Argentina essays

Argentina essays Argentina is the second largest country in South America; the population is near 37 million people. The capital of Argentina is Buenos Aires. Argentina is a third world nation, which consists of countries on Asia, South America and Africas continents. The Argentinean area was subject to Spanish neo colonization; being used as a means of economic trade, and also for their natural resources, to benefit Spain and later England. Before the colonization of Argentina by the Spanish, the inhabitants of the area were nomadic Native Americans, whose population rounded 300,000. Their primary activities were hunting and fishing. When the Spanish found South America and the area that was inhabited by these Native Americans the colonialists destroyed many of the natives indigenous life by warfare and colonial pressure. The pressure consisted of the natives being pushed off their land to far reaches of South America areas the natives were not able to survive in. Amerigo Vespucci, of Spain, first discovered the area in 1502; he had discovered the land while searching for a southwest route to the Orient. Many that came to the area sought after the abundance of silver that was available. The natives were able to hold off the Spanish settlers with numerous attacks Eventually Spain colonized the area of which is present-day Argentina, Paraguay, Uruguay, and southern Bolivia and established a permanent colony in Buenos Aires in 1580. The Spanish took advantage of the economically strategic location of the east coast port and also the robust amount of cattle that roamed the area. In 1776, the Spanish made Buenos Aires a free port and the capital of the Viceroyalty of La Plata (which included present-day Argentina, Paraguay, Uruguay, and southern Bolivia). The city reaped even greater wealth and prestige, but aspirations toward a Greater Argentina dissipated with the British attack ...

Intonation Definition and Examples in Speech

Intonation Definition and Examples in Speech In speech,  intonation is the use of changing (rising and falling) vocal pitch to convey grammatical information or personal attitude. Intonation is particularly important in expressing questions in spoken English. For example, take the sentence, When does the meeting start? The word start- including the question mark- rises up or comes up in your voice when you utter the word, notes the website  English Pronunciation Roadmap. The Musicality of Language Intonation  is the melody or music of a language, says  David Crystal, author of A Little Book of Language. Intonation refers to the way your voice rises and falls as you speak, as in, Its raining, isnt it? (or innit, perhaps) In this sentence, youre not really asking a question: Youre  telling  the listener that its raining, so you give your speech a telling melody. The pitch-level of your voice falls and you sound as if you know what youre talking about, and of course, you do, so youre making a statement. But now imagine that you  dont  know if its raining, says Crystal. You think there might be a shower outside, but youre unsure, so you ask someone to check. You use the same words, but the musicality of your voice makes a different point, as in, Its raining, isnt it? Now youre  asking  the person, so you give your speech an asking melody, says Crystal. The pitch-level of your voice rises, and you sound as if youre asking a question. Pitch and Chunking To understand intonation, its important to comprehend two of its key terms: pitch and chunking.  Encyclopaedia Britannica  notes that pitch is, the relative highness or lowness of a tone as perceived by the ear, which depends on the number of vibrations per second produced by the vocal cords. Everyone has different levels of the pitch in their voice, notes Study.com: Though some are more prone to a higher pitch and some to a lower pitch, we can all change our timbre depending on who we are talking to and why. Timbre  refers to the  quality of sound that distinguishes one  voice or musical instrument from another or one vowel sound from another: It is determined by the harmonics of the sound. Pitch, then, refers to the musicality of your voice and how you use that musicality or timbre to convey meaning. Chunking- and pausing- meanwhile  packages information for the listener, says  the University of Technology (UTS)  in Sydney, adding that speakers divide  speech  into chunks, which may be single words or groups of words to communicate a thought or idea, or to focus on information the speaker thinks is important. UTS gives the following example of chunking: Does it really matter whether people speak with an accent as long as they can be easily understood? This sentence breaks into the following chunks: Does it really matter /whether people speak with an accent /as long as they can be easily understood? // In this example, in each chunk, your pitch would be slightly different to better convey your meaning to the listener. Your voice, essentially, rises and falls in each chunk. Types of Intonation Another key point about intonation involves the rising and falling of your voice. Just as a musical instrument rises and falls in its tone as an accomplished player creates a melody to convey a sense of mood, your voice rises and falls in a similar melodic way to create a sense of meaning. Take this example from an article by Russell Banks, in an article called Adultery, which was published in the April/May 1986 issue of Mother Jones. I mean, what the hell? Right? The speakers voice rises and falls in the separate chunks in these two brief sentences, as follows; I mean /What the hell? /Right? // As the speaker says the first chunk- I mean- the voice falls. Then, during the second phrase- What the heck?- the voice rises, almost like climbing a melodic ladder with each word. The speaker does this to express outrage. Then, with one the last word- Right?- the speakers voice climbs even higher, similar to hitting the elusive  high C in music. This is almost like pushing the sentence to the listener- handing it off if you will- so that the listener will agree with the speaker. (If the listener does not agree, an argument is likely to follow.) And, in the article, the listener  does  indeed agree with the speaker, by responding with, Yes, right. The response is spoken with falling intonation, almost as if the listener is giving in and accepting the dictate of the speaker. By the end of the word right, the responders voice has dropped so much its almost as if the person is giving in. Put another way, intonation is the process of chunking statements (and responses), to deliver packages of meaning. Generally, the initial statement (often a question), may rise and fall in tone, but it generally rises at the end, as the speaker passes off the sentence or question to the listener. And, just as with a musical piece that starts quietly, and crescendos in sound and timber, the tone or sound of the response falls as if the responder is bringing the discussion to a quiet ending, just as a melody quietly comes to a soft finish at the end.

Pidgins and Creoles Essay Example | Topics and Well Written Essays - 1000 words

Pidgins and Creoles - Essay Example A sentence in pidgin lacks prepositions, articles, subordinate clause and auxiliary verbs that connect the subject. Pidgin sentences are a collection of verbs, nouns and adjectives. Though the idea is communicated well, the contextual detail in the information is lost while communicating through a pidgin. Pidgins usually develop into creoles. Creoles follow grammatical rules with common rules for speakers and have a structural format for sentences. The metamorphosis from a pidgin to creoles is viewed as a natural development to the persistence of the language (Stafford). In the creole sentence, 'But how child of uncle Oom do die then', it may be noted that the tense deviates from the standard use of the verb. The phonology is poorly constructed by using the verbs incorrectly, though the message is conveyed to the listener. The word 'do' is improperly used instead of the word 'did', since the reason for death should be asked in the past tense. The poor structure of the sentence and usage of grammar may be attributed to the incapability of the speaker to use the lexis. However, the usage of then at the end of the sentence gives a clear picture to the listener that the speaker is questioning an incident. While analyzing the sentence it... Even if the speaker has used proper grammar the words in the sentence should easily interconnect itself resulting in the usage of a proper lexis (Willis p.23). In the above sentence though the message is communicated through a collection of words, it does not give a pleasing sound to the listener thus substantiating that the sentence is a creole. While evaluating the sentence, 'Yes, be one nice question, TAG. Well, I PAST be at Novar,' the correct usage of lexis gains importance. The word nice is usually used as an adjective to appreciate the quality of a behavior or material. The poor organization of words thus denotes wrong use of phonology in a pidgin. In this creole, the word nice has been used instead of the word good. The incorrect usage of tense is again found in the sentence, I be at Novar, I be with one man, PAST IMP talk story with one man, where the word 'be' is used instead of was. The repeated use of the word 'man' indicates the wrong usage of lexis, since the creole speaker is less familiar with extensive vocabulary to use common words like 'guy' to refer to a person and therefore results in the poor usage of words or phonology differentiating the sentence from standard English. It is again noted in the sentence, 'Then one man ride come with one bike, but the man who come take me, he and the-pl DEM NEG be good' that the speaker has used two verbs consecutively. The words 'ride' and 'come' is used to communicate the arrival of a person denoting improper grammar, phonology and lexis. The speaker has used the native language in the sentence with no grammatical continuity. The sentence, 'Then the man stay at street then he IMP shout call

Volcanoes and Global Cooling Essay Example | Topics and Well Written Essays - 750 words

Volcanoes and Global Cooling - Essay Example The essay "Volcanoes and Global Cooling" talks about the climate changes, the effects of greenhouse gasses blamed for the global warming experienced in the world today. However, little attention has been given to the impacts of volcanic eruptions on climate change. Gray observed from the past volcanic reactions that the gaseous emissions released to the stratosphere particularly the sulfur dioxide can cause global cooling, which has the potential of impacting negatively on the climate. At the same time, the carbon dioxide released, being a greenhouse gas, also has the potential of enhancing global warming. The impacts of volcanic erupt on climate change have triggered intense debate over the past few years, according to Self and Rampino. However, based on the past eruptions, scientists have discovered that the eruptions release gasses that later on causes global cooling. According to Self and Rampino, climatologists have discovered that the sulfur dioxide released from the eruptions is what is responsible for the global cooling. In the stratosphere, sulfur particles block the incoming radiation warming the stratosphere thereby reducing the amount of incoming radiation effectively cooling the troposphere. According to Self and Rampino, during powerful volcanic eruptions, sulfur dioxide is released into the stratosphere, where it is oxidized and mixed with water vapor to form sulfuric acid. The process, according to scientists takes about one month while the particles formed have a lifetime of up to three years. The sulfate aerosols formed prevents radiation from reaching the earthâ€⠄¢s surface thereby resulting in global cooling. Self and Rampino note that past volcanic eruptions have lowered the earth’s average temperatures by up to half a degree for a period of up to one to three years (75). Benjamin Franklin is arguably the first scientist to notice the effects of volcanic eruptions on climatic change. According to Mass and Portman, Benjamin Franklin first noticed ‘dry fog’ in the summer of 1783 during his visit to Europe (566). Additionally, he observed during the winter that followed that Europe was abnormally cold. It is then that he suggested that the abnormally cold weather witnessed during the winter was the result of volcanic eruption. According to Mass and Portman, research conducted years later showed that the Laki Volcano in Iceland had indeed erupted in 1783 (566). Later on in 1816, Europe again experienced abnormally cold summer, when the year was nicknamed â€Å"Year without Summer† (Borowski par.3). Research conducte d discovered that the cool summer was the result of a great eruption that occurred on the Mt. Tambora in Indonesia a year before (Borowski par.3). Additionally, in 1883, peculiar colors and halos were observed around the sun and moon accompanied with vibrant sunrises and sunsets. According to Mass and Portman, the occurrence was the result of the eruption of Krakatau volcano in Indonesia in July 1883 (567). Study showed that the eruption of Krakatau had other world consequences, which included the loss of about 20-30% of direct solar radiation for three consecutive years after the eruption. This resulted in a very prolonged cooling effect in most parts of Europe and Asia. The climatologists also noted the strong evidence of the volcanic eruptions on climate change following 1982’s strong eruption of El Chichon in Mexico (Mass and Portman 569). Like Krakatau, the eruption of El Chichon released large quantities of dust, carbon dioxide, ash, and sulfur dioxide into the stratosp her

HERITAGE. The Labour Hall (Now - Lighthouse Cinema) in Petone, New Assignment

HERITAGE. The Labour Hall (Now - Lighthouse Cinema) in Petone, New Zealand - Assignment Example The author discussed the building because of its design value and the cultural value. Considering that the building was contracted in those old days, its design value even to the present days has some credibility the reason it is a heritage to the City. It also reflected the cultural value of the community surrounding due to the materials used in construction as well as the design itself (Sadzak, Rizvic, Dalton, and Chalmers 2007).The part of design in the building is the most privileged as the author is interested in the evolvement of the cultural values through the design value as it changes with time in relation to the time of its construction. The lesson learnt from this exercise is that narration of a particular built environment reflects so much on the culture of the surrounding community. The design of construction and the materials used tells more about the cultural values of a community (Sadzak, Rizvic, Dalton, and Chalmers 2007). Therefore, cultural values affect the design value of construction. In future, this experience will help in the designing process where the culture of a particular community goes hand in hand with the design value. Therefore, observation and evaluation is the best step to follow this

Gender Differences in Human Development

Gender Differences in Human Development Yaqin Albirawi Abstract This paper explores the discoveries concerning gender differences in human development. All research framework has been gathered from reliable sources that base their data on statistics and scientific findings. The main objective of this report is to indicate how males and females tend to differ greatly in their brain, cognitive, social-emotional, and moral development. Brain differences across genders occur as early as prior to birth, for male fetuses have a thicker right hemisphere as female fetuses. Scientists have also discovered male brains to be generally larger, but less symmetrical than female brains. In the very first days of life, a girl’s left hemisphere responds quicker to verbal sounds. In addition, even later in life, verbal IQ tests point out that girls are at a more verbal advantage, whereas boys are more skilled in visual and spatial abilities. Many believe this superiority is associated with levels of testosterone, a hormone known to be found in higher levels in males. Hormones found in men and women also have a great impact on their social-emotional development. Females are thought to be more emotional than men, however, males are as emotional. To be more accurate, each sex tends to process mental states in a different manner. Lastly, this report will cover how rules incorporated in a boys’ and girls’ games affect their moral reasoning later in life, causing boys to lean towards law and justice while girls leaning towards empathy and relations. For further research, this subject matter aims to call into question the methods of how individuals may parent, educate, and support their children using advantages their daughter or son’s brain may provide in order to succeed in their present environment. Introduction Amidst the advancement of today’s technological innovations, researchers around the world were able to reveal nearly 100 major differences between male and female brains (Jantz, 2014, p. 2). Acknowledging these differences may â€Å"help you to understand how to best use the advantages your brain provides, what to be aware of around the disadvantages, and how to make changes that will enhance your ability to succeed in your present environment† (O’Brien, 2007, p. 4). Gender differences can be tremendously visible and viewed from various points, however, the discoveries encountered exceed past what the eye can see. Having said that, males and females tend to differ greatly in their brain, cognitive, social-emotional, and moral development. Gender Differences in Brain Development The brain of males and females differs in its structure, function and the method of processing information. These differences initiate prior to birth, for male and female brains distribute tasks to each hemisphere in a dissimilar arrangement (Jantz, 2014, p. 2). Considering this information, research has revealed that boys lean towards having a thicker right hemisphere as early as they are fetuses (Eliot, 1999, p. 434). The most evident dissimilarity found in the brain across genders is the overall size. Generally, the human brain tends to be 8% larger in males than females (Eliot, 1999, pp. 431-432), nonetheless, females have a noticeably larger hippocampus and splenium of the corpus callosum (Jantz, 2014, p. 2) (Eliot, 1999, p. 432). White and grey matter, tissues of the brain and spinal cord, are also used in different amounts across genders; male brains apply seven times more gray matter in their activities, whereas female brains make use of approximately ten times more white mat ter, which is due to more blood flow in female brains (Jantz, 2014, pp. 1-2). Although identical in makeup, the level of neurochemicals managed in human brains varies between sexes as well (Jantz, 2014, p. 1). It is also said to be that women’s brains are more symmetrical than men’s (Eliot, 1999, p. 432). Correspondingly, women tend to be at an advantage when it comes to linguistic skills because although verbal centers are commonly found in the left hemisphere, women generally have them on the right hemisphere as well (Jantz, 2014, p. 2). This cognitive ability, alongside others, is stated to be due to the dissimilar process in which the brains of men and women are wired. Gender Differences in Cognitive Development Owing to the fact that the sequence of development of the various brain regions differs in males and females, this aspect also affects various points related to cognitive development. In the initial days after birth, a girl’s left hemisphere is quicker to respond to verbal sounds than a boy’s (Eliot, 1999, p. 434). Later in life, women continue to clinch on to this quick response as they are quicker at alternating between tasks (Jantz, 2014, p. 1). Assessments have shown that females tend to attain a higher level in matching items and recalling details after reading paragraphs and stories better than males do (Kimura, 1999, p. 2). Additionally, verbal IQ tests indicate that girls are expected to be more advanced in linguistic abilities, whereas boys are more advantageous when it comes to visual and spatial tasks, such as mental rotation, navigation, mathematics, and science (Eliot, 1999, p. 430). Given these spatial and strengthened motor skills, men throughout evolutio n were chosen to hunt animals successfully as women spent most of their time nursing and caring for their children, thus enhancing their linguistic skills (Eliot, 1999, p. 431). Females may also excel in this field because they have more operative communication between both hemispheres, this enables them to involve both sides of their brain to the same degree for many types of activities (Eliot, 1999, p. 432). Visual-spatial coordination is increased in boys through their engagement in activities, such as pushing trucks around and kicking soccer balls. Whereas playing with dolls increases a girl’s verbal skills through social interaction sorts of pretense play (Eliot, 1999, p. 433). However, the causes of these differences in cognitive development do not end here. Visual-spatial abilities are also associated with levels of testosterone found in each sex. Poor ability is caused by very high or low levels of testosterone. Therefore, women with high testosterone levels and men w ith low testosterone levels do best on tests linked with visual-spatial abilities. This phase occurs in women before their ovulation, whereas it arises in men during the spring (Wade, n.d., p. 4). These testosterone levels and the abilities covered may not only demonstrate a difference in cognitive development, but also provide purpose to how one deals with society and emotions surrounding their environment. Gender Differences in Social-Emotional Development An evident gender difference recognized by many societies around the world is the social-emotional developmental aspect in both men and women. Many believe that females tend to be more emotional than males, however, studies have discovered that emotional instability not only occurs in women, but also in men at equivalent levels (Wade, n.d., p. 4). Given that girls are more verbally emotive and use the right and left hemispheres of their brains when reacting to emotional events, they are capable of describing their feelings at a more advanced level than boys, giving them an impression of being more sensitive (McBride, n.d., p. 3) (O’Brien, 2007, p. 3). On the other hand, throughout the process of analyzing emotive memory, men may unintentionally move on to other tasks that are unlinked to feelings, making it seem as though they are avoiding their emotions (Jantz, 2014, p. 2). Relating back to an earlier topic, male and female bodies contain the same hormones, but in different a mounts. That being said, men have more amounts of androgens while women have more amounts of estrogen hormones (Wade, n.d., p. 2). Relatively, women’s moods and choice of partners relates to hormones that manage their menstrual cycles (Wade, n.d., p. 4). Women with high estrogen levels have a tendency to be involved in peaceful relationships and upholding connections. Serotonin, a neurochemical that is responsible for one’s sense of calmness, desires and aggression levels, is discovered to be 30% more present in women than in men, which may also contribute to the peaceful relations some women may maintain (O’Brien, 2007, p. 4). However, aggression and sex drive are due to testosterone, an androgen hormone, which is found higher in level in men (Wade, n.d., p. 3). Testosterone in a teenage boy’s body also causes him the desire to be left alone and reduce any type of social activity, with the exception of sex and sports (O’Brien, 2007, p. 1). Due to how males process testosterone, they tend to be more impulsive, competitive, aggressive, and need different methods than girls to relief stress (Jantz, 2014, p. 2). However, statistics have also presented that women tend to be four times more anxious than men (O’Brien, 2007, p. 3). Therefore, when faced with anxiety, stress or fear, women tend to stick together by maintaining their social connection as a way of sponsoring a sense of safety (O’Brien, 2007, p. 1). As indicated, many of these social-emotional points are noted to be commonly different across women and men due to convincing developmental causes. Gender Differences in Moral Development One development difference that may not be as noticeable as the preceding matter is females and males’ moral reasoning. Kohlberg’s moral development theory states that moral reasoning is concerned with justice and consists of six developmental stages that are placed into three levels: pre-conventional morality, conventional morality, and post-conventional morality (HHG notes, 2014). By means of this theory, women are unlikely to be present at the sixth stage, generally fixed in stage three, where a person’s moral reasoning is governed by pleasing others in the society. During childhood, games played by males usually contain rules, which lead them to be more concerned with authorized rules and reasonable techniques when resolving any arguments and fights in the future. As for girls, it is more probable for them to end a game rather than continue it, for their relationships are more important to them. Unlike men and their rules, women base their moral reasoning and resolve moral dilemmas by relating their problems to their relation with the person, and giving thought to who will be least hurt in the process (Travis, 1982, p. 1). Correspondingly, Carol Gilligan, another theorists, states that females may reflect upon care, relationships, and connections, rather than justice and law, in their moral reasoning when faced with a moral dilemma (Donenberg Hoffman, 1988, p. 1). Gilligan found that women are placed at a lower level on Kohlberg’s scale than men because they put themselves in the place of the other person and account for the relation they have with that individual. On the other hand, men place higher because they detach themselves from society, making the process of relating to the dilemma that much easier (Donenberg Hoffman, 1988, p. 2). This is further proved when relating moral thinking to sexual behaviour and the outcome of it. For example, research states that when having sex, women think about the aftermath while men focu s on the activity itself. One may be able to indicate that females tend to believe that social hierarchies will ruin relationships, while males believe it will build them (McBride, n.d., p. 3). As a result, men and women seem to grow unalike when approaching a moral dilemma. Conclusion As with every other aspect of human development, researchers have proven many concrete and perceived differences across genders provided by variances found in their brain, cognitive, social-emotional, and moral development. The structure, function, and method of processing information are three of the many dissimilarities found in brains of men and women. On account of these differences, numerous cognitive ability variances, such as verbal skills favouring women and motor skills favouring men, arise. In addition, this verbal superiority reasons why many individuals believe that women tend to have an edge over men when regarding self-awareness, emotions, and empathy toward others. Consequently, unlike men, rather than forming their reasons by referring to the law, women tend to reflect upon social relations and connections. Therefore, â€Å"understanding gender differences from a neurological perspective not only opens the door to greater appreciation of the different genders, it als o calls into question how we parent, educate, and support our children from a young age† (Jantz, 2014, p. 2). References Donenberg, G. R. Hoffman, L. W. (1988). Gender differences in moral development. Sex Roles, Vol. 18. Retrieved from http://deepblue.lib.umich.edu/bitstream/handle/2027.42/45582/11199_2004_Article_BF00288055.pdf?sequence=1 Eliot, L. (1999). What’s going on in there? How the brain and mind develop in the first five years of life. United States: Bantam Books. Jantz, G. L. (2014, February 27). Brain differences between genders. Psychology Today. Retrieved from www.psychologytoday.com/blog/hope-relationships/201402/brain-differences-between-genders Kimura, D. (1999). Sex differences in the brain. Scientific America. Retrieved from http://www.ucd.ie/artspgs/langimp/genderbrain.pdf McBride, W. (n.d.). Boys will be boys, girls will be girls. Center for Recruitment and Retention of Mathematics Teachers. Retrieved from http://crr.math.arizona.edu/GenderKeynote.pdf O’Brien, G. (2007, Fall). Understanding ourselves: Gender differences in the brain. Columbia Consultancy. Retrieved from http://www.columbiaconsult.com/pubs/v52_fall07.html Travis, C. (1982, May 2). Women and men and morality. The New York Times. Retrieved from http://www.nytimes.com/1982/05/02/books/women-and-men-and-morality.html Wade, L. (n.d.). The new science of sex differences. WordPress. Retrieved from http://lisawadedotcom.files.wordpress.com/2011/02/wade-forthcoming-the-new-science-of-sex-differences.pdf

The Contributions of Adam Smith and John M Keynes to the Study of Economics :: Adam Smith, John M Keynes

Adam Smith was the founder of economics, as we know it today. His thoughts have shaped modern ideas about the market economy and the role of the state in relation to it. Smith laid the intellectual framework that explained the free market (which still holds true today) and laissez-faire. Both are connected with the underlying theme of economic growth. Smith's analysis is not confined to showing the interrelation between the different elements of a continually maintained system. It also explains how the system can generate the continual accumulation of wealth. And since, according to Smith, this process is most successful when left to the play of natural forces, his analysis leads him to urge governments to let well alone. Laissez-faire government believes commerce and trade should be permitted to operate free of controls of any kind; there should be no tariffs or other barriers. The direct translation from the French language is â€Å"leave alone to do†, which is self-explanatory. He is most often recognized for the expression "the invisible hand," which he used to demonstrate how self-interest guides the most efficient use of resources in a nation's economy, with public welfare coming as a by-product. It simply encourages businesses to provide what consumers want and at the same time it discourages government involvement. He believed that the only responsibilities of the government should be to define property rights, set up honest courts, impose minor taxes and subsides to compensate for well defined and narrowly specified â€Å"market failures†. To underscore his laissez-faire convictions, Smith argued that state and personal efforts, to promote social good are ineffectual compared to unbridled market forces. Adam Smith explained that a monopoly charges any price that it chooses, robs consumers and makes countries less efficient and poorer. Competition, he said, means that businesses try to charge the lowest price possible, so consumers get maximum value for money. If they can buy more, they support more jobs in the economy and the country grows richer. Without the police stopping competition, he said, monopolies cannot survive for long. Around the world today, government monopolies and other bad practices are under major assault from Adam Smith's ideas. Adam Smith believed that strong government was a great necessity, particularly to create and enforce laws and to ensure justice. He believed in a democratic partnership between government and the people, but knew that each should do what it does best - businessmen should not control the justice system, nor should government try to run businesses.