A Brief History of the Ivory Trade in Africa

A Brief History of the Ivory Trade in Africa   Ivory has been desired since antiquity because its relative softness made it easy to carve into intricate decorative items for the very wealthy.  For the past one hundred years, the ivory trade in Africa has been closely regulated, yet the trade continues to thrive. Ivory Trade in Antiquity During the days of the Roman Empire, the ivory exported from Africa largely came from North African elephants. These elephants were also used in the Roman coliseum fights and occasionally as transport in war and were hunted to extinction around the 4th century C.E. After that point, the ivory trade in Africa declined for several centuries. Medieval Times to the Renaissance By the 800s, the trade in African ivory had picked-up again. In these years, traders transported ivory from West Africa along the trans-Saharan trade routes to the North African coast or brought East African ivory up in boats along the coastline to the market-cities of north-east Africa and the Middle East. From these depots, ivory was taken across the Mediterranean to Europe or to Central and East Asia, though the latter regions could easily acquire ivory from southeast Asian elephants. European Traders and Explorers (1500-1800) As Portuguese navigators began exploring the West African coastline in the 1400s, they soon entered into the lucrative ivory trade, and other European sailors were not far behind. During these years, ivory was still acquired almost exclusively by African hunters, and as the demand continued, the elephant population near the coastlines declined. In response, African hunters traveled further and further inland in search of elephant herds. As the trade in ivory moved inland, the hunters and traders needed a way to transport the ivory to the coast.  In West Africa, trade focused on numerous rivers that emptied into the Atlantic, but in Central and East Africa, there were fewer rivers to use. Sleeping Sickness and other tropical diseases also made it almost impossible to use animals (like horses, oxen, or camels) to transport goods in West, Central, or central-East Africa, and this meant that people were the primary movers of goods.   The Ivory and Slave Trades (1700-1900) The need for human porters meant that the growing slave and ivory trades went hand-in-hand, particularly in East and Central Africa. In those regions, African and Arab slave traders traveled inland from the coast, purchased or hunted down large numbers of slaves and ivory, and then forced the slaves to carry the ivory as they marched down to the coast. Once they reached the coast, the traders sold both the slaves and the ivory for hefty profits. The Colonial Era In the 1800s and early 1900s, European ivory hunters began hunting elephants in greater numbers. As demand for ivory increased, elephant populations were decimated. In 1900, several African colonies passed  game laws that limited hunting, though recreational hunting remained possible for those who could afford the expensive licenses.   Pouching and Legitimate Ivory Trade, Today At Independence in the 1960s, most African countries maintained or increased colonial game legislation laws, either outlawing hunting or permitting it only with the purchase of expensive licenses. Poaching and the ivory trade continued, however. In 1990, African elephants, with the exception of those in Botswana, South Africa, Zimbabwe, and Namibia, were added to Appendix I of the Convention on International Trade in Endangered Species of Wild Flora and Fauna, which means that participating countries agreed not to allow their trade for commercial purposes. Between 1990 and 2000, the elephants in Botswana, South Africa, Zimbabwe, and Namibia, were added to Appendix II, which permits trade in ivory but requires an export permit to do it.   Many argue, though, that any legitimate trade in ivory encourages poaching and adds a shield for it since illegal ivory can be publicly displayed once purchased. It looks the same as legitimate ivory, for which their continues to be relatively high demand for both Asian medicine and decorative objects.   Sources Hughes, Donald, â€Å"Europe as Consumer of Exotic Biodiversity: Greek and Roman times,† Landscape Research 28.1 (2003): 21-31. Stahl, Ann B., and Peter Stahl. â€Å"Ivory production consumption in Ghana in the early second millennium AD,† Antiquity 78.299 (March 2004): 86-101.

A contrast between opposing values in Hard Times Essay Example for Free

A contrast between opposing values in Hard Times Essay ? The first incident that involves the circus and circus people that I would like to talk about, and that clearly demonstrates the contrast between opposing values is on page 34 onwards. Mr Gradgrind, the absolute pinnacle of fact in the book, goes to visit the Circus people to tell them that the fanciful Sissy Jupe can no longer attend the school. I have chosen this incident as it involves more of the circus characters than really at any other time, secondly the description of the circus shows just how far from the world and values of fact it is. The circus is the best symbol for representing the alternative to all that is fact in the book; the circus is seen as a world of mystery and wonder almost of magic and idea that completely goes against the idea of facts. Gradgrind and Bounderby go to see Sissy’s father only to find out he has abandoned his daughter, it is then that Mr Gradgrind decides on the possibility of taking Sissy to his own home, and educating her in the ways of fact from there. Mr Bounderby and Mr Gradgrind get together during this time and have a conference of opinions based upon the fact and laws they have always followed, Gradgrind being softer at heart but still the fact machine at this point wants to take Sissy home, but Gradgrind can be heard to be saying â€Å"No. I say no. I advise you not. I say by no means.† He does this as he is the metaphor for fact throughout the book and to take someone else’s child on as your own and teach them the ways of fact, when she has been living the life of fancy for many years seems absurd to Bounderby. However, at the same time that Gradgrind is having a debate about the matter with Bounderby, â€Å"†¦the various members of Sleary’s company gradually gathered together from the upper regions†¦Ã¢â‚¬  The circus people are described in this chapter as being â€Å"†¦remarkable gentleness and childishness about these people, a special inaptitude for any kind of sharp practice, and an untiring readiness to help and pity one another, deserving often as much respect, and always as much generous construction, as the every-day virtues of any class of people in the world.† Unlike the likes of Bounderby and Gradgrind, who cannot be described as emotional or passionate or anything of the sort just â€Å"plain hard facts† Sleary in this chapter is the real philosopher on the ideas of fancy he even says it â€Å"†¦I lay down the philothophy of the thubject when thay to you, Thquire, make the betht of uth: not the wurtht!† This chapter clearly show the contrast between opposing views and values in Hard Times, the circus shows a whole new world but is representative of a whole new set of values the ideas of fancy are represented in the themes and scenes with the circus. The thing is with the circus is that it has almost dreamlike status things happen there that cannot happen anywhere else and it appears to be an almost illusion, for example â€Å"The father of one of the families was in the habit of balancing the father of another of the families on top of a great pole.† These are the things that you would only expect to see in dreams and so therefore it is fanciful, a complete contrast to the ideas of fact displayed throughout the rest of Hard Times. A good example of how far opposed to the ideas of fact the circus is takes place on page 12 and 13 when, Mr Gradgrind the keeper of facts and bringer of knowledge to Thomas and Louisa Gradgrind’s lives, catches them sat watching the circus people, he takes the view that the circus was bad news, as it opposes everything he stands for â€Å"Now to think of these vagabonds attracting the young rabble from a model school.† He sees the idea of the circus so fanciful and alien to him, he feels that to watch a circus act would be to debase himself or a well-educated child. It even says â€Å"his own mathematical Thomas abasing himself on the ground to catch but a hoof of the graceful equestrian Tyrolean flower act!† This sentence shows what the opposing values are fully in Hard Times, it is obvious from the statement that anything mathematical or just plain practical is in direct opposition to the fanciful nature of flower shows and the like. Thomas when caught does not even protest but knows that to obey his father’s principles he must â€Å"[give] himself up to be taken home like a machine.† That is clearly the way of fact to be machine like, and that is why the circus is such a good opposition and symbol of everything fact isn’t, Gradgrind condemns circus like ideals when he says â€Å"In the name of wonder, idleness and folly!† apparently to dream or to be imaginative is lazy in Gradgrind’s books. Which is why the factual way in which Gradgrind has based his life upon is so offended by the ideas of fancy as he doesn’t like the thought of being considered as being not lazy but that there can be other ways to work hard in life. Gradgrind is so full of the idea that facts are right, that he even questions and believes that with all these thoughts at the disposal they could make the wrong decision, when surely it isn’t a case of right and wrong? Just opposing views and they do oppose each other! Gradgrind does say though â€Å"Thomas though I have the facts before me I find it difficult to believe that you with your education and resources should have brought your sister to a scene like this.† This makes it seem as though education is supposed to kill the imagination, which clearly conflicts with the views of the circus, which believe that you should work hard and perform in life, but never let the dreams die. A contrast between opposing values in Hard Times. (2017, Nov 15).

Medicine administration Essay Example | Topics and Well Written Essays - 500 words

Medicine administration - Essay Example He needs to be in school, not at home taking care of a terminally ill patient. Michael lacks the skills needed to take care of a patient suffering from Parkinson’s disease. He is also too young to cope with the challenges that come with taking care of a person suffering from this disease (Tuite, 2009). The work might be emotionally draining and Michael might not know how to handle this. He has not been trained to deal with medical conditions; therefore, he might not know how to handle his mother’s medication (Chemecky, Infortuna and Macklin, 2006). Sometimes, it is hard to administer drugs to persons suffering from Parkinson’s disease, and since Michael is not a trained medicine administrator, he might not know what to do in this situation. Michael should not be allowed to administer drugs to his mother by himself. Since his mother’s condition is very serious, she needs advanced level medications which can only be administered by a professional, which Mich ael is not. According to the law, only simple drugs such as paracetamols can be administered at home. There are age restrictions for drug administration at home. For some medications, the age limit can be anywhere from 13 years (Tuite, 2009).

History Essay Example | Topics and Well Written Essays - 750 words - 9

History - Essay Example When the continued governance of the Province of Canada under the terms of the 1840 Act of Union had become impracticable, a Great Coalition of parties was formed to reform the political system. The first Confederation was held at Charlottetown in 1864 followed by the second at Quebec City where the idea of a confederation was explained. Confederation of Canada was the process under which Canada was formed as a confederation on July 1, 1867, when Queen Victoria gave royal assent to the British North America Act on March 29, 1867 (Wikipedia). This Act united the Province of Canada with the colonies of New Brunswick and Nova Scotia. While the BNA Act gave autonomy to Canada, foreign policy remained with the British. This was supposed to improve relations and make the economy stronger. Conscription in WWI worsened the French-British relations. In times of difficulty and dispute law gives a direction. In 1917, The Military Service Act placed restrictions on who could be called for mandatory military service (Alberta, 2002). Farmers were exempted, as their service was required to produce food. This was known as the conscription. The French did not want to go to the war but Canada was drawn into it being a part of the British Empire. Most French Canadian voted against the conscription but the conscription was evoked nevertheless. Later, when due to rising casualties during the war, people kept away from enrolment, the exemptions were removed. This upset the French in Canada and further strained the French-English relations. Front de Liberation du Quebec (FLQ) was founded in 1963 with a view to gain independence for Quebec even if terrorism had to be resorted to (Historica). The FLQ abducted the British Diplomat James Richard Cross and then the Provincial Minister Pierre Laporte on October 5 and 10 respectively. Negotiations between the FLQ and the Quebec government did not make

Investigating Business - Ownership Essay -- Business Management Studie

Investigating Business - Ownership Investigating Business Unit One Task One: Ownership Introduction I have chosen to base my assignment on the following businesses: Sole-Trader for which I have chosen Errol Anderson’s business: Errol Anderson Motors PLC for which I have chosen Sainsbury’s I have chosen these businesses because a Sole-Trader and a PLC make a good comparison and therefore I have chosen a sole-Trader and a PLC. I have chosen Sainsbury’s as my PLC because firstly my teacher recommended this PLC to me. Another reason for choosing this PLC is that it is one of the UK’s successful businesses and also is a well known business in the UK. I am also a regular customer of Sainsbury’s and there for it is easier for me to talk about the services they provide their customers with. The website of this PLC also is very useful because it provides us with a Student Section in which the website allows us to look at the company’s history, company information and also it provides us with a Media Centre detail. Sainsbury’s has many articles in local newspapers and reports on television. It is a very popular business in the form of a PLC and therefore I have Chosen this business. I have chosen Errol Anderson, as my Sole-Trader because my teacher recommended me to do this Sole-Trader if I didn’t know a LTD, a Sole-Trader or someone in Partnership business. Errol Anderson is Sole-Trader who set up his own garage and called it Errol Anderson Motors. Another reason for me choosing Errol is that I didn’t have any friends or family member who were able supply me with information on either a Sole-Trader, a Partnership business or a LTD business so therefore I have chosen Errol Anderson and his business Errol Anderson Motors to base my assignment on. Sole-Trader A Sole-Trader is someone like Errol Anderson who has set up his own business. Errol’s business is called and is known as Errol Anderson Motors. Sole-Trader is someone who does a one-person business according to my assignment that one businessman is Errol. This is the simplest form of ownership in which the owner in this case who is Errol is fully controller of his business. Errol makes all decisions because he is the owner and has to spend a small amount of Capital to set up business such as a Sole-Trader. The financial information is private and t... ...PLC and Sole-Trader is that shareholders selling their shares can damage a PLC. But the Sole-Trader can also be damaged if it is on unlimited liability that can force them to sell their personal belongings. Decision-making The differences between the decision making in a PLC and a Sole-Trader is that a Sole-Trader like Errol does one-person business so therefore the Sole-Trader (Errol) makes his decisions himself and is in control of the business. So therefore a Sole-Trader like Errol decides for himself. The decision making of a PLC is made by the Boards of Directors. The Board of Director are shareholders who are elected by other shareholders to be the Board of Directors and have most of the power in the PLC in which the shareholders form partnership and groups to become Board of Directors. Overall the differences between decisions making of a Sole-Trader and a PLC is that a Sole-Trader is the owner of the business so they make decisions. But the owners of a PLC are the shareholders and if a shareholder or shareholders who own more than 50% of the company then they are made the Board of Directors and they are the ones who make the decision for a PLC.

The Vampire Diaries: The Awakening Chapter Sixteen

Elena hurried toward Robert E. Lee, feeling as if she'd been away from it for years. Last night seemed like something from her distant childhood, barely remembered. But she knew that today there would be its consequences to face. Last night she'd had to face Aunt Judith. Her aunt had been terribly upset when neighbors had told her about the murder, and even more upset that no one seemed to know where Elena was. By the time Elena had arrived home at nearly two in the morning, she had been frantic with worry. Elena hadn't been able to explain. She could only say that she'd been with Stefan, and that she knew he had been accused, and that she knew was innocent. All the rest, everything else that had happened, she had had to keep to herself. Even if Aunt Judith had believed it, she would never have understood. And this morning Elena had slept in, and now she was late. The streets were deserted except for her, as she hurried on toward the school. Overhead,, the sky was gray and a wind was rising. She desperately wanted to see Stefan. All night, while she'd been sleeping so heavily, she'd had nightmares about him. One dream had been especially real. In it she saw Stefan's pale face and his angry, accusing eyes. He held up a book to her and said, â€Å"How could you, Elena? How could you?† Then he dropped the book at her feet and walked away. She called after him, pleading, but he went on walking until he disappeared in darkness. When she looked down at the book, she saw it was bound in dark blue velvet. Her diary. A quiver of anger went through her as she thought again of how her diary had been stolen. But what did the dream mean? What was in her diary to make Stefan look like that? She didn't know. All she knew was that she needed to see him, to hear his voice, to feel his arms around her. Being away from him was like being separated from her own flesh. She ran up the steps of the high school into the nearly empty corridors. She headed toward the foreign-language wing, because she knew that Stefan's first class was Latin. If she could just see him for a moment, she would be all right. But he wasn't in class. Through the little window in the door, she saw his empty seat. Matt was there, and the expression on his face made her feel more frightened than ever. He kept glancing at Stefan's desk with a look of sick apprehension. Elena turned away from the door mechanically. Like an automaton, she climbed the stairs and walked to her trigonometry classroom. As she opened the door, she saw every face turn toward her, and she slipped hastily into the empty desk beside Meredith. Ms. Halpern stopped the lesson for a moment and looked at her, then continued. When the teacher had turned back to the blackboard, Elena looked at Meredith. Meredith reached over to take her hand. â€Å"Are you all right?† she whispered. â€Å"I don't know,† said Elena stupidly. She felt as if the very air around her was smothering her, as if there were a crushing weight all around her. Meredith's fingers felt dry and hot. â€Å"Meredith, do you know what's happened to Stefan?† â€Å"You meanyou don't know?† Meredith's dark eyes widened, and Elena felt the weight grow even more crushing. It was like being deep, deep under water without a pressure suit. â€Å"They haven't†¦ arrested him, have they?† she said, forcing the words out. â€Å"Elena, it's worse than that. He's disappeared. The police went to the boarding house early this morning and he wasn't there. They came to school, too, but he never showed up today. They said they'd found his car abandoned out by Old Creek Road. Elena, they think he's left, skipped town, because he's guilty.† â€Å"That's not true,† said Elena through her teeth. She saw people turn around and look at her, but she was beyond caring. â€Å"He's innocent!† â€Å"I know you think so, Elena, but why else would he leave?† â€Å"He wouldn't. He didn't.† Something was burning inside Elena, a fire of anger that pushed back at the crushing fear. She was breathing raggedly. â€Å"He would never have left of his own free will.† â€Å"You mean someone forced him? But who? Tyler wouldn't dare-† â€Å"Forced him, or worse,† Elena interrupted. The entire class was staring at them now, and Ms. Halpern was opening her mouth. Elena stood up suddenly, looking at them without seeing. â€Å"God help him if he's hurt Stefan,† she said. â€Å"Godhelp him.† Then she whirled and made for the door. â€Å"Elena, come back! Elena!† She could hear shouts behind her, Meredith's and Ms. Halpern's. She walked on, faster and faster, seeing only what was straight ahead of her, her mind fixed on one thing. They thought she was going after Tyler Smallwood. Good. They could waste their time running in the wrong direction. She knew what she had to do. She left the school, plunging into the cold autumn air. She moved quickly, legs eating up the distance between the school and the Old Creek Road. From there she turned toward Wickery Bridge and the graveyard. An icy wind whipped her hair back and stung her face. Oak leaves were flying around her, swirling in the air. But the conflagration in her heart was searing hot and burned away the cold. She knew now what a towering rage meant. She strode past the purple beeches and the weeping willows into the center of the old graveyard and looked around her with feverish eyes. Above, the clouds were flowing along like a lead-gray river. The limbs of the oaks and beeches lashed together wildly. A gust threw handfuls of leaves into her face. It was as if the graveyard were trying to drive her out, as if it were showing her its power, gathering itself to do something awful to her. Elena ignored all of it. She spun around, her burning gaze searching between the headstones. Then she turned and shouted directly into the fury of the wind. Just one word, but the one she knew would bring him. â€Å"Damon!† [The End]

Elizibethan Religious Settlement Essay - 1952 Words

Elizabethan Religious Settlement The Elizabethan Religious Settlement was Elizabeth I’s response to the religious divisions created over the reigns of Henry VIII, Edward VI and Mary I. This response, described as The Revolution of 1559,[1] was set out in two Acts of the Parliament of England. The Act of Supremacy of 1559 re-established the Church of England’s independence from Rome, with Parliament conferring on Elizabeth the title Supreme Governor of the Church of England, while the Act of Uniformity of 1559 set out the form the English church would now take, including the establishment of the Book of Common Prayer. When Mary died in 1558, Elizabeth succeeded to the throne. One of the most important concerns during Elizabeth’s early†¦show more content†¦The queen also appointed a new Privy Council, removing many Roman Catholic counsellors by doing so. Queen Elizabeth I of England reached a moderate religious settlement which became controversial after her death. Act of Uniformity The Act of Uniformity 1558, which required the population to attend Sunday service in an Anglican church, at which a new version of the Book of Common Prayer was to be used, passed by only three votes.[5] The Bill of Uniformity was more cautious than the initial Reformation Bill. It revoked the harsh laws proposed against Roman Catholics, it removed the abuse of the Pope from the litany and kept the wording that allowed for both a subjective and objective belief in the Real Presence in the Communion. After Parliament was dismissed, Elizabeth, along with Cecil, drafted what are known as the Royal Injunctions, 1559. These were additions to the settlement and largely stressed some continuity with the Catholic past: ministers were ordered to wear the surplice; wafers, as opposed to ordinary bakers bread, were to be used as the bread at Communion. There had been opposition to the settlement in the shires, which for the most part were largely Roman Catholic, so the changes are often said t o have been made in order to allow for acceptance of the