The Battle For The Cherokees Land essays

The Battle For The Cherokees Land papers (Unfinished version on History of Cherokee Indians) On August 23rd, 1838, the first of thirteen gatherings of Cherokee Indians started their constrained walk toward the west, at the land that was assigned as Indian Territory. The constrained evacuation of the Indians started as ahead of schedule as the main day the Pilgrims showed up in the New World. As the number of inhabitants in whites developed, so did the requirement for land; this started the expulsion of the Cherokees. There were the same number of individuals for the expulsion of the Indians as those contradicted. This paper will analyze each side and present a conversation of the choices made. Andrew Jackson became leader of the United States in the time of 1829. His view was that the Native Americans ought to be expelled from the land on which they lived to account for the new white pilgrims. The Cherokees way of life before the principal settlement showed up was one of harmony. They were partitioned into three significant gatherings: the Lower Towns, along the upper Savannah River in South Carolina, the Middle Towns along the Little Tennessee River and in western North Carolina, and the Overhill towns in eastern Tennessee and extraordinary western North Carolina (120, Chapter 6). Ladies were dynamic in assisting with ranch obligations, for example, planting and assembling crops, while the men chased and got fish. The Cherokees fabricated their towns around more distant families and grounds were passed down on the moms side. There were no pioneers, put something aside for the more established grown-ups who showed others how its done. The Cherokee ladies were permitted to voice their conclusion around issues. The Cherokees government was further developed in majority rule government as this point in history than some European social orders. This before long would change. Upon their appearance in the New Land, the Europeans carried with them the ailments of measles and smallpox; to which the Cherokee had no insusceptibility. The European merchandise were things the Indians could exchange for, for example, textures, apparatuses, guns and liquor. Sadly, in ... <!

John smith4 Essay Example | Topics and Well Written Essays - 250 words

John smith4 - Essay Example Also, during his journeys, Captain John Smith made the principal guide of the area. This guide additionally prompted the revelation of Jamestown and individuals we ready to get to the town utilizing the maps made by the chief. The article is composed to value the commitments that one Captain John Smith made towards making Jamestown probably the most punctual town to be occupied throughout the entire existence of America. It additionally looks to value the critical steps that the town has taken over the most recent 400 years. The articles target group is the individuals of Jamestown. The article will enable them to acknowledge where the town has originated from and the steps it has taken to be the place it is today and furthermore praise the individuals who have helped the town like Captain John Smith. I was keen on commander Smith journeys in which he went more than 1500 miles with a bowing pontoon. These were the trips that made him draw up the guide of Jamestown. I was likewise keen on how the town chose to remember Captain John Smith by having a comparable journey to which he had 400 years

Ticonderoga

Ticonderoga Ticonderoga ti?kond?ro ´g? [key], resort village (1990 pop. 2,770), Essex co., NE N.Y., on a neck of land between lakes George and Champlain; settled in the 17th cent., inc. 1889. At Ticonderoga and nearby Crown Point, several battles in the French and Indian Wars took place. Fort Carillon, built there by the French in 1755, was successfully defended by Montcalm against James Abercromby in 1758, but it fell to Jeffery Amherst in 1759, when it was renamed Fort Ticonderoga. It was captured (May 10, 1775) by a detachment of Green Mountain Boys under Ethan Allen and troops commanded by Benedict Arnold. In the Saratoga campaign it was abandoned (1777) without a fight by Arthur St. Clair to John Burgoyne. The British gave up the fort after the campaign but reoccupied it for a short time in 1780. The fort was restored as a museum in 1909. The headquarters of the New York State Historical Association is at Ticonderoga; the building is a reproduction of John Hancock's house and contains co llections of historical material and paintings. A ferry crosses Lake Champlain to Shoreham, Vt. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

Essay about 19th Century Art - 1240 Words

19th Century Art During the 19th century, a great number of revolutionary changes altered forever the face of art and those that produced it. Compared to earlier artistic periods, the art produced in the 19th century was a mixture of restlessness, obsession with progress and novelty, and a ceaseless questioning, testing and challenging of all authority. Old certainties about art gave way to new ones and all traditional values, systems and institutions were subjected to relentless critical analysis. At the same time, discovery and invention proceeded at an astonishing rate and made the once-impossible both possible and actual. But most importantly, old ideas rapidly became obsolete which created an entirely new artistic world†¦show more content†¦For Ingres, painting encompassed flat and linear figures, a manner that was severely criticized as being â€Å"primitive† and Gothic. However, Ingres soon became the leader of the academic forces in their battle against Delacroix and his conte mporaries. Ingres’ best-known work, Grande Odalisque (1814, oil on canvas) illustrates his rather strange mixture of artistic allegiances. His subject, a reclining nude figure, is traditional, but by converting her into an odalisque, a woman of a Turkish harem, Ingres made a strong concession to the contemporary Romantic taste for the exotic. Another artistic development was occurring in England, especially in relation to landscape painting by such men as J.M.W. Turner (1775-1851) and John Constable (1776-1837). These two artists were highly influenced by the Romantic Movement, best symbolized by the poetry of Byron, Shelley and Keats. As Elizabeth G. Holt points out, â€Å"Turner and Constable emotionalized in both its grand and minute manifestations, lives in the canvases of the English school and created the breadth and scope of nature intermixed with the pathos of time, change, distance and the past† (221). He also made it clearShow MoreRelatedArt History Through The 19th Century1829 Words   |  8 PagesSean Ly Student ID: 03299319 LA 121 OL4: Art History Through The 19th Century December 18, 2015 Sara Ellis Michelangelo’s â€Å"David† and Gian Lorenzo Bernini â€Å"David† There are not many artists in the world of sculptors that can compare or surpass the work of these two artists. The comparison that I will make is between two different artists who happened to create a marble statue of the biblical David but did it differently and during different eras of art. Michelangelo created his seventeen feet,Read MoreArt: Comparison and Contrast of 19th Century Art Essay1175 Words   |  5 Pagesunique and there is no other that is the like anyone else. People think different, dress different and like and dislike certain things. This is similar to the artists of the nineteenth century including Pierre Etienne Theodore Rousseau and Joseph Mallord William Turner. They are both artists during the nineteenth century and were painted at the same time; however, there is a difference between their styles, their point of view, and the scenery. However there are similarities between the two paintingsRead MoreRenoirs Depection of Women in 19th Century Art2089 Words à ‚  |  9 PagesRenoir’s Depiction of Women in 19th Century Art The societal view of men verses women depicted in artwork during the nineteenth century differs from today’s view on the same subject. Pierre-Auguste Renoir (1841-1919), an impressionist painter in the European Arts, began his career in the early 1860’s. Many of the impressionistic painters of this time focused their paintings on landscapes, flower pieces and still-life works. Renoir’s work was mainly focused on portraits, largely female portraitsRead More The 19th Century Aesthetic Movement Essay947 Words   |  4 PagesThe 19th Century Aesthetic Movement The Arts and Crafts Movement is the main line of reform design in the 19th century that defines the period of its greatest development, roughly between 1875-1920. The Aesthetic Movement and Art Nouveau, whose roots were in the reaction to the Industrial Revolution in England in the middle of the 19th century, are the two major stylistic developments of this Movement’s philosophy (A Thing of Beauty 9). The term Aesthetic Movement refers to the introductionRead MoreThe Songs Of Songs And Chants848 Words   |  4 Pageswith the song and instruments it teaches them music can also help you learn math or another subject. Dance is another great way to teach children different concepts, in this case about the 19th century and that it was a time of incredible change for the United States. This dance is from the 19th century and can teach about the culture and environment of that time. Telling students about a culture may stick with them for a while, but show and teach them about it through dance can open up a wholeRead MoreOutline of Movements in Art813 Words   |  4 PagesOutline of Movements in Art ART 101 Art Appreciation Submitted by: Na’Quisha Powell Submitted to: Instructor: Carrie Ann Wills Date: July 22, 2013 I. Baroque (began around 1600-1750) a. The Baroque era began as artistic revolt against the stylization of Mannerist art and as means of implementing the demands of the Counter-Reformation Church, which sought to restore its religious prominence in the western world in the face of the Protestant threat (Duckett, 2011). The Baroque movementRead MorePerfect Domestic Wives1069 Words   |  4 Pagesand freedom of women in the 19th century are the main themes in Henrik Ibsen’s â€Å"A Doll’s House.† The movement for women’s rights succeeded in Norway shortly after this time period. However, during the 19th century, Norway experienced peace which led to a concentration on the arts and theatre. New makeup and sets were brought into the theatre. Plays like â€Å"A Doll’s House† by Henrik Ibsen epitomized the new age of theatre, realism, in the 19th century. During the 19th century, Norway had resolved warsRead MoreMuseum Essay1417 Words   |  6 Pages` Judge, Stephanie Art 100 Museum Essay and Online Museum Essay Bibliography: William-Adolphe Bouguereau Biography. Bouguereau Biography. N.p., n.d. Web. 01 Oct. 2012. lt;http://www.bouguereau.org/biography.htmlgt;. MFAH | Top 100 Highlights | #1 - The Elder Sister. MFAH | Top 100 Highlights | #1 - The Elder Sister. N.p., n.d. Web. 22 Sept. 2012. lt;http://www.mfah.org/art/100-highlights/Elder-Sister-Bouguereau/gt;. Online Museum Essay William-Adolphe BouguereauRead MoreAnalyze the Differences in Leisure Activities Shown in the Two Paintings, and Reflect About the Social Life of Peasants (the Peasant Dance) and of Urban Dwellers in the 19th Century (Sunday Afternoon on the Island of the Grande Jatte).1081 Words   |  5 PagesAnalyze the differences in leisure activities shown in the two paintings, and reflect about the social life of peasants (The Peasant Dance) and of urban dwellers in the 19th century (Sunday Afternoon on the Island of the Grande Jatte). Thesis: Since the beginning of the 19th century Europe began to experience rapid changes in culture and society. Many of the effects from the Industrial Revolution paved the way for new industries to be created. Between the creation of The Peasants Dance to whenRead MoreAnalysis Of Tahani Alshabeeb s The Remnants Of The Heritage 916 Words   |  4 Pagesthe late 18th to the 19th century. It will also show how the viewers/audience may understand the signs and symbols that has been applied to the painting and how it can be interpreted. This essay is divided into 3 main sections. Each section is arguing a main point that has been shown in the painting. First, I will explain the definition of iconography and how it can be described through the selected painting. Then, I will elaborate on the role of woman in 18th – 19th century and how it’s been affected

A Short Note On Social Anxiety And Its Effect On Self...

Every time when the teacher says it s time to present in front of the class, my nerves go sky high. I suffer from social anxiety, which means you have the fear of interaction with other people that brings on self-consciousness, feelings of being negatively judged and evaluated, and as a result, leads to avoidance. I know I have this because every time I have to present I get nervous, my hands get sweaty, and I am unable to speak. When I have to present I have to do it in front of the teacher or a much smaller group. The feeling of having eyes on me while I m talking makes me feel uncomfortable, maybe it s because I ve been bullied in the past about my appearance, It s even hard to walk through the cafeteria and feel like I m being†¦show more content†¦As a result, a person feels uncomfortable participating in everyday social situations. (Kids Health) I can identify with this because I have the same fear as the definition. I wonder if my clothes look alright or if I m my hair is good. I always stress about if I m going to stutter which I tend to do when I m under pressure. The Genard Method said Public Speaking anxiety is often learned behavior. You failed at some point in an important or high profile speaking situation, and the see was planted then (The Genard Method) This is very true, as I m about to present in front of everyone, I think from my past, all the times I ve embarrassed myself in front of people. According to Public Speaking Tips, believing that public speaking is inherently stressful (Public Speaking Tips) A big thing about public speaking and having social anxiety is having stress. I have a lot of stress because everyday I think if have to present a project or have to share something about myself. How can students with social anxiety approach their teachers if they need accommodations? According to Calm Clinic, Teachers often stress the fact that they are available during office hours to answer any questions that may arise outside of class. This can be helpful for people with social anxiety in that it allows them to communicate one on one rather than having to face a large group. (Calm Clinic) I believe that meeting outside of class time is a good idea. It s one

Mining Industry Overview Free Essays

Mining? Industry? Overview? Boyi? Xie? March? 5,? 2012? Michael? Porter’s? Five? Forces? Outline? †¢? †¢? †¢? †¢? †¢? †¢? †¢? Products? Suppliers/Customers? Industry? Compe? tors? Cost? Revenue? ? pro? t? Overall? trends? Other? factors? Products? †¢? †¢? †¢? †¢? †¢? †¢? †¢? †¢? †¢? †¢? †¢? Aluminum? Copper? Lead? Zinc? Gold? Silver? Uranium? oxide? Diamonds? Stainless? Steel? Materials? Iron? Ore? Coal? Aluminum? Zinc? Copper? Gold? Iron? ore? Diamond? Marketing? ? Customers? †¢? Marke? ng? centers? of? mining? companies? †¢? Sell? products? at? the? most? advantageous? price? to? make? the? most? of? their? intrinsic? value? ? Act? as? a? source? of? specialist? exper? se? †¢? Iden? fy? value? opportuni? es? †¢? Customer? service:? †¢? Technical? assistance? †¢? Transporta? on,? e. g.? BHP? Shipping,? Rio? Tinto? Marine? †¢? Customers? †¢? Jewelry ? makers. We will write a custom essay sample on Mining Industry Overview or any similar topic only for you Order Now ? E. g.? gold,? silver? and? diamonds? †¢? Manufacturing/construc? on? companies.? †¢? E. g? Hyundai? Steel? †¢? Government? †¢? Other? retailers? BHP? Billiton? †¢? BHP? Billiton? is? a? global? mining,? oil? and? gas? company? headquartered? in? Melbourne,? Australia? and? with? a? major? management? o? ce? in? London,? UK.? It? is? the? world’s? largest? mining? company? measured? by? evenue.? †¢? BHP? Billiton? was? created? in? 2001? through? the? merger? of? the? Australian? Broken? Hill? Proprietary? Company? Limited? (BHP)? and? the? Anglo? Dutch? Billiton? plc.? (Billiton? origins? stretch? back? to? 1860)? †¢? It? is? now? a? dual? listed? company? in? Australian? Securi? es? Exchange? and? London? Stock? Exchange.? †¢? It? operates? a? wide? variety? of? mining? and? processing? opera? ons? in? 25? countries,? employing? approximately? 41,000? people.? †¢? It? has? opera? ons? on:? aluminum,? diamonds,? iron? ore,? petrol eum,? stainless? steel,? uranium,? etc.? †¢? Mines? in:? Algeria,? Australia,? Brazil,? Canada,? South? Africa,? USA? Rio? Tinto? †¢? Rio? Tinto,? now? headquartered? in? London,? UK? (and? Brisbane,? Australia),? was? founded? in? 1873,? when? a? mul? na? onal? consor? um? of? investors? purchased? a? mine? complex? on? the? Rio? Tinto? river,? in? Huelva,? Spain.? †¢? It? is? now? a? dual? listed? company? in? Australian? Securi? es? Exchange? and? London? Stock? Exchange.? †¢? It? is? one? the? world? leaders? in? the? produc? on? of? aluminum,? iron? ore,? copper,? uranium,? coal? and? diamonds.? †¢? It? also? has? signi? cant? opera? ons? in? re? ning,? par? cularly? for? e? ning? bauxite? and? iron? ore.? †¢? It? has? opera? ons? on? six? con? nents? but? is? mainly? concentrated? in? Australia? and? Canada.? Vale? †¢? Vale? is? a? Brazilian? mul? na? onal? diversi? ed? metals? and? mining? corpora? on? and? one? of? the? largest? logis? cs? operators? in? Brazil.? †¢? It’s? the? largest? producers? of ? iron? ore,? pellets,? and? second? largest? nickel;? other? products? include? manganese,? ferroalloys,? copper,? bauxite,? aluminum.? †¢? It’s? listed? on? stock? exchanges? of? Sao? Paulo,? New? York,? Paris,? Hong? Kong? and? Madrid.? †¢? It’s? also? the? corpora? on? with? the? ost? â€Å"contempt? for? the? environment? and? human? rights†? and? was? named? world’s? most? evil? company.? @8+8+%*1(9’+8$)%#’. $%*1+08+2$,%01%1209$/31/(%0#$% 1. $/’44%(‘/;$06%’)%*1+)2($/%)$*01/)%,$9$+,’+0%1+% ,$(‘+,%3/1(%,$. $419$,%$*1+1(8$)%)0/24$,%01% /$*1. $/:%A#84$%0#$%8+,2)0/5%? ‘)%#80%#’/,%75%0#$%417’4% *†. â€Å"3!. ,)3’! %! %8)7! â€Å"! â€Å"2)3174. â€Å"! +%)0. 9+),+#)0+)’+$'†) ‘+,%1+$%7$51+,:% Global? Indices? Global indices (February 1989=1) 9 †¢? Mining? companies? have? con? nued? to? outperform? the? overall? market.? †¢? While? the ? industry? was? hit? hard? by? the? global nancial? crisis,? mining? ompanies? have? led? the? return? and? gone? beyond. 8 7 6 5 4 3 2 1 0 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 Dow Jones FTSE HSBC Global Mining Index Source: Bloomberg. BCDC%)’? %/$’4%0$+)81+%8+%0#$%(‘/;$0%’)%/1? 0#% /$712+,$,6%133)$0%75%’%+2(7$/%13%8+*8,$+0)%0#’0%;$90% Global? Indices? â€Å"#$%'(#)*+)*,-. %)/0 -. $/%0#$%*12/)$%13%0#$%4†²)0%5$’/6%417’4%$*1+1(8*%’+,% 914808*’4%0/$+,)%#’. $%*#’+$,%0#$%8+,2)0/5:%†#$%(8+8+% !†#$%'()*†#%)! %+,-)! â€Å"). )†+/)+’. ). â€Å"#)0+’+)! %)†1)$'†! â€Å"2) 7’*;:%$*081+)%? #84$%)29945%/$(‘8+)%*1+)0/’8+$,6% ?80#%*#’44$+$)%)2*#%’)%,$*48+8+%/’,$%’+,%(1/$% $(10$%41*’081+):%†#$%*1)0%*2/. $%#’)%)#830$,%296% *1+08+28+%01%920%9/$))2/$%1+%0#$%8+,2)0/5%01%(à ¢â‚¬Ëœ8+0’8+% *†. â€Å"3!. ,)#! %3! 4,! â€Å"+5)6+/)4,. (+’%). ‘+)+7+’2! â€Å"2). â€Å"#)0+) 8+,2)0/5%8)%/$*$8. 8+%(1/$%’00$+081+%3/1(%80)%(‘+5%’+,% .’/8$,%)0†²;$#14,$/):%! â€Å"#$%’#$†($)†*%#+%8+%0#$%(8+8+% 8+,2)0/5: †¢? Emerging? countries? con? nued? to? storm? ahead,? with? demand? for? resources? driven? by? strong? GDP? growth,? including? close? to? 10%? growth? in? China. †¢? Mining? market? capitaliza? on? con? nued? to? rebound? in? 2010,? with? many? players? recovering? the? remaining? market? capitaliza? on? lost? uring? the? global nancial? crisis? and? surpassing? the? level? seen? at? the? end? of? 2007.? 1%#/+)*,-(%,2#3 @8+8+%*1(9’+8$)%#’. $%*1+08+2$,%01%1209$/31/(%0#$% 1. $/’44%(‘/;$06%’)%*1+)2($/%)$*01/)%,$9$+,’+0%1+% ,$(‘+,%3/1(%,$. $419$,%$*1+1(8$)%)0/24$,%01% /$*1. $/:%A#84$%0#$%8+,2)0/5%? ‘)%#80%#’/ ,%75%0#$%417’4% *†. â€Å"3!. ,)3’! %! %8)7! â€Å"! â€Å"2)3174. â€Å"! +%)0. 9+),+#)0+)’+$'†) ‘+,%1+$%7$51+,:% †¢? The? total? year? end? market? capitaliza? on? of? the? top? 40? companies? increased? by? 26%,? with? larger? gains? generally? achieved? by? the? smaller? companies. Global indices (February 1989=1) 8 7 6 5 4 3 2 1 0 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 Dow Jones FTSE HSBC Global Mining Index Source: Bloomberg. BCDC%)’? %/$’4%0$+)81+%8+%0#$%(‘/;$0%’)%/1? 0#% /$712+,$,6%133)$0%75%’%+2(7$/%13%8+*8,$+0)%0#’0%;$90% *’2081+%’+,%/8);%1+%0#$%’$+,’:%? @? ‘. /$! 3# 3/+030. 3.! 3#$! A $’$/%0* 3/+030. A. /,+B! $ Top 40 TS 100 250% 50 Coal India PotashCorp Barrick Gold FreeportMcMoRan Anglo American Xstrata China Shenhua 0 Rio Tinto 200% Vale †¢? The? big? get? bigger.? They? are? also? diversifying? in? other? direc? on s.? For? instance,? some? have? begun? exploring? the? bene? ts? f? ver? cal? integra? on? in? an? anempt? to? control? the? en? re? commodity? value? chain? –? from? coal? mining? to? steel? produc? on? to? power? genera? on.? 150 BHP Billiton †¢? New? entrant:? Coal? India.? Following? its? IPO? in? October? 2010,? it’s? the? largest? new? entrant.? 5$/! â€Å". 3 (#. A(! ‘ 3#$! ($)3 150% 100% 2009 2010 Source: Capital IQ. Note:? EBITDA:? earnings? before? interests,? taxes,? deprecia? on,? and? amor? za? on? 9%. #1:. %7%2;-201$? @?! ! (3*+!. 23! 5$/! -. /! 3#$! ‘0*0*%! 0*+2(3/57! R)/. ((! 3#$! â€Å". 1! G?! 3#$/$! A(! ! 50% 0% Source: B â€Å"#$%'($)%*+,-)%. $(%-‘. -. 0+%1232%4$%)’4%5#$%567%5#/$$%(0+$/)%89:;%90)G#’H 9##? â€Å"@)*+†A. +6;),†*5(â€Å"*88/)8*0)†A*+6),† were? announced? during? the? ;B†*5(â€Å"=CB†1481)/†01*5†³01)†9/,0†³1*+#? â€Å"D5†³*5† â€Å"(2/. $%2(2@. /%†0#†1’/2%). %**3/*%;/0%†1/2? /3/ ?rst? half? of? 2011.? .7B(*C/3;C%)7858%). 577B%). (* C/3 ;;’? â€Å"E. â€Å"F60†³014,†450. â€Å"F)/,F)704A)$†7. 5,4()/†01*0† †¢? Deals? volumes? and? aggregate? â€Å"(2/. 0#†1’/2’%/7855;C/$12(/2;4/%3#E+,-();C/ â€Å". JK? † values? were? 10%? and? 25%? 1 80 ,000 3,000 Announced Date Target Target Description Target Headquarters Transaction Value (millions) Target Resource Type !$%%#'(#%$#)*’+,*#-. /. /0#12,*3 2011? 1H? Top? 10? Global? Mining? Deals Acquirer 01/28/2011 Massey Energy Corporation Massey Energy Company, through its wholly owned subsidiary, A. T. Massey Coal Company, Inc. , produces, processes, and sells bituminous coal primarily in the United States. United States US$8,500 Coal Alpha Natural Resources, Incorporated 04/24/2011 Equinox Minerals Limited Equinox Minerals Limited engages in the mining and exploration of mineral properties. Australia C$7,300 Copper Barrick Gold Corporation Announced 01/11/2011 Date Target Consolidated Thompson Iron Mines Limited Target Description Consolidated Thompson Iron Mines Limited, a mining company, engages in the exploration and development of mineral properties in Canada. Target Canada Headquarters Transaction C$4,900 Value (millions) Target Steel Resource Type Acquirer Cliffs Natural Resources Incorporated 05/02/2011 01/28/2011 US$3,400 US$8,500 Coal Coal Kazakhstan US$3,200 Zinc 04/24/2011 Equinox Minerals Limited Australia C$7,300 Copper 06/10/2011 01/11/2011 PT Bumi Resources Consolidated Thompson Minerals Tbk Iron Mines Limited International Coal Group, Inc. produces coal in northern and central Massey Energy Company, through States. owned subsidiary, A. T. Massey Appalachian regions of the United its wholly Coal Company, Inc. , produces, processes, and sells bituminous coal primarily iKazzinc JSC States. produces zinc with copper, precious metals, and lead n the United primarily credits in Kazakhstan. Equinox Minerals Limited engages in the mining and exploration of mineral properties. PT Bumi Resources Minerals Tbk, through its subsidiaries, engages in the Consolidated Thompson Iron Mines Limited, a mining Indonesia and in west exploration and development of mineral properties in company, engages in the exploration and development of mineral properties in Canada. Africa. United States United States 04/14/2011 International Coal Group, Massey Energy Incorporated Corporation KazzInc Indonesia Canada US$2,100 C$4,900 Diversi? ed Steel and Metals Mining 02/03/2011 05/02/2011 Fronteer Gold International Coal Group, Incorporated Incorporated Fronteer Gold Inc. engages in the acquisition, exploration, and development of International Coalproperties in producesthe United States, and Turkey. mineral resource Group, Inc. Canada, coal in northern and central Appalachian regions of the United States. Canada United States C$2,300 US$3,400 Gold Coal Arch Coal Alpha Natural Incorporated Resources, IGlencore ncorporated International p Barrick Gold Corporation Bumi plc Cliffs Natural Resources Incorporated Newmont Min Arch Coal Corporation Incorporated 04/14/2011 03/02/2011 KazzInc Companhia Brasileira de Metalurgia e Mineracao Kazzinc JSCBrasileira de Metalurgia ewith copper,engages in the extraction, Companhia primarily produces zinc Mineracao precious metals, and lead credits in Kazakhstan. processing, manufacture, and marketing of niobium-based products. Kazakhstan Brazil US$3,200 US$1,950 Zinc Diversi? ed Metals and Mining 06/10/2011 PT Bumi Resources Minerals Tbk PT Bumi Resources Minerals Tbk, through its subsidiaries, engages in the exploration and development of mineral properties in Indonesia and in west Africa. Indonesia US$2,100 Diversi? ed Metals and Mining 02/03/2011 Fronteer Gold Incorporated Fronteer Gold Inc. engages in the acquisition, exploration, and development of mineral resource properties in Canada, the United States, and Turkey. Canada C$2,300 Gold 03/02/2011 Companhia Brasileira de Metalurgia e Mineracao Companhia Brasileira de Metalurgia e Mineracao engages in the extraction, processing, manufacture, and marketing of niobium-based products. Brazil US$1,950 Diversi? ed Metals and Mining 06/22/2011 Vale Fertilizantes SA Vale Fertilizantes S. A. produces and supplies phosphate- and nitrogen- based inputs for the production of fertilisers and inputs for chemical companies in Brazil. Brazil US$1,390 Fertilisers and Agricultural Chemicals POSCO, Sojit Corporation, N Steel Corpora Holdings Inco Vale S. A. The Japan Oil and Metals Na Corporation Pension Servi 06/15/2011 Drummond Company, Inc. Colombian Mining Operations and Related Infrastructure Drummond Companys, Colombian Mining Operations and Related Infrastructure comprises coal exploration properties with probable reserves of about 2 billion net tons. Colombia US$1,524 Coal Itochu Corpor 06/22/2011 Vale Fertilizantes SA Vale Fertilizantes S. A. produces and supplies phosphate- and nitrogen- based inputs for the production of fertilis ers and inputs for chemical companies in Brazil. Brazil US$1,390 Fertilisers and Agricultural Vale S. A. Glencore Sojit POSCO, ICorporation, p nternational Steel Corpora Holdings Bumi plc Inco The Japan Oi and Metals N Corporation Pension Serv Newmont Min Corporation 2011? 1H? Top? 10? Global? Mining? Deals et ource Acquirer Acquirer Description Acquirer Headquarters Transaction Status (as at August 8, 2011) l Alpha Natural Resources, Incorporated Alpha Natural Resources, together with its subsidiaries, engages in the production, processing, and sale of coal in the United States. United States Closed per Barrick Gold Corporation Barrick Gold Corporation engages in the production and sale of gold, as well as related activities, such as exploration and mine development. Canada Closed l Cliffs Natural Resources Incorporated Cliffs Natural Resources, a mining and natural resources company, produces iron ore pellets, lump and ? nes iron ore, and metallurgical coal products. United States Closed l Arch Coal Incorporated Arch Coal engages in the production and sale of steam and metallurgical coal from surface and underground mines located throughout the United States. United States Closed Glencore International plc Glencore International plc, together with its subsidiaries, engages in producing, sourcing, processing, re? ning, transporting, storing, ? ancing, and supplying commodities to industries worldwide. Switzerland Announced Bumi plc Bumi plc, through its subsidiaries, engages in the exploration, mining, and processing of coal and other minerals in Indonesia and West Africa. United Kingdom Announced Newmont Mining Corporation Newmont Mining, together with its subsidiaries, engages in the acquisition, exploration, and production of gold and copper p roperties. United States Closed POSCO, Sojitz Corporation, Nippon Steel Corporation, JFE Holdings Incorporated, The Japan Oil, Gas and Metals National Corporation National Pension Service JFE Holdings, Inc. , through its subsidiaries, engages in steel and engineering operations in Japan. JFE Holdings Inc. : Japan Announced National Pension Service is a pension fund manager. National Pension Service: South Korea rsi? ed als and ng rsi? ed als and ng Nippon Steel Corporation, through its subsidiaries, engages in the manufacture and sale of steel and related products in Japan and internationally. Nippon Steel Corp. : Japan POSCO: South Korea Sojitz Corporation operates as a general trading company worldwide. Sojitz Corporation: Japan Japan oil, Gas and Metals National Corporation provides ? ancial assistance, technology development, technical support, stockpiling, gathering/providing information, mine pollution control, and overseas ? eld survey services in Japan. ilisers POSCO engages in the manufacture and sale of steel products in South Korea and internationally. The Japan Oil, Gas and Metals National Corporation: Japan Vale S. A. Vale S. A. engages in the exploration , production, and sale of basic metals in Brazil. Brazil Announced Itochu Corporation ITOCHU Corporation operates as a general trading company primarily in Japan and internationally. Japan Announced How to cite Mining Industry Overview, Essay examples

Problems in Education free essay sample

Our topic was problems with education and thinking about this was overwhelming because we came up with so many issues and could realistically talk about just a few so our journey consist of: funding issues and the importance of this is that the more money invested in schools produces better environments, better teachers, better courses, expanded teaching capabilities and students encouraged by this would exceed our expectations. Discrimination: with the change in funding we could eliminate the unequal standards of schools which would foster equal opportunities and hopefully come to alleviate poverty and a future with no need for discrimination. Benefits of arts: arts of variety expand imagination, open creativity, allow feeling, thinking and connecting with others, it fosters peace and appreciation of life and people. It could possibly be a bridge to a cure for hostility and negativity in schools. It has already proved to better skills and performance in academic studies. We will write a custom essay sample on Problems in Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page No child left behind: A absolutely good idea but the program itself has many problems, the idea that every child gets equal education is great, but the standards of teaching to a test stifles the learning possibilities and the variety of what is being taught. It hinders growth, imagination, creativity and delivers a very narrow scope of living skills or what we encounter in or contribute to society. Being well rounded means having a broad educational background, fully developed varied abilities and well balanced in range or variety of aspects, this cannot be possible when teaching to memorizing tests. Looking into or fixing any one of these individually would not give what is needed in our education system, in combination or simultaneously would be big step in working in the right direction. Ignorance is lack of knowledge, and if everyone is educated on an equal field we could safely say that ignorance would be wiped out. We may still have some that think and act unintelligently but there would be few, by widespread education we as a society could possibly not have some of the pressing problems that we face today. With diligence and encouragement we could make great strides and changes in our society that would benefit all. We could see less addiction, less need for government assistance, dwindling of prisons, families intact, more caring of other people, less crime, no shortage of needed jobs, much less discrimination, standards higher, better possibilities in government and our next generation making better choices with other societal issues. All because education becomes a priority and we will have fully developed, well balanced educated people with a varied range and variety of abilities to make our world better. We chose education because it is the best start for things to change, without education many may not see what needs to change or how to make the changes. Education as a priority is the jumping off point. Funding is a large problem in education. Though education is inarguably an extremely important asset, it is constantly getting the short end of the funding. Though funding varies from state to state, it is safe to assume that the more money that goes to our education, the better we will all do. By funding schools we invest in our future and American competitiveness. With better education more Americans will be able to find jobs to support themselves or their families; we will also solve many other economic problems. An obvious economic problem that would be decreased is the unemployment rate. With improved funding to education, less affluent children, or adults looking to go to college, could have better affordable schools to attend. An initial problem that comes to hand with low funding to schools is overcrowding. Schools that receive less funding tend to have a higher amount of students per classroom. This in turn, creates a less effective learning environment. This problem is prevalent among K-12 public schools across the country. With more students, teachers aren’t allowed the time to give each student the attention they may need. While some students can function in an environment like this, the average student will have issues learning in such an environment. â€Å"In 2008, 17 of the nations 50 largest cities had high school graduation rates lower than 50%†. (11 Facts Bout Education and Poverty in America) This statistics are unfortunate, and can be improved through adequate funding. Because approximately half of all education spending is state-funded, state cutbacks force districts to raise revenue on their own, or trim resources like educational services and lay off teachers. The cuts have also hurt economic recovery, as  194,000 school jobs nationwide were lost between August 2010 and August 2011. (Zhao, Emmeline) In 2011 thirty-seven states cut their budgets towards education as much as 12. 9%. (Zhao, Emmeline) With education, cutting budgets entails many things that take away from the schools effectiveness. For example, laying off teachers, removing programs, or reusing old equipment and books. Perhaps more government funding could help aid this problem? Most of the United States money goes towards areas like Medicaid, Social Security, and defense, leaving only a small 2% sliver of the money going to education. (Center on Budget and Policy Priorities) Though it’s hard to say exactly what could be alleviated in order to provide education with more funding, there has to be some excess expenditure somewhere. An example would be in defense. Perhaps if there were less involvement in other countries, the government would have more funding available to up the quality of education in America? Why is it especially important America improve its education system? With the economy unstable, America’s middle class is dissolving. With the unemployment rate up, we need affordable education available to all ages. In this highly technological world, with increasingly complex jobs, education for less affluent individuals is a must. Without it our poverty rate will continue to rise, and America’s need for a highly educated workforce will not be met. In order for education to be made more readily available, legislatures must agree to provide more adequate funding to public colleges and universities, as well as student aid. We need governmental policies and programs that provide sufficient federal and state funding to public higher education institutions and increased financial aid to students, most importantly low- and moderate-income students. Funding must return to levels in which spending on higher education per student keeps pace with inflation. (Kallison, 41) The fear of massive college debts should not be a barrier between a person and their ability to attend college. A possible remedy could be pricing of college based on your income or that of your family. Or perhaps discounts on the basis of good grades? However, both of these would e hard to enact without proper funding to the college. Public education in the United States is a very valuable aspect. It is the education that is offered to our children to hopefully establish a better future. The public school system in America today is lacking in academic achievement. As demands for better education increase, the complete education that our chil dren truly receives is decreasing. From the lack of government support the students faces not only a type of stereotypical and racial inequalities, but also lack of support and funding for their school from the government especially those less affluent children. This can progress to negative attitudes toward themselves and students learn to fail due to low self-esteem. Ethnic discrimination in schools can be described as not giving a person an equal education based on their race. The term racial discrimination generates a distinction between one group of people with another. It differ depending on the social economic factors and culture that lead on the decision by students and teachers in choosing who is to succeed and who is to fail in the school performance. We find that this discrimination in schools has led to unfair disciplining system among other factors in schools. Though teachers claim that the policy and disciplinary practices in schools are balanced and objective, there are still main reason that lead to an increase in the number of students of color being sent out of school. The consequence of racial discrimination which teachers are assumed to be practicing to discipline on students depending on the gender, socio-economic factors and race causes inequalities in public schools. Due to the growing urban population, many suburban schools are growing hence increasing the racial differences. This has directed to a cultural adjustment through which teachers lacking knowledge with the belief systems, cultural values and perspectives of the students. Consequently, due to lack of the teacher’s knowledge, teachers are not able to understand the behavior of a particular students socio-economic factor. This experience creates differences among the members in the learning organization. Ethnic discrimination especially in public school is a growing concern. If we discriminate against our students we are ultimately creating a big problem because it adds to society’s social problems such as violence, drugs, early dropout and lower college attendance rates. Students of all ethnic backgrounds lose when they are not given the chance to learn from teachers of all races. We believe teachers also lose out when they are not given or taking the chance to learn how to teach to students of different races. We think that complete removal of ethnic discrimination in schools is a long way away. Some might not be aware of how much discrimination still exists in our schools today. Teachers are valuable part of a child’s education. They are the thrust that children need. Teachers in wealthier school has more of a successful outcome and will more than likely push students to their full potential. While the teacher who is just there for a job will just push the children to get out of high school, so the less affluent children are often held back later in life due to lack of decent education. In an affluent area, the schools are clean, well kept and look more like small college campuses. Any child attending this kind of school will continually want the finer things in life and will unlikely settle for less than the best. But in a less affluent neighborhood where schools are run down, vandalized, and are usually un-kept, a child will likely settle for less. We believe that the problem with school lies not in the idea of public education, but in the way public schools are managed and funded. If one walked into any public school, the odds are great that youll find demoralized teachers, overflowing classrooms, and possibly unsafe classroom. Additionally many students endure psychological or behavior problems that teachers are not adequately qualified to handle. Therefore, both teachers and students end up failing one another. In conclusion, there are many solutions to prevent the inadequacy of our public school, the discrimination and the lack of support from our government. You should always challenge discrimination at school. It is crucial that one can recognize anti-discrimination practice. All schools have a discriminatory policy. All teachers, faculty and teaching assistants should read and follow. It is not easy to alter the views of others, but discriminatory comments and actions must be challenged. But what the government and institutions and rest of the public can do is help minimize this issue. Our suggestions for resolving this issue are to push more accountability in everyone. Push for more responsibility on student performance and change how assessment will be measured and judged in public schools. Students should also be assessed not only through test scores but also through attendance, schoolwork, and participations. Parents should also play a big part of their children lives. Parents should also hold the schools responsible for the advancement of their student’s knowledge and skills. Accountability needs to apply to everyone, starting with the students and parents, the teachers and administrators. We have covered Government funding, discrimination racial and ethnic but discrimination presents itself in many forms, it is not always as apparent as race, ethnicity or gender and sometimes not expressed intentionally, by default older returning students and students with different learning abilities seem to get passed by without adequate response to their needs. With unemployment on the rise, people being laid off from jobs, others in recovery looking for a new start and the call to mothers with empty nest syndrome, going back to school and exploring new careers has become a new phase in our society, one that should be admired and encouraged. This movement to reeducate is a positive reinforcement of people wanting to be productive in society and also serves as example of how to respond to hard times. Our schools seem to have added programs (that are always threatened with budget cuts) to help welfare to work (fast track), veterans returning, second language students, students with disabilities and students with high performance but somehow the missing piece is students with different learning abilities and older returning students. This is important because instead of leaning on government assistance or becoming criminal to survive these students are trying to reeducate to be productive members of society and financially care for themselves and their families. Older students have expressed a feeling of wanting to inspire young people with their example. They are proof that monies should be put into continued and alternative education instead of more prisons or weapons. Arts education has been facing many challenges even though teachers, business leaders and a large number of Americans agree on its value to students. It seems that the when cuts are being made it is always the most needed programs that are cut. Studies have shown that arts in all forms help students grow intellectually, socially, emotionally and test scores improve. Arts have been highly motivating and seem to reduce tardiness and truancy at schools and foster critical thinking, creativity and problem solving as they become adults â€Å"which are necessary skills in the 21st century economy†. All research seems to show that arts advance academic excellence and are the desired courses which bring children to school. Research professor of education at New York University, Diane Ravitch about arts says â€Å"they expand student’s ability to think, feel and get connected to other students†. With all the studies and the majority of Americans agreeing that arts are needed how does it become such a challenge to provide? As a society we should be outraged, this kind of thoughtless blunder is what keeps us from reaching our full potential. Allowing things to slip by or finding something else more important at the time, we should be looking to the future our children are what we expect to make things better but our money goes in another direction. Education is the key to expanding our minds and gaining understanding, this is what will not allow us ignorance but open doors to better our lives everyone’s. These are a few options for change, first there needs to be an assessment of returning students and if they are over 30yrs of age give them different criteria for reaching their degrees or credentials. The college requirements are made for young students who are not sure of their course in life and it gives them well roundedness. Where older adults returning to school most know what they are back for and some of the side requirements take up precious time and their financial aid which are both very important to older students. There is no benefit to the rearrangement of life and possibilities or new beginnings to follow a new career if the requirements don’t allow you to get there in a timely fashion. Next would be to stop placing students who have different learning abilities into the category of disabled. Auditory teaching is but one form and as we know so many students learn differently, and are not offered the experience of the best teaching technique for their skills. Instead most are diagnosed with learning disability and stigmatized from then on, and not given the benefit of their different ability. There should be teachers with different strategies and effective learning styles and new spaces for particular abilities. This can be integrated into the curriculum and students can pick there form of learning and we would down size the amount of students with disabilities. Many students would rather do poorly than to be labeled with a disability, it never goes away and all that is seen is disability by students, teachers and employers. How cheated they must feel that we not recognize the possibilities and teach to their abilities. Last on the list is Art education I am still amazed that with all the positive views we still ave to find financial stability, education needs to be at the top of the list for money and programs. With education at the forefront of everything we could change so much; ignorance would be a word in the dictionary instead of how so many people live. Education could take the place of addictions, prison population, poverty which in turn would change so much discr imination. People who could feel good about themselves and support their families without struggle would give way to more peace and lower stress cut medical spending. If we could only see the benefits and strive to do better what a world we could live in. No Child Left Behind Act and schools teaching to the test is one way that the public school system is failing these generations of children. Teaching to the test eliminates teachers ability to teach children lifelong skills, has created a larger achievement gap between the affluent and the poor and minority, and has brought down education standers rather than bringing all children up to a higher stander. Teaching to the test reduces teacher creativity, innovative instruction, the use of varied teaching strategies for diverse students, and teacher and student motivation. This type of testing is forcing instruction to change from exploratory, lifelong learning to teaching to the test through memorization and repetition eliminating the opportunity for teachers to teach students life skills like creative thinking and problem solving. These are skills that follow children through their life, allowing them to; think through ideas, create their own opinions and work with others cooperatively. If we do not teach these important skills to the next generations we are selling them and our future short. We are creating a population that can memorize and recite but are not able to make and think through hard decisions with an understanding of their true outcomes. An example of this is when teacher was talking to an eighth grade history class about the Articles of Confederation. The students were able to give certain facts about one of the eight Features of the Articles of Confederation regarding No Chief Executive; but could not make the connection that they chose that Feature because the colonies just experienced an abusive rule by King George III. An eighth grade history teacher at Springveiw Middle School, Rocklin, CA) The No Child Left Behind Act penalizes the educationally disadvantage students it is supposed to help. It has created a new gap between well-off children and the poor and minorities. Funding for schools are based off the standardized test scores. The affluent schools already have the funds to maintain the privilege of studying a full and varied curriculum. While the re is growing evidence that the curriculum is narrowed for poor children and children of color. These are the children that are subjected to the most pretest pressures, the lack of variety in their curriculum, thus leading to a higher dropout rate, lower interest in furthering academics, and discouragement from teachers. This is creating a system that perpetuates the problem. â€Å"NCLB is just not working –at least not for inner-city schools. According to a recent report by the Editorial Projects in Education Research Center, 30% of all American students do not graduate from high school. For the predominantly minority students living in large cities, the statistics are even worse. Only one half, 52%, of students in the nation’s fifty largest cities graduate from high school, and in four large metropolitan areas (Baltimore, Cleveland, Detroit, and Indianapolis), fewer than 35% of the students graduate. † (CUMBERLAND LAW REVIEW [Vol. 40:2] pg 397-398) Under the No Child Left Behind Act each state creates the standard the schools have to meet, this allows states to create low standard tests. Some states have established a lower proficiency standard, and some states declare most students proficient even when their performance is miles short of the National Assessment of Educational Progress (NAEP) standard. By setting widely varying standards, states render the very notion of proficiency meaningless. †According to Thomas Toch, co-director of the research group, Education Sector, the increase in testing required under NCLB puts pressure on states to switch to multiple choice tests. Although the multiple choice tests generally require students to merely recall and restate facts, they can be scored at a fraction of the cost of tests that are hand written— those with essay questions. Forty-two percent of our nations children are now taking mandated math and reading tests that are entirely multiple choice. † (ENCOUNTER: Education for Meaning and Social Justice Pg. 34) There has been a lot of criticism of No Child Left Behind Act and standardized testing. One recent solution that is being brought up and trying to get implemented is The Common Core State Standards Initiative. The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare children for college and the workforce. Their idea is to take the standardize testing and add more analytical thought, creative thought and preparation of life skills. This is their new definition of the standards: that they are aligned with college and work expectations; that they are clear, understandable and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and are evidence-based. This will not solve all the problems but it is trying to take the already standardized testing and create a more well rounded baseline. In conclusion we have discussed the possibilities of solving the education problems, the benefits of making education a priority and the starting place for making strides in problem solving in our society. We have to start here with our education or we continue to breed ignorance and continue to become more stagnant and problems only get worse without solution. Government funding: Solutions are more money in every aspect because this is our priority, monies to make teaching a job worth its weight, monies to all schools, produce funding towards our future, allowing students to attend any and all choices of learning without financial worries. Racial Discrimination: Everyone speaks out about discriminatory practices, everyone should be more accountable and the more equal the playing field the better our chances. Other discrimination and arts: Assessment for older retuning students, and different requirements to fast track them to their goal. To teach to student’s abilities instead of labeling them as disabled, new effective learning styles and strategies, spaces for different learning and integrating the different teaching styles into the curriculum so students can sign up for appropriate classes. Arts education money-money-money. No child left behind: There have been specialists looking at how to revamp this initiative and that is all good but the real issue is to keep teaching open to the teachers and the students they teach. Our best effort would be to expect the best and keep education a priority so students become educated and well- rounded. Once more we chose education as the priority because everything will become clear with equality of education and higher standards for everyone. With this we will have fully developed well balanced educated people making choices about a future. [pic] Bibliography Web page: â€Å"11 Facts Bout Education and Poverty in America† Zhao, Emmeline Retrieved from: http://www. dosomething. org/tipsandtools/11-facts-about-education-and-poverty-america# Web page: â€Å"K-12 Education Funding: Most States At Levels Lower Than Pre-Recession, Cut Spending This Year† Retrieved from: http://www. uffingtonpost. com/2011/10/07/k-12-education-funding-mo_n_1000396. html Web page: Center on Budget and Policy Priorities, â€Å"Policy Basics: Where do our Federal Tax Dollars Go? † Retrieved from: http://www. cbpp. org/cms/index. cfm? fa=viewid=1258 Scholarly journal: Kallison Jr. , J. M. , Cohen, P. (2010). â€Å"A New Compact for Higher Education: Funding and Autonomy for Reform and Accountability. Innovative Higher Education† Scholarly journal: McReynolds, Kate – â€Å" The No Child Left Behind Act Raises Growing Concerns† Encounter; Summer2006, Vol. 9 Issue 2, p33-36, 4p Scholarly journal: Smyth, Theoni Soublis – † Who Is No Child Left Behind Leaving Behind? † Clearing House; Jan/Feb2008, Vol. 81 Issue 3, p133-137, 5p Scholarly journal: Altshuler, Sandra J. 1 [emailprotected] ewu – â€Å"No Hispanic Student Left Behind: The Consequences of High Stakes Testing† Schmautz, Tresa Children Schools; Jan2006, Vol. 28 Issue 1, p5-14, 10p Scholarly journal: JONES, CRYSTAL L. – â€Å"NO CHILD LEFT BEHIND FAILS THE REALITY TEST FOR INNER-CITY SCHOOLS: A VIEW FROM THE TRENCHES. Cumberland Law Review; 2009, Vol. 0 Issue 2, p397-461, 65p Scholarly journal: Hout, Michael Elliott, Stuart Frueh, Sara 5. â€Å"Do High-Stakes Tests Improve Learning? † Issues in Science Technology; Fall2012, Vol. 29 Issue 1, p33-38, 6p, 3 Color Photographs, 1 Chart Scholarly journal: Haretos, Chrisanti â€Å"THE NO CHILD LEFT BEHIND ACT OF 2001: IS THE DEFINITION OF ADEQUATE YEARLY PROGRESS ADEQUATE? † Kennedy School Review; 2005, Vol. 6, p29-46, 18p Online Magazine: Baker, Beth – (2012) â€Å"Art Education† Retrieved from: CQ Researcher, volume 22 issue 1