The Economic System of The Vikings

Over the 300 years of the Viking Age, and with the expansion of the Norse landnà ¡m (new land settlements), the economic structure of the communities changed. In 800 AD, a well-off farmstead in Norway would have been primarily pastoral, based on the raising of cattle, pigs, and goats. The combination worked well in the homelands, and for a time in southern Iceland and the Faroe Islands. Livestock as Trade Goods In Greenland, pigs and then cattle were soon outnumbered by goats as conditions changed and the weather became harsher. Local birds, fish, and mammals became supplemental to the Viking subsistence, but also to the production of trade goods, on which the Greenlanders survived. Commodities to Currency By the 12th-13th centuries AD, cod fishing, falconry, sea mammal oil, soapstone and walrus ivory had become intense commercial efforts, driven by the need to pay taxes to kings and tithes to the church and traded throughout northern Europe. A centralized government in the Scandinavian countries increased the development of trading places and towns, and these commodities became a currency which could be converted into cash for armies, art, and architecture. Greenlands Norse in particular traded heavily on its walrus ivory resources, in the northern hunting grounds until the bottom fell out of the market, which may have led to the demise of the colony. Sources Barrett, James, et al. 2008 Detecting the medieval cod trade: a new method and first results. Journal of Archaeological Science 35(4):850-861. Commisso, R. G. and D. E. Nelson 2008 Correlation between modern plant d15N values and activity areas of Medieval Norse farms. Journal of Archaeological Science 35(2):492-504. Goodacre, S., et al. 2005 Genetic evidence for a family-based Scandinavian settlement of Shetland and Orkney during the Viking periods. Heredity 95:129–135. Kosiba, Steven B., Robert H. Tykot, and Dan Carlsson 2007 Stable isotopes as indicators of change in the food procurement and food preference of Viking Age and Early Christian populations on Gotland (Sweden). Journal of Anthropological Archaeology 26:394–411. Linderholm, Anna, Charlotte Hedenstiema Jonson, Olle Svensk, and Kerstin Lidà ©n 2008 Diet and status in Birka: stable isotopes and grave goods compared. Antiquity 82:446-461. McGovern, Thomas H., Sophia Perdikaris, Arni Einarsson, and Jane Sidell 2006 Coastal connections, local fishing, and sustainable egg harvesting: patterns of Viking Age inland wild resource use in Myvatn district, Northern Iceland. Environmental Archaeology 11(2):187-205. Milner, Nicky, James Barrett, and Jon Welsh 2007 Marine resource intensification in Viking Age Europe: the molluscan evidence from Quoygrew, Orkney. Journal of Archaeological Science 34:1461-1472. Perdikaris, Sophia and Thomas H. McGovern 2006 Cod Fish, Walrus, and Chieftains: Economic intensification in the Norse North Atlantic. Pp. 193-216 in Seeking a Richer Harvest: The Archaeology of Subsistence Intensification, Innovation, and Change, Tina L. Thurston and Christopher T. Fisher, editors. Studies in Human Ecology and Adaptation, volume 3. Springer US: New York. Thurborg, Marit 1988 Regional Economic Structures: An Analysis of the Viking Age Silver Hoards from Oland, Sweden. World Archaeology 20(2):302-324.

Water for Africa Managing the Vital Liquid for Life and...

Water for Africa Water is the most important element on the planet. Not only is it important for the earth, in general, but it is key to our survival. Leonardo Da Vinci has said, Water is the driving force of all nature (Roberts). It is the building block of life. The average person can survive about a week without water (Ogunjimi). Lack of water is increasing worldwide, but Africa is currently affected the most. It is the second driest out of the 7 continents, following Australia ( ). Africas water crisis is not solely based on the scarcity, but also the contamination of water and what actions can be taken towards the dilemma. As the climate steadily becomes more dry and warm, there is less water for the ever-increasing world†¦show more content†¦The Vaal River located there, a frequently visited tourist destination, is progressively becoming polluted. Sewage is affecting the wildlife in the river. This lack of sanitation is causing fish to die; even to the point where they have hauled 20 tons from the Vaal. HIV or AIDS are not the only things plaguing the African people. These diseases have caused many to die, but what most people don’t realize is that the lack and contamination of water is one of the leading causes of death. Millions of African’s die every year. Throughout the world â€Å"780 million people lack access to an improved water source; approximately one in nine people.† (UNICEF). Children are being affected the most, however. Lack of access to clean water and sanitation kills children at a rate equivalent of a jumbo jet crashing every four hours. (UNICEF). Withou t pure water children across the globe are contracting diarrhoea. Surprisingly, Diarrhoea remains the second leading cause of death among children under five globally. Nearly one in five child deaths- about 1.5 million each year- is due to diarrhoea. It kills more young children than AIDS, malaria, and measles combined. (WHO 9). This is one of the reasons why the crisis on water and sanitation has claimed more lives, through disease, than any war has claimed on guns (UNDP). While third world countries struggle, those living in developed countries take advantage of water. We have fresh water at ourShow MoreRelatedCauses and Effects of Watershed Degradation7239 Words   |  29 Pages 14 3.6 Wind erosion 14 3.7 Over pumping of ground water 14 4. Effects of Watershed Degradation Page 15 4.1 Soil erosion 15 - 16 4.2 Water erosion 16 4.3 Desertification 16 4.4 Salinization and Nutrient Loss 16 - 17 4.5 Decline in soil fertility 17 4.6 Degradation of soil structure 17 - 18 4.7 Soil acidification 18 4.8 Water pollution 18 - 19 4.9 Wetland Degradation 19 20 5. 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Language Arts Action Research free essay sample

Classroom Management Inquiry: An Applied Study of Language Arts Data Zoo Southern Illinois university Daredevils Brian Walker Johnson, Literacy Faculty Inquiry into Teaching and Learning Project CLC 445 Language Arts at Elementary and Middle Levels November 22, 2013 Classroom Management Inquiry: An Applied Study of Language Arts The main phenomenon I have concentrated on throughout my Inquiry into Teaching and Learning Project for my applied study of language arts Is the role that speaking, writing, viewing, visually representing, reading and listening play in the management of an elementary school classroom. I have come to understand that classroom management is one of the hardest duties off beginning teacher. Being respected by students and colleagues is what establishes a teacher as an authority, and effective classroom management is a start towards this goal. Managing my students has been the hardest part of my school experience thus far, and I hoped that allowing language arts to become an active part of my management processes would allow my students to think more critically about their actions. We will write a custom essay sample on Language Arts Action Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I began his inquiry study, I believed that writing classroom rules together, reading classroom rules critically, speaking and listening to how rules are applied, and viewing and visually representing class rules in daily walk and conversation might give students a sense of ownership over their classroom and greater respect for teachers. I thought the benefit of using language arts for classroom management might be measured by closer examination of critical conversations students have when rules are broken. So I proposed the following action research question: How does student behavior hanged when students read, write, speak, listen, view, or visually represent apparent misbehaver? Waxier (2007) suggests that written action plans which give older elementary students responsibility for their actions changes misbehaver. Research by Smith (2009) demonstrates that the use of other language arts with preschoolers can have the same effect. Reading these studies motivated me to pursue classroom arts. Method Secondary Sources to Answer Research Question I began my research into how student behavior changes when language arts are integrated into classroom management practices by reviewing two secondary resources. My first source, Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior by Smith (2009), was published in a peer reviewed early childhood education Journal specializing in articles that summarize a number of experimental studies. Smiths (2009) summary of research gave the ideas in the article greater validity. Some of the findings Smith (2009) shared described classroom management techniques I have personally experienced as effective. Smiths (2009) findings are limited to studies done with reechoes students, but I believe the findings can be used with older students as well. Unlike Smith (2009), my second source, Waxier (2007), was not published in a peer reviewed Journal. Washers eBook, teach: A Teacher Resource for Learning the Strategies of Master Teachers, was self-published. However, the authors online biography points to decades spent as a professional teacher and consultant who has helped hundreds of elementary teachers improve their classroom management. Waxier, like Smith, also describes a number of management techniques that I have found to be helpful in the past. Primary Source Data to Answer Research Question I continued my research into how student behavior changes when language arts are integrated into classroom management practices by collecting primary sources of data from my third grade classroom. The third grade classroom where I student teach is located in Roseville, Illinois, near the Mississippi River Just north of SST. Louis, Missouri. The third grade at Roseville Elementary School consists of 25 Caucasian students, 13 boys and 12 girls. Well over 70% of these students are on free or reduced lunch programs, suggesting that their families are struggling with poverty. However, the academic achievement of these students is especially high in language arts, evidenced by the schools online report card. These students may represent an exception to the thought that poverty dictates low academic achievement. I began my research into how elementary student behavior changes when language arts are integrated into classroom management practices by conducting classroom observations and collecting artifacts. My classroom observations were done by filling out five observations forms over 1 5 minute intervals over a period of six weeks. I simply observed moments in the life of my student teaching classroom where misbehaver was occurring. Then, using the left hand column of my observation form, I wrote what I saw my teacher and student informants doing during these 15-20 minute snapshots of instruction, scripting the instruction to the best of my ability. I included exactly what I heard and saw. On the same days I made my observations, I went home and read over what I had written. Then, using the right hand column of my observation form, I summarized the instructional moments I saw in my written observations that I thought related to engage arts instruction and changing student misbehaver. Finally, in a different column that: 1) documented which of the language arts were being used in the instructional moment you summarized; 2) described how I thought an additional element of language arts could have been incorporated into the instructional moment. Together with artifacts including written action plans by students to correct misbehaver, photos of room arrangement, copies of class rules, and student/teacher interviews, patterns of how misbehaver changed as a result of language arts applications began to emerge. I believe these patterns are valid because they are supported by three different kinds of primary source data: my observations, informant interviews, and classroom artifacts. My initial primary source data response to the question, How does student behavior change when students read, write, speak, listen, view, or visually represent apparent misbehaver? , emerged after examining data collected midway through my study with colleagues in my Language Arts at Element ary and Middle Levels class at Southern Illinois University Daredevils. I began to see at first that Reading, writing, or speaking about subversive changes misbehaver. As I continued to gather data, it became evident that all of the language arts gave misbehaving students opportunities for reflection that changed misbehaver. Results Results of my analysis of primary source data in the form of five 1 5 minute observations over five weeks, three student interviews, one cooperating teacher interview, and seven artifacts of student work in classroom management demonstrate that use of all of the six language arts gave misbehaving students opportunities for reflection that changed their misbehaver.

Michelangelo Buonarroti Argumentative Essay Example For Students

Michelangelo Buonarroti Argumentative Essay The greatest artist has no conception which a single block of marble does not potentially contain within its mass, but only a hand obedient to the mind can penetrate to this image. ~ Michelangelo Buonarroti Michelangelo describes in the above quote what it is like to carve a likeness of a person out of a large block of marble. As we know from seeing his work, he did an excellent job with this task. Bernini did just as fine a job on his, but in a much different way as you will see in the following pages. Michelangelo Michelangelo was born on March 6, 1475, in Caprese, Italy, a tiny village, owned by the nearby city-state of Florence. His father was the mayor. He attended school in Florence, but he was preoccupied by art. When he was 13, his father agreed to apprentice him to some well-known painters in Florence. Michelangelo was unsatisfied with these artists, because they would not teach him their artistic secrets. He went to work under another sculptor hired by Lorenzo de Medici. When Michelangelo was 21, he went to Rome, where he was commissioned to carve a group of marble statues showing the Virgin Mary supporting the dead Christ on her knees. His sculpture was called Madonna Della Pieta, and it made Michelangelo famous. A few years later, in 1501, he accepted a commission for a statue of David. He took on the challenge of carving this beautiful work out of a huge oblong chunk of pure white unflawed Carrara marble à ¢Ã¢â€š ¬Ã¢â‚¬Å" some 18 feet high and weighing several tons that had been badly block out and then abandoned by an earlier sculptor Coughlan 85. This piece had always fascinated Michelangelo, but neither he, nor anyone else, could think of what to carve from it, until now Coughlan 85. Thus began a new era in art, the High Renaissance. He began carving this statue for the city of Florence. It would become a symbol of this city, a city willing to take on all comers in defense of its liberty Coughlan 91. The statue acquired this meaning by the way Michelangelo depicted this biblical character. Instead of presenting us with the winner of the battle, with the giants head at his feet and a sword in his hand like Donatello did many years before, he portrays David right before the battle begins. David is in the moment where his people are hesitating and Goliath is mocking him. He is placed in perfect contrapusto; in the same manner the Greeks represented their heroes Heusinger 17. The right-hand side of the figure is composed, while the left side, from the outstretched foot all the way up to the disheveled hair, is openly active and dynamic Heusinger 18. Frederick Hartt does an excellent job of describing the essence of the statue: Throughout the statue, but especially in the head, the conflict between line and formà ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦is intensified and deepened. The features are more deeply undercut than in any of the earlier works, possibly because of the height from which the statue was originally intended to be seen. à ¢Ã¢â€š ¬Ã‚ ¦The enormous eyes à ¢Ã¢â€š ¬Ã‚ ¦seem at once liquid and fiery. The flat planes joining at determined angles underlie all the construction of the David, not only in the squared-off masses of the features but throughout the knotty, bony, sinewy, half- developed, and unprecedentedly beautiful torso and legs. For the first time Michelangelo is able to embody in the quality of a single human body all the passionate drama of a mans inner nature. The sinews of the neck seem to tense and relax, the veins of the neck, hands and wrists to fill, the nostrils to pinch, the belly muscles to contract and the chest to lift with the intake of breath, the nipples to shrink and erect, the whole proud being to quiver like a war horse that smells the battle. But the nature of the battle there is no indication whatever; it is eternal and in every man Hartt 112. Once the statue was completed, a committee of citizens and artists convened to decide where the statue should be placed. Caravaggio, Death Of St. Matthew EssayThe tension of the twisted body shows the force that David is ready to release. His foot grips the base of the statue to withstand the strain in the body. The action has reached that moment when the stone is about to be released. It is a marvel of dramatic action frozen in stone. The unruly hair, the knitted brow, and above all the clenched mouth indicate one of those moments when the complete physical and psychic resources of the will are summoned to extraordinary effort Stokstad 759. The viewer becomes physically involved with the action of the statue. Davids eyes sight past us. The viewers space is his and will soon be the stones. The split second of time captured in the marble demands a single, clear point of view Janson 556. By the time the David was finished, early in 1624, Bernini no longer had time for private commissions. The David, consequently, marks a real break in Berninis life. Berninis unification of real and artistic space stands at the center of most of the Baroque art in the following years. In some ways, the whole history of Berninis artistic journey can be seen as the unfolding of this idea, with ever-richer meanings and more powerful physical environments. A new unison of the arts emerged and the David stands at the beginning of this period Berninidavid. Comparison of the Two Davids Although both of the above artists chose the same subject matter, there are many differences between their sculptures. The first difference is the moment the artist chose to represent. Michelangelo chose the moment just before the start of the battle. His David is thinking about what he is about to do. Bernini on the other hand, chose the split second before David launches the stone from his sling. By choosing this moment, Bernini has created a dramatic representation of an event frozen in time, suggesting the next series of events, the release of the stone and the death of Goliath. His figure is bursting with the same energy that Michelangelo had stored in his figure. Berninis figure implies another figure in our space, Goliath. David no longer a thing to look at in his own space, but is now in the viewers space. He has actively involved the viewer in the sculpture itself, like we have seen before in Hellenistic sculpture. Michelangelo introduced a new tension in his huge figure of David by showing him shortly before the battle, but no sculptor had ever tried to show the actual moment of the shot the way Bernini did. Within two hundred years of each other, four completely different statues of David appeared in Italy and all are great works in their own way. Donatellos came first, then Verrocchios, followed by Michelangelos, and finally that of Bernini. The four sculptors had completely different objectives. Only Bernini was interested in showing the actual action of the slaying of Goliath. Of the four statues, I think Berninis is the most dramatic and the most realistic. I think that is exactly what Bernini wanted to achieve. I also love Michelangelos David for other reasons. It is perfect in form, as is was meant to be, which makes the viewer believe that this is just a boy, even though he is seventeen feet tall. I believe both artists got their point across very well in embodying the artistic ideals at the time of their work. I also think they each did a wonderful job of telling a story that will live on forever, just as their names and sculptures will.