Agriculture Revolution Essay Example for Free

Agriculture Revolution Essay The agriculture revolution occurred in the Eighteenth Century. It was the age of new inventions and methods which caused agriculture to boom and end the long problem of famine. The agriculture revolution also caused social and economic consequences. What are some of these methods, inventions an also, the downfalls and consequences of the agriculture revolution? In the eighteenth century it was important to improve agriculture to feed the rapidly increasing population. This meant they needed to make inventions to grow more food at a more rapid rate. This is about the time when they discovered crop rotation, which is rotationing the crop to refurnish the nutrients in the soil by switching the crops that used the nutrients in the soil with the ones that replaced it. This system gave farmers the opportunity to farm all their land at all times, instead of having to let some land set for a long period of time. Some of the important crops were peas, beans, turnips, potatoes, clovers and grasses. Other inventions like the seed drill, threshing machine, along with the enclosure of fields helped produce enough food for the growing population. The enclosure of fields was a new invention, which took a farmers scattered land and put it together in fenced in fields to farm a lot smarter and more efficiently. Not all the people of the eighteenth century went to farming in this new style, they were used to the traditional style and preferred to continue farming that way. The Low Countries and England were the main people that used crop rotation. New crops made ideal feed for animals, which meant farmers could increase their herds, which ultimately meant more meat and better diets for all. Some downfalls of the agriculture revolution meant that if a farmer wanted to experiment with new methods they would have to get all landowners in the village to agree. Enclosure didn’t seem to help the poor rural families; this meant that they couldn’t do the things they traditionally did. They liked using common pastureland to graze stock, forests and marshlands for firewood and berries, therefore the poor highly opposed the idea of enclosure and created allies with the wealthy land owners. The wealthy land owners were also against enclosure, because it required large risks and investments? The agricultural revolution had a very big impact on women; the new inventions and the machinery were much harder for them to handle. This meant women had to find another role in society, working at Cottage Industries or as Domestic Servants. The agriculture revolution was the start of a great stepping stone. The new inventions like Crop Rotation and Enclosure helped form the age we live in today. There were ups and downs to the agricultural revolution, as there is in any new ideas that are trying to be implemented. The revolution ended famine, the methods used caused distress with the poor and even the wealthy at times; they also wanted to keep the traditional ways of farming. The transformation and experimentation of new crops and systems of crop rotation was not completed until the nineteenth century. Agricultural revolution allowed farms to be more compact and increased investments. The agricultural revolution was an essential prelude to the Industrial Revolution. Agriculture Revolution. (2016, Sep 07).

Key Needs of Lithonia High School Essay Example | Topics and Well Written Essays - 750 words

Key Needs of Lithonia High School - Essay Example The researcher states that from Danielson and Jensen, he acquired an appreciation of the need for educational institutions to develop the capability to make regular assessments as well as the necessity for academic institutions to build a â€Å"culture of assessment.† Lithonia High School is in Lithonia, Georgia, a lower to the middle-class suburban community about 20 miles east of Atlanta. Lithonia High School covers grades 9-12. Latest figures indicate that school enrollment was 1,692 in 2009, almost equally distributed between males or females, or boys and girls. Lithonia is a predominantly Black or African-American community with a median household income of $23,397 in 2009. In contrast, the median income for the entire United States was $49,777. As we all know, the concept of the median income means that 50% of the population has an income level below the median while the other 50% of the population has an income level above the median. Thus, data indicate that Lithonia i s one of the communities in the United States in which at least half of the population belong to the lowest income groups of the United States. Lithonia’s population characteristics are reflected in the enrollment of Lithonia High School. More than 96% of the student population is composed of Blacks or African-Americans, about 1.5% are Hispanics, less than 1% is composed of Whites, and less than 1% is composed of American Indians. Lithonia High school has about a hundred teachers and teacher-student ratio stands at about 1:15. The 9th grade composes around 36% of the student population; 10th grade around 25%;11th grade around 21%; and 12th grade about 17%. The sum does not add up to 100% because of rounding operation. Lithonia High School is qualified under the Title I program and this means that the school can access government programs assisting low-income students and those at risks. At least half of the student population is qualified to get lunch for free or lunch at red uced costs.

Writing Skills Essay Example | Topics and Well Written Essays - 750 words

Writing Skills - Essay Example When in doubt, take a look at models written by experts† (Hacker, 1996, p. 23). Although some areas of the course were difficult for me, I value these the most, because I learned the most from them. Some areas of the course were easy for me, too, which gave me some amount of confidence. The most difficult part of the course for me was learning to arrange my ideas in a way that showed structure. When I wrote before this course, I tended to go from one random idea to another. I would start a school paper on tax policy, and wind up talking about the Iraq War, so that by the end of the paper, no one could tell what it was about. I learned that it is possible, with the help of the course, to organize my ideas better, and get a strong idea about my writing before I start it. This way, I am not just going off on tangents: now I keep outlines and follow them. This was also the most difficult part of the course for me, as mentioned, because even now, I am tempted to launch into a new idea, without organizing it first. However, I think that this area of the course was one of great progress for me. One of the easiest parts of the course for me was the actual mechanics of writing. I know that I am no grammar expert, and my punctuation can sometimes use a lot of work. I am also prone to writing run-on sentences. However, when I started to compare my writing and talk to some of the other students, I found that I was having a lot less trouble with grammar and spelling than they were. I never really had a problem with this area in school, and in fact, some of my earliest teachers were very keen on students diagramming sentences in a seemingly endless manner. Even though I did not enjoy this as it was happening, I think it gave me a solid foundation of grammar, and the ability to string a sentence together. Overall,