What were the major factors in the establishment of the American Research Paper - 1

What were the major factors in the establishment of the American colonies - Research Paper Example World history has seen a lot of timelines. The prominence of some of the timelines made it extremely difficult for anyone to believe that such moments in world history would ever pass away but eventually, these moments of great history passed. The same phenomenon about world history makes the future of the social world quite unpredictable. For instance it is quite difficult to predict whether technology would eventually fade off to give room for a new kind of world and social history. One prominent moment in history is undeniably the formation of colonies. According to People Hofstra (2001), an 18th century definition of a colony has been given as â€Å"a settlement in a new territory under the political and economic control of its parent country. Usually the settlers conquered and either dominated or replaced local peoples.†1 Most commonly, colonies were established as a means of expanding the territorial powers of kingdoms and nations. It was not surprising therefore that ma jor nations of the world would in the 1700s go every extent and to every length of the world to capture weaker components of the world and lord themselves over as colonial masters. One of such prominent colonization was the colonization of America by the English2. Events leading to this all important moment in world history have left historians with a lot of studies into what the probable factors that accounted for the establishment of the American colonies were. Historians also discuss the relevance of these factors and how they eventually imparted on the eventual colonies that came into existence.3 The essence of this essay therefore is to review such factors that led to the establishment or formation of the American colonies. Background to the American Colonies At the beginning of the 17th century, several countries and nations made attempts to colonize North America. These different colonies came with different mission statements and at different times. Primarily however, they w ere present in North America to have an opportunity to possess the land and colonize it. Some of the early countries that made progress in settling in North America include Spain, France, Sweden, Holland, and England. According to Horvath (1972, 45-57), â€Å"the literature on colonization would appear to have no end; and understandably for colonization has been one of man’s preoccupations.†4 Although colonization ranks with the most influential processes in man’s history, western scholars have not fully come to grips with the phenomenon. This assertion of uncertainty on the definition of colonization is being made because of the seemingly different forms that colonization takes. This is indeed not different with what happened in the instance of the establishment of the American colonies. The first nations namely Spain, France, Sweden and Holland landed in North America in different fashions but all left the scene in no time. Basically, these nations could not s tay because the North American settlers were hostile to their dreams. Unlike these attempted colonial masters perceived, they were not going to pick gold from the ground but were supposed to go through very hard times to have their aspirations of making wealth fulfilled. England however took a bolder step apart from the first four nations. Though Britain went through ostensibly difficult times even at the beginning, they persevered and eventually became the only nation that remained. By the year 1607, England had established herself as the colonial master of North America. It took England one hundred and six more years to complete establishing what came to be known as the thirteen colonies of America5. This means that the formation or establishment of the thirteen colonies of America spanned from the period of 1607 to 1733; by which time Delaware, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts Bay, Maryland, South Carolina, New Hampshire, Virginia, New York, North Car olina, and Rhode Island and

Effective approaches in teaching Second language Essay

Effective approaches in teaching Second language - Essay Example For this reason, exploring ways on how writing teachers can further improve the writing skills of L2 students is very important. Methods to measure the effectiveness in teaching are often subjected to endless criticism. Back in early 1990s, the assessment of effective teaching was more focused on the students’ learning, highly dependent on the students’ knowledge on the subject, the ability of the teachers to manage the students and think thoroughly on how they can further improve their teaching practice (Clark, 1993, p. 2). Today, the term ‘effectiveness’ is defined based on the â€Å"students’ achievement† (Stronge, 2007, p. x). The process of correcting the L2 students’ mistakes in writing does not guarantee that there will be improvements in their writing skills (Schwieter, 2010, p. 34). Therefore, effective teaching should be monitored based on the revision instruction and feedback each of the L2 students will receive from their wr iting teachers (Ferris, 2007, p. 167; Schwieter, 2010, p. 34). As a general rule, teachers are directly accountable for the learning of the L2 students (Dunne and Wragg, 2005, p. 1). Therefore, it is part of the teachers’ duty and responsibility to continuously improve their professional knowledge and skills particularly when it comes to teaching the L2 students the effective way of writing in English. (Because your essay topic /essay question told me to focus on discussing the best teaching approach when teaching the L2 students how to write.) This essay aims at exploring the different approaches used in teaching L2 students within a writing class. In addition to examining the similarities and differences between the genre approach, process approach, and product approach, the advantages and limitations of each type of teaching approach and how L2 teachers can avoid the limitations or challenges associated with each type will be addressed. 2. Teaching Approaches There are s everal of innovative teaching approaches which can be applied in the teaching of writing. Based on the history of L2 writing studies, Alhosani (2008, p. 48) explained that there was a shift â€Å"in writing instruction from product to process†. Since studying the writing process can be very complicated, a lot of writing teachers have argued that the use of the process approach in writing is better in terms of improving the L2 students’ knowledge and attitude towards writing (Alhosani, 2008, p. 40). Therefore, between the late 1960s and early 1970s, second language teachers started to use the process approach in teaching writing to L2 students [Corbett, 2003, p. 87; Matsuda, 2003, cited in Alhosani, 2008, p. 40]. Today, a lot of second language teachers have managed to shift their focus to the use of the genre approach in teaching (Alhosani, 2008, p. 44). There are cases where teachers who are teaching L2 students how to write are using â€Å"out-dated teacher-centred method† (Babalola, 2012) or are totally unprepared in teaching the L2 students the proper way of writing (Lee, 2011). By examining the similarities and differences between the genre approach, process approach, and product approach, writing teachers who teach TESOL students could be guided by the most effective use of these approaches. 2.1 Product Approach Considered as a traditional method in teaching a second language, the product approach is generally more focused on the students’

Political and Socioeconomic Essay Example for Free

Political and Socioeconomic Essay The communication gap between First and Third world feminist, as expressed by Narayan lies within a cultural setting: though Western feminism is still an upholding to the rights of women, Third world feminism speaks towards a culture’s specific issues, as Narayan writes, â€Å"I am arguing that Third-World feminism is not a mindless mimicking of ‘Western agendas’ in one clear and simple sense that, for instance, Indian feminism is clearly a response to issues specifically confronting many Indian women† (13). Thus, feminism is explicit to country and cultural beliefs, not hinging upon a predetermined, or in this case Western view. There are many people, mostly women, who have been fighting for their equal rights – and we now commonly call this as feminism. Feminism started not merely on 19th century, but even during the 17th to 18th century. This is the very reason why feminists have gotten so much attention from well respected organization and government officials. With this idea in mind, many are now asking, who are the women who started the feminist movements and what prompted them to initiate such action? By digging deeper to what the real meaning of feminism is, it can also be identified the first few women who fought and strived really hard just to show the world that feminism is indeed worth fighting for. These women have their own issues that they highlighted and it all boils down to the fact that females are not just a decoration for males, instead, they are people who can be effective even in dealing with other important aspects of he society like the government. Feminists’ ideas started during the time of the infamous Enlightenment, with Lady Mary Wortley Montagu and the Marquis de Condorcet who initiated championing womens education. The first scientific society for women was founded in Middleberg, a city in the south of the Dutch republic, in 1785. Journals for women which focused on issues like science became popular during this period as well. Mary Wollstonecrafts A Vindication of the Rights of Woman is one of the first works that can be called feminist, although by modern standards her comparison of women to the nobility, the elite of society, coddled, fragile, and in danger of intellectual and moral sloth, does not sound like a feminist argument. Wollstonecraft believed that both sexes contributed to this situation and took it for granted that women had considerable power over men. Indeed, it was during the late 17th century to the early 18th century that the earliest works on the so-called woman question criticized the restrictive role of women, without necessarily claiming that women were disadvantaged or that men were to blame (Deckard, 1975). When 18th century came, the movement is generally believed to have begun as people increasingly came to believe that women were treated unfairly under the law. The feminist movement is rooted in the West and especially in the reform movement of the 19th century. The organized movement is dated from the first womens rights convention at Seneca Falls, New York, in 1848 (Deckard, 1975). This feminism started not on one place or country, but coincidentally, a lot of women from various countries around the world fought for their rights as and equal and rightful members of the society. Emmeline Pankhurst was one of the founders of the suffragette movement and aimed to reveal the institutional sexism in British society, forming the Womens Social and Political Union (WSPU). Often the repeated jailing for forms of activism that broke the law, particularly property destruction, inspired members went on hunger strikes. Due to the resultant force-feeding that was the practice, these members became very ill, serving to draw attention to the brutality of the legal system at that time. In an attempt to solve this the government introduced a bill that became known as the Cat and Mouse Act, which allowed women to be released when they starved themselves to dangerous levels, then to be re-arrested later. (Deckard, 1975). Meanwhile, the Feminist movement in the Arab world saw Egyptian jurist Qasim Amin, the author of the 1899 pioneering book Womens Liberation, as the father of Arab Feminist Movement. In his work Amin criticized some of the practices prevalent in his society at the time, such as polygamy, the veil, or womens segregation, and condemned them as un-Islamic, and contradicting the true spirit of Islam. His work had an enormous influence on womens political movements throughout the Islamic and Arab world, and is read and cited today (Deckard, 1975). Various women were able to raise their voices during that time. They were able to capture the attention of many and hear out their grievances. Let us take a closer look at each of the famous and most influential women during this Abolition Movement, and create a more prominent appreciation on their ways and methods of fighting for their cause. Among the most influential women whose actions were all aimed at highlighting the feminist rights, the Grimke sisters (Sarah Grimke and Angelina Grimke Weld) topped the list. Motivated by religion and a desire to live a useful life, they were among the first American women to speak in public. They wrote a number of tracts against slavery and for womans rights. To abolitionist acclamations, Angelina became the first American woman to address a state legislature. Both sisters would remain abolitionists and womans rights activists for the remainder of their lives with Angelina concentrating on the abolitionist movement and Sarah concentrating on the womans rights movement (Lerner, 1998). Sarah Grimke offered the best and most coherent Bible argument for womans equality yet written by a woman. She was also able to identify and characterize the distinction between sex and gender; she took class and race into consideration; and she tied the subordination of women both to educational deprivation and sexual oppression. She identified men, individually and as a group, as having benefited from the subordination of women. Above all, she understood that women must acquire feminist consciousness by conscious effort and that they must practice asserting their rights in order to think more appropriately (Lerner, 1998). Angelina, on the other hand, in several of her pamphlets and speeches, developed a strong argument for womens rights to political equality. In her insistence on womens right, even duty, to organize for political participation and to petition, she anticipated the practice and tactics women would follow for the rest of the century. In both her Appeal to Southern Women and in her Letters to Catherine Beecher she fashioned a defense of womens right to organize in the antislavery cause which connected it with the causes of white women and influenced the practice of several succeeding generations (Lerner, 1998). It is therefore in culture that the main difference between First-World and Third-World feminism lays. The treatment of women in India is one filled with hypocrisy. In Narayan’s essay, the India chastises Western civilization for their treatment of women; for instance, Indian women were permitted to attend higher education classes decades before the English even considered the aspect. Indian’s say that they treat their women as goddesses, while the West treats their women far less as equals, but this in turn is duplicitous, in examples Narayan gives of the treatment from men received by her grandmothers, and her mother (chastisement, beatings, and submissiveness, and silence). Narayan gives childhood examples of how she became a feminist, and they are not dominantly rooted in the idea of Westernization, but culturally in a Third-World view, as she writes, â€Å"†¦though I cannot bring myself to it, of her pain that surrounded me when I was young, a pain that was earlier than school and ‘Westernization’, a call to rebellion that has a different and more primary root, that was not conceptual or English, but in the mother-tongue† (7). This then gives insight into how feminism isn’t dependent upon the introduction of Western culture in liberating women, but is in fact contingent upon a witness’s own account of oppression and their reaction to that oppression, that is that Narayan’s own rebellion was a response to her mother’s sadness in being trapped by her mother-in-law and her marriage. This exemplifies the difference between First-World and Third-World feminism, the fact that Narayan must contend with the paradigm of Western feminism instead of simply revered as representing her own culture’s fault; Narayan is not representing Western ideas but is only supporting equality and fair treatment for her fellow Indian women. In the Indian culture, women are perceived to become wives first and their own identity as a person is wiped away by such a paradigm, this is true for the incentive of women’s movements, the West included. Indian wives are submissive and the Third-World culture enhances this notion by parlaying women into marriage at the age of thirteen (as Narayan’s grandmother had done), and treating them as Other rather than as Self. Narayan writes of the predominant sentiment found in India in regards to women, â€Å"They were anxious about the fact that our independence and self-assertiveness seemed to be making us into women who lacked the compliance, deference, and submissiveness deemed essential in good â€Å"Indian† wives† (8). The wife and mother ideas of women are predominant in most cultures, and the concord factor between First and Third world feminism is united in this fact, and their rebellion against such submissiveness. The culture of feminism is presented as one that has great bonds with politics. For both First-World and Third-World feminism there is no difference in the root of feminism when it is in politics, and political campaigns that women are often secluded: in schooling, voting, and citizenship, women have been treated secondarily in both First and Third world cultures. Therefore, Narayan’s generation of Third-world feminist aren’t rebelling because of Westernization, but because in their own politics women have been forgotten in India and in the West, â€Å" It takes political connections to other women and their experiences, political analyses of women’s problems, and attempts to construct political solutions for them, to make women into feminists in any full-blooded sense, as the history of women’s movements in various parts of the world shows us. † Therefore, the dichotomy of First-World and Third-World feminism finds harmony in this political connection. The westernization of Indian has been blamed for the rebellious nature of feminism and even the introduction of the women’s movement, but in fact, it is the own culture’s deviant nature that gives rise to the necessity of feminism. Narayan gives example of her cousin being tortured with cigarettes and being locked away while in another country and keeping silent about it for years until a relative came to visit. The silence is the devastating part of the story; in Indian culture, it is supposed and indeed ingrained in Indian women to hold their tongues, and be submissive, and not innocent, but obedient. Yet, western culture was seen to pervade the Indian traditional way of living, â€Å"Veiling, polygamy, child-marriage, and sati were all significant points of conflict and negotiation between colonizing â€Å"Western† culture and different colonized third-World cultures. In these conflicts, Western colonial powers often depicted indigenous practices as symptoms of the â€Å"backwardness and barbarity’ of Third-World cultures in contract to the â€Å"progressiveness of Western culture. † The figure of the colonized woman became a representation of the oppressiveness of the entire ‘cultural tradition’ of the colony. â€Å" (17) The effect of this colonization of Indian women was one of conflicting progressiveness. Traditions of Indian culture were already bred with English sentiments (such as the sari) and English clothing was continually being upgraded and introduced into Indian culture; in fact men were wearing suits long before women were allowed to change into less traditional clothing. In one example Narayan gives, she and her family went on a vacation in a more rural part of the country and she was instructed to wear her Indian clothing and not her Western clothes because she had hit puberty (though in the city nothing was wrong with such clothes), Narayan writes, â€Å"My story reveals that what counted as ‘inappropriately Western dress’ differed from one specific Indian context to another, even within the same class and caste community†(27). The effects of Westernization therefore and colonization give rise to differing ideas of what constitutes traditional wear from one part of the country to another. In conclusion, Narayan gives insight to how differing opinions of feminism are still spurned from similar ideals. Third-World feminists are not ‘outsiders within’, that is, they are not denying the tradition of their country, but instead, feminists need to challenge some of the more patriarchal rules of India. Third-World feminists are not denying their culture, but are asking for change. Work Cited Ahmed, Sara (2004). â€Å"The Cultural Politics of Emotion†. Routledge Publishing Boydston, Kelley, Margolis, The Limits of Sisterhood, p. 178. Deckard, Barbara. 1975. The Womens Movement: Political, Socioeconomic and Psychological Issues New York: Harper Row. p. 253. Gerda Lerner. 1988. The Grimke Sisters from South Carolina: Pioneers for Womens Rights and Abolition. Oxford University Press. Narayan, Uma. Speech and Silence in the Mother Tongue. Yee. Shirley J. Abolitionist Movement. February 2002. Sunshine for women. http://www. pinn. net/~sunshine/whm2002/abolitn. html

Functions Of Operating Systems

Functions Of Operating Systems Operating system is the program, which usually installed into the computer by a boot program. It manages all other programs in computer. Sometimes it also called as OS. These programs also called applications. The application uses the operating system by making requests for services through API (Application Program Interface). Sometimes users can directly use the operating system through GUI (Graphical Users Interface) or command language. Operating system is a program that allows you to work with hardware and software on your computer. Basically, there are two ways to use operating system on your computer. The two ways are as follows: 1. for ex., DOS, you type a text commands and computer give respond to you according to your command. This is called command line operating system. 2. With a GUI (Graphical User Interface) operating system (ex., windows). You relate with the computer through graphical user interface with pictures and buttons by using the mouse and keyboard. An operating system is software that enables the computer hardware to communicate and function with the computer software. Most desktop or laptops come or preloaded with Microsoft windows. Macintosh computers are loaded with Mac OS. Many computers or servers use the Linux or UNIX operating system. The operating system is the first thing loaded on the computer- without operating system (OS) the computer is useless and we cant do any functions on it. Now at the moment, operating systems have started to use OS in small computers as well. If we mess with electronic devices, we can see the operating system in many of the devices, which we use every day, from mobile phone to wireless access points. The computer use in these little devices is more powerful and they can easily run operating system and applications of it. The main aim of the operating system is to organize and control the hardware and software so that the device behaves in a flexible way. All computers does not having operating systems, for ex the computer that controls the microwave oven in your kitchen, does not need operating system to work because it has only one set of job to do. The most common window operating systems developed by Microsoft. There are other hundreds of other operating system available for special-purpose applications, including manufacturing, robotics, and mainframes and so on. FUNCTIONS OF OPERATING SYSTEM As we talk about operating system, it does two things at the simplest level: It manages the hardware and software resources of the system. In desktop computers these resources such as processors, memory disk space and more. It provides stable, constant way of applications to deal with the hardware without having the full details of the hardware. The first task, managing the hardware and software resources and it is very important. The various programs and input methods complete for the attention of the Central Processing Unit (CPU) and demand memory, storage and input/output (I/O) bandwidth for their own purposes. In this capability the operating system plays the good role of a good parent, and making sure that each application gets the necessary resources while playing efficiently with all other applications, as well as it plays good role of husbanding the limited capacity of the system. The second task is mainly important if there is more than one of a particular type of computer using the operating system. A constant application program interface (API) allows software to write an application on one computer and have a confidence to write a same application on other computer of the same type, even if the sum of the memory or the quantity of storage is different on the two machines. When computer is unique, an operating system can make sure that applications continue to run when hardware upgrades and updates occur. This is because of the operating system not the applications. One of the challenges facing developers is keeping their operating systems flexible enough to run hardware from the thousands of vendors manufacturing computer equipment. TYPES OF OPERATING SYSTEM Within the family of operating system, there are four types of operating system based on the types of computers. The categories are: Real-time operating system (RTOS) Real time operating system used to control machinery, scientific instruments and industrial system. An RTOS hardly have little user-interface capacity, and no end-user utilities. A very important part of an RTOS is managing the property of the computer so that particular operations executes in same amount of time. In a complex machine, having a part move more quickly just because system resources are available may be just as catastrophic as having it may not move at all because the system is busy. Single-user, single task As the name implies, this operating system is designed to manage the computer so that one user can do one thing at a time. The Palm OS for Palm handheld computers is good example of modern single user, single task operating system. Single-user, multi tasking This is very popular operating system; most people use this operating system on their desktop and laptop today. Microsofts Windows and Apples Mac OS are both example of single user, multi tasking operating system. It will let a single user have several programs in operation at same time. For example, it is possible in Windows to write a not in Microsoft word while downloading a file from the internet while printing the text on e-mail message. Multi- user A multi user operating system allows many users to take advantage of the computer resources simultaneously. The operating system make sure that the requirements of the various users are balanced, and each of the program they are using has sufficient and separate resources so that the problem with one users doesnt affect the community of the users. UNIX, VMS and main frame operating systems, such as MVS, are the examples of the operating systems. Its important to differentiate multi user operating system and single user operating system that support networking. Windows 2000 can support hundreds or thousands of networked users.

How to Achieve Happiness Essay -- Happiness Essays

"Most folks are as happy as they make up their minds to be." -- Abraham Lincoln According to Cambridge's Online Dictionary, happiness is a state of mind or feeling characterized by contentment, satisfaction, pleasure, or joy. There are a number of attributes that correlate with happiness: relationships and social interaction, extroversion, marital status, employment, health, democratic freedom, optimism, religious involvement, income, and proximity to other happy people. Because the concept of happiness is complex and hard to measure, many people believe that happiness is mysterious, elusive, and totally out of their control. This is not true. Actually, happiness is a choice. Each person can decide whether to be happy or not. Wilhelm von Humboldt, a German philosopher, said, â€Å"I am...

Low Carbohydrate Diets Essay -- Science Research Weight Diet Essays

Low Carbohydrate Diets What is a carbohydrate? A carbohydrate is a member of a large class of natural organic substances. Carbohydrates are in almost everything we eat, sometimes in very small amounts but often times in substantial quantities. Some examples of common carbohydrates are sugars, starch and cellulose. Carbohydrates are important because they provide a storage of energy in our bodies that is quickly accessible. In fact, carbohydrates make up the major source of dietary energy for people all over the world (Stephen 1995). In addition, carbohydrate intake increases levels of a substance called tryptophan in the body, which releases serotonin in the brain. Whether this phenomenon affects our hunger and eating habits is still unclear (Fairburn 1993). Carbohydrates are in almost everything we eat, like sugars, starches and cellulose. What you will find on the web about low-carb diets... Almost all of the information that you'll find on the world wide web about the subject of low-carb diets is basically the same. There are thousands of documents, so rather than reading each one of them just look at this brief summary of the information that is out there. Following the web summary is a literature summary of the information contained in published professional and scientific journals about the topic of low-carb diets. What is a low-carb diet? What is the purpose of a low-carb diet? Low-carbohydrate diets are essentially very simple. The idea is that by restricting daily carbohydrate intake, cravings for carbohydrates will eventually subside, resulting in a lower amount of food consumption and weight loss. Low-carb diets are meant to be used as general weight loss plans, especially for people who a... ..., 1995. Peterson, C.M., and L. Jovanic-Peterson. "Randomized crossover study of 40% vs. 55% carbohydrate weight loss strategies in women" Journal of the American College of Nutrition. 14(4):369-75, Aug, 1995. Racette, S., et all. "Effects of aerobic exercise and dietary carbohydrate on energy expenditure and body composition during weight reduction in obese women". American Journal of Clinical Nutrition. 61(3):486-94, March 1995. Stephen, A.M., G.Seiber, Y.Gerster, and D.Morgan. "Intake of carbohydrate and its components-- international comparisons, trends over time, and effects of changing to low-fat diets". American Journal of Clinical Nutrition. 62(4):851S-867S, Oct. 1995. Wing, R.R., J.Vazquez and C.Ryan. "Cognitive effects of ketogenic weight reducing diets" International Journal of Obesity & Related Metabolic Disorders. 19(11):811-6, Nov 1995.

Importance of Ignatius of Loyola Essay

In the year 1491, the future founder of the Jesuits was born in northern Spain. He would soon be known as Saint Ignatius of Loyola. By the time that he was fifteen he was already interested in to religion. When he got older he became a soldier. He would end up crushing his leg in battle by a cannon ball in the battle of Pamplona. Ignatius would soon go to college to be a teacher. And he achieved that goal. He would soon invent the Jesuits who were priests that would teach and go on missionaries. Ignatius’s goals were to become a strong church and to bring people back to Catholicism. He would soon accomplish it. Ignatius in order to become a strong again, you must have education to do that. That is when his spiritual exercises came into affect. He would teach the priests and the priests would teach the students. He would also create a constitution, so that everyone would stay good. And in 1556 he would be laid to rest. Ignatius of Loyola was important because, he founded the Jesuits, that would soon put their focus on education and missionary work. Ignatius founded the Society of Jesus in 1540; these members would soon be known as the Jesuits. The Jesuits were a group of priests that believed education was key to being successful. Ignatius was so high on education that every Jesuit had to be trained to be a scholar and clerics in case someday they would take over the Catholic Church (Simon 105). Ignatius wanted the Jesuits so well educated that he started his own school for the Seminarians since there were no Universities with high enough academic standards (Simon 105). Seminarians are professors that teach students. Ignatius of Loyola taught the Seminarians through his spiritual writings. So Ignatius decided that he would build a college that would meet his standards in grammar and human relations that is when he founded the Roman College in February 1551. He also had as many as 300 students sign up for the college the following year, and in 1552 Loyola also established the German College (Dalmases 355). Loyola does this so that he can show that the Jesuits are a good order of monks. He is trying to get more people to come and join the Jesuits. Ignatius made the Jesuits go to school for ten years before they could go and teach. They also had to go to mass once a day and were required to listen to seminars that were spoken in Latin. Loyola did this so that when they went out to be professors they were equipped with the right knowledge and they would know what they were doing. Ignatius did such a good job of teaching his students that people heard about them around the world. The Jesuits were so well known, that universities and schools recruited them. They ended up taking over the teaching in many universities teaching (Simon 105). The Jesuits liked to teach so much that by the 1600’s they had over eighty percent of the Jesuits being teachers. Therefore, Ignatius is an important man because of his works in education and his beliefs that knowledge is an important aspect in the Catholic Church. Another reason that Ignatius of Loyola is important is through his missionaries. Missionaries are people who are sent out to preach about what they believe in and try to get people to switch to their religion. In order to become a Jesuit you had to be willing to do what you told by your superiors. All the missionaries had to go to class to learn about what they  are to preach about (Broderick 904). â€Å"Part of Ignatius’ inspiration was his vision of the Society as carrying out the mission of Christ to defend and extend his kingdom throughout the world† (Meissner 211). Loyola had the missionaries go to many foreign areas such as Africa, Asia, India and many other countries. On of the best-known missionaries was Francis Xavier who traveled all around the East. Loyola knew so well what he was doing that by 1749 he had 3,276 people out being missionaries teaching about the Jesuits. That is one-seventh of the Jesuits. The Jesuits had such good missionary work that that they spread throughout five continents (Broderick 904). Ignatius and the Jesuits had one of the best orders, he not only sent missionaries around the world but he started orders that stayed in the countries and preached about the Jesuits and converted them over to the Catholic Church. Thus Ignatius of Loyola wanted to create a dominant order that would bring Catholicism back to order. The second point that makes Ignatius of Loyola important are his Spiritual writings, he did this by writing the Spiritual Exercises and Constitution. Loyola started writing the Spiritual Exercises after the battle of Pamplona. He started writing the book in 1521 and ended the book twenty-seven years later in 1548 (Lewis 578). Once the book was finished was printed out and used by all the Jesuits. â€Å"The first week in concentrated on with the sinful condition of man and the three other are taken up with the consideration of the life of Christ: His hidden life and public life, His Passion, Resurrection, and Ascension† (Lewis580). They would be told how to use the Spiritual Exercises. The way that they taught the Exercises were that they needed to give the students a summary explanation on what they were learning about. This would help the students to remember the material easier. Therefore, Ignatius made the Spiritual Exercises so that the Jesuits could learn and improve the knowledge of the Christ. The last reason that makes Ignatius of Loyola important was the Constitution. Ignatius created the Constitution after he founded the Jesuits in 1540. The Constitution is made up of a series of laws that consist of obedience, loyalty and respecting the Pope. When Ignatius set up the Constitution he knew that there would be changes in society and that the laws couldn’t stay  the same. So in 1558 the General Constitution made the law that you can adjust or modify the law, as long as there is no disagreement with Papal law (Ignatius 276). The Constitution ended up traveling allover the world with the missionaries and would set the standard for the Catholic Church. Consequently, Loyola wrote the Constitution so that if you became part of the Catholic Church that you would have to the follow the rules that were set. He also wrote them because if you wanted to be a Jesuit you needed to act in an orderly fashion. Ignatius founded the Jesuits and they would soon put their focus on the education and missionaries. Ignatius also was important through his spiritual writings; he did this by writing the Spiritual Exercises and Constitution. This is why Ignatius of Loyola was important because, he not only founded the Jesuits in 1540 but he emphasized on education. He was so interested in education that he started universities. The Jesuits were a major contribution in education around the world. Ignatius of Loyola thought that they needed to spread Catholicism, which is when he sent Jesuits on Missionaries. He would finally get job done by creating orders of monks around the world. He also has contributed the writings of the Spiritual Exercises and the Constitution. The Jesuits for knowledge and discipline look upon these two books. Works Cited Lewis, J. â€Å"Spiritual Exercises.† New Catholic Encyclopedia. 1967. De Dalmases, C â€Å"Saint Ignatius of Loyola.† New Catholic Encyclopedia. 1967. Meissner, W.W. Ignatius of Loyola. New Haven: Yale University Press 1992. Simon, Edith. The Reformation. New York: Time-Life Books, 1996 Ignatius. Ignatius of Loyola. Trans. George E. Ganass. New York: Paulist Press, 1991.