History of Panama Canal Essay Example for Free

History of Panama Canal Essay Christopher Columbus was on his fourth voyage and he was looking for a way to China. That’s when he came across the country named Panama, which stretches only 60 miles, where he found Indians who had tons of gold. But he was looking for a way to China so he sent his brother Bartholomew to search for more gold. At first Indians were willing to lead the Spaniards to the gold, but eventually they got tired and led the Spanish back to the coast. When the Indians did this they were abused. Eventually the Indians fought back and drove of the Spanish. Balboa is one of the people who found tons of gold and sent it back to Spain, but saved a lot for himself. With his earnings he decided to Balboa decided to settle in Hispaniola as a planter. But after some time he ended up in debt and had to abandon his life as a planter. Trying to escape his creditors Balboa hid in a ship and tried to escape, from Santo Domingo to San Sebastian, and was successful. When they arrived at San Sebastian, they discovered that it had been burned to the ground. Balboa convinced the others to travel southwest with him to a spot he had seen on his earlier expedition. In 1511, Balboa founded a colony, the first European settlement in South America the town of Santa Maria de la Antigua del Darien. Balboa married the daughter of Careta, the local Indian chief. Soon after, in 1513, he sailed with hundreds of Spaniards and Indians across the Gulf of Uraba to the Darien Peninsula. Balboa headed an overland expedition west through very dense rainforests. Along the way they fought many local Indians and destroyed one Indian village, killing hundreds of Indians. Balboa was the first European to see the eastern part of the Pacific Ocean. Balboa and his men then traveled to the ocean and claimed it and all the land that touched it for Spain. The building of the Panama Canal came to light during the 1530’s. As they began to transport their riches back to the Spanish homeland, they were always interested in more efficient routes. It was suggested to Spanish Ruler Charles V that Panama might serve as an ideal place to construct a water passage joining the Pacific and Atlantic Oceans. This would considerably cut the time it took to otherwise sail around the southern edge of South America. But wars back home put the idea on hold. In 1845 French company called the Compagnie de Panama wanted a railroad built by Colombia across Isthmus and administer it for 99 years. However in 1848 they couldn’t pay for it and lost their rights regarding the railroad. In 1848 the California gold rush occurred. This alone caused heavy traffic across the Isthmus of Panama. Later that year in December, U. S Company, the Panama railroad company negotiated a new contract with Bogota, Colombia to build the railroad across the Isthmus in 6 years. Part of the contract said that the trip would be guaranteed in less than 12 hours. The railroad was built and completed the journey in 4 ? hours. But Matthew Fontaine Maury, leading U. S. government scientist wrote to congress that the railroad Isthmus of Panama will lead to the construction of a ship canal between the two oceans, for a railroad can’t do the business which commerce will require it. Railroad was expensive it cost $250 in gold to ride the 47 miles. It cost 10-15 cents a pound to carry a passenger’s baggage. Express freight and merchandise was charged $1. 80 per cubic foot. Railroad Company made more than $7 million. This was too expensive for normal people and Maury’s words of 1849 came true as men from around the world began to arrive to build the Panama Canal. The first country to try and build the canal was France. Ferdinand de Lesseps, who supervised the Suez Canal, was interested in building the Panama Canal. He joined several French businessmen to form a private company with an impressive name: the Societe Civile Internationale du Canal Interuceanique du Darien. The societe sent Lucien Napoleon- Bon parte Wyse, grandnephew of the 1st French emperor, Napoleon Bon parte to Panama in early November 1876, to survey the site for a canal and, more important, to secure the permission of Colombia for such a project. Colombian government and Wyse had an agreement. That for an initial payment of nearly $200,000 as well as yearly rental fee, societe was granted permission to build and administer a canal for 99 year lease. Colombia gave societe a belt of land 200 meter wide across the entire width of Panama. However at the end of 99 years the canal and land would be returned to Colombia. In 1873 U. S. had conducted surveys of a potential route across Panama, but had rejected it. Wyes never did surveys, and decided to use the notes of U. S. surveys instead. After that he left Panama for home to report to Lesseps. The French plan was simple a channel across the Isthmus at sea level. They would follow a route that ran close to the existing Panama railroad. They planned to use the railroad to transport supplies and haul away the excavated dirt. Once the excavation had reached sea level the canal itself would be dug another 27 ? feet deep, and 72 feet deep at its bottom. They planned to complete the canal in 12 years. However the idea of sea level canal was impossible to achieve. Charges river valley, through which and canal would have to go through stood at an altitude of 80-100 feet above sea level. Nobody including de Lesseps ignored this problem and said it was not serious. However the French never finished the sea level canal. 1000’s of men died of malaria, yellow fever and other diseases. Eventually in 1889 the French court also declared the French canal company was bankrupt. In 1903 Panama declared its independence from Colombia and wins it with the help of U.  S. Soon the Hay- Bunau – Varilla treaty was signed which gave U. S. the right to build a canal through Panama. At this time President Roosevelt was in charge. Roosevelt wanted to build the canal to increase America’s navy power, and it made the trip from the east coast to the west coast of the U. S. much shorter than the route taken around the tip of South America. 1904, the Americans first year in Panama, mirrored the French disaster. The chief engineer, John Findlay Wallace, neglected to organize the effort or to develop an action plan. The food was putrid, the living conditions abysmal. Political red tape put a stranglehold on appropriations. Disease struck, and three out of four Americans booked passage home. Engineer Wallace soon followed. The Americans had poured $128 million into the swamps of Panama, to very little effect. Wallace’s replacement was John Stevens. Stevens had built the Great Northern Railroad across the Pacific Northwest. In rough territory from Canada to Mexico, he had proven his tenacity. And his new plan of action would ultimately save the canal. Stevens began work not by digging, but by cleaning. Thanks to the work of WILLIAM GORGAS, the threats of yellow fever and malaria were greatly diminished. Then on February 12, 1907, a dispirited Chief Engineer Stevens resigned, and Goethals took over as the chief engineer. Colonel George Washington Goethals, an Army engineer with experience building lock-type canals, assumed the Chief Engineers post. Demanding and rigidly organized, Goethals quickly picked up where Stevens left off. America had to face a couple of problems. First they had to dig at the Culebra Cut, where 100,000,000 cubic yards of earth and rock would have to be removed. The workers there made ten cents an hour moved as much as 200 trainloads of spoil a day. When mudslides filled the Cut repeatedly, Goethals simply ordered it dug out again. There were accidents of all sorts, lost equipment, and deaths, but there was progress. The engineering problems were enormous. Because the Atlantic and Pacific Oceans are at different elevations, a series of three sets of water-filled chambers, called locks, that raise and lower ships from one level to the next, had to be excavated and constructed.

Portrayals of Prostitution in Jane Eyre :: Jane Eyre Essays

Portrayals of Prostitution in Jane Eyre    Bronte paints many parallels between the characters in the novel and the trade of prostitution. One of the main characters that Bronte attributes poverty to is the character of Jane. Jane’s poverty is intrinsically important to the plot of the novel because Bronte uses Jane’s poverty to allow the reader to picture Jane as a virtuous woman, such as when Jane flees from Thornfield to escape the entrapment of Rochester. The reader is urged to feel sympathy for Jane as she adheres to her strict, virtuous moral codes and does not allow herself to succumb to temptation. Jane exhibits her desperate situation when she has fled from Thornfield and is struggling to sustain herself. Jane states, "Once more I took off my handkerchief-once more I thought of the cakes of bread in the little shop. Oh, but for a crust! For but one mouthful to allay the pang of famine!" (Bronte, ch.28; 323). The language used in the passage shows that Jane is in a state of desperation and she still does not resort to prostitution, even though in many respects she does not have another choice. Jane is at a point in her life where she must do something to sustain her life, but Jane never even contemplates prostitution as an option to enable her to obtain money or food. In Victorian society Jane’s poverty and subsequent life would have rendered her a prime candidate for taking up the trade of prostitution. The description given by Vicinus of the woman most vulnerable to fall victim to the trade of prostitution is similar to Jane’s life. Jane is a domestic servant in her roles as a governess at Lowood and Thornfield and she has no familial ties. One of the dominant distinctions of a Victorian prostitute was her dress or "love of finery." When the love of finery is introduced Bronte veers off the course of identifying Jane with the likeness of a prostitute. The Victorian prostitute is associated with the love of fine dresses, like that of the upper-class society. The prostitute's dress denoted her as a disgraceful and immoral character because she wore the type of dress that was not associated with her class. Valverde states, "†¦What was or was not finery depended upon the socioeconomic status of the wearer" (Valverde 169). The love of finery is relentlessly associated with the Victorian prostitute, but Jane portrays an image of plainness in the attire that she wears. Portrayals of Prostitution in Jane Eyre :: Jane Eyre Essays Portrayals of Prostitution in Jane Eyre    Bronte paints many parallels between the characters in the novel and the trade of prostitution. One of the main characters that Bronte attributes poverty to is the character of Jane. Jane’s poverty is intrinsically important to the plot of the novel because Bronte uses Jane’s poverty to allow the reader to picture Jane as a virtuous woman, such as when Jane flees from Thornfield to escape the entrapment of Rochester. The reader is urged to feel sympathy for Jane as she adheres to her strict, virtuous moral codes and does not allow herself to succumb to temptation. Jane exhibits her desperate situation when she has fled from Thornfield and is struggling to sustain herself. Jane states, "Once more I took off my handkerchief-once more I thought of the cakes of bread in the little shop. Oh, but for a crust! For but one mouthful to allay the pang of famine!" (Bronte, ch.28; 323). The language used in the passage shows that Jane is in a state of desperation and she still does not resort to prostitution, even though in many respects she does not have another choice. Jane is at a point in her life where she must do something to sustain her life, but Jane never even contemplates prostitution as an option to enable her to obtain money or food. In Victorian society Jane’s poverty and subsequent life would have rendered her a prime candidate for taking up the trade of prostitution. The description given by Vicinus of the woman most vulnerable to fall victim to the trade of prostitution is similar to Jane’s life. Jane is a domestic servant in her roles as a governess at Lowood and Thornfield and she has no familial ties. One of the dominant distinctions of a Victorian prostitute was her dress or "love of finery." When the love of finery is introduced Bronte veers off the course of identifying Jane with the likeness of a prostitute. The Victorian prostitute is associated with the love of fine dresses, like that of the upper-class society. The prostitute's dress denoted her as a disgraceful and immoral character because she wore the type of dress that was not associated with her class. Valverde states, "†¦What was or was not finery depended upon the socioeconomic status of the wearer" (Valverde 169). The love of finery is relentlessly associated with the Victorian prostitute, but Jane portrays an image of plainness in the attire that she wears.

Portrayals of Prostitution in Jane Eyre :: Jane Eyre Essays

Portrayals of Prostitution in Jane Eyre    Bronte paints many parallels between the characters in the novel and the trade of prostitution. One of the main characters that Bronte attributes poverty to is the character of Jane. Jane’s poverty is intrinsically important to the plot of the novel because Bronte uses Jane’s poverty to allow the reader to picture Jane as a virtuous woman, such as when Jane flees from Thornfield to escape the entrapment of Rochester. The reader is urged to feel sympathy for Jane as she adheres to her strict, virtuous moral codes and does not allow herself to succumb to temptation. Jane exhibits her desperate situation when she has fled from Thornfield and is struggling to sustain herself. Jane states, "Once more I took off my handkerchief-once more I thought of the cakes of bread in the little shop. Oh, but for a crust! For but one mouthful to allay the pang of famine!" (Bronte, ch.28; 323). The language used in the passage shows that Jane is in a state of desperation and she still does not resort to prostitution, even though in many respects she does not have another choice. Jane is at a point in her life where she must do something to sustain her life, but Jane never even contemplates prostitution as an option to enable her to obtain money or food. In Victorian society Jane’s poverty and subsequent life would have rendered her a prime candidate for taking up the trade of prostitution. The description given by Vicinus of the woman most vulnerable to fall victim to the trade of prostitution is similar to Jane’s life. Jane is a domestic servant in her roles as a governess at Lowood and Thornfield and she has no familial ties. One of the dominant distinctions of a Victorian prostitute was her dress or "love of finery." When the love of finery is introduced Bronte veers off the course of identifying Jane with the likeness of a prostitute. The Victorian prostitute is associated with the love of fine dresses, like that of the upper-class society. The prostitute's dress denoted her as a disgraceful and immoral character because she wore the type of dress that was not associated with her class. Valverde states, "†¦What was or was not finery depended upon the socioeconomic status of the wearer" (Valverde 169). The love of finery is relentlessly associated with the Victorian prostitute, but Jane portrays an image of plainness in the attire that she wears. Portrayals of Prostitution in Jane Eyre :: Jane Eyre Essays Portrayals of Prostitution in Jane Eyre    Bronte paints many parallels between the characters in the novel and the trade of prostitution. One of the main characters that Bronte attributes poverty to is the character of Jane. Jane’s poverty is intrinsically important to the plot of the novel because Bronte uses Jane’s poverty to allow the reader to picture Jane as a virtuous woman, such as when Jane flees from Thornfield to escape the entrapment of Rochester. The reader is urged to feel sympathy for Jane as she adheres to her strict, virtuous moral codes and does not allow herself to succumb to temptation. Jane exhibits her desperate situation when she has fled from Thornfield and is struggling to sustain herself. Jane states, "Once more I took off my handkerchief-once more I thought of the cakes of bread in the little shop. Oh, but for a crust! For but one mouthful to allay the pang of famine!" (Bronte, ch.28; 323). The language used in the passage shows that Jane is in a state of desperation and she still does not resort to prostitution, even though in many respects she does not have another choice. Jane is at a point in her life where she must do something to sustain her life, but Jane never even contemplates prostitution as an option to enable her to obtain money or food. In Victorian society Jane’s poverty and subsequent life would have rendered her a prime candidate for taking up the trade of prostitution. The description given by Vicinus of the woman most vulnerable to fall victim to the trade of prostitution is similar to Jane’s life. Jane is a domestic servant in her roles as a governess at Lowood and Thornfield and she has no familial ties. One of the dominant distinctions of a Victorian prostitute was her dress or "love of finery." When the love of finery is introduced Bronte veers off the course of identifying Jane with the likeness of a prostitute. The Victorian prostitute is associated with the love of fine dresses, like that of the upper-class society. The prostitute's dress denoted her as a disgraceful and immoral character because she wore the type of dress that was not associated with her class. Valverde states, "†¦What was or was not finery depended upon the socioeconomic status of the wearer" (Valverde 169). The love of finery is relentlessly associated with the Victorian prostitute, but Jane portrays an image of plainness in the attire that she wears.

Kindergarten-Full Day Versus Half Day Essay

The sky is the limit for children. The benefits of children attending full day kindergarten are far greater than those children that attend half day. Some parents and educators disagree; they say that children should not be forced into their educational career so young. Whether for or against full-day kindergarten, the common goal for all parents is the well being for each individual child. Every child has different needs and capabilities. Parents have to make an informed decision on full day or half day kindergarten. That decision can be a difficult one. Ultimately that decision is the starting point for the next twelve or more years of education for these young children. Connecticut does not have a law mandating all towns have full day kindergarten. The budget process has to make full day kindergarten a priority. The curriculum for kindergarten is limited during half day sessions for children. Because of the time limitations during half day, these children are getting significant amounts of homework to bring home. Before and aftercare is needed due to the short school day for the half day kindergartners, causing parents to pay for childcare. The most important point is that children’s cognitive learning is so crucial at age five. They can absorb so much information at a kindergarten level. Taking advantage of that will give them the best opportunities for the educational career and give them a head start. Kindergarten was originated in 1837 (Burkam 3). Children develop their mental, social, and emotional faculties through play, music, movement, interaction with the outdoors, and opportunities to engage in independent and creative pursuits (Burkam 3). The goal of kindergarten is to prepare children for first grade academics (Burkam 5). Children show great resilience so can therefore adapt to any formal routine, especially education. We must constructively use this critical stage in their lives to have them absorb all the information they can. Most towns in eastern Connecticut have full day kindergarten except Montville. There is no set standard in Connecticut law for all towns to have at least one full-day kindergarten. East Lyme, Niantic, Norwich, Waterford, Ledyard, and Groton have already established a full day program for kindergarten. Montville being the only town in the surrounding area that does not have a full day option available makes it very difficult to those parents in that town to make arrangements for care of their children. Planning a town budget for full day kindergarten is not as complicated as it may seem. Child care is financed primarily by families, who are estimated to be paying between $40 and $50 billion annually (Mitchell 8). Only a small percentage of those funds being spent could be used for funding all schools with full day kindergarten programs. Demonstrating better ways to increase and combine local, state, public and private sources to finance all types of programs so that they can meet higher standards and that all families can afford kindergarten and preschool education (Mitchell 12). Some educators say the biggest obstacle is hiring teachers. They would need twice the amount already staffed. Splitting up the groups of half day classes and teachers could be a solution to that issue. There would not need to be any additional teachers hired in that case. There is so much for children to learn at the age of five. A full day of learning, social interaction, and play is so beneficial. Research comparing half-day and full-day kindergarten shows those children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement—a foundation for school and life success (Villegas 1). Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills (Villegas 1) In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: contributes to increased school readiness, children that are adapted to full day kindergarten are already prepared for the transition into regular grade level schooling, most importantly, they understand rules and behavior, which leads to a higher academic achievement. Standardized tests and classroom grades find that full day students achieve higher and improve student attendance. There is better attendance in full-day kindergarten due to the parents understanding that there is so much more information and teaching provided during a longer day and does not want their child to miss, supporting a childs literacy and language development has long lasting effects that are greater in children that attend full day kindergarten (Villegas 2). One study showed higher reading achievement persisting through third grade and in some cases even seventh grade (Villegas 1). Enrolling a child in full-day kindergarten benefits them socially and emotionally. Full day gives children a balance of structured play and self play. Being with classmates for more hours in a classroom forces them to build positive relationships. Those relationships last sometimes all the way through twelfth grade. Decreases costs by reducing retention and remediation rates (Villegas 1, 2). One study, which found full day students to be more than twice as likely to remain on grade through third grade, showed that this academic benefit helped to offset 19 percent of the first year’s cost of extending the kindergarten day (Villegas 2). For those children in half-day kindergarten, they need to have before and after care in some families, especially when both parents work full time. If there were full day kindergarten, it would eliminate some of that cost of after care. Due to these children needing to go to multiple places throughout the day for care and schooling becomes the issue of transportation. During a parents work day, that child could be bused to as much as three different locations just for child care. Parents prefer longer kindergarten programs because children have to make fewer transitions within a day and they believe their children will be better prepared for first grade (Mitchell 5). Day care programs are valuable, but do not have the curriculum and equal age structure that kindergarten does. Proponents of full-day kindergarten believe that children, as a result of their various childcare and preschool experiences, are ready for more demanding and cognitively oriented educational programs (Burkam 6). Having group play with children ages 0-5 is not beneficial educationally. Children at age five are at an important learning stage in their lives. The more education they can receive in kindergarten the better prepared for school they will be. Full-day advocates suggest several advantages for the longer kindergarten day: it allows teachers more opportunity to assess children’s educational needs and individualize instruction, it makes small-group learning experiences more feasible, it engages children in a broader range of learning experiences, it provides opportunities for in-depth exploration of curriculum, it provides opportunities for closer teacher-parent relationships, it benefits working parents who may need a longer school day (Burkam 6). Reading, math, science are subjects that are the beginning fundamentals in learning Researchers found that children who attended full-day kindergarten scored higher on reading comprehension and mathematics concepts and applications (Burkam 9). Having more hours in a school day allows teachers to take a more one on one approach for the children to really delve deep into counting, the alphabet, writing, speaking, and so forth. The foundation of learning stems from kindergarten. Cognitive development is the most important issue with having children in a full-day kindergarten program. Kindergarten is more than play and social interaction with peers, this time must be used to take full advantage of a child’s potential in learning. Education should be the first priority and focus in a child’s life. The bigger picture is laying the groundwork for children’s educational experience. The younger the child the more prepared they will be for the future and the most successful in life.

Dr. Milton s Thesis - 1202 Words

In case 9.15, graduate student, Sam is finishing up his master’s degree with his thesis work and is getting ready to start the research portion of the project. He has recently found out that his brother has terminal cancer and will probably not live past Christmas. Sam had wanted his brother to be present for his graduation ceremony as a way to say thank you for all the support he had received from him over the years. He knew that the only way his thesis would be done by the September deadline was if he fabricated parts of it. Sam chose to go ahead and conduct the interviews like he had originally planned, but decided to personally make up the questionnaires. He got it approved by his advisor, Dr. Milton, who was regarded as a good†¦show more content†¦As a member of the faculty, Dr. Milton has an obligation to keep the institutions standards intact. Dr. Milton is a professional and if she does not follow the rules her integrity will be at risk. She is regarded as a t horough mentor. If it becomes known that she will look the other way for her students her reputation will be destroyed. It may not be specifically required for professors to report academic dishonesty, but there is a moral obligation to do so. Boston University’s academic conduct code explains the procedures that should be done if academic fraud takes place. It explains that faculty should speak with the student before reporting the violation to Assistant or Associate Dean (Academic Conduct Code, n.d.). The school and program has a conduct code that students must follow in order to keep their status as a student. This code details the procedures that should be executed in an academic dishonesty case. The Boston University academic conduct code discusses what constitutes as a violation of the code, defines the action that takes place on suspected violations and explains the penalties. The code also provides examples of academic dishonesty (Academic Conduct Code, n.d.). By comm itting academic fraud, Sam is in violation of these rules. By these standards committing academic fraud is unethical and should be made known to school officials. This case also informs us that Sam’s decision to be dishonest in his work comes after learning