The Age of Exploration

Introduction Exploration had begun long before Christopher Columbus started off. Some studies indicate that the European explorers had discovered the New World before Columbus did in 1492. They note that the explorers of Viking Norsemen had already settled in northeast Canada around 1000 A.D. However, the exploration, or the settlement of the Viking Norsemen, had little effects on the lives of the Native Americans because these explorers soon sailed back across the Atlantic and to Europe.Advertising We will write a custom essay sample on The Age of Exploration specifically for you for only $16.05 $11/page Learn More After the age of the Viking Norsemen explorations, the Age of Exploration started at around the fifteenth century until the seventeenth century. Occasionally, some historians refer to this period as the Age of Discovery. It refers to the period when â€Å"Europeans began exploring the world by sea in search of trading partners, new goods, an d new trade routes†.1 Other Europeans wanted to discover much information about the new world. The pieces of information these explorers gathered during this period have been useful in enhancing geographical knowledge and understanding the world. We can only attribute this period with advancement and discoveries in human history. Most individual explorers got sponsorship from their own countries. The states wanted to explore and establish themselves in the New World. Every territory the explorers discovered was claimed by the nations as their own, which is the main contribution of the explorers in the wide context during this period. The nations that sponsored their explorers included Spain, England, Portugal, Netherland, and France among others. Factors that favored exploration European explorers became the leading players in the discovery of the New World. There were a number of factors that favored their exploration efforts which included the following. First, growth of com merce and towns in European nations gave incentives for explorations. Europeans looked for goods and luxuries such as spices and gold from Asian countries. They also wanted to show their cultures to others in foreign land. The development of towns led to changes in lifestyles as secular topics dominated, and geography and humanism were among them. Explorers wanted to challenge the existing knowledge in geography. Second, we can also attribute explorations to the religious fervor in Europe. Most of the explorers, including Christopher Columbus, Magella, and Vasco da Gama, were Christians who believed in God’s guidance during their journeys. They believed that it was their obligation to spread Christianity and win converts in the new land. Europeans also had the notion that the world was their property.2 Third, European explorers also found favors in the geographical locations of their countries. The extreme end position allowed ease of access to the East, which also encouraged trade among numerous middlemen. We can remember Ottoman Empire for establishing such strong trade routes with the East.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of the disadvantaged European nations had incentives to find new trade routes to the Far East because Muslim nations tended to dominate European trade. Europe also had a strategic position for exploring both Africa and other Asian countries. Still, they had the opportunities of setting voyage across Atlantic Ocean to America. Fourth, the growth of the ship and navigation technologies encouraged Europeans to set voyages and discover the New World. The development of a compass gave sailors certainties regarding their directions. They could also calculate the latitude through the North Star and the sun using quadrants, astrolabes, and cross staff. Technological innovations also led to the invention of a chronometer for even more accur ate measurements. The ship development improved with varieties of choices and strong options to resist rocking and strong winds and waves. Shipwrights could choose from Mediterranean or Atlantic styles. Ships also had stern rudder and clinker-built hulls. Maps also played significant roles in explorations. The medieval maps had little to offer explorers. However, there were advanced improvements in maps showing locations and coastal lines. Still, such maps (portolan charts) could only serve Europe. Most sailors used lore to guide their routes. They could read the movements of birds, observe changes in color of the water, vegetation, and skies. It was not until 1500 when some decent maps came along, but sailors guarded their information.3 Key Figures in Exploration The governments of different nations had interests in foreign and new lands. Consequently, they funded and provided supplies for explorers willing to explore new areas. Explorers also had personal curiosities and interests to explore and discover unknown places. Trade in luxury goods also encouraged exploration. During this very period, nations were interested in luxury goods like gold, silk, and spices among others. Most of these nations’ interests were to find new trade routes for luxury commodities. During the period of Ottoman Empire, Europeans had no access to most areas in the Far East. This action restricted European trade with the Far East. People from Portugal were the first known explorers under Prince Henry, the Navigator during The Age of Exploration. These explorers traveled many and across wide areas. This is the time when sailors depended on portolan charts which only showed coastlines near land.Advertising We will write a custom essay sample on The Age of Exploration specifically for you for only $16.05 $11/page Learn More This implies that earlier explorers never had the opportunities of sailing away from the coastlines. However, Portuguese explor ers moved further â€Å"into the sea and discovered island like the Azores in 1427†.4 Portuguese explorers also had interests in West Africa, but they needed alternative routes so as to avoid the Sahara Desert. Christopher Columbus was also famous during the Age of Exploration. Columbus’ interest was in establishing a trade route to Far East through trade routes in the west. The voyage landed him in America in 1492. Columbus shared the information with the rest of European nations. Pedro Cabral of Portugal followed and explored Brazil. This set the conflict between Portugal and Spain in claiming the new land and led to the Treaty of Tordesillas in 1494.5 There were also Captain Cook that went to Alaska mapping new areas and Ferdinand Magellan who tried to go â€Å"around the world in his attempts to establish trade route to Asia from the Northwest Passage†.6 The diminishing of the Age of Exploration The Age of Discovery came to an end during the early periods of 17th century. This was the period after increased technological discoveries and easy navigation by Europeans across the globe. Traders established settlements along the coasts of newly discovered areas. This allowed for smooth trade and communication and marked the end of looking for trade routes. Kidner and others note: â€Å"Though the Age of Exploration ended in the 17th century, it did not stop completely during this time†.7 There were some areas that remained unexplored. These included Africa, some parts of Asia, eastern Australia, Antarctic, and Arctic. The Importance of the Age of Exploration to Geography Most of the explorations took place in efforts to find and establish new trade routes. However, the impacts of explorations affected geography significantly. Explorers who traveled to different destinations around the globe acquired new knowledge about the New World. Consequently, these explorers brought back with them this knowledge to Europe. Explorers also met new people, new land, and new cultures. Such knowledge enlightened Europe about other existing cultures. Later, Europeans wanted to spread their domination to these new people, land, and cultures.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Age of Exploration improved geographical knowledge in areas of mapping and portolan charts. For instance, Prince Henry the Navigator could sail away from the shorelines using a new nautical chart. This enabled the subsequent sailors to travel away from the land. This also resulted into the creation of the nautical map. It was the effort of explorers like Cabral, Columbus, and De Gama that polished the first nautical map. The Age of Exploration improved geographical knowledge significantly. A number of people could study new areas and expand the existing knowledge about geography. Therefore, discoveries of the explorers formed the foundation of modern geography. This period also set the pace for the European colonization and the spread Christianity. Slaves experienced the negative consequences of slavery, such as displacements, wars, starvation, and increased slave trade. Diseases also claimed several lives of slaves. The population of the natives also reduced dramatically as dea th and displacement resulted in a diminishing number of people. Europeans also spread their culture of Christianity to other land and people. This made Christianity the world’s largest religion until today. Christianity became the main strategy of colonization Europeans used to capture new territories and form their colonies.8 Bibliography Casas Las De, Bartolome. Apologetic History of the Indies (1566): Sources of the West, Volume I. Edited by Mark A. Kishlansky New York: Pearson Longman, 2006. Columbus, Christopher. Letter from the First Voyage (1493): Sources of the West, Volume I. Edited by Mark A. Kishlansky. New York: Pearson Longman, 2006. Hugh, Thomas. Rivers of gold: The Rise of the Spanish Empire, from Columbus to Magellan. New York: Random House, 2003. Kidner, Frank et al. â€Å"Europe’s Age of Expansion 1450-1550†. Making Europe, People, Politics, and Culture, Volume I to 1790. New York: Houghton Mifflin Company, 2009. Schneider, Thomas. Brutal journ ey: the epic story of the first crossing of north America. New York, NY: Henry Holt and Co., 2006. Footnotes 1 Thomas Schneider, Brutal journey: the epic story of the first crossing of north America (New York, NY: Henry Holt and Co., 2006), 139 2 Christopher Columbus, Letter from the First Voyage (1493): Sources of the West, Volume I, ed. Mark A. Kishlansky (New York: Pearson Longman, 2006), 244-247. 3 Bartolome Casas Las De, Apologetic History of the Indies (1566): Sources of the West, Volume I, ed. Mark A. Kishlansky (New York: Pearson Longman, 2006), 251-255. 4 Thomas Hugh, Rivers of gold: The Rise of the Spanish Empire, from Columbus to Magellan (New York: Random House, 2003), 280-289. 5 See note 1 above 6 See note 4 above 7 Frank Kidner et al, â€Å"Europe’s Age of Expansion 1450-1550†. Making Europe, People, Politics, and Culture, Volume I to 1790 (New York: Houghton Mifflin Company, 2009), 348-379. 8 See note 7 above This essay on The Age of Exploration was written and submitted by user Myla Sampson to help you with your own studies. 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Mahatma Gandhi Research Paper Example

Mahatma Gandhi Research Paper Example Mahatma Gandhi Paper Mahatma Gandhi Paper Essay on Mohandas Karamchand Gandhi Mohandas Karamchand Gandhi commonly known as Mahatma Gandhi or Bapu (Father of Nation), was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for non-violence, civil rights, and freedom across the The son of a senior government official, Gandhi was born and raised in a Bania[4] community In coastal Gujarat, and trained In law In London. Gandhi became famous by fighting for the clvll rights of Muslim and Hindu Indians In South Africa, using new techniques of non-violent clvll disobedience that he developed. Returning to India In 191 5, he set about organlslng peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (I. e. basing polltlcs on rellglon) he reached out widely to all rellglous groups. He became a leader of Muslims protesting the declining status of the Caliphate. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women’s rights, building religious and ethnic amity, ndinguntouchability, increasing economic self-reliance, and above all for achieving Swaraj †the independence of India from British domination. Gandhi led Indians in protesting the national salt tax with the 400 km (250 mi) Dandi Salt March in 1 930, and later in demanding the British to immediately Quit India in 1942, during World War II. He was imprisoned for that and for numerous other political offences over the years. Gandhi sought to practice non-violence and truth in all situations, and advocated that others do the same. He saw the villages as the core of the true India and promoted self-sufficiency; he did not support the industrialisation programs of his discipleJawaharlal Nehru. He lived modestly in a self-sufficient residential community and wore the traditional Indian dhoti and shawl, woven with yarn he had hand spun on a charkha. His chief political enemy in Britain was Winston who ridiculed him as a â€Å"half-naked fakir†. 6] He was a dedicated vegetarian, and undertook long fasts as means of both self-purification and political mobilisation. In his last year, unhappy at the partition of India, Gandhi worked to stop the carnage between Muslims, Hindus and Sikhs that raged in the border area between India and Pakistan. He was assassinated on 30 January 1948 by Nathuram Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January Is observed as Martyrs’ Day in India. The honorific Mahatma (â€Å"Great Soul†) was applied to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He Is known In India as the Father of the his birthday, 2 October, Is commemorated there s Gandhi Jayantl, a national holiday, and world-wide as the International Day of Non- Violence. Gandhi’s philosophy was not theoretical but one of pragmatism, that Is, practlslng his principles In the moment. Asked to give a message to the people, he would respond, â€Å"My life is my message BY vjshalRaJ1 freedom across the world. The son of a senior government official, Gandhi was born and raised in a Bania[4] community in coastal Gujarat, and trained in law in London. Gandhi became famous by fghting for the civil rights of Muslim and Hindu Indians in South Africa, using new techniques of non-violent civil disobedience that he developed. Returning to India in 1915, he set about organising peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (i. e. basing politics on religion) he reached out widely to all religious groups. He became a leader of achieving SwaraJ †the independence of India from British domination. Gandhi led March in 1930, and later in demanding the British to immediately Quit India in 1942, Churchill,[5] who ridiculed him as a â€Å"half-naked fakir†. ] He was a dedicated Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January is to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He is known in India as the Father of the Nation;[8] his birthday, 2 October, is commemorated there as Gandhi Jayanti, a national holiday, and world-wide as the International Day of Non- Violence.

Multicultural Education Essay Example | Topics and Well Written Essays - 2000 words

Multicultural Education - Essay Example In addition, the paper shall develop an action plan that will enable to cope with latent barriers and ensure that communities and families feel the care of their success. Community demographics The current astonishing classroom diversity predicts the foremost demographic shift in the United States community. In the year 2010, the Hispanics accounted for approximately 43 percent of the population growth in the United States. For the next 20 years, the school aged population would include an increase of 64 percent of Hispanic. In the year 2000, the Asian, non Hispanic school aged population would be estimated at approximately 4 percent plus a projection of 6.6 percentage increase over the years. The Native American and African American populations have stagnated over the years since the year 2000. In other words, the demographic changes within the American classrooms constitute approximately 43 percent of students from ethnically and racially diverse backgrounds. The Latinos are about 20 percent, the Blacks 17 percent of the school population. The white students represent approximately 57 percent of the enrollment within the public schools. This is a decrease from approximately 61 percent over the years since 1993. ... Approximately 300,000 school age children have no homes. Over 20 percent of the nation’s children in the school age live in economic poverty. Consequently, this data on demographic changes in the United States community proclaim that educators initiate pedagogical approaches, which address the needs of learners of their linguistic and cultural background, immigrant status, or social class. Diversity expected in the classroom There is escalating diversity as well as the mounting recognition of diversity in communities, nations, states in the world. The United States school community has experience diversity in the classroom. They encompass cultural, ethnic, racial, religious, language, and socioeconomic diversity. Such forms of diversity offer a pure, excellent context for learners to acquire the skills and multicultural understanding required in the local communities. All students should incorporate multicultural perspective so as to enhance a proper self understanding and sel f concept. The perspective initiates understanding and sensitivity of others in the community. One can formulate decisions and obtain effective actions based on multicultural synthesis and analysis. Instructors and students have the ability to address issues with an open mind. Diversity in the classroom enhances an understanding of the practice of stereotyping, respect for all people and self pride among students. This enhances a low degree of thinking stereotypically. The teachers, who are relevant culturally, use the best known for effective teaching. Research shows that, successful instructors of learners of color demonstrate behaviors that match those of the instructions. Teachers who apply culturally relevant pedagogy possess more expertise of their professional