Student Assesment :: Assessing Student Learning

Strengths: Rob Geis is a respectful and polite student. When he interacts with others his verbal abilities are excellent, he looks like a clever student. Rob seems very responsible because his attendance is consistent and his homework is stable. Needs: He may need to increase his social skills and interact more with others. He needs to ask for help when he does not understand the math concepts. In addition, it is imperative that he builds his self-esteem, experiments success, and feels that he is a valuable member of the class. Rob needs to be encouraged to achieve success relative to his personal potential in a positive learning environment. Interests: Rob has an interest in mechanics; he works at a car dealership after school that seems not interfering with school homework. Therefore, Rob interests are kinesthetic and physical. Preferred Way of Learning: Rob learns and process information in a kinesthetic manner. He likes to use graphics and visual objects such as graphs in math. He might learn better watching how to resolve math in presentations than lectures. Rob is a tactile student and he likes mechanics; therefore, his preferred way of learning is personal. Rob may respond positively to one-on-one attention by the teacher and he may definitely respond to an instruction when he can use grids, graphs, or other tools. Given the data provided about this student which of the family of models of teaching and / or theorist would you primarily draw on for help? Why? Support your ideas with citations from your text, and from other materials you have read. First, I will apply the Maslow’s hierarchy of needs, â€Å"Maslow (1970) suggested that humans have a hierarchy of needs ranging from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self-actualization†¦ each of the lower needs must be met before the next higher need can be addressed† (Woolfolk, 2013, p. 434). Consequently, I have to discover why Rob is not engaged in learning or why his motivation in school is so low; besides, I would like to know why he has a job after school. Are his physiological, safety, and social needs not met with his family? Why his self-esteem and lack of belonging in school are not in place? That is why, I need to investigate his family roots, and I will interview them to learn more about Rob .

“Country Lovers” by Nadine Gordimer and “Veronica” by Adewale Maja Pearce Essay

Explore the ways in which relationships are shaped and influenced by traditional cultural expectations in the short stories you have studied. Relationships – platonic and intimate – are sometimes built from cultural expectations; but to what extent are people willing to go to uphold those traditions? I will discuss two short stories â€Å"Country Lovers† by Nadine Gordimer and â€Å"Veronica† by Adewale Maja Pearce, in which both focus on close relationships which are condemned from the start due to strict and uncompromising cultural expectations. Cultural influences are portrayed strongly by the non-British writers; one is set in an unnamed African village, and the other Apartheid South Africa. Both stories tragically show the destructive effect on relationships, when a tenacious fixation with tradition causes them to be obeyed beyond the point of humaneness, and everything else – including love – is disregarded. In â€Å"Country Lovers† the protagonists Paulus (heir to wealthy farming business) and Thebedi (a black farm worker) form an inter-racial relationship in the period of Apartheid rule in South Africa. During Apartheid the divide between blacks and whites was immense. Skin colour determined every aspect of social life. Whilst the affluent whites had their own well-equipped facilities, living in large houses and having well-paid jobs, blacks had to manage with a much lower standard of life. â€Å"Apartheid laws prohibited most social contact between races† (Microsoft Encarta 2006) and inter-racial sex and marriage were strongly opposed by law making it virtually impossible for a blossoming relationship such as Paulus’ and Thebedi’s to progress. They stood at two different sides of the track, whilst Paulus was son of a rich farmer, Thebedi worked on his farm. The contrast between them is great; and so their economic and social differences would be deeply frowned upon. An instance of the contrast, is the scene after Paulus and Thebedi met at the riverbed it says â€Å"and each returned home with the dark – she to her mother’s hut, he to the farmhouse†. A hut in comparison to a house proves the extent of Apartheid and the blacks living conditions. Njabulo, also a slave labourer would have lived here, and he had feelings for Thebedi. Njabulo’s relationship with Thebedi is also dictated by the expectations of a black man in that time, and also his limitations because of it. For example, Paulus returned from school, and brought Thebedi gifts, because he could afford to, although â€Å"Njabulo said he wished he could have bought her a belt and earrings† (line 35). He couldn’t display his love for her, because he didn’t have the means. When Njabulo made arrangements to marry her, he couldn’t offer her parents the customary cow that should have been given in place of Thebedi. This also shows that the customs of the blacks could not be taken under consideration whilst segregation that was going on. Also, when the â€Å"very light† (line 114) baby was being born it simply states â€Å"Njabulo made no complaint†. The preceding sentences had been very long and descriptive with many clauses, but this contrasting short simple one gives it importance and could show that he didn’t care, but could also show that he couldn’t do anything about it and so just accepted it. Despite the fact that it had been proven that Thebedi had had an intercourse with a white man, Njabulo maybe couldn’t ask her about it because he was a second-class citizen and couldn’t do anything. Also, maybe he felt uncomfortable to question her in regards to the baby, because it wasn’t uncommon for white men to rape black women in those times. Cultural expectations forced Njabulo to keep quiet, and so it impacted negatively upon their relationship. There was no trust or compassion between them as he had â€Å"no complaint† when Thebedi had another man’s child. Despite Thebedi’s marriage, the love between Paulus and Thebedi seemed very pure. In line 1 of the story it sets the scene for what the whole story is based upon – â€Å"The farm children play together when they are small; but once the white children go away to school they soon don’t play together any more, even in the holidays†. It immediately drags us into the harshness of living under Apartheid. The entire tone of the narrator is cool and unemotional, perhaps to show the thoughts and feelings of the time. Most white people didn’t really care about the inequality during the Apartheid system, and so had no compassion towards the blacks or to what they were going through. The unemotional tone of the story could also reflect the harshness of the people that were for apartheid or unsympathetic towards the experiences of black people, as the writer Nadine Gordimer was a strong activist in the anti-apartheid movement. The opening line shows how there is no discrimination when the children are young, but as they get older they discover the divide, and so blacks begin to call whites â€Å"missus and baasie† and blacks drop further and further behind in schooling. The story uses country specific words to show that it is not set in England such as â€Å"koppies† – small hill in South Africa. The story sharply contrasts the everyday relationships between whites and blacks as they get older to say â€Å"The trouble was Paulus Esendyck did not seem to realise that Thebedi was now simply one of the crowd of farm children down at the kraal†. He goes against the norm and continues to entertain their relationship, rather than just stop his feelings for her. The language used here such as â€Å"the trouble† shows that it was a problem that Paulus could not just forget Thebedi. Even when he grew up and out of childhood and experienced the things of adulthood, it did not discourage his love for her. Although it was expected of Paulus to like these white girls as it suggests in the story â€Å"the sight of their dazzling bellies and thighs in the sunlight had never made him feel what he felt now†, â€Å"The head girl of the ‘sister’ school was said to have a crush on him he didn’t particularly like her† he had stronger feelings for Th ebedi. In the story, Paulus and Thebedi both go on a walk but unaware of each other but then meet whilst on the walk. This could symbolise that they each want to follow their own paths, but it leads back to one another, â€Å"they had not arranged this, it was an urge each followed independently†. They then go into deep conversation, and during this scene the writer uses lots of descriptive language and imagery to depict their surroundings, such as, â€Å"twisted and tugged at the roots of white stinkwood and Cape willow trees that loped out of the eroded earth around them† and â€Å"old, and eaten trees held in place by vigorous ones, wild asparagus brushing up between the trunks, and here and there prickly-pear cactus sunken-skinned and bristly†. This technique may have been used prolong Paulus and Thebedi’s scene of happiness and contentment with each other – â€Å"she laughed a lot†¦sharing her amusement with the cool shady earth†. Another view is that nature is the only thing around them, it is not discriminatory and doesn’t judge them allowing them to be happy. The turning point in the story is when Paulus and Thebedi have intercourse and it is a blissful time, it says â€Å"they were not afraid of one another†¦this time it was so lovely, so lovely he was surprised†. Although, due to the segregation of the time inter-racial relationships were forbidden (as they were illegal) and so their meetings had to be secret, for being found out would have incurred harsh punishments and being socially shunned. Paulus and Thebedi hide their love from others, specifically by making excuses for Thebedi’s gift â€Å"she told her father the missus had given these (gilt hoop earrings) as a reward for some work she had done†, and by sneaking in and out of the farmhouse â€Å"she had to get away before the house servants, who knew her, came in at dawn†. They both lead double lives. Paulus leaves for veterinary school and Thebedi marries Njabulo – the lives they â€Å"should† be leading if they stuck to the cultural expectations. Once the baby is born everything changes. The writer constantly refers to childhood, during the key scene when Paulus searches for Thebedi and their baby, â€Å"He drank a glass of fresh, still-warm milk in the childhood familiarity of his mother’s kitchen† and also â€Å"For the first time since he was a boy he came right in the kraal†. Children are usually associated with innocence and naivety, and so maybe this was used to contrast with the act of murder he will commit, or maybe to remind the readers of the relationship he had with Thebedi when he was younger. In lines 132-134, the long sentences used increase the suspense and tension for the reader, as they are eager to find out what happens next, whilst the writer rambles on about non-essential information. There is a change in Paulus as he no longer enters into long conversations with Thebedi; his language is short and clipped as he says â€Å"I want to see. Show me†. After Thebedi shows him his child, she uses an anecdote which corresponds to the situation, â€Å"the gang of children had trodden down a crop in their games or transgressed in some other way†¦and he the white one among them must intercede with the farmer†. This shows that the baby was the product of some â€Å"transgression† and the responsibility befell on him, Paulus to put it right. You can see that he felt some sorrow or regret as it says â€Å"he struggled for a moment with a grimace of tears, anger and self-pity†. The relationship between Paulus and Thebedi had been destroyed because of the cultural expectations, as it says â€Å"she could not put her hand to him†. Thebedi could not even console her young lover, as she had no idea how he would react, maybe in anger he could hurt her, and he was confused â€Å"I don’t know†¦ I feel like killing myself†. This was now no longer an intimate relationship although they shared a close moment, a chance to reconcile their love Paulus walked out, because the traditions had made it impossible for them to try and rekindle their affection for one another – â€Å"For a moment there was the feeling between them that used to come when they were alone down at the riverbed† Others opinions and views of Paulus are that the prospect of being prosecuted outweighed his love for Thebedi and his child. He had to reassure that she had never been near the farm house, and willing her to take it away and finally did the only thing he could to make sure he was not found out. The last line summarises the whole story, even though they continued a relationship from childhood it was doomed from the beginning due to the pressures and harshness of living in a segregated society, â€Å"It was a thing of our childhood, we don’t see each other any more. â€Å" Adewale Maja-Pearce depicts the tragic story ‘Veronica’ in which two members of a rural African village born and raised together, begin to lead very different lives on the ground of hampering cultural expectations. The narrator Okeke recollects his experiences in the village, and his platonic relationship with a fatalistic childhood friend Veronica. Set in the middle of the last century, views of the roles of men and women were rigid and unyielding. The story shows how African women of the time were subjected to constant pressure and mounting responsibilities which in turn leads to fatal consequences. In Afrcian society, men were traditional â€Å"breadwinners† and it was a woman’s role to do childrearing and house work. Veronica automatically adopted the responsibilities of her entire family as ‘since she was the eldest child†¦bringing up the other children had fallen on her’. The adjective â€Å"fallen† does not show the responsibility in a good light, as it suggests that a heavy burden has been dropped onto her. It also describes her family situation as she had to take on tasks stereotypically associated with men- such as â€Å"chopping firewood†, as well as taking on maternal roles such as catering for her siblings. Her father abuses her â€Å"listening to her scream†, and is described as a â€Å"brute†, and her mother described as â€Å"weak†. Maja-Pearce may have used the characters as allegory for the political views of the African country. Veronica is a symbol of the abused and mistreated citizens whilst her father symbolises the government and their indifference and apathy towards the citizens deprivation, and her mother could symbolise th e â€Å"weak† bystanders that can’t do anything due to their lack of means. This view also ties in with the fact that historically during this period a civil war would soon be in progress, and also that Maja-Pearce had written several stories that challenge the principles of African society. The relationship between Veronica and Okeke is told solely from Okeke’s point of view as he gives a background, until he talks of his leaving the village. The writer could have done this to show that Veronica’s situation was probably much worse than Okeke knew about, and so the reader would imagine terrible things would happen to her whilst Okeke heard â€Å"screams in the night†, and so empathise with her more. This technique could be seen as building tension and anticipation for when they meet, or to show that this crucial dialogue is a very important part of the story. A turning point in the story when Okeke and Veronica’s friendship is ended by Okeke’s plans to leave his home village and make a life for himself in the city, whilst Veronica refuses to abandon her family. The parting conversation shows just how much cultural tradition has been impressed on Veronica. When Okeke suggests that she leave the village, she replies â€Å"Me!†. This could be vewed as mock indignance, because she feels that Okeke is telling her to forget her set role in society, or it could be seen as genuine surprise at him suggesting that she should give up everything near to her. Okeke then asks for her reasons for staying and she says ‘I can’t just leave my family’.

Epidemiology And Communicable Diseases Human...

Epidemiology and Communicable Diseases: Human Immunodeficiency Virus With the prevalence and spread of communicable diseases on the rise, epidemiologists are working very diligently to find the agent, host, environment, and how it is spread with every new discovery. According to MedicinePlus (2016), â€Å"infectious diseases kill more people worldwide than any other single cause†. The human immunodeficiency virus, also known as HIV has been one of the largest epidemics in history. â€Å"HIV continues to be a major global health issue, having claimed more than 34 million lives so far. In 2014, 1.2 [980,000-1.6 million] million people died from HIV-related causes globally† (World Health Organization, 2015, n.p.). Having a good understanding of HIV†¦show more content†¦In order to replicate and make copies of itself, the virus infects the CD4T cells in this course of infection. As for the CD8T cells, they are known as â€Å"suppressor† cells. The CD8T cells are activated in response to CD4T cells to produce antiviral substances, also known as antibodies, that help fight off the foreign invaders. They will then act by shutting off CD4T activity when a sufficient immune response has been achieved. During the infection process, the host CD4T cell is killed while the virus empties its genetic material within the cell, resulting in the production of other HIV virions. As the CD4T cells are taken over, the ability for the CD4T cell to trigger an immune defense gradually depletes so much, leaving the human body open to opportunistic infections. With the drop in the number of CD4T cells, the CD8T cells generally increase although the ability to neutralize the virus will decline over time as there are fewer CD4T cells to trigger an effective response. If left untreated, the virus will continue to take over the CD4T cells, therefore compromising the immune system. The signs and symptoms of the virus vary depending on whether the individual in t he acute or chronic stage of the infection. Within this stage, the infection spreads more efficiently and the viral load is high. In the beginning

Major Discoveries in Electrical Communication in the 1800’s

The nineteenth century was a very prolific era of discovery in electrical knowledge and technologies that laid the foundation for modern electrical communication. During this period of time the foundations of modern electrically based technologies were discovered. The nineteenth century began with a debate between Luigi Galvani, and Alessandro Volta regarding the source of electricity in Galvani’s famous frog experiment. These debates lead to the invention of the battery by Volta, and the invention of Volta’s. Volta’s discoveries would lead the way for Ohm’s law several years later. However, before that discovery was made Hans Christian Ørstead discovered electromagnetism, which was then used by Andrà © Marie Amperà ¨ to show that magnetism†¦show more content†¦Galvani noticed that when a metal scalpel was brought close one of the nerves in the frog that the frog’s leg would move. Galvani stated that the electricity observed in the fr ogs was intrinsic the nerves of the frog. Galvani used multiple different metals combinations to demonstrate the electric phenomenon. He would further demonstrate that metals were seemingly unneeded. He did this by manipulating the nerves and muscles of the frogs in such way that caused the same twitch, as when a metal object was brought near. The publication of his research in 1791 would peak the interest of Alessandro Volta. Volta was convinced that Galvani’s animal electricity was not the result of the animal tissues, but the metals within those tissues. In an effort to prove this Volta invented the battery . Volta’s battery was built out of alternating zinc and copper disks with cloth (or a similar medium) soaked in salt water [10]. Volta stated the following regarding the nature of electricity with respect to Galvani’s animal electricity: Herein lies the whole secret, the whole magic of Galvanism. It is simply an artificial electricity, which acts under th e impulse of contacts between different conductors† [9]. At this point Volta’s theory of electricity by contact was fully accepted. Just after Volta’s greatest discovery and before that of Ohm, Hans Christian Ørstead discovered magnetism. Ørstead conducted a series of experiments thatShow MoreRelatedThe Development of Wireless Communication Leading to the Alexanderson Alternator Not much has1200 Words   |  5 PagesThe Development of Wireless Communication Leading to the Alexanderson Alternator Not much has changed in human nature in the past couple centuries. When we want something, we desire exactly what we want without deviation and we wish to have it quickly. This is as evident in modern times as it was in the late nineteenth and early twentieth centuries. 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This essay will discuss the many different inventions throughout history that changed the world we live in today, for better. One major invention that is underestimated today is clothing. The common cloth used today started out as cotton. Cotton strands are separated from the seeds of a cotton plant and those fibres are used to make fabrics and clothing. Separating the cotton strandsRead MoreInventions And Inventions Of The United States1466 Words   |  6 Pagesanything along its path. The United States had a small, weak, economy, until the mid-1800s when inventions and innovations united and strengthened the economy. From the beginning of time, people have invented things and innovated to help expand their economy. Gunpowder, the printing press, language, the wheel, pottery, post offices, and man-made bridges are all examples of inventions that led to economic growth. 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Telegraphs carried very important time sensitive news. For the first time man could communicate with another man from a great distance changing everything from how we saw communication. The rises of new technological networks were filling America during the mid 1800s to mid 1900 s. The idea of communicating throughoutRead MoreHow the Industrial Revolution Affects Us Today5039 Words   |  21 Pagesliving standards of the masses of ordinary people have begun to undergo sustained growth†¦Nothing remotely like this economic behavior has happened before† (Robert E. Lucas, 1997). Steam power, machine-based manufacturing, water power, improved communication, and railroads were just the tip of the iceberg as far as technological innovations went. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world. 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In an era when any form of distance communication necessarily involved travel, the advent of the US telegraph in the 1844 represented a huge shift in reality. It is hardly surprising that it took a significant period of time beforeRead MoreEssay on Wireless Electricity14464 Words   |  58 Pagesrealized that battery life is almost depleted and the thought of recharging now becomes a reality. Where does one even begin to go to recharge or plug in their device? Picture being in the home of your dreams, do you want the position and placements of electrical wall outlets to tell you where your furniture or appliances are going to go? It is these simple yet important common occurrences that one considers when trying to simplify their lifestyle. With a more widespread use of wireless electricity, these

Equality in America - 3947 Words

WOMEN In the middle to late 1800s, diversity swept across the United States of America. What is diversity? Diversity implies a wide variety in gender, race, culture, ethnicity, age, and other characteristics of certain groups (Diversity, 2006). Diversity is present in every possible aspect of life. It does not matter where one goes or what one does in America, no two people look or act exactly the same. America has been and still is known as a nation of freedom and diversity. Today, America is considered to be the melting pot, a place where all cultures are supposedly accepted and come together as a whole. Diversity is an issue that Americans have dealt with in the past, are currently dealing with, and will deal with in the†¦show more content†¦When faced with her fathers hurtful words, Elizabeth Cady Stanton was determined to make a difference and help women gain equality (Hymowitz Weissman, 1978). It was obvious to her parents that Susan B. Anthony was going to ma ke a difference in the world. Anthony was an extremely gifted child who had learned to read and write by the time she was three years old. Anthonys father, a Quaker Abolitionist, instilled a strong work-ethic in her at an early age. Anthonys parents treasured their girls and believed they should have unlimited opportunity at success even though they were females. He and his wife were appalled when one of Anthonys teachers refused to teach her mathematics because she was not a boy. Learning this, her father took her out of the school system and hired a female tutor, Mary Perkins, to instruct Anthony and her sisters. Many believe that it was Perkins who got Anthony first involved in womens equality. Not only did Perkins teach academics, she taught lifes lessons and stressed to Anthony and her sisters that they could accomplish just as much as any male. She taught the girls self-motivation, self-discipline, and self-respect (Hymowitz Weissman, 1978). 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Trinidad Education Free Essays

In Trinidad, The Ministry of Education has the policy of free education for all. They preach that this ‘free’ education is not based on class, wealth, race, gender or ethnicity but rather is a way to ensure that the entire nation is educated. Though these are the promises on Trinidad’s and Tobago’s Education Policy Paper, how is it that only nine of every one thousand people continue onto college, university or any higher education after secondary school? Twenty-one percent of Trinidadians live in poverty, which means that twenty-one percent of citizens do not have access to running water or proper health care. We will write a custom essay sample on Trinidad Education or any similar topic only for you Order Now Because of this, many children in these poor families immediately enter the world of work or become ‘beggars’ to help feed their family. This shows the importance of social class on the initial decision of whether a child will be educated or not. This is not common as only two percent of Trinidad’s population is illiterate. I would categorize myself in the middle to high status class in my country and this has, in many ways affected my educational opportunities. I lived in a town known as Diego Martin and though my neighborhood mostly consisted of people within my same social class, the town itself has many neighborhoods consisting of people living in poverty. Pre-school education is not considered by government policies and therefore, there are no public pre-schools and if a family wants to enroll their child in preschool they would have to do so privately and with their own money. This goes to show that the first level of education in Trinidad is in fact not free. Because of this, my parents enrolled me in a private pre-school, which would indeed have to be paid for with their own money. This shows the immediate impact that class has on one’s education from just the first steps. Pre-school in Trinidad usually takes about two years and here is where a child learns his numbers and letters and therefore these children living under the poverty line are somewhat ‘robbed’ of these essential learning years. After this, a child must then be signed up for primary school where he or he will spend the following seven years. There are two hundred and sixteen primary schools in the country, one hundred and sixty-three of which are funded by various religious institutions, thirty-two of which are funded by the government and therefore are completely free of charge, and twenty-one of which are privately run. I attended a privately run school as these had higher success rates in the SEA or Secondary Entrance Assessment examination that all primary school students are prepared for in order to gain placement in the school of one’s choice. Once again, though there is an availability of free primary level education, the members of the middle and higher social class send their children to privately run schools in order to ensure that teachers are constantly present and not on strike due to low government wages, and that their children receive a more well-rounded education as there are funds now for sports and other recreational activities. Personally, attending a private school made me not only feel safe, as there were not usually guards present in government funded institutions due to high cost, but to also gave me the opportunities to join different sporting teams and go on school ‘outings’ to various national attractions and the necessary preparation to gain a placement in the secondary school of my choice- the number one girls secondary school in Trinidad. The entrance examination is one aspect that I can truly say that had absolutely nothing to do with class, race or ethnicity as each student was given an identification number and placement into choice schools was done based on results. These secondary schools were again a seven-year course. Therefore, in total one should spend sixteen years at school in order to complete what is considered a general education but the average number of years spent at school in Trinidad is eleven. This means that the average student ‘drops out’ of secondary school after two years. As a female in the top all girls’ institution, I became very gender bias as my school continuously obtained the most government scholarships year after year. Not only that, but nationally women received a significant number of scholarships more than the men did. This may have wrongly shaped my idea that women are in fact smarter than men based on what I experienced at home. Tertiary education for many Trinidadians is extremely class bias. There is one university known as the University of the West Indies and though it is extremely renowned in engineering and mathematical studies it can only facilitate a very small percentage of graduates every year. Therefore, if one wishes to study, he or she may have to look at schools abroad which is a huge expense for any family. Studying in the United States has been a great privilege for me that would never have been possible if I belonged to a lower social class. Overall, my social status granted me opportunities unimaginable for many residents in my country. Despite government efforts to better the education levels of the country there is still a lot to be done in order to meet the goal that class does not determine one’s level or education. How to cite Trinidad Education, Essay examples

Cyprus History Of The Conflict Essay Example For Students

Cyprus History Of The Conflict Essay Cyprus, an island in the Eastern Mediterranean, at the cross-roads of three continents Europe, Asia and Africa has one of the oldest histories of the world, dating back 9000 years. Its strategic position, its wealth in forests and mineral deposits, as well as its skilled craftsmen, made it the prized possession of the powers of the day. Cultural influences came from all directions all major regional civilisations left their mark on the island, contributing to the development of a very rich and diverse cultural heritage. ANCIENT TIMESThe Stone AgeThe first signs of human life on the island date back to c. 8500 BC during the Palaeolithic period. Evidence of human activity was found in cave dwellings near Liopetri, though it is not known whether they were just hunting parties passing through or permanent settlers. The first undisputed settlements are believed to have been established towards the end of the 8th millennium BC. Vestiges of such early communities are found all over the island, such as at Khirokitia, Kalavasos-Tenta, Apostolos Andreas-Kastros, Phrenaros, Petra tou Limniti. Neolithic Cypriots built circular houses with small undressed stones for the lower structures and sun-dried mudbricks and clay for the middle and superstructure. The Khirokitia neolithic settlement in Larnaca district stands out as a striking example of prehistoric architecture. The Bronze/ Copper AgeLarge copper deposits brought fame and wealth to the island and may have even given it its name. It has been documented that during the bronze age Cyprus had intense commercial relations with the main commercial and cultural centres of that time. During this period metallurgy and pottery flourished while close relations developed, particularly with Crete, which are also expressed in the Cypro-Minoan script which appeared in Cyprus around 1500 BC. Of special significance for the future of Cyprus was its colonisation around 1200 BC by Mycenaean and Achaean Greeks, a migration process that lasted for more than a century. They brought with them to the island the Hellenic language, culture and religion. Legend has it that the first Hellenes who settled in Cyprus were heroes of the Trojan war. The arrival of the Achaeans greatly influenced town planning, architecture, and pottery. Since then Cyprus has remained predominantly Greek in culture, language and population despite influences resulting from successive occupations. Iron AgeMore and more people from the Greek world came to live in Cyprus. They built city along the lines of the Greek ones. There were about eleven city kingdoms in all: Kourion, Paphos, Soloi, Marion, Lapithos, Salamis, Kition, Kyrenia, Amathus, and Idalion. Although Cyprus was conquered by other peoples, these city kingdoms mostly ruled themselves, paying taxes to their conquerors. The island was conquered in succession by the Assyrians, the Egyptians and the Persians (800-332 BC). The Classical Period For more than a century, Cyprus was caught in the middle of the power struggle between Greece and Persia. In the 6th century BC Persia became the dominant power and the kings of Cyprus, while being allowed to retain their autonomy, were obliged to pay tribute to the Persian King and place their military forces at his disposal. Persias domination, however, was not maintained easily and there were several attempts tooverthrow the Persian yoke, the most significant being the Ionian revolt and an attempt by King Evagoras I of Salamis to unite all of Cyprus city-kingdoms under him. ttempts failed. The Hellenistic PeriodCyprus stayed in Persian hands until Alexander the Great defeated the Persian Empire when the island became part of his huge Empire. Upon Alexanders deathCyprus fell to one of his generals, Ptolemy I, the ruler of Egypt. From then on Cyprus, under the Ptolemies, was an integral part of the Hellenistic World until its integration with the Roman Empire in 30 BC. During this time Cyprus experienced significant cultural activity and close contacts with the city kingdoms of the Hellenic World. Harrison Bergeron EssayHowever, there was very harsh rule and harsh taxation which impoverished the people, and there were continual revolts. In 1821 an attempt by Cypriots to support the Greeks in their revolt against Ottoman rule was brutally crushed, with the Archbishop being publicly hanged and many others, including three bishops, put to death. Cyprus remained under Ottoman rule until 1878 when, with the Treaty of Berlin, the Sultan in his effort to secure British support in his conflict with the Russians leased Cyprus to Great Britain. Then in 1914, following the entry of Turkey in World War I on the side of Germany, the British government annexed Cyprus and turned it into a Crown colony in 1925. In the meantime Turkey surrendered all claim on Cyprus with the Lausanne Treaty it concluded with Greece in 1923. The British PeriodBritish rule left its mark on the islands complex culture with the adoption by the people Cyprus of some of the customs of their colonial masters, the legacy of some British colonial buildings, and, most importantly, the tradition of the British administration especially in the civil service. Cypriots fought alongside the allies against fascism and nazism during World War II. The British, however, refused to keep their word and offer the island the right of self determination at the end of the war. There followed the Enosis referendum of 1950, when 96% of Greek Cypriots voted for Enosis, Union with Greece. In April 1955 the EOKA Liberation Struggle, against the colonial rulers, resulted in the granting of independence to the island on the basis of the Zurich and London Agreements of February 1959. Independence and invasionThe independent Republic of Cyprus came into being in August 1960. Its first President was Archbishop Makarios. Over the first three years of independence relations between the Greek and Turkish Cypriots deteriorated, mainly as a result of flaws in the constitution which gave disproportional rights to the Turkish Cypriot community including the right to block the passing of laws. In 1963 intercommunal violence broke out following which many Turkish Cypriots withdrew to enclaves. Attempts to bring the two sides back together were made through the United Nations who sent a contingent to the island. On 15 July 1974 the Junta ruling Athens at the time organised a coup to overthrow Archbishop Makarios. A week later Turkey invaded the island, claiming this was to restore constitutional order. However, when the rightful government was restored, Turkish troops stayed on, implementing a long-held policy of partitioning the island. They went on to occupy more than a third of Cyprus, forcing 200,000 people to lose their homes and become refugees. The area under Turkish occupation unilaterally declared independence in1983, an act condemned by the UN and other international organisations. No country in the world other than Turkey has recognised this illegal state. The political issue, despite efforts to solve it, remains virtually frozen since 1974 and the occupation of part of Cyprus by the Turkish army still continues.