...The Spanish Armada How does a so called “invincible” navy fail to destroy the inferior British Navy? The Spanish Armada was said to be the “invincible” navy that fell in the late 1500s. They were called invincible because of their ocean experience due to exploration, which ironically a newer smaller British military defeated. Philip II, King of Spain and controller of much land was behind the Armada while Queen Elizabeth, Queen of England was the one who had angered Philip II. The old ways of the Armada was why they were so easily defeated. From June to September, 1588, war raged between the Spanish and British navies. Most of the action took place in the English Channel, and areas close to Scotland and Ireland were being battled upon as well. At this time in the sixteenth century, new military tactics were being introduced. The British capitalized on using them, but the old and mighty Spanish Armada was using their old faithful yet outdated tactics. The Spanish used their traditional style ships rather than the smaller, nimbler ships of the British. The battle took place on the...
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...“Lizzie v. Phil” The Spanish Armada of 1588, (and other Anglo-Spanish Conflict during the Elizabethan era). Objectives: 1. After completing this work you should understand why the Armada was sent, and why it failed to invade England. You should be in a position to understand the period better as a whole and how the period contributed towards “The Making of the United Kingdom”. 2. Because of 1., above, you should be able to do well in your exams if you have a question on this topic. 3. You should have opportunity to hone and improve your research, study and presentational skills. These skills will benefit you in the future in History and in other subjects. 4. The project mark will form an important part of your next History grade. 2nd Year History project Guidelines 1. The project is down to your own research. It is “your” project. You can organise it however you feel is appropriate, but you must cover each of the different sections listed below. 2. Information can be drawn from all or none of the following sources: a) History text book issued. (This is only a very basic amount.) b) History books about the Elizabethan Navy can be consulted during lessons only (these books cannot be removed from the classroom as other sets may need to use them during the week). c) Printed material supplied by your teacher. d) The Internet (useful for information about the Spanish Raid on Mounts Bay in 1595 for example). e) Library books, encyclopaedias etc. 3. At...
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...1. Introduction "I am called the Virgin Queen. Unmarried, I have no master. Childless, I am mother to my people. I am the queen, I am myself." This quote from the movie “Elizabeth: The Golden Age“ describes the fascination about Elizabeth I of England in few sentences. A woman, who could prevail in a male-dominated society. A woman, who waived her own fortune for the sake of her subjects. A woman, who influences the national pride of the English even today. So it is not surprising that there is plenty of literature, opera and movies about Elizabeth I. The following term paper examines three movies, where Elizabeth I is the protagonist. “Elizabeth“, with Cate Blanchett in the leading role, is about the days of her youth. The 1998 movie shows the development of a young princess, who was crowned after the death of her half sister Maria. The first years of her reign are very turbulent, because the creation of a Protestant Church by her father Henry VIII and the return to Catholicism under Maria split the nation. The inexperienced Elizabeth has to determine which religion should be the official one in order to prevent a civil war. Meanwhile her consultants give her advice to keep the line of succession by marriage. But to whom shall she entrust her heart and kingdom? At the end of the movie all problems are solved and Elizabeth creates the icon of the “virgin queen“. Nine years later, the sequel of the movie from 1998, “Elizabeth: The Golden Age“ was released. She is in her 26th...
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...Replicas and Forgeries Chris Rohr Western Governors University Replicas and Forgeries Fakes, forgeries and replicas have been created for centuries. Determining the difference between them has been an issue of growing importance. Hundreds of books have been written on the subject and there are professions and organizations built around determining the true nature of an object. For the purposes of this paper and object may be a work of art, a document or an artifact. A replica is a copy of an original object that is not presented as the original. The replica is not considered the original even if it is made of the same materials and constructed in the same fashion as the original object. A forgery or a fake is a copy of an object that is represented as the original object. The forgery or a fake is not considered the original even if it is made of the same materials and constructed in the same fashion as the original object. According to some experts determining the authenticity and originality of an object is becoming more and difficult “...we have become so immersed in the world of mediated representations that we can no longer tell the difference between authentic and the artificial” (Knight & Long, 2004, p. 2). The differences which separate replicas from forgeries or fakes are deception in representing the object, altering the value of the object and the intent in the creation of the object. The intent to deceive the true representative nature of an object is...
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... teleconferencing, video cassettes, and private television networks.” 1.1 Background of the Study Communication is said to be the imparting or exchanging of information by speaking, writing, or using some other medium. It could be between two or more persons, human and machines or any other communicable entity. Group communication can be carried out through various means such as smoke signals and drums which was common in ancient Africa, America and parts of Asian, the fixed semaphore in ancient Europe and electronic means which is most prominent, popular and recent. This research details on the effects of communication in cooperate organizations using electronic means. 1.2 Statement of Problem Following the advent of electronic communication, most corporate organizations are yet to take advantage of this fast, reliable and cost-effective means of communication, this research shall depict the benefits of e-communication on cooperate organizations so as to encourage its deployment which will...
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...Environmental, Institutional, and Cultural Context of Colombia Michael N. Yuede Missouri State University Abstract This paper studies the Colombian culture and how it affects business relations. First, the Colombian country is explored, examining the geographical location and environment, demographics, economy, religion, and the historical, legal and ethical, and social context. Geert Hofstede’s, Fons Trompenaars’, and GLOBE’s models of national culture infer ways to behave in any given culture, and in this case, Colombia. Differences can be seen between the United States’ and Colombia’s culture after exploring the models, suggesting ways to adapt to the new culture and act appropriately in a business environment. After studying the models, the cultural descriptions and aspects, including Colombia’s collectivistic and high power distance nature, give future managers and expatriates the implications necessary to become legitimized in the eyes of other businesses and the government. Additionally, the implications help predict employee behaviors and motivators, as well as human resource management policies that should be implemented into the business. However, in order to fully understand the Colombian culture, an individual must live in that country for a period of time to experience the culture first hand. Environmental, Institutional, and Cultural Context of Colombia In order to better understand how to interact in a business environment in Colombia, it is important...
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...TELECOMMUNICATIONS Telecommunication is communication at a distance by technological means, particularly through electrical signals or electromagnetic waves. Due to the many different technologies involved, the word is often used in a plural form, as telecommunications. Early telecommunication technologies included visual signals, such as beacons, smoke signals, semaphore telegraphs, signal flags, and optical heliographs. Other examples of pre-modern telecommunications include audio messages such as coded drumbeats, lung-blown horns, and loud whistles. Electrical and electromagnetic telecommunication technologies include telegraph, telephone, and teleprinter, networks, radio, microwave transmission, fiber optics, communications satellites and the Internet. A revolution in wireless telecommunications began in the 1900s with pioneering developments in radio communications by Guglielmo Marconi. Marconi won the Nobel Prize in Physics in 1909 for his efforts. Other highly notable pioneering inventors and developers in the field of electrical and electronic telecommunications include Charles Wheatstone and Samuel Morse (telegraph), Alexander Graham Bell (telephone), Edwin Armstrong, and Lee de Forest (radio), as well as John Logie Baird and Philo Farnsworth (television). The world's effective capacity to exchange information through two-way telecommunication networks grew from 281 petabytes of (optimally compressed) information in 1986, to 471 petabytes in 1993, to 2.2 (optimally...
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...Introduction The theme of the course paper is “Project Work in Teaching English”. The objectives of the paper are to highlight the importance of project work in teaching English, to describe its main peculiarities and types, to discover how it influences the students during the educational process and if it helps to learn the language. The problem of using project work in teaching English is of great importance. Project work is characterized as one of the most effective methods of teaching and learning a foreign language through research and communication, different types of this method allow us to use it in all the spheres of the educational process. It involves multi-skill activities which focus on a theme of interest rather than of specific language tasks and helps the students to develop their imagination and creativity. Nevertheless, teachers are not keen on the idea of providing project work into their lessons because of the disadvantages this method has. The main idea of project work is considered to be based on teaching students through research activities and stimulating their personal interest. The research topic of the course paper is the process of teaching and learning a foreign language with the help of project work. The research focus of the paper is the content of project work activities. The research tasks are set as follows: to describe the principal characteristics of project work, to identify the types of projects and to analyse...
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...COSTUME AND FASHION SOURCE BOOKS Elizabethan England Kathy Elgin Copyright © 2009 Bailey Publishing Associates Ltd Produced for Chelsea House by Bailey Publishing Associates Ltd, 11a Woodlands, Hove BN3 6TJ, England Project Manager: Patience Coster Text Designer: Jane Hawkins Picture Research: Shelley Noronha Artist: Deirdre Clancy Steer All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Chelsea House, an imprint of Infobase Publishers, 132 West 31st Street, New York, NY 10001. Library of Congress Cataloging-in-Publication Data Elgin, Kathy. Elizabethan England / Kathy Elgin. p. cm. — (Costume source books) Includes bibliographical references and index. ISBN 978-1-60413-379-0 1. Clothing and dress—England—History—16th century—Juvenile literature. 2. England—Social life and customs—16th century— Juvenile literature. I. Title. II. Series. GT734.E44 2009 391.00942'09031—dc22 2008047258 Chelsea House books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York on (212) 967-8800 or (800) 322-8755. You can find Chelsea House on the World Wide Web at: http://www.chelseahouse.com. Printed and bound in Hong Kong...
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...Click Here For Current Affair News For UPSC,IAS,SSC, Govt. Exams http://upscportal.com/civilservices/current-affairs Free Guide for SSC General Knowledge TABLE OF CONTENTS 1. History of India and The World 2. Indian Polity and Governance 3. Geography of India and The World 4. Economy 5. General Science 6. Organisations 7. General Knowledge HISTORY OF INDIA AND THE WORLD GOVERNOR-GENERALS OF INDIA (1833–58) Lord W. Bentick (1833–35): First Governor-General of India. Macaulay’s minutes on education were accepted declaring that English should be the official language of India; Abolished provincial courts of appeal and circuit set up by Cornwallis, appointment of Commissioners of revenue and circuit. • Wars: Annexed Coorg (1834), Central Cachar (1834) on the plea of misgovernment. Sir Charles Metcalfe (1835–1836): Passed the famous Press Law, which liberated the press in India (called Liberator the Press). Lord Auckland (1836–42): 1st Anglo-Afghan War (1836–42)—great blow to the prestige of the British in India. Lord Ellenborough (1842–44): Brought an end to the Afghan War. Annexation of Sindh (1843); War with Gwalior (1843). Lord Hardings I (1844–48): 1st Anglo-Sikh war (1845–46) and the Treaty of Lahore 1846 (marked the end of Sikh sovereighty in India); Gave preference to English education in employment. Lord Dalhousie (1848–56): Abolished Titles and Pensions, Widow Remarriage Act (1856). Made Shimla the summer capital. • Administrative Reforms:...
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...COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | ...
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...HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born in Germany), 1830–1902 Valley of the Yosemite, 1864 (detail) Oil on paperboard 30.16 × 48.89 cm (11 7/8 × 19 1/4 in.) Museum of Fine Arts, BostonGift of Martha C. Karolik for the M. and M. Karolik Collection of American Paintings, 1815–1865 47.1236 Buyer:...
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...Britain and World War II [pic] In this module you will study: • The Phoney War • Evacuation • Dunkirk • The Battle of Britain • The Blitz • Conscription • The Battle of the Atlantic • D-Day • Censorship and Propaganda • Internment • The role of Women in the War • Rationing |The Phoney War |Source A | | |3 Sept: 827,000 children and 535,000 | |Dawn: This Phoney war gets on my nerves. If we’re going to have a war, I wish |pregnant mothers have been evacuated from| |they’d get it started. |the towns to the country. | |Mum: Just ignore her. |4 Sept: a Nazi U-boat sinks the SS Athena| |Hope and Glory |– 112 passengers died. | | |9 Sept: RAF drops 12 million propaganda | |By the end of September, Germany and Russia had defeated Poland. Everyone expected |leaflets on Germany. | |Hitler to attack western Europe with his ‘blitzkrieg’ tactics, but nothing happened |15...
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...In Other Words This book addresses the need for a systematic approach to the training of translators and provides an explicit syllabus which reflects some of the main intricacies involved in rendering a text from one language into another. It explores the relevance of some of the key areas of modern linguistic theory and illustrates how an understanding of these key areas can guide and inform at least some of the decisions that translators have to make. It draws on insights from current research in such areas as lexical studies, text linguistics and pragmatics to maintain a constant link between language, translation, and the social and cultural environment in which both language and translation operate. In Other Words examines various areas of language, ranging from the meaning of single words and expressions to grammatical categories and cultural contexts. Firmly grounded in modern linguistic theory, the book starts at a simple level and grows in complexity by widening its focus gradually. The author explains with clarity and precision the concepts and theoretical positions explored within each chapter and relates these to authentic examples of translated texts in a variety of languages, although a knowledge of English is all that is required to understand the examples presented. Each chapter ends with a series of practical exercises which provide the translator with an opportunity to test the relevance of the issues discussed. This combination of theoretical discussion and...
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...AVIATION TERRORISM Thwarting High-Impact Low-Probability Attacks TERRORISME AÉRIEN Contrecarrer des attaques improbables à impacts élevés A Thesis Submitted to the Division of Graduate Studies of the Royal Military College of Canada by Jacques Duchesneau, C.M., C.Q., C.D. In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy April 2015 ©Jacques Duchesneau © This thesis may be used within the Department of National Defence but copyright for open publication remains the property of the author. ROYAL MILITARY COLLEGE OF CANADA COLLÈGE MILITAIRE ROYAL DU CANADA DIVISION OF GRADUATE STUDIES AND RESEARCH DIVISION DES ÉTUDES SUPÉRIEURES ET DE LA RECHERCHE This is to certify that the thesis prepared by / Ceci certifie que la thèse rédigée par JACQUES DUCHESNEAU, C.M., C.Q., C.D. AVIATION TERRORISM Thwarting High-Impact Low-Probability Attacks complies with the Royal Military College of Canada regulations and that it meets the accepted standards of the Graduate School with respect to quality, and, in the case of a doctoral thesis, originality, / satisfait aux règlements du Collège militaire royal du Canada et qu'elle respecte les normes acceptées par la Faculté des études supérieures quant à la qualité et, dans le cas d'une thèse de doctorat, l'originalité, for the degree of / pour le diplôme de PHILOSOPHIÆ DOCTOR IN WAR STUDIES Signed by the final examining committee: / Signé par les membres du comité examinateur...
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