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Europe One Of The Seven Continents History Essay

Europe conventionally one of the seven continents of the world. Although referred to as a continent, Europe is actually just the western fifth of the Eurasian landmass, which is made up primarily of Asia. Modern geographers generally describe the Ural Mountains, the Ural River, part of the Caspian Sea, and the Caucasus Mountains as forming the main boundary between Europe and Asia. The name Europe is perhaps derived from that of Europa, the daughter of Phoenix in Greek mythology, or possibly from Ereb, a Phoenician word for “sunset.” The second smallest continent (Australia is the smallest), Europe has an area of 10,355,000 sq km (3,998,000 sq mi), but it has the third largest population of all the continents, 730 million in 2008. The northernmost point of the European mainland is Cape Nordkinn, in Norway; the southernmost, Punta de Tarifa, in southern Spain near Gibraltar. From west to east the mainland ranges from Cabo da Roca, in Portugal, to the north-eastern slopes of the Urals, in Russia. Europe has long been a centre of great cultural and economic achievement. The ancient Greeks and Romans produced major civilizations, famous for their contributions to philosophy, literature, fine art, and government. Romans had many minor influences on their food — as food came in from various parts of the expanding empire — and perhaps two major influences. Their own Roman agricultural roots, which continued to be seen as a noble ideal throughout the history of the Empire, and the Greek influence. The wealthier Romans had Greek slaves, who would cook for them. R.W. Davies in “The Roman Military Diet,” in 1971 writes that there is archaeological evidence that Roman soldiers in the Northern provinces would eat more meat than people back in Italy, and even acquired a taste for beer. And certainly as more Germans became Roman soldiers, they would have brought their preferences into the army and back to Rome. Much of Roman food was based on combining sweet, sour and savoury tastes all in one dish, just as Chinese food still does today. The taste for seasoning dishes in this way not only survived the fall of Rome, it remained the practice through the Dark Ages, the Middle Ages and right up until it was finally overthrown by the revolution in French cooking that was to occur in the 1600s. The Natural regions The geological underpinning of Europe includes, from north to south, an ancient mass of stable, crystalline rocks; a broad belt of relatively level sedimentary materials; a zone of mixed geological structures created by folding, faulting, and volcanism; and a region of comparatively recent mountain-building activity. This geological pattern has helped create the numerous natural regions that make up the landscape of Europe. One of the major criteria accessing the type of food people eat is geographical location and the climate i.e. People living in coastal areas eat more of sea food and people living in plains prefer food as per the availability in the region. Climate Although much of Europe lies in the northern latitudes, the relatively warm seas that border the continent give most of central and western Europe a moderate climate, with cool winters and mild summers. The prevailing westerly winds, warmed in part by passing over the North Atlantic Drift ocean current, bring precipitation throughout most of the year. In the Mediterranean climate area-Spain, Italy, and Greece-the summer months are usually hot and dry, with almost all rainfall occurring in winter. From approximately central Poland eastward, the moderating effects of the seas are reduced, and consequently cooler, drier conditions prevail. The northern parts of the continent also have this type of climate. Most of Europe receives 500 to 1,500 mm (20 to 60 in) of precipitation per year. Climate is one of the most important factors determining the consumption of food i.e. People living in cold places prefer hot foods and vice versa. People Although it is not precisely known when humans first lived in Europe, they probably migrated there from the east in several waves, mostly via a no longer extant land bridge from Asia Minor into the Balkans and by way of grasslands north of the Black Sea. Parts of Europe had a substantial human population by about 4000 bc. Geographical barriers such as forests, mountains, and swamps helped divide the peoples into groups that remained largely separate for long periods. Some intermixing of peoples occurred as a result of migrations, however. Languages Europeans speak a wide variety of languages. The principal linguistic groups are the Slavic, which includes Russian, Ukrainian, Belarusian, Czech, Slovak, Bulgarian, Polish, Slovenian, Macedonian, and Serbo-Croatian; the Germanic, which includes English, German, Dutch, Danish, Norwegian, Swedish, and Icelandic; and the Romance, which includes Italian, French, Spanish, Portuguese, and Romanian. These languages have basically the same origins and are grouped as Indo-European languages. Other Indo-European languages include Greek, Albanian, and Celtic languages such as Gaelic, Welsh, and Breton. In addition to the Indo-European language speakers, the continent has groups of people who speak Finno-Ugric languages, such as Finnish, Hungarian, and Saami, as well as speakers of the Basque and Turkish languages. Many Europeans use English or French as a second language. Religion In the early 2000s the great majority of Europeans were Christians. The largest single religious group, Roman Catholics, lived mainly in France, Spain, Portugal, Italy, Ireland, Belgium, southern Germany, and Poland. Another large group was composed of followers of Protestant faiths, concentrated in countries of northern and central Europe such as England, Scotland, northern Germany, The Netherlands, and the Scandinavian nations. A third major Christian group was composed of members of an Orthodox church. They lived principally in Russia, Ukraine, Belarus, Greece, Bulgaria, Romania, Serbia, and Montenegro. In addition, there were Jewish communities in most European countries (the largest of them in Russia), and the inhabitants of Albania and Turkey were predominantly Muslim. The British Isles British Cuisine: Over decades British cuisine have seen lots of changes because of trade, war, empire, immigration and inheritance of different cultures. ( Background: United Kingdom is located in Western Europe, islands including the northern one-sixth of the island of Ireland between the North Atlantic Ocean and the North Sea, northwest of France and North and west at this, the land tends to be higher and the climate colder and wetter. To the south and east hills are generally low and summers warmer and drier. The British cuisine is influenced by the British climate. Climate plays important role in formation of cuisine. Britain has a cold and beautiful climate which is suitable for growing apples and other fruit vegetables so there are more fresh vegetables. Ireland is popular for potatoes and because of cold climate lot of people are prefer to eat meat and beef so this strongly affects cuisine of great Britain . Britain food traditionally been based on fresh vegetables and meat with some sauces as well as beef lamb chicken and pork also famous in the United Kingdom. We can see British cuisine has been multicultural. In ancient times influenced by the Romans and in medieval times the French. When the Frankish Normans invaded, they brought with them the spices of the east: cinnamon, saffron, mace, nutmeg, pepper, and ginger. Sugar came to England at that time, and was considered a spice — rare and expensive. Before the arrival of cane sugars, honey and fruit juices were the only sweeteners. Because the agriculture practices of the Roman and Norman periods of England greatly influenced the recipes and culinary atmosphere in early kitchens long after those areas were through. Stewing and stuffing various farm and game meats originated from those periods, as well as roasting and spicing. Wales was famous for raising sheep, so lamb with mint sauce was a staple Welsh dish. In England, dishes such as steak and kidney pie, bangers and mash and Yorkshire pudding have embedded themselves in the food history of the country. Some of these traditions carried over to continental Europe and beyond, especially during the height of trading and colonization in the 17th and 18th centuries. British Empire got a lot of benefits from different countries cousins such as from East Asia adopted tea and that was exported to India. Then Indian curry style also adopted in Britain and some famous sauces such as ketchup , mint sauce , Worcestershire sauce and Controversy has raged throughout the whole of Britain though after former foreign secretary Robin Cooke hailed Chicken Tikka masala as ”Britain’s true national dish.”( During two world war Britain faces lot of problem to transport goods from one country to another so that also effected to British as well as worldwide cuisine because many of goods and commodities become short. Because of that reason Britain cuisine got lot of changes such as they only based on the regional food and meat which they used to produce. UK divided in to 4 main parts England Scotland Wales North Ireland The Food We may have a several ideas about proper British Food. But the most popular dish in England at the moment is …………… Curry? The national dish of England is not a chicken Tikka masala; it is a well known fact. Honestly, unless you are from England yourself, you really won’t get it properly. It’s just a good example of how England takes on other cultural elements and makes them part of their own heritage. Or something less cheesy to that effect. The other thing is that those who have worked in the curry houses before, have got better jobs, or gone to university. England’s immigration policy has become very aggressive recently, and while I think such a policy should be based on food, if it has such a significant effect on the restaurant and hospitality industry, British food has traditionally been based on beef, lamb pork, chicken and fish in other words we can say is based on meat and meat products. The most common typical foods eaten in Britain include Sandwich, Fish
Karl Marx’s notions of alienation and Martin Luther King Junior’s (MLKJR’s) perceptions of social injustice compare in terms of their arguments on the constructs of capitalism. Karl Marx’s concept of alienation is an intellectual construct that is built on his earlier theories of man. In view, Marx explains the overwhelming impacts of capitalism on the carnal state and mental faculties of humans. The philosopher claims that human beings are prone to domination by self-created forces that control them as strange powers. According to Marx, the focally recognized aspects of capitalism, such as the state, political economy, and religion, are inanimate in nature. These lifeless aspects of nature are developments of human activities that have a profound influence on the general way of life. Consequently, the institutional spheres of capitalism hold certain unresponsive powers that control human values and their activities in society. This state of affairs culminates in social injustice because capitalism alienates humans from their totality of living beings. Indeed, estranging human beings from the entities of labor and systems of production leaves them with inadequate abilities to nurture their own personalities. This situation results in an impenetrable state of asceticism that manifests in behaviors such as self-confrontation. Therefore, one will be justified to say, according to Marx, that alienation denies human beings their right to conceptualize their own ideologies and social environments in which they live. MLKJR’s notion of social injustice resonates with Marx’s concept of alienation from various points of view. Just like Marx, MLKJR’s idea of social injustice is founded on the devastating nature of capitalism that has caused a deprivation of thinking and self-denial. MLK JR never compromised capitalist practices that had led to immense suffering, methodical coercion, abuse, and promotion of social alienation (Nieto 3). Capitalism is built on egocentric, antagonistic, and materialistic aspects amongst other supremacy traits that dispense power over other peoples’ values and rights, thus handling them as possessions of their own. The prevalence of destructive political thoughts amongst capitalistic leaders in American society had denied the minority groups their right to democracy. MLKJR’s mission was to end social injustices in American society by diminishing the dreadful gap between dismal poverty and extreme affluence. Nieto reveals that MLKJR’s campaign to fight for the civil rights of the Americans was a mission to help individuals come into terms with their status quo and gain self-determination through the philosophy of nonviolence (5). Nonviolence was the only non-destructive means of regaining self-will and the right to democracy amongst the Americans. Works Cited Nieto, Sonia. “Social Justice in Hard Times: Celebrating the Vision of Dr. Martin Luther King, Jr.” Multicultural Perspectives 7.1(2005): 3-7. Print.
Written by Tennessee Williams, The Glass Menagerie is a masterpiece and it passes as a memory play for it exposits Tom Wingfield’s thoughts. A wishful poet, brother to Laura, and son to Amanda and ever absent Mr. Wingfield; Tom works hard in a shoe store to provide for his mother and sister. Amanda on the other side is a complicated mother who regales her children in this moment and scolds them in the next. Amanda plays important role in Laura’s reticence and pathological shyness. While she cannot be blamed for making her shy in the first place, she is to blame for making Laura’s continued shyness. Instead of supporting Laura emotionally, she goes out to look for quick fixes and material gains. First, she enrols her in a business school for her to earn some good fortune. After realizing Laura’s weakness has kept her out of school, she does not care to investigate the problem and settle it amicably; on the contrary, she resorts into finding her a fiancé. These are uninformed decisions and she is to blame for Laura’s continued shyness. If only Amanda were supportive, Laura would probably gain self-confidence and have high self-esteem. Amanda’s reminiscences on her youth in the South are not reliable. They are too overstated to be true. How can someone get seventeen callers in one afternoon? This is unrealistic; therefore, judged from this platform, Amanda’s reminiscences are treacherous. Throughout this play, there are different forms of music, movies, and legends. These elements create emotional impact in the play. The audience can connect with the main characters. For instance, the music and lightning used make the audience connect with Laura’s shortcomings, Amanda’s indifference, and Tom’s struggles. This play suggests a repressed desire boiling under the surface. Tom holds this burning passion; he wants to get out there and explore the world. This burning desire explains why Tom visits a witchdoctor and finds a way of getting out of a coffin without the hustle of pulling any nail. He coffin here represents Wingfield’s home. The object of Tom’s longing is to explore the world out there and this is why he plans to accompany Merchant Seamen to get out and explore the world. He says, “I am tired…movies tranquilize people, making them content to watch other people’s adventures without having any of their own…plan to join the Merchant Seamen” (Tennessee 62). This trip would finally quench Tom’s desire to explore the world. Get your 100% original paper on any topic done in as little as 3 hours Learn More Absence of Mr. Wingfield affects his children and wife greatly. Tom has to work for the family whilst Laura knows only a nagging mother. Perhaps she would gain self-confidence and self-esteem if she had her father around her. Amanda is ever worried because of her fatherless family. She is too concerned about her family’s financial security that she would not let Tom leave without getting Laura a suitor who would provide for her. To counter her fears, Amanda enrols Laura in a business school hoping that she would be stable; provide for her self and probably for the family. This stems from the fact that she fears without a father; her family would be insecure. If only Mr. Wingfield were around, she would be financially secure. Jim O’Connor is a “nice, ordinary, young man” (Tennessee 5). These adjectives come out clearly in the context of the play. Due to his ‘ordinary’ nature, he manages to win Laura’s confidence, dances with her, and finally kisses her. His ‘niceness’ drives away Laura’s fears and low self-esteem and she opens up to him. As the play closes, Tom tells Laura, “Blow out your candles, Laura–and so good-bye” (Tennessee 97). Audience may respond to this statement by concurring to it. Laura has to blow out her candles and reach for the lighting that lights the world nowadays. Tom is the protagonist in this story. Tom is the most crucial to the play’s dramatic action because everything revolves around him. Without him, the Wingfields would not be, Jim would be unknown, and the central theme of illusions would not be realized. Works Cited Tennessee, Williams. “The Glass Menagerie.” Oxford; Heinemann Educational Publishers, 1968.

CCCC Community Based Theatre Raising Awareness & Engaging the Audience Discussion

CCCC Community Based Theatre Raising Awareness & Engaging the Audience Discussion.

Your final project is a proposal for a new, hypothetical Applied Theatre program that you will pitch to the class on via Zoom, prerecorded video, or essay.The rubric is here and in modules. For those of you submitting a video recording or presenting your proposal live over Zoom, you will need an accompanying visual. Here is an example of a visual layout that addresses all the areas required in the rubric. It is also available in modules.Your case study research has led you to investigate one or more of these seven models:Theatre of the Oppressed, Theatre in Education, Theatre in Health Education, Community-Based Theatre, Theatre for Development, Prison Theatre, Reminiscence Theatre Your five-minute presentation should:Be specific: your audience should be able to visualize your program, communicated via:A mission statement that expresses your values, targets an audience, and signals change.Specific activities that give your audience a sense of the work you will engage.Clear indication as to how your program will be evaluated. How will we know it worked? Correlate the case studies you’ve summarized with your proposal. What did you learn from them?Be justified: your audience will not/should not take your word for it. Supply proof of concept. What quantitative or qualitative evidence can you point to which can give your work salience?Be passionately delivered. Engage your audience by showing enthusiasm for your idea.Be visually appealing and logically organized. Your audience should be able to visualize your process and proposal even if you are not present.Be specifically located. Where will your project occur and why is that an appropriate choice? With whom are you collaborating? Why?
Essay alternative must be at least 700 words.The essay does not require visual rhetoric components. A prerecorded alternative must be at least 5 minutes, and no more than 10 minutes.The recording must include visual rhetoric components. This can either be included in the presentation or submitted separately.
CCCC Community Based Theatre Raising Awareness & Engaging the Audience Discussion

Paper Title: Implementation of Cloud Computing (Software as a Service) for Product based Search Engine Topic Area:Cloud Computing

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Paper Title: Implementation of Cloud Computing (Software as a Service) for Product based Search Engine
Topic Area:Cloud Computing
Conference/Journal Name: Dr.Biraj Kumar
Year Published: 2018

Paper Title: Implementation of Cloud Computing (Software as a Service) for Product based Search Engine Topic Area:Cloud Computing

To Wear a Mask or Not to Wear a Mask. That is the Question. Covid-19 and the fear of contracting the Coronavirus has divided our population into two very polarized groups. One side believes in the gov

To Wear a Mask or Not to Wear a Mask. That is the Question. Covid-19 and the fear of contracting the Coronavirus has divided our population into two very polarized groups. One side believes in the gov. That is the Question. Covid-19 and the fear of contracting the Coronavirus has divided our population into two very polarized groups. One side believes in the government. The other side does not. One side trusts the science behind what they are told. The other side does not. One succumbs to peer-pressure. The other side just wants to live and let live… in their own way. But what makes one person choose to wear a medical mask during a worldwide pandemic while their brothers and sisters do not? Political debate? Common sense? Defiance? Fear? Which side is right? Which side is wrong? Defend your right to choose. Are you for medical masks or against them? Be prepared to support your views with research and a strong compelling argument in a mock -email to your local councilor (i.e., you won’t be sending it). So, choose your partner, and get ready to divide and conquer this very difficult topic. Note: Agreed this is hot topic, but it is a valuable discussion as there are often two sides to any argument, and the trick is to learn how to argue without offending those who have contrary views and learn how to have an open discussion where both sides can learn from the other.  Part 1: Choose a side – You can either be for wearing a mask or against, no in between. Be ready to defend your own unique topic from your point-of-view. Part 2: Research your topic – Find online resources to support your views and be ready to use them to back up your argument. Part 3: Write a Email to your Local Councilor– Here’s a link to help you (ie where to find their email addresses to add to your mock email): Emails must be no less than one page, single-spaced, properly formatted and free of spelling, grammatical and spelling error for you to be takes seriously. Carefully consider your subject line so it will be read. Ensure you satisfy the SEE principle and state your case so it can be heard, fairly. Part 4:  Start a Discussion On Social Media– Do this on your own Facebook, Twitter or Instagram pages to see if you are part of the majority or minority when it comes to your views. Record how it went. Did you feel supported or thwarted? Count up the posts and see what won out: for or against. Write a paragraph synopsis to tell us how it made you feel. Part 5: Prepare to Present–You will be asked to present a 5-minute presentation by video to present your topic as if you were standing down at a podium at Queens Park giving the government a piece of your mind either about why you shouldn’t have to wear a mask or why they should be doing more to enforce everyone to wear one. No PowerPoint Presentations. Just you standing up for your views. To Wear a Mask or Not to Wear a Mask. That is the Question. Covid-19 and the fear of contracting the Coronavirus has divided our population into two very polarized groups. One side believes in the gov

University of the Cumberlands Operating Static Budget Analysis Discussion

University of the Cumberlands Operating Static Budget Analysis Discussion.

Write an analytical summary of your learning outcomes from chapters 9 and 10. In addition to your analytical summary, address the following:1. As a manager, discuss how you would use or have used the concepts presented in chapters 9 and 10.2. Why might managers find a flexible-budget analysis more informative than static-budget analysis?3. How might a manager gain insight into the causes of flexible-budget variances for direct materials, labor, and overhead? Provide at least one numerical example to support your thoughts.Be sure to support your work with specific citations using APA formatMinimum of 3 APA referencesplagarism checkchapters links:Chapter 9 link: Analysis of Operating Budgets:…Chapter 10 link:…
University of the Cumberlands Operating Static Budget Analysis Discussion

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