Biography of the Scots Explorer Mungo Park

Mungo Park--a Scottish surgeon and explorer--was sent out by the Association for Promoting the Discovery of the Interior of Africa to discover the course of the River Niger. Having achieved a degree of fame from his first trip, carried out alone and on foot, he returned to Africa with a party of 40 Europeans, all of whom lost their lives in the adventure. Born: 1771, Foulshiels, Selkirk, ScotlandDied: 1806, Bussa Rapids, (now under the Kainji Reservoir, Nigeria) Early Life Mungo Park was born in 1771, near Selkirk in Scotland, the seventh child of a well-to-do farmer. He was apprenticed to a local surgeon and undertook medical studies in Edinburgh. With a medical diploma and a desire for fame and fortune, Park set off for London, and through his brother-in-law, William Dickson, a Covent Garden seedsman, he got his opportunity. An introduction to Sir Joseph Banks, a famed English botanist, and explorer who had circumnavigated the world with Captain James Cook. The Allure of Africa The Association for Promoting the Discovery of the Interior Parts of Africa, of which Banks was treasurer and unofficial director, had previously funded (for a pittance) the exploration of an Irish soldier, Major Daniel Houghton, based at Goree on the West African coast. Two important questions dominated discussions about the interior of West Africa in the drawing-room of the African Association: the exact site of the semi-mythical city of Timbuktu, and the course of the River Niger. Exploring the River Niger In 1795 the Association appointed Mungo Park to explore the course of the River Niger--until Houghton had reported that the Niger flowed from West to East, it was believed that the Niger was a tributary of either the river Senegal or Gambia. The Association wanted proof of the rivers course and to know where it finally emerged. Three current theories were: that it emptied into Lake Chad, that it curved round in a large arc to join the Zaire, or that it reached the coast at the Oil Rivers. Mungo Park set off from the River Gambia, with the aid of the Associations West African contact, Dr. Laidley who provided equipment, a guide, and acted as a postal service. Park started his journey dressed in European clothes, with an umbrella and a tall hat (where he kept his notes safe throughout the journey). He was accompanied by an ex-slave called Johnson who had returned from the West Indies, and a slave called Demba, who had been promised his freedom on completion of the journey. Parks Captivity Park knew little Arabic--he had with him two books, Richardsons Arabic Grammar and a copy of Houghtons journal. Houghtons journal, which he had read on the voyage to Africa served him well, and he was forewarned to hide his most valuable gear from the local tribesmen. At his first stop with the Bondou, Park was forced to give up his umbrella and his best blue coat. Shortly after, in his first encounter with the local Muslims, Park was taken prisoner. Parks Escape Demba was taken away and sold, Johnson was considered too old to be of value. After four months, and with Johnsons aid, Park finally managed to escape. He had a few belongings other than his hat and compass but refused to give up the expedition, even when Johnson refused to travel further. Relying on the kindness of African villagers, Park continued on his way to the Niger, reaching the river on 20 July 1796. Park traveled as far as Segu (Sà ©gou) before returning to the coast. and then to England. Success Back in Britain Park was an instant success, and the first edition of his book Travels in the Interior Districts of Africa sold out rapidly. His  £1000 royalties allowed him to settle in Selkirk and set up a medical practice (marrying Alice Anderson, the daughter of the surgeon to whom he had been apprenticed). Settled life soon bored him, however, and he looked for a new adventure--but only under the right conditions. Banks was offended when Park demanded a large sum to explore Australia for the Royal Society.​ Tragic Return to Africa Eventually in 1805 Banks and Park came to an arrangement--Park was to lead an expedition to follow the Niger to its end. His part consisted of 30 soldiers from the Royal Africa Corps garrisoned at Goree (they were offered extra pay and the promise of a discharge on return), plus officers including his brother-in-law Alexander Anderson, who agreed to join the trip) and four boat builders from Portsmouth who would construct a forty-foot boat when they reached the river. In all 40 Europeans traveled with Park. Against logic and advice, Mungo Park set off from the Gambia in the rainy season – within ten days his men were falling to dysentery. After five weeks one man was dead, seven mules lost and the expeditions baggage mostly destroyed by fire. Parks letters back to London made no mention of his problems. By the time the expedition reached Sandsanding on the Niger only eleven of the original 40 Europeans were still alive. The party rested for two months but the deaths continued. By November 19 only five of them remained alive (even Alexander Anderson was dead). Sending the native guide, Isaaco, back to Laidley with his journals, Park was determined to continue. Park, Lieutenant Martyn (who had become an alcoholic on native beer) and three soldiers set off downstream from Segu in a converted canoe, christened the HMS Joliba. Each man had fifteen muskets but little in the way of other supplies. When Isaaco reached Laidley in the Gambia news had already reached the coast of Parks death – coming under fire at the Bussa Rapids, after a journey of over 1 000 miles on the river, Park and his small party were drowned. Isaaco was sent back to discover the truth, but the only remains to be discovered was Mungo Parks munitions belt. The irony was that having avoided contact with local Muslims by keeping to the center of the river, they were in turn mistaken for Muslim raiders and shot at.

Essay about Iliad Achilles Hero - 1628 Words

Mitchell Williams TA: Kevin Lord HIST 1010 Paper I: The Iliad and the World of the Ancient Greeks To have the utmost strength and courage in times of adversity and despair is to possess the Greek ideal of arà ªte. This is a notion of excellence ultimately connected with the fulfillment of purpose. In Homers epic, The Iliad, Achilles embodies the arà ªte trait very well. Achilles is referred to as strong, swift and god like, he is the great runner and most powerful warrior of the Achaeans. Homer introduces his subject with the first word, in the first sentence, â€Å"Rage—Goddess, sing the rage of Peleus’ son Achilles, †¨murderous, doomed, that cost the Achaeans countless losses,†¨hurling down to the House of Death so many sturdy souls,†¦show more content†¦Achilles challenges the Greek idea of arà ªte through his pride. People who are seen as heroic in this Greek fashion are those who never back down they fulfill their purpose. Achilles backs down and goes against what a real Greek hero may do. The almighty Achilles is a tremendous warrior however he is also seen as being self-conscious, he lacks integrity to his pride. Achilles is part of a raid on a Trojan allied town. He captures a woman named Briseis and Agamemnon, the army commander, captures Chryseis. After a plague on the Achaeans caused by the capturing of Chryseis, Agamemnon returns her and in return demands Briseis. Achilles becomes very upset and acts on his pride. He threatens to leave the army and not join in battle. Achilles decides to make a speech making his decision on going to battle. Before doing so he makes sure that it is known he is not making a decision just because of his business with Agamemnon. He says â€Å"Mother tells me,†¨ the immortal goddess Thetis with her glistening feet, †¨that two fates bear me on to the day of death.†¨If I hold out here and I lay siege to Troy,†¨my journey home is gone, but my glory never dies.†¨ If I voyage back to the fatherland I love,†¨ my pride, my glory dies.† (Bk. 9, lns, 498-505) Achilles has a lot to weigh out he has issues with Agamemnon and has his future foreseen. The decision he has to make is truly between life and glory. This is his true test of his arà ªte. He isShow MoreRelated Essay on Achilles as the Hero of Homer’s Iliad1592 Words   |  7 PagesAchilles as the Hero of Homer’s Iliad      Ã‚  Ã‚   When Homer lived, the stature of a hero was measured by the yardstick of fighting ability. In Homers Iliad, the character of Achilles represents the epitome of the Greek heroic code. Only Achilles fights for pure heroics, while the characters of Diomedes and Hector provide good contrasts. 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Contemporary Issues in Education

Question: Discuss about the Contemporary Issues in Education. Answer: Introduction Among different types of contemporary issues of education, globalisation is one of the most important issues (Ritzer Dean, 2015). In this essay, I have analysed two different concepts of globalisation and their impact on my educational and professional career. At last, I have provided my own professional and cultural perspectives of globalisation. Main body Cultural flows and disjuncture The complexity of contemporary global economy must do with certain basic disjuncture between culture, economy and politics that we have hardly started to theorise. A basic framework to explore such disjuncture is to focus on the connection among five dimensions related to global cultural flow. The five dimensions include mediascapes, ethoscapes, finanscapes, technoscapes and ideoscapes (idosi.org, 2016). Information ageor shifting scapes Ethnoscapes include the group of persons (refugees, tourists, immigrants and so on), who comprise the shifting world. It refers to the migration of individuals belong to different cultures and borders, presenting the worlds and its various societies as mobile and fluid instead of stagnant (worldhistory.pitt.edu, 2016). Due to globalisation, commodification of education is palpable since the primary school to higher level of education. It affects the students and as well as their parents (unesco.org, 2016). Hence, my parents and me are also affected by this. As an Arabian woman, I had to face several difficulties due to the commodification of education. It creates a social pressure if somebody wants to admit his child in an excellent school. Stromquist Monkman (2014) stated that, due to the ethnoscapes people have becomes more inclined to admit their children in a good English-medium school so that they do not lag behind in the era of aggressive competition related to education and profession. This education process was not actually beneficial for me and other students. Being a teacher, I have analysed that globalisation also affect the proficiency of teachers also. This is because the teachers of the contemporary schools have to work under huge pressure in terms of maintaining the position of the school in the league table in order to sustain the economic support come from the government. The competition is increasing rapidly for achieving targets, increasing the per-capita funding, working together for formulating local finance of student worth. Here, schools only compete for recruiting those can contribute to the improvement of the schools by funding. Hence, I feel this is not a proper education system as it creates huge pressure on students, teachers and their families. However, as Arab has huge distance between its cities; hence, e learning is of greater value, especially for girls that has been possible for globalisation. However, it increases the inequality between the students belong to rich and poor families. As a teacher, I feel that all the students must get equal education so that the income equality can be deceased actively. Conclusion In conclusion, it can be said that globalisation has affected the education system and different professions in both the ways positively and negatively. However, it is crucial to transform the negative sides of globalisation into positive sides for increasing its benefits toward the greater society. Reference list unesco.org (2016). Retrieved 19 August 2016, from https://portal.unesco.org/education/en/files/54995/11970413755Final_Report_Rabat_2007_ENG_.pdf/Final_Report_Rabat_2007_ENG_.pdf idosi.org (2016). Retrieved 19 August 2016, from https://idosi.org/wjihc/wjihc1(1)11/6.pdf Ritzer, G., Dean, P. (2015).Globalization: A basic text. John Wiley Sons. Stromquist, N. P., Monkman, K. (Eds.). (2014).Globalization and education: Integration and contestation across cultures. RL Education. worldhistory.pitt.edu (2016). Retrieved 19 August 2016, from https://www.worldhistory.pitt.edu/DissWorkshop2011/documents/Appadurai.pdf