Timeline of Indias Mughal Empire

Timeline of Indias Mughal Empire The Mughal Empire stretched across most of northern and central India, and what is now Pakistan, from 1526 to 1857, when the British exiled the last Mughal emperor. Together, the Muslim Mughal rulers and their predominantly Hindu subjects created a golden age in Indian history, full of art, scientific achievement, and stunning architecture. Later in the Mughal period, however, the emperors faced increasing encroachment by the French and the British, which ended with the fall of the Mughal Empire in 1857. Timeline of Mughal India April 21, 1526: First Battle of Panipat, Babur defeats Ibrahim Lodhi, Sultan of Delhi, and founds Mughal EmpireMarch 17, 1527: Battle of Khanwa, Babur conquers the combined army of the Rajput princes and takes control of much of northern IndiaDec. 26, 1530: Babur dies, is succeeded by son HumayanJuly 11, 1543: Pashtun leader Sher Shah Suri defeats Humayan, drives him into exile in Afghanistan1554: Humayan travels to Persia, hosted by Safavid emperorJuly 23, 1555: Discord among Sher Shah Suris successors allows Humayun to retake control of northern India, be restored to Mughal throneJan. 17, 1556: Humayan falls down stairs and dies, succeeded by 13-year-old son Akbar, later Akbar the GreatNov. 5, 1556: Second Battle of Panipat, child Emperor Akbars army defeats Hemus Hindu forces1560s - 1570s: Akbar consolidates Mughal rule over much of northern and central India, as well as what is now Pakistan and BangladeshOct. 27, 1605: Akbar the Great dies, succeeded by his son Jahangir1613: The British East India Company defeats Portuguese at Surat, Gujarat State and establishes the  first warehouse in India 1615: Britain sends the first ambassador, Sir Thomas Roe, to Mughal court1620s: Mughal art reaches a high point under Jahangirs rule1627: Emperor Jahangir dies, succeeded by son Shah Jahan1632: Shah Jahan orders destruction of newly-built Hindu temples, breaking with Mughal record of religious tolerance1632: Shah Jahan designs and begins building Taj Mahal as a tomb for his favorite wife, Mumtaz Mahal1644: British East India Company builds Fort St. George in Madras (now Chennai), southeast coastal India1658: Aurangzeb imprisons his father, Shah Jahan, for the rest of his life in the Red Fort at Agra1660s-1690s: Aurangzeb expands Mughal rule to more than 3.2 million square km, including Assam, the Deccan plateau, and parts of southern India1671: Aurangzeb orders construction of the Badshahi Mosque at Lahore, now in Pakistan1696: Establishment of British East India Companys Fort William on Ganges delta, fort and trading factory which becomes Calcutta (Kolkata)March 3, 1707: Death of Au rangzeb marks the end of Mughal Golden Era, beginning of slow decline; he is succeeded by son Bahadur Shah I Feb. 27, 1712: Bahadur Shah I dies, succeeded by incompetent son Jahandar ShahFeb. 11, 1713: Jahandar Shah is executed by agents of nephew Farrukhsiyar, who takes the Mughal throne1713 - 1719: Weak-willed Emperor Farrukhsiyar falls under the control of Syed brothers, two generals and king-makers who had helped depose Jahandar ShahFeb. 28, 1719: Syed brothers have Emperor Farrukhsiyar blinded and strangled; his cousin Rafi ud-Darjat becomes new Mughal emperorJune 13, 1719: 19-year-old Emperor Rafi ud-Darjat is murdered at Agra after just three months on the throne; Syeds appoint brother Rafi ud-Daulah to succeed himSept. 19, 1719: Syeds kill 23-year-old Emperor Rafi ud-Daulah after three months on the throneSept. 27, 1719: Syed brothers place 17-year-old Muhammad Shah on Mughal throne and rule in his name until 1720Oct. 9, 1720: Emperor Muhammad Shah orders Syed Hussain Ali Khan killed at Fatehpur SikriOct. 12, 1722: Emperor Muhammad Shah has Syed Hassan Ali Khan Barha poisoned to dea th, takes power in his own right 1728 - 1763: Mughal-Maratha Wars; Marathas seize Gujarat and Malwa, raid DelhiFeb. 13, 1739: Nader Shah of Persia invades India, wins Battle of Karnal, loots Delhi, steals Mughal Peacock ThroneMarch 11, 1748: Battle of Manipur, Mughal Army defeats Durrani invasion force from AfghanistanApr. 26, 1748: Emperor Muhammad Shah dies, succeeded by 22-year-old son Ahmad Shah BahadurMay  1754: Battle of Sikandarabad, Marathas defeat Mughal Imperial Army, kill 15,000 Mughal troopsJune 2, 1754: Emperor Ahmad Shah Bahadur deposed and blinded by Vizier Imad-ul-Mulk; former emperor spends rest of life in prison, dying in 1775June 3, 1754: Imad-ul-Mulk appoints Alamgir II, the 55-year-old second son of Jahandar Shah, as the new Mughal Emperor1756: British make lurid charges about imprisonment and death of 123 British and Anglo-Indian troops by Bengali captors in Black Hole of Calcutta; story likely fabricatedNov. 29, 1759: Imad-ul-Mulk and Maratha ruler Sadashivrao Bhau conspire to murder Alamgir II, place Aurangzebs grandson Shah Jahan III on Mughal throne Oct. 10, 1760: Shah Jahan III deposed after less than a year, but survives until 1772; succeeded by Alamgir IIs son, Shah Alam IIOct. 1760 - 1806: Emperor Shah Alam II, in alliance with Durranis, works to restore the glory of Mughal EmpireOct. 23, 1764: Battle of Buxar, British East India Company defeats the combined army of Emperor Shah Alam II and the nawabs of Awadh and BengalNov. 19, 1806: Emperor Shah Alam II dies, marking the end of effective leadership from Mughal Dynasty; he is succeeded by hapless son Akbar Shah II, who is a puppet of the BritishSept. 28, 1837: Akbar Shah II dies at age of 77, succeeded as a puppet ruler by son Bahadur Shah II1857: Use of pork and/or beef fat on army cartridges sets off the Sepoy Mutiny or Indian Revolt1858: British use Indian Revolt of 1857 as the pretext to exile last Mughal Emperor, Bahadur Shah II, to Rangoon, Burma; Mughal dynasty ends

Dictionary of Old Occupations and Trades

Dictionary of Old Occupations and Trades If you found someones occupation listed as a ripper  (seller of fish),  seinter (girdle maker), hosteler (innkeeper) or pettifogger (shyster lawyer), would you know what it meant?  The world of work has changed greatly from the times of our ancestors, causing many occupational names and terms to fall into disuse.   Ancestral Occupations If someone was a boniface or a gennaker, then they were an innkeeper. A peruker, or peruke maker, was someone who made wigs. And just because an individual was identified as a snob or snobscat, doesnt mean he was condescending. He may have been a cobbler or someone who repaired shoes. A vulcan not only refers to a  fictional extraterrestrial humanoid species in the Star Trek franchise but is also a traditional English term for a blacksmith. To further confuse the issue, some occupational terms had multiple meanings. Someone who worked as a chandler could be someone who made or sold tallow or wax candles, or soap, or they might be  a retail dealer  in provisions and supplies or equipment of a specified kind. Ships chandlers, for example, specialized in supplies  or equipment for ships, known as ships stores. Another reason you may not recognize a particular occupation is that abbreviations are and were commonly used in many records and documents. City directories, for example, often abbreviated occupations of city residents in an effort to save space and cut publication costs. A guide to the abbreviations can generally be found among the first few pages of the directory. It is also common to find certain longer occupational names abbreviated in census records, due to limited space on the census form. The instructions to enumerators for the U.S. federal census often provided specific instructions as to if or how occupations should be abbreviated. The 1900 census instructions, for example, state The space in column 19 is somewhat narrow, and it may be necessary to use the following abbreviations (but no others), followed by a list of acceptable abbreviations for twenty common occupations. Enumerator instructions in other countries may provide similar information, such as instructions to enumerators for the 1841 census of England and Wales. Why does it matter what work that our ancestors chose for their livelihood? As it still is today, the occupation is often an important part of who we are as individuals. Learning about the occupations of our ancestors can provide insight into their daily lives, social status, and possibly even the origin of our family surname. Including details of old or unusual occupations can also add a touch of spice to written family history. Resources Cant find what youre looking for? Additional sources for old and obsolete occupations and trades: Halls Genealogy Website - Old Occupation NamesSome of the definitions include in-depth information and interesting details.SteveMorse.org - Occupation Codes from the 1910–1940 U.S. CensusCant decipher an occupation from a 20th century U.S. census? Look for the code and then use the files provided by Steve Morse to connect the dots.Family Tree Researcher - Dictionary of Old OccupationsJane has an extensive list of unusual, old occupations on her website or, for a few dollars, you can purchase an easy reference ebook version.

Economic Geography Essay Example | Topics and Well Written Essays - 500 words - 2

Economic Geography - Essay Example The first aspect of economic geography is depicted by the presence of international trade of solar panels between the Chinese firms and the American customers. The fact that products are manufactured in a different locality from one it is being sold at, is a great example of the aspect of economic geography. Additionally, the article states that Chinese firms are opting to assemble their products with parts bought from a different location. This, strangely enough, guards them against being impacted by the tariffs. This change in location for acquiring raw materials is also an aspect of economic geography. Aside from this rather clever tactic, other firms are opting to increase their interaction with their foreign supply chains. Simply, they ship their components to foreign countries to be manufactured into cells only to ship them back to china. As such, before the product reaches the final consumer it would have transverse between three or more countries. Simply put, the Chinese products have their components manufactured elsewhere, and then the components are in turn assembled in a different country and finally, the finished product is sold in a different country. This intrinsic web of change of localities is an excellent illustration on economic geography. This article offers two contradictory assertions, these being based on the overall impact of the tariffs. The article gives conclusive evidence backing this stance. The decision by the commission seems to be ill-informed.

Applications Of The Law In The Legal Systems Essay - 1

Applications Of The Law In The Legal Systems - Essay Example The Nazis had broken the natural law which is under the Jurisprudence. This is so because the natural law under the jurisprudence refers to use of reason and morality to judge and not solely judge based on legal status. It is usually applied in scenarios where the legal law cannot be enforced due to either lack of the law or the situation is too complicated to have the law. Morality according to the natural law is concerned with differentiating between what is good and what is bad. Reason refers to the motivation behind committing the good or bad act or deed. This is usually what this type of jurisprudence seeks to establish in a case scenario. This was also what the Nazis should have been charged with following the inhumane they committed while under Hitler’s orders as they claimed. Violation of the natural law comes in if those being charged committed any atrocities that were not in line with the morality of human beings (Bix 145). The killings and inhumane treatment accorded to the Jews by the Nazis were bad (immoral) and against human rights. But they claimed to have acted on Hitler’s orders and hence this gives the reason behind their immoral treatment. If the law was to be enforced on the Nazis, the punishment for such actions no matter the reasoning would be severe. Even when the reasons for such acts are incorporated, they still were in a position to decline due to the unethical way those affected were treated hence punishment due to that should have been enforced although not that severely. However, when no law is considered and the reasons are used as the basis for judgment, the Nazis still committed unethical acts against their fellow human beings and hence deserved a form of punishment. Good ethical conduct is against the killing of a fellow human being and especially if the one being killed has not committed any immoral thing.

Development from birth †19 years Essay Example for Free

Development from birth – 19 years Essay The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy reading books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the childs own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to people please and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the terrible twos They have trouble understanding the concept of sharing and believe that everything is mine They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2s or 3s, sharing ideas and being friendly to other children. They may also have best friends. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about fitting in and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the childs intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when its basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) freeze when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carers voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as goo ga ga and aah-aah They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as baba mam-mam and dad-dad They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as pick up your toy or pass me your cup At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of P Levels which is a programme that gives me information on the varying categories of the developmental processs. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Fruits of Love Revealed in Gary Sotos Oranges Essay -- Gary Soto Oran

The Fruits of Love Revealed in Gary Soto's Oranges  Ã‚   Imagine that it's winter and cold outside. There's nervous electricity around you, and love is a new and exciting experience. In your heart you feel warmth you've never known before. This is the moment Gary Soto captures in his poem "Oranges". The feeling and power of adolescent love is created using tone, contrasting imagery, and symbolism. First, the use of tone in "Oranges" clearly helps to set the theme of the poem. Children often talk with simple sentences that directly state what happened. The speaker's choice of words and raw simplicity in the way he tells his story illustrates his youth and the honesty that comes with it. Everything he says, such as "The first time I walked with a girl, I was twelve", is straightforward and simple, much like childhood love. Children tend to have more pure and simple feelings for one another than adults because their lives are simple and uncomplicated. The tone of the speaker helps the reader comprehend those simple feelings of adolescent love. For his next technique, Gary So...

International Involvement

International Involvement Several significant events took place from 1890-1905 that involved the United States, particularly the United States becoming more involved in international affairs. The United States has been a major player in world affairs over the last two centuries. In the years following its War of Independence, its policies tended to be isolationist, but over the centuries it has transformed, mainly by trade and economic imperatives, into a superpower that exerts military, economic and cultural domination over much of the rest of the world.This paper will outline two major events occurring from 1890-1905. Treaty of Paris 1898 The first meeting for the Treaty of Paris occurred on October 1, 1898 when officials from Spain and the United States congregated in Paris, France. The intent of the meeting was to generate an agreement, or treaty that would put an end to a war, also known as the Spanish American War. The American officials present at the meeting were the Honorabl e Whitelaw Reid, Senators George Gray, William Frye and William Day (Library of Congress, 2010).The outcome of the meeting resulted in Spain receiving 20 million dollars from the United States in exchange for possession of the Philippines. Along with the Philippines being placed under American control, the United States also gained power over Guam and Puerto Rico. The meetings took place over a nine day period and the Treaty of Paris was finalized and signed on December 10, 1898 (Library of Congress, 2010). Venezuelan Boundary Dispute 1895-1899Although most may relate the Venezuelan Boundary Dispute to December 17, 1895, when the United States president at the time Grover Cleveland submitted a letter to Congress practically declaring war on Venezuela, the Dispute essentially initiated in 1841 when Venezuelan officials claimed British military was approaching Venezuelan land with intention of taking possession. The main reason for this was in 1814 Great Britain gained control of Guya na by signing a treaty with the Netherlands without a definite western boundary (Pike, 2010).In result, the British hired a man named Robert Schomburgk, who was a well-known and well respected surveyor, to clarify how far the boundary of the land that the British owned. The survey that Robert Schomburgk conducted in 1835 resulted in an additional 30,000 square miles of ownership for the British (Pike, 2010). This additional territory was later named the Schomburgk Line. However, Venezuela argued the results of the survey in 1841 and claimed that its borders extended as far east as the Essequibo River, which meant that Venezuela was claiming nearly two-thirds of British territory.Years later after gold was discovered in the Schomburgk Line by Britain, Venezuela contested the ownership of the area in 1876, and asked the United States for assistance in the matter, referring to the Monroe Doctrine as rationalization for United States involvement. The Monroe Doctrine (referring to former United States President James Monroe) stated if European countries attempt to unfairly overtake land the United States would view the action as a requirement for United States military involvement (Yale Law School, 2008).The request for United States involvement continued for the next 19 years, but received little response from the United States. The United States finally became involved in 1895 when Secretary of State Richard Olney delivered a letter to British Prime Minister Lord Salisbury, ordering the British settle in court the boundary dispute. Lord Salisbury responded by arguing that the Monroe Doctrine did not apply throughout the world.In December 1895, President Grover found the Prime Minister’s response unacceptable and requested Congressional approval for a boundary commission, which would serve as a â€Å"final deciding panel,† and requested that the United States do whatever is necessary to enforce the findings of the commission (Pike, 2010). Congress ag reed to do so and rumors of War with Britain began to erupt in United States newspapers throughout the country. Once rumors of War circulated in Great Britain Lord Salisbury eventually agreed and submitted his argument of the land to the appointed panel and did not mention anything else of the Monroe Doctrine.Venezuela submitted its dispute as well with the confidence of the outcome favoring Venezuela. Then on October 3, 1899 the panel decided in favor of Great Britain and the Schomburgk Line (Pike, 2010). Although Venezuela was disappointed in the decision and did not necessarily agree with the decision, it did not appeal and, more important, revealed to the world that the United States possessed power throughout the world. Conclusion As previously stated, several significant events occurred from 1890-1905, but more important, the events that took place before and after that time have lso affected the current power status of the United States military and how the world views the Un ited States as a nation. In addition to events such as the Treaty of Paris and the Venezuelan Boundary Dispute, the United States has shown throughout history that not only can the United States accomplish endeavors by employing military force, but it can also assist other countries in solving disputes acting as a logically thinking and fair third party.References Library of Congress. (2010, July 15). Treaty of Paris 1898. Retrieved from http://www. loc. gov/rr/hispanic/1898/treaty. html Pike, J. (2010). Venezuela Boundary Dispute, 1895-1899. Retrieved from http://www. globalsecurity. org/military/ops/venezuela1895. htm Yale Law School. (2008). Monroe Doctrine; December 2 1823. Retrieved from http://avalon. law. yale. edu/19th_century/monroe. asp