Common Misconceptions Essay Example for Free

Common Misconceptions Essay Commonly thought of as belligerently walking the streets late at night, or at any time in fact, the Irish culture is inaccurately perceived as the drinking type, at any point of the day on any day of the week, though usually all of the above. Americans drink, French people do too, as well as our friends from Great Britain, but for some reason people always accuse those Irish people of being too drunk too often. It just so happens to be that I am Irish, and American, though I am not drunk at this time of writing this paper. I may just be the exception, as many people believe or have believed at some time that they are just heavy drinkers. There are the stories we are told, how the potato famine in Ireland was a result of the Irish being too drunk to realize something’s wrong with their potatoes, and possibly continue to believe nothing is wrong. Then they came over to America and brought their drinking problems and potato famine ignorance with them and the rest is history that they will soon forget. With them jumping seas, it gave us Americans an excuse for our own belligerent ways; we could use those drunken Irish as a scapegoat! Now, if we are caught by our friends in a bush after a long night, we may say â€Å"It’s alright, I’m Irish, I’m just respecting my ancestry† or we have an excuse to celebrate the holiday St. Patrick’s day, which is more of a reason to drink than celebrate the arrival of Christianity in Ireland. If this myth helps All-Americans get out of sticky situations through deception, than it sure is doing its job, just be sure to say â€Å"I’m Irish† and wear that green clover hat every once in a while. Some could find it offensive, such as the Irish who didn’t jump ship because they paid good attention to their potatoes. So instead of reading the myth as â€Å"those drunken Irish are always drunk†, it should read â€Å"those drunken Irish who forgot about their potatoes are always drunk†. Now, where’s my shot glass?

Mandatory Military Service: A good concept?

Mandatory Military Service: A good concept? Is mandatory military service a good thing for the country? Both World Wars, the Korean War and the Vietnam War have one thing in commonmost who served were drafted through a mandatory system. Recently, high ranking Democratic Congressman, Charles Rangel, proposed reinstating the draft. Is mandatory military service a good thing for the country? I will discuss the advantages and disadvantages of a military draft, as well as different types of compulsory military service. When people hear about a military draft the first thing that comes to mind is the Vietnam War. The Vietnam draft system was flawed to say the least. Class played a major role in the draft. It was quite easy for those with general knowledge of the Selective Service system to avoid being drafted. Many believe some of the wealthy used their connections to get into the safer branches of the military. President Bushs political opponents have accused him of using his fathers connections during the Vietnam War to get into the relatively safe Texas Air National Guard. College students could apply for student deferment, and at the time most college students were upper class. Student deferment would last until the student finished their studies and earned a degree. If a draft was instituted today college students would only be deferred until the end of their semester. During the Vietnam War, medical deferments were common. Physical problems were legitimate reasons to be exempt from active duty service, but the lower class was at a disadvantage because of fewer medical records. For example, former presidential candidate Howard Dean was exempt from serving in the military during the Vietnam War because of a back problem for which he had medical records of from a prominent New York doctor. Some of the poor didnt have the medical records to support their ailments, and were forced to serve. According to draft supporters, a draft would unite the country. Today, most young people arent actively engaged in their government. A draft would get everyone invested in our foreign policy. Congressman Rangel believes instituting the draft would lead to fewer wars. Its one thing supporting a pre-emptive strike on a country when others in the volunteer military will be performing the mission but would you support it if you were on the front lines of that pre-emptive strike? Another question that must be asked is Should those who dont want any part of the military be forced to serve their country in the event of a draft? Our militarys objective is to defend freedom in our own country and in the world. So, a draft, in some ways, sacrifices the very values we are supposed to be defending. The Supreme Court has ruled that conscientious objection can be from religious or non-religious beliefs but can not be because of a particular war. Many objectors have served in a weapons free branch of the military, or in some form of community service. According to the Selective Service System, they can evaluate and induct everyone drafted within 193 days of an emergency. With such rapid progress, is mandatory military service now necessary? The job of the Selective Service is to provide manpower to the armed forces. Therefore, the 193 days does not include the rigorous training that is standard with the U.S. military. With such great technology at its disposal, the U.S. military makes sure its members are knowledgeable about all its weapons systems. There are many issues that must be addressed to avoid mass problems if a draft were held today. Today, homosexuals are barred from serving in the military. What would stop any person who doesnt want to serve from claiming to be a homosexual? Also, would women be drafted? Today, only men have to register for the Selective Service. If the situation in the Middle East continues to worsen and spread, our government may have no other choice but to place more boots on the ground. The only way to solve troop shortages would be to re-instate the draft. We must hope that our government would only send us in harms way when this country is truly in danger. Bibliography http://www.sss.gov Selective Service System http://www.cnn.com/2006/US/11/20/selective.service/index.html CNN http://www.cnn.com/2006/POLITICS/11/19/rangel.draft.ap/index.html CNN http://www.washingtonpost.com/wp-srv/politics/campaigns/wh1000/stories/bush072899.htm Washington Post http://www.ksg.harvard.edu/news/news/2003/hardball_dean_120103.htm Harvard University

Greek And Roman Influence On Western Civilization Essay -- greek roman

Western civilization is what we call modern society that mainly includes North America and Western Europe. But how did this western way of life come to be? Their are many different ways but mainly through ancient cultures. The two main ones are the Greek and Roman. Greece with their golden age and Rome with its great Empire and Republic and also together. Their are many ways in which western civilization is like the ancient Greek civilization. They started the Olympic games. Greeks come up with the idea of an alphabet that it still used today. They were the first to think of the idea of democracy. They had common people participate in their government and to elect a leader. Their trials had an actual jury made up of commoners. Greece was the first to think of paying people for their labor. It also had the initial philosophers and thought up of the way we now write literature. Including the idea of putting on a play. One of historyà ¢Ã¢â€š ¬Ã¢â€ž ¢s greatest writes, Homer, thought up of poems that are story size that we now call epic poems. But it was mainly through government that Greeks influenced the world. The other greatest influence on western civilization is the one of Ancient Rome. They formed a law code much like the ones used now a day in many countries. First to believe someone was innocent tell proven guilty. Had a Senate much like the ones used today, with both upper class and lower class in it. And also had other assemblies. Rome spread the Lat...

Students vs. The System Essay -- essays research papers fc

Students vs. the System Education has always been a great factor in determining human survival and success. Whether it is learning to live in a harsh environment or learning to manage a company, education is and always will be incredibly significant. Education is so important in modern society that a system of grades has been developed to evaluate students of all ages and levels. In Paul Goodman’s essay â€Å"A Proposal to Abolish Grading† he argues that the grading system that is commonly used in our society is ineffective and should be done away with. This idea is wrong since there are many positive outcomes that result from the current grading system. Goodman opens up his piece by making his claim that grades have take precedence over everything in classrooms. He also mentions that some authorities in the educational field agree with and support this statement. â€Å"I think that a majority of professors agree that grading hinders teaching and creates a bad spirit, going as far as cheating and plagiarizing† (Goodman 206). Here, he talks about how grading has lost its power, and has been reduced to a meaningless letter on paper that tempts students to cheat in order to receive a passing grade on their assignments. He also goes on to declare that, â€Å"†¦grading is inevitable; for how else will the graduate schools, the foundations, and corporations know whom to accept†¦Ã¢â‚¬  (Goodman 206). By expressing these ideas in such close proximity, it can be inferred that Goodman believes grades are unreliable sources of data due to cheating. Although cheating is a prevalent problem in all places of work, it should not be a reason to disregard looking at grades when considering an applicant for hire. Letter grades from all schools simply represent the work ethic of that particular student. The threat that a person who received high grades could be a cheater is always present, but the characteristics of a cheater can easily be recognized by other workers and by the employer. So the belief that grades are unreliable due to cheating is erroneous, due to the fact that not all students are cheaters. The grading system simply provides a standard that all students should fall under, which implies that all applicants be educated. This is just a small sample of what Goodman includes in this essay. Two other topics that Goodman covers in good detail are the purpose of a test and the self-awar... ...defend and help people, but when used in the wrong hands, it becomes a weapon for evil. This grading system, much like a gun, is a tool just as capable of being used for evil in the sense that teachers abuse their power to grade by forcing lazy students to work. By abusing the system and threatening students with grades is what prompts them to cheat, steal, and copy, not the grading system itself. The current grading system implemented in schools today is a great thing, where students are able to monitor their own progress, and be rewarded for their hard work with high grades. Goodman makes some good points in his proposal by mentioning the somewhat unreliability of grades, and by acknowledging the strength of a self-aware student, but they are outweighed by his weak, one-sided arguments accusing the modern grading system of being useless and bad. Education is a powerful tool in the present day and age, and although what people are being taught has changed significantly, one can never learn too much to prepare for future success. Works Cited Goodman, Paul. â€Å"A Proposal to Abolish Grading.† Elements of Argument. Ed. Ellen Rottenburg. Boston, MA: Bedford/St. Martin’s, 2003. 206-209

Jazz Dance :: essays research papers

Afterreading the article on jazz dance, I had found out a number of interestingthings that I hadnt known before. I thought it was a dance form that wasfairly new, starting in the early 1900s. I then found out that it actually pre-dates all the way back to theseventeenth century. I also thought itcame from the United States, when it really originated in Africa and wasbrought here by the slaves. The dancingand drumming was such a part of their lives; it was eventually continued by theslaves on the plantations with dancing and the clapping of their hands forrhythm. It was used as a form ofentertainment, as well as enjoyment, and sometimes, even for competition. It wasaround the 1830s when the song and dance of the Africans began being performedin theaters, called Minstrel shows,but the dancers were actually white. Then in the 1860s, blacks were finally aloud to perform in these shows. They became very popular and then diedout in the early 1900s, which lead the way for new shows. The most popular of these being the Vaudeville show. The Vaudeville show, presented a numberof different acts with all different cultures of people and dance, whichencouraged diversity. It served as aprofessional school, a training ground and an experimental station for dancersdestined for Broadway, nightclubs and film.-Richard Kislan. The Vaudevilleera began the emergence of jazz music, which mixed ragtime and blues. The dancers would then begin to connect tothe condensed rhythms of jazz music. Nowjazz incorporates a gathering of styles and movement, which can mean a lot ofdifferent things to different people. When welearned jazz dance in class, I found it hard to keep up at first. I liked the way it looked, when someone whoknew what they were doing, was dancing. I remember changing directions a lot. I also noticed while dancing that you use pretty much every part of yourbody. I thought I would be good at it,considering I am an athlete, and I am tune with my body. But I wasnt, I just felt like so manydifferent things to remember. Maybe if Ipracticed it more, I could pick it up. What I didlike about jazz dance, is how free it is. It really gives you the opportunity to express yourself. Even the guy who came in to instruct us wastelling everyone to perform the moves in your own style. Since we didnt really have any jazz music, Ifound it hard to keep rhythm.

Facebook in Academic Institutions Essay

1. Summary. Whilst the majority of students have Facebook profiles, potential to support academic institutions was seen in its features. This paper provides a generalization of several case studies about the utilisation of Facebook in several universities. It offers an overview of the advantages, constraints and limitations of the suggested practices. The report shows that although Facebook implementation faced partial success, most of the respondents strongly believed that it should remain a forum only for social networking, not a platform for formal academic information. 2. Terms of reference. Social networking sites, especially Facebook, have gained wide popularity in the last few years. They provide a variety of options such as group setting, live chat and online discussion forum. This structure made it possible to expand and go beyond the boundaries of being tools utilised only for marketing and social interaction. Bearing in mind that their main users are individuals at the age of 18-24, they offer a good potential for academic and educational purposes. Owing to the growing interest to the topic, I have been commissioned by the Senior Management Group of the University to investigate whether academic institutions use them in order to interact with students. The purpose of this report is to find out evidence and outcomes of such implementation in the academic community. Although the collected results appear to be somehow contradictory, the dilemma whether Facebook can be both a social and academic forum seems to have a straightforward answer. 3. Procedure. To analyse the university strategies regarding social platforms, a review of library evidence and instances was conducted. In order to retrieve materials of high quality and authority, the search was conducted in Google Scholar and Library Catalogue Plus. Since much more research is done on the social aspects and privacy issues regarding Facebook, advanced searching was used in order to ignore the irrelevant information. Due to the recent nature of the topic, the scope of the articles and journals was limited to publications from the past five years, 2007-2012. The findings are overviews of case studies based on the practices in USA, Italy and South Africa with  prevailing number of undergraduates as main respondents. Because of the variety of social networking sites, the study is primarily focused on Facebook since it has its roots in the academic environment and in this way it is distinctive from the rest of its kind (Bosh 2009, p.191). 4. Findings. Academic institutions realised that Facebook is a pervasive element in every student’s life (Roodt et al. 2009, 16). Adopting this new approach of getting in touch with their target audiences was a challenging way to increase engagement. The literature review shows that the official presence of universities on Facebook has recently increased. Not only is the presence on Facebook important for attracting potential students, but it also provides advantages for enrolled ones. They already have the experience and the knowledge how to use it, which leads to easy incorporation for the purpose of distributing academic information (Bosh 2009, p.191). Apart from being a powerful marketing tool, Facebook is used as a mechanism for: * Online discussion on topics covered in lectures * Administrative and departmental arrangements * Module information 4.1 Online discussion forum. Overall, no empirical evidence was found about Facebook used as a sole platform for academic interaction. It was used as a complement to the existing learning management systems (LMS) – web sites, Blackboard, etc. The established Blackboards have proved to be successful tools for information retrieval. Most of them have a discussion forum, but it has rarely been used for communication (Hrastinski & Aghaee 2011, p.453). Case studies in a Comprehensive Disease Management course and at University of Cape Town reveal that the respondents seldom have a look at the discussion board. Due to its features allowing immediate responses, Facebook offers potential to overcome the lack of dialogue among students. However, there were opponents to this idea who strongly believed that the existing LMS was useful and were unwilling to have discussions in a separate forum (Wang et al. 2012, p.431). This was not an impediment since participation was optional. As a result, learners became more engaged since formulating thoughts online was easier and topics could be discussed more in depth (Cain & Policastri 2011,  p.7). Many students struggle to raise questions and participate actively during lectures and tutorials. Therefore, social platforms facilitate and promote the development of analytical skills allowing everyone to take part. The improved level of communication had impact on the classroom climate leading to higher motivation (Loving & Ochoa 2011, p.129). This transition from passive learner to active participant is beneficial (Selwyn 2009, p.158). It raises student motivation and engagement. Nevertheless, many like Bosh (2009) argue that it does not promote critical thinking since the so-called â€Å"Google generation† assumes social platforms primarily as a way of entertainment. Another drawback of online discussions is that responds are listed in a chronological order, not in threads, which makes it difficult to follow the logical links between comments (Wang et al. 2012, p.436). 4.2 Administrative and departmental arrangements. According to Malesky & Peters (2011), given the large number of students on social networks, multiple university departments and faculties use social platforms to disseminate information to learners. A large number of youngsters have permanent Internet connection on their smartphones and checks their profiles quite often. Therefore, Facebook is utilised for relaying last-minute information about schedules and venues because students are more likely to be on Facebook rather than to check their email (Selwyn 2009, p.163). Important issue to be taken into account here is the authority of the information. It will be assumed as reliable only if it is posted by a member of the academic staff. In addition, departmental pages are good way to get in touch with students, especially during holidays when the existing LMS is rarely visited (Bosh 2009, p. p.187). For example, at Northeastern University of Boston the initial skepticism of viewing course-related posts in a platform primarily used for social interaction faded away and at the end 57% of the respondents were convinced it was useful (DiVall & Kirwin 2012, p.4). Another important implication of faculty pages is that they create a virtual campus environment where all students can communicate and learn from each other (Bosh 2009, p.195). It is beneficial especially for current students who have the chance to talk and exchange experience with the alumni and graduates they will never meet. Maintaining good  student-faculty relationship through Facebook also reflects on student satisfaction about the quality of the service provided. However, time-constraints and costs of such implementation should be carefully considered before integration since the staff is already maintaining the other course management software (DiVall & Kirwin 2012, p.2). It is a powerful tool for small institutions which cannot afford to purchase a Blackboard (Wang et al. 2012, p.434), but its limitations such as safety and partial participation prevent it from being used as a main tool for information dissemination. 4.3 Information about modules. Module information was posted in a specially established Facebook groups. This format was chosen instead of a page because of the option to set up a closed community. It was perceived as controlled environment since the lecturer was the one who could add and remove members (Wang et al. 2012, p.436). Generally, feedback about this practice was positive. Apart from communication about assignments, research findings and current affairs, the group wall was a suitable platform for resource and materials sharing – videos, photos, links to external articles were uploaded which were useful for those willing to extend their knowledge beyond the lecture material (Estus 2010, p.3). However, it was not considered as a complete success due to the inability to support resources in other formats (Wang et al. 2012, p.434). To overcome this problem, additional applications such as Google Docs were used in order to extend Facebook capabilities. Despite this, lectures preferred the traditional Blackboard due to the ease of use. Another advantage of this practice was the positive impact on student-lecturer communication. The virtual office hours allowed learners to contact tutors and lecturers in a less pressured environment (Bosh 2009, p.195). This is important for the better understanding of the matter since learners felt more comfortable to raise their questions on the platform. In addition, lectures’ profiles could enhance their credibility because students see the similarities between the lecturer and themselves (Wang et al. 2012, p.437). Taking into account that it is a dual-side communication process, the other party (students) revealed that they did not want to be contacted by tutors because it is a social forum for getting in touch with peers and they try to separate social life from education (Madge et al.  2009, 150). Friendship with lecturers was possible but it seldom happened because students were cautious that this could affect their ability to be objective (Malesky & Peters 2012, p.138). Further weaknesses of Facebook here were the inability to support grade notification, assignment uploading and online testing (Loving & Ochoa 2011, p.129). 5. Conclusion and recommendation. Although literature provides not enough empirical evidence, it is clear that students prefer to keep the divide between their social and academic space. Facebook has suitable affordances, which allow its utilisation as an educational platform as well. Successful practices were found where it has been used as supplement to the existing learning management system for resource sharing and module and academic information dissemination. However, further research has to be done to investigate the links and synergies between both in order to find the best way they could successfully work together. When it comes to the implementation of Facebook practices in a particular university, it should be carefully considered whether weaknesses are outweighted by potential advantages. Since the literature review shows that Facebook brings a little contribution to the functions of the existing Blackboard, Loughborough University should not invest time and efforts into setting up pages and groups. It is perceived as an intrusive invasion into a place students feel as â€Å"theirs† (Loving & Ochoa 2011, p.124). LEARN and student emails already successfully execute the functions Facebook could be used for. Lectures, tutors and academic staff could be contacted at any time and the discussion forum is well-developed. Therefore, a possible integration of Facebook is not worth efforts. Even though it has a potential, it should remain a place for social interaction and not for formal university practices. 6. Word count. The report contains 1504 words. 7. References. Bosch, T., 2009. Using online social networking for teaching and learning: Facebook use at the University of Cape Town. South African Journal for Communication Theory and Research[online], 35(2), 185-200. , [accessed 21.05.12]. Cain, J. & Policastri, A., 2011. Using Facebook as an informal learning environment. American Journal of Pharmaceutical Edducation[online], 75(10), 1-8. , [accessed 18.05.12]. DiVall, M. & Kirwin, J., 2012. Using Facebook to facilitate course-related discussion between students. American Journal of Pharmaceutical Edducation[online], 76(2), 1-5. , [accessed 18.05.12]. Estus, E., 2010. Using Facebook within a Geriatric Pharmacotherapy Course. American Journal of Pharmaceutical Edducation[online], 74(8), 1-5. , [accessed 21.05.12] Hrastinski, S. & Aghaee, N., 2011. How are campus students using social media to support their studies?. Education and Information Technologies[online], 17(4), 451-464. , [accessed 20.05.12]. Loving, M. & Ochoa, M., 2011. Facebook as a classroom management solution. New Library World[online], 113(3), 121-130. , [accessed 20.05.12]. Madge, C. et al., 2009. Facebook, social integration and informal learning at university: â€Å"It is more for socializing and talking to friends about work than for actually doing work†. Learning, Media and Technology[online], 34(2), 141-155. , [accessed 20.05.12]. Malesky, L. & Peters, C., 2011. Defining appropriate professional behavior for faculty and university students on social networking websites. Higher Education[online], 63(1), 131-151. , [accessed 21.05.12]. Mazman, S. & Usluel,Y., 2010. Modeling educational usage of Facebook. Computers & Education[online], 55(2), 444-453. , [accessed 18.05.2012]. Roodt, S., Cloete, S. & De Villiers, C., 2009. Facebook as an academic tool for ICT lecturers. Annual conference of Southern African Computer Lecturers’ Association[online], 29 June-1 July. Eastern Cape: SACLA, 16-22. , [accessed 22.05.12]. Selwyn, N., 2009. Faceworking: exploring students’ education†related use of Facebook. Learning, Media and Technology[online], 34(2), 157-174.< http://dx.doi.org/10.1080/17439880902923622>, [accessed 21.05.12]. Wang, Q. et al., 2012. Using the Facebook group as a learning management system: an exploratory study. British Journal of Educational Technology [online], 43(3), 428–438. , [accessed 19.05.12]. Appendix 1Search strategy Existing literature about Facebook is focused more on social networking and privacy issues. Since the study needed more education-oriented materials, the initial search in Google and Wikipedia was not useful enough because it led to more general results. The main information retrieval tools used during the investigation were Google Scholar, Library Catalogue Plus and some additional databases found through the Select Database option. In order to avoid a large amount of inappropriate materials, only databases from the â€Å"Education† category were selected. The most useful of them was ScienceDirect. In addition to the materials which exactly fitted the search criteria, a number of related articles was suggested, which was very helpful. In all of the information retrieval tools advanced searching strategies were applied in order to narrow the results and sift out the most relevant ones.

The People of New England and the Chesapeake Colonies

Throughout history, many people from the same country have immigrated to different lands where their new lifestyles had very little in common. This was obvious in the settlement of the New England and Chesapeake colonies before 1700 which caused the development of dissimilar societies. The people of New England and the Chesapeake colonies formed different governments upon arrival to North America. They had different motives and incentives for immigrating to America. The composition of the colonists of New England and the Chesapeake area were nothing like one another during the settlement of the colonies.The people of the northern New England colonies and the southern Chesapeake colonies formed separate and different governments upon arrival in the New World. In New England, a town hall style of direct democracy was created. This created fair rule by the people, and property owning men could vote. Towns were set up for the common welfare of the people and for the glory of God not upon socio-economic standing. (Doc. D). People were not to be greedy but were allowed to make a living for their families. The people of New England set out to take care of one another and not to take advantage of their fellow man in pursuit of wealth (Doc.E). In the southern colonies of the Chesapeake, representative democracies were set up. The Virginia House of Burgesses was the first legislative body in the New World. The representative democracy was really more like an aristocracy in which the wealthy citizens controlled the government. Southern society was based upon economic status. There was a distinct upper and lower class (Doc. G). These aristocracies took money from the lower class and used it for the personal gains of the upper class which caused dissatisfaction in the lower class (Doc. H).These acts included the repossession of farms and other medial assets of the poor in the South. The dissatisfaction of the poor lead to Bacon’s Rebellion and many others that furthe r separated the socio-economic division so evident in the Chesapeake colonies. Because of the distinct differences in governing their colonies, the Chesapeake and New England colonies developed separate societies in the New World despite coming from the same mother England. The colonists of New England and the Chesapeake regions had different motives and incentives for settlement of the New World.New Englanders came to America in search of religious freedom. Their religious practices were a major aspect in colonization. The Puritans, who settled in present day Massachusetts, wanted to be an example to the rest of the world by governing their colony by their faith (Doc. A). The colonists of New England were prepared for a permanent settlement of their colony, so they brought with them the necessary provisions for the survival of their colony. Because the New Englanders had a plan for colonization, they prepared to survive the wilderness and freezing cold of the present day northeaste rn United States.The Chesapeake colonies were not so well prepared for life in the New World. The first Virginians were not intending on staying long. They had heard stories of gold in North America and were determined to get rich quick and return to England. The basis of the exploration of the Chesapeake Bay was a gold rush. Unfortunately, there was never much gold in the region. While the citizens of the colony were searching for gold, they did not worry about provisions. A harsh winter came upon the colony and brought Virginia into what historians call the Starving Time (Doc.F). Because the foundation of the Chesapeake colony was based on a search for wealth, necessary provisions were not thought of, so the southern colonies had a slow start on being a successful settlement. Because of differing interests and motives in colonization, the New Englanders had a head start in colonization and settlement on the Chesapeake colonists, thus developing a social divide in the colonists of the two regions. The demographical makeup and composition of the northern and southern colonists were different during the colonization of their settlements.The northern colonies were built to be permanent. They looked to the future, so the colonist brought their families over with them. This caused a healthy distribution of men and women as well as rich and poor (Doc. B). Socio-economic classes were not an issue as the people of New England were willing to work with one another for the good of the colony. Among these people were artisans and merchants that could contribute to society. These people became the base of their colony and helped their region to thrive for years to come.The southern colonies were composed of mostly treasure-seeking young men with no intrinsic value (Doc. C). They were not craftsmen or merchants; they were just young men in search of gold. Their lack of skills necessary for survival in the New World caused early southerners to depend on farming to survive. Only the rich could afford the land needed to become successful plantation owners in the South, but they relied on indentured servants and later slaves to maintain their lives in the colonies. This caused a natural divide between rich and poor in the South that became routine in southern life.The early set backs in colonization and lack of unity challenged the southerners for many generations to come. The supremacy of the northern colonies in economics and civilization in general caused the northerners to look down upon the southern colonies despite the fact that they too were Englishmen. Many people of the same nation have come to different lands and drifted apart in social divides. This was evident in the colonization of the northern and southern colonies before 1700, the cause of which was the development of separate societies.The people of the northern and southern colonies formed different governing bodies during the colonization of North America. These groups had different mo tives and incentives for coming to the New World. The demographical and social makeup of the colonists of New England and the Chesapeake area were different from one another during the colonization of the settlements. The Chesapeake and New England colonies became two separate societies despite the fact that both emigrated from England.