed lemon juice yogurt, plain - 1 cup (225 g)1 cup (225) sour cream

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The Global Effects of Imperialism, World War I and the...

The Global Effects of Imperialism, World War I and the Great Depression Bentley first talked about cross-cultural interactions as a way to categorize the World’s history. He in addition wrote about the importance of understanding events from a global perspective, not just one country’s point of view. Because of these two fundamental elements to his argument, we can assess events differently than before hand, finding out ways to take a step†¦show more content†¦These colonies according to Kipling needed protection from their surroundings. Imperialism had an impact on the world because it created a new market for goods to be exchanged. Countries in Europe were able to acquire new natural resources and raw materials for further production. Then, these countries could sell their goods back to their colonies or elsewhere in the world. The imperialistic movements also had a global impact because of the conflict that arose between nations. Tension was building in Europe over the control of colonies and African countries had to fight wars to make an attempt at retaining their freedom. Eventually, these wars would be a factor in the causes for World War I because Europeans were building conflict with one another in an effort to show off their strength and power in Africa. The assassination of the archduke Franz Ferdinand led to the beginning of the Great War. Though that one event probably did not carry enough importance to cause a worldwide impact, there were several factors such as the imperial wars and the arms race that also were important in causing the war. The death of the archduke then was just a disguise or an excuse for these countries to go to war because tensions had been building amongst one another for years. Like the Great Depression, World War I affected Europe the most. 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