The Life Of George Washington Essays - , Term Papers

The Life Of George Washington Flexner, James Thomas. George Washington. Little. 1967 George Wahington George Washington was one of the founding fathers of the United States of America. He served as commander-in-chief of the Continental army during the Revolutionary War, and later served as the first president of the United States. His thoughts and ideas helped mold the United States into the great country that it is today. George Washington was born on February 22, 1732 in Westmoreland County, Virginia. He was the eldest son of Augustine Washington and Mary Ball Washington. He received no formal education, but he read geography, military history, agriculture, deportment, and composition. Washington later developed a powerful and convincing style of speech and writing. He enjoyed sports and social occasions, and he later became a surveyor for landowners on the Virginia frontier. George Washington was elected president of the United States in 1789, and in New York City on April 30, 1789, he took the oath of office as President of the United States at age 57. He was extremely influential in the initial operation of the new government. After the ballot he wrote, My movements to the chair of government will be accompanied by feeling not unlike those of a culprit, who is going to the place of his execution. Washington's task was to organize a government but also create a role for the highest officer of the new nation. Both tasks earned him enemies. One of Washington's first duties of office was establishing a cabinet. He appointed Alexander Hamilton secretary of treasury and Thomas Jefferson secretary of state. Washington allowed Jefferson to pursue a policy of seeking trade with European nations. Hamilton proposed important ideas such as a funded national debt and the creation of the Bank of the United States. The first United States census was taken in 1790 which showed the population to be four million. He created departments within the government, each with different jobs. The government issued money that was good in all states. President Washington also helped plan a new capital for the nation that was named Washington in his honor. Also, Vermont and Kentucky were added as states in 1791 and 1792 respectively. George Washington reluctantly agreed to serve a second term as president, even though he wanted to go home to Mount Vernon. An outbreak of war in Europe plagued Thomas Jefferson's foreign policy design. Alexander Hamilton formed a pro-British foreign policy during Washington's second administration. Jay's Treaty of 1795 settled outstanding American differences with Great Britain. This treaty was extremely controversial, although the treaty was passed by a narrow margin in both the Senate and the House of Representatives. The Whiskey Rebellion in western Pennsylvania against a federal excise tax was his critical domestic challenge. He himself rode partway to the field at the head of the militia that was raised to put down the rebellion. Washington reorganized his cabinet in 1795, and Tennessee became a state in 1796. He was asked to return for another term as President, but he declined. Washington carefully planned a farewell speech to mark the end of his presidency, and issued his farewell speech on September 7, 1796. He was succeeded by his vice-president, John Adams the following March 4. He then retired to Mount Vernon, where he died two years later on December 14, 1799 at the age of 67. George Washington remains one of the most important figures in the history of the United States of America. Washington's accomplishments are and will continue to serve as precedents for future Presidents. I feel that his two terms in office as the President of the United States were the most important periods in the history our country. He shaped the government that we live under today, and if not for him, our government might be completely different.

Americas Growing Pains essays

Americas Growing Pains essays Americas first two presidents, George Washington and John Adams, both resolutely adhered to the idea that America should endeavor to stay out of war at all times, and did everything in their power to evade declaring and entering into war. Throughout their reigns, war was ubiquitous in Europe, and many countries (especially Britain and France) made numerous attempts to obtain and secure Americas support. Washington and Adams both believed that America should not side with any foreign country during times of war making the fundamental purport of Americas first foreign policy the elusion of war at all costs. This policy was manifested throughout Washington and Adams involvement in, and reactions to the following affairs: the Citizen Genet controversy, the One of Washingtons initial attempts to pursue this policy was his counteraction to the Genet Affair. In 1793, George Washington proclaimed neutrality, thus declaring America an uninvolved, nonpartisan country in times of war. Simultaneously, Edmond Charles Genet was sent to the United States as a special representative from France to implore support in the French Revolution. Genet had previously resolved that the proclamation of neutrality was a harmless little pleasantry designed to throw dust in the eyes of the British. Commencing in Charleston, South Carolina, Genet traveled throughout the United States presenting his credentials. In addition to his quest for support, he began to license American vessels to operate as privateers against British shipping and to grant French military commissions to a number of Americans in order to prepare expeditions against Spanish and British territorial claims in North America. These two actions were in direct defilement of American law. Washington demanded that he cease his unlawful actions, but Genet continued to commission privateers because he enti...

Forgotten Wars; Operation Blue Star Essay Example | Topics and Well Written Essays - 3500 words

Forgotten Wars; Operation Blue Star - Essay Example Large scale protests by the Sikh community all over the world followed. On 31st October 1984, Mrs. Indira Gandhi, the then Prime Minister of India was assassinated by her own Sikh bodyguards. Frenzied mobs attacked the Sikh Community in Delhi and some other northern states and more than 8000 Sikhs lost their lives. The operation blue star and the Sikh massacre following Mrs. Indira Gandhi’s assassination have left indelible scars on the psych of the Sikh community. Though the incidents are fresh in the Sikh minds they are totally forgotten by the authorities who are responsible for punishing the culprits and upholding justice. The Sikhs are left to wonder whether are part of India at all. Altogether, the event ‘Operation Blue Star’ has been overlooked or under-studied within war studies. It is relevant to trace the historical background of the Sikh race, their struggles and the events leading up to their current plight. History has not been kind to the Sikh community. They always had to fight for their survival. In 17th and 18th centuries they had to fight many wars, mostly with the Moghul army. According a website data, more than 20,000 Sikhs were massacred by Afghan invader, Ahmed Shah’s soldiers on 5th of February 1762. Sikhs call this incident ‘Wadda Ghalughara’, which means ‘the great holocaust’ (All About Sikhs). Their ten Gurus guided them and led them in theses wars. The Sikhs have always been enthralled by the sacrifice, courage valour and dignity of their Gurus. During the years 1845 to 1846, the British troops defeated the Sikh army and took control of the state. The British rightly judged that the Sikh were like wounded lions and would not take it lying low. So they adopted a strategy of pacification. They allowed the Sikhs to practice their religion freely. They recruited Sikhs into the British army allowing them to retain all the

Role of Nuclear Medicine in the Field of Gastrointestinal Diseases Essay

Role of Nuclear Medicine in the Field of Gastrointestinal Diseases - Essay Example Through imaging the physician can advice the patients with such diseases the cure and treatment. With the help of Nuclear Medicine Imaging, the imaging of IBD may be performed with In-111Leukocytes and Tc-99m Leukocytes. Nuclear Imaging can assess the conditions and situation of the gastrointestinal tract of the patient. With detailed observation the physician can advice the patients on what medicine to take to cure the said disease. Medicine is the science and art concerned with treating diseases so with preservation of one's health. It is a branch of healing art that deals with restoration of life and curing diseases by administration of drugs. Medicine is a very wide subject but it all includes all the sciences that are under the healing art and all varieties of curative treatment. Not only is it all about treating but also about preventive and the discussion of causation (Universal Encyclopedia, 1993). The development and classification of medical science have proceeded by gradual steps from very early times. The year 1543 marks an important point in the development of modern medicine. It was Andreas Versalius who published De Humani Corposis Fabrica (The Fabric of Human Body) in that year. It was a first great achievement for in that book the real structure of human body was revealed. Versalius undermined the widespread of reverence for authority in science and prepared a way for independent observation in anatomy and medicine. After that achievement there was a lot of upgrades in the field of medicine. The works and achievement of Pasteur in the field of Microbiology, Mendel in the field Genetics, and Darwin in Evolutionary Biology has greatly influenced and advanced the field of Medicine. As Medicine has been developing into more knowledge about the art of healing researches and more studies have been done. Among to its advancements are the discovery of tissue grafting. Transplants of organs are now possible and have saved many lives already. Born with the improvement in the field of Medicine is Nuclear Medicine. This field of Medicine is a science of healing that uses radiation to provide or give information about the person's anatomy and the functioning activity of the specific organs. With the information given to the physician, the doctor can provide and recommend proper diagnosis and treatment. Examples of conditions that can be checked with this field are cancer, heart diseases, thyroid disorders, bone disorders and gastrointestinal diseases (Nuclear Imaging, 2006). This field of Medicine is actually a sect specialty with in the field of radiology. The diagnostic examination that results from the images of body anatomy and functionality is comprised in this field. Nuclear medicine is a subspecialty within the field of radiology. The images are developed based on the detection of energy emitted from a radioactive substance given to the patient, either intravenously or by mouth. Generally, radiation to the patient is similar to that resulting from standard x-ray examinations (Nuclear Medicine, 2006). The substances used in this kind of practice are radio nuclides (radiopharmaceuticals). During examinations the radioactive substances are administered to the patience and the radiation emitted is then measured. Mostly of these examinations involves the formation of an image using a gamma camera. Nuclear medicine can

Explain the Buddhist concept of nirvana. What is its connection to Assignment

Explain the Buddhist concept of nirvana. What is its connection to Anatman - Assignment Example That is why many Western theologians criticized Buddhism for being a pessimistic and nihilistic religion. Though the notion or concept of Nirvana exists in multiple Eastern traditions, yet the Sanskrit term Nirvana is intimately associated with Buddhism. In Pali it is known as Nibbana (Hawkins 117). Nirvana is the eventual goal of pursuing the Buddhist way of life in most of the Buddhist traditions. Since it is a Sanskrit word, in a literal sense Nirvana means extinguishing or getting extinguished. In a thematic context it means the way to the cessation of suffering owing to the extinguishing of the three poisons of ignorance, hatred and desire, which eventually leads to the cessation of rebirth and suffering. Nirvana as per Buddhism leads to the final settlement of all karmic debts of an individual. The thing that needs to be understood is that as per Buddhism, Nirvana no way means a final annihilation or merging with some higher Brahman. Rather it means passing into a superior state of consciousness, of which there is no parallel that could be mentioned. His holiness the Dalai Lama defines Nirvana as â€Å"a state of freedom from a cyclical existence or Samsara (Lama 84).† It is an eventual unhinging of the state of mind from an array of defilements pervading the Samsara. It frees an individual from the effects and counter-effects of Karma and eventually liberates an individual from the never ending cycle of life and death. The concept of Nirvana is intimately related to the Buddhist notion of Anatman. As per Buddhism there are five Skandhas or states of existence that are forms, sensations, perceptions, mental formations and consciousness (Hawkins 118). Thereby, according to Buddhism individuals are devoid of any self possessing self and this doctrine of no-self is referred to as anatta or Anatman (Hawkins 42). The individual self or what is known as ego is a

Coaching Theoretical Principles And Models Physical Education Essay

Coaching Theoretical Principles And Models Physical Education Essay Coaching is a multi-disciplinary science, enabling the production of a strategy to enhance performance effectively by co-ordinating fundamental features. The coach is required to develop an athletes physical/technical/tactical skills. They should be able to enhance an individuals psychological/theoretical knowledge/ of a particular sport. As suggested by Bompa(1994), the optimisation of these factors is important to an athletes readiness for competition. The coach should treat each individual athlete as unique and plan training accordingly. As confirmed by Russhall(1985), the principle of training is one of seven principles of coaching. Additionally, Cross(1999), suggests individualisation is a vital component of the coaching process. The majority of coaches would consider individual athletes in their charge to be unique. Savage et al(1981) produced research data that highlighted all athletes are physiologically unique. As suggested by RushellPike(1990);Cross(1999) they will have dif ferent physiological characteristics, psychological traits and social lifestyles. The findings of McGowan et al(1990) concludes that some individualisation occurred in the training of the 1984 united states volleyball team, indicating once again the importance of identifying these traits in coaching. Therefore, coaches will obviously have to accommodate the differing needs of individual athletes, operating within a variety of environments and encountering constraints such as numerous athletes at any one time. Subsequently, these constraints may affect the overall efficacy of the coaching. As supported by Lyle(1997), each coaching process is unique for a number of reasons, an athletes differing aspirations, capabilities, personal circumstances, resources, organisational/occupational conditions within which the coach operates. As a result of various coaching demands, coaches should be able to apply numerous strategies to deal with varying situations, applying relevant experience. This aspect has been studied by Cox Noble(1989);Gould,Gianni,KraneHodge(1990), in order to obtain a clearer understanding of coaching demands, investigators have requested information from coaches about their attitudes towards coaching/adequacy of educational background/needs. In general, the studies suggest coaches face changing demands and that their educational capabilities are not clearly defined. Further studies, as suggested by Gould,Hodge,PetersonGianni(1989);Weinberg,GroveJackson(1992), identified that mental strength, positive attitude, motivation and concentration were the most important attributes needing to be addressed by coaches in order to develop an individual athletes overall skills/success. Coaching can be defined as a beneficial factor to improve competitive sports performance via a detailed planned programme of preparation/competition, Lyle (1999). This aspect, needs input from a variety of specialists in order to maintain effective coaching behaviour contributions, an athletes development may also need to be monitored. Dependent on the requirements of a particular sport, these areas may include technique/skill learning. Other factors to be considered are physiology, psychology, theoretical knowledge of a particular sport, lifestyle management to include time-management/tactics. Coaches will also be required to address the difference between the varying factors, which include the type of sport i.e. team/individual, age/gender, as some female athletes may be susceptible to certain traits such as eating disorders. There are other relevant principles for the coach to consider, some of which may be in depth. These include issues such as law, ethics, mentoring techniques, communication, detraining, injuries/overtraining and environmental safety in which the athletes perform. As suggested by Sherman Sands(1996), the principle consequence requests coaches to deliberate the potential findings, for example injury, may occur following immense training programmes. Smith,SmollHunt(1977) utilised The Coaching Behaviour Assessment (CBAS) to undertake studies to examine the impact a coachs influence may have psychologically on youngsters through sport. Subsequently, studies using this technique or an adapted version do according to AllenHowe(1998);BlackWeiss (1992) illustrates coaching behaviours do have significant influence on an athletes psychological profile. They clearly affect self-esteem, capabilities and overall fulfilment. In relation to data obtained for the CBAS, SmollSmith(1984;1989), a proposed model to study coaching behaviours in youth sport was developed. The model actually specifies in addition to the individual coach, athlete/environment that coach behaviour is influenced by player perception/recall and the ability of the coach to evaluate reactions. Furthermore, observations of a players attitude/mood state is particularly important. Subsequently, leadership style is an important factor as it enhances an individual athletes confidence and creates a quality social environment in which to learn. If a coach is able to provide effective social support for an athlete it illustrates that there is a good understanding of resources available to assist with various demands in competitive sport. If handled correctly these problems can be addressed through team building/education. Consequently, coaches will need to be flexible in order to influence an athletes perception of control. If for example, a coach adopts a collaborative style and uses it effectively, one would be able to develop confidence to achieve shared goals, helping to provide contingent reinforcement and informative feedback. The introduction of the Multidimensional Model of Leadership, Chellandurai (1984;1993) implemented a large quantity of coaching effectiveness studies. The main component of this model identifies three types of behaviour in coaches, those preferred by athletes, actual/required behaviour. These are influenced by three precedent variables, the characteristics of the coach/athletes, together with the actual situation. Subsequently, The Leadership Scale for Sport(LSS) was developed by ChellanduraiSaleh(1980) to test the specified relationship in the multidimensional model and whether it is applicable in predicating leadership effectiveness in sport. This method has been utilised extensively in sport to assess the influence of gender, age, or personality on preferred/perceived leadership. Age is key factor when planning, as it has a tremendous bearing on optimal training loads. As suggested by Hagger(1999), it is critical that coaches recognise that biological age is more relevant when pla nning training loads than chronological age. According to RushallPike (1990), athletes may respond differently to the physical environment, therefore, coaches must be able to modify training programmes to suit an individual athletes tolerance. However, as suggested by Fairs(1987), this model also has limitations that accompany a model for coaching. Lyle(1999),also suggests that difficulties may occur in a model of this type when put into practice, as its assumptions may not match existing parameters. Therefore, Cote et al(1995) devised a model of coaching with the advantage of empirical based research. This model does have similarities to the multidimensional model in that it recognises both personal characteristics and contextual factors of the coach/athlete. However, Cote et al(1995) developed this model further by adding a group of central components to include competition, training/organisation. Furthermore, a lack of theoretical structures outlining the key variables affecting the work of coaches has been identified as a critical issue lacking research. The theoretical structures proposed by SmollSmith(1984;1989);Chelladurai(1984;1993) Cote,Salmela,Trudel et al(1995) share common variables. However, they do not provide a complete account of all points affecting the coaching process. Thomas (1992) suggests by providing an account of the most important issues in the coaching process, identifying a base for establishing a general theory of coaching is achievable. In order to accomplish this goal a more comprehensive framework is required, therefore, the Coaching Model(CM) is utilised. The CM is able to recognise theoretical knowledge of coaching and incorporates six components, namely competition, organisation, training, coaches/athletes personal characteristics/ background. A cognitive approach in organising these components and their actual relationship is used to describe h ow coaches proceed to obtain their objectives of an athletes development. In general, a coach should be able to evaluate their own personal attributes and the individual athletes characteristics to establish an estimation of an athletes potential. This mental model can then be used as a tool to illustrate what types of knowledge/behaviours are essential for competition, organisation skills and training regimes. Identifying objectives can be assisted by the use of The Objectives Model, Fairs(1987), with the use of a simplistic five-step objectives model of coaching, to include the collection of data, diagnosis, planning, execution and evaluation. The fourth step, execution, is important as this provides the plan of action and at this stage the coach needs to be acquainted with the athletes overall ability. The final step, evaluation is another key point, this being when the coach needs to critically appraise the effectiveness of the coaching by assessing whether the set objectives were actually achieved. This method is founded on the understanding of the coaching process being orderly and based on a problem solving approach. If for example, the plan of action is unsuccessful, any problems need to be identified through reassessment and a revised plan prepared, as situations are currently changing. Therefore, this model is a useful tool for the education/training of coaches. Fairs(1987) suggests that a major role of the coach is to be able to recognise and solve an athletes problems and establish a scientific foundation for the method to assist in coaching, attaining a status as an independent profession. However, although simplistic in nature it does have some disadvantages, being a little limited, as suggested by Lyle(1999), this model fails to consider long-term planning, complexity o f performance and interpersonal nature of coaching relationship. Individuals drive the coaching process. Fairs(1987) suggests the method fails to appreciate the inconsistencies within this predictive model. Obviously, it is difficult for a coach to mentally maintain an athletes potential in their mind but they should be able to retain a mental representation of an athlete, images or assumptions. These models enable the coach to interact with the athlete to determine what course of action to undertake and how to behave with a particular athlete. They may consist of generalisations or complex theories. Therefore, two coaches with different mental models working with similar athletes may be able to identify various details and this information will help provide effective coaching, as they look at each situation differently. As suggested by Dishman(1983) sport psychology may suffer from an identity crisis. However, it is a noted tool to provide athletes/coaches with the required mental skills to manage the demands within training/competition, helping them to reach their full potential. FeltzKontos(2002) describes sport psychology as the study of peoples behaviour/thoughts in a sporting context. The model of Cote et al(1995) is a valuable example in this respect, as it is derived from empirical data. Within this model the prioritising of the coaching process components is important and it is evident there are significant limitations in the degree to which teaching paradigm conceptualisations of coaching adequately represent its complexity. The distinction between core/peripheral process fundamentals is similar to the distinction between direct/support intervention/ constraints management. However, the most interesting contribution is the centralisation in the model of the coaches mental mode of athlete potential. Whereas, Franks(1986), set out to propose a means of assessing the effectiveness of coaching. Although, again the focus being on direct intervention, providing the model with an episodic importance centred on skill development. One key issue of this model is the recognition of performance criteria and its use to regulate progression. Vital issues, such as performanc e are identified in a quantitative fashion both in training/competition, training being focused around incremental/differential improvements over time. With the use of continuous evaluation it is suggestive that this model would be most suited to league sports, where there is a regular cycle of preparation/competition, and performance is complex and not vulnerable to complete measurement. Therefore, the objective for a coach is to understand the value of psychological knowledge and provide theoretical context for application within a particular sport. They should be able to offer an athlete with a sense of control in an environment that promotes personal perceptions of competence and the opportunity to set goals and judge performance against realistic objectives. Coaches should allow athletes to gain confidence by achievement/personal management, together with social interaction. They should attempt to manage anxiety at an environmental/organisational level. Coaches should perhaps try to incorporate an element of fun into their training regimes. As suggested by GilbertTrudel(2004), fun is considered a key component, however, if an athlete displays any unacceptable behaviour they would undoubtedly be disciplined. Lifestyle variations will affect athletes, and coaches will need to take into account underlying stress problems. Anxiety can change in intensity/frequency and may be detrimental to performance. As stated by Hanton et al(2004);Thomas et al(2004), findings suggest that athletes can alter the way they view their mental status during lead-up to performance. Therefore, coaches need to identify and address this problem by integrating psychological skills such as goal-setting/cognitive restructuring seven days pre-competition. A positive motivational climate is another key factor in sports coaching. It refers to personality traits, social variables and is fundamental in competition. As suggested by Kingston et al(2006), the personal drive that leads individuals to innate, direct and sustain human behaviour. It can be viewed from various points, self-determination theory, DeciRyan(1985) and achievement goal theory Nicholls(1989). Both of these theories emphasise how an individual perceives certain social factors and apply themselves, both physically and quantitatively to an activity. The self-determination theory is based on the fact that individuals have a tendency towards psychological development. As suggested by DeciRyan(1985), three universal psychological needs are fundamental to motivation and mental well-being. The achievement goal theory has become one of the most popular approaches when researching motivation in sports coaching. According to Nicholls(1989) an individuals perceived competence is central to determining motivation when partaking in a coaching exercise. Confidence in sport is important too, and two approaches are relevant to the coaching process, self-efficacy Bandura(1977) and sport-confidence, Vealey,(1986;2001). Banduras(1977), self-efficacy theory is concerned with an athletes perceived ability to perform specific sports skills at a given time. This theory indicates that self-efficacy will predict performance if the athlete feels appropriate skill levels/incentives are present, thereby making it a good indicator in the coaching process. As there are obvious limitations to this theory, Vealey(1986) proposed a sport specific model of confidence. This model indicates that self-regulation;achievement and social climate are true predictors of performance through their impact on effect, behaviour and cognition. It also takes into account the indirect influence of gender, age and personality together with social and organisational factors of the development and maintance of sporting-confidence. As suggested by Vealey(2001), self-regulation is the management of ones behaviours, thoughts and feelings provide a further domain, which the coach can use to strive to foster performers confidence. Coaches should also be able to identify/analyse an athletes personality traits and work capability to find their optimum tolerance effort according to Bompa(1999). This evidence should help assist the coach in the decision making process in regards to relevant training loads. However, it should be considered that there is a limit to the physiological, anatomical development that can be achieved through training. This is confirmed by Costill et al(1992), in which suggests this is a factor probably determined by genetics. Obviously, athletes may have varying abilities with regards to strength, endurance, co-ordination and timing as a consequence of genetic/physiological development, which will play an important role the planning of coaching. In conclusion, when a coach is planning an optimal training programme individualisation is a key concept to be considered. As discussed, athletes are unique both physiological/psychologically, are able to tolerate varying environments and training regimes, together with competition goals. Therefore, the role of the coach is to direct, manage and apply relevant theories in order for them and athletes under their control to achieve their objectives and reap the rewards of success. As suggested by Fairs(1987), the intention of the model for coaching is to aid the coach in identifying/solving any problems the athlete may have whilst creating a scientific foundation in support of future research and the overall profession. The coaching process ought to be able to embrace the coach, athlete, form and nurture a good working relationship between them. To accomplish this, the coach needs to identify/enhance an athletes goals, aspirations and physical/mental abilities and apply them correctly taking into account the working environment. Once this is completed, the required intervention programme to include coordination and integration can be implemented by the coach in order to regulate progression, enhance overall performance and achieve set goals. The role of the coach, as suggested by Franks(1986), is a planner and manager of direct intervention.

Egyptian Jewerly and Makeup :: essays research papers

Egyptian Jewelry and Makeup   Ã‚  Ã‚  Ã‚  Ã‚  Everyday in the Egyptian way of life, both men and women would adorn themselves with beautiful jewelry and makeup. Wearing these pieces of jewelry and makeup was part of their everyday life.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone, man or woman, Egypt wore more type of jewelry. What kind of jewelry they wore was usually dependent on how wealthy they were. The rich wore fine jewelry made from gold, silver, or electrum inlaid with precious stones. The less wealthy wore jewelry that was made of copper or faience, which is made by heating powdered quartz.   Ã‚  Ã‚  Ã‚  Ã‚  Ring and amulets were especially worn to ward off evil spirits and/or injury. Cowrie shells were worn to show the desire of the wearer to have children. They also wore jewelry with the god Heh, which means the god of ‘millions of years’, which symbolizes long life. Younger Egyptians wore charms that resembled beards or side locks of hair to symbolize youth and innocence. Perhaps the most interesting fact about jewelry was that many children wore fish amulets to prevent from downing and accidents in the Nile River.   Ã‚  Ã‚  Ã‚  Ã‚  Jewelry was also a reward to people for outstanding services to the community. The jewelry was hanged out by the king. The king would lean out of windows and drops bracelets or collars to the nobles waiting respectfully below.   Ã‚  Ã‚  Ã‚  Ã‚  The gold that was used to make jewelry in Egyptian times was not scarce like it is in present day. Mines between the Nile River and Red Sea coast yielded large quantities of this precious metal. They also imported precious stones from the Sinai Peninsula and even Afghanistan. The Egyptians, however, had no knowledge of the gemstones and jewels we have today, such as diamonds, emeralds, and rubies.   Ã‚  Ã‚  Ã‚  Ã‚  The Egyptians were big lovers of all beauty and fashion. They were such lovers of beauty that some of their names were based on the word ‘nefer’, which means beautiful. Examples of such were Nefert, Nefertiti, and Nefertari. The goddess associated with adornment was â€Å"Hathor the Golden†, who is seen as the ideal of beauty in love and poetry of the time.   Ã‚  Ã‚  Ã‚  Ã‚  Both Egyptian men and women wore makeup, such as eye paint. For their eye paint and eye shadow they used a mineral called Kohl. Apart from making their eyes look brighter, and larger, Kohl was once believed to have the value as a protection against eye disease. Its blackness also controls the sun’s glare in the desert.