The Economy Of The Norse Peoples - 1483 Words

The economy of the Norse peoples settled in Iceland evolved primarily around husbandry of cattle, pigs, and goats. Livestock provided an array of foodstuffs and wool, which was used to make cloth, while agriculture was geared more towards pastoral care and dairy farming than the cultivation of cereal grains due to the cold climates and poor soil. Their grains consisted mainly of oats and barley, which could be grown during the short growing season. Chieftains and wealthy individuals also relied upon seafaring trade for valued luxury goods from continental Europe. Economics were deeply intertwined with social practices of the time. Kin groups functioned as economic units. Members of the community often relied upon one another. The Haensa-Thorir’s Saga is an example of close knit socioeconomic community struggling to preserve the health of their pastorally based economy upon the backdrop of a poor harvest as a result of famine. The Nordic people established extensive trade networks that transverse Europe and lined the Scandinavian coast. Near the beginning of the story, Ørn, a Norwegian merchant, docked his vessel in the Borgarfjord harbor with the intent to sell his goods. The local chieftain, Odd, visited the merchants and declared that â€Å" he always set the prices on goods that were sold there,† to which Ørn replied â€Å"We’ll deal with our goods as we see fit, whatever you say, because this cargo belongs to us and not to you.† Ørn challenges the political power of theShow MoreRelatedEssay on The Collapse of the Greenland Norse760 Words   |  4 Pagesattempt to explain the Collapse of the Greenland Norse, one of the many societies to rise and fall. The Greenland Norse faced multiple challenges including economical, agricultural, and unfriendly neighbors. Alongside Greenland other North Atlantic islands faced geographical challenges that lead to some of their falls a s well. Yet, first I will discuss why the Norse left Scandinavia in search of new terrain. Similarly to other expansions the Norse, also known as Vikings, expansion was most likelyRead MoreThe Impact Of Viking Raids On The British Isles1622 Words   |  7 Pagespredominantly Denmark and Norway, the Vikings began raiding the British Isles in the late 700s (James). The Vikings primarily targeted monasteries, because that is where most of the wealth was concentrated (Loughrey). These raids were very violent, people were killed, and the survivors were sold into slavery (Loughrey). These violent raids earned the Vikings the reputation of barbarians, much like the Mongols a few centuries later in Asia. After some time, once the Vikings exhausted most of the wealthRead MoreChristopher Columbus And The American Revolution Essay1239 Words   |  5 PagesChristopher Columbus. The history prior to the American Revolution is quite an excellent topic for it gives the people more insight what America was like prior to the British ruling. It is also crucial to understand what society was like at the time of Pre-America. There is much depth in this part of American history to be understood. Then came during the time of America’s early economy where they had the issue of taxation without representation, meaning that due to the fact the colonies were a tinyRead MoreThe Origins Of The Viking2866 Words   |  12 Pageseconomically and culturally. The established Norse trade network included trading relationships throughout the world, from Charlemagne’s Europe to Asian territories and the Abbasids, evidenced by items such as coins from North Africa, and Scandinavian brooches from sites of the Ural Mountains. The basic economy of Scandinavia was agricultural and the short growing season sufficed to meet the demand for grain, cattle and stock grazing. Because the people of this world mostly lived along the coastsRead MoreThe Viking Society and Culture2981 Words   |  12 Pages â€Å"We and our fathers have now lived in this fair land for nearly three hundred and fifty years and never before has such a terror been seen in Britain as we have now suffered at the hands of a pagan people. Such a voyage was not thought possible. The church of St. Cuthbert is spattered with the blood of the priests of God.† These are the words of Alcuin of York, an Anglo-Saxon scholar, describing the first recorded presence of Norsemen warriors and their attack on Lindisfarne, a holy monasticRead MoreGun, Germs, And Steel By Jared Diamond1585 Words   |  7 Pageselsewhere in the world†¦in Montana are problems of toxic wastes, forests, soils, water, climate change, biodiversity loss, and pests .† He shows how these factors impede agricultural growth and economic success. Montana once an agriculturally flourishing economy is now held back by lower market prices and poor environmental situation. Adding to this, Diamond shows that the young population of Bitterro ot and Montana as a whole are immigrating to larger cities for better economic opportunities; leaving Montana’sRead MoreHistory of the English Language1655 Words   |  7 Pages Old English (5th century) The Celtic settlement of Britain (8th - 6th century B.C.) [71 words] Once upon a time, there were people named the Celts who roamed the lands of Europe. They conquered and explored most of it, before finally deciding one day to settle in one precise part of it; Britain. During these times, it was not uncommon for them to trade as well as to fightRead More Middle Ages Essay712 Words   |  3 Pagesdefend holistically it’s country during Norse and foreign invasions in the 700’s to 1000’s AD. The emphasis shifted instead to local lords and nobles who drew the king’s power for greater local stability. This system flourished under an influenced and uneducated nation, however, the rise of the middle and working classes put a change to that. Skilled merchants began to form guilds, universities and learning groups educated citizens, and a strengthening economy led the middle classes to object to feudalRead MoreConsumer Culture Film Analysis - Wall E Essay1131 Words   |  5 Pagesis easier and easier each day. Consumer culture today is thriving – but not necessarily in a good way. As consumer culture thrives, we have desires for products and services. Consumer spending is a major part of a country’s/world’s economy and that makes the economy strong but the aftermath is an unsustainable lifestyle. Although, Wall-E didn’t indicate exactly what caused consumers to destroy the planet and then flee for the sake of human survival, there are many guesses that can be made as toRead MoreComparing and Contrasting Ancient Greek Drinking Vessels and the Present Day Starbucks Cup1053 Words   |  5 PagesThere are a handful of differences and similarities from an Ancient Greek drinking vessel and a Starbucks cup some people may not take into consideration. While comparing and contrasting a Starbucks coffee cup and Ancient Greek drinking vessels I will take careful notation into the differences and similarities of their form, function and decoration of the artifacts. I will go into careful detail of what the ancient Greeks used to create their drinking vessels. Also, I will elaborate the functions

Ethical Issues in the Work Place Free Essays

Latoya J Week 2 1/18/2012 Discussion 1 Analyze your current work (or School) environment through the lens of the content in Chapter 2 and determine the most significant ethical issue and its impact on overall productivity and moral. Explain your rationale. ? Although I have only been working at Saint Joseph’s University as temporary administrative assistant for a few short months, I have noticed one major discrepancy involving the registrars department of the university. We will write a custom essay sample on Ethical Issues in the Work Place or any similar topic only for you Order Now The most significant ethical issue suffered by this particular department involves Lawrence Kohlberg’s social contract stage within the stages of moral development. Kohlberg states that in the social contract stage although employees understand that there are rules and regulations they must follow in the work place, sometimes employees will break those rules to satisfy ones’ own wants and needs. (Hellriegel, Slocum, 2010) In Saint Joseph’s University’s registrar’s office I constantly see employees take off days just to get rest knowing there is a lot of work to be done. This current week in particular one of the receptionist took the week off to have a week relaxation in their hometown. Unfortunately, this individual choose the most important week of the semester, the first week of a new semester. During this week students are not only visiting the registrar’s office with questions regarding things like classroom locations, teacher confirmations, registration errors and alterations, transcript requests, and graduation applications, they are also contacting us via telephone. Since there are only two receptionist her and myself, I was left to manage a lot of the traffic on my own. There is one other front office employee that orks in the registrar’s office who is not an assistant registrar so she was there to lend a helping hand at times, but she too has her own work to finish. Due to the absence of the other receptionist, the office was behind on completely transcripts in a timely manner that we received online through the National Clearinghouse. On Wednesday, January 18, 2012 we had a total of 40 missed calls accompanied by voicemails because the other phone line went unanswered during times when I was either with another student, on another call I could not put on hold, or the other front office employee was not able to answer it. This caused a bit of stress within myself and the others within the office. Students were coming in so fast I was unable to appoint them to the correct assistant registrar to help them solve some of their questions because their offices were also over loaded with students, or faculty in need of classroom assignment alterations. Although I tried my best to help everyone, those individuals who needs were not met because we were shorthanded could possibly view the office as being unorganized as whole, or unprepared. The registrar’s office need to enforce the importance of attendance at work, especially during the extremely busy times of the year. When one is slacks off on their job by being absent when their presence counts the most it makes it creates a ripple in the organization. In this particular case calls were left unanswered, students were forced to either come back to the office at a later time or leave their information in hopes of being contacted at a later time, and transcripts were not sent out as quickly as they normally are. How to cite Ethical Issues in the Work Place, Papers

Emotional Literacy free essay sample

The term emotional intelligence came into common usage following the success in the 1990s of Daniel Goleman’s book, Emotional Intelligence; why it can matter more than IQ. Goleman pointed out that ‘success’ in life depends not only on our IQ as measured by our literacy and numeracy skills but, more importantly, on how well we know our own emotional make-up, manage our emotional responses and react to the emotional responses of others. Goleman’s emotional intelligence speaks to the topical issue today; the issue of emotional literacy. Understanding emotional literacy is the key to help the young child develop self-esteem, self-control and so become socially and educationally successful. The National Early Childhood Care and Education Curriculum Guide wellness strand suggest that an environment need to be created which nurture children’s emotional well-being. It also states that children need to develop emotional competence which will help them to deal with their feelings appropriately. Emotional literacy is the ability to identify, understand, and to respond to emotions in oneself and others in a healthy manner. What it means to be emotionally literate: To be emotionally literate one has to develop a complex set of attitudes and skills. Skills can be learned and attitudes can be adopted if the environment the individual is in values and nurtures emotional literacy. Component skills that make up emotional literacy include: * Ability to reflect on one’s own emotions * Self-knowledge (understanding the reasons for one’s actions). Understanding of consequences * Self-control * Healthy self-image (feeling good about oneself, but also being able to acknowledge aspects of oneself that need developing). * Ability to empathise with others. * Understanding of the way others behave as they do. * Understanding how effective relationships are forged and sustained. * Ability to discuss feelings and emotions with others. * Recognition and acceptance of differences a nd different points of view. * Recognition of the complexity of emotions. Importance of Emotional Literacy: Being emotionally literate enables one to make wiser decisions, develops better self and social awareness, stronger interpersonal relationships, and higher academic achievements. Science has noted that brain injuries preventing individuals from processing emotional information can lead directly to antisocial behaviors and unreliable decision-making. Emotional Literacy can act as a preventive tool to treat children against the serious danger they face in today’s society, such as, gang and drug issues etc. It can also be a step towards turning an anxiety-dominated society into one of hope and salvation. Other Reasons of the Importance of Emotional Literacy include: * Emotional development in young children is important for their attainment as well as their well-being and success in all areas of development. * Targeting social and emotional development in young children are more likely to cause them to settle into their early years setting, * To grow to develop confidence and become cooperative * To learn to behave appropriately in varied situations. To strengthen healthy and balanced relationships. * To tolerate frustration better. * To be a healthy human being who is less lonely, less impulsive, more focused, and have greater academic achievement. Emotional Literacy contributes to setting the scene for Positive Behaviour in the Early Years Over the years we have seen a great deal of emphasis being placed on the cognitive and physical aspects of childhood development. Within recent tim es, more attention has been focused on the emotional developmental cycles of children. The impact of a child’s relative emotional maturity or immaturity on their behaviour, performance and personal happiness is finally being recognised. Furthermore, the issue of lacking emotional health in young children has been acknowledged as part of childhood behavioural problems. Emotional literacy can be thought of as a set of skills that help learners to be successful in school, at work and in relationships. As a consequence of this, they are more likely to have robust self-esteem and be better placed to cope with disappointments and setbacks, which affect or influence behaviour. Of late, those who have championed what might be termed the ‘self-esteem movement’ in schools regard emotional literacy as being closely connected to the building of self-esteem. Elizabeth Morris (2002) argues that it is hard to feel good about yourself if you don’t know yourself well, and if you can’t recognise and manage emotions such as anger and frustration. The more able you are to read body language and relate to other people and their emotional states, the more likely you are to be popular. Morris and other academics argue that this is what encourages a sense of belonging and builds self-esteem. With the increase of emotional exclusion, a worrying trend in diminishing self-esteem in young children, and increasing numbers of young children being recognised as having ‘additional learning needs’ or presenting challenging behaviour, there is a growing pressure to find solutions. An infant/toddler’s capacity to learn and grow depends to a very significant extent on their ability to manage emotional tasks. Without the ability to be aware of their emotional states and self-management skills to contain and handle these, their development will suffer. Without the ability to be aware of others, what they are feeling and to practice relationship management skills, their friendships and social support will vanish, as they become adults. There has also been a steady rise in recognition of the importance of sound self-esteem for young children. This recognition has emerged through psychological studies into behaviour disorders, learning difficulties and other disturbances to the development and maturation of infants and toddlers. This has coincided with research into human Emotional Literacy and the development of emotional literacy training programmes. Emotional Literacy is now known to play a very significant part in achieving goals set, as well as being the foundation for personal satisfaction. To become effective learners, children in their early years, need to develop a strong sense of self-worth and confidence in their abilities. As they become older, they need to learn to take responsibility for their own learning and performance, and demonstrate persistence and resilience in the face of obstacles or setbacks, which will affect behaviour. Young children must also learn to manage their emotions and help others to do the same. It is less to do with controlling emotions and more to do with recognising  and understanding the effects of these emotional states and developing coping strategies. Infants/toddlers must also learn to understand that negative feelings can be valuable since they provide personal insights into thoughts, feelings and motivation to learn. Child-care workers must develop excellent emotional literacy programmes to support and develop children at every level of need. These will enable young children to learn the skills and abilities necessary to achieve greater emotional awareness, more emotional control and strong relationship building skills. This in turn leads to higher emotional intelligence, and usually, sound self-esteem and positive behaviour. We have come to a juncture where we have recognized that emotional literacy is key to developing self-esteem and it does contribute to setting the scene for positive behaviour in the early years. Strategies teachers can use The questions arises what exactly are the skills or content necessary for our young children to become emotionally literate? What do we teach our young children to ensure they become emotionally literate? Fostering Emotional Literacy in early years setting: Emotional literacy in early years setting starts with emotionally literate adults. Settings should have the following: * Zero tolerance towards teasing, name-calling, sarcasm and negative behaviour that staff may display. * Regular opportunities to deal with issues in a calm and supportive environment, e. g. in staff meetings. * Appropriate emotional support for each other (staff members). * Looking out for each other especially in stressful situations, e. g. allowing one member to take time out if necessary. Gordon and Browne (2008) suggest that we teach the young children to deal with their feelings. There is a four-step approach suggested by Gordon and Browne that has a developmental sequence, where the learning at one level is built upon or is dependant on the learning at the previous level. This four step developmental sequence being advocated as necessary to teach young children how to deal with feelings is as follows: 1. To notice and label feelings 2. To accept feelings 3. To express feelings in an appropriate way 4. To deal with feelings of others 1) To notice and label feelings: The first step towards emotional literacy is to be able to notice or identify the feelings and label them. According to Gordon and Browne the identification and labeling of feelings corresponds with Goleman’s â€Å"self-awareness† dimension. Leah Davies, M. Ed. also advocates that children who are taught to identify, express, and cope positively with their feelings develop useful life skills. As opposed to suppressing them as when negative emotions are suppressed, they usually resurface and cause problems Leah Davies, M. Ed. also purports. Strategies to help the child identify/notice and label feelings: Help the children gain an understanding of their feelings through the use of books, board games, puppets, interactive storytelling or role-plays. b. Teach children to identify and verbalize their feelings, (For useful tools to promote emotional literacy, revisit www. kellybear. com. ) c. Teach the vocabulary of emotions. (e. g, I am sorry). Introduce new words to extend the child’s vocabulary; for example, happy might also be excited, cheerful or smiley. * If we lack the words to express how we feel we will not be able to tell others, let alone process those feelings internally. Show acceptance of a child’s feelings and use feeling words yourself so they become a part of everyday life. 2) Accept feelings: Children very often express very strong feelings and they must be taught how to deal with these feelings without letting the feelings overwhelm them. These can be strong feelings of love or anger, sadness or confusion. It is important to help children recognize that th ese strong feelings will not stay with them all the time and also help them work through the feelings, feeling safe. Strategies to help the child accept feelings: a. Be empathetic to children in the environment b. Be observant to recognise when a child is experiencing such strong emotions so that you can help them accept the emotions to allow the child to * Express these emotions in a safe setting and work through these sad or scared moments * Recover their exposure with some empathy from others * Develop the zeal or persistence to work through future sad or scared moments 3) Express feelings in an appropriate way As purported by Gordon and Browne (2008) To be able to express feelings appropriately students must be able to: First: feel free to express their feelings. The environment must be a psychologically and emotionally safe climate so that children are not afraid or inhibited in any way in the expression of their feelings. Second: they must learn ways of expression that are suitable to their age and to the situation. Strategies to help children express their feelings in an appropriate way: a. Avoid negative statements like, Cant you do anything right? or Whats your problem? These comments discourage open communication and suggest that when a child does not behave perfectly, he or she is bad. b. Avoid moralizing (That was wrong of you! ); humiliating (I cant believe you did that. ); lecturing (You should have known better. ); denying (Youll be okay. ); pitying, (Poor you. Its all their fault. ); and rescuing, (Ill take care of it. ). Instead, listen patiently and nod your head appropriately. Remember that questions can often lead the child away from the real problem or cause the child to stop talking. c. Accept emotional responses as legitimate, even if you dont like the behavior the feelings produce. For example, when a child hits, the feeling of anger is demonstrated. Stop the child and say, Its okay to feel angry; its not okay to hurt others. Talk to me about what you are feeling. Help the child manage his emotions as Goleman suggests. d. Communicate understanding and empathy by reflecting the observed emotion. For example, say, You seem sad or You seem upset. Then, if the child confirms your reflection and begins talking, be quiet and listen. (See Helping Children Cope with Anger in Teacher Ideas, www. kellybear. com . ) e. Watch a childs facial expressions, posture, play or art work for signs that a child is experiencing a strong negative emotion. Then offer constructive ways to defuse it, such as painting, dialogue or taking a time out. f. Problem solve with the child by encouraging him or her to think of options and decide what constructive action to take. (See Ten Ways to Foster Resiliency in Children in Teacher Ideas, www. kellybear. com . ) g. Keep lines of communication open. You might say something like: Emily, I am glad you told me about your moms illness. It must be hard to have her in the hospital. Please know that I care about you and that I am here if you want to talk again. 4) Deal with feelings of others