Money Matters

Money Matters Money is desired by everyone, but the majority of wealth is held by only a small percentage of people in society. Is this minority of the rich as happy as we think they should be with all that money? Two songs regarding currency will help answer this; Pink Floyd’s song, â€Å"Money†, from the album The Dark Side of the Moon (1973) and AC/DC’s song, â€Å"Money Talks†, from the album The Razors Edge (1990). â€Å"Money† presents the idea that money allows the individual to get what they want. Money Talks† presents the idea that money allows the individual to get whomever they want. At the heart of both of these songs it is evident that the song writers wanted the listener to know the cycle of money and obtaining materialistic things which suggest that the key point being conveyed by these songs is that money enables greed which can lead to negative behavior. People often want money to make them feel happier; this is accomplished b y buying materialistic things or by trying to buy an individual’s affection or approval.But do these things really make us happy, or do they just give us more problems like greed and physical conflicts? According to Sonja Lyubomirsky , from The Scientific American, â€Å"The single biggest culprit, I argue, is that having money raises our aspirations about the happiness that we expect in our daily lives, and these raised aspirations can be toxic. † (Lyumbomirsky). The more one achieves, the more one wants, is the definition of greed.This is a viscous cycle that, if fueled by enough money, can end in bad decisions or negative behavior. For example, if you are conditioned to eating at nice restaurants, and then you go to a fast food chain, you wouldn’t be as satisfied in comparison to always going to fast food restaurants and not knowing the luxurious pleasure of dining at a fancy establishment. (Lyumbomirsky) Money can buy nice things and services, but it will no t always eliminate stress and bad moods.A Princeton University Study published in 2010 concluded that income is directly proportional to emotional experiences up to about $75,000 a year where it plateaus. (Staff) This study analyzed over 450,000 responses from over 1,000 test subjects on a daily basis asking questions about the previous day’s emotional experiences. These results are quite interesting but throughout the whole study it was evident that there were still daily stresses and depressing times regardless of your social and economical status. Staff) Instead of contentment and happiness, too much money can just lead to greed. Both songs, â€Å"Money† and â€Å"Money Talks† have the same social issue at their core, money. According to both songs if money allows you to get everything you desire, then ultimately it will cause greed and result in immoral decisions. The key difference in the songs is that in â€Å"Money† they want to get materialistic t hings and in â€Å"Money Talks† they money to buy materialistic things to attract the individuals they want.This is shown when Pink Floyd says â€Å"Money, it’s a gas Grab that cash with both hands and make a stash New car, caviar, four star daydream Think I’ll buy me a football team† in â€Å"Money,† and when AC/DC says â€Å"Hey little girl, you want it all The furs, the diamonds, the painting on the wall come on come on lovin’ for the money† in â€Å"Money Talks. † Both songs describe individuals using money to reach their aspirations, possessions or people. After using money to obtain their wants, each song describes the resulting negative consequences.By using money to attract a female mate, â€Å"Money Talks† describes the kind of immoral tendencies of a woman who is attracted by money. This effect is shown in the lyric â€Å"Hey little girl, you broke the laws You hustle, you deal, you steal from us all. † In â€Å"Money†, Pink Floyd plainly states â€Å"Money, so they say Is the root of all evil today. † Then the song describes a dispute over wanting more money, beginning with the lyric â€Å"But if you ask for a raise its no surprise that they’re giving none away. † Both songs depict the negative results created from too much money by describing greedy and immoral behavior based around wanting more. Money† is a story of the natural progression of money and greed. The song starts with a man who gets a good job, then buys expensive things, and then the greed of the money causes him to make a physical dispute started by asking for more money. The grooving beat starts with the sounds of a cash register, coins, and money to let the audience conform to the subject. When the instruments join the materialistic set groove, the piano, bass, and drums create a walking feeling to simulate someone on the move spending money.When the singer starts the first verse , he immediately talks about making money and spending money, which perfectly matches the sound effects and walking groove set up by the instrumental intro. The second verse describes the next stage of money and greed, which is using money for the rush like a drug. This connection is shown in the lyric â€Å"money, it’s a hit,† so spending money is like taking a hit of a mind altering substance. Just like drug use, money use can lead to bad judgment and skewed values.After the last line of the second verse, â€Å"And I think I need a Lear jet,† the guitarists and piano take turns to create a three minute psychedelic solo. The solo is very relaxing and enjoyable, simulating the early stages of drug use, or in this case, money use. The last sung verse describes the obsession of money leading to negative things such as crime and fights. The verse ends with the line â€Å"But if you ask for a raise it’s no surprise that they’re giving none away. † This line shows the subject needing more money to fuel his expensive spending addiction.The verse shows greed on both ends of the interaction, because the subject wants more money and the employer does not want to share any money. After this verse, the background tells a story of an argument which ended in a fist fight. Though not specifically stated, the listener can conclude from the reoccurrence of the music from the intro that the dispute started from spending too much money. â€Å"Money Talks† starts out with a twenty second instrumental introduction that has an upbeat tempo and really makes the listener want to tap their feet and nod their head .The fast happy mood directly contradicts the subject matter, which is closely related to prostitution. This kind of contradiction is known as musical irony. After ACDC sets the foundation for a happy and energetic song, the singer dives right into what money can do for you, â€Å"Tailored suits, chauffeured cars, Fine hotels and big cigars†. The singer has a natural energetic growl sound, but he will slightly change the volume or intensity of his tone depending on what the lyrics are saying. Every line that deals with negative behavior due to spending, the singer will mark it by adding slight emphasis to his voice.The first verse is sung with a pretty consistent tone until he introduces his female target by stating â€Å"Hey little girl, you want it all,† then he adds slightly more growl to his voice. After the first chorus, the subject takes a turn almost into a business proposition as the man asks what services she offers and how much she would like to be paid evidenced by these lyrics â€Å"So what do you do that’s guaranteed †¦ love me for the money Come on, come on, listen to the money talk†. During this line, the singer raises his volume, as well as his energy to show the decline of moral behavior with the increase of spending.The last line of this verse, â€Å"Yo u hustle, you deal, you steal from us all† is sung with more edge and energy than any other line of the song. This lyric directly shows how someone could be stuck in the cycle of compromising morals for money. Even though the music has little to do with the subject, the singer makes the lyric music connection by adding slightly more energy to the lines depicting negative behavior in relation to spending and making money. Money or wealth is an attribute of daily life for everyone. Unfortunately, having too much money can cause problems for the user and recipient in the form of greed.Pink Floyd’s song â€Å"Money† goes through the cycle of wealth by starting with making the money and then ends by describing a dispute driven by greed. ACDC depicts their view of the corruption of money by telling the story of a man who uses money to get women, also known as prostitution. Both songs accurately portray the negative connotations attached to wealth in today’s soci ety by ending their songs on greedy behavior started by obtaining and spending too much money. ? Bibliography Lyumbomirsky, Sonja. Scientific American. 10 August 2010. 15 April 2012. . Staff, PNAS and World Science. World Science. 8 September 2010. 14 April 2012. .

Effective Feedback Students as Assessment Partners

Effective Feedback Students as Assessment Partners This letter will cast the light on some essential components of quality feedback as well as on the importance of feedback in primary school. What is more, it will also bring your attention to the process of achieving feedback and assessment process. In particular, it is necessary to define the quality feedback as it is identified by various scholars, and to discuss the importance of self-assessment and its role in advancing the academic achievements of students.Advertising We will write a custom assessment sample on Effective Feedback: Students as Assessment Partners specifically for you for only $16.05 $11/page Learn More So far, grading was the major tool for evaluating students’ skills and abilities. It is aimed at assessing the rate or level of students’ understanding of the subject. However, identifying the rate means pointing out students’ drawbacks and pitfalls and a failure to express a particular thought. Such system, therefore, deprives students of motivation to improve because they do not know what they should actually improve. According to Wilson (2009), the major drawback of grading tests is lack of responsiveness; grades highlight what should a student pay attention to, but not how he/she should approach the problem. You should also bear in mind that exploring the difference between quality feedback and grading assessment has led to the assumption that students’ achievements can be enhanced if using rubrics instead of scoring points (Marzano, 2009, p. 87). The scope of using appropriate scores lies in evaluating students’ achievement without interrupting the actual process of learning. Other types of assessments, like testing, do not involve a responsiveness aspect either. Smith (2009) finds it reasonable to apply for test to evaluate students’ abilities because this kind of assessment can define the way students perceive the factual knowledge. However, before introducing tests to students, teachers should be sure that a particular set of questions will involve all issues studied in class. There should be a direct correlation between test questions and learning activities and, therefore, tests should be designed for improving learning, but not for grading and decision-making. You should pay attention to Reynolds’s ideas (2009) who believes that critical evaluation and quality feedback plays an essential role in primary school education because it encourages the creation of more authentic and objective assessments (McMillan, 2011). Therefore, you should carefully select methods for assessing students in relation to learning targets and practical activities. Quality feedback, thus, should involve a multidimensional approach to evaluation. To be more precise, students should not only be objectively evaluated, but they also should also be able to critically evaluate others (Reynolds, 2009).Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In general, it is necessary to bring your attention to significance of quality feedback that involves not only scoring and evaluating the level of students’ skills and abilities. Rather, all assessment standards, and quality feedback in particular, should be directed at improving students’ achievements (Brookhart, 2008). Reference List Brookhart , S. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. Marzano, R. J. (2009). The Art and Science of Teaching. Educational Leadership. 67(4), pp. 86-87. McMillan, J. H. (2011). Classroom Assessment: Principles and Practice for Effective Standard-Based Instruction. Boston: Pearson. Reynolds, A. (2009, November). When Every Student Needs Critical Friends. Multiple Measures. 67(3), pp. 54-57. Smith, K. (2009, November). From Test Takers to Test Makers. Multiple Measures. 67(3), pp. 26-30. Wilson, M. (2009, November). Resp onsive Writing Assessment. Educational Leadership. pp. 58-62.Advertising We will write a custom assessment sample on Effective Feedback: Students as Assessment Partners specifically for you for only $16.05 $11/page Learn More

Biography of Georg Simon Ohm Essay Essay Example

Biography of Georg Simon Ohm Essay Essay Example Biography of Georg Simon Ohm Essay Paper Biography of Georg Simon Ohm Essay Paper Georg Simon Ohm ( 16 March 1787 – 6 July 1854 ) was a Bavarian ( German ) physicist and mathematician. As a high school instructor. Ohm began his research with the new electrochemical cell. invented by Italian scientist Alessandro Volta. Using equipment of his ain creative activity. Ohm found that there is a direct proportionality between the possible difference ( electromotive force ) applied across a music director and the attendant electric current. This relationship is known as Ohm’s jurisprudence. Ohm died in Munich in 1854. and is buried in the Alter Sudfriedhof. Early old ages Georg Simon Ohm was born into a Protestant household in Erlangen. Bavaria. ( so a portion of the Holy Roman Empire ) boy to Johann Wolfgang Ohm. a locksmith and Maria Elizabeth Beck. the girl of a seamster in Erlangen. Although his parents had non been officially educated. Ohm’s male parent was a well-thought-of adult male who had educated himself to a high degree and was able to give his boies an first-class instruction through his ain instructions. Of the seven kids of the household merely three survived to adulthood: Georg Simon. his younger brother Martin. who subsequently became a well-known mathematician. and his sister Elizabeth Barbara. His female parent died when he was ten. From early childhood. Georg and Martin were taught by their male parent who brought them to a high criterion in mathematics. natural philosophies. chemical science and doctrine. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen where he received small in the country of scientific preparation. which aggressively contrasted with the divine direction that both Georg and Martin received from their male parent. This characteristic made the Ohms bear a resemblance to the Bernoulli household. as noted by Karl Christian von Langsdorf. a professor at the University of Erlangen. Life in university Georg Ohm’s male parent. concerned that his boy was blowing his educational chance. sent Ohm to Switzerland. There in September 1806 Ohm accepted a place as a mathematics instructor in a school in Gottstadt bei Nydau. Karl Christian von Langsdorf left the University of Erlangen in early 1809 to take up a station in the University of Heidelberg and Ohm would hold liked to hold gone with him to Heidelberg to re-start his mathematical surveies. Langsdorf. nevertheless. advised Ohm to go on with his surveies of mathematics on his ain. reding Ohm to read the plants of Euler. Laplace and Lacroix. Rather reluctantly Ohm took his advice but he left his learning station in Gottstadt bei Nydau in March 1809 to go a private coach in Neuchatel. For two old ages he carried out his responsibilities as a coach while he followed Langsdorf’s advice and continued his private survey of mathematics. Then in April 1811 he returned to the University of Erlangen. His private surveies had stood him in good position for he received a doctors degree from Erlangen on 25 October 1811 and instantly joined the staff as a mathematics lector. After three semesters Ohm gave up his university station. He could non see how he could achieve a better position at Erlangen as chances there were hapless while he basically lived in poorness in the lecture station. The Bavarian authorities offered him a station as a instructor of mathematics and natural philosophies at a hapless quality school in Bamberg and he took up the station at that place in January 1813. This was non the successful calling envisaged by Ohm and he decided that he would hold to demo that he was deserving much more than a instructor in a hapless school. He worked on composing an simple book on the instruction of geometry while staying urgently unhappy in his occupation. After Ohm had endured the school for three old ages it was closed down in February 1816. The Bavarian authorities so sent him to an overcrowded school in Bamberg to assist out with the mathematics learning. On 11 September 1817 Ohm received an offer of the station of instructor of mathematics and natural philosophies at the Jesuit Gymnasium of Cologne. This was a better school than any that Ohm had taught in antecedently and it had a well equipped natural philosophies laboratory. As he had done for so much of his life. Ohm continued his private surveies reading the texts of the taking Gallic mathematicians Lagrange. Legendre. Laplace. Biot and Poisson. He moved on to reading the plants of Fourier and Fresnel and he began his ain experimental work in the school natural philosophies research lab after he had learnt of Oersted’s find of electromagnetism in 1820. At first his experiments were conducted for his ain educational benefit as were the private surveies he made of the pla nts of the prima mathematicians. The Jesuit Gymnasium of Cologne failed to go on to maintain up the high criterions that it had when Ohm began to work at that place so. by 1825. he decided that he would seek once more to achieve the occupation he truly wanted. viz. a station in a university. Gaining that the manner into such a station would hold to be through research publications. he changed his attitude towards the experimental work he was set abouting and began to consistently work towards the publication of his consequences [ 1 ] : Overburdened with pupils. happening small grasp for his painstaking attempts. and gaining that he would neer get married. he turned to science both to turn out himself to the universe and to hold something solid on which to establish his request for a place in a more stimulating environment. In fact he had already convinced himself of the truth of what we call today â€Å"Ohm’s law† viz. the relationship that the current through most stuffs is straight relative to the p ossible difference applied across the stuff. The consequence was non contained in Ohm’s number ones paper published in 1825. nevertheless. for this paper examines the lessening in the electromagnetic force produced by a wire as the length of the wire increased. The paper deduced mathematical relationships based strictly on the experimental grounds that Ohm had tabulated. In two of import documents in 1826. Ohm gave a mathematical description of conductivity in circuits modelled on Fourier’s survey of heat conductivity. These documents continue Ohm’s tax write-off of consequences from experimental grounds and. peculiarly in the 2nd. he was able to suggest Torahs which went a long manner to explicating consequences of others working on voltaic electricity. The 2nd paper surely is the first measure in a comprehensive theory which Ohm was able to give in his celebrated book published in the undermentioned twelvemonth. Teaching calling Ohm’s ain surveies prepared him for his doctors degree which he received from the University of Erlangen on October 25. 1811. He instantly joined the module at that place as a lector in mathematics but left after three semesters because of unpromising chances. He could non last on his wage as a lector. The Bavarian authorities offered him a station as a instructor of mathematics and natural philosophies at a hapless quality school in Bamberg which Ohm accepted in January 1813. Unhappy with his occupation. Georg began composing an simple text edition on geometry as a manner to turn out his abilities. Ohm’s high school was closed down in February 1816. The Bavarian authorities so sent him to an overcrowded school in Bamberg to assist out with the instruction of mathematics. Memorial for Ohm at the Technical University of Munich. Campus Theresienstrasse After his assignment in Bamberg. Ohm sent his completed manuscript to King Wilhelm III of Prussia. The King was satisfied with Ohm’s book. and offered Ohm a place at the Jesuit Gymnasium of Cologne on 11 September 1817. This school had a repute for good scientific discipline instruction and Ohm was required to learn natural philosophies in add-on to mathematics. The natural philosophies research lab was well-equipped. leting Ohm to get down experiments in natural philosophies. As the boy of a locksmith. Ohm had some practical experience with mechanical devices. Ohm published Die galvanishe Kette. mathematisch bearbeitet ( The Galvanic Circuit Investigated Mathematically ) in 1827. Ohm’s college did non appreciate his work and Ohm resigned from his place. He so made an application to. and was employed by. the Polytechnic School of Nuremberg. Ohm arrived at the Polytechnic School of Nuremberg in 1833. and in 1852 he became a professor of experimental natural philosophies at the University of Munich. The find of Ohm’s jurisprudenceFurther information: Ohm’s Law Ohm’s jurisprudence foremost appeared in the celebrated book Die galvanische Kette. mathematisch bearbeitet ( tr. . The Galvanic Circuit Investigated Mathematically ) ( 1827 ) in which he gave his complete theory of electricity. In this work. he stated his jurisprudence for electromotive force moving between the appendages of any portion of a circuit is the merchandise of the strength of the current. and the opposition of that portion of the circuit. The book begins with the mathematical background necessary for an apprehension of the remainder of the work. While his work greatly influenced the theory and applications of current electricity. it was in cold blood received at that clip. It is interesting that Ohm presents his theory as one of immediate action. a theory which opposed the construct of action at a distance. Ohm believed that the communicating of electricity occurred between â€Å"contiguous particles† which is the term Ohm himself used. The paper is concerned with this thought. and in peculiar with exemplifying the differences in this scientific attack of Ohm’s and the attacks of Joseph Fourier and Claude-Louis Navier. A elaborate survey of the conceptual model used by Ohm in bring forthing Ohm’s jurisprudence has been presented by Archibald. The work of Ohm marked the early beginning of the topic of circuit theory. although this did non go an of import field until the terminal of the century. Ohm’s acoustic jurisprudence Further information: Ohm’s acoustic jurisprudence Ohm’s acoustic jurisprudence. sometimes called the acoustic stage jurisprudence or merely Ohm’s jurisprudence. provinces that a musical sound is perceived by the ear as a set of a figure of constitutional pure harmonic tones. It is good known to be non rather true. Plant * Guidelines for an appropriate intervention of geometry in higher instruction at preparatory institutes / notes* The Galvanic Circuit Investigated Mathematically* Elementss of analytic geometry refering the skew co-ordinate system* Fundamentalss of natural philosophies: Collection of talks

Book Assignment Essay Example | Topics and Well Written Essays - 500 words

Book Assignment - Essay Example This book acts as a call to corporate leaders and as an intimate indication of a scandal that shook the business world. This book has twenty-nine chapters, each highlighting a certain theme or an aspect of a theme. Among the most striking themes are the topics on how the author and her team exposed the fraud, how her background from her childhood molded her to become a whistleblower and how she become one of the Time’s 2002 persons of the year. I also found the highlight of how she managed to overcome the challenges she encountered and how healing more striking came through sharing lessons with the younger generation. My professional life has had a lot of up and down but now I have found solutions to some of my problems. First, I will be co-operating fully with my co-workers while respecting other employee and their roles in the company. This is out of the knowledge I have gained on the position of junior staff in the team and their contribution to the success of the company, which is almost equal to that of the senior staff. I will also as much as possible avoid bringing by personal emotions and other issues to my profession and also do my best in encouraging other people in my team to perfect in their area of specialization. From what I have learned from this book, I will always be trying to do things right no matter the ridicule. I will always be investigative especially when I suspect something fishy around my area of operation. In addition, I will ensure that I strengthen my personality because I have realized that it defines the person I am. Lastly, from the author’s courage to share her experience, I feel stirred to share my lessons and experience with the less experienced. This will help them to not only avoid falling into similar traps but also assist them in making informed decisions in life. I have had a very good experience with the book. The use of simple

Critically evaluate the concept of human security Essay

Critically evaluate the concept of human security - Essay Example The first one considers the protection of human rights and the second one focuses on the protection of human beings from economic, environmental, social and other forms of threats and aims at the well being of man’s overall livelihood; an element of social justice is visible in this conception (Williams 2008, p. 231). The third and most controversial conception considers human security in a much wider way ensuring the survival and health of individuals. It observes the concept in a global perspective and subjects such as global economic status, effects of globalization and health of the environment are considered as the essential elements of human security. This paper tries to make a critical evaluation of the concept of human security and in doing so the paper takes into account the various aspects of human security and related issues. The concept of Human Security: Debates and Definitions All the three conceptions of human security paved way for criticisms and most of the re cent debates are shaped by the wider conception of human security. ... concept of human security in a broad way and that is â€Å"the absence of threats to various core human values† whereas Alkire (2002) holds that â€Å"the objective of human security is to safeguard the vital core of all human lives from critical pervasive threats, and to do so without impending long term human flourishing† (Quoted in Williams 2008, p. 231). Alkire’s definition seems to be more positive in nature. However, a more comprehensive definition is offered by the Commission on Human Security and the report of the Commission views human security as ‘protecting fundamental freedoms’- â€Å"protecting people form critical (severe) and pervasive (widespread) threats and situations. It means using process that build on people’s strength and aspirations. It means creating political, social environmental, economic, military and cultural systems that together give people the building blocks of survival† (Williams 2008, p. 231). Even th ough there are various definitions and understandings of the concept of human security, there are many who hold that the state-centered approach to human security should give way for a more comprehensive people-centered approach to security. Tadjbakhsh, in this respect, observes that â€Å"there is consensus among its advocates that there should be a shift of attention from a state-centered to a people-centered approach to security, that concern with the security of state borders should give way to concern with the security of the people who live within those borders† (Tadjbakhsh 2006, p. 5). Therefore, it can be inferred that an individual centered human security model assumes the safety of the individual as the means to global security and any disturbances to the safety of the individual would therefore affect the international

Employer Liability to Unlawful Acts of Employees Essay - 1

Employer Liability to Unlawful Acts of Employees - Essay Example However, from 1941, a series of laws were made which prohibited employers from firing employees for no reason. The Executive Order 8802, was the first law that prohibited racial discrimination, later in 1964, the Civil Rights Issue and amendments were created, in 1990 the Americans with Disabilities Act was created which protected disabled Americans. In 1993, the Medical and Family Leave Act and many other laws that protected employees were formed (Mackey & Daniel, 1986). The employment law came into existence to protect employees’ rights. The Fair Labor Standards Act ensures that employees’ overtime pay is paid to the employees who work for more than 40 hours a week and it also regulates employees’ minimum wages. The Americans Disability Act ensures equal treatment for persons with disability, it protects employees with disabilities from being mistreated by their employers and fellow employees (Walsh & David, 2013). Employment Law prohibits racial discrimination, all employees are supposed to be treated equally regardless of race, sex, religion, gender, age and national origin. These laws ensure equal employment opportunities and every employee is subject to wages. There are three major exceptions; the public-policy exception, under this exception an employer should not terminate an employee for claiming compensation after being injured in the line of duty. The other exception is the implied-contract, this is where there is a formation of an implied contract between an employee and an employer but there is no written documentation regarding the employment but the relationship exists (Walsh & David, 2013). Lastly, the Covenant-of-good-faith means that any malicious decisions by the employer are prohibited.

Thessaloníki Case Essay Example for Free

Thessalonà ­ki Case Essay Salonica or Thessalonà ­ki means the victory of Thessalonian and it is the capital city of Macedonia and in Greece it is the second largest city while in the whole of Southern Eastern Europe, it one of the largest city. The city still retains a number of Jewish and Ottoman buildings together with a good number of Byzantine architectural monuments. Thessalonà ­ki was founded by a king from Macedon known as King Cassander at around 315 BC who gave it the name Thessalonà ­ki which was his wifes name and the wife was a half sister to Alexander the Great (David 2004). When the kingdom of Macedon was no more in 168 BC, the Roman Republic took over the city and it became one of its own. The city tremendously grew and it became the capital city of Macedonia. In 379 BC, the Roman Prefecture of Illyricum was split into two which gave rise to the West and East Roman Empires and the new Prefecture named Thessalonà ­ki as its capital city. In 1204, immediately after the capture of Constantinople which happened by the fourth crusade, Thessalonà ­ki was redeemed and it was no longer under the Byzantine. (Donald 2000) In 1246, Thessalonà ­ki was recovered by the Byzantine Empire who later sold it to Venice in 1423 who ruled the city until on 1430 29th March, when Thessalonà ­ki was again captured by Ottoman Sultan Murad.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the reign of Ottoman, Thessalonà ­kis Jewish and Muslims increased in numbers and by 1478, the city had a total of 4,320 Muslims and 6,094 Greek Orthodox together with a good number of Catholics but there were no Jews. In order to prevent the Greeks from dominating Thessalonà ­ki, Ottoman welcomed the Sephardic Jews who were thrown out of Spain by Isabella and Ferdinand. For the next two centuries, Thessalonà ­ki grew to be the largest Jewish city in the whole world and it was nick named â€Å"The Mother of Israel† (Albert 1923). The Ottoman Empire was founded by the Turkish Osman but unfortunately it suffered so many problems like, the ancestor of the Mogul dynasty in India, the 1402 attack by the Tamerlane and the Mongol ruler of Samarkand. Constantinople was the main threat of the empire but when he was captured in 1453 it was an advantage to the Ottoman Empire since it was able to stabilize in the region. Thessalonà ­ki was under the empire until 1912, when it was worn back by the Greek about 90 years following the other Greece cities which had already gained their independence from the Ottoman Empire. The destruction of the Ottoman empire was overseen by the Mustafa Kemal who was born and brought up in Thessalonà ­ki in 1923, he later became the president of the Republic of Turkey. He was a very good leader but a dictator but he brought great reform in Turkey and he greatly emphasized on a strong Turkish nationalism which lead to him getting the title of â€Å"Father Of the Turks† in 1935.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the 20th Century Thessalonà ­ki was dominated by the European but the situation changed and currently it is completely filled by the Greek. (Apostle 1980) In the late 19th Century and the beginning of the 20th Century, Thessalonà ­ki was drastically destroyed by a series of fire which resulted   in to the 1917 devastating fire incident that destroyed so many homes leaving many citizens being homeless and it resulted to the city center being rebuilt and re planned which took a period of twenty five years. In 1978, Thessalonà ­ki suffered a number of drastic earthquakes, which led to many casualties and disruption and it also destroyed many early churches.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the time when Thessalonà ­ki came into being which is like 2,000 years ago, the Jewish in that city contributed so much in its development. From the foundation of Thessalonà ­ki the leader of Egypt who was also the initiator of the Ptolemaic dynasty had also acted as a Macedonian General working under Alexander the Great and his name was Ptolemy, I (Donald 2000). He was requested by the founder of Thessalonà ­ki Kassandra to give a number of his Jewish artisans to beef up the team that was building the city. When the Jewish Artisans went to Thessalonà ­ki they did not went back to their homeland after completing their task of rebuilding the city which resulted to the foundation of the Jewish community in Thessalonà ­ki. In 140 BC the Jewish from Alexandria also arrived in Thessalonà ­ki who were later followed by the Jewish from Macedonian who arrived in 10 AD. From the Holy Bible in the book of Acts of Apostles it is recorded that in 50 AD St Paul visited Thessalonà ­ki where he taught in the synagogue which shows that the Jewish community was already established in Thessalonà ­ki by then.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the following century very many Jews came to Thessalonà ­ki, but the largest mass migration of Jews to the city happened at the end of the 15th Century. (David 2004) By then the Jewish who were in Spain were doing very well for some time and it resulted into the Jewish community producing very great artists, scholars, artisans, traders, scientists, artists and philosophers. But in 1492 the trend suddenly came to an end when Isabella and Ferdinand of Spain and the inquisition felt like the Jewish were flourishing very much and if they could be given a chance they may be they could have planned on how to overthrow them hence they decided to do away with the threat and they threw them out of their territory. After the departure of the Jewish community from Spain, the Spanish dug out their cemeteries and they even set ablaze the areas where the Jewish were living and they even renamed those places by giving them new Christian names so as to do away and to forget the Jewish community, they even went to an extend of destroying anything that could have brought their memories back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Ottoman Empire warmly welcomed the Spanish Jewish whom he saw as new taxpayer and he could not comprehend why the Spanish could do away with such important and valuable resource. From the middle of the 15th Century when the Ottoman Empire took over Thessalonà ­ki, that city had been almost abandoned thus the Jewish Community who were later joined by other Jews from different troubled parts had superior strength than other communities who later joined them (Edward 1947). They had authority in Thessalonà ­ki and they worked in different mines, they started the first printing house and just like they did in Spain, they produced very great artists, scholars, artisans, traders, scientists, artists and philosophers. They also did very well in businesses, commerce and in industries while their professionals established their own organizations and charitable institutions. The Jewish lived in prosperity and in harmony with other Christians and their Muslim neighbors they even ganged up with them in war.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thessalonà ­ki was one of the very important cities in the Ottoman Empire and it remained under the Empire up to the year 1912. Thessalonà ­kis day of rest was Saturday which was the Jewish Sabbath Day. In October 1912, the city was captured by Greek and in March 1913, the king of Greece King George the first was assassinated in the city. In 1915, which was during the world war one, some forces captured the city and they wanted to use it as a base against the supporters of German Bulgarians. Later a mysterious fire accident attacked the city and it caused a lot of destruction and the results of the destruction was that a good number of Jewish population vacated the city and they resettled in different places like, America, Paris and Palestine (Albert 1913). The Jewish who vacated were replaced by Greek refugees who were evicted from Turkey in 1922 after the Greco-Turkish war. This caused the city to increased in size very fast and it was named â€Å"The Refugee Capital† while others called it â€Å" The Mother Of The Poor†. In 1941 Thessalonà ­ki was captured by the forces of Nazi Germany until 1944 but later it was attacked by bombing which drastically destroyed it while many Jewish were exterminated by the Nazis which resulted to only a thousand Jewish population remaining in the city. However, the citys glory was restored since it was rebuilt very fast after the war. (Apostle 1980) Currently Thessalonà ­ki has been transformed into a modern city which has very wonderful roads and boulevards that has been laid out and designed in a grid pattern. The city also has well designed and wonderful shopping streets, restaurants, hotels, concert hall and even nightclubs. Work Cited Albert H., The Government of Ottoman, New York : Alpha Publishers, 1913. Apostle Papagiannapoulos, History of Thessalonà ­ki, Wales :   DA Capo Press, 1982. Apostle Papagiannapoulos, Thessalonà ­ki, LA : Baton Rouge Press, 1980. David Willett, The Greece, West minister : West Minister John Knox Press, 2004. Donald Quataert, The Ottoman Empire, Wales: DA Capo Press, 2000. Edward Shepherd, The history Of Ottoman Empire, LA: Baton Rouge Press, 1947.