A Voyage to America Essay Example | Topics and Well Written Essays - 500 words

A Voyage to America - Essay Example The south had an agriculturally sustaining economy that made a majority of the profit off the growth and sale of cash crops. Some of the cash crops that were sold were tobacco, sugar, and cotton (cotton was the most profitable of all the crops). In order to fuel the massive agricultural economy, both unskilled labor as well as slaves was used in order to harvest the crops. As a result, I would be able to gain employment on a farm or plantation to work either in exchange for living conditions or for a portion of the crops that I can sell for profit. In addition, depending on the governor of the territory, land was given for Englishmen to develop in exchange for a percentage of the profit that was made from the sales of crops. Owning land means that I would have power, therefore by working for the crown, I would be gaining status through the owning of land, but also profit by the sale of cash crops. In addition, the religious tolerance in the south was more lenient than that of the North. The Puritans who followed a strict, non-semantic view of religion colonized the Northern colonies. Therefore, religious conformity was expected and religious tolerance was at a minimum. In addition, the south had citizens that were loyal to the crown. Thus, the system of government in the south was more traditional as well as represented one of the oldest ruling bodies in the thirteen colonies. The south represented the best alternative for those in England that were not wealthy and did not have the skills to be profitable in other parts of the new world. The sale of cash crops provided economic stability that would extend even past the original thirteen colonies all the way through the civil war. Unlike other portions of the colony, the south offered opportunities that were better due to the style of government and the cultural forces that were at

Teaching Citizenship Essay Example | Topics and Well Written Essays - 2000 words

Teaching Citizenship - Essay Example Citizenship, exclusively, is both a discrete subject and also a culture - which is a way of living with its own distinct set of values, attitudes and nature which supports continuous lifelong learning. Since citizenship education is so completely new to the curriculum in most schools, the timetable contexts in which it takes place are likely to vary quite considerably. 'Many schools are recognizing the wider benefits of citizenship and offer 'special themed days' with a collapsed timetable and specialist speakers. In some schools, citizenship may be part of, and an extension to, existing programme of Pastoral, Social and Health Education (PSHE). In others there may be timetable slots quite explicitly labelled 'Citizenship'. In yet others, the requirements of the citizenship curriculum may be addressed within a framework of 'Humanities' teaching. Still other schools may decide to address citizenship in a totally 'embedded' cross-curricular way, identifying specific elements of the citizenship curriculum to be included in individual subject departments' schemes of work. Some schools are taking the opportunity to reflect on their organisation and are embracing a citizenship ethos in which citizenship concepts and knowledge are developed through active participation and greater learner responsibility. These schools have effective schools councils, student consultation and representation, shadowing, specialist student training, peer work, whole school special focus days, local and national student elections, involvement with other schools and links with the wider community including their local councilors and MP. Trainees on the course are encouraged to see themselves, first and foremost, as citizenship teachers capable of straddling most, if not all, of the fields of knowledge and pedagogical approaches to which reference has been made. Realistically, and in order to build a viable personal teaching timetable while on school experience, there may be a need to undertake some work in a 'traditional' subject allied to your degree specialism. Some students, (for example, those with degrees in psychology or sociology), may be able to contribute to post-16 teaching in these subjects. Trainees will need to be enterprising; prepared to take considerable responsibility for their own professional development; daring enough to want to shape the future of citizenship education; and dedicated to (and preferably with some successful experience of) 'making a difference' to the lives of young people'. (Graduate School of Education, Copyright 2007 - University of Bristol.) Teaching Citizenship through history: 'Citizenship and History can be seen as natural partners - this was confirmed by Sir Bernard Crick, the founding father of the modern Citizenship education movement in England: " My personal view, that I have had to be a little bit discreet about at times, is that of all the other subjects History may have (should have) overall the greatest role to playSeeley

Definitions and Overviews of Intellectual Disabilities

Definitions and Overviews of Intellectual Disabilities Outcome 1: Define Intellectual Disability TASK 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognized source. Follow prescribed APA format when citing sources. Definition 1: Intellectual disability causes limitations in intellectual functioning as well as in adaptive behaviors that include many skills which is needed every day. The onset age is under 18. Source: FAQ on Intellectual Disability, American Association on Intellectual and Developmental Disabilities, retrieved from: http://aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability Definition 2: Intellectual disability is a term used for when people has certain limitations in functioning mentally and in skills such as communicating, performing activities of daily living, and in his or her social behavior. Children with this ability may develop their skills (walking, talking, etc) at a delayed time as compared to normal. They may also have trouble with learning- it usually takes them a longer time to learn new skills. Source: National Center on Birth Defects and Developmental Disabilities.(2005) Intellectual disability, retrieved from: http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/IntellectualDisability.pdf 1.2 Using a definition of intellectual disability give 2 explanations of how this impacts on the persons adaptive skills: People with intellectual disability experience impairment in their ability to comprehend information. As a result, they have a hard time with reading comprehension, handling money, dealing with numbers and time. Due to their impaired social functioning, they also find it hard to socially deal with others. They don’t recognize the laws of society and they have a limited ability to follow rules. Using a definition of intellectual disability give 2 explanations of how this impacts on the cognitive abilities: Reasoning People with an intellectual disability cannot reason like normal people. They lack the ability to explain why they do certain things or why certain things happen. This is due to their impaired intelligence. Learn and apply what is learnt- Intellectually disabled people have a hard time to gain new knowledge. It is difficult for them to process new information and understand new skills. Outcome 2: Describe the causes of intellectual disability TASK 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two (2) main characteristics of the effects. Example 1: Fragile X syndrome Source: National Fragile X Foundation. (1998-2014). Fragile X Syndrome, retrieved from: http://www.fragilex.org/fragile-x-associated-disorders/fragile-x-syndrome/ Main characteristics: Physical features of FXS patients include: large ears, long face, macroorchidism, infections in the ears, flat feet, high arched palate, fingers with double joints and hyper-flexible joints Behavioral characteristics for FXS patients may include the following: Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Autism and Autistic behaviors, social anxiety, hand-biting and or flapping, poor eye contact, sensory disorders and high risks for aggression. Example 2: Prader-Willi Syndrome Source: Suzanne B. Cassidy, MD. (2012). Parder-Willi Syndrome, Genetics in medicine, 14, p10 Main characteristics: People who have Prader-Willi Syndrome have severe hypotonia. Therefore their sucking is poor in their early infancy. They are characterized by excessive eating and not able to control eating. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Trauma Source: Merck Sharp and Dohme Corp. (2010-2013). The Merck Manual, Home Health Handbook, retrieved from: http://www.merckmanuals.com/home/childrens_health_issues/problems_in_newborns/birth_injury.html Main Characteristics: Head and brain injury. Swelling of the scalp and bruising may occur due to birth trauma. Bleeding between the periosteum and skull causes a haematoma, usually in the parietal region and sometimes the occipital region. Nerve Injury. Sometimes, when forceps used to assist delivery puts much pressure on the facial nerve, weakness on one side of the face results. This injury becomes evident when the newborn baby cries and the face appears to be asymmetric. Example2: Cerebral Palsy Source: Karen W. Krigger, M.D., M.ED., University of Louisville school of Medicine, Cerebral Palsy: An Overview, Kentucky Am Fam Physician. 2006 Jan 1; 73(1): 91-100, retrieved from: http://www.aafp.org/afp/2006/0101/p91.html Main Characteristics: Cerebral palsy is characterized by motor function impairment. It causes activity limitation. People with cerebral palsy exhibit cognitive and sensory impairments. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact on the day-to-day support needs of the person. Example 1: Brain Tumor Source: PMC: US National Library of Medicine, National Institute of Health. January 2008. â€Å"Caring for the Brain Tumor Patient: Family caregiver burden and unmet needs.†, retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2600839/ Impact: Patients with brain tumor need various supports in their day to day lives. Psychosocial support is one of them. It is important for them to learn how to handle the stress of a chronic illness, as family members realize that their lives will be forever changed by the uncertainty that surrounds this diagnosis. It is therefore important for the support provider to make sure the patient and family understands the impact of this illness to them and provide them of ways on how to cope and possibly live a close to normal life. Also, for the caregivers, it is important that they are always prepared for the possibility of disease progression. Even though a patient is stable for a certain period of time, the caregiver will always feel the wear and tear of caring for this patient. Thus, it is important to make sure that caregivers are also taken cared of to ensure quality care. Example 2: Meningitis Source: Kelli de la Rocha (2014). Intellectual disability. NYU Langone medical center. retrieved from: http://pediatrics.med.nyu.edu/conditions-we-treat/conditions/intellectual-disability# Impact: Children with intellectual disability caused by meningitis can’t learn skills and any knowledge as fast as other children with same age. So supporters need to wait for their achievement with patient. And also they need to be aware of the risk that the children experience seizure, and then they should be trained for coping with them suffering seizure. Outcome 3: Describe conditions frequently associated with intellectual disability. TASK 3 Condition 1: Cerebral Palsy Causes/s: Cerebral Palsy can be caused by having injury of brain before brain development is completed. Usually brain develops within 2 years after birth, so Cerebral Palsy can be occurred during prenatal or infant period. And birth complication can also cause this condition. But many cases get this condition from unknown causes before birth. Main characteristic 1: Cerebral Palsy is characterized by motor function impairment. It causes activity limitation. Main characteristic 2: People with Cerebral Palsy exhibit cognitive and sensory impairments. Physical support: People with Cerebral Palsy suffer from hypotonic and rigidity. So physical therapy is useful to support them physically. Effective physical therapy can help them to improve their muscle. Recent studies report that intensive exercise is effective. So support worker can make a schedule for resistive exercise four times per week. Social support: People with Cerebral Palsy can be easily isolated because of their handicaps. So support workers need to reduce barriers to participation in activities of school, work and society. To participate in activities, many devices are necessary. If the client can’t walk, using wheelchair could be helpful to go watching football games and cheer a team. Cognitive support: People with Cerebral Palsy can be normal intellectually, but they have difficulty in learning because of limitation of hearing, seeing, and movement. So for supporting them cognitively, support worker needs to help their study by give them enough time to understand and express or adjust knowledge. And support worker can provide some aids to improve their speech. Source/s: Karen W. Krigger, M.D., M.ED., University of Louisville school of Medicine, Cerebral Palsy: An Overview, Kentucky Am Fam Physician. 2006 Jan 1; 73(1): 91-100, retrieved from http://www.aafp.org/afp/2006/0101/p91.html Condition 2: Prader-Willi Syndrome Causes/s: Prader-Willi Syndrome is caused by genetic abnormality. They have the chromosome number 15 without genetic information that normally people have from the father. It is thought to occur entirely by chance. Main characteristic 1: People with Prader-Willi Syndrome have severe hypotonia. So their sucking is poor in their early infancy. Main characteristic 2: Obesity is commonly caused. This is a result of an excessive appetite, a permanent feeling of hunger, and hyperphagia or overeating, and a low calorific requirement which is due to low energy expenditure levels. Physical support: People with Prader-Willi Syndrome can’t control their eating because they always feel hunger. Furthermore, they can easily become obesity that causes many complications. To prevent them from being obesity, support workers need to give exercise outside where they can’t find food easily. They need regular and continual exercise, so it is important to make a schedule with various and interesting exercise to them. Social support: They should strict supervision of daily food intake. Once overeating starts between ages 2 and 4 years, supervision will help to minimize food hoarding and stealing and prevent rapid weight gain and severe obesity. Parents should lock refrigerators and all cabinets containing food. No medications have proven beneficial in reducing food-seeking behavior. A well-balanced, low-calorie diet and regular exercise are essential and must be maintained for the rest of the individuals life. People with PWS rarely need more than 1,000 to 1,200 calories per day. Cognitive support: People with PWS have difficulty controlling their emotions. Using behavioral therapy can help. Stubbornness, anger, and obsessive-compulsive behavior, including obsession with food, should be handled with behavioral management programs using firm limit-setting strategies. Structure and routines also are advised Source: Andres Martin, M.D, 1998, Prader-Willi Syndrome, Am J Psychiatry 1998; 155:1265-1273, retrieved from http://ajp.psychiatryonline.org/article.aspx?articleID=173004 Condition 3: Autism Cause/s: The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the persons communication and social interaction skills. Main Characteristic 1: Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. Main Characteristic 2: Almost People with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. Physical Support: Physical Therapy (PT) is focused on any problems with movement that cause functional limitations. Children with autism frequently have challenges with motor skills such as sitting, walking, running or jumping. PT can address poor muscle tone, balance and coordination. Social Support: Individuals with autism have a great deal of difficulty with social interactions. In recent years, social skills training, in both one-on-one and peer group settings, has become a very common treatment for facing this particular challenge. Social skills taught during training sessions range from simple skills like eye contact, to more difficult skills like inviting a peer for a play date. Studies have shown that this type of intervention program can significantly improve social competence and social skill development. Cognitive Support: Sensory Integration (SI) therapy is designed to identify disruptions in the way the individual’s brain processes movement, touch, smell, sight and sound, and help he or she process these senses in a more productive way. It is believed that SI does not teach higher-level skills, but rather enhances sensory processing abilities, allowing the child to be more available to acquire higher-level skills. Source: Autism Speaks Inc. 2014. â€Å"Autism Speaks†. Retrieved from: http://www.autismspeaks.org/what-autism

The Nature of Leadership in Billy Budd The Scarlet Letter Essay

The Nature of Leadership in Billy Budd The Scarlet Letter While it would be logical for good character to be in accordance with good leadership ability, this is rarely true in application. History has proven that many effective leaders were cruel and corrupt, and even American literature has reflected the commonplace nature of corrupted politicians. Upright politicians have existed but do not stay in the brief spotlight of American attention as the ones consumed by scandal. Therefore, Americans labor under the misconception that it is acceptable for a politician to be dishonest. Politicians will ignore moral guidelines to suit the lackadaisical characters of the voters as well as for their own personal gain. Only when Americans decide that personal character is more important than charisma will quality of leadership be supplemented by the moral awareness that the job demands, but which ironically the voters often complain that American leaders do not have. A primary implication in American literature is that behind every good leader lurks a few dark secrets. In Nathaniel Hawthorne's The Scarlet Letter, the Reverend Dimmesdale is a devoted leader of the church who causes great inspiration to his congregation over the years. In fact, it seems that the greater his personal suffering grows, the more the public view of him appreciates. Arthur Dimmesdale is an adulterer and a hypocrite. While his lover Hester Prynne suffers publically for their combined sin, he is exalted as a moral icon. Through his own casuistry, he has convinced himself that he is serving the interests of the people this way. He is a very good minister, but a weak man. His dabbling in sin caused him to understand the peo... ...d gone without notice because they have not been involved with a scandal. The fact that the job can be adequately performed without a moral conscience doesn't mean that immorality is a prerequisite. In fact, citizens should reconsider the motives of their leaders if they know that the person feels no moral obligation to do what is right . When Americans look at their government officials, they should be proud rather than ashamed. By examining the literary and historical past of America, it should be apparent that serious thought should be involved in the selection of leaders as well as scrutiny of those already in power. With the system of government that America has today, it is imperative that the intentions of the founding fathers be remembered: "to form a more perfect Union, establish Justice."1 1 The Constitution of the United States, 1787

What Influenced Joseph Haydn’s Music

Joseph Franz Haydn was an amazing man. He was a very ambitious, hard working, a never give up type of guy. From what Louis Nohl said, Haydn started singing by age six and he was part of church choir. With all the fame and greatness, he would still achieve success coming from a poor family living in a peasant cottage. What really grabbed my attention was how Haydn loved practicing music and though with his many struggles Haydn always kept positive and a strong attitude. He would go against his family’s wishes along with starving himself throughout his youth to be part of music.Haydn taught me that do what you love to do and you will be great at doing what you love. Haydn’s organization and neatness in his music comes from his childhood, where he was taught from an early age very strictly to have a habit of organization and cleanliness (Nohl 8). His family would also sing together at the end of each day and Haydn loved music so much that he would practice the violin with a little stick who a neighbor noticed he had precise time and tone during the age of only 5 at the time (Nohl). I believe he is very organized from the music I listen to from him, an example is his movement 2 in his symphony #22 where you can hear the order of the melodies he performs. Haydn’s influences also came when he was in Vienna starting in 1750. (Nohl, Hadden). Haydn would receive nothing but music into his life; from books, to people he lived with, and to places he went. One of the people he studied under, according to Nohl, was a teacher of Italian opera named Nicolo Porpora. The Italian opera dominated Europe during that time. Fluid melodies along with clear and simple harmonic structure were the main points of the school. There were many works of the Italian opera made for the Prince at that time. Haydn had to compose operas for special events including marriages for the prince’s neice and later for his son in 1777. With the new development in music that Haydn made, Nohl also states that Haydn improved in his singing, compositions, and his Italian. Accordingly, Haydn developed a more refined melody and clearer harmonies in his works. Hadden shows that Haydn received many different types of musical influences; one being a poet by the name of Metastasio. Haydn had a lot of teaching and that strengthened his music skills and one of the students being taught the Harpsichord by him (Hadden). Haydn devoted himself to taking care of him self righteously, the Vienna Hofcappellmeister were his textbooks and he put them aside for weeks while continuingly reviewing them until he mastered them (Nohl 44). Haydn also played for Von Furnberg, the councilor at the time had Haydn compose him string quartets and gave him wonderful music for his chamber music. I think I learned a lot from Haydn not just from his music. It seems his success comes from his love for music and also his dedication to his work. I think anyone looking to become successful from a standpoint of low or middle class need to work very hard as Haydn did. Haydn was very interested in making money. In their sources, Haydn looked to play for weddings, churches, teach music, and more. Therefore, money had a large influence on Haydn and his music; another instance was his position with the count in 1759 where he was positioned as the Director. The symphony at the time consisted of an allegro, adagio, and a second allegro, which is three movements. According to Nohl, part of the reason Haydn became symbolized as â€Å"The Father of Symphony† was because he transferred three movements to the quartet and added the minuet, which became the fourth movement. Unfortunately, Haydn married a woman who was bad for his health, it was the count’s eldest daughter and she continually complained, asked for purchases that were more than Haydn can afford, and in many instances offended Haydn (Nohl 51). Haydn finally left her and found boarding for her but not after long years of toil and hearing her distress constantly, surprisingly for the most part Haydn kept his cool and still made wonderful music. Due to certain circumstances with the count, Haydn had lost his position there but shortly after Prince Esterhazy hired him, this was an important impact because Nohl said this secured Haydn as a composer for the rest of his life. Here, there were music of all types and Haydn was able to practice in peace and quiet (Nohl). Based on these circumstances, I believe that this gave a huge influence to Haydn with him surrounded by a versatility of music and the ability to focus composing because the lack of distraction. This is where Haydn had more than enough influence and his music life (or you can just say his life) took a turn in an immensely positive direction because Elaine Schneider writes that in Prince Esterhazy’s house he had to do administrative work for the musicians along with making compositions for the orchestra, chamber music, and opera performances. Prince Esterhazy knew Haydn after he performed his first symphony that he also composed and the Prince was impressed. Robbins/Landon 25) While working under Prince Esterhazy, had 11-12 string players, a flautist, two oboists, two bassoonists, two horn players, and a timpanist in the orchestra. There were also two violinists, a cellist, trumpeters and drummers. Sometimes all these instruments would come together for a special occasion. Haydn had a great sense of humor and that also influenced his music, you can hear his â€Å"surprise symphony† where it was very goofy and lazy melody to it. (Robbins/Landon 25) He would like to also have sudden outbursts of dazzle and high spirits in his music. His neatness and orderliness helped him get the most out of different types of music. With symphonies, he realized that instrumentals were more stronger and intellectual, as for serenades it was more suited for slow and sensuous instrumentals. Haydn was the first to invent inborn, free expressive, natural art to music and this is what Beethoven admired about him. You can hear in his music the emotions, characteristics, and expressions involved in almost all of them. Sadness, happiness, anger, humor, is some of the examples he puts up when he makes music. Nohl 79) Haydn executed works of art by expressing his ideas, thoughts, and feelings. This was particularly rare in that time; which was shortly after the Baroque era and the famous Bach along with other composers of the time mainly making church music. This attributed to his fame and success along with his constant love and perseverance throughout life. For this element of music he created, it aroused many including Beethoven and Mo zart. An example of his love and perseverance is when the musicians and singers sabotaged Haydn’s Italian operas in 1776 when he composed for the king’s court. Nevertheless, he still performed his works back at the house of the prince but not much because the prince’s house became on fire. After it took fire, Haydn already had copies made back in his house. This also helped me learn to have back up documents for my work at all times. Another large reason for Haydn’s musical excellence is due to his love of music. With this strong emotion, he was able to stand out from other musicians by being able to hold and develop an idea or feeling in his works. Many other composers would jump too fast and did not make an impact the human feeling. Many of his works comprise of human nature and characteristic to it. No. 5 is of complete buoyant human health and clearness. No. 7 gives a dark and strange twist and gives the feeling of an uneasy person. No. 8 has a beautifully melody along with a creative and intellectually composed harmony. His masterpieces would go to deeper depth, which included the operas; he was exceptional at bringing about problems and then solving them through intelligence without losing the feelings involved in the opera. A great influence on his music was Prince Nicolaus who during 1775 to 1785, who had Haydn compose so many Italian operas that Haydn barely had time to make other works (Robbins/Landon 53). The works he did compose outside of Italian operas, were very minimal and were less popular than most others. Though there were benefits with composing many opera works, it had enriched his technique and left him with new ideas that could be worked out in other forms, this way all his music benefitted from his concentration on music for the theatre. Haydn stated the works for his string quartets were made in a new and special way. Haydn stated that Mozart was the person who had an effect on him the most in his musical compositions and his rise to stardom (Nohl 93). The feeling was mutual; from Mozart’s letters he admired Haydn since he was a child. Around 1782, when many of Haydn’s works reached Italy it was all kept with joy and love, which influenced Haydn to make the same. Also, Mozart made six quartets for Haydn for his admiration along with writing a letter to him. Though Haydn never missed an opportunity to listen to Mozart’s works. At the end of 1790, the Price of Esterhaz had died and thus Haydn finally was able to leave Esterhaz and went to London. In his new location, Haydn now broadened his intellectual horizon and expanded on his development. Haydn later recognized some of Beethoven works and uniquely distinguished that his music had more developed and patterned symphonies, sonatas, along with quartets (Nohl 112). Haydn had done a lot of influencing to musicians and composers as well. Though Beethoven eventually became a more popular composer than Haydn, Beethoven was first a scholar of Haydn (Nohl 179). Haydn became a wealthy, famous person, known and visited from many high rank noblemen. He was asked by many kings and queens across Europe to perform music or work for them. The even greater aspect of all of this is that Haydn came from a small cottage house in lower Austria with not very much money and his father just a wheelwright. He is recognized in Europe as one of the best musicians who ever lived, even ranked close to Beethoven. What made Haydn’s music so amazing and wonderful was that it contained natural life and expression through them. He had a connection with nature in his music and he was a constant worker. He once stated in his old age how he is humble and grateful of all the luxuries he receives because of his success, but no one really know strenuous and the toil he has dealt with due to his hard work. Haydn’s musical success came from many different influences, the main factor being the love of music. It all started when he was a young boy when the family had everyone sing together, to studying in different schools, being taught by many including the famous poet Mestasio, and the constant work at Esterhaz.

High School Life Essay

†¢ The outer core is in the range of 200 to 300 kilometers (125 to 188 miles) thick and represents about 4% of the mantle-crust mass. This layer is sometimes identified as part of the lower mantle due to its geographical nature. However, studies on seismic discontinuities suggest that this â€Å"D† layer might differ chemically rom the lower mantle lying above it. †¢ Looking at the lower mantle, its chemical omposition includes silicon, magnesium, and oxygen. Most likely, it probably also contains some iron, calcium, and aluminum. This layer is comprised of 72.9% of the antle-crust mass, making the Earth abundant in the chemical elements of silicon, magnesium and oxygen, the layer’s primary components. †¢ 3. Higher up, we encounter the upper mantle. Through excavations in volcanoes, scientists have found that this part of the crust composes of 15.3% of the total mantle-crust mass and is made of crystalline forms of Olivine (Mg,Fe)2SiO4 and pyroxene (Mg,Fe)SiO3. The upper mantle makes up 10.3% of the Earth’s mass, extending a depth of 6-250 miles (10-400 kilometers). A relatively large portion when compared to the other interior layers. This layer is not completely made of solid minerals for scientists speculate that the asthenosphere could be partly liquid molten. †¢ D: The D† layer of Earth is about 3% of Earth’s mass, is 125 to 188 miles (200 to 300 kilometers) thick and covers about 4% of the mantle-crust mass. This layer, in terms of whether it is part of the lower mantle or an independent layer is still somewhat unclear. Based on evidence collected from seismic discontinuities, the D† layer might differ in chemical composition from the lower mantle above it. †¢ The next layer, the Transition region comprises 7.5% of Earth’s mass with a depth of 250-406 miles (400-650 kilometers). This layer is also known as the mesosphere and is 11.1% of the mantle-crust. It is made of mainly basaltic magmas with amounts of calcium, aluminum and garnet (an aluminum-bearing silicate mineral). The layer becomes dense when the garnet mineral cools but is buoyant and light when subject to heat due to the low melting points. †¢ The outer most layer, the crust, is categorized into two parts, the Oceanic crust and the continental crust. The Oceanic crust is the smallest part of Earth, only 0.099% of its mass and reaching a small depth of 0-6 miles (0-10 kilometers). In the beginning of time, it was possible that this area did not exist for through frequent volcanic activity does only the crust form. Evidence of this is marked by the oceanic ridge system, which is a 25,000 mile (40,000-kilometer) array of many volcanoes which creates layer after layer of new crust at the rate of 17 km3 per year. The ocean floor is covered in basalt originating from volcanic activity and as a matter of fact, Iceland and Hawaii are two island systems that emerged from the accumulated basalt. †¢ Continental crust: The second smallest area of the Earth is the Continental crust, making up only 0.374% of the Earth’s mass and extending a short depth of 0 – 31 miles (0-50 kilometers). Looking at the percent by composition, the continental crust makes up only 0.554% of the mantle-crust mass. The layer is composed primarily of crystalline rocks made of low-density buoyant minerals dominated mostly by quartz (SiO2) and feldspars (metal-poor silicates). This is the outer part of the Earth composed essentially of crystalline rocks. The continental crust and the oceanic crust are also referred to as the lithosphere because of the cool and rocky conditions that exist in its