Advantages And Disadvantages Of Colonialism History Essay

Advantages And Disadvantages Of Colonialism History Essay Colonialism is the establishment, maintenance, acquisition and expansion of colonies in one territory by the people of another territory. It can also be defined as the control that a country or government holds over the territory and the people in a foreign country. It is also the policy of extending national authority over foreign territories. This is when the people of a particular region do not have control over anything in their territory. Colonialism took place because some countries were powerful than other countries even though they were small regionally they dominate it because of their own reasons. Before colonialism, there were no schools, churches and industries, survival required hard work and sacrifice. Resources were one of the main reasons why the British colonised Africa and generating wealth for their mother country, because of this many people in the colonies were forced to slavery or labourers to work on plantation, they planted cash crops such as cocoa and tobacc o. The colonies tried using Native Americans slaves but Native Americans knew the land and ran away because plenty of them died due to diseases and other things. The colonies also paid for Europeans to immigrate to the years. In return, the immigrants worked without pay for a number of years. All the colonies used slave labour; they enslaved thousands of Africans to toil on their fields. The mouth of the slaves were pierced and locked with padlock so that they won’t eat from what they were planting especially the sugar plantation and also with chains on their necks, hands and legs. The slaves were treated as if they were not humans by the colonial masters, they maltreated them badly by treating them cruelly beating them, starving or even killing them; it reduced the population of Africa because most of the slaves died because of hunger and also there was no people to farm and provide food for those who were not captured because all the strong and young men who could farm wher e captured, it led them to poverty. Slavery destroyed civilization and led to the underdevelopment of the colonies. Africans were looked upon as inferior and dull people who are only good at working as labourers and doing house works by the colonial masters. The children of slaves automatically became slaves too Lack of respect for traditions is an effect of colonialism, the traditions of the colonies where not respected by the colonial masters, they did not value the culture of their colonies at all, they completely took over the way of life of their colonies. The traditions of the people were abandoned by the colonial masters especially the French in their colonies; they tried to make the people French in the mode of dressing, language and other things (policy of assimilation), which of course worked in some areas and didn’t in some. The colonies made the people to adapt to new culture because the colonial masters believe that their culture is superior to that of the black. But also colonialism removed and abolished the bad part of pre-colonial culture because it had the power to eliminate damaging social trends and older ideals. Before the coming of colonial masters; in some part of West Africa especially Nigeria twins were killed because they were considered as evil, taboo or some sort of bad luck to their parents. They either throw them in the jungle to die or drown them in rivers, with the advance of colonialism that practice was abolished and is regarded as a primitive and horrific practice and stopped it. They also stopped the bad way women were treated, women back then were seen as baby producing machine, they were disdain in the society, arranging the house and cooking meal was what it was believed they were good at. With the advancement of colonialism Sati practice was abolished in India. Sati was traditional practice whereby the first wife of a deceased husband would throw herself or be thrown at the fire on the day of her husband’s f uneral it serves as a way through which she will show her mourning.

SABMiller's Strategic Position by 2011 Essay Example | Topics and Well Written Essays - 2250 words

SABMiller's Strategic Position by 2011 - Essay Example According to the research findings SABMiller is a globally renowned corporation that endears itself as an excellent beer producer and renowned bottler for handful corporations with a global spread. The prime dealing of the organization is the production of beer, malts and an assortment of soft drinks, in particular, the carbonated archetypes. The company is reputable for a number of varied global brands that include Urquell, Peroni Nastro Azzuro, Miller genuine draft and an equally enormous base of local brands that serve its dissimilar macro and micro marketplaces spread across the globe. These localized brands include Miller Lite, Aguila, Tyskie and snow. Overall, the organization claims patent of over 200 dissimilar alcoholic brands. With headquarters in London, the corporation claims presence in all sections of the globe. This massive marketplace is steered by a global staff of 70000 professionals spread across its key five worldwide sections. The sections are regionally lumped c onstituting critical administrative units for their extensive supply chain. These sections include South Africa, Africa and Asia, Europe, North America and Latin America. From SABMiller, it is evident that the organization has endeavored to achieve sustainable advancements through its evident ambitions for accelerated growth while keeping in line with both the global and internal manufacturing standards. Its ambitious expansion efforts are evident in its 2002 acquisition of the American Miller brewing corporation as well as its recent accelerated expansion agendas. According to SABMiller 2011, it recently acquired a lucrative bottling deal with coca cola as well as the reported takeover of the Australian's Foster's brewing corporation. These are evidence of its ambitious expansion programs that has seen it raise to the second global leading beer manufacturer. Obviously, this beer manufacturer has employed key strategies that has responsibly sailed it through the past riskier yet inc reasingly lucrative outlays. Additionally, a critical examination reveals that its key value of owning its own expansion strategies is responsible for the enormous expansions of the preceding decade. Additionally, its ownership of a critical value chain component in the form of brand is central for its extensive success. a. PESTEL Analysis Politically, the organization has increasingly faced a number of drawbacks in regards its key area of specialty. Johnson, Whittington & Scholes (2011) observe that, over the past year, numerous nations have instituted regulations that stringently direct alcohol utilization. Observably, the state control is the result of the recent examinations of the physiological and psychological consequences of alcohol consumption which revealed repugnant results. Similarly, despite the huge market inherited in the Miller deal, the American market remains among the stringently proscribed alcohol marketplace. Economically, the organization's rapid expansions hav e seen it embrace marketplaces with huge dissimilar economic constructs. According to Johnson, Whittington & Scholes (2011), the Miller deal attracted huge costs in comparison to other division across the Africa and Asian sections. SABMiller (2011) is cognizant of the regular alcoholic drink policy issuance across its subsidiaries to enforce its social responsibility of enlightening on responsible alcoholic consumption. Similarly, the report is observant of their involvement with HIV campaigns across the globe to assist the on going efforts in curbing the predicament. Additionally, SABMiller has persistently contributed to the global technological enhancements through introduction of novel manufacturing procedures as well as newer brands of produce. Johnson,

Annotated bibliography Example | Topics and Well Written Essays - 250 words - 3

Annotated Bibliography Example The project included concept development, design development, creating presentation drawings, selecting materials appropriate for the hospice, conducting design analysis, and developing a set of construction documents. The survey data used were the seventeen designs by the junior interior designing students (n=17). Their designs were presented to the OCHH representatives. The data were analyzed through exhibition on all students’ work. OCHH representatives and the guest interior designer commented on student work providing them feedback about their designs. All student work was photographed and presented to OCHH for reference during the design and construction of their home. The collaboration of interior design students and materials engineering helped them exploit their expertise and educate them on both fields. Interior students learnt on material engineering, improved their communicating skills and also improved their skills on professional design industry. They learn not o nly to understand client needs but also to communicate their own ideas

Global Warming Essay Example | Topics and Well Written Essays - 1750 words - 1

Global Warming - Essay Example While scientists maintain that the impact of global warming will not be felt for years to come, its effect is visible in both changing average temperatures and the effect of these changes. In 2005, Moscow, one of the world’s coldest cities, experienced one of the warmest winters in its history. Not only were temperatures high but these unusual temperatures were sustained for a lengthy period of time, with the consequence being a reversal of the normally consistent and unchanging laws of nature. Quite simply stated, Russian bears woke up fro their winter hibernation, in the midst of winter, as their body temperatures deluded their biological clocks into believing that spring, the season for waking up, had arrived (Stuff, 2006). This example, while seemingly inconsequential insofar as it has no embedded doomsday scenarios within it, is perfectly representative of what global warming is and what its effect on the environment can be. Indeed, just as Bongaart (1992) had warned seve ral years ago, global warming has the power to upset the laws of nature and, in so doing, threaten all forms of life on earth. Global warming, despite evidentiary support, is a source of controversy. One camp insists that it is an undeniable reality whose consequences, although impossible to accurately assess, are bound to be disasterous if corrective and preventative policy are not adopted by governments across the world (McCarty, 2001).

Sociodemographic Characteristics of Community Colleg

Sociodemographic Characteristics of Community Colleg This chapter presents the results of the study. Included are an analysis of the five research questions and the six hypotheses of the study. This chapter concludes with a summary of the information presented in this chapter concerning the quantitative statistical findings of this study. As previously indicated, job satisfaction is a term that is difficult to describe as a single construct, and the definition of job satisfaction varies between studies (Morice Murray, 2003; Protheroe, Lewis Paik, 2002; and Singer, 1995). In higher education, a number of researchers have discussed the importance of continuous research on job satisfaction among community college faculty (Bright, 2002; Green, 2000; McBride, Munday, Tunnell, 1992; Milosheff, 1990; Hutton Jobe, 1985; and Benoit Smith 1980). A reason suggested for the continuous study of community college faculty, is the value of data received from such studies in developing and improving community college faculty and their practices (Truell, Price, Joyner, 1998). The purpose of this study was to examine job satisfaction of community college instructional faculty in regards to their role as teachers. Analysis of Research Questions Research question one sort to describe the sociodemographic characteristics of community college instructional faculty. This research question included three variables (gender, age, and race/ethnicity). Sociodemographic Characteristics Gender There were 371 participants in the sample, of which 188 were male and 183 were female. In regards to gender, the analysis showed that 51% of the sample size included males and 49% of the sample size were female. Table 1 identifies the frequency and percentage results as they relate to gender of community college faculty. Table 1. Gender Distribution of Community College Instructional Faculty Gender Percent Frequency Male 51% 188 Female 49% 183 Total 100% 371 Age The sample size consisted of 371 participants. For age, the analysis displayed that 16% of the faculty were both under 30 and between ages 30 and 34 while17% were between ages 35 and 39. 15% of community college instructional faculty were between 40 and 44, while 14% were in the age range of 45 to 50. The last age range consisted of participants who were 50 or over, which was 21%. Even though the largest percentage of faculty members are 50 or over, faculty members who are 34 or under total 32% which indicates that the majority of faculty are under the age of 34. Table 2 identifies the frequency and percentage results as they relate to the variable of age of community college faculty. Table 2. Age Distribution of Community College Instructional Faculty Age Percent Frequency Under 30 16% 60 30-34 16% 60 35-39 17% 65 40-44 15% 57 45-49 14% 51 50 and over 21% 79 Total 100% 371 Race and Ethnicity The sample size consisted of 371 participants. The variable race/ethnicity showed that 83% of the participants were White, Non-Hispanic; 7% were Black, Non-Hispanics; 3% were Asian, Non-Hispanics; 1% were both American Indian, Non-Hispanics and Pacific Islanders Non-Hispanics; 2% were More than one race, Non-Hispanic; and 5% were Hispanics. Over 80% of the participants (308) were White, Non-Hispanic. Table 3 identifies the frequencies and percentages for the variable of race/ethnicity. Table 3. Race/Ethnicity of Community College Instructional Faculty Race/Ethnicity Percent Frequency White, Non-Hispanic 83% 308 Black, Non-Hispanic 7% 25 Asian, Non-Hispanic 3% 11 American Indian, Non-Hispanic 1% 1 Pacific Islanders, Non-Hispanic 1% 1 More than one race, Non-Hispanic 2% 7 Hispanics 5% 18 Total 100% 371 Research question two sort to describe the nature of employment characteristics of community college instructional faculty. This research question included three variables (rank, employment status, and tenure status). Nature of Employment Characteristics Employment Status There were 371 participants in the sample, of which 126 were employed full time and 245 were employed part time. In regards to employment status, the analysis showed that 34% of the sample size was employed full time and 66% of the sample size were employed part time. Table 4 identifies the frequency and percentage results as it relates to employment status of community college faculty. Table 4. Employment Status Distribution of Community College Instructional Faculty Employment Status Percent Frequency Full time 34% 126 Part time 66% 245 Total 100% 371 Rank The sample size consisted of 371 participants. In regards to rank, the analysis displayed that 9% of the sample size was identified as professors. Associate professors were identified at 5% of the sample size while Assistant professors were identified at 4%. Instructors were identified as 45% of the participants and lecturers were identified at 2%. Faculty with other titles were identified at 30% and 5% of the participants answered the question as not applicable. More than 40% of the participants (167) were identified as instructors. Table 5 identifies the frequency and percentage results as they relate to the ranking of community college faculty. Table 5. Rank Distribution of Community College Instructional Faculty Rank Percent Frequency Professor 9% 30 Associate professor 5% 19 Assistant professor 4% 15 Instructor 45% 167 Lecturer 2% 7 Other titles 30% 111 Not applicable 5% 22 Total 100% 371 Tenure Status The sample size consisted of 371 participants. In regards to tenure status, the analysis showed that 18% of the faculty were tenured; 6% of faculty were on a tenure track, but are not tenured; and 76% of faculty are not on a tenure track. More than 70% of the participants (282) were identified as faculty not on a tenure track. Table 6 identifies the frequency and percentage results as they relate to the tenure status of community college faculty. Table 6. Tenure Status of Community College Instructional Faculty Tenure Status Percent Frequency Tenured 18% 67 On tenure track, but not tenured 6% 22 Not on tenure track 76% 282 Total 100% 371 Job Satisfaction of Community College Instructional Faculty Research question three was designed to describe the job satisfaction of community college instructional faculty based on the eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction from the National Study of Postsecondary Faculty Survey NSOPF: 04. The sample size consisted of 366 participants. In regards to job satisfaction, the analysis showed that 73% of the faculty were very satisfied with authority to make decision; 34% of faculty were somewhat satisfied with benefits; 44% of faculty were very satisfied with equipment and facilities; 40% were somewhat satisfied with instructional support; 55% were very satisfied with overall job satisfaction; 42% were somewhat satisfied with salary; 53% were very satisfied with technology-based activities; and 50% of faculty were very satisfied with workload. Table 6 identifies the frequency and percentage results as they relate to the job satisfaction of community college faculty. Table 7. Job Satisfaction of Community College Instructional Faculty Satisfaction Percent Frequency Authority to Make Decisions Very satisfied 73% 268 Somewhat satisfied 22% 81 Somewhat dissatisfied 4% 14 Very dissatisfied 1% 4 Total 100 366 Benefits Very satisfied 27% 106 Somewhat satisfied 34% 127 Somewhat dissatisfied 19% 70 Very dissatisfied 18% 67 Total 100 371 Equipment/facilities Very satisfied 44% 161 Somewhat satisfied 38% 140 Somewhat dissatisfied 14% 51 Very dissatisfied 4% 15 Total 100 366 Instructional support Very satisfied 37% 134 Somewhat satisfied 40% 147 Somewhat dissatisfied 17% 62 Very dissatisfied 6% 23 Total 100 366 Job overall Very satisfied 55% 203 Somewhat satisfied 38% 141 Somewhat dissatisfied 6% 22 Very dissatisfied 1% 5 Total 100 371 Salary Very satisfied 29% 106 Somewhat satisfied 42% 157 Somewhat dissatisfied 18% 67 Very dissatisfied 11% 41 Total 100 371 Technology-based activities Very satisfied 53% 195 Somewhat satisfied 35% 129 Somewhat dissatisfied 9% 32 Very dissatisfied 3% 10 Total 100 366 Workload Very satisfied 50% 187 Somewhat satisfied 34% 127 Somewhat dissatisfied 11% 41 Very dissatisfied 4% 17 Total 100 371 Predictive Relationship between Sociodemographic Characteristics, Nature of Employment Characteristics and Job Satisfaction Research questions four and five examined the predictive relationship between gender, nature of employment, (rank, employment s

The Character of Chillingworth in The Scarlet Letter Essay -- Scarlet

The Character of Chillingworth in The Scarlet Letter Old Mr. Prynne began his new life in the town of Boston as the Physician Roger Chillingworth. The moment he arrived, the town deemed him intelligent and mild mannered; he always seemed pleasant although a little odd. Throughout the seven years he remained in Boston, his character changed so dramatically from admirable to evil that even those who did not know him personally seemed to notice an evil nature deep within his soul trying to break free. Chillingworth stood with Hester Prynne within the confines of the prison, talking with her about how he would go about finding her lover. He says to her, "I shall seek this man, as I have sought truth in books; as I have sought gold in alchemy. There is a sympathy that will make me conscious of him" (pg. 70). As any man who found their wife to be adulterous, Chillingworth reacted with a fairly normal response- although angry and wanting revenge, he did not react totally unreasonably. After this talk with Hester between the prison walls, Chillingworth makes it his personal goal to find Hester's lover; no sudden change had occurred within Chillingworth, although over a few months his demeanor beings to change. Even though Hester has many other issues on her mind, while she is at the Governor's house, she notices without hesitation that Chilingworth's demeanor has made a drastic change. While Dimmesdale and Governor Bellingham are trying to decide the fate of Pearl and where she will remain during her lifetime, Hester glances at Chillingworth, who happens to be stand... ...ing to us a character like Chillingworth, Hawthorn creates a villain that one has to think whether he/she hates Chillingworth or feels as though he's a victim of circumstance. Without directly telling us that others influence our lives in such a powerful way, Hawthorne conveys this idea through Chillingworth and Chillingworth's effect on those around him. Because of Chillingworth, the reader gets to see how a person who is not necessarily an evil man to begin with, can become so corrupt that even those around him view him as the Devil's worker. By putting a character like Chillingworth in his book, Hawthorne is able to show how religion had a big influence over the people during that time period. Even though Chillingworth harassed Hester and Dimmesdale, the two were more afraid of their fates after death, than Chillingworth during their lifetimes.

Roland Barthes and the Hermeneutic Code

French literary theorist, philosopher, linguist, critic, and cosmetician. He had very well-established ideas and theories on how narrative texts use components of their structure to affect the audience's reading and interpretations while bringing out the multiple meanings and connotations within them. According to Berates, all narrative texts share structural features that each narrative weaves together and uses in different ways. These structural features are known as his â€Å"five codes†, and Berates used them to analyses the different dimensions of story-telling and realism.The appropriate and hermeneutic codes are two of Berates' five codes. They were established by Berates when he wished to determine the forces within a story which drive the narrative and furthermore the audience's desire to keep reading. They are the two ways in which suspense is created within a narrative text. Hermeneutic (the voice of truth) is the code of enigmas or puzzles. It refers to the suspens e caused in a narrative by unanswered questions and unsolved resolutions Plot elements in the narrative raise questions for the audience, and the audience is generally not satisfied until the questions are answered and all â€Å"loose ends† are tied.The lack of explanation of the hermeneutic code right away creates a tension, which engages the audience, and leads it to some sort of prediction about what will happen at the end. Usually, a narrative will towards its end explain the previous events and solve any previously unanswered questions. The best example of a narrative which operates on the hermeneutic code Is the detective story. We are introduced to the unsolved mystery at the beginning of the story, and the rest of the narrative is devoted to the detective uncovering clues and piecing them together to determine the solution and solve the puzzles Introduced In the Initial scenes.