Civil Rights in America Essay Example for Free

Civil Rights in America Essay The Cornell University Law School defines a civil right as â€Å"an enforceable right or privilege, which if interfered with by another gives rise to an action for injury† (2008). An example of a civil right in the United States is the freedom of speech. It is safeguarded in the First Amendment of the Constitution because this right allows for the free flow of ideas among individuals, organizations and other entities even if these opinions are unconventional, contentious or downright distasteful (Wang, 2001). The clash of opposing ideas in society facilitates the process in which the truth will emerge. Suppressing thoughts that counter another thought will not bring about a well-rounded understanding of an issue at hand and will lead to insufficient knowledge on which the public will base their positions, decisions or actions. Only by trying and testing ideas through competition guaranteed by free speech can the public become objective. Further, the freedom of speech is also one of the ways in which persons express their individuality and pursue self-development (Wang, 2001). Another example of a civil right is the freedom from involuntary servitude. The Thirteenth Amendment ended the more than two centuries in which slavery, the classic form of involuntary servitude, existed in the United States (Missouri Bar, 2006). This granted every inhabitant of the country, no matter what the race or ethnicity, gender or personal beliefs, the security from this form of inhumanity. However, involuntary servitude has a wider meaning in that in not only encompasses slavery but also peonage. The Thirteenth Amendment also protects against voluntary or involuntary labor of a person as a form of debt payment or a means for the fulfillment of obligations (Missouri Bar, 2006). The right against involuntary servitude assures citizens of their dignity and freedom even in times of economic difficulties. This right specifically protects persons of the lower economic status from the exploitation of the more affluent.

Napoleon Populist Autocrat Administrative Structure

Napoleon Populist Autocrat Administrative Structure INTRODUCTION Napoleon Bonaparte was born in town of Ajaccio in Corsica, an island off the southern coast of France on 15th August 1769  [1]  and by then Corsica was formally under French rule. History not only remembers him as a brilliant military strategist and commander but also as ingenious and able statesman, masterful administrator and lawgiver. Napoleon graduated from Ecole Militaire in Paris in 1785 and was posted in Valence in Southern France after seven years of study in France. He came to prominence after his participation in the Siege of Toulon by forcing the British navy to evacuate the port in 1793 and after defending the National Convention from the Parisian mob he wass promoted to Rank of Commander of Army of Interior and later he on successfully led French Armies against Austrian in First Italian Campaign. After successful Italian [1796] and enchanting Egyptian [1798] Campaign; his popularity, support of military and lack of political affiliations brought him to foreground of politics and he is appointed as First Consul of France following coup of 18th-19th Brumaire on 9th-10th December 1799  [2]  . No sooner he takes the reins of France, he begins initiating reforms in various fields covering politics, civil matters, legal problems and economic situation. Instead of taking side of any political ideology or any faction, he chose a middle course by enlisting members of all the factions without considering their political affiliations but taking account of their ability and talent. This became apparent when he chose members of Council of State, Legion of Honor, Prefects, ministers and various posts in military hierarchy. This policy became the cornerstone for all appointments in France under his rule. By affecting Peace of Amiens [1802] he brought brief period of peace when France was not at war with any state. It was during this time he brought about most of his reforms, changes, creations, enlargement and growth of different institutions of France. He brought an end to political upheaval of France by silencing the different factions and later on amalgamating them into his administration. The political system envisaged made him an all-powerful and brought about centralization of political machinery. He had embarked on the civil reforms that were to make him justly famous: the pacification of La Vendee, a successful fiscal reform, a better administrative framework, overhauling of educational system, successfully conclusion of Concordat with Pope and codification of laws of France  [3]  . War again broke out in 1803, first with Britain and later other continental powers joining in the foray. Britain, Austria and Russia forming the Third Coalition threatened France, whereas Napoleon leading a coalition of Central German States inflicted crushing defeats on Austria first at Ulm [20th October 1805]  [4]  followed by the crowning victory over Austro-Russian combine at Austerlitz [2nd December 1805]  [5]  . This was followed by subsequent peace with Austrians at Pressburg and Russia at Tilsit. Prussia citing the reason of violation of neutrality of Ansbach by marching French armies declared war on France subsequently but was quickly and completely crushed in Battles of Jena and Auerstadt [1806]. On 16th July 1806  [6]  , Confederation of Rhine was established in place of Holy Roman Empire. In 1802, national vote was taken for the Life Consulate of Napoleon, the result being 3,568,000 in favour to 8,374 against  [7]  . Two years later Napoleon completed his journey to autocracy: on 3rd May 1804  [8]  Tribunate expressed the wish that Bonaparte be proclaimed hereditary Emperor of the French. The Senate and the Legislative body drew up a bill which then became an organic senates consultum. It was then submitted to the people for ratification: 3,572,000 voted yes to 2,569 nos  [9]  . Napoleon ascended the throne of France with the title of Napoleon I, Emperor of the French  [10]  . On 2nd December 1804  [11]  , he was crowned in Notre Dame Cathedral in presence of Pope Pius VII. On 17th March 1805  [12]  , he was crowned King of Italy. Subsequently, in France, a strict system of censorship was imposed and espionage system was strengthened. Whereas other parts of Empire, namely Italy, Central Germany and Holland were subjected to heavy taxes and the French reforms were imposed in these states which slowly culminated in rise of nationalism and detestation of foreign rule. Freedom of Religion was ushered during this period, first by signing of Concordat with Pope [1801] which healed the breach with the Catholic Church, then by granting equal status to Protestants as well as the Jews. Legal System was overhauled, by codifying the laws of France which dealt with matters ranging from civil to criminal laws as well as commercial law. This was a skillful blend of different laws present in France before beginning of French Revolution and the ideas of Revolution, where under the leadership of Napoleon  [13]  , utmost importance was given to simplicity, lucidity and pragmatism. Four of the finest jurists of France of the date representing Northern Customary laws along with Southern Roman influenced laws worked to produce a codification of laws which has stood the test of time and is still is a law of France. The end of war against Britain nowhere in sight, Napoleon Bonaparte declared Continental Blockade against Britain which would result in complete end of trade with Europe. The Blockade will achieve its peak by 1811, when entire Europe accepted the Continental Blockade. To enforce Continental Blockade, he conquered Naples, Portugal and later Spain. Portugal and Spain involved France in long drawn out protracted Peninsular War which would continue till restoration of Bourbon Monarchy in 1815. When France was involved in Peninsular War, Austria forming an alliance with Britain declared war on France with hope of breaking hegemony of France in Europe. Napoleon smashed the Austrians and within a month occupied Vienna. It will not be until 1812 invasion of Russia that France supremacy will be disputed and at finally Napoleon will be defeated in Battle of Waterloo and later exiled to St. Helena. It was during this period, when Napoleon brought in administrative, civil and legal reforms most of which still survive in France as living testimony to the magnificence of work done during this period for France. Napoleon followed, Everything for the French People  [14]  as his motto, and this is reflected in his brilliant conquests and practical, down to earth but still long lasting reforms which he brought in France and subsequently in the conquered territories. In long run, most of these reforms will form the bedrock of French political, legal and administrative structure which at that crucial moment of French history provided France with stable, efficient and progressive government. French people hailed all of these reforms, and most of them are still part and parcel of French administration in modified forms. LIBERAL AUTHORITARIAN ADMINISTRATION: POLITICAL COMPROMISE, FLEXIBILITY AND NATIONAL STABILITY The centralized administrative system which has prevailed in France was the handiwork of Napoleon  [15]  . Napoleon knew and very well understood the exhaustion and antipathy of people after a chaotic Revolution and an oppressive ancien regime. People tired and disgusted with bloodshed, constant change of governments, coups, political instability, extremities and constant danger of counter-revolution by royalist were longing for a stronger, efficient and stable government which would prevent decay of the system and preserve the ideals of revolution. The French during the Revolution had attacked the despotism of kings, the political inequality of many constitutions only partly free; the pride of the nobility; the domination, intolerance, and wealth of the priesthood, and the abuses of the feudal system, all of which were still rampant in most of Europe  [16]  . Napoleon understood the philosophy behind these ideals and hence went on to realize the goals and preserve the ideals of Revolution but only after ensuring political stability of France and safeguarding it from counter-revolution and internal strife. After a successfully taking over the administration of the France, he understood the situation of people and different factions. And rising above the factions and making merit as the spirit and substance of his rule he decided to usher an era of political stability, administrative efficiency and economic improvement. We have done with the romance of the Revolution: we must now commence its history. We must have eyes only for what is real and practicable in the application of principles, and not for the speculative and hypothetical. Napoleon, at Conseil detat  [17]   Above statement gives clear picture of frame of mind of Napoleon and the people presiding with him. They understanding the sentiments of the people as well as need of hour and under the guidance of Napoleon himself went on to reorganize the government and administration. POLITICAL SYSTEM: The centralized government was divided into Consulate, Senate, Corps Legislatif and Tribunate. Title IV of the Constitution of Year VII  [18]  gave plenty of powers to Napoleon who was to be First Consul. Art 41  [19]  of Constitution gave him the power to promulgates laws, appoint and dismiss at will the members of the Council of State, the ministers, the ambassadors and other foreign agents of high rank, the officers of the army and navy, the members of the local administrations, and the commissioners of the government before the tribunals. Art. 52  [20]  gave Napoleon the power to direct the council of state which was charged with drawing up projects of law and regulations of public administration and deal with difficulties which arise in administrative matters. Executive power was vested in three consuls, but, as first consul, it was effectively in Napoleons hands, the other two acting as advisers. Yet they had to work to a legislature. It rested on a very complex form of indirect election. Each commune voted a list of persons, numbering one-tenth of its citizens, deemed worthy to conduct public business. This list then proceeded to elect one-tenth of its number and these made up the departmental list. This in its turn elected a tenth of its members this was the national list. The choice of members was vested in a new body, the Senate. From this list first the Consulate appointed twenty-four members and these co-opted others to form a body of sixty. These sixty then drew up a list of 100 members for the Tribunate and 300 for the Legislature. The Tribunate could discuss or propose legislation but not vote on it whereas the Legislature could vote but not discuss it, and neither Chamber had a legislative initiative. That came from the executi ve, i.e., from Napoleon working with his Council of State. The power delivered to the executive was therefore immense, but it should not be supposed that the members of these bodies were nobodies.  [21]   A senatus consultum of August 1st forthwith proclaimed Napoleon Bonaparte Consul for Life  [22]  , which was then put to the people in a plebiscite. The official figures were 3,011,007 in favour and only 1,562 against  [23]  . Napoleon now gained few and additional powers, he had the power to nominate the other two consuls, could appoint his successor. The three legislative bodies lost practically all their powers, those of the Corps Legislatif going to the Senate, those of the Council of State to an official Cabal formed out of it; while the Tribunate was forced to debate secretly in five sections, where, as Bonaparte observed, they might jabber as they liked.  [24]   The victory of action over talk, of the executive over the legislature, of the one supremely able man over the discordant and helpless many, was now complete.  [25]  With the establishment of Empire, Napoleon became all powerful with other bodies now losing all the powers. But as a prudent and cautious statesman, he referred all his acts to people as plebiscite. In his own words, The appeal to the people has the double advantage of legalizing the prolongation of my power and of purifying the origin. In any other way it must always have appeared equivocal.  [26]  It was then submitted to the people for ratification: 3,572,000 voted yes to 2,569 nos. The Corps Legislatif disappeared and the Tribunate is not heard of after 1808. The Emperor was sole ruler.  [27]  The Senate was brought firmly under the Emperors control and thereby ceased to exist as an independent body.  [28]  The Senate had the appearance but not the reality of great power.  [29]   By now France came under extremely centralized rule, which ensured till 1815 France safety from civil strife, revolt and any form of dissension from any of the factions present in France at that time. Also, Napoleon took only those into political posts who possessed talent and merited the post irrespective of their political affiliations. This and other measures taken by him to bring Democrats, Republicans, Jacobins and later Royalists succeeded to bring them into his fold. Also creation of Legion of Honor created a class of loyalists who stood by him till the end. Centralization of Power and creating a class of loyalists brought political stability to France at turn of century when political ideologies clashed throughout Europe. ADMINISTRATIVE SYSTEM: Entire Republic was divided into departments and arrondissements with each department having a Prefect, Council of Prefecture and Department General Council with Prefect enjoying absolute powers and privileges in the department while conducting day to day affairs  [30]  . Napoleon while reorganizing administration completely eliminated elective system and appointing  [31]  Prefects to conduct the affairs of the Department, while sub-prefects were placed over the new arrondissements and mayors over the communes. The mayors were directly appointed by the First Consul in communes with population of over 5,000 whereas Prefects appointed the mayors for remaining communes. The administrative machinery aided in maintaining control over different areas of the Empire, along with providing administration which was lacking for a long period of time in France. Indeed, so little was there of effective self-government that France seems to have sighed with relief when order was imposed by Bonaparte in the person of a Prefect.  [32]  The Prefect was primarily the political agent of the Government.  [33]  Vigorous censorship which was imposed in whole of France along with a complex but effective network of spies under the charge of Fouche prevented political opponents a ground to protest whereby maintaining political stability. The country was honeycombed with spies and informers and watched over by a vigilant and efficient police.  [34]   Napoleon working with Cambaceres brought about the authoritarian structure in place and later in the days of Empire it was Cambaceres who worked meticulously while dealing with administrative matters. Napoleon took up the tasks of regular tax payments, law and order, education, military supply, regulation of grain trade, censorship and host of public projects which included tasks of various types from beautification of Paris with which Napoleon attached prime importance to construction of roads to connect all the cities of France with Paris and later their enlargement and maintenance. All of this was done and achieved and efficiency was insured by maintaining a network of spies, enactment of strict penal code [1810] and Napoleon always giving precedence to merit over all other considerations while making appointments. The administrative structure which though has undergone many changes but has still survived in its essence till date in France. AUTHORITARIANISM IN DAILY LIFE: EDUCATION AND RELIGION Napoleon embarked on the civil reforms that were to make him justly famous, which all had authoritarian structure in place so as to allow Napoleon to adjust them to his wishes. This is very well observed in relation to his Education Policy and Religious Policy. Law of II Floreal  [35]  which dealt with Education Policy to followed in France was passed on 1st May 1802, whereas Concordat and subsequent organic legislations which dealt with religious question were made in first years of his rule, which though provided general people with education and religious freedom hitherto unknown but gave Napoleon a supreme position over them and manipulate them to his gain. His prime aim while enacting Law of II Floreal was to bring education to common public and use it as a propaganda to improve his image and maintain control over France. Breach with religion and later persecution of religion during Revolutionary years had brought much unease throughout France, especially rural populace who were still devout, hence he decided not only to allow religion and tolerate different faiths in France but also to heal the breach with Papacy. This was achieved through Concordat and organic legislations passed by him over course of his reign. EDUCATION IN FRANCE: I want a teaching body, because such a body never dies, but transmits its organization and spirit. I want a body whose teaching is far above the fads of the moment, goes straight on even when the government is asleep, and whose administration and statutes become so national that one can never lightly resolve to meddle with them. Napoleon  [36]   Educational System in France went under complete change. Schools run by Church which were prime source of education during ancien regime and which were closed down during Revolution were not substituted by an equal structure which led to abysmal situation of education in France. Napoleon desiring to bring an end to the abysmal situation and using it as a tool to achieve his end of making the future generations of France loyal to the state and him brought about an overhaul. The new educational policy aimed at creating a new loyal group of people and to fashion them as able breadwinners, obedient citizens and enthusiastic soldiers  [37]  . Elementary schools were left to the control and supervision of the communes and of the sub-prefects  [38]  . The law of II Floreal, however, aimed at improving the secondary education  [39]  , which the Convention had attempted to give in its ecoles centrales. These were now reconstituted either as ecoles secondaires or as lycees. The former were local or even private institutions intended for the most promising pupils of the commune or group of communes; while the lycà ©es, far fewer in number, were controlled directly by the Government. In both of these schools great prominence was given to the exact and applied sciences. The training was of an almost military type, the pupils being regularly drilled, while the lessons began and ended with the roll of drums. The numbers of the lycees and of their pupils rapidly increased; but the progress of the secondary and primary schools, which could boast no such attractions, was very slow. In 1806 only 25,000 children were attending the public primary schools.  [40]   But two years later elementary and advanced instruction received a notable impetus from the establishment of the University of France  [41]  . The new University of France was admirably suited to his purpose. It was not a local university: it was the sum total of all the public [pg.297] teaching bodies of the French Empire, arranged and drilled in one vast instructional array. Elementary schools, secondary schools, lycees, as well as the more advanced colleges, all were absorbed in and controlled by this great teaching corporation, which was to inculcate the precepts of the Catholic religion, fidelity to the Emperor and to his Government  [42]  , as guarantees for the welfare of the people and the unity of France. For educational purposes, France was now divided into seventeen Academies  [43]  , which formed the local centres of the new institution. Thus, from Paris and sixteen provincial Academies, instruction was strictly organized and controlled; and within a short tim e of its institution (March, 1808), instruction of all kinds, including that of the elementary schools, showed some advance. In realm of exact and applied sciences, splendid discoveries were made and it prospered. But literature and poetry took a back seat primarily because of lack of support and secondly because of rigorous censorship. In the end it served the purpose of Emperor, created a class of loyalists and exact and applied science made a long strides and France was to remain the hub of scientific studies for another half a century. CONTROL OVER RELIGION: Napoleon in order to decrease the uneasiness among the population took steps to reconcile Papacy, Protestants and even Jews later. He intended to use religion to gain support of the people as well as wield and attach them to his rule. On 15th July 1801, he signed Concordat with Pope in which French Government recognized that the Catholic apostolic and Roman religion was the religion of the great majority of the French people. It was to be freely and publicly practiced in France, subject to the police regulations that the Government judged necessary for the public tranquility. A new division of archbishoprics and bishoprics was now made, which gave in all sixty sees to France. Napoleon enjoyed the right of nomination to them, whereupon the Pope bestowed the canonical investiture. The archbishops and bishops were all to take an oath of fidelity to the constitution. The bishops nominated the lower clerics provided that they were acceptable to the Government: all alike bound themselves to watch over governmental interests. The stability of France was further assured by a clause granting complete and permanent security to the holders of the confiscated Church lands a healing and salutary compromise which restored peac e to every village and soothed the qualms of many a troubled conscience. On its side, the State undertook to furnish suitable stipends to the clergy.  [44]   Napoleon made several laws under the plea of legislating for the police of public worship. The organic articles forbade the application of Papal bulls, or of the decree of foreign synods, to France, they further forbade the French bishops to assemble in council or synod without the permission of the Government; and this was also required for a bishop to leave his diocese, even if he were summoned to Rome. The regulation of the Protestant cult in France was a far less arduous task, Napoleon recognized two chief Protestant bodies in France, Calvinists and Lutherans, allowing them to choose their own pastors and to regulate their affairs in consistories. The pastors were to be salaried by the State, but in return the Government not only reserved its approval of every appointment, but required the Protestant bodies to have no relations whatever with any foreign Power or authority.  [45]   In the years 1806-08 the position of Jews was likewise defined, at least for all those who recognized France as their country, performed all civic duties, and recognized all the laws of the State. In consideration of their paying full taxes and performing military service, they received official protection and their rabbis governmental support.  [46]   Napoleon succeeded to bring the different religious institutions under government control and even controlling and regulating their affairs, so as to prevent them from rising up against the government and at the same time making people content. REFORM OF JUDICIAL SYSTEM I will go down to history with the Code in my hand. Napoleon  [47]   Law for Reorganization of Judicial System  [48]  was passed on 18th March 1800 making judiciary a simple hierarchy of courts. At lowermost level, i.e., for every commune there was a Tribunal of First Instance which was presided over by Justice of Peace which dealt with civil as well as correctional police matters.  [49]  Every department had a Criminal Tribunal which had jurisdiction over all the criminal and correctional police matters in the department.  [50]  Twenty-nine Tribunals of appeal were established throughout France to hear civil and commercial matter from Tribunal of First Instance.  [51]  Tribunal of Cassation sat in Paris which was the final court where appeal could be made from Criminal Tribunal or Tribunal of Appeal which was composed of forty-eight judges.  [52]   A single code for France was the dream of King Louis XI in the fifteenth century, of Dumoulin (1500-66) and Brisson in the sixteenth, of Colbert and Lamoignin in the seventeenth, and of DAguesseau in the eighteenth. The four last named made substantial contributions toward such a project Brisson, by his compilation of the ordinances in force under Henry III, Colbert and Lamoignon, through a more celebrated ordinances bearing the name of Louis XIV, and DAguesseau, whose ordinances on wills, gifts, and entails appeared between 1731 and 1747, and were through codifications.  [53]  Before the outbreak of Revolution, Voltaire had tersely commented on law and order situation of France, stating Man did not often change his horse, as many as he changed law while travelling through France, which correctly gave the picture of law and order situation before Revolution. The parlements, being upholders of local customary laws proved another obstacle towards codification of law. During the Re volution, revolutionaries made many attempts to codify the laws to bring uniformity throughout France, but failed and when Napoleon took power, banditry was on rise and law and order situation had deteriorated. Napoleon with an aim to bring stability gave prime importance to reorganizing the judicial system and codifying the laws. The draft

AIDS and Heterosexuals in the Australian Essay -- homosexual, health,

Study Overview The study entitled From complacency to panic: AIDS and heterosexuals in the Australian press, July 1986 to June 1988 (Lupton, 1992) reports on the preliminary findings from a content analysis of AIDS news coverage in Australian press from June 1986 to July 1988. When revealing the preliminary varying ideologies in press, Lupton stresses the importance of evaluating how the popular media selects and presents news according to societal interests. Lupton (1992) seeks to point out the common situation in Australia that most people lies on information reported by the media rather than by health professionals. She continues to use this study to illustrate if media reporting has a significant impact on shaping public attitudes and behaviour. Her study expresses a concern that the popular press has increasingly resorted to publishing false and sensational stories related to human health without factual evidence that often results in provoking panic within audiences. In order to create AIDS i nto a media sensation for the audiences, newspapers have long inclined to entertain and misinform readers by putting its blame on promiscuous heterosexuals, homosexual men, and intravenous drug users. The view of Lupton (1992) is in accord with this idea and she further seeks to explore if it applies to the Australian press in this study. The study undertakes a content analysis with all articles mentioning AIDS in Australian newspapers published between 1986 and 1988. The research demonstrates that the press generally helps the amplification to reporting AIDS as a spread to heterosexual population by supporting the first public health information campaign called the ‘Grim Reaper’ campaign (Ibid). The ‘Grim Reaper’ campaign used horrible... ...er concern towards heterosexuals in press reporting and failure of increased level of hostile treatment are worth being applied to Lupton’s study in particular (Goode and Ben-Yehuda, 1994). Bibliography Hansen, A., Cottle, S, Negrine, R., Newbold, C. (1998) Mass Communication Research Methods. Basingstoke and London: Macmillan Press Ltd Goode, Erich and Nachman Ben-Yehuda (1994) Moral Panics: The Social Construction of Deviance. Oxford, UK: Blackwell. Lupton, D. (1992) From complacenct to panic: AIDS and heterosexuals in the Australian press, July 1986 to June 1988 in Helath Education Research Theory and Practice. 7(1): pp9-20. Lupton, D. (1994) Moral Threats and Dangerous Desires: AIDS in the News Media. New York: Taylor & Francis Ltd. Summer, C. (1979) Reading ideologies: an investigation into the Marxist theory of ideology and law. London: Academic Press.

The Solomon Islands and the Problem of Sustainability :: Environment Resources Essays

The Solomon Islands and the Problem of Sustainability Introduction In the South Pacific near Australia and Fiji lies another potential tale of natural resources lost, ecosystems destroyed, and species becoming extinct all due to man. The Solomon Islands are at the core of this story. These islands are in danger of losing some of their capital (social, economic, and natural). This potential loss of capital comes from mans short term thinking. In todays world of an everything quick and fast, mentality, lies one heart of the Solomon Islands problem. Nature and all of its many resources do not mix well with profits and greed in terms of long term sustainability. In order to sustain nature, serious management from its users is required. Unfortunately this management is not used or does not create profits for the many companies investing in the Solomon Islands. The Solomon Islands are threatened because of their limited natural resources they have to offer for revenue. The Solomon Islands receive one half of their gross domestic product from agriculture, fisheries, and forestry, and over 55% of the islands exports were wood (web page Solomon Islands). The Solomon Islands sell this wood to companies for a profit. However, this resource is not infinite. The trees have to be allowed to regenerate or else the product will disappear along with the revenue. The common sense approach allows for re-growth of the trees, but this is exactly what is not happening in the Solomon Islands. As written by Nicola Baird in her article "Unwisdom of the Solomons", Baird says that the sustainable rate of harvest of wood is 325,000 cubic meters per year. However Baird continues that the government of the islands has given logging permits to cut 4 million cubic meters per year. The Solomons are taking downtrees faster than they can regrow. Profits are continuing, but only for a few more years. The future of the islands wood supply is forecasted to be depleted in the next 15 years (web page Solomon Islands). In the meantime, the tropical forest disappears at an alarming rate which fattens the pocket book with money but steals money form mother natures pocket book. Loss of trees causes a chain reaction of destr uction in the Islands. Taking trees takes homes of many species, which in turn causes their death.

Glass Menagerie :: essays research papers

The Glass Menagerie   Ã‚  Ã‚  Ã‚  Ã‚  The Glass Menagerie, written in 1945 by Tennessee Williams, remains today as a great literary masterpiece. Williams gave unimaginable depth and uniqueness to each of his characters. Even though the play was written in the mid-forties it is timeless, in that the problems and troubles of the characters can be related to life today, more than 50 years later. The Glass Menagerie is a great play with a central theme of escape and many symbols to support this theme. In the following I will give a brief summary and discuss the theme.   Ã‚  Ã‚  Ã‚  Ã‚  The Glass Menagerie begins with Tom introducing the play as a memory, his own memory of the past. At the start of the play the Wingfield family is eating dinner, after constant harassment on how to eat his food Tom leaves the table to go smoke a cigarette on the fire escape. Amanda tells Laura her story of the old days when she received seventeen gentlemen callers in one day. The next day Amanda finds out that Laura has dropped out of business school, and confronts her, Laura explains that she could not handle the class and has been out walking every day. Amanda sits down with Laura and asks if “she ever liked a boy';?, Laura points to a picture in her yearbook. Later that evening Amanda and Tom argue, she does not understand why Tom goes to the movies every night. Tom states that he hates working for the family as he has been doing and leaves for the movies. He returns late that night drunk and after losing his key Laura opens the door for him. Tom tells he r about the movie and of the magic show he had seen, giving her a scarf from the show.   Ã‚  Ã‚  Ã‚  Ã‚  The next morning Amanda wakes Tom for work and asks him to bring home a gentlemen caller for Laura. Tom came home from work and announced that he had invited Jim O`connor to dinner the next day. When Jim comes for dinner Laura recognizes him as the one she pointed out in the yearbook. Laura becomes sick and must excuse herself from the dinner table. After dinner Amanda tells Jim to keep Laura company in the parlor, at first Laura is scared but loosens up after some conversation. Jim ends up kissing Laura and regretting it after he announces that he is engaged. Amanda becomes angry with Tom for not telling of the engagement, Tom insists he did not know.

Analysis of “I Have a Dream” Speech

On August 28, 1963, Martin Luther King Jr. gave a speech that electrified a nation. In Washington D. C, King delivered his speech on the steps of the Lincoln memorial and as his powerful voice echoed out across an audience of 200,000 people, echoes of the Gettysburg address could be heard as well as the Declaration of Independence and the Bible. It has been called â€Å"masterfully delivered and improvised sermon, bursting with biblical language and imagery. †The passionate speech is filled with rhetorical devices that help ground into earth King's demands of racial equality and outcries of social injustice.The second paragraph of the speech starts with â€Å"Five score years ago†, an allusion to Abraham Lincoln's Gettysburg address. This is particularly poignant due to the fact that the speech was given on the steps of his memorial. A memorial to the president who passed the emancipation proclamation. Martin Luther King Jr. continues with comparing this (the emancipati on proclamation) â€Å"momentous decree† to a â€Å"great beacon light† to those who had â€Å"been seared in the flames of withering injustice† in an example of a simile and then a metaphor.The metaphor is expanded to call the proclamation â€Å"a joyous daybreak† to a â€Å"long night. † The metaphors help prove King's point through contrasting two abstract concepts through tangible things. The last sentence of the second paragraph is the first of many references to the bible. In comparing Psalms 30:5 â€Å"For his anger is but for a moment; his favor is for a lifetime. Weeping may linger for the night, but joy comes with the morning† to King's line â€Å" It came as a joyous daybreak to end the long night of their captivity† the parallels can be seen.The use of biblical references helps link the work of MLK to the bible and divine things. Southerners being in the â€Å"bible belt† and dominantly Christian, this reference to the bible strikes home to these slaveholders. The third paragraph contains a strong example of anaphora with the repetition of â€Å"one hundred years later† four times. This is used to thrust home the point of how long the suffrage has gone on. The duration is important but also the effect of its repetition makes the paragraph seem longer and drawn out- like the injustices that are still being suffered- one hundred years later.Also a simile is used to compare segregation to imprisonment in the the phrases â€Å"manacles of segregation† and â€Å"chains of discrimination. † The usage of these rhetorical devices relates slavery to jail and further contrast it from the biblical allusions used with equality. Paragraph four of the speech is a large metaphor for an allusion to the United States Declaration of Independence which is later cited directly. In Specific King alludes to the declaration in saying â€Å"unalienable rights of life, liberty and the pursuit of happiness. † Which within itself is a tricolon ascends.This allusion to such an important American document is used to support King's theme of equality by pointing out its resonance in the purely American document. Throughout this portion of the speech King makes a metaphor of these guaranteed rights saying they are a â€Å"promissory note†. This metaphor links these intangible unalienable rights to something tangible which falls into place with the rest of the expanded metaphor. He goes on the say that the Negro people have received â€Å"a bad check† and when they tried to cash this check is comes back marked â€Å"â€Å"insufficient funds. † These metaphors feed into the larger one of a citizens rights to a promise of a bank. Martin Luther King Jr. shows his hope the country in the continuance of the metaphor in which he refuses to believe â€Å"the bank of justice† is bankrupt and that there are insufficient funds in the â€Å"great vaults of opportunity†. Furthermore he makes a metaphor of freedom to riches and security to justice. The use of all these smaller metaphors feed into the larger one and these rhetorical devices are used to link intangible to tangible.Also this shows the realist side of the speaker, not only does he allude and reference biblical things but also he realizes the importance of equality to blacks economically. The fourth â€Å"paragraph† of the speech ends with an example of anaphora. A short hopeful phrase of â€Å"now is the time† is repeated four times back to back to back to back in the last four lines of the paragraph. These rhetorical devices have a powerful impact and add a decisive, hopeful feel. Martin Luther King Jr. in this conclusion also makes another metaphor with saying racial injustice is â€Å"quick sands† and brotherhood is a â€Å"solid rock. These metaphors also link the intangible with the tangible creating a contrast. Apples and bananas are differ ent but the difference of good and bad is harder to see. When attached to real life objects the visualization is made. The rest of the speech contains several more independent metaphors, all used to support Martin Luther King Jr. ‘s points. â€Å"The whirlwinds of revolt will shake the foundations of our nation until the bright day of justice emerges†; making a metaphor of revolt to a whirlwind and justice to a bright day.Yet again, metaphors are used to represent abstract ideas with concrete things to create a contrast. In another place it is seen that storm are like persecution and winds like police brutality. Tying in the earlier metaphor to imprisonment, this usage of a rhetorical device shows the vicious circle Negroes were living with. At some point it becomes repetitious all of the metaphors of justice to everything from money to the bible. But yet again injustice is metaphored to â€Å"sweltering†¦ eat† (alluding to Richard III act one, scene one, li ne one) and justice to an â€Å"oasis† yet another instance in which the metaphors are used to show contrast. Later on the entire country is metaphored to as in â€Å"jangling discords† and that with brotherhood it can be transformed into a â€Å"beautiful symphony. † This metaphor is a nice break for all of those to justice but still the same ideas ring through. This usage of a rhetorical device ties to the topic at hand to a larger more national scale. Some of the most famous parts of this speech are due to the usage of anaphora.In several instances, besides those already listed, Martin Luther King Jr. uses this rhetorical device to sink his point deep into the hearts and minds of those who have heard it. He uses the phrase â€Å"We can never be satisfied† six times in paragraph thirteen. This powerfully blunt statement repeated over and over again is riveting and unifying. Then in paragraph fourteen King uses â€Å"go back to† six times to creat e a larger size to his efforts. After building up the crowd this use of anaphora disperses hope of a better tomorrow to all. No matter where, to everyone. Then in the onsecutive paragraph comes to most famous line of a speech possibly ever: â€Å"I have a dream. †He transitions from we, as a part of the crowd, to I, separating himself as a leader; sharing his dream. While these words may be the most famous, the speech ends with another example of anaphora that are the most important words of the speech. They are â€Å"Let freedom ring. † After alluding to â€Å"My country 'tis of thee† and its chorus line â€Å"let freedom ring† he expands to say let freedom ring in Pennsylvania, Colorado, California, Georgia, Tennessee and â€Å"from every hill and molehill of Mississippi. This all encompassing freedom is Martin Luther King's dream and this beautiful anaphora heightens the grandeur of the allusion. The depth of Martin Luther King Jr. and his speech is s een in his many allusions. Thirteen ends with an allusion to Amos 5:24 with â€Å"But let judgment run down as waters, and righteousness as a mighty stream† which echoes in King's line â€Å"No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters, and righteousness like a mighty stream†.Another biblical allusion is in I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; and the glory of the Lord shall be revealed and all flesh shall see it together. Which echoes Isaiah 40:4-5 â€Å"Every valley shall be exalted, and very mountain and hill shall be made low: and the crooked shall be made straight, and the rough places plain: and the glory of the LORD shall be revealed, and all flesh shall see it together: for the mouth of the LORD hath spoken it. Both â€Å"And when this happens, . . . we will b e able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual† and Galatians 3:28 â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. † All of these biblical references connect the â€Å"dream' of king to the biblical writings.There are two additional non-biblical examples seen in his referencing to â€Å"My country Tis of Thee† and â€Å"Free at last† works of American music. . Martin Luther King Jr. also makes multiple allusions to the Declaration of Independence (some emitted as previously cited before). Including the direct quote of â€Å"We hold these truths to be self-evident: that all men are created equal. â€Å"Another very closely related allusion is seen where he says â€Å"I still have a dream. It is a dream deeply rooted in the American dream†.In both instances, King is saying that his dream is no different than that of our founding fathers. What alluding the the Declaration of Independence and United States Constitution does is show the legitimacy of his dream: it is directly seen in both documents. While it may not be exact anaphora the repetition of words such as freedom (used twenty times) and justice (eight) must be seen as notable. What they do as anaphora (a rhetorical device) is support the key themes of the whole speech- freedom and justice.If there is any impression to be taken from the speech it is the ideas of equality, justice and freedom for ALL. From the allusions to the metaphors and similes, the â€Å"I Have a Dream† speech is littered with rhetorical devices but what exactly is rhetoric? Rhetoric is is the art of enchanting the soul (Plato) and the faculty of discovering in any particular case all of the available means of persuasion (Aristotle). It is th e use of rhetoric that sets this speech a part, makes it so famous and adds to its success in the spreading of one man's dream to change his world for the better.

Negative and Positive Learning Experience Examples

Positive learning experienceI have had many negative learning experiences, but at the same time I have had a good number of positive ones, that I have enjoyed and have benefited from greatly. Learning English as a foreign language at one of the clubs in my town back in Russia was, probably, the best learning experiences I have had so far. But what made it so positive? First of all, the motivation factor. I was 15 years old and very passionate about learning English.I wanted to be able to use it for my career as a teacher and simply in daily communication with my friends, American missionaries. The ability to speak another language opened up a whole new world for me of a different culture, people, literature, films, music and mentality. I spent 2 years learning English at this club. I was bit apprehensive at the start as my school English classes were not effective at all and did not help me in learning English, giving me an impression that it was completely my fault that I could not learn English.But after a few weeks at this club I felt relief, pride and personal satisfaction as I made a steady progress and was getting a noticeable result. Secondly, the lessons were of a very practical nature. The communicative approach was used to help us learn more affectively. We were actively participating in speaking, writing, listening and thinking. The tasks were challenging, difficult but achievable. My learning was enhanced by the potential applications of the English language after the lessons in speaking with my friends.Thirdly, the language we learnt was contemporary and up-to-date, so the learning was relevant and challenging. We were encouraged to learn English through reading books, watching films and even speaking to each other in English in daily life as the majority of learners did not have native speakers’ friends like I was fortunate to have. Another positive moment for me was that it was not a school environment. The atmosphere was relaxed and I did not feel an unnecessary pressure to follow any schedule. Our work was not graded and that alone was a very freeing point for me.I could focus on actual learning and not worry about getting good or bad grades. And finely, the group of people that I learnt English with all consisted of highly motivated and enthusiastic people, who were very committed to learning the English language. The opportunity to learn from each other in the classroom increased my motivation and learning. Active involvement and co-operation in our group helped me to enjoy our lessons. a pupil at that point of my life. | Looking back now as teacher I cannot say those were the perfectly composed lessons.I would have done many things differently if i had been a teacher of that club now. But it was certainly a very different experience from everything else I had as a pupil at that point of my life. Negative learning experienceAs most students, adults or children, I have experiences a number of negative learning exp eriences over my lifetime, everything from poor instructional methods to strongly influential teachers. These learning experiences have created impressions and preconceptions that added to the diversity of my classroom experience.It is important to examine not only positive learning experiences but negative ones as well, to understand the influence that the past learning experience makes on the future learning. Most of my negative learning experience occurs in the first 2 years of the University where I studied the English language for teaching and translation purposes. Why do I consider that learning experience to be negative? First of all, in my opinion, the students’ needs were not properly addressed.As a student I often felt very discouraged when I saw inconsiderate behaviour on the part of my teacher. Witnessing repeated problems caused me at some point of learning to question my major and even my aspirations for a university degree. I think our teacher was unaware of ou r interests, backgrounds and even anxieties. This knowledge would have helped her to make the class seem more personal and the materials more accessible. Secondly, the teacher failed to provide materials and resources that worked with all or most learning styles.I am a visual – learning student. Often I struggled during the lessons to follow or recall information that was â€Å"heard† in a lesson. If I had been provided some visual aids when studying I would have retained more information. This visual tools would have improved my ability to store or and recall information more completely and effectively. And thirdly, the communicative approach was very rarely used, if at all during the lessons. Communicative language teaching makes use of real-life situations that produce communication.Our teacher, unfortunately, rarely set up situations that we could encounter in real life. My learning was not motivated by real-life simulations and meaningful topics. We were learning the language out of context, both linguistic and social. Some situational context was still present though. We rarely engaged in class discussions when we could have shared our experiences and viewpoints. The teacher talked more and listened less. Because of my decreased responsibility to participate, I was losing confidence in using the target language in general. I felt less responsible for my own learning.As a result, my grades were low, so was my self-esteem. My damaged self-esteem caused my negative learning cycle to progress. I missed quite a few classes. I lacked motivation for any classwork and became withdrawn. This negative learning experience was probably one of the strongest. It did get better in the next three years of the University. Maybe because we the teacher changed or I was somehow able to remove the barriers to my learning that and had been put in the first two years of the University. been put in the first two years of the University. |