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COLONIAL EXPERIENCES IN CHESAPEAKE AND NEW ENGLAND
COLONIAL EXPERIENCES IN CHESAPEAKE AND NEW ENGLAND
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Colonial Experiences in Chesapeake and New England
Even though Chesapeake and New England had many similarities, their differences were also astonishing in the face of how their response to the conditions in the environment. The colonial experiences are different in different aspects but also similar in others and therefore varied. Chesapeake colonies included Maryland, Pennsylvania, Virginia, west, and east new jersey, while new England colonies included Rhode island, new haven, Massachusetts bay colony, Connecticut, and Plymouth.. These two groups of colonies began almost at the same time. However, they began for different reasons, which pushed each other further away in terms of the quality of life each of the groups on each side lived. This paper, therefore, discusses the colonial experiences in the Chesapeake and New England islands with a focus on education, purposes of establishment, economy, religion, and life expectancy.
The two different areas where England’s colonization was established for different reasons shaped the experiences each of the two sides got. The puritans mainly settled in the New England area; therefore, the settlement on the land was mainly driven by religious reasons. On the other hand, those who settled on the Chesapeake islands did so for economic purposes. Their form of practice was purely capitalistic. They desired to bring wealth from the colonies to the motherland in England. Therefore focusing on these two different reasons for the establishment, it is clear that the experiences in the two colonies were different. Those in the Chesapeake islands worked more and were more productive, while those who settled for religious purposes were not very productive. Religion in the two colonies also played an important role. This is because most of the Protestants at that time left England to go in search of peace. Therefore these two areas, even though they shared a religion whereby Protestantism was the majority they had no balance since the Chesapeake was not so much concentrated on religion as new Englanders were.
Education was another essential aspect that made the experiences of the two colonial territories challenging to balance. Education in New England was much more than it was in the Chesapeake islands. The difference was almost a 100-year difference in their education levels and which was very difficult to cover. In New England, there were policies like any village with 15 families was to build an elementary school while any town with 100 or more families was to build an advanced middle school. On the other hand, Chesapeake Island had no such rules and, therefore, the education level and quality difference. Therefore the northern part whereby the new Englanders had settled had a higher education than it was for the southerners.
The economy was another defining feature that differentiated these two areas. The southern part of the Chesapeake was mainly focused on the economy and making life better. However, the other part, which is the northern part, was focused on religion, and economic was the least of their concerns. There were distinct social classes in the northern part where the upper and lower classes were utterly distinct. This brought about inequality since the rich made the poor suffer and took away their property, leading to the bacon’s rebellion. The northern side was not so much into the economy; therefore, as long as they had their basic needs satisfied, they did not wish to involve themselves in so much. Most of the individuals in New England were Puritans, and their main focus was religion and education..
Life expectancy in New England was much far higher than life expectancy in Chesapeake. In New England, life expectancy was around 80 years. On the other hand, life expectancy in Chesapeake for men was 43 years, while the life expectancy for women was between 35 and 38 years. This was because the area of the Chesapeake Bay islands was in severe climatic condition. The land chose to build on and cultivate was not wisely chosen; therefore, those who settled there ended up suffering. The water was not clean, and there were a lot of mosquitoes. In New England, the climate was favorable, and the people who settled there were more concerned about each other’s welfare and health than on the Chesapeake Bay islands. This, therefore, explains the difference in life expectancy between the two areas..
In conclusion, the individuals who settled on Chesapeake bay islands were focused on the economy and making the best use of the area, and having as much wealth as possible taken to England. However, new England settlers were focused on finding a good place to practice their religion, and they focused more on education. They were also more communal and social than those who settled in Chesapeake, which is displayed in the life expectancy differences between the two. Therefore colonial experiences were better for the new England settlers as compared to the Chesapeake settlers.
Colon Versus Semicolon
Colon Versus Semicolon
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Colon Versus Semicolon
Most common errors when using semicolons and colons include:
Using a semicolon between two independent clauses.
Wrong: After visiting the orphanage, the charity group donated valuable items; they donated food, clothes, and stationery.
Right: After visiting the orphanage, the charity group donated valuable items: they donated food, clothes, and stationery.
Explanation: The rule I applied in revising my work is that a colon is utilized between independent clauses in cases where the second clause explains, summarizes, or provides an example for the first clause. In the example shared above, the second clause explains the first clause; thus, the two clauses should have been separated using a colon, not a semicolon.
Using a colon to introduce a list of items.
Wrong: When I went to the market I bought: oranges, bananas, pineapples, and apples.
Right: When I went to the market, I bought four different types of fruits: oranges, bananas, pineapples, and apples.
Explanation: The rule that I used to revise my work is that a clause that precedes a colon should be an independent clause. According to this rule, a colon cannot be utilized to separate parts of speech that go together. Since, in the example above, I was introducing a list, I should have made the first clause an independent clause.
Introducing quotations with a semicolon after an independent clause.
Wrong: Emily said: “You are the coolest living creature I have met.”
Right: Emily complimented me in a statement: “You are the coolest living creature I have met.”
Explanation: The rule I used to revise my work is that a colon is used to introduce quotations following an independent clause and not a semicolon. In the above example, the first clause is an independent one thus, quotations following this clause should be introduced using a colon.
Collegiate athletics are just as competitive as professional athletics.
Collegiate athletics are just as competitive as professional athletics. Tailor-made training programs are necessary for athletes as they help reduce incidences of injury and improve performance. An effective warm-up protocol is essential in an effective training program. Warm-up exercises prepare an athlete’s cardiovascular and skeletomuscular system for the strain caused by vigorous training and competition.
Long jump athletes require strength, agility, power, and speed to jump as far as possible from the takeoff point. An effective warm-up protocol for long-jump athletes involves exercises such as heel kicks, high knee skips, and sprint drills. To increase the intensity of these exercises, the long jump athlete needs to perform these exercises while wearing weighted vests of 1kg. The first movement in the warm-up protocol is heel kicks. This movement involves rapidly kicking one’s heels towards their buttocks while bending both elbows at ninety degrees. Heel kicks are explosive exercises that work on the hamstring muscles, the glutes, the core muscles, arms, and back. The athlete should do a five-minute set of 10 heel kicks at 30-second intervals. The exercise is done for 30-seconds, and the athlete rests for 30-seconds.
The following exercise is high knee skips. This exercise involves skipping in place while bringing the knees towards the chest. This exercise boosts lower body strength and endurance by targeting the quads, calves, glutes, hip flexors, and hamstrings. The exercise requires one to keep their arms close to the body while bending the elbows at 90 degrees to maintain balance and control over body movement. This movement keeps one’s heart rate up while improving cardiovascular endurance. An athlete should do this exercise at 30-second intervals for five minutes. Sprint drills involve running at top speeds over short distances. Sprints are total-body exercises that work both the upper body muscles and lower body muscles. The exercise primarily targets the quads and works the shoulders, abs, hamstrings, glutes, and hip flexors. The athlete should sprint distances of 100 meters for 10 minutes. The recovery time between each sprint should be 2 minutes.
The exercises highlighted above target upper-body and lower-body muscles. These exercises also help the athlete build endurance, speed, agility, and power. As the exercises work all muscles in the body, they reduce the likelihood of injury while improving performance.