How the spaniards (conquistadors) destroyed the economic structure of Essay

How the spaniards (conquistadors) destroyed the economic structure of the Incan Empire - Essay Example were doing these people a favor, they have led to the long term destruction of what is now Latin America, due to the overwhelming poverty and elitism that dominates the continent. Through this conquest, the conquistadors destroyed the economic structure of the Incan Empire and of the region altogether. The Incas were a civilization in what is now South America that had a history of being led strongly, which included its economic structures, even though â€Å"The Inca Empire was actually quite short-lived, lasting only about 100 years, from ca.1438AD, when the Inca ruler Pachacuti and his army began conquering the neighbors of the Inca heartland of Cuzco, until the coming of the Spaniards in 1532† (Ogburn 1997). The Incas were led, during their best periods, by Huayna Capac. After Capac and his heir apparent both died of smallpox, however, a war broke out in order to decide who would take over the civilization and become its new leader. At the center of this conflict were Huascar and Atahualpa, who were brothers and were also the sons of Huayna Capac. Huascar became the emperor of the civilization, although there is no evidence to suggest that he was meant to assume this power when his father died. Huascar was a madman, who came close to murdering his mother and his sister, but he was still very popular amongst most of the population that he governed over in the southern part of the region. Atahualpa, on the other hand, took over the northern part of the region during this time period. These two brothers were able to live in peace for a few years, but problems eventually broke out, which caused a war between the two sides. Consequently, over 100,000 people were killed during this war, which shows the savage demeanor of this society. Atahualpa’s side eventually won the war, but he soon started to go insane as well. He treated members of the losing side very horribly and even killed Huascar’s children right in front of him. While Atahualpa now had full control of

Industrial Crane Accidents Essay Example | Topics and Well Written Essays - 1750 words

Industrial Crane Accidents - Essay Example To date, many reports relay crane-related accidents that could have been avoided if safety regulations were carefully considered. Industrial crane operators are required to apply strict safety procedures to carry out their job properly. Several regulations have been existent internationally to prevent accidents and hazards in every industrial workplace. Nevertheless, the current literature reflects a number of accidents related to the use of cranes in many workplaces around the world, both on land and offshore (i.e., gas mining platforms). Therefore, it is important to consider how such accidents have occurred in order to promote safety in the industrial workplace. Industrial crane accidents can happen anytime if workers practice negligence. The complex and heavy structure of the crane implies the high demand for safety during operation in the workplace. Relevantly, only certified workmen can handle industrial cranes, thus workers who would like to be crane operators should undergo t he specific training for operating cranes and other similar machines. A simple negligence on the part of the operator could lead to accidents, and later on, to permanent disability and even deaths. In such cases, the company will be held liable for the loss, not just the operator or the driver concerned could lose his job if the results of the investigations suggest negligence on his part. However, crane accidents have more bearing on the company because the company has the sole liability in such cases. A number of cases of negligence can be found in the literature, pointing either to the company or the crew as the one at fault. For instance, Jerner (2010) reports about a crane accident in which the crane boom separated from the mobile carrier. Based on the investigations, the turntable bearing did not function properly because it was improperly placed and showed signs of being worn out. Notably, the first problem that reveals improper placing of the turntable could be attributed to the staff, whereas the second cause, which is the worn out characteristics of the turntable implies the liability of the company. The use of old and worn out turntable can be attributed to the company’s cost-cutting measures. In another accident report by Jerner (2010), the same problem of substandard crane parts was detected as the bolts of the boom attached to three crane boom sections broke, thus separating the attached sections from the main boom. The accident occurred during operation as the crane was used to remove a water tank crane boom from a water tower. Although there were no casualties, the accident expectedly caused delay in the company’s operation. In a report made by the Iowa FACE Program (n.d.) of a 1997 accident that occurred in a wind farm in Iowa, the author noted the shifting of the tower-type crane whose outrigger pad slid to the northwest, leading to the death of the 36-year–old crane operator. The crew was about to install generators on a windmill when the accident happened. The owner of the mill, who was situated perpendicular to the windmill and saw the whole accident reported that the crane was tilted a little before the accident happened.  

Listening to Immortal Music Created by Geniuses Essay - 2

Listening to Immortal Music Created by Geniuses - Essay Example It had been fun looking at the instrumentalists with their respective instruments because they seemed to be taken by the music they were playing. Their movements have been most entertaining and indulging, causing the audience to feel their music along as they continued to play. Another piece entitled â€Å"Autumn†, was particularly engaging for me. It felt like leaves were falling softly and gently to the ground. The music brought a little sadness to the spirit because it sounded very sad, it almost resembled a song for the dead. Somehow, as the sound reverberated through the hall, it gave me some shivers I could not explain. Nevertheless, the players did very well. Playing concerto number 2, it could be said that the performers gave justice to the immortal magic of the music. Of course, if classical music is played, the performance will always be wonderful regardless of who plays the music. However, in all honesty, due praise should also be given to the instrumentalists. The execution was great it made me feel like I was transported to another era. I actually felt like I was in a time when music was meticulously created by talented musicians. The â€Å"Allegro† made me want to prance and dance because of the joyful tempo and beat. The rise and fall of the volume made me appreciate how the changes could wonderfully create an effect that awakens the emotions of listeners. The other pieces played were similarly beautiful. The experience transported me to a new world where my inclination to music has been newly awakened and strengthened. I was indeed truly entertained and rejuvenated in an inexplicable manner. Perhaps that is just what music does to individuals. The rendition was ended with â€Å"Softly as a Morning Sunrise† which I think was most appropriate as a closing piece. The music was soft it almost lulled me to sleep.

University of chichester Essay Example for Free

University of chichester Essay From 1976 to 1991, UK has witnessed major changes in its education system. Since early 90s, changes would include transformation in its structure, essential nature and even purpose. The driving force behind this is legislation and national funding policies which brought about sociological and epistemological change. (Skinner 2006) For instance, the British Council – the international organisation for cultural relations and educational opportunities of the United Kingdom – has been an important agent of this transformation as it promotes UK education in over 100 countries where it has an established presence. With the increase influx of international students, a study of this topic would inevitably help develop a more effective marketing scheme for UK as essential market intelligence can be derived from such study, helping higher education administrators improve their standards which is hoped to attract and even more number of international students. The long-term goal of this paper is to provide important information which could help establishing the UK as the premier international education provider. 2. 1 Background of the Study Approximately ? 5 billion annually is contributed by International students to the economy of the United Kingdom. (Department for Children, Schools, and Families 2006) In line with this, Tony Blair, the Prime Minister of the United Kingdom launched a campaign to encourage more international students to study in UK. He also sought building partnerships between universities and colleges in the UK with those abroad. The campaign, the Prime Ministers International Education Initiative (PMI) is based on its phase 1 implemented between the 1999 and 2005 where a unified effort in the promotion of UK education overseas was undertaken. In this next phase, a wider international agenda is expected to be address and and increased funding from the Government, the British Council and the education sector is expected. (Department for Children, Schools, and Families 2007) In view of this, data gathered from this study can be used, among others, in achieving these goals set by the Prime Minister. Although the University of Chichester is just one of the universities in the region, principles derived from the findings in this study can be adopted to suit local conditions in other universities and colleges. In this way, it is hoped that findings from this study can help not only the education sector but also the economy of the nation as whole since having more international students translates to more funds for the economy as reported earlier in this section. 2. 2 Objectives This paper aims to provide insights on why students come to the University of Chichester. This is achieved by investigating the current performance of the university from the point of view of the studentry, reviewing its current approach to international education, and proposing recommendations to improve its education program for the international students with emphasis given to sustainability of success. This paper would focus on providing insights as to why students come to the University of Chichester. In order to to this qualitative and quantitative research methodologies would be used. The qualitative aspect of this research would focus mainly on the review of related literature but would also include findings from some of informal interviews conducted. The qualitative aspect, on the other hand, would deal with drawing out insights from currently enrolled international students at the University of Chichester. Both the results of the qualitative and quantitative methods would be considered together to validate each other so that reasonable conclusions can be made and feasible recommendations can be formulated. 2. 4 Limitations The literature review would primarily focus on the policy of the United Kingdom regarding encouraging international students to attend UK universities as well the environmental and internal context of the University of Chichester. A working definition of international education and international students would be developed and the entire paper would hinge only on these definitions. For instance, when in the later chapter, an international student is said to be interviewed, it is understood that this international student met all the qualifications described in the working definition of an international student. Also, the findings, conclusions and recommendations for this paper, although was aimed to be usable to other universities so that the goals of the second phase PMI may be achieved, are all in the context of the University of Chichester. Therefore, attempts to apply this to other universities necessitates contextualization.

Terrorism - Stop the War and Feed the Starving :: Argumentative Persuasive Topics

Stop the War and Feed the Starving    It is difficult to grasp, and thus care about, millions of people starving in a far away country. Maybe it could help us to fathom this if we were able to imagine one person starving, our own self perhaps. What does it feel like to be hungry, really hungry, for many days? And many weeks? And longer. It's easy to imagine the beginning symptoms like weakness, shakiness, irritability, fatigue. But what happens when those aren't remedied by food? Is it painful when the organs begin shrinking as they do in starvation? It must be. And as the immune system loses force, how does one endure the cramping, combined with the weakness, combined with the lowering body temperature, combined with the overall bloating as the body retains fluid?    Can you imagine yourself feeling that terrible? Now expand it to your family. Your daughter. Your tiny son whose tummy is distending and who cries with headaches. Your grandmother, coughing and scared and silent. What would it feel like to watch a toddler, your toddler, weaken and beg for what you can't give?    So we're not at 7.5 million people yet. We're at about 10. And already the misery is profound and unbelievable. Now add all your closest friends to those hungering, and you not being able to help them or be helped by them. And you watch the gaunt stares as the body fails because its cells haven't the nutrients they need to make the brain work well. Add your neighbors, all of them. All of them. Are we at 100 people yet?    Millions left to go. Farther than the eyes could see, thousands upon thousands upon thousands of weakening hungry people who want something that exists in great abundance all over the world - food. And if hunger and its related illnesses is bad enough and already hard to wrap your mind around, add the other unthinkables that the Afghani families are enduring today, right this second as you read this. No running water, no toilets, huddled in refugee camps miles and miles long, And its getting cold. It's going to get really, really cold and wet heavy snows are coming. And you're so terribly hungry.    Imagine the stench and disgusting danger of raw sewage, of the infectious diarrhea that comes from that. And there are already dead bodies to be dragged away to be buried or burned by weak hungry men.

Homers Iliad :: essays research papers

General Plot Summary of Homer\'s Iliad The Iliad is a lengthy poem of some 15,693 lines, divided into 24 books (cantos) and has as its theme the anger (menis) of the Greek hero Achilles, the greatest of the heroes to sail to Troy. In the tenth year of the war, Achilles quarrels with the leader of the expedition, Agamemnon, over a slight to Achilles\' honor. In his anger, Achilles withdraws from the fighting and wins the aid of Zeus, the king of the gods, to see to it that the war turns against the Greeks. Eventually (Book 9) things begin to go so badly that Agamemnon sends a delegation to Achilles to offer him compensation and ask him to rejoin the fighting. In an effort to make good the slight to Achilles\' honor, Agamemnon promises an immense amount of treasure, but Achilles still refuses to help the Greeks. In the anger of the moment, he declares that he will only fight once the Trojans attack his own ships: at that point, he feels, he will be able to rejoin the battle as a point of personal honor rather than as Agamem non\'s hired lackey. In the course of Book 12 (the center of the poem) the Trojans bring the war right up to the fortifications surrounding the Greek ships. Under the leadership of the heroic Hector, they manage to breach the Greek defenses and are soon in a position to destroy the Greek fleet. At this point, Achilles sees the weakness of his plan: should the Trojans destroy the fleet, the Greek forces would be placed in a vulnerable position and could potentially be wiped out. Unable to rejoin the battle himself without losing face, he is persuaded to allow his loyal friend Patroclus to join the battle, disguised in Achilles\' armor, in order to win the Greeks some breathing room. Unfortunately, Patroclus gets caught up in the fighting and, contrary to Achilles\' instructions, attempts to take the city of Troy himself, only to be killed by Hector with the aid of the pro-Trojan god Apollo (Book 16). At this point, Achilles falls into an inhuman rage: his former anger at Agamemnon an d the Greeks is forgotten in his grief at the death of his friend and his desire to take revenge on Hector. In his anger, Achilles slaughters Trojans by the dozens and in a heartless manner that

How to Succeed in College Essay

Hints on How to Succeed in College Classes The Key to Success: Study Time The single most important key to success in any college course is to spend enough time studying. A rule of thumb is that you should expect to study about 2 to 3 hours per week outside of class for each unit of credit. For example, a student taking 15 credit hours should expect to spend 30 to 45 hours each week studying outside of class. Combined with time in class, this works out to a total of 45 to 60 hours spent on academic work†not much more than the time a typical Job requires, and you get to hoose your own hours. Of course, if you are working while you attend school, you will need to budget your time carefully. As a rough guideline, your study time might be divided as shown in the table below. If you find that you are spending fewer hours than these guidelines suggest, you can probably improve your grade by studying longer. If you are spending more hours than these guidelines suggest, you may be studying inefficiently; in that case, you should talk to your instructor about how to study more effectively. If Your Course Is: Time for Reading the Assigned Text (per week) Time for Homework Assignments (per week) Time for Review and Test Preparation (average per week) Total Study Time (per 3 credits 2 to 4 hours 2 to 3 hours 2 hours 6 to 9 hours 4 credits 3 hours 8 to 12 hours 5 credits 3 to 5 hours 3 to 6 hours 4 hours 10 to 15 hours General Strategies for Studying 0 Budget your time effectively. Studying 1 or 2 hours each day is more effective, and far less painful, than studying all night before homework is due or before exams. 0 Engage your brain. Learning is an active process, not a passive experience. Whether you are reading, listening to a lecture, or working on assignments, always make sure hat your mind is actively engaged. If you find your mind drifting or falling asleep, make a conscious effort to revive yourself, or take a break if necessary. 0 Don’t miss class, and come prepared. Listening to lectures and participating in class activities and discussions is much more effective than reading someone else’s notes or watching a video later. Active participation will help you retain what you are learning. Also, be sure to complete any assigned reading before the class in which it will be discussed. This is crucial, since class sessions are designed to help reinforce key deas from the reading. 0 Use your textbook effectively. For a science book, for example: Begin by identifying the learning goals of an assigned chapter, and get an overview of key concepts by studying the illustrations and reading their captions. Next, read the chapter twice: On the first pass, read only the narrative, skipping any optional or boxed features; on the second pass, include the boxed features, and make notes on the pages to remind yourself of ideas you may want to review later. After you complete the reading, check your understanding by trying some of the end- f-chapter problems or any on-line quizzes or tutorials that may be available. 0 Start your homework early. The more time you allow yourself, the easier it is to get help if you need it. If a concept gives you trouble, first try additional reading or studying beyond what has been assigned. If you still having trouble, ask for help: You surely can find friends, peers, or teachers who will be glad to help you learn. 0 Working together with friends can be valuable in helping you understand difficult concepts. However, be sure that you learn with your friends and do not become dependent on 0 Don’t try to multitask. A large body of research shows that human beings simply are not good at multitasking: When we attempt it, we do more poorly at all of the individual tasks. And in case you think you are an exception, the same research found that those people who believed they were best at multitasking were actually the worst! So when it is time to study, turn off your electronic devices, find a quiet spot, and give your work a focused effort of concentration. 02013, Jeffrey Bennett (www. effreybennett. com). Permission granted to photocopy as a two-sided handout for college classes. How to Succeed in College Classes, Page 2 Preparing for Exams 0 Rework problems and other assignments; try additional questions to be sure you understand the concepts. Study your performance on assignments, quizzes, or exams from earlier in the term. 0 Study your notes from classes, and reread relevant section s in your textbook. Pay attention to what your instructor expects you to know for an exam. 0 Study individually before Joining a study group with friends. Study groups are effective only if every individual comes prepared to contribute. 0 Don’t stay up too late before an exam. Don’t eat a big meal within an hour of the xam (thinking is more difficult when blood is being diverted to the digestive system). 0 Try to relax before and during the exam. If you have studied effectively, you are capable of doing well. Staying relaxed will help you think clearly. Presenting Homework and Writing Assignments All work that you turn in should be of collegiate quality: neat and easy to read, well organized, and demonstrating mastery of the subject matter. Future employers and teachers will expect this quality of work. Moreover, although submitting homework of collegiate quality requires â€Å"extra† effort, it serves two important purposes directly related to learning: 1. . The effort you expend in clearly explaining your work solidifies your learning. In particular, research has shown that writing and speaking trigger different areas of your brain. By writing something down†even when you think you already understand it†your learning is reinforced by involving other areas of your brain. By making your work clear and self-contained (that is, making it a document that you can read without referring to the questions in the text), you will have a much more useful study guide when you review for a quiz or exam. The following guidelines will help ensure that your assignments meet the standards f collegiate quality: 0 Always use proper grammar, proper sentence and paragraph writing should be fully self-contained. A good test is to imagine that a friend is reading your work and to ask yourself whether the friend would understand exactly what you are trying to say.