Compare and Contrast of Slavery Essay

Intro: During 18th century slavery, three regions of the country had slight to very different lifestyles as well as small to very common similarities. Slavery during the 18th century influenced how slavery went forth for the next century and a half. In this essay I will compare and contrast 18th century slavery in the Chesapeake, Low Country (South Carolina and Georgia), and the Northern colonies. 1. Chesapeake Region a. The early years of slavery in the Chesapeake region were lax. There were few black slaves at first and there were only a few slaves in the labor force. The first set of slaves in Virginia and Maryland were more indentured servants than true slavery. Before the late 1600’s there was a very thin line between black slavery and white freedom. In the early 1600’s slaves that had â€Å"Christian† names such as Pedro or Isabella were considered Christians so they were considered indentured servants and allowed to work off the price that was paid for them and then freed. They worked alongside white indentured servants. As time went on the slave, population there grew through natural reproduction. b. As some of the British planters became more successful and held more land in an effort of their own interest introduced the â€Å"Unthinking decision† (Chattel Slavery) which officially drew a line in the racial divide between Africans (Blacks) and Whites. The Chesapeake region was the first to have and enact â€Å"Slave codes† which would eventually carry across all regions partially and in its entirety. Bills of sale for slaves in regards to children of Black female slaves was instituted in the Chesapeake region saying that the children born to these women would be slaves for life because their mother was a slave. As the slave, codes kicked in slaves were deemed no more than livestock and inferior and could no longer become converts of Christianity taking away completely indentured servitude. It went on this way until slavery ended. c. Tobacco was the main source of prosperity in the Chesapeake region slaves worked in gangs in the tobacco fields because the owners thought it made them work faster. d. The slaves in this region lived in log cabins. 2. Low Country (South Carolina and Georgia) e. Slavery in the low country was somewhat different in the aspect that the slaves that arrived there were already Chattel. The slaves in the low country were mainly Black and Indian slaves and eventually all black as time progressed. The slaves in low country grew through the constant new arrivals of slaves from Africa. Slaves in the low country had a very high mortality rate due to disease, overwork, and poor treatment. Slaves in the low country retained more of their African heritage because there were so many of them and always fresh Africans coming in the ports. By the 18th Century, the low country had almost a 70 percent ratio of black slaves compared to white slave owners. Charleston was North America’s leading port of entry for Africans. f. The main crops in the low country were rice and corn compared to the Chesapeake region. g. The slaves there developed their own broken languages called Geechie and Gullah. h. Low Country showed a great deal of Creolization. This is the first sign of distinct classes between slaves. The creoles stayed in the same areas as whites because they were mixed race they had social and economic advantages over slaves that were on plantations but they were still watched all the time by whites. i. The slave houses in low country were made of tabby (a form of a concrete mortar mixture). j. In contrast to the slaves in the Chesapeake region, the slaves in low country had certain independence in their daily routines. Once they were done with their chores, their time was free to do what they chose without supervision. Although the slaves had this independence, the white people still had a â€Å"Negro Watch† to enforce curfew on the black people there. 3. Northern Colonies k. The Northern colony slaves were perhaps the least like slaves of the three regions. One of the main differences was organized religion. There was also the fact that during the 18th century there slave population in the Northern Colonies was a mere 4.5% compared to the 40% and higher in the south. Slavery was less oppressive due to the Puritan religious principles of the Northern region. l. The slaves lived in the house with their master and his family. The slaves also worked along side the master, his family, and the other slaves on the small farms. Most had two slaves per household on the rare occasion there some estates that had 50 or 60. m. Slaves in the Northern colonies were allowed to become Artisans, Shopkeepers, Messengers, Domestic Servants, and General Laborers. New England slaves had a huge advantage over slaves in the other regions they could legally own, transfer, and inherit property. They also had the least opportunity to preserve their African heritage because of their easier conditions. They also had the highest amount of mulattoes. 4. The commonality between Chesapeake, Low Country, and the Northern Colonies is the fact that no matter what slaves were still deemed less than whites. They still had to abide by the â€Å"Slave Codes†. Miscegenation was banned and strictly enforced everywhere. Conclusion: In comparing and contrasting the three regions there are more differences than commonalities when it comes to their areas. The commonalities are very strong in the fact that no matter how well or badly they were treated they were always deemed inferior to whites even the â€Å"mixed†, â€Å"Creoles†, or â€Å"Mulattoes†. In essence, slaves everywhere were under the same â€Å"Slave Codes† with the difference between the regions being how strictly they enforced.

European colonization study Guide Essay

The Monroe doctrine was essentially intended to prevent the Western Hemisphere off-limits to European colonization. European powers would attempt to restore Spain’s former colonies, attempts would be viewed as a hostile act against the U. S Second Continental Congress intercolonial assembly that met in Philadelphia on May 10, 1775; all thirteen colonies were represented; still wanted to just get British acts repealed and wrote new appeals to British people and king, but raised money to create an army and navy Articles of Confederation Adopted in 1777 during the Revolutionary War, the Articles established the United States of America. The Articles granted limited powers to the central government, reserving most powers for the states. The result was a poorly defined national state that couldn’t govern the country’s finances or maintain stability. The Constitution replaced them in 1789 Battles of Lexington and Concord The battles of Lexington and Concord initiated the Revolutionary War between the American colonists and the British. British governor Thomas Gage sent troops to Concord to stop the colonists who were loading arms. The next day, on April 19, 1775, the first shots were fired in Lexington, starting the war. The battles resulted in a British retreat to Boston Thomas Paine wrote Common Sense in 1776; helped American public recognize the need to separate from the crown Lexington and Concord the first battle of the Revolutionary War in April 1775; twenty thousand musket-bearing â€Å"Minute Men† swarmed around Boston, thehre to coop up the outnumbered British Yorktown where Cornwallis was forced to surrender his entire force of seven thousand men on October 19, 1781 to Washington and de Grasse Saratoga where Burgoyne was forced to surrender his entire command on Octor 17, 1777 to American general Horatio Gates Treaty of Paris- 1783 treaty in which British formally recognized the independence of the United States; granted generous boundaries (Mississippi River to Great Lakes to Spanish Florida plus a share in the priceless fisheries on Newfoundland); Americans could no longer persecute Loyalists and had to restore their property to them; states vowed to put no lawful obstacles in the way of debt-collecting from British George Washington selected by the Second Continental Congress to head the improvised colonial army in Boston; had very little experience, but was of good character and was a Virginian (eased southern colonists minds about creating a big New England army); led the battle at Trenton Declaration of Independence written by Thomas Jefferson in 1776 based on Richard Henry Lee’s resolution; formally approved by Congress on July 4, 1776 Alexander Hamilton Hamilton emerged as a major political figure during the debate over the Constitution, as the outspoken leader of the Federalists and one of the authors of the Federalist Papers. Later, as secretary of treasury under Washington, Alexander Hamilton spearheaded the government’s Federalist initiatives, most notably through the creation of the Bank of the United States. Alien and Sedition Acts A series of laws that sought to restrict the activities of people who opposed Federalist policies (1798) Dorothea Dix Rights activist on behalf of mentally ill patients – created first wave of US mental asylums Federalists Led by Alexander Hamilton, the Federalists believed in a strong central government, loose interpretation, and encouraged commerce and manufacturing. They were staunch supporters of the Constitution during ratification and were a political force during the early years of the United States. The Federalist influence declined after the election of Republican Thomas Jefferson to the presidency and disappeared completely after the Hartford Convention. Indian removal act This act granted the president funds and authority to remove Native Americans (1830) The XYZ Affair Three French agents asked for over ten million dollars in tribute before they would begin diplomatic talks with America. When Americans heard the news, they were outraged. Adams decided to strengthen the Navy to show France that America was a force to be reckoned with Treaty of Ghent: Treaty that ended the War of 1812 and maintained prewar conditions Treaty of Guadalupe -HidalgoEnded Mexican War – US received Texas (with Rio Grande border) and other states – US paid Mexico $15 million dollars Treaty of Paris (1763):The 1763 Treaty of Paris ended the Seven Years War in Europe and the parallel French and Indian War in North America. Under the treaty, Britain won all of Canada and almost all of the modern United States east of the Mississippi. Virginia Plan The Virginia Plan was presented to the Constitutional Convention and proposed the creation of a bicameral legislature with representation in both houses proportional to population. The Virginia Plan favored the large states, which would have a much greater voice. In opposition, the small states proposed the New Jersey Plan. In the end, the two sides found common ground through the Connecticut Compromise. William Lloyd Garrison White Abolitionist – Early 1800s – ublished The Liberator The Jay Treaty Treaty in which Britain agreed to evacuate its posts on the US western frontier (1794) The Pinckney Treaty Treaty with Spain which opened trade and redefined Florida boundary (1795) Tariff of Abominations 1828 â⠂¬â€œ Also called Tariff of 1828, it raised the tariff on imported manufactured goods. The tariff protected the North but harmed the South; South said that the tariff was economically discriminatory and unconstitutional because it violated state’s rights. Missouri Compromise Allowed Missouri to enter the union as a slave state, Maine to enter the union as a free state, prohibited slavery north of latitude 36? 0†² within the Louisiana Territory (1820) Henry Clay’s American System Plan for economic growth: establish a protective tariff, establish a national bank, and improve the country’s transporation system Embargo Act In response to impressment, this bill halted all foreign trade with disastrous economic consequences (1807) Articles of Confederation Adopted in 1777 during the Revolutionary War, the Articles established the United States of America. The Articles granted limited powers to the central government, reserving most powers for the states. The resu lt was a poorly defined national state that couldn’t govern the country’s finances or maintain stability. The Constitution replaced them in 1789 Whigs The Whigs were originally colonists supporting independence. In the mid 1830s, the Whig Party opposed Jackson’s strong-armed leadership style and policies. The Whigs promoted protective tariffs, federal funding for internal improvements, and other measures that strengthened the central government. Reaching its height of popularity in the 1830s, the Whigs disappeared from the national political scene by the 1850s. The Whiskey Rebellion group of farmers refused to pay federal excise tax on whiskey, Washington responds decisively with troops (1794) John Locke believed all people have a right to life, liberty, and property; stated the government is â€Å"created by the people for the people† Sons of Liberty A radical political organization for colonial independence which formed in 1765 after the passage of the Stamp Act. They incited riots and burned the customs houses where the stamped British paper was kept. After the repeal of the Stamp Act, many of the local chapters formed the Committees of Correspondence which continued to promote opposition to British policies towards the colonies. The Sons leaders included Samuel Adams and Paul Revere. Crispus Attucks One of the first men to die in the Boston Massacre. 1770 Battle of Bunker Hill May 1775 Tiny American force under Ethan Allen and Benedict Arnold surprised and captured the British garrisons at Ticonderoga and Crown Point in Upper New York. Gunpowder and artillary for the siege at Boston was obtained. June 1775 Colonists siezed Bunker Hill (Breed’s Hill). Americans numbering 1500 soldiers slaughtered the advancing redcoats. Colonists were short on gunpowder and were foced to abandon the hill. Daniel Shays led a rebellion because farmers were unable to pay in Continental Dollars and banks were foreclosing farms in Massachusetts. checks and balances created because of the bicameral legislature. A system that ensured that no particular branch of government gained too much power over another. It demonstrated the fear of absolute power in one group/individual as well as preventing one branch from overpowering the others. Constitutional Convention convenes to revise Articles of Confederation, suggested that a new Constitution be written. Land Ordinance of 1785 land in the northwest would be surveyed and then sold to help pay debt. Great Compromise aka the Connecticut Plan, combined the Large State Plan and the Small State Plan†¦ created the bicameral legislature (House of Representatives and Senate). Shay’s Rebellion 1786-1787 farmers couldn’t pay their debts with Continental Dollars, banks were foreclosing farms in Massachusetts, rebellion led by Daniel Shays†¦ articles need to be revised. Bank of the United States 1791, gives sense of unity, debt shouldered by federal government, place to keep money. 3/5 Compromise It was a compromise between the northern states with the southern ones that decided that although slaves were not citizens, each one would count as 3/5 of a man for representation. It got Southern states to ratify the constitution. Federalist Papers The papers were a collection of essays written by Alexander Hamilton, John Jay, and James Madison explaining how the new government/constitution would work. Their purpose was to convince the New York state legislature to ratify the constitution, which it did. Judiciary Act of 1789 established a Supreme Court and district courts (1789) Publius Elderly senator who witnesses the assassination; Brutus sends him out to tell the citizens that no one else will be harmed Bill Of Rights Although the Anti-Federalists failed to block the ratification of the Constitution, they did ensure that the Bill of Rights would be created to protect individuals from government interference and possible tyranny. The Bill of Rights, drafted by a group led by James Madison, consisted of the first ten amendments to the Constitution, which guaranteed the civil rights of American citizens. Marbury v. Madison(1803) Marbury was a midnight appointee of the Adams administration and sued Madison for commission. Chief Justice Marshall said the law that gave the courts the power to rule over this issue was unconstitutional. established judicial review Thomas Jefferson A prominent statesman, Thomas Jefferson became George Washington’s first secretary of state. Along with James Madison, Jefferson took up the cause of strict constructionists and the Republican Party, advocating limited federal government. As the nation’s third president from 1801 to 1809, Jefferson organized the national government by Thomas Jefferson Republican ideals, doubled the size of the nation, and struggled to maintain American neutrality War of 1812 Resulted from Britain’s support of Indian hostilities along the frontier, interference with American trade, and impressments of American sailors into the British army (1812 – 1815) The Louisiana Purchase U. S. acquisition of the Louisiana territory from France in 1803 for $15 million. The purchase secured American control of the Mississippi river and doubled the size of the nation. The Lewis and Clark Expidition Overland expedition to the Pacific coast lead by Meriwether Lewis and William Clark. Commissioned by President Jefferson, the expedition of the far west brought back a wealth of scientific data about the country and its resources. 804-1806 War Hawks Congressional leaders who in 1811/1812 called for war against Britain to respect Americ a’s maritime rights. Samuel Slater Father of the Factory System in America. Skelled British mechanic of 21 who was attracted by bounties being offered to British workers familiar with the textile machines. Industrial Revolution The period where western expansion and urbanization happened in America distinguished by factories, new inventors improved transportation, communication and production. â€Å"Lowell System† Developed in the textile mills of Lowell, Massachusetts, in the 1820s, in these factories as much machinery as possible was used, so that few skilled workers were needed in the process, nd the workers were almost all single young farm women, who worked for a few years and then returned home to be housewives. DeWitt Clinton Governor whose grand project was the Erie Canal which linked the Great Lakes to the Hudson River. John Quincy Adams Secretary of State, He served as sixth president under Monroe. In 1819, he drew up the Adams-Onis Treaty in which Spain gave the United States Florida in exchange for the United States dropping its claims to Texas. The Monroe Doctrine was mostly Adams’ work. Abolitionism The militant effort to do away with slavery. It had its roots in the North in the 1700s. It became a major issue in the 1830s and dominated politics after 1840. Congress became a battleground between pro and anti-slavery forces from the 1830s to the Civil War. John C. Calhoun Part of the â€Å"immortal trio†; â€Å"Great Nullifer, proposed to leave slavery alone, return runaway slaves, give the south its right as a minority view that presidents elected, one from south and one from north. † Frederick Douglas Self-educated slave who escaped in 1838, Douglas became the best-known abolitionist speaker. He edited an anti-slavery weekly, the North Star. Grimke Sisters Angelina and Sarah Grimke wrote and lectured vigorously on reform causes such as prison reform, the temperance movement, and the abolitionist movement. Horace Mann Brilliant and idealistic graduate of Brown University. Secretary of Massachusettes Board of Education, campaigned effectively for more and better school houses, longer school terms, higher pay for teachers, and an expanded curriculum. Elizabeth Cady Stanton Mother of seven who had insisted on leaving â€Å"obey† out of her marriage ceremony, shocked fellow feminists by going so far as to advocate suffrage for women. Women’s Rights Convention Convention for women advocates at Seneca Falls to rewrite the Declaration of Independence to include women. â€Å"All men and women are created equal† -Declaration of Sentiments Declaration of Sentiments Revision of the Declaration of Independence to include women and men (equal). It was the grand basis of attaining civil, social, political, and religious rights for women. Susan B. Anthony Militant lecturer for women’s rights who fearlessly exposed herself to rotten garbage and vulgar epithets. Transcendentalism Belief in which each person has direct communication with God and Nature, and there is no need for organized churches. It incorporated the ideas that mind goes beyond matter, intuition is valuable, that each soul is part of the Great Spirit, and each person is part of a reality where only the invisible is truly real. Promoted individualism, self-reliance, and freedom from social constraints, and emphasized emotions. Ralph Waldo Emerson Leading transcendentalist, emphasizing freedom and self-reliance, spoke and wrote many works on the behalf of the abolitionists. Henry David Thoreau Transcendentalist and friend of Emerson who lived alone on Walden Pond with only $8 a year from 1845-1847 and wrote about it in Walden. On Civil Disobedience, he inspired social and political reformers because he had refused to pay a poll tax in protest of slavery and the Mexican-American War, and spent a night in jail. Extreme individualist and advised people to protest by not obeying laws (passive resistance). Margaret Fuller Social reformer, leader in women’s movement and a transcendentalist. Edited â€Å"The Dial† which was the publication of the transcendentalists. It appealed to people who wanted â€Å"perfect freedom† â€Å"progress in philosophy and theology and hope that the future will not always be as the past†. Alamo- Spanish mission converted into a fort, it was besieged by Mexican troops in 1836. The Texas garrison held out for thirteen days, but in the final battle, all of the Texans were killed by the larger Mexican force. San Jacinto- surprise attack by Texas forces on Santa Ana’s camp on April 21, 1836. Santa Ana’s men were surprised and overrun in twenty minutes. Santa Ana was taken prisoner and signed an armistice securing Texas independence. Mexico 1500 dead 1000 captured Texans 4 dead.

White paper Essay Example | Topics and Well Written Essays - 1250 words

White paper - Essay Example The worth and value of stakeholders was not too high, before 21st century. However, it should be noted that stakeholders was a known terminology in legal concept, since long. The origin of the concept of stakeholders, in business or management field, had initially come into existence in 1963. At that time, the terminology of stakeholders appeared in the international memorandum of Stanford Research Institute. Stakeholders, then, were defined as â€Å"those guys without whose support the organization would cease to exist† (Friedman & Miles, 2006). In the 19th century, the concept of stakeholders referred to the respective owners of business organizations, who had invested money in it as well as possessed full power to enjoy all upcoming benefits of the organization. The author named Freeman had first emphasized on the importance of the term, â€Å"stakeholders†, in 1984, in his book, Strategic Management Stakeholders Approach. Long before 21st century, the business corpo rations were assumed to be artificial legal entities and the value of the so-called stakeholders, like, customers, suppliers, shareholders, government and employees, were assumed to be neutral. Thus, in that particular period, stakeholders of an organization were referred to as only those individuals in the market who could provide economic support to the corporation’s activities. Prior to 21st century, it was found that business corporations used to give importance and value to only those individuals who could support the concerned firm with some financial support. At that point of time, the owners of organizations were considered to be extensively powerful. According to the views of Lord Edward Coke, â€Å"corporations cannot commit treason, nor be outlawed nor excommunicated, for they have no souls† (Friedman & Miles, 2006). The interactions of stakeholders with the soulless organizations were extensively poor in the period before 21st century. The firms almost did not react or

Research Proposal Design Essay Example | Topics and Well Written Essays - 1000 words

Research Proposal Design - Essay Example Standard deviation = $21,200. Standard deviation is calculated as the square root of the variance; variance is calculated as follows, where M is the mean and N is the total number of scores. Determine the coefficient of skewness using Pearson's method. 0.041. This is calculated as Sk = 3( - ) / Sx where denotes mean, denotes median, and Sx denotes the sample standard deviation. A value Question 3, Part 2: The annual incomes of officers of another firm similar to TMV Industries were also studied. The mean was $129,000 and the standard deviation $8,612. Compare the means and dispersions in the two firms. The mean income of officers in the two firms is almost identical. However, the dispersion as measured by the higher standard deviation of the second firm indicates that its officers' incomes have a greater variation than TMV's officers. Question 4: Determine the mean and the standard deviation of the following frequency distribution. Mean = 12.7; standard deviation = 5.2. Class Frequency 0 up to 5 2 5 up to 10 7 10 up to 15 12 15 up to 20 6 20 up to 25 3 References Standard deviation calculated using a frequency table. (n.d.). Produced for Statistics Canada. Retrieved May 15, 2006, from http://www.statcan.ca/english/edu/power/ch12/variance.htm#ex2. Wikipedia.com. (n.d.). Variance; standard deviation; frequency distribution; coefficient of skewness; Pearson's method. Retrieved May 15,

Closing the Gap Article Example | Topics and Well Written Essays - 750 words - 1

Closing the Gap - Article Example Different steps have been laid out to assist in the achievement of organizational performance, which means that they need to be followed and monitored closely to allow organizations better their operations. Practices in the organization need to be in line with the formulated strategy to allow proper flow of operations. The five-step program is aimed at ensuring organizations have a fundamental way of reaching their employees. This is through relaying the ultimate goals which the organization is aiming for, which need better decision making skills and communication channels. A strategic pilot is what the five-step program is identified as and brings to focus the anticipated performance that organizations aim for in their repertoire. Different leadership practices are also addressed in the five-step process, which might allow managers to bring proper cohesion to frontline employees. Managers claim the performance loss between strategy formulation and strategy implementation can be solv ed through communication and strategy execution practices (Knowles, 2011). The article summarizes the five-step program, otherwise known as the strategic pilot. ... Communicating the formulated strategy in a manner in which stakeholders can understand makes it possible for them to examine the correlation between strategy and the organization’s success. Indicating that the strategy is aimed at more than the financial capability and standing of the organization is crucial in helping the implementation of strategies in the organization. The next step involves selecting the right amount of information that may be useful as compared to handling large amounts of data. This step assists in selecting the highest priority in the organization, and dealing with it (Knowles, 2011). The third step involves listing strategic objectives to determine the impact and core of each process. The higher weighted objectives can be placed in higher levels in the listing while the lighter objectives can be placed in lower listings. These listings assist in translating strategy into performance as the highest priorities get the recognition they deserve. In the fou rth step, strategies are placed at the center of the management practices. The reason behind this is that leadership in the organization is engaged, and the strategic governance process grows. The performance results point the organization toward process improvement, which may guarantee organizational success. The approach works to deploy strategies from the top down, and solutions are built only where they can add value to the organization (Knowles, 2011). Finally, the fifth step/approach focuses on assisting businesses become strategy-based organizations. This is through evaluating all the above approaches and properly implementing their use. Simply stating the intentions behind such approaches is not enough to guarantee the organization’s success. This means that all approaches have

Alzheimer's Disease Essay Example | Topics and Well Written Essays - 1250 words

Alzheimer's Disease - Essay Example It is a disease that occurs mostly in older people and adversely affects various parts of the brain, which subsequently results in a loss of memory, thought and speech. Some of which have been provided as follows. Alzheimer 's disease is a form of dementia that is, "associated with the breakdown of the nervous tissue in the brain." (http://bse.airtime.co.uk/defb.htm) According to the ALS Therapy Development Foundation, Alzheimer's disease is, "a form of degenerative brain disease resulting in progressive mental deterioration with disorientation, memory disturbance and confusion. It leads to progressive dementia, often accompanied by dysphasia and/or dysphasia. The condition may also give rise ultimately to spastic weakness and paralysis of the limbs, epilepsy and other variable neurological signs." (http://www.als.net/als101/glossary.asp) The online site of the Medaus Pharmacy states that only in a few cases does Alzheimer's exist before the age of fifty. This disease results in a complete eventual breakdown of speech-patterns and results in disorientation and apathy in the patient. Other symptoms include the loss of intelligence, memory, judgment and the ability to think abstractly. In addition, diverse changes in the personality and behavior of the patient can often be seen as well. (http://www.medaus.com/p/147.html) It is natural for a person with Alzheimer's to remember things that may have happened years ago clearly and to forget those of the present. Any form of dementia (be it Alzheimer's or otherwise) does not occur all of a sudden; rather it is a slow process that often occurs over the course of months or years. (http://www.bbc.co.uk/health/) The number of people with Alzheimer's disease is likely to increase to 34 million by the year 2050. 350,000 new cases of the disease are diagnosed annually and the approximately 50,000 patients die from the disease each year. It has been found in literature that life expectancy is directly proportional to Alzheimer's. In other words in every country where the life expectancy its citizens has increased (this would mostly include the developed nations around the world) so has the prevalence of Alzheimer's. (http://www.ahaf.org/alzdis/about/adabout.htm) In addition, it has been found that, "women have a slightly greater chance of developing Alzheimer's than men do at the same age". (http://www.nhsdirect.nhs.uk/articles/article.aspxarticleId=14) There are basically two types of Alzheimer's disease; the early onset and the late onset. The early onset is the type of Alzheimer's that occurs before the age of 60. Though is not very common it is highly progressive and greatly degenerative. (http://www.nlm.nih.gov/medlineplus/ency/article/000760.htm) "To function properly, the brain must have a minimum number of healthy cells. In Alzheimer's disease brain cells progressively die. If the number of neurons is also suddenly reduced, the patient's mental state may deteriorate abruptly. Several conditions may be responsible for the loss of neurons, including: strokes, subdural hematomas and space-occupying lesions inside the skull." (Handy et al, 1998, pp.105) Though the symptoms of each patient are unique, there are some basic indicators, which are likely to be experienced by most patients. These are given as follows, (http://www.bbc.co.uk/health/conditions/mental_health/disorders_dementia.shtml) Lack of concentration, Confusion about time & place(s), Negligence of one's own self, A

History of International Terrorism Assignment Example | Topics and Well Written Essays - 500 words

History of International Terrorism - Assignment Example s throughout the world and how different religious-extremist or nationalist groups that are still active contribute to the history of international terrorism.  Ã‚  Ã‚  Ã‚   People often tend to think that terrorism did not exist before the 9/11 incident, that is not true. The roots of terrorism are deep-seated through the annuls of history. The word itself has been given many different meanings. In an online article, â€Å"The history of terrorism is as old as humans willingness to use violence to affect politics† (Zalman, n.d.). Based on what she says, we may trace the history of terrorism to the earliest of times when the common people used force to revolt against the tyranny of their monarch. As a term, terrorism isn’t quite simple to be limited by a definition. For some, it means to stand up for what you believe in and fight for it, to others it’s a crime. For some, it’s a strategy to break the hold of the tyrant, for others it may be tyranny in itself. For some, it’s their duty to God, to others it’s simply fanaticism by the name of God. Clearly, terrorism does not have an apparent definition. Although ter rorism may not be new, its interpretations and definitions throughout history have changed. What was considered an act of terrorism in the past may not fit the modern definition of terrorism. Zalman mentions how terrorism is more of a modern trend and how the mass media facilitates its purpose to invoke fear among the masses and how it is part of the international system itself (Zalman, n.d.). Let’s now look at a few important time periods in the history of international terrorism and the events that occurred before 9/11, it is important to note that it was not always centered around Muslims unlike modern terrorism. The phenomenon of terrorism has existed throughout history. Firstly, 1793: It is said that the foundations for modern terrorism were laid during this time, Zalman mentions, â€Å"The word terrorism comes from the Reign of Terror instigated by

The effects roe vs wade had on society Essay Example | Topics and Well Written Essays - 750 words

The effects roe vs wade had on society - Essay Example This essay examines the effects of the legalization of abortion on the United States political spectrum and on the effect it has had on the rights of women, and also attempts to quantify a shift in moral standards that critics and religious leaders claim are a direct result of the Supreme Court’s decision. One of the main effects of the Roe vs. Wade Supreme Court ruling has been the significant reverberations felt by the political spectrum. In the wake of the decision the Republicans and Democrats political parties experienced a decisive split in perspectives that further divided the two major groups (Aster 8). With the election of Ronald Reagan in 1980, the Republican Party defined itself as pro-life (Aster 5). During 2004, the Republican platform outlined their position stating, â€Å"†¦we say the unborn child has a fundamental individual right to life which cannot be infringed (Doan 90).† The same year the Democratic Party issued a pro-choice proclamation, â€Å"Because we believe in the privacy and equality of women, we stand proudly for a woman’s right to choose, consistent with Roe v. Wade (Doan 91).† Whereas previously party affiliations had been contingent on the member’s education or income level, the world after Roe vs. Wade increasingly expe rienced divisions based further on religious distinctions (Aster 194). As the two parties become increasingly divided in their political perspectives, a number of analysts and cultural critics noted a decrease in productive dialogue between the competing parties. For example, since the decision the appointment of Supreme Court Justices has focused predominantly on their stance on the abortion issue (Aster 198). Another important impact Roe vs. Wade had on society was changing the status of women. Feminists argue that the legalization of abortion has given women greater control over their lives and futures and had

Your choice Essay Example | Topics and Well Written Essays - 750 words

Your choice - Essay Example To serve the best interests of the people, it is seen as a necessary requirement to have the people actively involved in the running of the system (Shafritz, 2006). This paper will review the importance of a strong and effective public administration system in society. In order for there to be organization and order in a society, there must be the existence of an organized system that helps run the society. Respect for law demands that all those that want to be involved in the running of the administration need to understand it. This is in order for them to understand the principles behind such governance. Understanding this helps them, not only to understand being governed, but it also helps those governing, how to govern. Public administration offers people a forum to be heard and attention is given to their needs (Shafritz, 2006). According to Woodrow Wilson, he believed that public administration that was put in place failed. He believed that public administration and the government that were in place were two separate entities. There was the belief that there was to be a distinction from politics and administration. This is all in line with the case of The Blast in Centralia No. 5. It is difficult for any system of governance to create a system that is safe for everyone whilst it has leadership problems. This is next to impossible. A system has to be morally upright in order for it to function as it should. Without the internal order, it is not possible for it to govern external affairs. The need to re-establish government services around the area of administration is particularly vital (Stillman, 2009). Government services enable society to be served without much tussle. It is their job to represent the people on a much higher level. Public administration has a crucial part to play in the creation, and implementation of goals in a society. These goals and objectives help in the alleviation of poverty and the creation of employment.

La Live Dance Concert Essay Example for Free

La Live Dance Concert Essay One of the remarkable dancing show that I have seen during the semester is the dance show called â€Å"Flower of the Season†. The dance show contains four pieces and each of the piece was performed by different performers- â€Å"Kudzu† choreographed by Kim Nakakura, â€Å"Lupin† choreographed by Amnnelien Goetschalckx, â€Å"Grey Stem† choreographed by Cat Westwood, and there was one untitled piece choreographed by Eric Losoya. â€Å" The Flower of the Season† was performed at Electric Lodge. Though I had no idea of how the dancers would be performed, but I was so excited since it was the first time I went to see a dance performance. I expected that I would be so relaxed while watching the gentler poses and saltant performances by the dancers. However, as the show began, I realized this was not a kind of dance show I had been imagined. The first piece began with the performer standing at the entrance. While people were passing through the performer and to grab a seat waiting for the show to begin, the performer was still standing at the entrance emotionlessly, and I was wondering if that was a part of the show. After all the audiences had their seats and silently watching the dancer, she finally started to move into the stage extremely slowly. It was funny to me at first, but after the dancer moved to the center of the stage, I was so impressed when I saw her face that was hidden behind her long hair. Her eye was fulled with upset and pain, and then she even began to cry. Although there were limited dancing techniques in the show, the performer successfully conveyed a sense of hopeless to the audiences. Before I can be dispassionate from recollecting the emotions and performances of the dancer in the first piece, the â€Å"Grey Stem† began with the performer rapped by a bag and slowly rolled down from the stair. As she reached to the stage, the dancer was released and began waving her arms as she was swimming in the ocean. The whole piece seemed to illustrate a sorrowful story that a person was abandoned and She was trying to find the way to home without any help from others. At the end of the show, I felt that It was glad to be there. Though the interpretations of the pieces played in the show might vary between the audiences but I enjoyed the whole show would never forget all the impression that I had received from the show.

Virtue Ethics Is Useless Giving No Clear Guidance Philosophy Essay

Virtue Ethics Is Useless Giving No Clear Guidance Philosophy Essay Virtue ethics is person rather than action based; it does not focus on actions being right or wrong but rather how to be a good person. Virtue ethics looks at the virtue or moral character of the person carrying out an action, rather than at ethical duties or rules, or the consequences of particular actions. Essentially, Virtue ethics provides guidance as to the sort of characteristics and behaviours a good person will seek to achieve; it looks at what makes a good person and the qualities or virtues that make them good. Therefore, the immediate answer would be that virtue ethics is useless for guiding action; an ethical system centred on the individual person and what it means to be human does not provide clear guidance on how to act or behave in moral dilemmas. However, presumably a person who is totally virtuous would, as a result, know what to do in certain circumstances, and we could consider these virtues or characteristics that a virtuous person has as a suitable guide for act ion. Like Plato, Aristotle also placed eudaimonia or happiness as the final and overriding end of human activity and therefore goes on to discuss the character traits of a person who is going to achieve eudaimonia. Like Plato and the Cardinal Virtues, Aristotle saw two types of virtues: intellectual virtues which are developed by training and education, and moral virtues developed by habit. Aristotle identified nine intellectual virtues, wisdom being the most important, and suggested that by using our reason we are all capable of being virtuous. However these virtues, including prudence, justice, fortitude, courage and so on, and the overall idea of being virtuous is a bit like a playing musical instrument- it needs teaching and then practiced before it can be played well. Aristotle did, however, suggest that while all people do have the potential to develop these moral and intellectual virtues, only few will actually achieve this. Essentially, these traditional virtues themselves are useless in giving clear guidance for action. A person being courageous or just, for example, perhaps has no use or relevance for someone who is considering an abortion. Guidance for action needs to be somewhat absolute, or if not, atleast relative to certain situations and circumstances; consequences may need to be considered and duties may need to be taken into account. Virtues ethics, being centred on the person and what a person should become, seems to ignore all of these concepts and instead only values certain characteristics that make a person à ¢Ã¢â€š ¬Ã‹Å"goodà ¢Ã¢â€š ¬Ã¢â€ž ¢. Being a virtuous person is not necessarily clear guidance for action. While it may be conceivable that a completely virtuous person would therefore know what to do or how to act, it still seems illogical to suggest the use of virtues or characteristics of an individual as a way to determine how to act. You also need to consider that if, as Aristot le suggested, only a few will achieve these virtues, then even aspiring to become a virtuous person seems a waste of time. The fact that there is no general agreement on what the virtues are suggests that Virtue ethics is completely useless itself, whereby the virtues that are susposed to benefit human beings are themselves not even absolute or universal. Most virtue theorists say that there is a common set of virtues that all human beings would benefit from, rather than a set for different sorts of people. When considering guidance for action, it seems logical that everyone should abide by the same rules to ensure that everyone is behaving in a way that is perhaps universally acceptable or expected. Since the lists of virtues vary from different times, different societies and cultures and so on, virtue ethics, if common for all humans, does not provide clear guidance on what to do in moral dilemmas. Everyone is different, and if action was to be sought from virtue ethics, then essentially anyone could do what they wanted to if it appears to make them a virtuous person, even if it was frowned upon by oth ers, i.e. being courageous or having magnificence. Ultimately, Virtue ethics is not culturally relative and agent-centred and therefore does not have anything to do with decision making or guiding action. Phlippa Foot suggested that virtues benefit the individual by leading to flourishing and that virtues are good for us by helping us correct harmful human passions and tempatations. However, flourishing and correction of harmful human actvities has no relevance to action. There is perhaps no denying that Virtue ethics does provide general guidance on how to be a good person, but being a good person has no relevence to someone who faces the dilemma of telling a lie to save an innocent life, for example. A virtue ethicist would focus less on lying in any particular instance, but instead consider what a decision to tell a lie or not tell a lie said about the persons character and moral behavior. When someone needs to decide to tell a lie or not, there is no use in them considering what it says about them as a person. Virtue ethics moves away from any sense of duty or belief, and completely ignores the action, yet when considering clear guidance for action, it is the action itself that us ually matters. Rosaline Hursthouse defends Virtue ethics and claims that virtues are virtues because they help a person achieve eudaimonia, and so living a virtuous life is a good thing for a human being. For Hursthouse, being a virtuous person is the most reliable path to flourishing. Hursthouse also attempts to address the criticism that Virtue ethics provides no guidance in moral dilemmas- not by telling us how a virtuous person would act, but by showing how a virtuous person would think about a moral dilemma. However, this approach still seems to ignore the actual action itself and the need for guidance. How a virtuous person thinks about a moral dilemma is not a clear guide for action. Presumably someone who is a virtuous person may be seen as a role model for others, but not necessarily for action. Different individuals are faced with completely different dilemmas, and so advice or guidance is not rooted with the characteristics and talents of another person who is considered virtuous. Robert Louden raised the problem that Virtue ethics cannot be applied to moral dilemmas. He outlined the major criticism that it does help people who are facing a crisis because it does not give any clear rules for action. He argued that it is difficult to work out the virtuous response to stem-cell research or abortion, for example. Essentially, Virtue ethics does not give us an concrete information or answers and instead says that it is more a matter for the practical wisdom of the individual facing the situation. Louden also highlighted that it is difficult to even decide who is virtuous, as acts may appear virtuous on the outside but may not have good motives, and vice versa. Ultimately, Virtue ethics does not accommodate rights and obligations, and so is perhaps inadequate for dealing with big issues or decision making; it does not seem to have a view on what makes an act right and wrong. Overall, Virtue ethics is useless, giving no clear guidance for action. Many may consider the fact that Virtue ethics does not rely on any formula to work out what we ought to do and instead focuses on the kind of person we are as good thing, allowing room for emotions and commitments, friends and family. However, it is this that seems to make Virtue ethics a useless approach to action; Virtue ethics does not provide any rules or guides and instead roots everything in the person and their characteristics, but being a virtuous person does not lead to concrete answers on what to do in compex situations. Decisions about abortion, euthanasia or genetic engineering, for example, does not come from us being virtuous or good people.

The Ladder :: essays research papers

KICKING AWAY THE LADDER There is currently great pressure on developing countries to adopt a set of â€Å"good policies† and â€Å"good institutions† – such as liberalisation of trade and investment and strong patent law – to foster their economic development. When some developing countries show reluctance in adopting them, the proponents of this recipe often find it difficult to understand these countries’ stupidity in not accepting such a tried and tested recipe for development. After all, they argue, these are the policies and the institutions that the developed countries had used in the past in order to become rich. Their belief in their own recommendation is so absolute that in their view it has to be imposed on the developing countries through strong bilateral and multilateral external pressures, even when these countries don’t want them.Naturally, there have been heated debates on whether these recommended policies and institutions are appropriate for develop ing countries. However, curiously, even many of those who are sceptical of the applicability of these policies and institutions to the developing countries take it for granted that these were the policies and the institutions that were used by the developed countries when they themselves were developing countries. Contrary to the conventional wisdom, the historical fact is that the rich countries did not develop on the basis of the policies and the institutions that they now recommend to, and often force upon, the developing countries. Unfortunately, this fact is little known these days because the â€Å"official historians† of capitalism have been very successful in re-writing its history. Almost all of today’s rich countries used tariff protection and subsidies to develop their industries. Interestingly, Britain and the USA, the two countries that are supposed to have reached the summit of the world economy through their free-market, free-trade policy, are actually the ones that had most aggressively used protection and subsidies. Contrary to the popular myth, Britain had been an aggressive user, and in certain areas a pioneer, of activist policies intended to promote its industries. Such policies, although limited in scope, date back from the 14th century (Edward III) and the 15th century (Henry VII) in relation to woollen manufacturing, the leading industry of the time. England then was an exporter of raw wool to the Low Countries, and Henry VII for example tried to change this by taxing raw wool exports and poaching skilled workers from the Low Countries. Particularly between the

Influential Composers Of Early 20th Century :: Music Musical History Essays

Influential Composers Of Early 20th Century missing works cited Zoltan Kodaly, Edgar Varese, Igor Stravinsky.Three foreign-born composers whose output ranges from unobtrusively important to riot inducing works.They encompass music’s three principles: education, exploration, experimentation. Deemed â€Å"Hungary’s greatest composer and music pedagogue† (Jeter) Zoltan Kodaly, was born December 16, 1882.As a child, Kodaly taught himself piano, violin, cello, and voice.Later, he pursued Composition/Education degrees at Budapest’s Academy of Music and, in 1905, collaborated with friend, Bela Bartok, to preserve folk songs, collecting roughly 100,000 in his lifetime. Kodaly’s compositional reputation is one of moderation and consistency.His works are harmonically smooth, minimally contrapuntal, and, as Bartok described, â€Å"†¦the perfect embodiment of†¦Hungarian spirit† (www.bbc.co.uk)The orchestral suite from opera Hary Janos (the story of an imaginative soldier with no regard for reality) remains Kodaly’s most popular work.His Sonata for solo Cello is similarly regarded as â€Å"one of the great virtuoso instrumental pieces of the 20th century† Kodaly primarily influenced education. Returning to Budapest’s Academy of Music as a professor, he committed himself to creating a musically literate society.He implemented daily music classes at primary school level, and composed choral exercises for children.Kodaly’s three-pronged approach—1) aural, 2) written, 3) read—taught children to sing in tune, improvise, and sight-sing impeccably.The method combined rhythm symbols, syllables, and hand signals.These hand positions provided singers with visual cues of pitches and tonal relationships.Kodaly also devised â€Å"solfege†Ã¢â‚¬â€a way of simplifying music for beginners.Kodaly’s innovative methods became Hungary’s state policy after World War 2, eventually spreading worldwide.Today, Hungary’s Zoltan Kodaly Grammar School still pursues music literacy by providing children an outlet for intensive study (Jeter). On December 22, 1883—several hundred miles from Hungary—French-born, Edgar Varese, welcomed life and a lifelong love affair with music.Percussion and woodwinds fascinated him, even during childhood.By age 11, he had composed an opera and imagined, one day, of transmuting the Zambesi River’s â€Å"turbulent movement into sound.† (www.bbc.co.uk)Varese’s father harbored hopes for his son to become an engineer, hopes which bred a violent father-son relationship.After a final fall-out with his father, Varese relocated to Paris to study with Charles Wilder.His most fruitful years of composition would occur in New York City, between 1920-1934. Exploration was vital to Varese’s legacy. While traces of Stravinksy and Debussy are audible in Ameriques (his American debut composition for large orchestra), Varese attempted to go even farther afield.His music introduced â€Å"new fashions of attack†¦Ã¢â‚¬  (Ministere des Affaires) along with â€Å"slabs of monumental sound†¦juxtaposed [with] scraps of melody† (www.

Mankind As A Problem :: essays research papers

The biggest blight on the face of the planet is mankind. The major problems facing the world today can all be traced in one way or another back to the interference of man. The human race has yielded too much power for the past several thousands of years and it is time for a stern, quick change in the world. Mankind has walked with impunity from place to place upon the face of this planet and only in a few instances has it rendered anything other than death or chaos. My purpose with this essay is to illustrate that the human race is almost not worth running. Creatures endowed with such inborn capabilities have sunken to a level below any seen before. While capable of such acts of beauty and wonder, they instead choose to act selfishly and without reason.   Ã‚  Ã‚  Ã‚  Ã‚  The human race is, like every living thing, an animal. However, the human race is unlike any other animal on the face of this planet. The human race is more brutal then other animals. The human race is the only animal that will set out to commit genocide or slaughter its own kind by amounts I can not begin to fathom. The human race has done this many times through it’s past and shows no signs of altering. Nazi Germany almost eliminated the entire Jewish population from Europe, and killed millions before they could be stopped. Communist Russia, under the leadership of Stalin, conducted many tests and experiments on humans that lead to the deaths of millions more for no purpose other than to satisfy one man’s curious side. The human race for centuries, and in some parts of the world still does committed slavery. Brutality of human against human has been a common theme through the years, but if you go club one baby seal you would get the chair. Humans h ave come to accept brutality upon themselves as a fact of life but sit in disgust when it is committed against something else. Part of what makes man so dangerous and problematic is his intelligence level. The human race is the smartest thing on the planet Earth. This has put him on top of the food chain where he can do the most damage to the world as a whole. His intelligence has allowed him to advance technologically throughout history. His advances in technology have come with problems to not only him, but also the world.

Ccld level 5 unit 5 Essay

1. Understand the values, principals and statutory frameworks that underpin service provisions in children’s care, learning and development. 1. 1 ‘National Occupational Standards (NOS) describe best practice by bringing together skills, knowledge and values. National Occupational Standards are valuable tools to be used as benchmarks for qualifications as well as for defining roles at work, staff recruitment, supervision and appraisal. ’ (www. skillsforcare. org. uk 18/04/15). see more:explain how to access additional support and information relating to health and safety The standards are for people who work with children aged 0-16 years and their families within settings where the main service is children’s care learning  and development. NOS as stated above set a ‘benchmark’ for good practice and are key for training and gaining qualifications. They underpin the whole set of standards and impact on families when they are used within everyday routines. For example a nursery assistant who is carrying out training will undergo regular visits from their assessor who will evaluate their ability to work within the context of the set principles and values in order to sign off written work and observations, which will enable them to achieve their qualification and become a qualified nursery nurse. Other values and principles in the NOS are reflected within the nurseries policies and procedures and mission statement for example: ’The welfare of the child is paramount’. All staff and students are made aware of these within their induction and training and must sign that they have read and understand them before their employment can commence. ‘the paramountcy principle’ stems from the Family Law Act 1975, detailed in the Children Act 1989, in which it is stated that the best interest of the child must be regarded as the paramount consideration when making specified decisions regarding the child’s health and welfare. Children’s work and photographs are displayed around the nursery in order for them to look at them and talk about them, this encourages the children’s self- esteem, resilience and a positive self image which is essential to every child’s development. Children are also given the freedom of choice as they learn through play as per the guidelines set out by the foundation phase. Regular room and staff meetings are held which provides the staff with opportunities to share professional knowledge, skills and values and ensures that all staff are able to gain all up to date information. â€Å"Children and young people should be seen as young citizens, with rights and opinions to be taken into account now. † (Rights to action) (www. childrenrights. org. uk 18/04/15) ‘In 2002 the UN Committee on the Rights of the Child welcomed the fact that the Welsh government had used the Convention as the frame work in it’s strategy for children and young people. ’ (www. childrenrights. org. uk 18/04/15) This was then followed in 2004 when the Welsh Assembly Government (WAG) adopted the convention as the basis of all of its policy making for children and young people. The WAG issued ‘Rights to Action’ a policy  document that adopts ‘Seven Core Aims for Children’ as a direct translation of the UNCRC’s articles. Every Child and Young Person in Wales (0-25 years) has a basic entitlement to: 1. Have a flying start in life. 1. Have a comprehensive range of education and learning opportunities. 1. Enjoy the best possible health and are free from abuse, victimisation and exploitation. 1. Have access to play, leisure, sporting and cultural activities. 1. Are listened to, treated with respect, and have their race and cultural identity recognised. 1. Have a safe home and a community which supports physical and emotional wellbeing. 1. Are not disadvantaged by poverty. Sunnybank aims to meet all of these seven core aims by providing all children with a variety of learning opportunities that are both fun and able to enhance the children’s learning and development. The preschool room of which I am room leader follows the foundation phase which allows children the opportunity to gain first-hand experiences through play and active involvement. Children are given free choice and are able to develop communication, literacy and listening, personal and social wellbeing, welsh and cultural diversity, Welsh language, knowledge and understanding,  physical development and creative skills as they embark on experiential learning both indoors and outdoors. All staff within the nursery are DBS checked which ensures that all children are cared for in a secure and relaxed environment. The nurseries equal opportunities policy states that ‘This nursery aims to demonstrate through it’s work that it positively values and respects children of all ethnic origins/racial groups religions, cultures, linguistic backgrounds and abilities. Children of both sexes are positively encouraged by staff to participate in all activities. This helps to ensure that all staff are aware that it is of paramount importance to ensure that all children are treated fairly and are respected and valued. As with all childcare settings Sunnybank must ensure that it meets and is able to comply with all standards set in the National Minimum Standards in order to achieve a satisfactory inspection report. Sunnybank is inspected annually by the CSSIW. A copy of the inspection report is then available for viewing online. 2. Be able to implement values, principles and statutory frameworks that underpin service provision in children’s care, learning and development. 2. 1 Sunnybank’s policies procedures, core aims and mission statement provide information relating to safeguarding, equal opportunities, health and safety etc. all of this information is of paramount importance when working within the nursery and aid in supporting staff to provide a high level of care to all children. All new staff, students and volunteers must sign to say that they have read and understand these documents before the commencement of their employment. Staff are provided with the opportunity to enhance their knowledge and gain up to date information by attending training courses and completing courses  online. Monmouthshire county council are my nursery settings local safeguarding board. The nursery works in partnership with our local safeguarding board in order to ensure that the nursery is aware of who to talk to and what procedure they need to follow in order to deal with suspicions should they arise. The nursery safeguarding policy states who the Senior Designated Person (SDP) is (our manager) and who the deputy SDP is (myself). The SDP is responsible for the safeguarding children policy and child protection procedures. The policy informs staff of what procedure to follow should they have any concerns. The local authority host safeguarding training courses for childcare workers and all staff are level one trained in safe guarding within my setting. Myself and the manager are level two trained in safe guarding as we are the settings SDP’s . working with other professionals ensures that my setting can provide the best possible care and outcomes for the children. Staff meetings provide opportunity for all staff to be informed of changes to legislation and how it may affect the nursery policies etc. and individual appraisals help to inform the manager of any further training or supervision that may be required for certain staff. This additional training can sometimes be provided in house by the managers or room leaders e. g. help with understanding and undertaking planning where as some may involve out of house training such as first aid training. All staff have a job role and list of their responsibilities which they must implement into everyday practice as they help the nursery to comply with standards in order to maintain high standards of care and achieve an annual ‘no recommendations’ inspection report. Staff are asked to regularly re-read and sign the nursery policies on a regular basis to ensure that their knowledge  of them is up to date. 3. Be able to implement policies and procedures for sharing information. 3. 1 Sunnybank’s policies and procedures are developed from legislation such as NMS and CSSIW regulations. They are put into practice to maintain ratios, registration and care and education. Additional agencies such as WPPA and NDNA are also considered to help provide quality assurance. The basic policies and procedures are created at managers meetings with the owner of all three Sunnybank nurseries. The managers will then develop their own additions to the policies for the setting based on individual reports, feedback  and experiences. Some individual policies may also be unique and include information about their local authorities/ agencies whom the nurseries share information with on a need to know basis or as required when relating to child protection. The policies and procedures are adapted to suit each learning environment and can be adapted to ensure that they are being adhered to at all times. Some examples of policies that relate to information sharing are: Safeguarding children policy and child protection procedures, policy on complaints, procedure for staff training and improvements of standards and  outcomes policy. 3. 2/3. 3 Policies and procedures provide a means of informing all staff of current expected practices within the nursery. Staff that have been working in the nursery for a long time may easily forget certain areas of the policies. I would recommend that staff are set time out of the room to re-read and refresh their knowledge of the policies and procedures on an annual basis. I would also recommend that managers are on hand to help explain policies and the importance of them on a one to one basis as some new staff may not understand certain policies especially in their initial induction. The nursery has quite recently had a lot of changes made to the safeguarding policy due to new legislation. I feel that when changes are made to policies and procedures all staff would benefit from explanations and demonstrations as to why these changes have occurred and the new procedures that are now in place being discussed during a staff meetings. One to one appraisals would also provide a good opportunity to discuss any changes as it will provide staff the opportunity to ask any questions that they may be too shy to ask in front of the other staff if they do not understand and will provide the opportunity to  share information that needs to be discussed on a need to know basis. New staff and students may not be fully aware of current legislation which underpins how the nursery is run and the activities we provide, for this reason there may be a conflict of ideas. To help to avoid this it is important that staff are given opportunities to communicate and share ideas. Room meetings would be a good way of ensuring that all staff within the room fully understand the process and routine of each room and the importance of certain activities and what they provide for the children. It will also allow staff to have their say  and put forward ideas they may have but feel too reluctant to discuss with the manager, the room leader would then be able to inform the managers on their behalf. This will also help to ensure that the participation policy which states that ‘all our children, parents and staff will be given the opportunity to express their views and for their views to be listened to and taken into account’ is being adhered to. I feel that better communication between all staff is key to promoting a more positive team relationship ultimately ensuring that all policies and procedures are adhered to and a high level of care is maintained. A personal development plan would be a good addition to the appraisal system. A personal development plan should be devised for each member of staff to ensure that they are receiving training opportunities and support to help them to understand and implement policies. 4. Be able to engage others in reflective practice. Unit 9: Promote professional development-4. Be able to improve performance through reflective practice. 4. 1/ 4. 2 Reflective practice is the capacity to reflect on action that allows us to engage in a process of continuous learning. Reflective practice can be an  important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of their work. A person who reflects throughout their practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, and  responses, and using that information to add to their existing knowledge base and reach a higher level of understanding. It is important to reflect on your own professional practice to see where you may need to make adjustments and improvements but also to see what you are doing well. It is not always easy to be critical of yourself but it is better in the long run to realise and correct errors before anything serious happens. Being able to evaluate your own practice can help others to do the same and can support your further learning. Staff appraisals are a good tool in terms of monitoring our progress, goals and  achievements. They challenge you to reflect on your work over the last few months and allow you to set realistic goals for the next few months. As these appraisals are carried out by the manager, there is also opportunity for feedback from other colleagues as to how you are performing in the workplace. As a nursery nurse I will reflect in activities without realising it, as I have to consider the children’s safety as I plan and provide enjoyable activities for them. ‘Reflection in practice’ is when the activity is being carried out and the practitioner makes changes during the process to enhance the  situation/activities outcomes e. g. when doing a cutting and sticking activity with preschool I may need to incorporate an extra measure on the spot to help some children hold the scissors properly in order to guarantee the safety of the activity, this may include putting a star sticker on the child’s thumb and encouraging them to point the star at the ceiling. This may not have been an original planned feature of the activity but it may have been a vital intervention in order to aid the children’s fine motor skills. ‘Reflection on practice’ this is when the activity is over and the practitioner  reflects back on the situation to consider what worked and what didn’t. as a nursery nurse I will perform this process on a regular basis throughout my practice, it may be recorded when evaluating planning as this will help me to map out aspects that were successful in achieving all of the necessary key skills and developmental outcomes as well as deciding if the activity was interesting enough for the intended age group. Not every activity/situation will however allow time to make a record of reflection, in this instance it may be necessary to make a mental note of anything significant that you may want to  reflect on during an appraisal. I have looked a few models of reflective practise that are relevant within my setting. ?Gibbs reflective cycle (1988)- the model includes six stages of reflective practice: 1. Description 1. Feelings 1. Evaluate 1. Analyse 1. Conclude 1. Action plan This reflective cycle looks at different stages during the reflective process from describing the process and considering your feelings at the time to evaluating, analysing and making a conclusion and action plan should the same situation occur again. Taking action is the key to this model of reflection. Gibbs  proposed that ‘To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key’ (www. afpp. org. uk 19/04/15) Pos -You can use it to help team members think about how they deal with situations, so that they can understand what they did well, and so that they know where they need to improve. – The cycle can be used by a person on themselves or to help another team member. – It provides an opportunity to allow others to see things from a different perspective. – Allows team members the opportunity to express their feelings and opinions. Cons -It might be difficult for some people to talk honestly about their feelings. -The outcome may be affected by the relationship between the team member and the manager that carries out the cycle. -The cycle is very long and there may not always be enough time to allow for the a thorough review. ?John’s Model of reflection (1994)-Johns model is based on five cue questions which enable you to break down your experience and reflect on the process and outcomes. 1. Description 1. Reflection 1. Influencing factors. 1. Alternative strategies 1. Learning Cues are offered to help practitioners to make sense of and learn through practice. The five cues allow the practitioner to describe the situation, reflect on it and consider any influencing factors then find alternative strategies and learn from the experience while considering how the experience has changed their knowing. Pros -Can be used as a self evaluation or by a manager to help coach another team member. -Allows team members to reflect on influential factors that affected their practice at the time that they may not have previously considered. -May pin point strengths and weaknesses. -Allows practitioners to consider and develop more effective future strategies. Cons -The practitioner may be biased of their actions. -A long process that time may not always allow for them to complete. -A future reflection will need to be completed for a similar situation in order to review progress in practice. ?Borton’s Developmental Framework (1970) This is a simple model that is suitable for novice practitioners, at its simplest it’s three steps can be summarised as: ?WHAT? ?SO WHAT? ?NOW WHAT? i. e. the What questions such as: What happened? What was I doing? Serve to identify the experience and describe it in detail. The So what? Questions include questions like: So what do I need to know in order to understand this situation? So what does this tell me about me? About my relationship with the subject? With the other members of the team? i. e. the practitioner breaks down the situation and tries to make sense of it by analysing and evaluating in order to draw conclusions. The Now what? Questions e. g. Now what do I need to do to make things better? Now what might be the consequences of this action? At this stage the  practitioner plans intervention and action according to personal theory devised. Pros -A quick evaluation process that can be easily completed and used as a reflection in practice as well as a reflection on practice. -Can be a great way of evaluating planned activities. -A good self evaluation process. Cons -The practitioner may find it difficult to see ways in which they could improve future situations. -A future plan will need to be devised in order to track advancements. ?Atkins and Murphy’s Model of reflection (1994) There are five sections of this model: 1. Description 1. Analyse feelings and knowledge relevant to the situation. 1. Evaluate the relevance of knowledge. 1. Identify any learning which has occurred. 1. Action/new experiences. The five sections allow practitioners to describe the situation and their feelings, challenge assumptions and explore alternatives, identify new learning and make a plan of action or consider new experiences. Pros -The model can be used by the individual or to help another team member. -It allows practitioners to question and challenge elements of practice and provides a deep analysis. -Allows practitioners the opportunity to express and discuss their feelings. Cons -A long process of reflection that adequate time may not always be available for. -It might be difficult for some people to talk honestly about their feelings -Outcomes may be affected by relationships as the practitioner may not feel comfortable discussing their feelings. 4. 3/ 4. 4 As room leader of preschool, I am responsible for planning stimulating activities that will aid the children’s development in line with the foundation phase. I evaluate every focused activity that I plan on a weekly basis to ensure that I am continuing to provide fun, educational and relevant activities  which meet all the given aims. When planning for all areas of development I must remember to ensure the following when I reflect on my practice during my planning evaluations. ?Do I have a consistent approach? ?Do I ensure progression, through what I plan, between each ‘Stage of Development (not year group)? ?Do I observe children and their needs and interests, then cater for them? (younger more applicable) ?Do I talk to children about their needs and interests, then cater for them? (older more applicable) The reflective evaluations help me to plan future activities by setting out clear  aims and objectives and then allow me to reflect on the activity to determine whether the aims were achieved and what could be changed or done differently should I decide to repeat the activity again. I always differentiate the planning in order to cater for the wide range of age and abilities within the room and each child’s key worker will then be able to add the differentiation should they feel it’s necessary. From completing these reflective evaluations in the past I have recognised the need to explain certain aspects of the activity in more detail with the staff and  students in my room I have started to include sketches, diagrams and step by step instructions alongside the initial planning sheets to ensure that the task is fully understood and all staff are working towards the same outcomes. I have also found the need to repeat these focused activities in order for it to be more beneficial for the children as they may not always be in the mood for adult lead activities. As with all team members, I have a one to one appraisal with my manager. During this appraisal my manager will give me feedback on my performance in the last few weeks. I will also have time to reflect on my own practice and  work with the manager to consider options to improve my own performance. The appraisal also allows me to look at any achievements I have accomplished and gives my manager the chance to see how these may have contributed to the business. In my recent appraisal and from reflecting on my own personal practice, I have become aware that I need to gain more confidence in my ability to carry out nursery visits as I have not had very much experience in doing these. Myself and my manager discussed different options that may build my confidence in order to complete more visits such as accompanying my  manager on her visits and taking notes and doing a visit with my manager to allow her to fill in any information that I may miss. Together we discussed that I need to have a tougher approach when enforcing policies and ensuring that all staff adhere to them. She also commented that I have become more confident since starting my level 5 course as I am gaining better knowledge of legislation etc. to aid me in my job role. Reflecting on my successful practice enables me to feel confidents and able in my own abilities. It has encouraged me to take on more challenging tasks  and has enabled be to be a better role model to other team member. I have felt more confident when speaking about issues that may occur and I feel I am more able to offer advice and guidance to other staff as a result. Reflecting on mistakes and failures can sometimes be hard to do as it means I need to admit to being wrong and try to change my perspective. But doing this gives me time to look at where the situation went wrong and learn from those errors. I can look back at an activity and turn a mistake into a positive by learning how it can be corrected and taking advice and guidance from others. I can improve my future performance In similar circumstances as a result of this and aid others by using my negative experience as guidance to prevent them from making similar mistakes. 5. Be able to evaluate own professional practice in children’s care, learning and development. 5. 1 From Obtaining my level 3 qualification in Childcare during in house training, I have been able to gain knowledge and experience of childcare through practical learning and have been able to experience situations that may not always be taught in a classroom. I am able to reflect on my own training and qualifications as well as my  personal performance through the use of appraisals and development plans. I have attended foundation phase training courses which have greatly influenced and aided my performance as a nursery nurse and as preschool room leader as it has enabled me to gain a better understanding of the curriculum thus enabling me to provide the children in my care with the best learning experiences. First aid courses have enabled me to feel confident to deal with any circumstance should they arise and has given me knowledge of possible signs and symptoms of illnesses. The safeguarding courses I have attended have given me the knowledge and confidence to spot any concerns or signs of abuse and what to do in order to act on and report the concerns, as well as the confidence to inform other staff of how to spot or deal with any concerns. From my experience working as a nursery nurse I feel confident in my ability to provide children with a high standard of care by developing a respectful and understanding relationship which allows children to feel safe and relaxed. As room leader of preschool I plan activities in accordance to the foundation phase that are suitable for each child’s needs and abilities I ensure that each  child’s abilities are catered for by doing weekly evaluations and reflections of the activities based on individual observations. I also ensure that other staff are confident in completing and leading set tasks and activities. It is my role to complete individual observations, baseline assessments and child skill booklets that will help to inform me of any areas in which the children may need extra help and encouragement. I also work in partnership with the parents to ensure that the child is receiving a consistent routine of care that is suitable to them. I am able to share any concerns I may have or achievements  that the child has made during parent meetings and in informal daily chats. As deputy manager and from carrying out my level 5 , I have gained a greater knowledge and understanding of how daily practice is influenced by policies and procedures, legislation and benchmarks such as the CSSIW regulations and NMS in providing high quality care for children. I have gained the ability to enforce policies within the nursery and support staff to provide high levels of care. Bibliography ?www. afpp. org. uk ?www. childrenrights. org. uk ?www. skillsforcare. org. uk ?Sunnybank day nursery- policies and procedures.

Perinatal Mental Health Midwife

Application for Temporary perinatal health midwife There is increasing awareness of perinatal mental health as a public health issue. The Government is keen for midwives to further develop their role in public health. Midwives need to be adequately prepared to take on a more developed role in perinatal mental health if practice improvements are to be made. I am aware that death from psychiatric causes has been the leading cause of maternal death for the last few years. Although the most recent Confidential Enquiry into Maternal and Child Health indicated that this is no longer a leading cause, mental health problems before and after childbirth have a significant impact on the health of women, family relationships and children’s subsequent development. I believe that midwives need to be able to detect women with current mental health problems and those at high risk of a serious mental illness following delivery, in order to improve the care and support offered to them throughout their contact with maternity services. One of the most serious areas where we see ongoing harm is in adult mental health. Recent research shows that a large proportion of adult mental health problems can be laid at the door of early childhood. We need to consider the likely future effects of not breaking the cycle while these people are young. The ACE Study estimates that 54 per cent of current depression and 58 percent of suicide attempts in women can be attributed to adverse childhood experiences, which also correlate with later high levels of alcohol and drug consumption. In order to screen systematically and sensitively, and to enable them to refer on appropriately, I feel that midwives need to understand why they are asking questions about mental health; how to encourage women to disclose past and current problems; what the risks of recurrence and relapse are; and what services are available in their area of practice. 1|Page I feel very strongly that having post graduate qualifications and experience like my own in counselling and different approaches to psychotherapy are essential attributes for this post. The facts about childbirth and mental illness are startling (reference, Oates M 2001): About one in ten women will develop postnatal depression after delivery. < After psychosis (puerperal) postnatal develop will women 500 in one> Suicide is one of the leading causes of maternal death in the UK. A woman is 20 times more likely to be admitted to a psychiatric hospital in the two weeks after delivery than at any time in the two years before or after. Despite this, talking about and confronting the issue of mental illness during pregnancy or the postnatal period still poses challenges for healthcare professionals. Motherhood is loaded with emotive expectation. This contributes to a large number of cases of perinatal mental illness going undiagnosed. This can have serious consequences including poor bonding between mother and baby; reduced quality of life for the mother, baby and father; prolonged disability caused by living with an untreated serious mental illness; and potential risk to the health and safety of the mother, baby or other family member, either through neglect or harm due to illness. As a midwife with 20 yrs of clinical practice and with some experience as a service user, I was pivotal in setting up the current bereavement service and have been Counselling women and their families at West Middlesex Hospital since June 2009. I also have experience of providing supportive psychotherapy to a diverse range of clients with differing pathologies in a primary care and private setting since 1999. In my Role as Midwifery Matters facilitator (2007-2009) South East Strategic Health Authority, I regularly travelled across the patch, giving presentations to multi professional audiences. I am confident in designing, producing and presenting a 2|Page range of presentations, including role play, power point, interpersonal workshops and formal lecture format. I have experience in writing academic papers (published) and information leaflets, guidelines and information posters. I am a naturally creative person who enjoys implementing evidence based practice change at a strategic and operational level. I am very excited about the opportunity to be potentially involved with designing an E-learning package. Whilst working with other experts in this industry I have gained some knowledge in the process of elearning development. I think that routine antenatal and postnatal care present an excellent opportunity to screen the mental health of pregnant women and women with a new baby. To do this effectively however, requires working more collaboratively across different professions to meet the needs of our patients. Having the post of a specialist midwife in mental health could allow me to provide focused care to pregnant women with mental illness. This could include co-morbid substance & alcohol misuse problems. I envisage the role as working closely with a perinatal psychiatry team at W. M. U. H and as an important point of liaison between the other midwives, especially safeguarding and case loading midwives, obstetricians, health visitors, child and family social services, obstetricians in the hospital, and mental health services. A useful means to achieve partnership working would be for the S. M. M. H to attend the weekly midwifery team meeting. Here, all midwifery community and labour ward teams meet to discuss the caseload and update the antenatal progress notes. This provides a valuable opportunity for potential referrals to be discussed, both with the specialist mental health midwife and the perinatal lead psychiatrist/obstetrician. Many women will prefer and only require additional support and advice from a midwife with specialist expertise, rather than see a psychiatrist. However, some pregnant women will need to see a perinatal psychiatrist for expert advice, for example, if having severe mental illness, or to discuss medications in pregnancy or breastfeeding. 3|Page The referrals could be women with a history of mental illness during childbirth or preexisting mental illness who are now pregnant. However, quite often at booking or routine antenatal checks, midwives may pick up new onset psychological distress in pregnant women who have no history of mental illness. Women may at first feel more inclined to disclose things to a midwife rather than a psychiatrist or doctor. This may include apprehension or fear centred on the impending delivery itself, increased general anxieties about coping, depression or other psychological symptoms. The National Institute for Health and Clinical Excellence guidelines (2007) on antenatal and postnatal mental health have sought to address this, suggesting that at a woman’s first contact with primary care, at her booking visit and postnatally (usually at four to six weeks and three to four months), healthcare professionals (including midwives, obstetricians, health visitors and general practitioners) should routinely ask the following two screening questions to identify possible depression: During the past month, have you often been bothered by feeling down, depressed or hopeless? During the past month, have you often been bothered by having little interest or pleasure in doing things? A third question should be considered if the woman answers â€Å"yes’ to either of the initial questions: Is this something you feel you need or want help with? As a specialist mental health midwife, I would want to scope the current service and rapidly undertake a gap analysis to work towards providing equal access to perinatal mental health services. I could provide consultation and advice with the knowledge and skills that I already have and from which I accrue whilst undertaking my MSc in Psychodynamic approaches to Mental Health. I could perhaps investigate the possibility of providing a link to the local mother and baby unit. 4|Page In This role I could also act as a useful resource for other staff and support other midwives with their clients. They can be involved at an early stage in antenatal care and assist with monitoring women who may be developing or at risk of mental illness in childbirth. They can link up between physical and mental healthcare and can work in partnership with pregnant women to develop care plans for their individual needs. Having this post would give me the opportunity to hopefully address the stigma around mental illness and childbirth and improve screening and detection of women who need further specialist help — ultimately improving clinical outcomes and quality of life for new mothers and their families and long term financial benefits to the Trust and the N. H. S. A study of provision of perinatal mental health services has already been undertaken in two English strategic health authorities: views and perspectives of the multiprofessional team. Reports and policy recommendations have highlighted the need for early detection, appropriate referral and management. (Rowan1, McCourt 2 & Bick 3 (2010) This study has reported the in-depth views of relevant healthcare professionals on the extent to which perinatal mental health services are meeting policy and practice guidance. Their views highlight that although there have been developments in service provision, gaps persist particularly with respect to appropriate ongoing identification of needs and appropriate follow-up of women. Real challenges for the maternity ervices persist in relation to complex boundary issues that impacts on opportunities to support effective continuity of care and funding issues. Additionally, examples of good practice may still depend on the initiative and commitment of individual professionals, rather than the support of the organisation, including dedicated resources. Further research is required to ascertain the extent to which resource issues and t he drive to cut NHS healthcare budgets are limiting appropriate service provision for women with perinatal mental health needs. 5|Page There is always a need to elicit the views of the women who use the service. I would approach this by Iinking with our existing Maternity Service Liason comittee and carrying out appropriate patient satisfaction surveys and audit. References Felitti V & Anda RF (2008) ‘The relationship of adverse childhood experiences to adult health, wellbeing, social function and healthcare’ in R Lanius & E Vermetten (Eds) The Hidden effects of unresolved trauma. 134Epidemic: The Impact of Early Life Trauma on Health and Disease, Cambridge University Press, Mary Ross-Davie, Sandra Elliott, Anindita Sarkar, Lucinda Green British Journal of Midwifery 14(6): 330 – 334 (Jun 2006) National Institute for Health and Clinical Excellence. 007. Antenatal and postnatal mental health: clinical management and service guidance. NICE clinical guideline 45. London: NICE. Oates M. 2001. Perinatal maternal mental health services. Recommendations for provision of services for childbearing women. London: Royal College of Psychiatrists Cathy Rowan1 RM, PGCEA, MA. Christine M cCourt2 BA, PhD. Debra Bick3 RM, BA, MedSc, PhD. (2010) Evidence based Midwifery:Volume 8 (2010)  » issue 3  » Provision of perinatal mental health services in two English strategic health authorities: views and perspectives of the multi-professional team.. 6|Page

Mongols

In various times Mongols have been equated with the Scythians, the Magog and the Turkic peoples. Based on Chinese historical texts the ancestry of the Mongol peoples can be traced back to the Donghu, a nomadic confederation occupying eastern Mongolia and Manchuria. The identity of the Xiongnu is still debated today. Although some scholars maintain that they were proto-Mongols, the fact that Chinese histories trace certain Turkic tribes from the Xiongnu complicates the issue. 10] The Donghu, however, can be much more easily labeled proto-Mongol since the Chinese histories trace only Mongolic tribes and kingdoms (Xianbei and Wuhuan peoples) from them, although some historical texts claim a mixed Xiongnu-Donghu ancestry for some tribes (e. g. the Khitan). [11] The Donghu are mentioned by Sima Qian as already existing in Inner Mongolia north of the state of Yan in 699-632 BC. Mentions in the Lost Book of Zhou (Yizhoushu) and the Shanhaijing indicate the Donghu were also active during the Shang dynasty (1600–1046 BC).The Mongolic-speaking Xianbei formed part of the Donghu confederation, but had earlier times of independence, as evidenced by a mention in the Guoyu (â€Å" † section) which states that during the reign of King Cheng of Zhou (reigned 1042–1021 BC) the Xianbei came to participate at a meeting of Zhou subject-lords at Qiyang ( ) (now Qishan County) but were only allowed to perform the fire ceremony under the supervision of Chu (? ), since they were not vassals by covenant ( ).The Xianbei chieftain was appointed joint guardian of the ritual torch along with Xiong Yi. These early Xianbei came from the nearby Zhukaigou culture (2200-1500BC) in the Ordos Desert where maternal DNA corresponds to Mongolic Daurs and Evenks (Tungusified Xianbei). The Zhukaigou Xianbei (part of the Ordos culture of Inner Mongolia and northern Shaanxi) had trade relations with the Shang dynasty (1600-1046BC). The Zhou clan lived near the Beidi (who included the Xianbei) for 14 generations before moving to the Central Plains in middle Shaanxi under Gugong Danfu).Another closely connected core Mongolic Xianbei region was the Upper Xiajiadian culture (1000-600 BC) where the Donghu confederation was centered. After the Donghu were defeated by Modu Chanyu the Xianbei and Wuhuan survived as the main remnants of the confederation. Tadun Khan of the Wuhuan (died 207 AD) was the ancestor of the proto-Mongolic Kumo Xi. [12] In 49 AD the Mongolic Xianbei ruler Bianhe (Bayan Khan? ) raided and defeated the Xiongnu, killing 2000, after having received generous gifts from Emperor Guangwu of Han.The Xianbei reached their peak under Tanshihuai Khan (reigned 156-181) who expanded the vast, but short lived, Xianbei state. Xianbei Empire under Tanshihuai (141-181) Three prominent proto-Mongol groups split from the Xianbei, as recorded by the Chinese histories: the Nirun (claimed by some to be the Avars), the Khitan and the Shiwei (a sub-tribe called the â⠂¬Å"Shiwei Menggu† is held to be the origin of the Genghisid Mongols). [13] Besides these three Xianbei groups, there were other Xianbei groups with Mongolic affiliation such as the Murong, Duan and Tuoba.Their culture was nomadic, their religion Shamanism or Buddhism and their military strength formidable. There is still no direct evidence that the Nirun spoke a Mongolic language, although most scholars agree that they were proto-Mongolic. [14] The Khitan, however, had two scripts of their own and many Mongolic words are found in their half-deciphered writings that are usually found with a parallel Chinese text (for example, nair=sun, sair=moon, tau=five, jau=hundred, m. r=horse, im. a=goat, n. q=dog, m. ng=silver, ju. un=summer, n. m. ur=autumn, u. ul=winter, heu. ur=spring, tau. l. a=rabbit, t. q. a=hen and m. g. o=snake). [15] There is no doubt regarding the Khitan being proto-Mongol. [16] Asia in 500 AD, showing the Nirun (Juan-Juan) Empire and its neighbors Geographicall y the Tuoba Xianbei ruled Inner Mongolia and northern China, the Nirun (Yujiulu Shelun was the first to use the title Khagan in 402) ruled Outer Mongolia, the Khitan were concentrated in Southern Manchuria north of Korea and the Shiwei were located to the north of the Khitan.These tribes and kingdoms were soon overshadowed by the rise of the Gok-Turks in 555, the Uyghurs in 745 and the Yenisei Kirghizs in 840. The Tuoba were eventually absorbed into China. The Rouran fled west from the Gok-Turks and either disappeared into obscurity or, as some say, invaded Europe as the Avars under their Khan Bayan I. Some Rouran under Tatar Khan migrated east founding the Tatar tribes, who became part of the Shiwei. The Khitan, who were independent after their separation from the proto-Mongol Kumo Xi (ofWuhuan origin) in 388 AD, continued as a minor power in Manchuria until one of them, Abaoji (872-926), established the Khitan Liao Dynasty (907-1125). The Khitan fled west after their defeat by the Tungusic Jurchens (later known as Manchus) and founded the Kara-Khitan or Western Liao dynasty (1125–1218) in eastern Kazakhstan. In 1218 Genghis Khan destroyed the Kara-Khitan Kingdom after which the Khitan passed into obscurity. The modern-day minority of Mongolic-speaking Daurs in China are their direct descendants based on DNA evidence. [17][18] The Shiwei included a tribe called the Shiwei Menggu. 19] Bodonchar Munkhag (Chagatai tradition dates ‘Buzanjar Munqaq' to the rebellion of Abu Muslim or 747 AD. [20]) the founder of the House of Borjigin and the ancestor of Genghis Khan is held to be descended from the Shiwei Menggu. The early Shiwei paid tribute to the Tuoba Wei (386-534) and submitted to the Khitans. After the Khitans left Mongolia the Shiwei Mongols rose to prominence, when from the 1130s there were reciprocally hostile relations between the successive khans of the Khamag Mongol confederation (Khaidu, Khabul Khan and Ambaghai Khan) and the emperors of t he Jin dynasty.With the expansion of the Mongol Empire, the Mongols settled over almost all Eurasia and carried on military campaigns from the Adriatic Sea to Java and from Japan to Palestine. Mongols simultaneously became Padishahs of Persia, Emperors of China, Great Khans of Mongolia and one Mongol even became Sultan of Egypt (Al-Adil Kitbugha). The Mongols of the Golden Horde established themselves to govern Russia by 1240. [21] By 1279, the Mongols conquered the Song Dynasty and brought all of China under control of the Mongol Yuan Dynasty. 21] With the breakup of the Empire, the dispersed Mongols quickly adopted the mostly Turkic cultures surrounding them and were assimilated, forming parts of Tatars (not confused with a tribe in ancient Mongolia), Uzbeks, Kazakhs, Yugurs and Moghuls; linguistic and cultural Persianization also began to be prominent in these territories. However, most of the Mongols returned to Mongolia, retaining their language and culture. After the fall of t he Yuan Dynasty in 1368 the Mongols established their independent regime as Northern Yuan.However, the Oirads or Western Mongols began to challenge the Eastern Mongols under the Borjigin monarchs in the late 14th century. Present-day Khalkha Mongols and Inner Mongolians are the most prominent of the remaining Eastern Mongols while the Kalmyks (formerly Oirats) in Europe are the main descendants of the Western Mongols. The Khalkha emerged during the reign of Dayan Khan (1464–1543) as one of the six tumens of the Eastern Mongols. They quickly became the dominant Mongol clan in Outer Mongolia.