Free Essays on Declaration

Declaration of Independence The King of Britain has committed many injuries and usurpation’s on the 13 Colonies, for he is a prince-whose character is thus marked by every act which may define a tyrant. The Declaration of Independence, was written to establish the basis of the revolution that the colonists were planning, and enacting, it expressed the reasons for which the colonists claimed as factors for their wants to be independent. The document was divided into three major parts: the first section contained a statement of principle that discussed the rights of man and the legitimacy of revolution; the second presented a long list of grievances that provided the rationale for rebellion; and the third/last portion of the declaration included the formal announcement of independence. The 1st Section of the Declaration discussed the rights of man and the legitimacy of revolution. The Declaration most significantly declared that â€Å"All men are created equal† and that they are endowed by their Creator with certain rights to enjoy â€Å"life, liberty, and pursuit of happiness.† Moreover, the Declaration argues that government must be representative of the people and is limited in power by a recognition of basic political rights. If when a government violates these people’s natural rights, the people have the additional right to hereby â€Å"alter or to abolish that government.† Thereof, the wanting of a â€Å"Democracy† among the 13 colonies. In contrast, the present King of Great Britain has forever elongated a series of usurpation’s that evinces a design to increase absolute despotism by neglecting to attend to the needs of his colonies and to their o so unalienable rights. Evenmore, controversial to the accusations made against the present King were a long list of specific grievances that provided the rationale for rebellion. These grievances were evidence to evince that the colonists rights... Free Essays on Declaration Free Essays on Declaration Declaration of Independence The King of Britain has committed many injuries and usurpation’s on the 13 Colonies, for he is a prince-whose character is thus marked by every act which may define a tyrant. The Declaration of Independence, was written to establish the basis of the revolution that the colonists were planning, and enacting, it expressed the reasons for which the colonists claimed as factors for their wants to be independent. The document was divided into three major parts: the first section contained a statement of principle that discussed the rights of man and the legitimacy of revolution; the second presented a long list of grievances that provided the rationale for rebellion; and the third/last portion of the declaration included the formal announcement of independence. The 1st Section of the Declaration discussed the rights of man and the legitimacy of revolution. The Declaration most significantly declared that â€Å"All men are created equal† and that they are endowed by their Creator with certain rights to enjoy â€Å"life, liberty, and pursuit of happiness.† Moreover, the Declaration argues that government must be representative of the people and is limited in power by a recognition of basic political rights. If when a government violates these people’s natural rights, the people have the additional right to hereby â€Å"alter or to abolish that government.† Thereof, the wanting of a â€Å"Democracy† among the 13 colonies. In contrast, the present King of Great Britain has forever elongated a series of usurpation’s that evinces a design to increase absolute despotism by neglecting to attend to the needs of his colonies and to their o so unalienable rights. Evenmore, controversial to the accusations made against the present King were a long list of specific grievances that provided the rationale for rebellion. These grievances were evidence to evince that the colonists rights...

French Words with New Meanings in English

French Words with New Meanings in English French Words with New Meanings in English French Words with New Meanings in English By Mark Nichol Thanks to the Norman Conquest, and to the long dominance of France in European culture and politics, almost half the words and phrases in the English lexicon (including that of its American variety) are derived from French. The list below consists of words used in American English that acquired one or more senses distinct from that or those of the French words from which they are descended. After each term, the American English meaning(s) is/are listed, followed in parentheses by the French meaning(s). 1. accoutrement: accompanying items or accessories (a ludicrous costume or tasteless attire) 2. aprà ¨s-ski: socializing after skiing (snow boots) 3. auteur: a film director or other artist who artistically dominates a creative endeavor (an author) 4. au naturel: naked (acting or looking natural, unaltered or unadulterated) 5. bà ªte noire: someone or something avoided or disliked out of fear (someone or something hated) 6. boutique: a shop selling designer or distinctive clothing, or, as an adjective, describing a small, exclusive business (a shop) 7. boutonnià ¨re: a flower placed in a buttonhole (a buttonhole) 8. chef: a professional cook (a boss) 9. claque: a group of admirers (a group of theatergoers paid either to applaud or to criticize a performance) 10. corsage: flowers worn on a woman’s dress or around her wrist (a woman’s chest, and attire covering this area) 11. coup: a forced change of government (a hit) 12. coup de main: surprise attack (give a hand) 13. debut: a first performance by an artist or entertainer (a beginning) 14. dà ©colletage: a low neckline, cleavage (lowering a neckline, or, in agricultural and technical contexts, cutting) 15. en masse: a group or mass moving as one entity (a collection or crowd) 16. entrà ©e: an entrance, or the main course of a meal (an entrance, or appetizers preceding a meal or before the main course) 17. à ©pà ©e: a specific fencing sword (a sword) 18. exposà ©: published material pertaining to a fraud or scandal (a report or talk) 19. hors d’oeuvre: a snack (the first course of a meal) 20. outrà ©: unusual (exaggerated or extravagant, or outraged) 21. prà ©cis: a summary (accurate, precise; also, an abridged textbook) 22. premiere: a first performance or presentation (first) 23. recherchà ©: obscure, pretentious (sophisticated, studied) 24. rendezvous: a clandestine meeting, or a location for an appointed meeting or reunion or a joining of two spacecraft (an appointment, date, or meeting) 25. reprise: a repetition of a piece of music during a performance (an alternate version or cover version, or rebroadcast) 26. rà ©sumà ©: an employment history with a list of qualifications (a summary) 27. risquà ©: sexually provocative (risky) 28. seance: a gathering to communicate with spirits (a meeting or session) 29. touchà ©: acknowledgment of a point made, or of a hit in fencing (emotionally touched) 30. vignette: a brief description or scene (a small picture) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Exquisite AdjectivesRunning Amok or Running Amuck?Practice or Practise?

The cost of shortselling (finance) Essay Example | Topics and Well Written Essays - 3000 words

The cost of shortselling (finance) - Essay Example procedures are discussed in depth to show that the chances of making a profit through short selling are as high as incurring a loss due to this activity. It all depends on how accurately an operator is able to predict the future market movements of stocks that are sold short. Mutual Funds hold largest number of stocks and are the most active operators in stock market. So, some analysts feel that if the additional costs related exclusively to short selling are added to the average cost of transactions undertaken by Mutual Funds, a correct value of the costs of short selling can be obtained. But the reasons why this approach would never give a true indication of short selling costs have been explained in a cogent manner. Finally, the assignment ends with a strong argument against branding short sellers as precursors of misfortune. â€Å"Short selling† is a very common term in stock exchanges. In simple terms, if a seller sells stocks which are not owned by them, then they are selling it short. This is possible if the seller borrows those stocks from a broker for a limited period and would return those stocks later. In order to do this, the short seller must have an account with the broker. That account could be either cash account or margin account. A cash account requires all transactions to be settled in cash while in a margin account the broker comes forward with finance or securities, as the case may be, to fulfill temporary requirements of the investor. The investor has to; of course, provide collateral securities for all the shares that they borrow. One of the most pertinent costs of short selling is the interest foregone on the securities that are presented as collateral to the broker. A short seller undertakes these transactions because they have a hunch that the price of securities would go down in future. So when they would buy those stocks from open market for returning to the broker they would be able to do so at a lower price than at which they had

Olympics Paper Essay Example | Topics and Well Written Essays - 1500 words

Olympics Paper - Essay Example gets and scale of plans for the site and program to ensure that the Olympics site would accommodate the size of expected attendees, as well as their security, personal and professional needs. It is in this regard that this paper is written to present the steps and tasks needed to prepare for the Olympics. The discourse would include personal protection of VIPs, athletes, and the general public, as well as other security concerns, traffic control, and terrorist threats. The Olympic games originated in Olympia, Greece from as early as 10th or 9th century B.C. Due to its scope and enormity of international participants in the event, the level and depth of security measures are always of paramount priority especially of the host country. In previous Olympic events, there were security companies which were named as the official electronic security sponsor for specific Olympic events. This ensures that the security plans, measures and implementing actions could be directly accounted to a specific organization. In the forthcoming games in London on 2012, â€Å"the Government and its partners in security are committed to the safety and security of the London 2012 Olympics, and a funding envelope of  £600 million has been agreed. This will cover strategic options for a range of security measures, including fraud and financial crime prevention and protection, counter-terrorism, identity assurance and personal protection.† (Beard, 2008) Generally, the following steps and tasks are required to prepare for securing the Olympic games: (1) definition of a specific objective - the aim is to ensure safe and secure Olympic Games which everyone can enjoy; (2) identification of the agency in charge of security; (3) planning stage incorporating security programs, layout, officers and budget in the design for the Olympic site to further secure the Olympic Park; the number of officers needed on duty each day should be detailed including the number of specialists such as firearms,

Write a critical comparison of two pieces of research Essay Example for Free

Write a critical comparison of two pieces of research Essay Rationale When choosing the two pieces of research to compare, I sought a topic that interested and was of relevance to me. According to Hammersley and Scarth (1993) the function of educational research is to inform policy-makers and practitioners and consequently to improve education (p.216). Subsequently the aim of this essay is not only to draw a critical comparison between the two pieces of research, but also to inform me, as a student teacher, on the findings of the role of teachers beliefs of gender in mathematics and so advise my future practice. In my last SE placement I found myself teaching a mixed year class of which boys made up two thirds of the pupils, this highlighted to me some of the gender issues that can manifest themselves in the primary classroom, I had previously not had experience of. The school had a policy on gender, which contained strategies for raising the achievement and interest of boys in lessons, particularly in literacy. When observing the male teacher conducting literacy and history lessons I found that many of the texts were tailored to the boys interests, such as information texts on robots or science fiction. In other classes I observed taught by female teachers, I did not see the use of any resources specifically targeted at boys. I found that because the class contained more boys than girls and had a male teacher, much of the talk and topics had a male theme. However, I did find that the boys were strongly motivated and that many of them responded in a very positive manner to a male role model, which can often be lacking at primary level. It was clear when I took over the teaching of the class I found it more difficult to develop a rapport with the boys than I had in my previous SE placement where the class teacher had been female. There has been research conducted on the effect of the gender of a teacher particularly in mathematics, but there are no conclusions to support my observations. Most teachers indicated that their gender does not necessarily influence their treatment of their own students, or the way that either male or female students related to them. There has been also been research conducted to examine the affect of teacher gender on pupils achievement in mathematics. Li (2001) quotes Sahas (1993) conclusions that whether a teacher is male or female does make a difference for student achievement, students with male teachers had better achievement in mathematics than those with female teachers (p.66). The experience within this class illustrated to me the distinction of boys and girls in primary education and how they respond to different stimuli, whether that be teachers, work, resources etc. As a mathematics specialist the fact that the topic investigates teachers gender-related beliefs within that subject is of particular interest to me. I have not had any experience of working with teachers who hold different beliefs about girls and boys achievement, but I have never held a discussion with a teacher about what they attribute their pupils success in mathematics to. The research papers provide an insight into teachers attributions and whether these are differentiated by gender. Any implications raised by the outcomes of this research will inform my future practice. Historical Context of Topic Over the last 25 years, there has been a variety of studies conducted to examine teachers beliefs about, or attributions of, causation of their students achievement successes and failures. Research conducted by Clark and Peterson (1986) found that a teachers causal attributions are important because perceptions of why his/her students succeed or fail in achievement situations has an impact on the teachers expectancies for students future achievement success. They also concluded that the sex of a student has not been shown to be a major factor affecting teachers attributions. However Fenema et al (1990) stated that a close reading of the literature shows that most studies dealing directly with teacher attributions have not included gender as a variable (p.57). There are some studies to show that researchers hold different beliefs about appropriate learning experiences for boys and girls. Stage et al (1985) reported that teachers do not have lower expectations for girls performance in mathematics than they do for boys performance, however teachers have been found to provide more encouragement for boys then for girls to learn mathematics. In 1998, the Scottish Executive for Education produced a Primary Schools Support Pack, which details gender issues in raising attainment. The document states that research evidence in attainment shows that in mathematics: boys have generally more positive, or sometimes more polarised, attitudes; boys have more confidence, are less dependent on teachers explanations, and devise their own methods and short cuts to solutions; girls tend to underestimate their abilities and are easily discouraged. Research carried out by Gorard et al (2001) on the patterns of differential attainment of boys and girls at school showed that in mathematics, girls have a small achievement gap over boys at level 2, but at level 3 to A levels, boys hold a small achievement gap over girls, which increases over time. Context According to Hammersley Scarth (1993) it is important to understand the context in which a report is produced (p.217). Fenema et al carried out their research in the United States of America in 1990. The subjects were 38 female 1st grade teachers from 24 elementary schools. Tiedemann carried out his research 10 years later in 2000 in a North German city. The subjects were 52 3rd and 4th grade teachers of which 5 were male. It is not clear from the research papers how they both chose their samples. However, it seems likely that both used a form of cluster sampling. Denscomb (1998) states that the logic behind cluster sampling is that, in reality it is possible to get a good sample by focussing on naturally occurring clusters of the particular area the researcher wishes to study and schools are a good example of a naturally occurring cluster. (p.14). Cluster sampling comes under the heading of probability sampling which is based on the idea that people or events that are chosen are done so because the researcher has an idea that these will be a representative cross-section of people in the population being studied. Denscomb (1998) adds that cluster sampling can save a great deal of time that would have been spent travelling to various research sites throughout the land. However, he states that one must remember the aim is to achieve a representative cluster and this could be obtained through random or stratified sampling (p.13). Fenema et al (1990) chose to study only female teachers; this may be because this is an accurate representation of the population, if there were little or no male 1st grade teachers. If they had particularly chosen to research female teachers attributions and beliefs this would have been stated somewhere in the research paper. Tiedemann however, had 5 male teachers within his sample of 52. It could be presumed that if a stratified approach was used, male teachers therefore, represent approximately 10% of teachers in the population he studied. Denscomb (1998) acknowledges that random sampling is likely to provide a representative cross-section of the whole, however he adds that stratified sampling has a significant advantage over random sampling in that the researcher can assert some control over the selection of the sample in order to assure that key people or factors are covered by it and are representative of how they are in the wider population (p.13). Purpose Fenema et al (1990) states that research had not investigated whether or not teachers hold different beliefs about girls, boys and mathematics. Therefore their study aimed to identify successful and unsuccessful mathematics students and the accuracy of their identification; teachers attributions of the causes of successes and failures of girls and boys and teachers beliefs about the characteristics of their best girl and boy mathematics students (p.56). They did not hypothesise about what they expected to find, but outlined a set of questions they wanted to answer. Tiedemann (2000) research title is very similar to that of Fenema et als (1990) and he quotes Fenema et als (1990) research in his review of the literature. His aim is not to re-test their findings, but to test for perceptual bias in teacher beliefs about gender in their teaching of mathematics at elementary schools (p.194). Tiedemann (2000) believes that it is still difficult to draw any conclusions with confidence. He is however working 10 years later and uses research conducted after Fenema et als (1990) to make a hypothesis of what he expects to find in relation to teachers attributions and beliefs. Bell (1999) identifies that it is useful to make statements about relations between variables as it provides a guide to the researcher as to how the original idea may be tested and they can attempt to find out whether it is so among the subjects in the sample (p.25). Cohen Manion (1994) agree that hypotheses and concepts play a crucial part in the scientific method, also known as positivism, defined as all genuine knowledge is based on sense experience and can only be advanced by means of observation or experiment. Positivism, however, has been challenged from many quarters (p.11), Cohen Manion (1994) quote Kierkegaards (1974) theory of existentialism saying that people should be freed from objectivity and having to discover general laws to explain human behaviour, but instead consider ones own relationship to the focus of the enquiry, which is the capacity for subjectivity (p.23). Tiedemann (2000) states an underlying assumption of his study, that there is no difference in gender achievements or teacher beliefs in mathematics. Cohen Manion (1994) criticise embarking on a study having pre-interpreted the world to be researched as the assumptions of the researcher can influence upon the results (p.25). Methods Both Fenema et al (1990) and Tiedemann (2000) used questionnaires to gather data. Fenema et al (1990) used two types of questionnaires, one being a structured individual interview the other a non-direct questionnaire, in their research. Denscomb (1998) states that a structured interview, which involves tight control over the format of the questions and answers, is similar to a questionnaire that is administered face to face. He adds that structured interviews lend themselves to the collection of quantitative data, which was the type of data Fenema et al (1990) did gather. There are issues to consider when deciding to conduct a questionnaire directly. Denscomb (1998) states that research shows when questioning people face-to-face informants respond differently depending on how they perceive the person asking the questions. In particular the informants answer may be tailored to match what they feel fits in with what the researcher expects from them or to what they perceive to be the researchers point of view (p.116). As already stated the researchers assumptions of the study can affect the outcome. For example in Fenema et als (1990) structured interview the teachers might not readily admit that the pupils lack of success is due to them not providing the support for the child even if it is their belief. In the case of Tiedemann (2000) his underlying assumption that there is no difference in gender achievements or teacher beliefs in mathematics could be perceived by the informant who modifies their response to this expectation. Cohen Manion (1994) cite Kitwoods (1977) critique of direct contact questionnaires; he states that there is a trade off between reliability and validity. If the researcher develops an atmosphere where the respondent feels at ease the more likely they are to disclose true information which is necessary to the validity, however reliability is enhanced by rationalisation, but when the interviewer becomes rational and calculating the less likely the situation will contain a human element and the more calculated the response is likely to be (p.282). Denscomb (1998) reflects on both types stating that questionnaires, which are conducted without direct contact, remove the impact of face-to-face interaction (p.88). Cohen Manion acknowledge the bias that can impact upon direct interaction, but it allows for greater depth than is the case with other methods of data collection (p.272). By Fenema et al (1990) using both types of questionnaires, they have experienced the advantages of both. Tiedemann (2000) used only the non-direct contact and therefore his study as Cohen Manion (1994) stated could lack greater depth and a human element. Fenema et al (1990) and Tiedemann (2000) employed similar styles of questionnaires to collect data about teachers attributions. Both used a non-direct questionnaire, which contained statements about the pupils that the teachers had to estimate on a scale. Fenema et als (1990) sex-role stereotype questionnaire was an adaptation of another researchers method of data collection. The 20 descriptors, concerning characteristics of the teachers best mathematics pupils, contained 2 opposing statements, the teachers responded from high agreement to the right phrase to high agreement with the left phrase. The structured interview and questionnaire used by Fenema et al (1990) and the questionnaire used by Tiedemann (2000) all contained closed questions where the answers are restricted to options supplied on the questionnaire. Denscomb (1998) acknowledges both the advantages and disadvantages of closed questions. He states that the structure of such a questionnaire provides the researcher with information which is of the same length and that can be easily compared, quantified and analysed. In the case of both research papers where the results were of a statistical nature, it would seem closed questions were the most suitable to use. Denscombe (1998) notes the disadvantages saying there is less scope for respondents to supply answers which reflect the exact facts of true feelings of a topic and as a result of this the respondents may become frustrated by not being able to express their views fully in a way that accounts for any sophistication, intricacy or even inconsistencies in their views (p.101). Fenema et als (1990) questionnaire overcomes some of the limitations of closed questions by allowing teachers to rank their agreement with the phrases from 1 to 5, enabling them to strongly agree with one phrase by marking 1 or 5, or to indicate a modification by marking 2, 3 or 4. Tiedemanns (2000) questionnaire similarly is structured to allow teachers to respond on a three-point scale of true, not true and partly true. However Bell (1999) cautions against the use of ambiguous words such a partly true, which may mean something different to each respondent (p.121). In Fenema et als (1990) attribution interview each teacher chose their 4 most successful mathematic students and 4 most un-successful students to attribute the cause of their success or failure. The paper does not state the criteria for how the students were classified as most or least successful, this information however is crucial to understand the teachers beliefs of what constitutes success or failure in mathematics, which is central to the research question. Tiedemann (2000) however states the criteria of a successful or failing mathematics student. He chose three bands of performance level that the students would fall into, 2 from the upper level, 2 from medial and 2 from the lower performance level. These bands were derived from performance grades attributed to the children in a similar way children in the UK are levelled from performance in QCA or SATs tests. One of Fenema et als (1990) objectives however was to discover how accurate the teachers were in selecting their most and least successful students. This was done by testing all 314 girls and 368 boys taught by the teachers and matching the results to the accuracy of the teachers choices. Therefore, it was important that the teachers chose the students as it gave a greater insight into whether they were able to identify their most and least successful students. However, it is important to note that there will always be the issue of whether the test results of the students are wholly valid. The test questions were read to the students by a trained tester. This immediately puts visual learners or children with poor memory at a disadvantage. According to Felder Silverman (2002) visual learners remember best what they see pictures, diagrams, flow charts, time lines, films, and demonstrations, verbal learners however get more out of words, spoken or written and therefore could have an advantage in this form of spoken test. Dyslexic students may also be put at a disadvantage from this style of test. These children, who are often able mathematicians, according to the British Dyslexia Association (2002) tend need more time when completing mathematical activities due to contributing factors such as poorer short-term memory and slower writing speeds. They can also have problems with auditory processing. Fenema et als (1990) test had a time limit, again putting some children at a disadvantage. Results Fenema et als (1990) and Tiedemanns (2000) results opposed each other in two particular aspects. Fenema et al (1990) concluded that in both the most and least able categories, teachers attributed girls success and failure to effort considerably more so than for boys. Tiedemann (2000) however found that teachers thought that girls profited less from additional effort than boys and had to exert relatively more effort to achieve the level of actual performance in mathematics. Under the category of ability, both research papers contrasted each other in their findings. Tiedemann (2000) states that teachers attributed failure in girls more to low ability, whereas Fenema et al (1990) found that boys success was attributed more to ability than girls success. When analysing the results obtained by both parties one must take into account the differences in their research methods and contexts. The researchers did not study children of the same age, in fact the children in Fenema et als (1990) research were 3 to 4 years younger than in Tiedemanns (2000). The research was conducted in differing countries and Fenema et als (1990) sample size (pupils) was double that of Tiedemanns (2000). Denscomb (1998) reflects on issues when using a sample of 300 or less (Tiedemanns (2000) being 312). He states that extra attention needs to be paid to the issue of how representative the sample is and caution is needed about the extent to which generalisations can be made on the basis of the research findings (p.24). Does this mean therefore that Tiedemanns results are less viable than Fenema et als (1990) due to his sample size? This would have to be investigated in relation to how representative his sample was. Fenema et al (1990) may have a larger sample but there is no information on how representative it is. Denscombe (1998) also states the smaller the sample the simpler the analysis should be, in the sense that the data should be subjected to fewer subdivisions (p.24). Tiedemann however divides his questionnaire in 6 categories containing 21 items; according to Denscomb (1998) this can dilute results (p.24). The issues of bias and validity in terms of Fenema et als (1990) interview should also be taken into account. As previously discussed these issues can affect results and more information on how the interview was conducted is needed before an analysis of its reliability can be conducted. To close, it is difficult to draw clear and unequivocal conclusions from both these sets of research, although Fenema et als (1990) study follows more of the advice for gaining reliable results, such as more than one method of data collection and a large enough sample size. Bell (1999) states that in the analysis, interpretation and presentation of data, care has to be taken not to claim more for results than is warranted. Li (2001) states that when studying all the literature, including both the research papers analysed here, on gender-related beliefs in teachers, the results are inconclusive. Bibliography Bell , J. (1999) Doing Your Research Project Bucks: OUP Cohen, L. Manion, L. (1994) Research Methods in Education London: Routledge Denscomb, M. (1998) The Good Research Guide Maidenhead: OUP Li, Q. (2001) Teachers beliefs and gender difference in mathematics: a review Educational Research Vol. 41 No. 1 pp. 63-76 The British Dyslexia Association (2002) Mathematics and Dyslexia http://www.bda-dyslexia.org.uk/main/information/education/e07maths 01/06/03 Tiedemann, J. (2000) Gender-Related Beliefs of Teachers in Elementary School Mathematics Educational Studies in Mathematics Vol. 43 pp. 191-207 Felder, R. M. Silverman, L. K. (2002) Learning Styles and Strategies http://www.ncsu.edu/felder-public/ILSdir/styles.htm 01/06/03 Fenema, E. Peterson, P. L. Carpenter, T. P. Lubinski, C. A. (1990) Teachers Attributions and Beliefs About Girls, Boys and Mathematics Educational Studies in Mathematics Vol. 21 pp. 55-69 Gorard, S. Rees, G. Salisbury, J. (2001) Investigating the Patterns of Differential Attainment of Boys and Girls at School Oxford Review of Education, Vol. 27 No. 3 pp. 411-428 Hammersley, M. Scarth, J. (1993) Beware of wise men bearing gifts: a case study in the misuse of educational research in Gomm, R. Woods, P. (ed) Educational Research in Action London: Chapman Ltd

The Civilized and Self-Cultured Black Man Essay -- Narrative Life Fred

The Civilized and Self-Cultured Black Man In Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, Frederick Douglass faces the problem of detailing his transformation from slave to man in a manner which is acceptable to both his audience and his own authorial purpose. Douglass must walk the thin line between being powerful and being threatening to his white audience. He attempts to avoid becoming a threat by appropriating the image of a self-made man, as defined in William E. Channing's essay entitled "Self-Culture." Douglass constructs his manhood in terms of civilization, a tactic later employed by Ida B. Wells in her anti-lynching campaign. Although physical strength and the escape from civilization into the wilderness was an equally popular construction of manhood at the time, Douglass follows Channing's belief that true manhood is achieved through knowledge, the mastery of letters and cultivation of manners. This conception of masculinity centers around moral uprightness and self-control a s a means of suppressing passions and desires, the latter being something that most of Douglass' masters lacked. If civilization indicates manhood, then the brutal masters described in Narrative are not men at all. This reversal makes Douglass, the slave turned self-cultured man, a representation of true manhood. According to Channing, every man has the potential to be a great man. Through self-culture, and the resulting moral and intellectual growth, men can expand and live up their potentials, becoming ideal men. Channing understands moral sense as the suppression of passions and desires that are inherent in human nature, but are not good for soul. When a man looks into himself, he discovers...d... ... image of this civilized man is reinforced by Douglass' narrative voice which takes on the Harvard style tone, that sounds much like Channing's voice in "Self-Culture." This tactic may have been to support his use of Channing's ideas, but it also gave Douglass the unique position of speaking in the same style as his audience. This would perhaps be unexpected by his white Northern audience, but nevertheless reinforces Douglass' civility. By taking popular conceptions of civilization, self-control and literacy, and applying them to himself, Douglass invents in himself the representation of true manhood. Works Cited: Channing, William E. The Works of William E. Channing. Boston: American Unitarian Association, 1875. Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave, Written By Himself. New York: Penguin Books USA Inc., 1968.

Case Review

CASE: THO YOW PEW & ANOR V CHUA KOOI HEAN MATERIAL FACT: The plaintiffs in this case were the elder and younger brother of Dr. Tho Yow Cheong (the deceased) who died testate on 5 December 1996. They were the executors and trustees of the will executed by the deceased which dated on 20 October 1995. On 16 June 1997, the plaintiffs applied to the High Court of Kuala Lumpur by way of petition for a grant of probate of the said will.The defendant who was the wife of the deceased however then entered a caveat with the Registry on 10 July 1997 in order to prevent the grant of probate to the plaintiffs without the defendant being given notice. On 21 October 1997, the plaintiffs commenced this probate action against the defendant praying to the court to decree probate of the said will in solemn form of law. The defendant then counterclaim seeking a declaration that the said will is null and void and prayed that she be grated letters of administration to the estate of the said deceased.ISSUES : 1. Whether deceased had requisite testamentary capacity to execute will 2. Whether suspicion satisfactory discharged by the party propounding the will 3. Whether the will valid 4. Whether probate should be granted HELD: Plaintiffs claim dismissed with cost and defendant’s counterclaim allowed with cost REASON FOR JUDGMENT: 1. The burden of proving the deceased had the requisite testamentary capacity laid with the parties propounding the will, which were the plaintiffs in this instance. 2.The deceased suffered from nose cancer and was heavily dependent on a steroid drug called â€Å"dexamethasone† to obtain relief from its resultant pains and discomfort. â€Å"Dexamethasone† used long term can give rise to several physical and psychiatric side effects. There is also doubt that the deceased who experienced weakness of his limbs and muscles with reduced motor function could have typed the will in question. 3. The plaintiffs did not impress as having done what the y did for the welfare and interest of the deceased.On the other hand, the defendant impressed as being a truthful witness. Her evidence was accepted as being the true version of the events that transpired. It was evident that the plaintiffs had not satisfactorily discharged the suspicion raised. RATIO DECIDENDI 1. Dr Shanmuganathan v. Periasamy Sithambaram Pillai [1997] 2 CLJ 153 * it was emphasised that where there are suspicious circumstances lurking behind the execution of the will, the onus is on the party propounding the will, to remove, by way of explanations such suspicious circumstances. . Foo Fio Na v. Hospital Assunta & Anor [1999] 8 CLJ 184 * †¦ I am of the view that a doctor could not give any opinion what more an expert opinion as to the injury of any person without seeing and examining that person and also in the present case without seeing the x-rays of that person. 3. Tyrrell v. Painton [1894] P 151 * The rule in Barry v. Butlin 2 Moo PC 480, Fulton v. Andrew LR 7 HL 448 and Brown v.Fisher 63 LT 456, is not, in my opinion, confined to the single case in which a will is prepared by or on the instructions of the person taking large benefits under it, but extends to all cases in which circumstances exist which excite the suspicion of the Court; and wherever such circumstances exist and whatever their nature may be, it is for those who propound the will to remove such suspicions, and to prove affirmatively that the testator knew and approved of the contents of the document, and it is only where this is done that the onus is thrown on these who oppose the will to prove fraud or undue influence, or whatever else they rely on to displace the case made for proving the will. 4. Udham Singh v. Indar Kaur [1971] 2 MLJ 263 * It is trite law that the burden of proving that the deceased had the requisite testamentary capacity whilst executing the will lies with the party propounding the will. COMMENT: In this case, the burden to prove at the time of exe cuting the will the deceased was in sound mind, memory and understanding position lies with the plaintiffs since they are the one who propounding the will. However the laintiffs failed to prove that the deceased was in that capability to execute the will. This is because there was evidence that the deceased was suffering from the side effects of the drugs taken by him in order to cure the pain that he suffered. The deceased was found euphoric, had muscle weakness and suffered from psychiatric effect of the drug, thus it is impossible for the deceased to type the will. In addition, the deceased also suffered â€Å"hemiparesis† which according to the expert, the strength of the deceased body was less which mean he can only write slowly and not type. A perusal of the will shows that it was type and the plaintiffs failed to prove who actually prepared the will.The suspicion raised in this case was not satisfactorily discharged by the plaintiffs when they failed to give all the ne eded prove such as whether the will was read to the deceased. The deceased was right handed and suffered â€Å"hemiparesis† which unable him to type the will. The love of the deceased to the defendant also cannot be denied by the conversation of the deceased with her daughter however the psychiatric problem that he suffered as the side effect of the drug taken had made him to show the contravention. The statements given by the witnesses of the plaintiffs also doubtful, thus it is concluded that the will was invalid and the probate should not be granted.

“What Do Someone’s Eyes Indicate About His or Her Personality?

â€Å"What do someone's eyes indicate about his or her personality? † Personality consists of a wide variety of attributes and traits; therefore I do not believe that a personality can be determined merely by looking at someone’s eyes. However, there is a component of body language, which is a manifestation of your inner feelings†¦ Most everyone knows the fact that personality can also be learned. For example, a person who learns to be shy due to experience, customs, culture may exhibit a downward gaze. A confident person may exhibit a straight-forward look and be more reassured. The bottom line is that eye contact could reveal a person's personality, moods, emotions, farther reactions. Etc. Most people make eye contact in some way, I've never had much of an issue with it nor used it to make judgments about people unless one is either so shy or maladaptive that they cannot look someone in the eye or face to face and divert their eyes away, upward or downward while speaking which sends out a warning signal about a personality issue, and I'm not speaking about cultural differences of showing respect by keeping the eyes somewhat lowered. The ones I speak of cannot speak directly to you. But have you ever encountered those with lazy eye or wandering eye where their eyes go in opposite directions and they cannot help it? They are looking at you but their eyes wander off and it’s a disability they cannot help. Some people have an evil eye, have you noticed? When they are trying to scam you or pull something over on you? What about laughing eyes? When there is so much joy inside a person it just exudes from their eyes. Eyes are very expressive. You cannot mistake sad eyes and know someone is suffering but trying to put on a good front. Darting eyes are nervous eyes, suspicious eyes, why is this person checking everything out? And have you seem the look in the eyes of a person who temporarily spaces out and you know they have left the scene is gone? These are a few things that I see when I look into someone eyes. I guess the question is left to the eye of the beholder. Can you tell what someone's eyes indicate about his or her personality? Word Count385| |

A streetcar named desire by Tenessee Williams.

A streetcar named desire by Tenessee Williams. Tennessee Williams was once quoted as saying "Symbols arenothing but the natural speech of drama...the purestlanguage of plays" (Adler 30). This is clearly evident in "A Streetcar Named Desire", one of Williams's many plays. In analyzing the main character of the story, BlancheDuBois, it is crucial to use both the literal text as wellas the symbols of the story to get a complete and thoroughunderstanding of her.Before one can understand Blanche's character, one mustunderstand the reason why she moves to New Orleans andjoins her sister, Stella, and brother-in-law, Stanley. Byanalyzing the symbolism in the first scene, one canunderstand what prompted Blanche to move. Her appearance inthe first scene "suggests a moth" (Williams 96). Inliterature a moth represents the soul, so it is possible tosee her entire voyage as the journey of her soul (QuirinoCropped screenshot of Vivien Leigh from the traile...63). Later in the same scene she describes her voyage:"They told me to take a streetcar named Desire, and thentransfer to one called Cemeteries and ride six blocks andget off at Elysian Fields" (Quirino 63). Taken literallythis does not seam to add much to the story; however, ifone investigate Blanche's past one, can truly understandwhat this quotation symbolizes. Blanche left her home tojoin her sister, because her life was a miserable wreck inher former place of residence. She admits, at one point inthe story, that "after the death of Allan (her husband)intimacies with strangers was all I seemed able to fill myempty heart with" (Williams, 178). She had sexual relationswith anyone who would agree to it. This is the first stepin her voyage-"Desire". She said that she was forced intothis situation because death was immanent and...

Accidentally Fueling a Diesel With Gasoline

Accidentally Fueling a Diesel With Gasoline To keep people from accidentally  fueling up a diesel engine with gasoline,  most diesel fuel pumps are distinguished by green markings and green fueling nozzle handles. In addition, the inside of a diesel vehicle fuel door has a â€Å"Diesel Fuel Only† label. But what happens if you inadvertently fill your diesel car or pickup with gasoline? Whether you’re new to  diesel ownership or might have both diesel and gasoline powered vehicles in your own personal fleet, it can be oh-so-easy to accidentally misfuel your diesel tank with gasoline. Filling a  fuel tank  is such an ordinary and mundane task, that just a moment’s inattention (did you really need to read that text message?) can cause you to grab the wrong nozzle and pump away. Bad enough if you realize the mistake right away and can get the car towed to a car dealership or independent repair shop to have the tank drained- a $500-$1,000 expensive nuisance. But what if you don’t even realize the mistake and end up driving away with a tank full of gasoline? Chances are you won’t get very far, perhaps just a mile or so. That’s when the diesel in the fuel line gives way to the fresh batch of gasoline on the way from the tank, and the engine starts to run â€Å"funny.† Of course, it all depends on how much diesel remained in the tank before the gasoline was added, and how new and sophisticated the diesel engine is. How Much Gas Does It Take to Harm a Diesel Engine In a 2007 or newer  Ã¢â‚¬Å"clean diesel† engine, any amount of gasoline will probably damage the sensitive emissions control components (DPF,  OxyCat, and  SCR) and system. In older engines with much less sophisticated emissions systems, a lightly diluted (say 90 percent diesel/10 percent gasoline) mix would likely pass through with little or no detriment. It might simply cause reduced engine power, perhaps a bit more noise, and possibly a sharp warning from the emissions sensors that detect something other than pure diesel exhaust. It’s a high concentration of gasoline that spells real trouble. Whether a modern clean common rail diesel (CRD) or an old indirect injection unit, burning straight gasoline or highly diluted diesel fuel will almost certainly result in catastrophic damage to the mighty  diesel engine. Dos and Don’ts If you are fortunate enough to discover you were pumping gasoline rather than diesel before driving away, here are the dos and don’ts. DO NOT  start the engine, even just to move the car from the pumps.DO NOT  turn the ignition on, even just to unlock the steering wheel. This could activate an electric fuel pump and feed tainted fuel into the engine injectors.  DO  tell the station attendant you cannot move the car and pay for the fuel dispensed.DO  call your roadside service provider and request a tow to either the vehicle’s brand dealership or an independent repair shop.DO  have the fuel tank drained and receive confirmation that the contaminated fuel was limited to the fuel tank. If you don’t notice the  mis-fueling error until the car has been driven, stop as soon as it is safe and call your roadside service provider to request a tow. Unfortunately, the price to repair the damage will be very expensive and this is a situation that  will not  be covered by your automaker’s warranty. What Gas Does to a Diesel The problem is multifaceted. It is a function of the completely different burn characteristics of the fuels (volatile and explosive gasoline versus high flash point diesel fuel), and the peculiarities of engine design in regards to how fuel is ignited (spark ignition  versus  compression ignition). Gasoline is formulated to resist auto-ignition in a spark engine (depending on the octane), so this fuel introduced into a diesel engine either won’t ignite or will more likely ignite at the wrong time causing severe  detonation- literally a shock wave throughout your cylinder. Though diesel engine  reciprocating components- pistons, wrist pins, and connecting rods- are built to withstand enormous explosive force, the shock wave effects of uncontrolled detonation can easily destroy them. If by chance major engine damage is avoided, there are other serious consequences. Diesel fuel itself acts as a lubricant  for the fuel pump and delivery system as well as the  valve train. Running thin, low viscosity gasoline through a diesel fuel system would starve it for lubrication and cause those sensitive components to rub together, eventually destroying them. Additionally, the entire fuel system will have been affected. That means the fuel pump, fuel filter, and  fuel injectors will likely need replacement. In the worst-case scenario, it might be cheaper to just replace the engine and components. Good News for Newer Diesel Vehicles Gasoline vehicle fuel filler openings were made smaller in diameter beginning in the early 1980s. This was in response to the mandatory use of unleaded fuel to protect  catalytic converters  and the negative effects of lead to human health. That’s why the smaller diameter gas filler nozzle fits into the larger filler opening of diesel cars. Then in 2009, BMW launched its clean  diesels  in the U.S. with a â€Å"mis-fueling protection device,† essentially a gas cap replacement with a diameter specific to diesel nozzles, as standard equipment. Audi followed in 2011 with a similar device, and beginning with 2013 vehicles, Volkswagen redesigned its fuel fillers to accept only diesel fuel. Today, nearly every diesel vehicle- car or pickup- will only accept diesel fuel. What Diesel Fuel Does to a Gasoline Engine Fortunately, this one is almost impossible (notice we said almost) to ignore, since the larger diesel filler nuzzle won’t fit in a narrow gasoline filler neck. But if you do manage to get diesel fuel in your gasoline tank, the engine will probably not even start, and if it does, it’ll run terribly and probably smoke like a chimney. Engine damage will most likely be minimal to none, but a thorough and expensive fuel system flush will certainly be in order. This article was edited and updated by Larry E. Hall

Family law Scenario analysis Essay Example | Topics and Well Written Essays - 2500 words

Family law Scenario analysis - Essay Example Family law Task 1 - Using relevant statutory provisions and case law, analyse scenario 1: Assess the legal validity of any possible claim against Gail’s estate and applying legal provisions, illustrate how her estate would be disposed of. Task 2 - Using relevant statutory provisions and case law, analyse scenario 2: Identify any possible claimants on Peggy’s estate under the Inheritance (Provision for Family and Dependants) Act 1975 and assess the likelihood of success each claimant would have in receiving a payment from the estate. Task 3 - In relation to the two scenarios, critically comment upon the ability of the law to interfere with a testator/testatrix’s last wishes. Task 1 In order to check the legal validity of any claim against the estate of Gail, it would be necessary to refer primarily to the will that Gail prepared. In terms of the will’s validity, no doubts can exist. In accordance with the s9 of the Wills Act 1837 ‘no will shall be valid unless it is in writing and signed by the testator or by some other person in his presence and by his direction’. The will of Gail is signed by her; the text of the will contains the phrase ‘Signed by the said Testator,†¦, in the presence of us’, a phrase that verifies the fact that the will was signed before the witnesses, so no doubt in regard to the will’s validity exists. In other words, the will of Gail is valid being aligned with the relevant provisions of the law, as described above. At the next level, the text of the will should be reviewed for judging whether Gail assets would be distributed in accordance with the will, or whether her estate will fall under intestacy. In other words, it should be made clear whether the will has been revoked or not. Gail prepared the will in December 2010. At that time, Gail had already taken a divorce from Brian, as assumed by the fact that when Martin proposed to her, the processes of the divorce were over. It should be mentioned that after the divorce, Gail bought a house the value of which has been estimated to ?225,000. Also, in July 2010, Gail had inherited a sum of ?150,000 from her father. In other words, the value of Gail’s estate, i.e. the inherited assets, can be estimated to ?375,000. In terms of the will’s validity, the following issues should be mentioned: in accordance with the UK law, a will is automatically revoked if a marriage takes place (s 18(1) of Wills Act 1837). This means that the will of Gail could be possibly considered as revoked. The section 18(3) of the 1837 Act notes that the will may not be revoked after the marriage in case that the testator has made clear within the will that he is going to marry to a particular person and that he wishes that the will remains effective after the marriage. Gail added such term within her will, without, however, specifying the person that she was going to be married. In this context, her will should be considered as revoked. As a result, those who were entitled under the will would receive nothing, with reference particularly to Gail’s best friend, Claire Peacock, but also Blanche Tilsley. The gifts which were, in accordance with the will, would be given to the above persons, will be incorporated in Gail’s estate and will be distributed using the intestacy rules and the right of the surviving spouse. As for David and Sharah, who were also mentioned in the will, they will not inherit the rest of Gail’s esta te, but they will share, along with Nicholas, the remaining part of the estate of ?62,500, after deducting the right of the surviving spouse, as described below. At this point it should be mentioned that Sharah would not inherit since she dies in the car accident, along with Gail; however, Sharah has a daughter, Bethany, who would inherit as the grand daughter of Gail. Under these terms, the estate of Gail would be distributed among the beneficiaries, using the Administration of Estates Act 1925, as containing the rules related to the surviving spouse rights, and the Law Reform (Succession Act) 1995, which includes the