Theme Of Nature In To Kill A Mockingbird - 1394 Words

Often times, nature and the organic things of life come together to form a representation or symbolic message to life. As shown in To Kill a Mockingbird, nature and various aspects of humanity are associated in the form of a mockingbird. As it relates to the novel, A mockingbird represents a commonality of an understood sin. To Kill a Mockingbird by Harper Lee is well known, classic novel originally published in 1960. Though the novel was written in a different time span, its plot vividly details and expresses the events, emotions, and issues during the 1930s. Lee isolated her novel’s setting to a small, Southern town, which serves as a microcosm to the issues, occurring then and still today, throughout the entire nation. Lee develops the†¦show more content†¦These practices were particularly shown in the trial of Emmett Till. This case was strikingly similar to that of Tom Robinson’s in To Kill a Mockingbird. In 1955, two white men were charged with the murder of Till. Throughout the case the defendants claimed that till’s body could not be proven to be his and that they were set up for the crime. Although these claims would not be typically favorable, the all white and all male jury exonerated the two white men from their charges. The political, civic, and judicial aspect of the 1900s showed to be of great importance to Lee and her writing. Being that Lee’s father was a lawyer and shared his experience representing people of color during prejudice times, many suspect that Lee based the role of Atticus on her father. Additionally, many believe that Scout is a representation of Harper Lee’s outlook of her father’s position during her youth. Each of these historical accounts have definitely impacted Harper Lee’s works. Essentially, Lee To Kill a Mockingbird by Harper Lee takes place in Maycomb, Alabama during the Great Depression era. Many families during this time are suffering from having little income, but the Finch’s happen to be of the few prominent families. Scout lives with her widowed father, Atticus, and her brother, Jem. Atticus is a town lawyer who prizes his moral standards. The story is told from the point of view of Scout who allows the reader to follow her life as social issues, including racism, come inShow MoreRelatedKill A Mockingbird By Harper Lee1577 Words   |  7 Pages To Kill a Mockingbird: To Kill a Mockingbird revolves around the time period of the 1930’s in the Southern part of the United States. The protagonist of this story is Scout, a tomboy, who narrates the story from her perspective when she is older. (She was part of this story herself from ages 6-9). The first many chapters of the book is about Scout’s life in school, and how she grows up in her neighborhood streets. She spends her days with her father, Atticus Finch. The main topic and climax ofRead MoreRacism And Critical Disposition Of Kill A Mockingbird By Harper Lee1415 Words   |  6 PagesHarper Lee’s To Kill a Mockingbird. It was applied throughout the novel and was increasingly used to judge others in Maycomb’s society. Racism was revealed through the novel to characters Jem, Scout, and Dill who were young children that were learning about the good and evil in the small town they lived in. Racism was a constant and significant topic. There were many aspects that contri buted to racism and proved that justice would not always prevail. In Harper Lee’s To Kill a Mockingbird, the settingRead MoreHuckleberry Finn : An Enduring Timeless Classic1713 Words   |  7 PagesTo Kill a Mockingbird - An Enduring Timeless Classic From Star Wars to the Adventures of Huckleberry Finn timeless classics exist in multiple contrasting formats and outlines. They all come in with their own unique stories and differences that make each one a must read. However, there are many things that make one timeless classic similar to another. Two important criteria that make a timeless classic include the kind of experiences it presents and the well-rounded symbols it uses to enhance theRead MoreTo Kill a Mockingbird1286 Words   |  6 PagesTo Kill A Mockingbird Essay Reading broadens our minds and touches our hearts. It creates greater understanding and compassion in the reader through its characters and themes. Write an essay that addresses the ideas expressed in this statement with reference to your class novel. â€Å"You never really understand a person, until you climb into his skin and walk around in it.† With over 30 million copies sold worldwide and claiming title to the prestigious Pulitzer Prize, â€Å"To Kill a Mockingbird† isRead MoreSummary Of Kill A Mockingbird By Harper Lee1259 Words   |  6 PagesLicked From the Beginning To Kill a Mockingbird, follows the story of a curious young girl named Scout, with a tomboyish nature. Her innocence is very clear at the beginning of the book, but as the story continues, Scout learns many valuable life lessons that dissolves her innocence. Through the adventures of her brother, Jem, her friend, Dill, and herself, they find that society isn’t always fair and equal in the very racist town of Maycomb, Alabama. Scout learns how to cope with her emotions,Read MoreTo Kill a Mockingbird and Animal Farm Essay791 Words   |  4 PagesHarper Lee’s To Kill a Mockingbird is considered a classic text because it is based on the meaning of a mockingbird, the idea of growing up, and the theme of prejudice and racism which still is a problem today. George Orwell’s Animal Farm is considered a classic text because it holds historical importance and shows how easily humans can be corrupted by power. The story of To Kill a Mockingbird is set in Alabama, a town in Maycomb, during the Great Depression. The story is told in the eyes of ScoutRead MoreTheme Of To Kill A Mockingbird1699 Words   |  7 PagesPureness of Mockingbirds In 1960, Harper Lee published one of the most controversial books of our time. To kill a mockingbird contains three debatable themes; racism, good and evil, and morals. Harper Lee uses three children and rape trial to portray these topics. These themes are present throughout the story of a small Alabama town divided over a rape trial including an African American man and a young white girl. Lee’s novel is still disputed over to this day. One of the book’s central themes is theRead MoreTo Kill a Mockingbird Motiff Essay779 Words   |  4 Pagesnever know before. The motif of innocence and experience occurs many times in Harper Lee’s â€Å"To Kill a Mockingbird†. The process of this growth is especially obvious in Jem and Scout’s journey through out the book. The first part of to â€Å"kill a mockingbirdâ€Å", while experience is there, innocence is the primary theme. Both Jem and scout are just beginning to experience things. In â€Å"To Kill a Mockingbirdâ€Å", by Harper Lee, there are many great examples of Jem or Scout moving from innocence to experienceRead MoreHarper Lee Was Born In 1926 In Monroe, Alabama, A Village1071 Words   |  5 PagesCentury music, politics, travelling and spending time with herself. To Kill a Mockingbird is the finest piece of work written by Harper Lee. This book is a a very fine novel with the liveliest sense of life and the most authentic humour. There is humour as well as tragedy in this book, besides its faint note of hope for human nature, and it is delightfully written. A lawyer s advice to his children as he defends the real mockingbird of Harper Lee s class novel. A black man charged wit rape of a whiteRead MoreEssay on Human Nature In To Kill a Mockingbird, by Harper Lee1556 Words   |  7 PagesThe cruel nature and intentions of people can either hurt or harm individuals or it can bring about resilience and determination. In the novel To Kill a Mockingbird, Harper Lee revealed that humans often have other motives in life; some are born to be evil in nature, some are naturally innocent and then there are some that are born to protect the innocent. Lee utilized a variety of symbols and themes that correlated with each other and thus had the ability to create questions in the minds of the

My Education Free Essays

Education should be skill based rather than knowledge based Good morning, today l, Sparks Gar, am going to speak for the topic ‘Education should be skill based rather than knowledge based’. As school ends and commencement addresses are given, two pieces of data caught my eye recently. Only 56 percent of law school graduates are getting Jobs proportionate with their education. We will write a custom essay sample on My Education or any similar topic only for you Order Now And there are 3 million Jobs currently unfilled in the U. S. So what explains the disconnection between a large number of highly educated workers unable to find bobs and the millions of openings out there right now? The answer is skills. Or more precisely, having the specialized skills that fit with the Jobs, employers need to fill. The challenge is to get the people who need work to acquire the skills that employers are seeking. It is true that our young generation needs to be skilled in order to get employment. It is very much important to get skills and only then we can think of our bright future. In a class all the students may not be excellent in their studies but here are other projects in which the weaker students can come up. In our society it is not only knowledge that matters but if you have the skill to do something you can guarantee work. Nowadays we usually face problems that a person is knowledgeable but not skilled enough to do a particular Job. The majority of Jobs are in the skilled trades, yet it wouldn’t be hard to build programs around the needs of information technology companies, tech start-ups and manufacturing firms. We’ve all heard Tories of successful people who found their true passion and talent from the help of a teacher who had taken notice when nobody else had. We need to create a system and culture of education in which such self-discovery doesn’t Just happen serendipitously but rather is the core focus of education. This can only come from an early exposure to a rich and diverse set of study, including art, music, science, math, design, writing and more. In 2010, Barack Obama made this a major focus, and from hat came skills for America’s Future, which brought employers and community colleges together to design curriculum around skills for specific types of Jobs. Of course people’s decision changes with time and some of us make a conscious decision to ignore our natural born attributes to pursue a different path in life. That is what makes us human. But with this approach, students will get a around exposure to ideas and critical thinking to marketable skills and training that we can rely on. My Essays By supercharges How to cite My Education, Papers

Mathematics Portfolio Sl Essay Example

Mathematics Portfolio Sl Essay Mathematics Standard Level Teacher: Mr. Lazaro Name: Fatema Ismailjee IB 1 2011 Sequence is a set of things (usually numbers) that are in order. e. g. 1, 2, 3, 4, Where 1 is the first term, 2 is the second term and so on. ( in the end means that the sequence goes on forever. Three dots in the middle e. g. 1, 2, 3 7, 8 indicate that the pattern continues until the next number appears. There is finite and infinite sequence, infinite sequence is when the sequence has no end and finite is a set with a function e. g. {1, 3, n} Calculating specific terms leads to an nth  term formula. Before creating a rule of calculation, you need to realize that sequences are functions with the specific domain of the counting numbers {1, 2, 3, 4, 5, }. So the n replaces x  as the input variable and instead of writing  y, we use  an  as the output variable.Arithmetic sequence: the difference between one term and the next is a constant in arithmetic sequence. The general formula is an  = a1à ‚  + (n 1) d Geometric sequence: A geometric sequence is a group of numbers where each term after the first is found by multiplying the previous one by a fixed non zero number called common ratio. The general formula is an = a1 ? rn-1 Series is the sum of terms of a sequence. Sn = x1 + x2 +. xn Arithmetic series: The general formula is Sn  = n/2(a1  + an) Geometric series: a series which has a constant ratio between terms.The general formula is Sn = a1 (1 – rn) 1 r TRIANGULAR NUMBERS Triangular number is the number of dots in an equilateral triangle uniformly filled with dots. This is an investigation task whereby I will try to find number of shapes of geometric figures which form triangular numbers. I will use different sources of information to attain shapes and figures. For the calculations required, different math techniques will be used for the different shape obtained. Aim In this task I will consider geometric shapes which lead to special numbers.The simplest exa mples of these are square numbers, 1, 4, 9, 16, which can be represented by squares of side 1, 2, 3 and 4. The following diagrams show a triangular pattern of evenly spaced dots. The numbers of dots in each diagram are examples of triangular numbers (1, 3, 6, ). .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 6 10 15 There is a sequence of the number of dots in the triangular shape above.Complete the triangular sequence with three more terms. . . . . . . . . . . . . . . . . . . . . . 21 dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 dots Find a general statement that represents the nth triangular number in terms of n. In words: The top row has one dot and each successive row under it has one more dot.Using the formula: 1. Find the common difference between the numbers in the sequence. 2. Use the general formula tn = an2 + bn + c. 3. Three equations will be forme d. Using the elimination method find the coefficients i. e. a, b and c. 4. Substitute in the general formula. The general statement can be reached by following the steps above. Common difference: d= U2 – U1 = U3 – U2 1, 3, 6, 10, 15, d= 3-1 = 2 6-3 = 3 10-6 = 4 15-10 = 5 d= 3-2 = 1 4-3 = 1 5-4 = 1 The difference in terms is found in the second stage so the formula will be n2 . 2 Testing: n = 1 , triangular number = 1 22 = 12 1 12 = 12 n = 2, triangular number = 3 n22 = 92 3 92 = 32 32 12 = 12 12 so this will be 12 n therefore, 2 12 n2 = 12n As the common difference in the second stage is 1, it can be deduced that the formula for the nth term is a quadratic equation. I will use the general formula to find the nth term, tn = an2 + bn + c where a and b are the coefficients and c is constant and n is the number of term. 2 n2 = 12 n = n2 + n 2 When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 3 = a (2)2 + b (2) + c 3 = 4a + 2b + c . (ii) n = 3 6 = a (3)2 + b (3 ) + c 6 = 9a + 3b + c . (iii) Using the elimination method: 3 = 4a + 2b + c 6 = 9a + 3b + c 1 = a + b + c 3 = 4a + 2b + c 2 = 3a + b 3 = 5a + b Now that two equations are obtained: To find the variables i. e. a, b one of them is eliminated.In this case the equations are being subtracted. b will be eliminated first in order to find a. Substitute the values of a in the equation to find the value of b. 3 = 5a + b 3 = 5a + b 1 = a + b + c 2 = 3a + b 3 = 5(1 ) + b 1 = 1 + 1 +c 2 2 2 1 = 2a 3 5 = b 2 2 2 a = 1 b = 1 c = 0 2 Therefore the formula for finding the nth term will be as follows: tn = 1n2 + 1n 2 2 tn = n2 + n 2 Use of technology to find the general statement: Calculator used: CASIO fx-9750 GA PLUS n| 1| 2| 3| 4| 5| 6| 7| y| 1| 3| 6| 10| 15| 21| 28| Let n = x 1. Select STAT. 2. Encode values for x in list 1 and for y in list 2. 3. Select GRPH (by pressing F1). 4. Select GPH1 (by pressing F1 again). 5. Select x^2 (by pressing F3). The display will show: a = 1 2 b = 1 c = 0 y = ax 2 + bx + c 1n2 + 1n y = 2 2 = n2 + n 2 Consider stellar (star) shapes with p vertices, leading to p-stellar numbers. The first four representations for a star with six vertices are shown in the four stages S1 – S4 below. The 6-stellar number at each stage is the total number of dots in the diagram. Find the number of dots (i. e. the stellar number) in each stage up to S6. Stellar numbers are figurate number, based on the number of dots of units that can fit in a centred hexagon or star shapes. S1 – S4 are the numbers of dots in the stars.To find up to S6 find the common difference (d) followed by the addition of numbers of star in the previous star. S1 has 1 dot S2 has 13 dots S3 has 37 dots S4 has 73 dots Find the common difference between the terms. d = S2 – S1 S3 – S2 d = 13 – 1 = 12 37 – 13 = 24 73 – 37 = 36 As the difference is not constant, find the difference within the answers. d = 36 – 24 = 12 13 – 12 = 12 The c ommon difference is 12. S 5 = 36 + 12 = 48 73 + 48 = 121dots S6 = 48 + 12 = 60 121 + 60 = 181dots Find an expression for the 6-stellar number at stage S7. As shown above, the common difference is 12.As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 12 first and from the second star add it with the multiples of 12, i. e. 24, 36, 48 etc. S6 = 48 + 12 = 60 = S5 + 60 = 121 + 60 = 181 S7 = 60 + 12 = 72 = S6 + 72 = 181 + 72 = 253 S7 = 253 Find a general statement for the 6-stellar number at stage Sn in terms of n. Use the same general formula to obtain the three equations: The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 13 = a (2)2 + b (2) + c 13 = 4a + 2b + c . (ii) = 3 37 = a (3)2 + b (3) + c 37 = 9a + 3b + c . (iii) Using the elimination method: 37 = 9a + 3b + c 13 = 4a + 2b + c 13 = 4a + 2b + c 1 = a + b + c 24 = 5a + b 12 = 3a + b After attaining two equations, either of the coefficients should be eliminated. b in this case which will lead us to find a. Substitute value of a in the equation to find b. Hence, substitute values of a and b for c. 24 = 5a + b 24 = 5a + b 1 = a + b + c 2 = 3a + b 24 = 5(6) + b 1 = 6 + (-6) + c 12= 2a 24 – 30 = b 1 – 0 = c 2 2 a = 6 b = -6 c = 1 Substitute a, b and c in the general statement. General statement: tn = 6n2 – 6n + 1 Now repeat the steps above for other values of p Considering stellar (star) shapes when p=7 and when p=8 leading to p-stellar numbers. p = 7 Find the number of dots (i. e. the stellar number) in each stage up to S6. S1 has 1 dot S2 has 15 dots S3 has 43 dots S4 has 85 dots d = 15 – 1 = 14 3 – 15 = 28 85 – 43 = 42 d = 42 – 28 = 14 28 – 14 = 14 e. g. S4 = 43 + 14 = 42 S3 + 42 43 + 42 = 85 dots S 5 = 42 +14 =56 S4 + 56 85 + 56 = 141dots S6 = 56 +14 = 70 S5 + 70 141 + 70 = 211dots Find an expression for the 6-stellar number at stage S7 . As shown above, the common difference is 14. As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 2 first and from the second star add it with the multiples of 2, i. e. 14, 28, 42 etc. S7 = 70 + 14 = 84 S6 + 84 211 + 84 = 2955dots S7 = 295dots Find a general statement for the 6-stellar number at stage Sn in terms of n.To find the three equations, use the general formula tn = an2 + bn + c. When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 15 = a (2)2 + b (2) + c 15 = 4a + 2b + c . (ii) n = 3 43 = a (3)2 + b (3) + c 43 = 9a + 3b + c . (iii) Three equations are obtained, to find a, b and c, the equations need to be solved. Elimination method is one of the ways from which we can attain the coefficients and constant. Using elimination method: Firstly, we need to remain with two equations at the end so subtract equations (equation iii – ii and equation ii – i) and two will be remained. 3 = 9a + 3b + c 15 = 4a + 2b + c 15 = 4a + 2b + c 1 = a + b + c 28 = 5a + b 14 = 3a + b Now that there are two equations, find a and b. Subtract the equation to eliminate one variable. After one is found, the other can be easily found by substituting the value of variable attained in the equation. 28 = 5a + b 28 = 5a + b 1 = a + b + c 14 = 3a + b 28 = 5(7) + b 1 = 7 + (-7) + c 4= 2a 28 – 35 = b 1 – 0 = c 2 2 a = 7 b = -7 c = 1 Substitute a, b and c in the general statement. General statement: tn = 7n2 – 7n + 1 p = 8 S1 has 1 dot S2 has 17 dots S3 has 49 dots S4 has 97 dots Find the common difference: d = 17 – 1 = 16 49 – 17 = 32 97 – 49 = 48 As the difference is not constant, subtract the answers to find the common difference. d = 32 – 16 = 16 48 – 32 = 16 To find the following number in the star e. g. S4 = 32 + 16 = 48 S3 + 48 49 + 48 = 97 dots The common difference is 16.If observed carefully the number is found by adding it with mu ltiples of 16 i. e. 32, 48, 64, 80 etc. S 5 = 48 +16 = 64 S4 + 64 97 + 64 = 161dots S6 = 64 + 16 = 80 S5 + 80 161 + 80 = 241dots Find an expression for the 6-stellar number at stage S7. As shown above, the common difference is 16. As it’s a sequence it follows the same trend therefore: To find the next number of dots in the sequence, add it with 16 first and from the second star add it with the multiples of 3, i. e. 32, 48, 64 etc. S7 = 80 + 16 = 96 S6 + 96 241 + 96 = 337dots S7 = 337dots Find a general statement for the 6-stellar number at stage Sn in terms of n.I will use the same general formula to obtain the three equations: The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 17 = a (2)2 + b (2) + c 17 = 4a + 2b + c . (ii) n = 3 49 = a (3)2 + b (3) + c 49 = 9a + 3b + c . (iii) Using the elimination method: 49 = 9a + 3b + c 17 = 4a + 2b + c 17 = 4a + 2b + c 1 = a + b + c 32 = 5a + b 16 = 3a + bNow there are two equations, so b has to eliminated by subtracting the two equations to find a. Once, a is obtained one of the equation has to be chosen and substitute the value of a in it. Hence b is obtained. 32 = 5a + b 32 = 5a + b 1 = a + b + c 16 = 3a + b 32 = 5(8) + b 1 = 3 + (-3) + c 16 = 2a 32 – 40 = b 2 2 a = 8 b = -8 c = 1 Substitute a, b and c in the general statement. General statement: tn = 8n2 – 8n + 1Hence, produce the general statement, in terms of p and n,that generates the sequence of p-stellar numbers for any value of p at stage Sn. The general statements produced are: tn = 6n2 – 6n + 1 tn = 7n2 – 7n + 1 tn = 8n2 – 8n + 1 I observed it, and reached to the conclusion that for all the three statements the number of p and number of coefficient that is a and b is the same. Therefore the general statement in terms of p and n that generates the sequence of p-stellar numbers for any value of p at stage Sn is: tn = pn2 – pn + 1 Test the validity of the general st atement. When p = 5 S1 has 1 dot S2 has 11 dots S3 has 31 dotsS4 has 61 dots Common difference: d = 11 – 1 = 10 31 – 11 = 20 61 – 31 = 30 As the difference is not constant, subtract it within the answer obtained: d = 30 – 20 = 10 20 – 10 = 10 As seen, the common difference is 5. As it’s a sequence it follows the same trend therefore: To find the next number in the sequence, add it with multiples of 5 i. e. 10, 15, 20, etc. S 5 = 30 + 10 = 40 61 + 40 = 101dots S6 = 40 + 10 = 50 = S5 + 50 = 101 + 50 = 151dots S7 = 50 + 10 = 60 = S6 + 60 = 151 + 60 = 211 S7 = 211dots The general formula: tn = an2 + bn + c When n = 1 1 = a (1)2 + b (1) + c 1 = a + b + c . (i) n = 2 1 = a (2)2 + b (2) + c 11 = 4a + 2b + c . (ii) n = 3 31 = a (3)2 + b (3) + c 31 = 9a + 3b + c . (iii) Using the elimination method: 31 = 9a + 3b + c 11 = 4a + 2b + c 11 = 4a + 2b + c 1 = a + b + c 20 = 5a + b 10 = 3a + b 20 = 5a + b 20 = 5a + b 1 = a + b + c 10 = 3a + b 20 = 5(5) + b 1 = 6 + (-6) + c 10= 2a 20 – 25 = b 1 – 0 = c 2 a = 5 b = -5 c = 1 Substitute a, b and c in the general statement. General statement: tn = 5n2 – 5n + 1 Below are the values of the formula Sn= 5n2 5n +1 n = Stage number in the 5-stellar shape. | y= total number of dots at stage ‘n’. | 1| 1| 2| 11| 3| 31| 4| 61| 5| 101| 6| 151| 7| 211| If we want to know the number of dots in the 5th term using the formula we replace n with 5 based on the formula Sn= 5n2 – 5n + 1 Sn= 5n2 – 5n + 1 Sn= 5 (5)2 – 5 (5) +1 Sn= 101 Limitation: * The value of p should be greater than or equal to 4 i. e. p ? 4. The value of p cannot be negative. It must be a positive integer. The general statement has some limitations as listed above. It is an arithmetic series as seen. It is derived from the equations generated in the 5, 6, 7-stellar shape. The coefficients in each question are equal to the corresponding stellar number p. References: Sequences.   Math Is Fun Maths Resources. Web. 12 Mar. 2011. Help for a Generic Formula for a Stellar Pattern.? Yahoo! Answers.   Yahoo! Answers Home. Web. 12 Mar. 2011. Triangular Number ENotes. com Reference.   ENotes Literature Study Guides, Lesson Plans, and More. Web. 11 Mar. 2011.

Memo to Bradley Stonefield Essays

Memo to Bradley Stonefield Essays Memo to Bradley Stonefield Essay Memo to Bradley Stonefield Essay Atwood and Allen Consulting , if an employee’s pay is usually $10.00 per hour, overtime pay would be at the rate of $15.00 per overtime hour. The same exceptions count as in the minimum wage law to also include commissioned sales people. 3. The third law is time off which has to do with the Family and Medical Leave Act. This is a federal law that requires employers to give covered employees up to 12 weeks of unpaid leave for qualifying

The Ancient Toltec Trade and Economy

The Ancient Toltec Trade and Economy The Toltec Civilization dominated central Mexico from about 900 - 1150 A.D. from their home city of Tollan (Tula). The Toltecs were mighty warriors who spread the cult of their greatest god, Quetzalcoatl, to the far corners of Mesoamerica. Evidence at Tula suggests that the Toltecs had a trade network and received goods from as far away as the Pacific coast and Central America, either through trade or tribute. The Toltecs and the Postclassic Period The Toltecs were not the first Mesoamerican civilization to have a trade network. The Maya were dedicated merchants whose trade routes reached far from their Yucatan homeland, and even the ancient Olmec - the mother culture of all of Mesoamerica - traded with their neighbors. The mighty Teotihuacan culture, which was pre-eminent in central Mexico from about 200-750 A.D., had an extensive trade network. By the time the Toltec culture reached prominence, military conquest and subjugation of vassal states were on the rise at the expense of trade, but even wars and conquest stimulated cultural exchanges. Tula as a Center of Trade It is difficult to make observations about the ancient Toltec city of Tollan (Tula) because the city was extensively looted, first by the Mexica (Aztecs) before the arrival of the Europeans, and then by the Spanish. Proof of extensive trade networks may have therefore been carried off long ago. For example, although ​jade was one of the most important trade materials in ancient Mesoamerica, only one jade piece has been found at Tula. Nevertheless, archaeologist Richard Diehl has identified pottery from Nicaragua, Costa Rica, Campeche and Guatemala at Tula, and found potsherds traced to the Veracruz region. Shells from the Atlantic and Pacific have also been excavated at Tula. Surprisingly, the Fine Orange pottery associated with the contemporary Totonac culture has not been found at Tula. Quetzalcoatl, God of Merchants As the major deity of the Toltecs, Quetzalcoatl wore many hats. In his aspect of Quetzalcoatl - Ehà ©catl, he was the god of wind, and as Quetzalcoatl - Tlahuizcalpantecuhtli he was the bellicose God of the Morning Star. The Aztecs venerated Quetzalcoatl as (among other things) the god of merchants: the post-conquest Ramirez Codex mentions a feast dedicated to the god by traders. The principal Aztec god of trade, Yacatechutli, has been traced to earlier roots as a manifestation of either Tezcatlipoca or Quetzalcoatl, both of whom were worshiped at Tula. Given the Toltecs fanatical devotion to Quetzalcoatl and that gods later association with the merchant class by the Aztecs (who themselves regarded the Toltecs as the apogee of civilization), it is not unreasonable to surmise that trade played an important role in Toltec society. Trade and Tribute The historical record seems to suggest that Tula did not produce much in the way of trade goods. A great deal of utilitarian Mazapan-style pottery has been found there, suggesting that Tula was, or was not far from, a place that produced it. They also produced stoneware bowls, cotton textiles, and items fashioned from obsidian, such as blades. Bernardino de Sahagà ºn, a colonial era chronicler, claimed that the people of Tollan were skilled metalworkers, but no metal not of later Aztec origin has been found at Tula. It is possible that the Toltecs dealt in more perishable items like food, cloth or woven reeds which would have deteriorated with time. The Toltec did have significant agriculture and possibly exported part of their crops. In addition, they had access to a rare green obsidian found near present-day Pachuca. There is the possibility that the warlike Toltecs produced relatively little themselves, instead relying on conquered vassal states to send them goods as tribute. Tula and the Gulf Coast Traders Toltec scholar Nigel Davies believed that during the Postclassic era trade was dominated by the different cultures of Mexicos Gulf Coast, where mighty civilizations had risen and fallen since the days of the ancient Olmec. During Teotihuacns age of dominance, shortly before the rise of the Toltecs, the gulf coast cultures had been an important force in Mesoamerican commerce, and Davies believes that the combination of Tulas location in the center of Mexico, their low production of trade goods, and their reliance on tribute over commerce placed the Toltecs at the fringes of Mesoamerican trade at the time (Davies, 284). Sources: Charles River Editors. The History and Culture of the Toltec. Lexington: Charles River Editors, 2014. Cobean, Robert H., Elizabeth Jimà ©nez Garcà ­a and Alba Guadalupe Mastache. Tula. Mexico: Fondo de Cultura Economica, 2012. Coe, Michael D and Rex Koontz. 6th Edition. New York: Thames and Hudson, 2008 Davies, Nigel. The Toltecs: Until the Fall of Tula. Norman: the University of Oklahoma Press, 1987.

SOCIETY, IMMIGRATION in United States Movie Review

SOCIETY, IMMIGRATION in United States - Movie Review Example The film introduces Sam’s wife, Eva, and then his son Jules and then gradually the whole family. There arise problems for the family as time passes by. Sam and his brothers later get to start their own business selling televisions. The business is a profitable one and lets the businessmen make good money. Television is the newest fad in the market then. The shift from person to person storytelling and newspapers to television marks the transformation in the American society which of course affects the Krichinsky family too. The Jewish family had migrated from Europe and brought with them their old and inherited values and morals without knowing that soon the very things they consider more or less sacred to themselves will be challenged by the American life style. The consumerism of the American family is pictured differently in Avalon as it discusses the early period of development in technology which gave way to the inventions of the television. The emphasis is laid on the fact that the presence of a television set in every American household has caused a serious change in family life, social life and the youth of the country. The family business profits from the television business but it brings with it problems for the Kirchinsky family. The societies are different. The one from which Sam has migrated and the one to which he has willingly migrated. The American dream of prosperity, freedom, justice and equality is beautiful enough to attract people from thousands of miles to the land of opportunity but it does not promise a healthy social and more specifically family life. The Kirchinsky family undergoes several hardships in the new country and finds itself in problems related to the joint family systems. The cultural clash between the Kirchinsky and the Americans signifies the differences between the two when it comes to morals, tolerance and values. The family experiences disagreements, fights and politics when Sam’s wife refuses to

Research Paper Tax Questions Problems Example | Topics and Well Written Essays - 750 words

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