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Discover through Philipppine literature the need to work cooperatively and responsibly in todayâs global village
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EN7LT-IV-h-6: Discover through Philippine literature the need to work cooperatively and responsibly in today's global villageWHAT IS SCIENCE? - is a way in which answers related to NATURAL events are proposed. - a way in which people can learn and UNDERSTAND events in the NATURAL WORLD - based on OBSERVABLE EVENTS - a study of the NATURAL WORLD - a method of DISCOVERY and UNDERSTANDING by using a PROBLEM-SOLVING process called the?? - A systematic body of knowledge based on observation and experimentation. FOUR COMMON CHARACTERISTICS OF SCIENCE: 1. It focuses on the NATURAL WORLD. 2. Goes through experiment. 3. Relies on evidence. 4. Passes through the scientific community. WHAT IS TECHNOLOGY? Brian Arthur (2009) defined technology as: 1. a means to fulfill a human purpose 2. assemblage of practices and components 3. a collection of devices and engineering practices available to a culture. SOCIETY ST (Science Technology) would not exist without society. WHAT IS STS? Science and Technology and Society (STS) is the study of how society, politics and culture affect scientific research and technological innovation and how these, in turn affects society, politics and culture. EVENTS IN THE HISTORY OF SCIENCE AND TECHNOLOGY THAT TRANSFORMED THE SOCIETY (IN THE WORLD) ANCIENT PERIOD 3500 BC. - 500 AD EUROPE - use of fire by Homo Erectus CA 750,000 - Stone Headed Spears CA 45,000 - Wooden bow and arrow CA 20,000 - The Minoans build palaces in Crete CA 2,000 THE AMERICAS - The Folsom people living on eastern side of the Rocky Mountain developed sophisticated tools CA 8,000. - Pottery is made in South America CA 6,000 - Olmec sculpture carves figurines and giant human heads. CA 1200 ASIA AND OCEANA - Earliest known clay pots are made in Japan CA 11,000. - Bronze is first made in Thailand CA 4000 - A lunar calendar is developed in China CA 2950 - Chinese doctors begin using acupuncture CA 2500 - The Hindu calendar of 360 days was introduced in India CA 1000 AFRICA AND MIDDLE EAST - Homo erectus uses stone tools CA 1000000 - CA 15000 in Africa, bone harpoons are used for fishing. - Clay tokens are used for record keeping in Mesopotamia CA 7500 - Mesopotamian mathematicians discover the Pythagorean Theorem MEDIEVAL PERIOD CA 500 -1500 - Dark ages because few written records and evidences remained - Scholastic tradition was established by Charlemagne - Vertical windmills, spectacles, mechanical clock, water mills, gothic style were invented - Johannes Gutenberg invented the printing press RENAISSANCE PERIOD 14TH â 17TH CENTURY - Rebirth of revival - Printing with movable type allowed Bible, secular books made in large amount - Nicolas Copernicus presented a heliocentric theory - Galileo Galilei invented telescope INDUSTRIAL REVOLUTION 18TH CENTURY - Skilled workers were set aside because of the machines - Iron production, steam engine and textile flourished - Scottish James Watt improved steam engine Robert Fulton (steam boat) - The following were invented: Light bulb, telephone, first steam powered locomotive 19TH CENTURY - Age of machine and tools - Herman Helmholtz (law of conservation of energy) - James Clark Maxwell (light as electro-magnetic wave) - Henry Becquerel (radioactivity) - Marie and Pierre Curie (radium) - Hans Christian Oersted (electric current near the magnet) - Michael Faraday (magnet produces electricity) - Atomic Theory proposed by John Dalton - Electron discovered by JJ. Thomson - Telegraph developed by Samuel Morse 20TH CENTURY - Communication, transportation, military research were developed - Personal computer was created - Intel developed microprocessor - Apple was introduced by Steve Jobs and Steve Wozniak - Internet was created (ARPANET) - Henry Ford's mass production of cars - Artificial Intelligence was invented SCIENCE, TECHNOLOGY AND SOCIETY (PHILIPPINE HISTORY) Stone Age - Archeological findings show that modern man from Asian mainland first came over land on across narrow channels to live in Batangas and Palawan about 48,000 B.C. - Subsequently they formed settlement in Sulu, Davao, Zamboanga, Samar, Negros, Batangas, Laguna, Rizal, Bulacan and Cagayan. Inventions - They made simple tools and weapons of stone flakes and later developed method of sawing and polishing stones around 40,000 B.C. - By around 3,000 B.C. they were producing adzes ornaments of seashells and pottery. Pottery flourished for the next 2,000 years until they imported Chinese porcelain. Soon they learned to produce copper, bronze, iron, and gold metal tools and ornaments. Iron Age - The Iron Age lasted from the third century B.C. to 11th century A.D. During this period Filipinos were engaged in extraction smelting and refining of iron from ores, until the importation of cast iron from Sarawak and later from China. INVENTIONS AND DISCOVERIES - They learn to weave cotton, make glass ornaments, and cultivate lowland rice and dike fields of terraced fields utilizing spring water in mountain regions. - They also learned to build boats for trading purposes. - Spanish chronicles noted refined plank built warships called caracoa suited for interisland trade raids 10TH CENTURY A.D. - Filipinos from the Butuan were trading with Champa (Vietnam) and those from Ma-I (Mindoro) with China as noted in Chinese records containing several references to the Philippines. These archaeological findings indicated that regular trade relations between the Philippines, China and Vietnam had been well established from the 10th century to the 15th century A.D. TRADING - The People of Ma-I and San-Hsu (Palawan) traded bee wax, cotton, pearls, coconut heart mats, tortoise shell and medicinal betel nuts, panie cloth for porcelain, leads fishnets sinker, colored glass beads, iron pots, iron needles and tin. SOME PRESPANISH FILIPINO SCIENCE AND TECHNOLOGY - Curative values of plants extract use as medicine - Alphabet (Alibata) - Counting Methods - Weights - Measuring system (isang gatang) - Calendar based on the periods of moon - Banaue Rice Terraces SPANISH REGIME ďˇ Religion the Catholic Church - The latter part of the 16th Century Development of schools: - Colegio de San Ildefonso-Cebu-1595 - Colegio de San Ignacio-Manila-1595 - Colegio De Nuestra Senora del Rosario-Manila 1597 - Colegio De San Jose-Manila-1601 ďˇ Colegio De San Ildefonso De Cebu - In 1863 the colonial authorities issued a royal degree to reform the existing educational system. In 1871 the school of medicine and pharmacy were opened to UST, after 15 years it had granted the degree Of Licenciado En Medicina to 62 graduates. ďˇ Medicine - Development of hospitals San Juan Lazaro hospital the oldest in the far east was founded in 1578. ďˇ Roads and Bridges Among other Spanish contributions: - Arithmetic - Algebra - Geometry - Trigonometry - Physics - Hydrography - Meteorology - Navigation - Pilotage American Period and Post Commonwealth Era - BUREAU OF GOVERNMENT LABORATORIES (1901) - BUREAU OF SCIENCE (1905) - INSTITUTE OF SCIENCE (1946) RA 2067 OTHERWISE KNOWN AS THE âSCIENCE ACT OF 1958â. - This was enacted to integrate, coordinate, and intensify scientific and technological research and development and to foster invention including allocation of funds and other purposes. NATIONAL RESEARCH COUNCIL WAS ESTABLISHED ON DECEMBER 8, 1933. - Its Mandate (Nrcp) Promotes And Supports Fundamental Or Basic Research For The Continuing Total Improvement Of The Research Capability Of Individual Scientists Or Group Of Scientists; Provides Advice On Problems And Issues Of National Interest; Promotes Scientific And Technological Culture To All Sectors Of Society; And Fosters Linkages With Local And International Scientific Organizations For Enhanced Cooperation In The Development And Sharing Of Information NATIONAL RESEARCH COUNCIL WAS ESTABLISHED IN DECEMBER 8, 1933. - Its Mandate (NRCP) promotes and supports fundamental or basic research for the continuing total improvement of the research capability of individual scientists or group of scientists; provides advice on problems and issues of national interest; promotes scientific and technological culture to all sectors of society; and fosters linkages with local and international scientific organizations for enhanced cooperation in the development and sharing of information. It was during the American Period when Science was inclined towards: - Agriculture - Food Processing - Forestry - Medicine - Pharmacy - NursingEarly society and accomplishments Origins Knowledge of the early prehistory of Southeast Asia has undergone exceptionally rapid change as a result of archaeological discoveries made since the 1960s, although the interpretation of these findings has remained the subject of extensive debate. Nevertheless, it seems clear that the region has been inhabited from the earliest times. Hominid fossil remains date from approximately 1,500,000 years ago and those of Homo sapiens from approximately 40,000 years ago. Furthermore, until about 7000 bce the seas were some 150 feet (50 metres) lower than they are now, and the area west of Makassar Strait consisted of a web of watered plains that sometimes is called Sundaland. These land connections perhaps account for the coherence of early human development observed in the Hoabinhian culture, which lasted from about 13,000 to 5000 or 4000 bce. The stone tools used by hunting and gathering societies across Southeast Asia during this period show a remarkable degree of similarity in design and development. When the sea level rose to approximately its present level about 6000 bce, conditions were created for a more variegated environment and, therefore, for more extensive differentiation in human development. While migration from outside the region may have taken place, it did not do so in a massive or clearly punctuated fashion; local evolutionary processes and the circulation of peoples were far more powerful forces in shaping the regionâs cultural landscape. Technological developments and population expansion Perhaps because of a particular combination of geophysical and climatic factors, early Southeast Asia did not develop uniformly in the direction of increasingly complex societies. Not only have significant hunting and gathering populations continued to exist into the 21st century, but the familiar cultural sequences triggered by such events as the discovery of agriculture or metallurgy do not seem to apply. This is not to say that the technological capabilities of early Southeast Asian peoples were negligible, for sophisticated metalworking (bronze) and agriculture (rice) were being practiced by the end of the 3rd millennium bce in northeastern Thailand and northern Vietnam, and sailing vessels of advanced design and sophisticated navigational skills were spread over a wider area by the same time or earlier. Significantly, these technologies do not appear to have been borrowed from elsewhere but were indigenous and distinctive in character. Austronesian languages Austronesian languagesMajor divisions of the Austronesian languages. These technological changes may partially account for two crucial developments in Southeast Asiaâs later prehistory. The first is the extraordinary seaborne expansion of speakers of Proto-Austronesian languages and their descendants, speakers of Austronesian (or Malayo-Polynesian) languages, which occurred over a period of 5,000 years or more and came to encompass a vast area and to stretch nearly half the circumference of Earth at the Equator. This outward movement of people and culture was evolutionary rather than revolutionary, the result of societal preference for small groups and a tendency of groups to hive off once a certain population size had been reached. It began as early as 4000 bce, when Taiwan was populated from the Asian mainland, and subsequently it continued southward through the northern Philippines (3rd millennium bce), central Indonesia (2nd millennium bce), and western and eastern Indonesia (2nd and 1st millennia bce). From approximately 1000 bce on the expansion continued both eastward into the Pacific, where that immense region was populated in a process continuing to about 1000 ce as voyagers reached the Hawaiian Islands and New Zealand, and westward, where Malay peoples reached and settled the island of Madagascar sometime between 500 and 700 ce, bringing with them (among other things) bananas, which are native to Southeast Asia. Thus, for a considerable period of time, the Southeast Asian region contributed to world cultural history, rather than merely accepting outside influences, as frequently has been suggested. The second development, which began possibly as early as 1000 bce, centred on the production of fine bronze and the fashioning of bronze-and-iron objects, particularly as they have been found at the site in northern Vietnam known as Dong Son. The earliest objects consisted of socketed plowshares and axes, shaft-hole sickles, spearheads, and such small items as fishhooks and personal ornaments. By about 500 bce the Dong Son culture had begun producing the bronze drums for which it is known. The drums are large objects (some weigh more than 150 pounds [70 kg]), and they were produced by the difficult lost-wax casting process and decorated with fine geometric shapes and depictions of animals and humans. This metal industry was not derived from similar industries in China or India. Rather, the Dong Son period offers one of the most powerfulâthough not necessarily the only or earliestâexamples of Southeast Asian societies transforming themselves into more densely populated, hierarchical, and centralized communities. Since typical drums, either originals or local renditions, have been found throughout Southeast Asia and since they are associated with a rich trade in exotics and other goods, the Dong Son culture also suggests that the region as a whole consisted not of isolated, primitive niches of human settlement but of a variety of societies and cultures tied together by broad and long-extant trading patterns. Although none of these societies possessed writing, some displayed considerable sophistication and technological skill, and, although none appears to have constituted a territorial centralized state, new and more complex polities were forming.School is an important part of every studentâs life. It is a place where we learn new things, make friends, and grow as individuals. We study different subjects such as math, science, languages, history, and art. These subjects help us discover what we are good at and what we enjoy doing. As students move through school, they begin to think about their future choices. Some students want to go to university, while others prefer to get a job or learn a trade. Our interests, talents, and school experiences help us decide what career we want in the future. Teachers and parents often give advice, but in the end, it is important for each student to choose a path that matches their goals and dreams. School helps us not only with knowledge but also with important life skills like communication, teamwork, and responsibility. In the future, we may become doctors, teachers, engineers, artists, or anything we choose. The most important thing is to work hard at school and believe in ourselves.In this video we take a look at the 0:02 fetch to code 0:03 execute cycle including its effect on 0:06 the various registers we've previously 0:12 [Music] 0:14 discussed a computer is defined Definition 0:17 as an electronic device that takes an 0:20 input 0:22 processes data 0:25 and delivers output 0:29 in this simple example you can see we're 0:31 taking the input 5 0:35 we're multiplying it by 2 that's our 0:37 process 0:39 and we're outputting 10. 0:44 but this could be way more complex for 0:46 example of a game console 0:48 the input could be the buttons you press 0:50 on a controller 0:53 the processes would then be carried out 0:55 by the console itself 0:59 and the output would be some form of 1:01 update to a monitor 1:02 and sound out for a speaker possibly 1:04 vibration feedback through the 1:06 controller 1:10 to process data a computer follows a set 1:13 of instructions 1:14 known as a computer program 1:18 if we take the lid off a typical desktop 1:20 computer we can identify 1:22 two critical components the memory 1:26 that stores the program and the central 1:29 processing unit or processor 1:31 which is under this large fan and 1:33 carries out the instructions 1:37 a computer carries out its function by 1:40 fetching 1:41 instructions decoding them and then 1:43 executing them 1:44 in a continuous repetitive cycle 1:46 billions of times a second 1:48 let's look at each of these stages in a 1:50 little more detail Fetch 1:53 so let's start with the fetch stage the 1:55 very first thing that happens 1:57 is the program counter is checked as it 2:00 holds the address 2:01 of the next instruction to be executed 2:07 the address stored is then copied into 2:09 the memory address register 2:14 the address is then sent along the 2:16 address bus to main memory 2:18 where it waits to receive a signal from 2:21 the control 2:22 bus so it knows what to do 2:27 as we want to read the data that's 2:29 stored in memory address 2:30 0 0 0 0 the control unit sends 2:34 a read signal along the control bus to 2:36 main memory 2:41 now main memory knows the data needs to 2:44 be read 2:45 the content stored in memory address 000 2:49 can be sent along the data bus to the 2:51 memory data register 2:56 now as we're currently in the process of 2:58 fetching an instruction 3:00 the data received by the memory data 3:03 register gets copied 3:04 into the current instruction register 3:11 the instruction effectively has now been 3:14 fetched from memory 3:16 just before we proceed to the decode 3:18 phase we now 3:19 increment the program counter so that 3:22 the address it contains 3:24 points to the address of the next 3:26 instruction which will need to be 3:30 executed 3:32 the instruction now being held in the 3:33 current instruction register 3:35 is ready to be decoded 3:39 now as we mentioned in the previous 3:41 video the instruction is made up of two 3:43 parts 3:44 we have the op code that's what it is we 3:47 need to do 3:50 and we have the operand what are we 3:53 going to do it to 3:55 now the operand could contain the actual 3:57 data 3:58 or indeed it could contain an address of 4:01 where the data is to be found 4:06 by decoding this instruction we can see 4:08 the operation we need 4:10 is a load operation so we need to load 4:14 the contents of memory location0101 4:18 into the cpus accumulator 4:25 in the exam a simple model will be used 4:27 to describe the 4:29 structure of any given instruction 4:32 you're not going to be expected to 4:34 define how an opcode is made up 4:36 but simply to interpret opcodes in the 4:39 given context of an exam 4:40 question in the example here 4:44 you can see there's a total of 16 4:46 different opcodes available 4:48 and this is because we're using four 4:50 bits for our representation 4:56 so now we've fetched the instruction and 4:59 we've decoded it so we know what we need 5:00 to do 5:01 we're finally ready to execute it 5:05 so we now send address 0101 5:08 to the memory dress register 5:13 now we're in the memory address register 5:15 we can finally send the address 5:18 down the address bus to main memory 5:24 this time we want to read the data 5:26 that's stored in memory 5:28 and so the control unit again sends a 5:30 read signal along the control bus 5:36 so main memories now receive an address 5:38 and a read signal 5:40 so the content stored at memory location 5:43 0101 5:44 can now be sent along the data bus back 5:46 to the cpu 5:47 and into the memory data register 5:54 finally the contents of the memory data 5:56 register are copied to the accumulator 5:59 and this is one of a number of general 6:00 purpose registers found in the cpu 6:04 this first instruction is now complete Branching 6:11 so what does this program actually do 6:14 you should be able to work it through 6:16 carefully and figure it out 6:19 we're now pointing instructions zero 6:21 zero zero one in the program counter 6:23 and we're ready to fetch the second 6:25 instruction 6:27 at the end of this video we're gonna 6:29 provide you with the answer 6:34 so let's talk a second about programs 6:37 that branch 6:40 on the left here we have a very simple 6:42 piece of pseudo code 6:44 line zero says first execute this line 6:46 of code 6:47 line 1 now execute this line and then 6:50 line 2 says 6:52 if the age is greater than 18 then 6:56 we're going to execute lines 3 and 4 6:58 otherwise 6:59 we're going to execute lines six and 7:02 seven 7:03 so this program doesn't necessarily 7:05 follow strictly in sequence from line 7:07 zero through to seven there's a chance 7:10 here the program may branch and jump 7:14 around 7:16 so we're going to pretend that this 7:17 program has been loaded into memory 7:20 each line of code on the left here has 7:23 ended up 7:24 as a location in memory now this is not 7:27 strictly how this would happen in this 7:28 one-to-one way 7:29 but for the purpose of example it's 7:31 absolutely fine 7:35 so the program counter starts by 7:37 pointing to memory address zero 7:39 and we fetch the first instruction 7:41 decode it and execute it 7:44 it then updates and tells us the next 7:47 instruction 7:48 is zero zero zero one because remember 7:50 the program counter is being incremented 7:52 so we fetch it decode it and we execute 7:55 line one of our program 7:59 we then fetch line two which in binary 8:01 is one 8:02 zero 8:06 now at this point depending on what 8:10 happens during the execution 8:11 of line two the program may be required 8:15 to fetch line three from memory or 8:18 line five from memory 8:25 so let's look at how this actually works 8:27 because we've said the program counter 8:28 simply gets incremented 8:31 well in the current instruction register 8:33 we have an instruction with the op code 8:36 0 1 1 0. 8:41 now when we look this up in the decode 8:43 unit we discover that this 8:45 code means branch always 8:51 this replaces the value held in the 8:54 program counter 8:56 with the contents of the operand that's 8:58 the second part of the instruction 9:01 from the current instruction register so 9:03 this case 9:04 one zero zero one 9:09 now when the next fetch cycle begins the 9:12 program counter is obviously checked 9:14 and as its contents have been previously 9:16 updated to a new memory location 9:19 and not simply incremented the program 9:22 effectively is able to jump 9:24 around memory 9:28 so having watched this video you should 9:30 be able to answer the following key 9:32 question 9:33 how does a cpu work 9:39 okay so let's um answer the question we 9:41 posed 9:42 earlier what did that program actually 9:48 do 9:50 so this is the first fetch to code 9:53 execute cycle 9:55 and this is the one that we ran through 9:57 in detail earlier 9:58 it effectively loaded the contents of 10:01 the memory 10:02 stored at location location0101 10:05 into the accumulator in other words 10:08 the dna number 3 is moved 10:11 from memory into the cpu 10:18 we then proceed onto the second fetch 10:20 decode execute cycle 10:23 now this one adds the contents of memory 10:27 located at 0 1 1 0 10:30 to the current contents of the 10:32 accumulator 10:34 so in other words the dna number one 10:38 because that's what's stored at address 10:40 zero one one zero 10:43 is added to the number three that was in 10:45 the accumulator 10:46 the results are stored back over the 10:48 accumulator 10:49 so effectively we've done three plus one 10:53 equals four 10:58 the third fetch to code execute cycle 11:00 stores the contents which are in the 11:02 accumulator 11:03 into memory location zero one one one 11:07 and that's because the op code the first 11:09 part of this current instruction 11:10 zero zero one one is the command to 11:13 store when we look it up in the decoder 11:15 unit 11:16 so in other words the result of the 11:17 previous calculation three plus one 11:19 equals four 11:20 is now written back into main memory 11:28 the fourth fetch decode execute cycle 11:30 outputs the contents of the accumulator 11:33 remember they were copied into main 11:34 memory but they're still held in the 11:35 accumulator 11:37 so in this simple abstraction the number 11:40 four is now 11:41 output to the user so they can see the 11:43 result of the calculation 11:49 the fifth and final fetch code execute 11:51 cycle 11:52 brings a halt to the current program 11:58 so this very simple program which has 12:01 five 12:02 fetch decode execute cycles has 12:04 performed the calculation 12:06 three plus one is then stored the result 12:09 in main memory 12:10 and displayed the result four to the 12:12 user 12:13 and in a high-level language this may 12:15 look something very similar to the 12:17 following two lines of code 12:20 sum variable equals num1 plus num2 12:24 print sum to the user 12:27 so you can start to get an appreciation 12:29 here of how the high level code you 12:32 write actually ends up being fetched 12:34 decoded 12:35 and executed inside a processor 12:38 of course your processor is doing 12:40 billions and billions of these 12:42 operations a second 12:43 which when you think about it is really 12:45 very impressive 12:52 [Music] 13:03 you. make 10 questions for a standerd of a levelThe Compound Book Quiz - 6th Grade Reading Comprehension 1. What is the name of the main character in "The Compound"? A. Eli Yanakakis B. Marcus Yanakakis C. Luke Yanakakis D. Rex Yanakakis 2. Where do Eli and his family go to escape? A. A mountain cabin B. An underground compound C. A secret island D. A military base 3. Who built the compound? A. The government B. Eli's grandfather C. Eli's father D. A mysterious organization 4. How long was the family supposed to stay in the compound? A. 6 months B. 15 years C. 10 years D. 1 year 5. Which family member supposedly didn't make it into the compound? A. Eli's mother B. Eli's twin brother Eddy C. Eli's younger sister D. Eli's father 6. What does Eli's father tell the family happened outside? A. An earthquake B. A terrorist attack C. A nuclear war D. A deadly virus 7. What unusual food source does Eli's father plan to use in the compound? A. Artificial meat B. Insects C. Supplements only D. A special protein formula 8. How does Eli spend most of his time in the compound? A. Reading books B. Playing video games C. Exercising D. Isolating himself 9. What discovery does Eli make that makes him suspicious? A. Hidden cameras B. A working internet connection C. Secret passages D. Extra food supplies 10. What is the name of Eli's youngest sister born in the compound? A. Lexie B. Quinn C. Terese D. Lucy 11. What hobby does Eli take up to cope with his time underground? A. Painting B. Writing C. Playing music D. Cooking 12. What does Eli find in his father's private office? A. Family photos B. A radio C. A computer D. Survival guides 13. What makes Eli realize his father might be lying? A. Found newspapers B. Working internet C. Phone signals D. Television broadcasts 14. Who helps Eli discover the truth about the compound? A. His mother B. His sister C. The supplements supplier D. His grandmother 15. What is revealed about Eddy? A. He died in an accident B. He's living with relatives C. He's alive outside D. He never existed 16. What does Eli's father do when confronted with the truth? A. Confesses immediately B. Threatens the family C. Tries to escape D. Denies everything 17. How do they eventually escape the compound? A. Through air vents B. Using explosives C. With outside help D. Through emergency exit 18. What was Eli's father's true motivation for building the compound? A. Protection from war B. A psychological experiment C. Financial gain D. Government orders 19. How many years have they actually been in the compound when they escape? A. 6 years B. 3 years C. 15 years D. 9 years 20. What happens to Eli's relationship with his twin after the escape? A. They become close again B. They remain estranged C. They never meet D. They become rivals ANSWER KEY A B C B B C D D B A C C B B C B C B A AAbstract The main focus of this research is to discuss the perspective of the teamwork and its impaction organizational performance and success. Also highlight the Meanings of Team and its work sprit towards batter organizational performance and specific to its impact on the success of organization that provided the basis for this research study. In this research study a thoroughly focus was on organization and teamwork. The aim of this research is to deliver a participative view of teamwork in the organization, and also discourses the major issues and emphases on the recent work that opens the basis to move research onward. There is much worth in taking a more focus on the essential areas of teamwork. The team signifies the spirit and working capacity of the employees as team to bring organization to the success. The various explanations, definitions, processes, dimensions, team size and benefits etc. regarding the above topic teamwork and organizational success is highlighted. Keywords: Teamwork, Success, Organization, Performance, Work Groups, Employees Introduction It is indeed human beings have learned in their beginning of life to work together as (Team) that have made such a remarkable developments as unique specie. Human beings have experience throughout their social history, lived, loved, grow younger to older and worked together in groups said West M.A. (2012).The mutual social knowledge of living and functioning together creates connection among people, society and families. When work is done cooperatively as a team it can achieve extremely extra work than individually. Team can be defined as in the human society to live, to work and to play and to cooperate with others for particular task. According to John W. Newstrom et al (1993) âteam is the process of assessing performance of workers, passing information and exploring methods to increase performanceâ. If observe closely, one can discover the instances of The Government: Research Journal of Political Science Supplementary Edition Vol. III 88 The Government social (teams) they are functioning either effectively or ineffectively everywhere; organizations, schools, work place, home etc. âCoordinating the events of people is like sand house, making by using a sole particles of sandâ expressed Belbin, R. M.(2010). Moreover it is one of the general myths that the skill of team member is more important than their vigor, attention and determination for the tasks. Another widespread myth is that the team members are not alone accountable for the achievements or failures of their tasks the truth is that the members are the small parts in the teams and their individual abilities effect on the various results in team. The working relationships exist among team that might sight these relationships at different levels of involvement or relationships among the members as they move towards the degree of communication, integration and commitment increases. Terry L.G. et al (1980) expressed that âThe skills are essential if members have to work together efficiently in complex situations, only development of skills and relationships, involvement on the task regarding the particular task might be selected for reaching at target that is considered as a definition of a teamâ. Team often perform higher when they work together with sprit that enable them to achieve a collective goal at the workplace, it is not only benefits to the organization also affects the workers confidence and success. Cooperating on various tasks reduces workloads for all team members and enables them to share duties or ideas. Work as a team is the part of everyone's life, as one is a member of a family team, staff team, school team, and community teams etc., so as to understand how to work effectively as a team member. Especially there is a need when task is threatened with increasingly many problems for example; the energy problem has effects on organization, family life, and social development and the multi-dimensional nature of many problems require a scientific skill based problem solving approach. Terry L.G, et al (1980) expressed that âThe skills, competencies and efforts of team by setting priorities the team can have better impact on the problems solving such efforts can reduce work load, work duplication, and produce a result better than separate effortsâ. There are some processes of teamwork by adopting those the objectives can be achieved easily. Le Pine, et al, (2008) identified10 teamwork processes that fall in three categories following are those. TEAMWORK PROCESSES TRANSITION PROCESSES â˘Mission analysis â˘Goal specification â˘Strategy formulation ACTION PROCESSES â˘Monitoring progress toward goals â˘Systems monitoring â˘Team monitoring and backup behavior â˘Coordination INTERPERSONAL PROCESSES â˘Conflict management â˘Motivation and confidence building â˘Affect management Team Work 89 Teamwork process reduces the work stress on every member which permits members to complete given important task of organization; teamwork offers members an opening to pledge with each other. Also it develops relations between the members who start a teamwork they usually sense appreciated on productive accomplishment of task. It may be cited one of the best instances of surgical team; where surgeon is assisted by his team; nurses, anesthetist and experts etc., everyone knows that their success depends upon the teamwork. In addition they are devoted to the aim that is human life it is easy to succeed with best teamwork. The important role of manager is the team building, trust building, confidence building, in the team to achieve the task. In the Situation where all team members contribute the task, it develops the positive relationship in the team that improves the trust of team members.âFunctions effectively members of team must be flexible, committed, trusting each other and help to each otherâs in the progress and the achievement of goalsâ Expressed PlamĂnek (2008). The accountability of every member in the team must be increased so that they do not let each other down therefore they do their best for the achievements of their teams. In contrast, working alone on a task the pressure is generally high in team in those cases of small confidence impacts fewer on members. Team consists on members who always vary from each otherâs in skills, knowledge and abilities but working together that is an opportunity for them to gain skills and knowledge from each otherâs that they had never before. Working alone on a task is a challenge and using the ideas of each other brings them to come up with a mutual resolution and the achievement of the task. Nowadays theoretical development and research has rested largely a new trend that is emerging within the organizations as an essential process of teamwork. Teamwork has brought a new move in the research and development to the inputs and outputs that bound, constrain and impact on the team processes within organizations said Ilgen, D.R. (1999). The world is changes fast, any one set of instructions canât be sufficient, changes needs flexible members, teams and organizations so as to be effective on task. This paper suggests that in teams members must use the exclusive human abilities. Cannon B.et al (1995) has prĂŠcised dimensions of teams into three categories: Team dimensions 1-Cognitions: include associations, task team-mate characteristics, team mission, objectives, norms, and resources, team role interaction patterns, skills, roles, and team orientation. 2-Skills: consist on adaptability, shared situational awareness and mutual concept to conflict resolution. 90 The Government 3-Attitudes: symbolize motivation, collective potency, shared vision, team cohesion, mutual trust, collective orientation and importance of. Teamsize Researchers have given different approvals about the best size of team as Katzenbachetet al (1993) suggested that the teams should comprise on a dozen or so members which are enough to achieve a task. Although seven is the best size of the team in the organizational practices said Scharf, A. (1989). Several views of researchers are expressed in the literatures and it is difficult to decide which better is because their opinions are based on their own observations. The team size matters in the proper output and performance however from an empirical research it is also difficult to decide the suitable team size and what to accept. This study suggests that team size has a practical link with efficacy such as few or many member shave impact on the performance but size matters. Proper size of team improves the performance maximum stated Campion M. A et al (1996).These different results are expected due to the fact that appropriate team size is required for task, environment and situation where team works. However, larger teams can also experience coordination problems that delay performance. Sheppard, J. A. (1993) expressed that the question of best teamâs size is a complex one; more research is required on this topic to explain the impact of team size on given definite task. Literature Review Across many different organizations and industries teamwork is focused to increase the performance of employeesâ their unity and also create work culture. Organizations those regularly develop new ideas or products using a project-based approach and assemble teams in order to focus responsibilities to achieve the object. Researchers have given dissimilar meanings of âteamsâ. Dyer W.G. (2007) said that âteams are groups of people who trust in cooperation, if members are expert the success of goal is more possibleâ. It is essential due to the problemsolving cooperation added from many minds of team members working on a resolution of problems. Team members contribute their thoughts together to make exclusive plans for dealing with problems and this unity enhance the result due to interaction, trust and teamwork. Teamwork means a "work done by several companions with each doing a part but all subordinating personal prominence to the efficiency of the whole" Merriam, (2012). In addition combined employees are expected less hostile to each other and accepting more of each otherâs decisions. Unity of employees can increase the flow of work in organization. When employeeâs working together as a team, they learn from each other that awareness is based on their personal experiences and from coworkers; Team Work 91 employees from different departments may acquire knowledge from each other. The main object for organizations is to hold the team effort to achieve output and quality; team is a key to achieve quality productivity. According to Maddux et al (2003) âsome of the organizations have major benefits from the use of teamwork which are showed in the following chart: Benefits of Teamwork 1 Improving quality of work life for employees 2 Reducing absenteeism and increasing turnover 3 Increasing innovation and change 4 Improving organizational adaptability and flexibility A real team is mostly one where members are allowed to take decisions that how to complete task. That authority enables them to control the work process, decreases the outside control and increases the sense of duty for work. Team always feels superiority on workplace and they rely on each otherâs being there. PlamĂnek (2008) said that âaffiliation with teamwork gives member a sense of belonging, interaction and recognition of successâ. These actions support to remove the sense of loneliness of team member in organization. Effective teams can also improve efficacy through communication and trust between the team members, quality of work and decrease in absenteeism contribute to positive impact on team. Involving employees in teamwork helps the organization remain open to new ideas.âThe world of organizations is shifting individualism is out and collectivism is in, power is out, empowerment is in.â stated G. M. Parker (1998). This study discovers the experiences and difficulties of teamwork that employees and organizations are facing nowadays due to big transformation and enlarged globalization. In recent years a remarkable amendment has been emerged in the belief of team working organizations. The modern study has explored that the scope of teamwork have been appeared in system rooted in belief, and employees accept changes that denoting a modern organizational system. The organizations which are responsive to the changes appear to achieve greater satisfaction. Although it may be suggested that, the managers should assess the values and beliefs of their employees to play more dedicated role in the development of organization by making sprit to face the modern challenges. Organizational cultural is much significant and it has the excessive impact on the performance of organization and employeesâ but it is quiet arguable topic that the culture of teamwork can be developed according to the requirement. It is difficult to specify the relationships and to assess the reliable set of values to use as they believed symbol across the entire organizations. This review study focus that 92 The Government there is a great influence of organizational culture on the assumptions, values, and beliefs on the individualsâ considerations, actions and performances and so is vice versa, through learning, and training process. However the researchers believe that the organizational setup aids to unite employees of diverse cultures and dissimilar social backgrounds, traditions and have their own beliefs to work. Creating a positive teamwork culture it has several diverse aspects are goal setting, conflict resolution, empowerment, ability to accomplish tasks, measuring output and consideration for other teamwork cultures stated Pack L, et al April 27, (2012). Team work in the organization delivers employees the wisdom of unity; understand to each otherâs, and reducing conflict. In addition teamwork in organization inspires employee for impartiality by affirming that no one is ignored in the organization and all treated equally. It is known that a team in organization is bound and sincere to work with dedication to bring the success. If the employees are committed and recognize the teamwork values and its benefits, as a part of the organization they can contribute a lot to the achievement of organization. One can finds the informal instances of team at these level, family, society, community, tribe and work groups etc., and formally team appears at the level of departments, functional groups, and other organizational units. The employees feel a greater sense of achievement for being a part of an organization, if they attain team work, having freedom to work not forced. The system gives best performance to achieve recognition and credit from their managers and it will increase their effort that helps them to contribute the organizational performance. Each team batter knows about their role and how to achieve tasks. The true spirit of teamwork gives benefit to organization in maintaining its standard by which it becomes identified. The team defines its specialty, and the way it is doing task that is perceived by the organization as well as its managers and it is secured by appreciation. Employees identify what they believe; that exist in their belief system and those understandings call them to change their views to develop and raise attention towards batter performance. The literature contains sufficient definitions of teamwork and the word team is used to denote a set of generally developed as to learn collective values, attitudes and cooperation to work. The study praises that the teamwork is mostly related with the team success for instance, Wagner (1995) described that âin the team individual is less valued and group is more valued, withâ. It is found in the study that individualismcollectivism both regulates the relationships between team size, standing, and cooperation that have better effects on the cooperation of individualists rather than the cooperation of collectivists. Team Work 93 Conclusion The main concentration of this research paper is to examine more in-depth the fundamental of teamwork and its effectiveness to achieve the organizational goals. Teamwork provides vast amounts of knowledge and information, cultural differences each of these building a culture of teamwork and the skill to make the valuable solutions of the problems. To work efficiently, team members need a good understanding of how to do their job, to achieve goal and for that a basic way to ensure understanding is training, then they have to be motivated to do a job. Team is a vital activity of organization, when organization desires to perform sound it has to be confident that team functions effectively. Consequently it is compulsory to know how team performs, what manners within a team happen, and how they make decisions. If there is knowhow of teamwork events, it can be effective for the tasks that they have to accomplish. Organizations build up their own culture through tradition, history and structure these values can be accepted by team workers of an organization. The values and assumptions are the vital tools of organizations and are used as guidance for team. These have to do mostly with the basic dignity and worth of all members of team and the ability, necessity for them to solve the problems and work for the positive change. Through this review study is concluded that there is a good impact of teamwork on the organizations doings and success. Subsequently in recently developed literature there is a great focus amongst the social scientists and scholarsâ in their discussion on the above topic teamwork. The above study is also an evidence of little effort to assess the significance of teamwork in organizations success. teams in organizThe Revolt of the Northern Earls (1569) Most people in the North remained loyal to the Catholic noble families who controlled the north and their Catholic faith. When Elizabeth came to power, she promoted ânew menâ (Protestants) from the gentry and the powerful Catholic nobles lost their power and influence. This led them to organise the most serious rebellion of Elizabethâs reign in 1569. Why did the Northern Earlâs revolt? The Earls had lost their power when Elizabeth became Queen (and wanted it back). They wanted Catholicism restored in England (and felt that ordinary Catholics would support it). Elizabeth was refusing to marry or to name an heir, causing uncertainty about Englandâs future. Mary Queen of Scots (if freed from prison) could replace Elizabeth and solve all these problems Who were the key players in the Revolt? Earl of Northumberland ⢠A Catholic who had held an important position under Mary I. ⢠He lost a lot of influence under Elizabeth (as she favoured Protestant gentry) ⢠Elizabeth also took the rights to a valuable copper mine found on his lands Earl of Westmorland ⢠From a rich Catholic family in the north Also the Duke of Norfolkâs brother in law Duke of Norfolk ⢠Englandâs most senior Protestant noble, but he had very close links to old northern Catholic families, & was sympathetic to them & greedy for power. ⢠He hated William Cecil & Robert Dudley, Earl of Leicester (Elizabethâs favourite) who were Protestant and from the gentry ⢠He planned to marry Mary QS, but later backed down and urged the earls to call off the rebellion. Mary also supported the plan to marry him What role did religion play? (7/10 â but only because it was linked to power) ⢠Most northerners held onto their Catholic beliefs & although Elizabeth didnât persecute them, they knew that she wanted their religion to gradually die out, so they supported the revolt. ⢠In 1561 Elizabeth hired a strict Protestant as archbishop of Durham to promote Protestantism in the north, but he was unpopular & turned many northerners against the Protestant religion. What role did politics/power play? (9/10 â this was the most important cause of the revolt) ⢠The Northern Earls lost a lot of their power/influence (even jobs/money under Elizabeth) ⢠Northumberland was jealous of new Protestant families being given top jobs in the North ⢠William Cecil & Robert Dudley were not from ancient noble families, but were very close to the Queen, so the northern Earls resented them getting top jobs in her Government ⢠Elizabeth also confiscated large areas of land & the profits from their copper mines ⢠It is possible, that had Elizabeth allowed the Catholic Northern Earls to keep their jobs, money and influence at court, they may have âtoleratedâ her as a Protestant Queen (greedy/selfish). What role did Mary Queen of Scots and the Succession play? ⢠Elizabeth was refusing to name an heir and it was becoming clear that she would not marry ⢠If Mary Queen of Scots married the Duke of Norfolk, England would have an heir and England would be Catholic again. The country would be stable without people competing for power. ⢠However, some of Elizabethâs courtiers got worried that it might not work and that it might lead to charges of treason (punishable by death) ⢠So by September 1569, Robert Dudley (Earl of Leicester) decided to tell Elizabeth about the plot. By this time it was much more serious than simply marrying Norfolk to Mary. ⢠Mary QS had secretly asked Spain to send troops to help the rebellion & overthrow Elizabeth Plan for the Revolt of the Northern Earls (1569) ⢠The Earls of Northumberland & Westmorland will raise rebel troops from their lands in the north and take control of Durham. ⢠The rebels will then march south towards London to join with the Duke of Norfolk ⢠1000s of Spanish troops will land in England to support the rebel forces ⢠The Duke of Norfolk & rebel forces will seize control of Government & overthrow Elizabeth ⢠Mary Queen of Scots is to be freed, ready to marry the Duke of Norfolk Key Events of the Revolt ⢠Once Elizabeth knew of the plot, Norfolk was arrested and sent to the Tower of London ⢠The Northern Earls were worried they would be executed for their involvement and in a desperate attempt to avoid punishment, pushed ahead with the revolt ⢠They raised an army of ordinary Catholics and took control of Durham cathedral ⢠Catholic mass was celebrated across the north for 2 weeks. ⢠They then headed south, to try and free Mary ⢠Mary QSs was moved south to Coventry on the orders of Elizabeth, so she couldnât escape ⢠The rebellion failed as Spanish troops never arrived ⢠Elizabethâs friend (Earl of Sussex) had raised an army of 7,000 men to defend her throne. Results: ⢠The rebellion was a serious threat to Elizabeth ⢠She executed 450 rebels in the north ⢠Northumberland was executed in 1572 & his head was put on a spike on the city gate ⢠The Privy Council called for the Duke of Norfolkâs execution too, but Elizabeth released him. ⢠Mary Queen of Scots was kept in prison for the next 14 years. ⢠The failed plot also led the Pope to take action against Elizabeth ⢠In 1570 he excommunicated Elizabeth from the Catholic Church ⢠He also issued a Papal Bull (order) calling on all loyal Catholics to overthrow her hoping it would encourage another rebellion. ⢠In 1571 Elizabeth called parliament to pass an Act making it treason to claim that she was not the rightful Queen and to bring in/print papal bulls in England. The Significance of the Revolt of the Northern Earls ⢠It was the first and most serious rebellion by English Catholics against Elizabeth ⢠Treason laws were made much harsher ⢠It ended the influence of the powerful Catholic Earls in the North ⢠It led to harsher treatment of Catholics, e.g. 1572 Elizabeth sent the Earl of Huntingdon (strict Protestant) to the north to carry out laws against Catholics (and suppress Catholicism). ⢠Although Elizabethâs brutal revenge on the rebels show how serious a threat it was, most Catholics in the north stayed loyal, but the Popeâs Papal Bull now put their loyalty in doubt There was little support for the revolt among the rest of the Catholic nobility and ordinary people. When faced with a choice between Elizabeth and their religion, most Catholics chose to support the Queen. 1569, was the last time English Catholics tried to remove Elizabeth by force. The future plots against her were always uncovered by Cecil & Walsingham, before they had a chance to get any public support. Despite this, the Northern Revolt & Papal Bull changed Elizabethâs attitude towards Catholics who were now seen as potential traitors. From 1570, Elizabeth became less tolerant of recusants (people refusing to attend her church) & took increasingly tough measures against Catholics. The Ridolfi, Throckmorton & Babington plots ⢠In the 1870s-80s, there were 3 Catholic plots to assassinate Elizabeth & replace her with Mary. ⢠The plots were supported by France, Spain, the Pope and some Catholic nobles. ⢠They reinforced the form Mary & from Catholics at home and abroad. Also the threat from Spain. The Ridolfi Plot (1571) ⢠Ridolfi was an Italian banker living in England and a spy for the Pope. ⢠He organised a plot to murder Eliz, marry Mary QS to the Duke of Norfolk & make her Queen. ⢠The Pope & King Philip supported the plot & Philip told the Duke of Alba in the Netherlands to prepare 10,000 troops (but to only invade AFTER the English had overthrown Elizabeth). ⢠The plot failed because Sir William Cecil intercepted coded letters & Norfolk was executed. ⢠Mary was kept under closer watch. ⢠Ridolfi was abroad when the plot was discovered and never returned to England. 1574: Catholic Priests and Priest Holes ⢠From 1574 Catholic priests were smuggled into England to keep the religion alive. ⢠They stayed with rich Catholic families, so Catholic families were kept under surveillance. ⢠Catholic homes were raided â to find âpriest holesâ where Catholic priests were hiding. ⢠Catholic priests who were found could be hung, drawn and quartered (although not all were) ⢠In 1581, Parliament also passed 2 new tougher laws against Catholics: ⢠Recusants would be fined ÂŁ20 (which would bankrupt most families) ⢠Trying to convert people to Catholicism was now treason (punishable by death) The Throckmorton Plot (1583) ⢠It aimed to assassinate Elizabeth and replace her with Mary. The French Duke of Guise (Maryâs cousin) would invade England with an army, funded by King Philip (Pope also supported it). ⢠An Englishman, Throckmorton carried messages between Mary & Catholic plotters abroad. ⢠Sir Walsingham (Secretary of State) uncovered the plot after his agents found the plans for the plot in Throckmortonâs house. Throckmorton confessed under torture and was executed. Significance: ⢠The plots showed that Maryâs presence in England posed a serious threat ⢠It also showed that France & Spain were a serious threat (& could invade) ⢠Throckmortonâs papers showed a list of Catholic supporters in England, so the threat from English Catholics was also real ⢠1,000s of Catholics were imprisoned or kept under surveillance/house arrest ⢠In 1585 another Act was passed to make helping Catholic priests punishable by death. ⢠The Bond of Association was signed by the English nobles & gentry & forced them to promise to execute anyone who tried to overthrow the Queen. Weaknesses of the Plots The plots lacked public support & were uncovered by informers & spies before they had the chance to work King Philip was reluctant to destroy his alliance with Elizabeth (France was still a bigger rival) so is support for the plots was half-hearted, he rarely followed through on his promises to help the plotters or send an army The Babington Plot (1586) In 1586, Walsingham used his spy network to PROVE that Mary supported the Babington plot. His evidence persuaded Elizabeth to put Mary on trial & execute her for treason. ⢠This was a plot to murder Elizabeth and put Mary on the throne ⢠France would invade England with 60,000 men and Spain would also send an army ⢠Babington was passing coded letters between Mary & her supporters in England & Europe. ⢠But all of her letters were being intercepted and read by Walsingham. ⢠Walsingham used his spies to follow every stage of the plot & had the letters decoded ⢠One of Maryâs letters approved plans to murder the Queen and free Mary from prison ⢠They also contained the names of 6 Catholics who planned to kill Elizabeth ⢠They were arrested, hung, drawn and quartered for treason. ⢠Mary had been implicated in plots before, but Elizabeth was always reluctant to execute her ⢠But the proof found by Walsingham finally persuaded her to put Mary on trial ⢠In October 1586, Mary was found guilty & was sentenced to death ⢠But Elizabeth still hesitated, and did not sign the death warrant until February 1587. Significance 1) This plot was very significant because by 1585 England was effectively at war with Spain since Elizabeth had sent her army to help the Dutch Protestants fight the Spanish 2) This meant that Elizabethâ situation was more dangerous than during previous plots. 3) Elizabethâs government also became more determined to crush Catholicism 4) 1000s of recusants were arrested & 31 priests were executed 5) Maryâs execution removed the Catholic threat at home 6) English Catholics had no one to rally around, & lost hope of overthrowing Elizabeth 7) But Maryâs death increased the threat of a foreign invasion as England was at war with Spain and King Philip had been preparing an attack on England since 1585 8) Maryâs death made Philip even more determined to invade, Mary had left her claim to the English throne to King Philip upon her death Why was Mary Queen of Scots finally executed? 1 ⢠A new Act in 1585 stated that in the event of Elizabethâs assassination, Mary could be executed as long as she had been proved guilty & Walsingham had provided hard proof. 2 ⢠Another reason was that by 1587, it was clear that Philip was planning to invade England ⢠There were rumours that Spanish ships had landed in Wales & that Mary had escaped. This convinced Elizabeth that Mary had to be executed if she wanted to keep her throne. Walsinghamâs Spy Network: ⢠Walsingham (Secretary of State from 1573) had a network of spies all over England & abroad. He had spies in every English town, some were normal people paid to spy on neighbours. ⢠He also had agents and spies in Spain, France, Germany and Italy ⢠He hired mathematicians to crack written codes and people to open/seal letters secretly ⢠He also pressured captured Catholic priests to spy on others for him in return for a pardon. ⢠He used double agents to infiltrate Catholic networks - to help him discover traitors ⢠But he only used torture against Catholic priests caught in England in the most serious cases ⢠But 130 priests and 60 of their supporters were still executed during Elizabethâs reign. Why did Relations with Spain get worse (1569-1588) ⢠England had tried to stay on good terms with Spain, because Eliz wanted to avoid an expensive war that could lead to her being overthrown (English Catholics could support it) ⢠But by the 1570s, Elizabeth wanted to have an empire of her own. ⢠She also needed to make more money to defend her country and throne (by improving trade) ⢠This religious, political and economic rivalry led to growing tensions between England & Spain Political and Religious Rivalry 1) Land abroad, gave countries wealth/power. By the 1580s, Eliz wanted an empire to rival Spainâs (especially as Spain had supported the Catholic plots against Eliz â even if it was half-hearted) 2) Religion was another cause of conflict. Philip opposed Elizabethâs religious settlement 1559 3) Luckily for Elizabeth, in the 1550s Spain & France were competing to be the greatest European power and both wanted England as an ally against the other. 4) But from 1567, Spanish ships were sailing to the Netherlands with money for the Albaâs army 5) This alarmed English Protestants and Elizabethâs Privy Council who put more and more pressure on her to send an army to help the Dutch Protestant rebels (in the Netherlands). Economic (commercial) Rivalry: The New World, privateers and Sir Francis Drake ⢠Under Elizabeth, English merchants wanted to make big profits in the New World (Americas). ⢠However, trading in the New World was difficult because of Spainâs power 1) Spain controlled most of the New World where there were huge profits to be made and anyone who wanted to trade there needed a licence from Spain (which it would not give): 2) But the Americas had valuable crops like tobacco, sugar, and also silver and gold 3) Elizabeth secretly encouraged privateers to trade illegally & raid Spanish ports & ships 4) At first Elizabeth denied responsibility for their actions, which delaye war with Spain Sir Francis Drake: Elizabeth sends Drake to rob Spanish colonies and ships (which infuriates Spain) 1) Spainâs support for the Ridolfi plot (1571) made her more willing to support Drake ⢠In 1572 Eliz hired Drake to sail to the New World & steal ÂŁ40,000 of Spanish silver ⢠In 1577 she sent Drake back again with a secret mission to rob Spainâs colonies/ships ⢠Drake brought back ÂŁ400,000 of Spanish treasure & claimed an area of California in Elizabethâs name (New Albion). He gave a lot of this money to Elizabeth ⢠He boosted Englandâs finances at a time of growing concern over Spainâs threat ⢠He became famous as the first Englishman to circumnavigate the globe. ⢠Eliz knighted Drake as a reward, which infuriated Philip (as he saw Drake as a pirate) ⢠Drakeâs actions & his claim to California made it clear that England did not accept Spainâs domination of the New World. Elizabethâs Support for the Dutch Rebels led to War with Spain (1585-88) ⢠By the 1580s, tension between England & Spain had reached boiling point ⢠At first, Eliz refused to send her army to help the Dutch rebels, because she wanted to avoid a war with Spain. So she tried to get the Spanish to leave the Netherlands in other INDIRECT ways: 1) By allowing Drake (& other English privateers) to attack and rob Spanish ships and colonies 2) By encouraging others (the French heir/mercenaries) to fight the Spanish in the Netherlands ⢠In the 1570s, Elizabeth promised to marry the heir to the French throne (the Duke of Alencon) so that he would take an army to fight the Spanish in the Netherlands The Spanish Fury (1576) and the Pacification of Ghent (1576) ⢠By 1576, the Spanish Govt in the Netherlands was bankrupt (the war was expensive) ⢠After months without pay, Spainâs soldiers violently robbed Dutch towns in the âSpanish Furyâ Spanish troops rebelling and robbing cities in the Netherlands in 1576. This united the Dutch Protestants & Catholics against Spain. They drew up the âPacification of Ghentâ (demanding that): ⢠Spanish troops leave the Netherlands ⢠Spain allows the Dutch to rule themselves ⢠The persecution of Dutch Protestants stops What did Elizabeth do? ⢠Elizabeth sent ÂŁ100,000 to help the Dutch rebels ⢠In 1577 King Philipâs brother, Don Juan agreed to the rebels demands (but this was a trick) as just 6 months later Philip sent an even bigger army to attack the Dutch. ⢠Elizabeth then hired a mercenary army of 6000 English & Scottish volunteers to help the Dutch. ⢠But her plan backfired because the mercenaries destroyed Dutch Catholic churches, which caused the Catholics to make peace with Spain. ⢠In 1578, her Privy Council urged Eliz to send her official army to help the Dutch, but she refused. The Dutch were disappointed & turned to France for help. The French Duke of Alencon arrived with an army to fight the Spanish, but by 1579 Spain had taken control again. ⢠In 1580 Spain got even stronger after Philip won control of Portugal & its empire. ⢠So Elizabeth gave the Duke of Alencon ÂŁ70,000 to help him fight the Spanish ⢠In 1582, Alencon took his army the Netherlands but failed to defeat Spain. ⢠Elizabethâs foreign policy in the Netherlands had failed & she had only managed to annoy Spain 1585: Why did Eliz finally decide to send her army to the Netherlands? (she lost her 2 main allies) ⢠1584 the Duke of Alencon died (so he could no longer fight the Spanish in the Netherlands) ⢠1 month later, William of Orange, the leader of the Dutch Protestant rebels was assassinated. ⢠In 1585, Spain signed the Treaty of Joinville with France, agreeing to stamp out Protestantism in France/Europe meaning France & Spain were now allies against Protestantism ⢠Elizabeth now felt she had no choice but to send her official army to the Netherlands ⢠She signed the Treaty of Nonsuch with the Dutch rebels which promised them military help 1585: Robert Dudleyâs campaign in the Netherlands was unsuccessful She sent 7,400 man army to the Netherlands led by Dudley. But he accepted the title of âGovernor Generalâ. Eliz was angry as it suggested that she had deposed King Philip so she told Dudley to resign this position. His army was defeated by the bigger Spanish Army as Eliz had not provided him with enough money to win. In 1587 Dudley resigned and returned to England. At the same time, Eliz had sent Drake to raid Spanish colonies in the New World to disrupt King Philipâs flow of money. Philip was furious and told the Pope he planned to invade England at the end of 1585. Drake singes the King of Spainâs beard 1587 ⢠In 1587 Elizabeth ordered Drake to attack Spainâs most important port Cadiz ⢠He destroyed 30 ships in 3 days â known as the âSingeing of the King of Spainâs Beardâ ⢠He also stole lots of wood, meaning the Armada did not have quality barrels for food/water ⢠Drakeâs disruption delayed the Armada by a year (& meant that its food rotted in 1588). ⢠This bought England more time to prepare for war. The Spanish Armada (1588) The Plan ⢠By 1588, the Spanish Armada was ready to invade England ⢠It had 130 ships with 8000 sailors & 18,000 soldiers ⢠The Duke of Medina Sidonia would lead the Armada, but he had little experience at sea and didnât want the job ⢠The Armada would collect Parmaâs army from France & sail to England under the protection of the Armadaâs warships ⢠Parma would march to London to depose Elizabeth & impose a Catholic government in England. 1) The Armada reached the English Channel The Armada set out in May 1588, but was delayed for a few weeks by bad weather In July the Armada was near England & signal fires were lit to warn Elizabeth English ships set sail to meet the Armada The Armada sailed up the channel in a crescent (half moon) formation, to use the large armed galleons to protect the weaker supply and army ships The English navy carried out a few minor raids, but did not inflict much damage Only 2 Spanish ships were lost (by accident) 2) The English attack the Spanish at Calais (with fire ships) and at Gravelines The Armada sailed up the English channel & anchored at Calais to wait for Parmaâs army But Parmaâs men didn't reach the coast in time (news had reached them too late) At midnight, the English sent 8 fireships into the Spanish ships causing panic They cut their anchors, broke formation & headed for the open sea (without Parma) The Spanish ships sailed to Gravelines, but bad weather stopped them returning to Calais The English attacked and the battle lasted many hours (5 Spanish ships were sunk) The rest were forced to sail away from France towards Scotland The English ships followed them to make sure they didnât come back to collect Parmaâs army 3) The Armadaâs Journey back to Spain around Ireland was a disaster The Spanish called off the attack and returned to Spain around Scotland & Ireland Bad storms sank many ships and wrecked more on the Irish coast Many sailors died from starvation & disease â less than half the men made it back to Spain How did England defeat the Spanish Armada? !) Faster Ships ⢠Years before the battle, England had started building smaller, faster ships (galleons) that could fire canon balls quicker & further than Spanish ships ⢠Spanish ships were huge and slow to change direction. 2) Bad Planning & Communication (Spanish) ⢠Philipâs plan to join with the Duke of Parmaâs army in France was risky. ⢠Parma had lots of small ships which took 48 hours to load, man and set sail. ⢠It took too long (a week) for word to reach Parma that Medina was in the English Channel, by which time Medina had set sail to Calais. ⢠Parma was not ready to set sail & the English were already ready to attack (leaving Medina with very little back up when anchored in France). 2) English Tactics were more effective ⢠Spanish ships aimed to come alongside the English ones, jump on board & fight the enemy. But the English ships were faster & kept a safe distance. ⢠They chased the Armada down the Channel, with heavy cannon fire, which forced the Spanish to arrive in France before Parmaâs army was ready ⢠As the Armada was waiting, the English sent fireships into the Spanish fleet. ⢠This caused the Armada to panic, cut their anchors & sail away to the north ⢠When the Spanish ships regrouped, the English attacked them in the Battle of Gravelines & the Armada was forced to sail north, chased by faster ships. 5) Bad Weather ⢠Strong winds made it impossible for the Armada to return & pick up Parmaâs army and storms wrecked or sunk Spanish ships as they tried to return home along the Scottish-Irish coasts. 2) Spanish Supplies ⢠The Armada was not well supplied with food/weapons. Drakeâs attack on Cadiz port in 1587 had destroyed food barrels. Delays in setting sail meant that by the time the English attacked the Armada it had been at sea for 10 weeks and had rotting food. 1000s died from starvation/disease. The consequences of the English victory? ⢠Victory over the Spanish Armada gave Elizabeth a great propaganda victory ⢠A new portrait was made, and a medal was made to commemorate her victory, it said âGod blew and they were scatteredâ. ⢠Elizabeth claimed that God was on the side of Protestantism ⢠This led to a feeling of English pride and encouraged the Dutch rebels to renew their fight against the Spanish ⢠The defeat of the Armada showed the strength of the English navy and gave England the confidence to trade and explore more widely at sea ⢠Although Philip did not give up and continued the war for the rest of Elizabethâs reign, the defeat had cost Spain dearly, both financially and in terms of its power ⢠The Armada marked the start of a long decline in Spainâs power and fortunes. ⢠English ships were sent on voyages of discovery and set up valuable new trade routes ⢠By the end of Elizabethâs reign, the navy was also trying to set up a new colony in Virginia ⢠The English victory boosted Elizabethâs popularity & strengthened the Protestant cause