Effects of Migration Essay Example for Free

Effects of Migration Essay There are a lot of different reasons as to why people migrate, one being forced migration, where people are told to move because they could be at risk because of war or natural disasters. Another is internal migration, where people leave their country either permanently or temporarily, and could also be to escape from natural disasters or for work. Immigration is when people move to another country permanently, and could be because of a number of reasons. There are a lot of people that move from LEDC’s to MEDC’s like Mexico to America, North Africa to Europe and Japan from China, for many of those different reasons. Indonesia is far overpopulated and so the government is trying to ease population pressures on Islands such as Java by spreading out development to some of the more remote islands like Maluku. This means that many people living in Indonesia will migrate away, as overpopulation means there is a lack of resources in that area, such as food, water and even jobs. A lot of pressure is put on the areas they migrate to because over three million people have moved there. A lot of the rainforest in the area has had to be cleared, which has led to soil erosion. This also means that a lot of the land is then not suitable to be used for farming anymore. What makes it worse is that wild animals destroy the crops, which causes a major shortage. A problem that has occurred is that there has been conflict between the migrants and the local population. The trans-migrants receive land as an encouragement to move, and the locals think of this as favouritism. The tension then grows as sometimes the government give areas of land that locals used for shifting cultivation to the migrants. Even though much of Indonesia’s population has migrated away, its population is still rapidly growing, and the scheme to Trans-migrate isn’t working as well as planned. Many trans-migrants are coming back after not having much success following their leave. Transmigration isn’t helping the growing issues of over-population. Depending on the specific circumstance, migration can be either positive or negative in the long run for a country. It could be bad for the country  they’re leaving, as it could leave many jobs with not enough people to fill them, and the decreasing population could then mean the country loses money and end up with less resources. However, it could also mean that there are now enough resources for the population as the country was overpopulated before, and could have had too many jobs for the amount of people living there. The host country also could have a positive impact from the migrants, for example cheap labour and migrants could be willing to do jobs that the local population don’t want to do, and they bring more money into the country. But the country could also be affected negatively, like if that country becomes overpopulated and then there are too many people for the amount of jobs, and then they claim benefits and live off the government, as well as the shortage of resources that would soon follow.

The History of Country Music :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Country music was brought over by the first European settlers. In medieval times, storytelling was a tradition that allowed history to be recorded when few were able to read and write. When the first British settlers came to America, they brought this tradition with them, along with songs that they had learned in Europe. The people who settled the Appalachian Mountains and the West did not have an easy life and their music gave them an outlet to express their hardships.   Ã‚  Ã‚  Ã‚  Ã‚  When country music bean in America, there were no professional musicians. The typical musician sang only to entertain himself, his family, or at local events. At first, most country music was sung unaided or played on a lone fiddle or banjo. At the turn of the century, Sears, Roebuck & Co. began advertising affordable guitars in its nationally available catalogs, as well as sheet music and songbooks. The mandolin also became available and soon string bands were being formed with different combinations of instruments.   Ã‚  Ã‚  Ã‚  Ã‚   As vaudeville grew in the early 1900’s, it was mainly composed of northern performers. However, their example showed southern performers that one could make music playing in public. This realization spawned the first generation of â€Å"hillbilly† performers. The term â€Å"hillbilly† was popularized in the 1920’s after a musician by the name of Al Hopkins. He told his producer to name his band whatever he liked because they were just a bunch of hillbilly’s from North Carolina and Virginia.   Ã‚  Ã‚  Ã‚  Ã‚  As the popularity of the phonograph grew, people across the countrybegan to buy their through the mail. Originally, the music consisted mainly of classical singers and orchestral agreements of sentimental songs. One day in 1922 two Texan fiddlers named Alexander Campbell â€Å"Eck† Robertson and Henry Gilliland traveled from Atlanta to New York City to get their music recorded.

Japanese Surrender Essay

The Japanese surrender marks the end of World War II. Though the Japanese believed there is more honor in death than surrendering, the Allies (Great Britain, the Soviet Union and the United States) gave them no choice. â€Å"By the end of World War Two, Japan had endured 14 years of war, and lay in ruins – with over three million dead (David Powers, 2011). The major defining factor in the Japanese defeat was the United States’ use of the atomic bomb. The United States’ President Harry S.  Truman warned Japan that America would use this â€Å"new and terrible weapon† if Japan did not â€Å"surrender unconditionally† (The Atomic Bomb and the Surrender of Japan, 2008). President Truman knew that American casualties would be high if they invaded Japan without the use of the atom bomb. On August 6, 1945 a uranium bomb nicknamed â€Å"Little Boy† was dropped on the city of Hiroshima. The total dead surpassed 68,000 from the blast at Hiroshima. Just three days after this explosion, another bomb was dropped on Nagasaki, killing 40,000 people (The Atomic Bomb and the Surrender of Japan, 2008). These essentially were the final blows to Japan’s ability to continue this war. At this point it was obvious Japan’s spirits were crushed. Japan was no longer able to do the things it needed to keep its army afloat. The depleted naval force inhibited Japan from importing grain, coil, and other raw materials needed to sustain its war efforts. On Aug 14, 1945, Emperor Hiroito announced Japan’s surrender. The Document of Surrender was signed on September 2, 1945. This document was prepared by America’s War Department and approved by President Truman. The signing ceremonies were held on the battle ship USS Missouri in Tokyo Bay. The second paragraph of the Japanese Document of Surrender best sums up Japans compliance the United States demands. â€Å"We hereby proclaim the unconditional surrender to the Allied Powers of the Japanese Imperial General Headquarters and of all Japanese armed forces and all armed forces under the Japanese control wherever situated† (U. S. National Archives & Records, 1945).

Why Using Experiential Learning With Adults Is Powerful

Kolb and Frye, two leaders in adult educational theory, say that adults learn best through active participation and reflection. This form of learning is called experiential because it involves hands-on experience and observation as well as discussion and other forms of learning. What Is Experiential Learning? In a sense, experiential learning is simply learning by doing -- but there is more to the process. Not only do learners take action, but they reflect on, learn from, and take new action based on experience. Kolb and Frye describe experiential learning as a four-part cycle: The learner has concrete experience with the content being taught.The learner reflects on the experience by comparing it to prior experiences.Based on experience and reflection, the learner develops new ideas about the content being taught.The learner acts on her new ideas by experimenting in an experiential setting. When the new ideas are put into action, they become the basis for a new cycle of experiential learning. Examples of Experiential Learning Its important to understand that experiential learning is not identical with hands-on learning or apprenticeship. The purpose of experiential learning is not simply to learn a skill through practice, but also to think critically about the practice and to improve upon it. For a child, hands-on learning might involve mixing baking powder and vinegar and watching it bubble and rise. This activity is good hands-on fun, but it doesnt necessarily provide the child with a full understanding of the chemical interaction between the two materials.   For an adult, hands-on learning might involve working with a trained carpenter to learn how to build a chair. In this case, the learner has gained some skills -- but has not taken part in experiential learning. The next step would involve taking time to reflect on the experience and compare chair-building to other building projects. Based on reflection, the learner would then develop new ideas about how best to go about building a chair and return to chair building with new insights and ideas. Pros and Cons of Experiential Learning Experiential learning can be very powerful for adults because they have the life experience and cognitive ability to reflect, develop new ideas, and take positive action. It also provides adults with the real-world experience they need to place their new skills in context and to develop new ideas about how to implement their skills. This is particularly true when real-world skills are taught in a classroom context. For example, a classroom experience with providing CPR is very different from a real-world experience in the back of an ambulance. On the other hand, experiential learning has very specific limits. It is only useful when the  content being taught is content that will be used in a real-world setting. So, for example, it is very difficult to provide experiential learning relative to literature, history, or philosophy. Yes, it is possible to take field trips to relevant locations or museums -- but field trips are quite different from experiential learning.