Samsung Product Portfolio Assignment Example | Topics and Well Written Essays - 2000 words

Samsung Product Portfolio - Assignment Example In the home appliances category, it produces cookers, ovens air conditioners, refrigerators, vacuum cleaners, and dishwashers. It also manufactures TVs, Speakers, Home theaters, TV/ audio/ video accessories, air track a, d Blu-ray. In the vast and growing area of information technology Samsung provides it consumers with mobile phones and, tablets, PC/ peripherals and printers, as well as, memory and storage devices. These items are produced in various and distinct models to meet the consumers requirements. For instance, Samsung India produces products for the middle and lower classes and provides them at a cheaper price (Krishnamacharyulu & Ramakrishnan, 2012). It achieves this by substituting different parts of a product with cheaper but durable material. Consequently, the company sells more electronic units at a cheaper price in India which is profitable for the company based on the low investment involved. Similarly, Samsung makes different models of phones to suit the needs and costs of its consumers. In Africa, there is a large demand for mobile phones for the purpose of communication. The large population of lower class consumers does not require phones that have sophisticated applications. Consequently, Samsung makes simple models for mobile phones to provide for this market. Nonetheless, it also provides smart phones with innovative technology for the same locations but for a different class of consumers. Samsung electronics is the most conglomerate among consumers. Any product development or investment should be made in the department. Samsung Electronics’ vision is becoming a globally recognized business leader by developing innovative technologies and enriching people’s lives. Its internal environment is designed to achieve this purpose. The company has a management structure that supports diversity.

In your mind, what are the consequences for the party system of the Essay

In your mind, what are the consequences for the party system of the increasing numbers of young Americans who do not identify wi - Essay Example In this survey, the independents constitute 39% of the 18-24 year old voters and 45% of the 25-29 year old voters.1 The significance of this development for the two parties is very important. Particularly, it affects their ability to win during elections. Independents are important for both the Republicans and the Democrats because they have been considered as swing votes, crucial in determining the success of candidates from both parties. This is true given the fact that traditionally both have roughly the same number of membership. To demonstrate this point, one need not look further than the results of the previous U.S. presidential elections wherein no President had so far claimed an overwhelming support from the majority. Lewis-Beck, for instance, explained that the presidential election in the past had been especially close, with the national popular votes split nearly evenly even when landslides occur such as the 1984 victory of Ronald Reagan, when the popular vote was split ( 59-41).2 This phenomenon demonstrates the importance of voters who are not identified with the Republican and Democratic parties. They are free to change their minds and vote outside of party lines. It also explains the variable that has perplexed many political scientists. With the dominance of the Republican or the Democratic Party in an election, there is no guarantee that it stays in office long. In the American experience, there is frequent alternation in power and when A Democrat is elected in the White House, it does not necessarily mean that his party will control the Congress. The young voters, with their aversion to being identified with a particular political ideology, significantly erode the party identification phenomenon, which, for so long, has formed the fundamental support bases of the Republican and Democratic Parties. Jennings and Mann argued that such identification is the psychological force located near the middle of the funnel of causality at a distance from t he ultimate dependent variable, which is the voting choice and characterizes a voter’s orientation to an important group during the elections. 3 Johnston (2006) referred to the successes of party identification during the 1960s and the immediate years afterwards when the political landscape was fixed according to its dynamics and how perceptions and preferences for candidates are largely dictated by party ideology.4 The case today, however, is increasingly different. During the 2008 presidential elections and the recently concluded electoral exercise, the tone of political campaign provided excellent insights. Political candidates focus their messages in such a way that they appeal to independent young voters by taking up the causes and issues that interest them and appeal to their preferences. Candidates were not shy about admitting this and it goes without any sound reasoning. Young voters are fertile grounds by which candidates could mold, guide and change opinions and per spectives. Several other issues underpin the dynamics and voting behavior of young independent voters. The first of these is that a losing political party is often not considered as decisively defeated and chances of bouncing back in the next elections are extremely high. The vote swing that has ensured narrow victory for the incumbent party could turn to their side just as easily in the next elect

Macbeths path to evil Essay Example for Free

Macbeths path to evil Essay In Macbeth, it is clear that Macbeth at the start of the play is a different person to Macbeth at the end of the play. During the course of the play, he changes a great deal, most obviously from a good and faithful thane of Scotland to a cruel and ruthless king. At the beginning of the play, he is at his noblest. He has shown great courage and loyalty: brave Macbeth well he deserves that name, and is considered a hero by Duncan, the king, for ending the rebellion in Scotland, and is thought trustworthy: O valiant cousin! worthy gentleman! He is a great warrior and one of the leaders of the Scottish army: like valours minion carvd out his passage. Yet he is ambitious, and this leads him to become a terrible king, moving from one act of violence to another, seeing one threat after another, so killing conscience and pity. As he is king of Scotland, his evil floods Scotland, making it horribly unnatural and filled with fear: A falcon/Was by a mousing owl hawkd at and killd. However, at the end of the play he still shows that he has not lost his courage as he dies fighting: Exeunt, fighting, but it is somewhat diminished and his fear has grown as earlier in the play he is scared of the apparitions: But no more sights! Yet at the beginning of the play he fought a bloody and gruesome battle in which a single, detached, armoured head (the appearance of the first apparition) would not have been an uncommon sight. It could be said that at the end of the play Macbeth is a villain, as Malcolm does: this dead butcher, or that he is a tragic hero, as he fought, knowing that Macduff would kill him: And thou opposd, being of no woman born, /Yet I will try the last. In order to be a tragic hero however, he needs a tragic flaw. This could either be his ambition, which causes him to be willingly swayed by the witches and risk everything, or it could be his courage, as he does not realise that courage is sometimes the ability to say no. But Shakespeares audience would more than likely consider him bound for Hell, as he at no point in the play asks for forgiveness. One of the beliefs on which Christianity is built is that no matter what people do on Earth, if they ask for forgiveness they will be forgiven by God, and Shakespeares audience would mostly have been made up of faithful Christians. No matter what people do to redeem themselves, God does not forgive them unless they ask to be. But this change from good to evil does not happen overnight. It is triggered at the beginning by the witches, who open the play in the most unnatural of ways for a Shakespearian tragedy. The scene is very short, only 12 lines long, and it is unnatural in every way possible. The three witches are supernatural beings: you should be women, /And yet your beards forbid me to interpret/That you are so, the weather is unnatural and violent, even the incantatory poetry that Shakespeare gives them is unnatural, as no one else in the play ever speaks in the same way as they do. It is a prologue to the evil events that will occur throughout the play. They have planned out everything and know exactly what will happen when they tell Macbeth that he will be king one day: There to meet with Macbeth, All hail, Macbeth! that shalt be King hereafter. Throughout the play, Macbeth tries to control the witches, yet he never can: Speak, I charge you. Witches vanish, and he tries the same with the apparitions, and is scolded by the witches: He knows thy thought: /Hear his speech, but say thou nought. He does not realize that he cannot control either Fate or such unearthly creatures as the witches. Also throughout the play, the witches treat Macbeth as one of their own, and he does not realise that he finds them only because they want him to: Something wicked this way comes. /Open locks, /Whoever knocks. Shakespeare makes this comparison between them in Macbeths very first line, by giving him almost the exact same words as he gave the witches: So foul and fair a day I have not seen. The witches are also significant to Shakespeares audience because there are three of them. There has always been an ancient superstition that the number three is a magical number, yet most of the Shakespearian audience would immediately associate it with the Holy Trinity Father, Son, and Holy Ghost. In Macbeth this has been inverted, as so many other things are. Instead, there is an Infernal Trinity; the three witches or a more elaborate one, made up of the witches, Macbeth, and Lady Macbeth. Still, there could also be an incarnation of the Holy Trinity in Macbeth, represented by Macduff, Malcolm, and Banquo. Macbeths progression to evil is chiefly marked out by his soliloquies and the murders that he performs, or orders. He starts as a mighty and noble warrior, killing rebels for his King and country. Then, once his ambition has started to take over, he goes on to kill Duncan, an innocent, defenceless, old man: Most sacrilegious murder hath broke ope/the Lords anointed temple. He puts much thought into this before performing the deed, debating with himself whether to do it or not: Hes here in double trust/his host, /Who should against his murderer shut the door/Not bear the knife myself. And once he has performed the horrific deed, he regrets it bitterly: Wake Duncan with thy knocking! I would thou couldst! His hesitation however, is not the hesitation of fear, as he has a terrible courage, but of an intimate, buried knowledge between right and wrong. Then he goes on to kill Banquo, though not personally. He gives less thought to this deed: There is none but he/Whose being I do fear; and he does not regret the deed at all, yet is petrified of Banquos ghost at the coronation banquet. Banquo, when he is killed, knows what has transpired: I fear, /Thou playdst most foully for t. He knows how Macbeth became king and that he killed Duncan, and also knows that he is behind his own murder: O treachery! Macbeth finally orders the murders of Lady Macduff and her children: give to the edge of the sword/His wife, his babes. While killing men was considered a great crime, killing a woman and her children was considered a much worse crime. This is done without second thought and never regrets it at all; he never mentions it to himself after it has occurred: The very firstlings of my heart shall be/The firstlings of my hand. As he becomes increasingly evil, so Scotland becomes increasingly unnatural. This is most obviously shown when Banquo dies to save Fleance, a parent sacrificing himself for his childs life, which is natural: Fly, good Fleance, fly, fly, fly! Later in the play however, it is clear that Scotland has become more unnatural as the Son dies in an attempt to save Lady Macduff, a child sacrificing himself for his parents life: He has killd me, mother: /Run away; I pray you! This is unnatural and fails, as both Lady Macduff and her Son die. Finally, another sign of Macbeths descent to evil is that he becomes more and more secluded. This is mainly shown by the increasing amount of soliloquies that Shakespeare gives him, but is also shown by his relationship with Lady Macbeth. At the beginning of the play they are a happy couple, who love each other intensely: my dearest partner of greatness, yet as the play progresses, especially after Duncans murder, Macbeth separates himself from his wife, and once he is king, she must ask to see him: Say to the king, I would attend his leisure. All Macbeths deeds are consequently thought out by himself, unlike the murder of Duncan, in which Lady Macbeth did most of the thinking and planning: Leave all the rest to me, and Macbeth keeps Lady Macbeth out of the murder of Banquo even when she asks him what he is planning: Be innocent of the knowledge/Till thou applaud the deed. All of these points show how Macbeth becomes increasingly evil throughout the play, eventually becoming a much feared villain, or a tragic hero.

A Literary Analysis of John Hersey Essay example -- Humanist Novelist

A Literary Analysis of John Hersey John Hersey was born in China. His parents were missionaries and raised him in a religious fashion.# His humanistic views were a product of this upbringing. After graduating from Yale, class of 1936#, he dabbled in the art of poetry.# Soon after, he advanced into writing novels. Thought to be one of the last civil writers,# Hersey wrote for Time magazine during World War II, in which he documented many historical accounts.# Hersey also worked under famous muckraker Sinclair Lewis#, whom from he probably obtained his "tell it how it is" writing style. Over the years he has been classified as an American novelist, non-fiction writer, short story writer, editor, and journalist.# John Hersey uses humanistic ideas, explicit detail, and governmental power to convey his story’s moral. After reviewing article after article, one can surmise that John Hersey is a pure humanist. A humanist in that, he is a person who cares about what we do to ourselves and a person who believes that all people are good. Some critics proclaim that Hersey only sees people in time of crisis and not how they really are, which contributes to a sort of bias on Hersey’s part.# In any case, his views are genuine and well rounded. Hersey uses his belief in the goodness of man to exhibit his humanistic ideas. John Hersey uses his belief in the goodness of man to show his humanistic ideas. Hersey feels all humans are good, which in many cases is not always true. Hersey demonstrates his humanistic idea of the goodness of man in Hiroshima. After the bomb is dropped on Hiroshima, there is almost complete devastation. However, Hersey portrays the few "healthy" survivors as all perfect humans. These "perfect humans" stop to help EVERYONE. This seems almost to good to be true. Many people would stop to help, but first priority to most people is themselves. Another example, where Hersey shows his belief in the goodness of man, is that all the people in Hiroshima are nice and almost care free. This could be because a nuclear bomb just exploded and the people are still in disbelief, or it could be another one of Hersey’s humanstic ideas. His views reflect these humanistic ideas because Hersey feels responsible towards society, and thinks everyone else should to.# This is why all the peo ple want to help dig others out and rebuild. They do it... ...elf of brilliant work, and we are all his beneficiaries." Footnotes are order on paper. Wiseman, Carter. A Life in Writing: John Hersey, 1914-1993. (http://www.yale.edu/yam/YAMarchives/Archiveswebsite/Arts/Hersey.html) October 1993. Date viewed: April 22, 2001, p.1 # Wiseman, p.1 # Ibid, p.2 # Ibid, p.5 # Anonymous, John Hersey. (http://jhhs.dis214.k12.il.us/aboutjhhhs/biography/biography.html) October 12, 1999. Date viewed: April 22, 2001, p.1 # Hart, James D. The Oxford Companion to American Literature. (New York: Oxford University Press, 1995) p.331 # Marowski, Daniel G. Contemporary Literary Criticism. vol 40. (Detroit: Gale Research Company, 1986) p.225 # Curly, Dorothy. Modern American Literature. vol 2. (New York: Frederick Ungar Publishing, 1969) p.84 # Wiseman, p.3 # Saucer, Mark. John Hersey. p. 2 # Commire, Anne. Something About the Author. vol 25. (Detroit: Gale Research Company, 1981) p.141 # Saucer, Mark. John Hersey. p. 3 # Curly, p.84 # Ibid, p.84 # Wiseman, p.1 # Bryfonski, Dedria. Contemporary Literary Criticism. vol 7. (Detroit: Gale Research Company, 1977) p.153 # Wiseman, p.4

Derek Liu

DEREK LIU ENGLISH TEAM †¢ ? Sir , blue-blooded ,? Sir , †¢ , , , 04? Sir ,! †¢ 2011-12 DSE †¢ DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** , 5 ! †¢ 2010 Derek Liu English Team 405? Level 5/5* ,Level 4 410? ,!! 2010 3 10A Sir †¢ , , †¢ Sir Beat 334 Paper 3 Listening? HKDSE Beat Paper 1 Reading? Super Word Power , ,? 5! †¢ 04-09 , (05-06 ) (06-07 ) , Sir †¢ 05? 06 3 10A Sir ,? 07 ?1? 5A Sir , Sir †¢ 2002 Sir , , 03-05 (SWA) 02 WHY DEREK ? 1 2 DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** ( Paper ), 5! DSE ( P. 4),08 CE Paper 1B Q. 2 (? ),09 UE Section B Q. 3 ( ),10 CE Paper 1B Q. 2 (YouTube/Facebook),11UE Section B Q. 2 (Social Responsibility), ,! 3 W H Y D E R E K ’s C a p t u r e 1 ! 2 3 ! ! Plan A (Paper 1 + 2 = 4? ) Plan B (Paper 3 + 4 = 4? ) Derek Liu English Team , , , , ! ( ) ? 8 600 , , ?600 , , Sir? , , ,! , 100% Sir ,Capture ? , ,! Regular Course , Capt ure DSE Capture ,! 2008 2009 2010 2012 ! 03 DEREK LIU ENGLISH TEAMVivien Chan @ St. Rose of Lima’s College I am glad that I’ve chosen Derek as my English tutor, who helped me to get 5* in HKDSE English subject. Not only did he spend a lot of time and effort in preparing the teaching materials, he also taught very well, in which he gave us a lot of extra information and exercises. Thank you Derek, for improving my English signi? cantly with the wide range of vocabularies and language pattern! Sonia Tam @ Marymount Secondary School Thank you for the skills! They are very practical and useful! Thank you! Leung Ling Sum @ Belilios Public SchoolWith Derek’s professional teaching and logical analysis of various examination question types, I got a more in-depth understanding of different answering tactics. Thanks Derek. P Oh, and I really did appreciate the colorful notes. .S. Ng Wai Ka @ Ho Yu College and Primary School Derek is a great teacher who teaches us whole heartedly with well-designed notes. In fact, he not only teachers, but also inspires – through Facebook. Although there is no live teaching, his every lesson never disappointed me. @ Liu Sir Eng Vocab Oral Writing Liu Sir Sentence Structur Thanks! @Monthly Feature Listening Practice – Karen Wong @ Good Hope School I have been Mr. Liu’s student for half a year. In the beginning, I thought that taking an English tutorial is not as useful and effective as what the school has done, because language cannot be improved within merely a year, it’s something about whether you got a strong foundation or not. But after attending Mr. Liu’s class, I found that there are more to learn in his lesson. Wording structure, dif? cult word phrases, vocabularies, all of which help to strengthen my language base. I feel more con? dent to write, and to speak, as well.His notes are comprehensive, in a sense that they cover all areas in English Language. Thank you, Mr. Liu, and your team, for all your hard work and preparation. I appreciate all your efforts to us. Thanks. @ Capture A (Plan A + Plan B) Paper 2 Law writing logic Law Essay Wish you forever success in tutorial industry and produce countless students with brilliant exam results! Writing Wong Lik Chi @ Munsang College Your notes are always found useful, clear and inspiring! Before I joined your listening intensive courses, I had failed in listening exam in school; after I had joined your courses, I got a 5* in listening.Thanks a lot! Derek! Lau Hon Yiu @ Queen’s College 5* Derek Sir Thank you very much Facebook Fu Ho Cheung @ Cheung Sha Wan Catholic Secondary School Derek Liu 5** Derek Liu Derek Liu 04 DSE Capture by Derek Plan A Paper 1 + 2 Plan B Paper 3 + 4 ,? Regular Course ,? Paper 1 ,Paper 2? , ?,! DSE 324 ? 5/5*/5**, ! 1. Paper 1 Mock Paper Set X + 2. 5** Sample Scripts for 8 Elective Modules ,? Regular Course ,? ,Paper 3 (2-3 ? ), + Paper 4 (5 ?), Conversational Strate gies! DSE 24 ? 5/5*/5**,! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) 2013 , ,! 3 DSE , ! 05 Plan A Paper1 Paper 1 + Paper 2 ?4? Reading (1. 5 lessons)  « 100% 2012 Past Paper! ?(Paper 1+2)!  « DSE!  « Poem Reading, , ,? ,!  « 1. 5 : (1) Guess meaning? (2) Pronoun Reference? (3) Information completion? (4) Blank-filling? (5) M. C. Cloze? (6) Sequencing? (7) Matching? (8) Summary Cloze? (9) Evidence quoting? 10) Openended questions? (11) Tone & Style? (12) Poem reading? (13) Underlying message? (14) Others  « , , 1. Mock Paper Set X,100% , Paper2 Writing (2. 5 lessons)  « Derek Liu English Team , 2. 5? !!  « 4 ? Short Tasks ( ), ?8 Short Task , examinable topics!  « 8 ? Long Tasks ( writing formats & writing types), Regular Course ?Writing Formulae, ,KO ! Sample Essays (50 pages! ) 06 2013 Plan A Paper2 ( ) Paper 1 + Paper 2 ?4? Writing (2. 5 lessons) / , 30? , ! This kind of obsc ene materials convey nothing but pornography addiction and casual sex. The big thing about Steve Jobs is not his genius or his charisma but his extraordinary risk-taking and innovation. Lady Gaga In Lady Gaga’s new MV ‘Telephone’, she just pranced around almost completely naked. The video was disgusting and full of raunchiness. Steve Jobs redefined the music business through the iPod, the cellphone business through the iPhone and the entertainment and media world through the iPad. Steve Jobs 5 ! ,ElectiveModules,Regular Course ! †¢ Learning English through Debating †¢ Learning English through Social Issues English through Sports Communication †¢ Learning English through Workplace Communication †¢ Learning English through Popular Culture Learning †¢ Learning English through Short Stories †¢ †¢ Learning English through Drama & Songs †¢ Learning English through Poems , , 07 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar A6ENGLDLA : Paper 1 + 2 ?4? (V. L. P. ) (HKDSE) (4 Sessions) Plan A By Derek Liu English Team by Derek Liu KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 KB16 KB17 KB18 KB19 KB20 KB21 KB22 KB23 TK01 TK02 TK03 TK04 TK05 Sat 2:05-3:20 pm Sat 2:05-3:20 pm Sun 12:45-2:00 pm Fri 6:00-7:15 pm Fri 6:00-7:15 pm Sat 4:45-6:00 pm Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 10:05-11:20 am Sat 10:05-11:20 am Sat 7:15-8:30 pm Sun 2:05-3:20 pm Fri 3:25-4:40 pm Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Wed 6:00-7:15; 7:15-8:30 pm Wed 6:00-7:15; 7:15-8:30 pm Thu 6:00-7:15 pm Sat 7:15-8:30 pm Tue 3:25-4:40 pm Fri 12:45-2:00; 2:05-3:20 pm ( Mon 12:45-2:00 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 3:25-4:40 pm Sat 6:00-7:15 pm Mon 6:00-7:15 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) 2/3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-23/3 4V 3/3-24/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/ 3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 5/3-12/3 4V ( ) 19/3-26/3 4V 6/3-13/3 4V 20/3-27/3 4V 7/3-28/3 4V 2/3-23/3 4V 5/3-26/3 4V 1/3-8/3 4V 4/3-25/3 4V 13/3-20/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/3-23/3 4V 4/3-25/3 4V 6/3-13/3 4V $540 08 ## @ Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 MK11 MK12 MK13 MK14 TW01 TW02 TW03 TW04 TW05 TW06 TW07 TW08 TW09 TW10 TW11 TW12 YL01 YL02 YL03 YL04 YL05 YL06 ## ?4? (V. L. P. ) (HKDSE) (4 Sessions) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 12:45-2:00 pm Sun 12:45-2:00 pm Sat 2:05-3:20 pm Sun 10:05-11:20; 11:25-12:40 pm ( ) Sat 7:15-8:30 pm Fri 8:30-9:45 pm Mon 7:15-8:30; 8:30-9:45 pm ( Sat 3:25-4:40 pm Mon 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) S at 11:25-12:40 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 8:30-9:45 pm Wed 4:45-6:00 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( Sat 12:45-2:00; 2:05-3:20 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Mon 2:05-3:20; 3:25-4:40 pm ( ) Sun 11:25-12:40; 12:45-2:00 pm ( ) 3/3-10/3 4V 17/3-24/3 4V 9/3-16/3 4V 3/3-24/3 4V 3/3-24/3 4V 2/3-23/3 4V 10/3-17/3 4V 2/3-23/3 4V 1/3-22/3 4V 11/3-18/3 4V 2/3-23/3 4V 4/3-11/3 4V 18/3-25/3 4V 19/3-26/3 4V 9/3-16/3 4V 3/3-24/3 4V 1/3-8/3 4V ( ) 15/3-22/3 4V 2/3-23/3 4V 6/3-13/3 4V 7/3-28/3 4V 6/3-27/3 4V 20/3-27/3 4V 7/3-14/3 4V 21/3-28/3 4V 13/3-20/3 4V 1/3-8/3 4V 15/3-22/3 4V 2/3-9/3 4V 16/3-23/3 4V 4/3-11/3 4V 3/3-10/3 4V $540 @ , 09 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar TM01 TM02 TM03 TM04 TM05 TM06 TM07 TM08 TM09 TM10 S101 S102 S201 S202 S203 S204 S205 S206 S207 FT01 FT02 F T03 FT04 TY01 TY02 TY03 FL01 FL02 FL03 Sat 4:45-6:00; 6:00-7:15 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 10:05-11:20 am Sun 12:45-2:00 pm Thu 7:15-8:30 pm Sat 3:25-4:40 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 4:45-6:00; 6:00-7:15 pm ( Tue 4:45-6:00; 6:00-7:15 pm ( ) Fri 7:15-8:30 pm Fri 7:15-8:30 pm Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 10:05-11:20 am Fri 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Sat 11:25-12:40; 12:45-2:00 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Thu 6:00-7:15 pm Thu 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Sun 11:25-12:40; 12:45-2:00 pm ( ) Sat 7:15-8:30 pm Mon 7:15-8:30 pm ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 3/3-24/3 4V 7/3-28/3 4V 2/3-23/3 4V 6/3-13/3 4V 20/3-27/3 4V 12/3-19/3 4V 26/3-2/4 4V 5/3-12/3 4V 19/3-26/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-9/3 4V ( ) 16/3-23/3 4V 3/3-24/3 4V 15/3-22/3 4V 11/3-18/3 4V 2/3-9/3 4V 16/3-23/3 4V 7/3-28/3 4V 7/3-14/3 4V 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 10/3-17/3 4V 2/3-23/3 4V 4/3-25/3 4V $540 10 ## @ , Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar Sat 10:05-11:20 am CB01 Sat 2:05-3:20 pm CB02 Fri 8:30-9:45 pm CB03 Sat 4:45-6:00 pm CB04 Sat 3:25-4:40 pm CB05 Sat 12:45-2:00 pm NP01 Sat 3:25-4:40 pm NP02 Sun 3:25-4:40 pm NP03 Mon 7:15-8:30 pm NP04 Fri 2:05-3:20; 3:25-4:40 pm ( ) NP05 AB01 Tue 2:05-3:20; 3:25-4:40 pm ( ) AB02 Tue 2:05-3:20; 3:25-4:40 pm ( ) ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-23/3 4V 2/3-23/3 4V 1/3-22/3 4V 9/3-6/4 4V 2/3-23/3 4V 2/3-23/3 4V ( ) 2/3-23/3 4V 3/3-24/3 4V 4/3-25/3 4V 8/3-15/3 4V 5/3-12/3 4V 19/3-26/3 4V $540 ## @ , 11 Plan B Paper3 Paper 3 + Paper 4 ?4? Listening (2 lessons)  « 100% 2012Past Paper ! !  « 3? Long Tasks Format! Marking Scheme, Long Tasks!  « 4? Short Tasks, Ta pescript , !  « DSE? CE & AL ,!  « 2 : Short Tasks Long Tasks †¢ Form-filling / Checklist / Table-filling / Others †¢ Opening ( ) & Closing ( ) / Layout ( ) Non-reply Letter Reply Letter Article Speech Personal Profile Simple Report Press Release Email Content ( ) & Relevance ( ) ?/? Data File ?Answers Data File 12 Plan B Paper4 Paper 3 + Paper 4 ?4? Speaking (2 lessons)  « 5 , Paper 4!!  « Conversational Strategies, Sentence Patterns? Useful Diction? Golden Ideas,!  « Sample Discussion? Sample Responses,? 14!  « 2 : Group Discussion 1. 2. 3. 4. Elaborate by Examples Elaborate by borrowing Elaborate by Dos/Don’ts Elaborate by providing alternatives 5. Give concrete names 6. Elaborate by listing the pros and cons Individual Response dead air ! 6. Giving & Supporting Opinions 7. Agreeing & Disagreeing 8. Advantages & Disadvantages 9. Proposing Solutions to Problems 7. Ask ‘Wh-’ questions and provide answers 8. Elaborate by ‘Ifâ₠¬â„¢ 9. Lead the members 10.Refute the others 11. Offer assistance 1. Do you prefer X to Y? 2. What do you dislike about X? 3. What do you like most about X? 4. Why do some people like X? 5. How would you improve X? 1 5% ! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) Derek Liu English Team! 13 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar A6ENGLDLB KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 1. : Paper 3 + 4 2. ?3? 4 Paper 4 -Oral , 4 5 ?4? (V. L. P. ) (HKDSE) (4 Sessions)Plan B By Derek Liu English Team by Derek Liu Fri 7:15-8:30; 8:30-9:45 pm ( ) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Sat 7:15-8:30 pm 2/3-9/3, 27/4-4/5 4V Sat 7:15-8:30 pm 16/3-23/3 4V Sat 4:45-6:00 pm 27/4-4/5 Sun 2:05-3:20 pm 3/3-10/3 4V Sat 10:05-11:20 am 27/4-4/5 Sun 2:05-3:20 pm 17/3-24/3, 27/4-4/5 4V Fri 7:15-8:30 pm 1/3-8/3, 26/4-3/5 4V Fri 7:15-8:30 pm 15/3-22/3 4V Fri 6:00-7:15 pm 26/4-3/5 Thu 8:30-9:45 pm 7/3-14/3 4V Sat 2:05-3:20 pm 27/4-4/5 ( ) Thu 8:30-9:45 pm 21/3-28/3 4V Fri 6:00-7:15 pm 26/4-3/5 Mon 2:05-3:20; 3:25-4:40 pm ( 4/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 30/4 Mon 2:05-3:20; 3:25-4:40 pm ( ) 25/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 7/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 27/3 4V Sun 10:05-11:20 am 28/4-5/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 2/4 4V Sun 2:05-3:20 pm 28/4-5/5 Fri 7:15-8:30; 8:30-9:45 pm ( ) 5/4 4V Sun 12:45-2:00 pm 28/4-5/5 $540 14 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar TK01 TK02 TK03 TK04 MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 TW01 TW02 TW03 TW04 TW05 TW06 TW07 ?4? (V. L. P. (HKDSE) (4 Sessions) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 16/3-23/3 Sat 7:15-8:30 pm 4V 4/5 Sat 6:00-7:15; 7:15-8:30 pm ( ) 19/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 27/4 Sat 6:00-7:15; 7:15-8:30 pm ( ) Sat 12:45-2:00 pm 2/3-9/3, 27/4-4/5 4V Sat 12:45-2:00 pm 16/3-23/3 4V Sat 2:05-3:20 pm 27/4-4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) 2/3,27/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 23/3,4/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 3/3,5/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 24/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( 5/5 Mon 7:15-8:30; 8:30-9:45 pm ( ) 4/3,6/5 4V Mon 7:15-8:30; 8:30-9:45 pm ( ) 25/3 4V Fri 8:30-9:45 pm 26/4-3/5 ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) 5/3 4V Sat 7:15-8:30 pm 27/4-4/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 12/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 28/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 2/3,27/4 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 23/3,4/5 4V Fri 4:45-6:00 pm 1/3-8/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 26/4 Fri 4:45-6:00 pm 15/3-22/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Wed 7:15-8:30; 8:30-9:45 pm ( ) 3/4,8/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( 5/4 4V Fri 4:45-6:00 pm 26/4-3/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 6/3 4V Sat 11:25-12:40 pm 27/4-4/5 @ , $540 ## 15 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape Cap Star TW08 YL01 YL02 YL03 YL04 TM01 TM02 TM03 TM04 TM05 TM06 S101 S201 S202 S203 S204 ?4? (V. L. P. ) (HKDSE) (4 Sessions) 27/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 25/4-2/5 Thu 8:30-9:45 pm 2/3-9/3 Sat 10:05-11:20 am 4V 26/4 Fri 6:00-7:15; 7:15-8:30 pm ( ) 16/3-23/3 Sat 10:05-11:20 am 4V 3/5 Fri 6:00-7:15; 7:15-8:30 pm ( 17/3 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 24/3 Sun 12:45-2:00; 2:05-3:20 pm ( ) 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 10/3,5/5 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 17/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4 Sat 4:45-6:00; 6:00-7:15 pm ( ) 9/3-16/3 Sat 7:15-8:30 pm 4V 2/5 Thu 7:15-8:30; 8:30-9:45 pm ( ) 24/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) ( ) 23/3-6/4 Sat 7:15-8:30 pm 4V 25/4 Thu 7:15-8:30; 8:30-9:45 pm ( ) 5/3 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 28/4-5/5 Sun 10:05-11:20 am 2/4,30/4 4V Tue 7:15-8:30; 8:30-9:45 pm ( ) 2/3-9/3 Sat 7:15-8:30 pm 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 7:15-8:30 pm 16/3-23/3, 27/4-4/5 4V Fri 8:30-9:45 pm 22/3-5/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Mon 12:45-2:00; 2:05-3:20 pm ( ) 4/3 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 4/5 $540 16 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar FT01 FT02 FT03 TY01 TY02 FL01 FL02 CB01 ?4? (V. L. P. ) (HKDSE) (4 Sessions) CB02 CB03 NP01 NP02 NP03 NP04 AB01 AB02 /3-9/3 Sat 2:05-3:20 pm 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 16/3-23/3 Sat 11:25-12:40 pm 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 21/3-28/3 Thu 4:45-6:00 pm 4V 2/5 Thu 4:45-6:00; 6:00-7:15 pm ( ) 14/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 21/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 4/5 Sat 2:05-3:20; 3:25-4:40 pm ( ) 3/3,5/5 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V Sun 11:25-12:40; 12:45-2:00 pm ( ) 24/3,12/5 4V 2/3,27/4 4V Sat 3:25-4:40; 4:45-6:00 pm ( ) 27/3-3/4 Wed 8:30-9:45 pm 4V 26/4-3/5 Fri 8:30-9:45 pm 2/4 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 27/4-4/5 Sat 2:05 -3:20 pm ( ) 1/3 Fri 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4-4/5 Sat 12:45-2:00 pm Thu 8:30-9:45 pm 7/3-14/3, 2/5-9/5 4V Fri 2:05-3:20; 3:25-4:40 pm ( ) 22/3 4V Sat 3:25-4:40 pm 27/4-4/5 Thu 8:30-9:45 pm 21/3-28/3 Sun 3:25-4:40 pm 5/5 4V Mon 7:15-8:30 pm 6/5 Tue 2:05-3:20; 3:25-4:40 pm ( ) 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 27/4 Mon 8:30-9:45 pm 25/3 Tue 6:00-7:15 pm 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 4/5 $540 ## @ , 17 Capture (Plan A/B) ? DSE www. derekliu. com. hk ? Derek’s Blog ( )

Reflection Of A Discourse Community - 2004 Words

John Swales (1990), professor of linguistics, defines a discourse community as an exclusive group of people brought together by a common goal. According to John Swales (1990), every discourse community has six characteristics that makes them a discourse community. Overall the group must have a shared goal, in which they communicate with each other through different genres and lexis they have developed; genres are different types of communication that the group employ and lexis is the specialized language utilized by that particular discourse community. They also tend to have a hierarchy within the group and require individual group members to truly participate to be counted as a part of the discourse community. (p. 471-73) The data†¦show more content†¦It was easier to figure out the functions and the mechanisms of this group because there were only about eleven students. I focused more on the interactions between the students, instead of looking farther into the communication between the TA and the students. Students usually are concentrated more on getting the TA’s opinion on their problems, I wanted to see what was happening in a small group without the TA’s input. There shared goal was obviously to pass their chemistry class, especially because chemistry is known to be a very rigorous and difficult course to pass. This particular TASL workshop required the students come to every meeting because it counted for a portion of their overall grade in their actual chemistry class. They were given a packet of chemistry problems by the TA to complete together by assigning each member a portion of the assignment. Each of the packet’s five problems were broken into smaller parts to be assigned to each group member for them to get everyone’s input and perspective. It forced the other people in the group to participate or at least pay attention to each person completing a part of the problem because if they didn’t it would throw the rest of the problem off. This gave them the opportunity to see from each other’s different perspectives to get a better understanding of chemistry. By making the students participate in completing the packet together to get feedback and answersShow MoreRelatedReflection Of A Discourse Community1591 Words   |  7 Pagesknows that his or her achievement depends on a community of persons working together.† We do not often realize how important it is for everybody to work together to achieve a goal. A community is a group of individual people gathered together to form a whole, like a school, local church, government entity, non-profit organization, sport team, etc. This whole can make reference to a discou rse community. According to John Swales, discourse communities are unions where individuals have a common purposeRead MoreA Reflection On A Discourse Community999 Words   |  4 PagesA  discourse community  is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. John Swales  defines a discourse community  as groups that have goals or purposes, and use communication to achieve these goals. The community I choose to identify with is special education. Special education teachers, or aids, really dedicate themselves and their time to others who need special assistance or treatment. The California DepartmentRead MoreReflection Of A Discourse Community1587 Words   |  7 Pagesjoin a discourse community. But we I was around the age of fifteen I joined the basketball team, and ever since then it became my discourse community. In this paper, I’m going to explain how the team was a discourse community to m e. And what roles we did to become a discourse community. Many people say basketball is all about winning games. But its more than that, I’ve learned many concepts in the game of basketball I’m going demonstrate what made my basketball team a discourse community. DefinitionRead MoreReflection Of My Discourse Community1683 Words   |  7 Pagesusing sound foreign. That is what is so interesting about discourse communities. Everyone is a part of a discourse community whether it is your family, religion, or activities you partake in. The discourse community that I am apart of is my pledge class in the Sigma Phi Epsilon chapter here at Southeast. We all met at the beginning of the school year yet we are already so close we call each other brothers. I observed my discourse community on two different occasions. The first time I observed themRead MoreThe Reflection Of A Motorcycle Riders Group As An Discourse Community1688 Words   |  7 Pages we focused on discourse communities: which in fact are a group of people who share same values, beliefs, ideas, interest using same language and method of communication to achieve a certain goal. The people in discourse communities requires the certain level of knowledge and expertise in the field and becomes part of the discourse community by understanding and using logos, ethos, and pathos to discuss, explain and argue their own interest and knowledge within their own community using the own methodRead MoreThe Mysteries Of Molecular Medicine And Genetics916 Words   |  4 Pagesfor the Research Problem have helped me towards achieving course learning outcome number 3:  Ã¢â‚¬Å"Use a flexible writing process and varied technologies to produce texts that address the expectations of the student’s disciplinary or professional discourse community in terms of claims, evidence, organization, format, style, rhetorical situation, strategies, and effects by drawing on an explicit understanding of the genre(s) being composed.†Ã‚  This learning outcome is focused towards writing, and my ORP bestRead MoreTransferring Knowledge907 Words   |  4 Pagesdiscursive practices, metacognition, critical reflection, and strategies to transfer knowledge that has been gained to other events in our lives. Learning about the structures of discourses and how writing is constructed specifically to the context by which the writing is produced in is a very valuable skill which can be transferred to many other situations I may face in my future. The process by which writing is begun, knowing how discourse communities function, and understanding the metacognitiveRead MoreAnalysis Of Anne Beaufort s Words, A Better, Product1599 Words   |  7 Pagesill-prepared writers, incompet ent and limited to one discourse community. i.e. bad â€Å"products.† However, English 3010 is a course for upper-level students, and the emphasis is on conducting research by drawing from the sciences, social sciences, humanities, and professions in preparation for Writing Intensive courses in the majors and beyond. In relation to the course learning outcomes, the works I have done have been majorly about Discourse, discourse communities, genres, writing expertise, research questionsRead MoreThe Examination Of Human History Displays The Connection Of Learning And Technology764 Words   |  4 Pagesthis learning paradigm: ï‚ § Learners’ use of previous intelligence to obtain new intelligence. ï‚ § Learners recognize the difference between their previous and new intelligence. ï‚ § Learners apply their new intelligence and obtain feedback. ï‚ § Learners’ reflection on information learned to ensure this intelligence is fully integrated into memory. ï‚ § The Constructivist theory’s implications for distance education learning are vast and can be met by many of today’s technologies. Ally (2008) suggests the following:Read MoreThe Discourse Of A Discourse Community1224 Words   |  5 PagesA discourse community is defined as a group of people involved in and communicating about a particular topic, issue, or in a particular field. We all belong to multiple discourse communities.To earn a position of a discourse community one must possess accurate knowledge, establish reliability of members to be accepted and learn to persuade other members of the community. The discourse community that I identify with personally and the profession I plan to pursue is the world of film production. However

East Africa and Long Distance Trade - 1688 Words

History has always been the key to our existence. We learn from our failures to better our future, just as we learn from our triumphs to excel even further. A very important time in the history of our world was the East Africa long distance trade .In the middle of the seventeenth century, East Africa had a far more important place in the world than other African countries .So wrote Marsh, Z.A Kingsnorth G.W in their book ‘An introduction to the History of East Africa , published by Cambridge university press in 1965 .. They added that The riches of East Africa were incomparably greater than those of the other African states. According to (Walter, 1966) East African countries were first African countries to be involved in long†¦show more content†¦Before the Indian Ocean Trade, most East African regions knew nothing of their neighboring civilizations. This trade network united the world. Because of it, just about all civilizations are conversant with each other. The I ndian Ocean Trade began with small trading settlements around 800 A.D., and ended in the 1500s when Portugal invaded and tried to run the trade for its own profit. As trade intensified between Africa and Asia, powerful city-states flourished along the eastern coast of Africa. These city-states traded with inland kingdoms the feuds that had been created during the time. Portuguese werent the only people who traded through the Indian Ocean Trade. As people from other countries traded as well, they brought their culture, religions, and other values and beliefs that fascinated the people who lived along the Indian Ocean regions. Thus, the trade was a way of spreading religions and cultures, and binding civilizations together. Also, by trading sundry goods and merchandise, the economies of the trading countries grew and they became experts at trading. Culturally long distance was destructive to east African countries, because of the long distance trade Europe managed to gain control over east African countries .Because of long distance trade European managed to spread Christianity among East African people, and they introduce the newly invented technological innovations.Show MoreRelatedLong-Distance Trade And Economic Development.. Many Countries1746 Words   |  7 PagesLONG-DISTANCE TRADE AND ECONOMIC DEVELOPMENT Many countries in the 15th century were isolated from communication with outsiders from other countries, thus preventing introduction of new ideas that would encourage either growth or change. They were bound by old traditions that were hard to ignore but this also created a situation whereby these countries were literally bursting at the seam for new ideas and growth. Finally ignoring years of isolationism, Chinese and European hierarchies slowly beganRead MoreAnalyze the Changes and Continuities in Long-Distance Migrations in the Period from 1700 to 1900. Be Sure to Include Specific Examples from at Least Two Different World Regions.734 Words   |  3 Pages1700 to 1900 there were many changes in long distance migration patterns across the globe as well as aspects of migration that remained the same. Throughout this time period, long distance migrations from eastern regions such as Europe and Africa to the America’s remained a consistent trend, as well as the motivation for migrating. While these things remained constant, changes during the time period occurred in diversity of the peoples migrating due to slave trade across the Atlantic being banned andRead MoreTrade Networks Change Over Time Essay928 Words   |  4 Pagesthe trade routes of Africa and Eurasia were increasing in complexity, as they became major arteries for the exchange of goods and ideas over long distances. The trade networks of these regions consistently enabled the spread of religious ideas far beyond their original homelands. Networks like the Trans-Saharan, Indian Ocean, and Silk Road systems always brought wealth to foreign products that enabled local producers to specialize in items best suited to their regions. Yet, the risk of long distanceRead MoreThe Earth and Its People: Chapter 13 Outline1629 Words   |  7 PagesTropical Africa and Asia (1200 – 1500) Ibn Battuta 1. Young Muslim scholar 2. Completed the pilgrimage to mecca 3. logged 75,000 miles of travel in 29 years 4. Powerful states and commercial systems were only made possible by local farmers, fishermen and pastoralists Tropical Lands and Peoples The Tropical Environment 1. Africa lies almost entirely within the tropics, as do southern Arabia, most of India and all of the Southeast Asian mainland and islands 2. In the lands aroundRead MoreManorial Trade Network, the Indian Ocean Trade Network, and the Trans-Saharan Trade Network842 Words   |  4 PagesManorial Trade Network, the Indian Ocean Trade Network, and the Trans-Saharan Trade Network The creation of a strong and productive society depends on a stable economy. The development of extensive trade relations in Africa, Europe, and Asia, was necessary for the existence of the highly advanced civilizations that exist today. The Trans-Saharan trade, Indian Ocean trade, and manorial trade of Europe in the middle ages were major trading networks that flourished. The Trans-Saharan trade networkRead MoreEssay about Sundiata1005 Words   |  5 Pagesstory of Sundiata depicts the story of the foundation of the Mali Empire in West Africa. This story takes place during a transitional time period, when the trade network that linked towns and villages across western Africa attracted north African merchants who brought increasing Muslim influence. The Mali Empire was one of the great West African Empires. The Mali Empire was located along the western grasslands of Africa on the fertile land that lies right below the Sahara desert. The Mali Empire wasRead More Dutch Slave Trade Essay1504 Words   |  7 Pages Dutch Slave Trade nbsp;nbsp;nbsp;nbsp;nbsp;During the 17th and 18th centuries, mercantilism was the emerging economic policy through which the slave trade developed in Europe. In the Netherlands many historical events gave rise to a desire for domination of international trade. They were serious tradesman and were heavily involved in the profitable business of slavery. The Dutch, intelligent and self-ruling tradesmen took no time in displaying their dominance over rival countries, PortugalRead MoreAn Old Day Passes, A New Day Arrives985 Words   |  4 PagesPost-Classical Period was dominated by powerful, established nations with extensive trade and communication networks throughout their spheres of influence. Weak political centralization and changing religious beliefs allowed these nations to be overwhelmed by nomadic peoples who assimilated and then replaced the dominant cultures. With a strong foundation for success, these new day nations were able to expand trade and cultural exchanges to a leve l unreachable to their predecessors. Fresh blood, economicRead More European Trade Routes 1100-1500 Essay1494 Words   |  6 Pagescountries, kingdoms, and dynasties established trade routes. This is the period where countries were made and countries were destroyed because of the importance of trade and the importance of building a fundamental, religious, and economical way of life. This paper will discuss the goals and functions of trades, and traders, and a historical analysis of world trade. This paper will also get into world trade patterns, of The Americas, Sub-Saharan Africa, The Indian Ocean, The Silk routes, China andRead MoreAmerica and Oceania Essay724 Words   |  3 Pagesencounters of early societies in the Americas and Oceania were quite similar to the ones in Africa and Eurasia. Geography also played an important role in these early societies. A few topics I will address are: in what ways were the societies of the Americas and Oceania similar to those in Africa and E urasia in spite of such isolation. The factors in which contributed to the difficulties in sustaining log distant trade of the societies in America and Oceania with neighboring societies. The last topic I