Discrimination of Irish Catholic Immigrants During the 1920’s Essay

Segregation of Irish Catholic Immigrants During the 1920’s  â â â â â â â During the 1920’s there were numerous questionable issues.â There was a worry about declining good and moral qualities, which prompted limitations, for example, preclusion for example.â The worry about these issues appeared to be most extreme when they related to religion.â In circumstances like these it generally appears to be important to put the fault somewhere.â One specific gathering on which this fault was underlined happened to be the immigrants.â Irish Catholic foreigners were a primary focal point of segregation from various perspectives.  â â â â â â â The battle for movement limitation was energized by America’s adverse perspective on foreigners.â Protestants particularly made it a point to interface liquor with Catholic Irish immigrants.â They were viewed as indecent and degenerate on account of this.â Prohibiting liquor was a fruitless method of attempting to counterattack the unethical behavior in urban communities, however the outsiders who dwelled there as well.â This was one more case of looking for a response to the crumbling of ethics and values.â with an end goal to legitimize preclusion, it was said that Limitation upon singular opportunity in issues influencing society is the value that any individuals must compensation for the advancement of its civilization.â Personal freedom can't appropriately be asserted for rehearses which militate against the government assistance of others or the enthusiasm of the network as a whole.â (http://www.aihs.org.history.htm) The Ku Klux Klan, which was at that point a set up association expanded in number when endeavors to forestall and debilitate Irish Catholic foreigners from rehearsing Catholicism were unsuccessful.â The Klan believed itself to be Pro-American, which straightforwardly implied enemy of catholic.... ...for the Irish Catholic workers just as the others, â€Å"the old-stock drive for congruity and network spoke to assaults on their way of life, religion and ethnicity.â Repeatedly their stake in American culture, their entitlement to be American residents, was denied†Ã¢ (Dumenil, 248).â I concur that it was their entitlement to become American citizens.â Discriminating against Irish Catholic foreigners was unreasonable, particularly for the explanation that there is no judicious or legitimate approach to victimize which individuals are permitted to move and which are definitely not. work refered to: 1.â http://www.illinoisrighttolife.org/racism.htm.â (7/1/98). 2.â http://www.aihs.org/History/history3.htm.â (6/1/98). 3.â http://www.aihs.org.history.htm.â (3/1/98). 4.â Lay, Shawn.â The Invisible Empire in the West.â Illinois.â 1992. 5.â Dumenil, Lynn.â The Modern Temper.â New York.â 1995.

Neanderthal Burials at Shanidar Cave

Neanderthal Burials at Shanidar Cave The site of Shanidar Cave is found contiguous the cutting edge town of Zawi Chemi Shanidar in northern Kurdish Iraq, on the Zab River in the Zagros Mountains, one of the significant tributaries of the Tigris River. Somewhere in the range of 1953 and 1960, the skeletal survives from nine Neanderthals were recouped from the cavern, making it one of the most significant Neanderthal locales in western Asia at that point. Shanidar Cave Chronology Shanidar cavern itself quantifies around 13,000 square feet (1,200 square meters) in zone, or 75x75 ft (53x53 m) square. The mouth of the cavern today gauges around 82 ft (25 m) wide and around 26 ft (8 m) tall. The site stores are around 46 ft (14 m) thick, which excavator Ralph Solecki partitioned into four significant social layers, each isolated by what Soleckis group perceived as discrete discontinuities. Layer A: Neolithic to ModernLayer B: Mesolithic to Pre-Pottery NeolithicLayer C: Upper Paleolithic or BaradostianLayer D: Middle Paleolithic or Mousterian Neanderthal Burials at Shanidar The least, most established, and most considerable levels at Shanidar are the Mousterian levels, which speak to a timeframe when Neanderthals lived there around 50,000 years back. Inside these stores were found nine human interments, probably some of which were conscious entombments. Each of the nine of the internments at Shanidar were found underneath a cavern rockfall, yet the excavators were sure beyond a shadow of a doubt that probably a portion of the entombments were deliberate. During the 1960s, that was a stunning articulation to make, since Neanderthals were not viewed as people, unquestionably not suspected to be equipped for thinking about their dead. Extensively more proof for Middle Paleolithic internments has since been recuperated in different caverns locales at Qafzeh, Amud, and Kebara (all in Israel), Saint-Cesaire (France), and Dederiyeh (Syria) caverns. Shanidar Burials A portion of the skeletons from Shanidar display proof for relational viciousness among Pleistocene trackers and gatherers, a degree of savagery additionally validated at El Sidrã ³n in Spain. Shanidar 3, an all around safeguarded grown-up male skeleton, had a mostly recuperated physical issue to a rib. This injury is accepted to have been brought about by sharp power injury from a stone point or cutting edge. This is one of just a couple of known instances of Neanderthal awful injury from a stone instrument others incorporate St. Cesaire in France and Skhul Cave in Israel. Trial archaic exploration examinations by American paleontologist Steven Churchill and partners recommend that this injury came about because of being shot by a long-go shot weapon. The skeleton known as Shanidar 1 was a more established grown-up male, who endure a devastating crack to one side eye attachment, and the loss of his correct lower arm and hand. Archeologists Erik Trinkaus and Sebastien Villotte accept this individual was additionally hard of hearing, in view of the nearness of hard developments in his ears. Not exclusively do these skeletons display relational proof, they additionally show that Neanderthals thought about people who had been crippled. Dietary Evidence Shanidar was the focal point of early flower diagnostic investigations, which introduced what turned into a questionable translation. Soil tests taken from residue close to the entombments contained a plenitude of dust from a few sorts of blossoms, including the cutting edge natural cure ephedra. The dust plenitude was deciphered by Solecki and individual analyst Arlette Leroi-Gourhan as proof that blossoms were covered with the bodies. Nonetheless, there is someâ debate about the wellspring of the dust, with some proof that the plant remains may have been brought into the site by tunneling rodents, instead of put there as blossoms by lamenting family members. Ongoing investigations by palynologists Marta Fiacconi and Chris Huntâ also recommend that the dust found in the cavern isn't not at all like dust discovered outside of the cavern. Infinitesimal investigations of the math stores otherwise called tartar-on teeth from the Neanderthals at Shanidar discovered plant survives from a few boring nourishments that made up the occupants diet. Those plants included grass seeds, dates, tubers, and vegetables. Some proof recommends that probably a portion of the devoured plants had been cooked, and saved starch grains from wild grain were additionally found on the essences of a portion of the Mousterian apparatuses in the cavern too. Paleontology History The first unearthings were led in the cavern during the 1950s coordinated by American classicist Ralph S. Solecki. Later examinations of the site and on the antiquities and soil tests recuperated from the site have been directed by Trinkaus among others. Locally, Shanidar was as of not long ago possessed by Kurdish shepherds, yet now it is overseen by the nearby relics administration and has become a well known Kurdish traveler goal. Sources Churchill, Steven E., et al. Shanidar 3 Neandertal Rib Puncture Wound and Paleolithic Weaponry. Diary of Human Evolution 57.2 (2009): 163-78. Print.Cowgill, Libby W., Erik Trinkaus, and Melinda A. Zeder. Shanidar 10: A Middle Paleolithic Immature Distal Lower Limb from Shanidar Cave, Iraqi Kurdistan. Diary of Human Evolution 53.2 (2007): 213-23. Print.Fiacconi, Marta, and Chris O. Chase. Dust Taphonomy at Shanidar Cave (Kurdish Iraq): An Initial Evaluation. Survey of Palaeobotany and Palynology 223 (2015): 87-93. Print.Henry, Amanda G., Alison S. Creeks, and Dolores R. Piperno. Microfossils in Calculus Demonstrate Consumption of Plants and Cooked Foods in Neanderthal Diets (Shanidar III, Iraq; Spy I and II, Belgium). Procedures of the National Academy of Sciences 108.2 (2011): 486-91. Print.Nadel, Dani, et al. Most punctual Floral Grave Lining from 13,700â€11,700-Y-Old Natufian Burials at Raqefet Cave, Mt. Carmel, Israel. Procedures of the National Academy of Sciences 110.29 (2013 ): 11774-78. Print. Trinkaus, Erik, and Sã ©bastien Villotte. Outside Auditory Exostoses and Hearing Loss in the Shanidar 1 Neandertal. PLoS One 12.10 (2017): e0186684. Print.

California to Illinois

California to Illinois Hi everyone! I wanted to write a post in response to one of the comments my friend Alec received on his post “Choosing the School for YOU”: “I am at the  deciding point and will be visiting the campus on 4/8 for Admitted Student Day. I am from the San Francisco Bay Area in California. I would love to hear from other students from California about  their Illinois  experiences and why they have chosen a  school far away from home. What is the best way to connect with some of these students?” I happen to be from the Bay Area as well, so I thought I’d take a crack at answering this. I apologize in advance for the length, but I really want to address all aspects of this question. I hope this post is helpful to any of you out-of-state or even international students considering coming to Illinois! I give a brief overview of my motivations for choosing Illinois in my bio, but upon further reflection, I thought I’d add a few more things on the topic of being far from home: A large part of choosing Illinois was this expectation of being physically removed from everything I was used to yet still having a wonderful support system. Living in a college town is so unique because you get to feel like a student 100% of the time. Moving from the hectic Bay Area  to the cornfields of the Midwest seemed  intimidating at first, but I actually think the sense of isolation has some  productive outcomes. There’s a huge sense of community here on campus, and I feel like I’ve been able to invest in relationships and my education more thoroughly because there are fewer distractions. U.S. News World Report Despite the fact that our campus might seem like it’s in the middle of nowhere, we are a large public research university with a global presence. Students and faculty across all departments are doing some really cool things, and  being a student here means you have access to it all. For example,  Research Park in Champaign is home to over 100 technology-based companies, from big names like Yahoo! to startup companies born from the university’s own tech incubator. These companies are always looking to hire and collaborate with Illinois students and entrepreneurs. As a Silicon Valley native, I was blown away by the fact that a place like Champaign is  such a tech powerhouse, and that even an undergraduate student like myself has  exclusive access to these learning opportunities. Heres a quick video on Research Park if youre interested: So those are a few reasons why I chose Illinois, but if that’s not compelling enough, here are literally 200 more reasons  why you should consider becoming an Illini. To answer the second part of the  question, there are a couple of things I did to get in touch with other admitted students from my area: From what I recall, someone created a separate Facebook page for admitted students from the Bay Area/California, and we all got to know each other through that. Keep an eye out for any social media groups or take the initiative and make your own! It’s always nice to see a few familiar faces your first week on campus, and it might be a useful resource to coordinate housing and travel plans down the line. Reach out to any current Illinois students who graduated from your high school. Talking to them is probably your best shot at getting candid feedback about their experiences. Not too many people from my high school had come here before, so I relied on contacting friends of friends. Youre bound to meet more California students during your first yearâ€"there are so many of us here! Ive met other Bay Area natives through clubs Ive joined, classes Ive taken, and random events Ive gone to. Youd be surprised how quickly youll form your own community here. Hopefully this was helpfulâ€"if any of you have more questions about my experience at Illinois, feel free to comment and ask! Im always happy to answer them. In the past, Ive written about a Californians thoughts on Illinois weather, as well as some personal reflections on my college decision process, so check those out as well if youre interested. ?? Ria Class of 2018 I'm studying both Finance and Information Systems and Information Technology in the Gies College of Business. I’m from Los Altos, California.

A Comparison of Mary Shelley’s Frankenstein and Of Mice...

A Comparison of Mary Shelley’s Frankenstein and Of Mice and Men by John Steinbeck I will be comparing the novels ‘Frankenstein’ by Mary Shelley and ‘Of Mice and Men’ by John Steinbeck. I will focus on how the main outcasts in each book feel and how their emotions are presented and what effects this has on the reader. The novel Frankenstein is about a man Victor Frankenstein, who grew up in Geneva, Switzerland as an eldest son of a quite wealthy and happy family. His parents adopted an orphan Elizabeth, who later becomes his wife. Frankenstein wasn’t very popular although he had a good friend called Henry Cleval. At a young age he found the need to learn and at 19 he went to a University in†¦show more content†¦He then found refuge in the country side and stayed in a small hovel next to a house occupied by a blind man and his two children. Here he learnt to speak and read by reading the family’s books. Then longing for some companions he speaks to the blind man which he knows won’t judge him on appearance. He gets in a friendly conversation but then the man’s children come back and it all goes wrong. The monster filled with anger and rage then runs of into the forest Here he meets Frankenstein’s younger brother who he strangles, knowing that it will hurt Frankenstein. The monster has only has request from Frankenstein, that he makes him a wife so he won’t be lonely all his life. Frankenstein is moved by this and agrees, knowing that the monster will carry on killing if he doesn’t. Victor leaves for England with Henry Cleval to finish off his work, promising to Elizabeth that he will marry her on his return. Victor started to work on his second creation when he starts to get doubts and destroys his work while the monster is secretly watching. The monster then swears revenge and tells Victor that he will be with him on his wedding night. The next day the body of Henry Cleval is found and Victor is accused of murder. He sees the body and eventually gets cleared of

‘Examine the Reasons Why Some Sociologists Choose Not to...

A questionnaire is a list of a research or survey questions asked to respondents, and designed to extract quantitative date. Questionnaires are easily distributed to the community and can be completed and collected on the spot or be emailed or posted back to the researcher. Self completed questionnaires are the most common survey as they are cheap and can be passed to a lot of people. Some sociologists tend not to use questionnaires because of their low response rate and lack of validity. Also, some people may give false information so some researchers like to stick to interviews and experiments for increased accuracy. I will explore why sociologists shy away from using questionnaires. Positivists favour questionnaires because they†¦show more content†¦A valid method is one that give a true picture of the peoples meaning and experiences, yet interpretivists argue that questionnaires are more likely to impose the researchers own meanings than to reveal those of the respondent. When a researcher chooses a question he automatically has decided that that is an important question and what is not. If researchers use close-ended questions, respondents cant include all the data they have to offer and have to fit their views into the question asked, if they use open ended questions the respondents have a chance to put all their meanings down, this could be more time consuming for collecting the date after. Shipman says when the researchers categories are not the respondents categories ‘pruning and bending’ is inevitable. He determines questionnaires as straitjackets and undermines the validity of the data. Another way of getting a true picture of the r espondent is through triangulation- the use of 3 or more methods to achieve the same or similar results, it can be achieved through quantitative and qualitative data which makes it more reliable, questionnaires can be used adequately. 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Holmes and Longfellow Free Essays

1. What metaphors does Holmes use to describe the ship in stanzas one and two of â€Å"Old Ironsides†? In the first stanza, he speaks of a meteor of the ocean air, which I assume compares the boat to a great and speedy force. In the second stanza, he says that the ship is the â€Å"eagle of the sea†, which compares it to the national bird and shows it’s strength and dignity. We will write a custom essay sample on Holmes and Longfellow or any similar topic only for you Order Now 2. In 1830, the 44-gun American warship Constitution, the inspiration for â€Å"Old Ironsides,† was scheduled to be scrapped – that is, stripped of everything valuable or reasonable. What proposal is put forth by Holmes, in the last stanza of his poem? It would be better for her to be put to sea and sunk. 3. What do you think Holmes wants the ship to symbolize? The ship symbolizes the strength, dignity, and pride of a nation. 4. The term, â€Å"Harpies,† in line 15 of â€Å"Old Ironsides† is an allusion to predatory flying creatures in Greek mythology, which have bodies of vultures and heads of women. The name meant â€Å"snatchers† or â€Å"robbers. † Why do you think that Holmes uses this allusion in his poem? Harpies would lure ships and men to their deaths and scavenge the ship, just as the people who are assigned to strip the boat. 5. In Longfellow’s â€Å"The Tide Rises, The Tide Falls,† how does the title foreshadow the fact the traveler will not return? The rising and falling of the tide shows a constant cycle of coming and going, just as the traveler will. 6. Do you think Longfellow’s poem is about one specific traveler, or could it apply to all in general? Explain your answer. It applies to all because all travelers go through thw hardships of coming and going. . Personification is a figure of speech in which an object or animal is given human feelings, thoughts, or attitudes. Cite an example of Longfellow’s use of personification in â€Å"The Tide Rises, The Tide Falls. † â€Å"The twilight darkens, curlew calls† 8. How does the division into stanzas reflect the passage of time in the poem? Example: Stanza One presents twilight darkening i nto night. What do stanzas two and three represent? Stanza two represents heavy darkness, and stanza three represents daybreak. How to cite Holmes and Longfellow, Papers

MP3 Standard Essays - File Sharing, Digital Audio,

MP3 Standard Are MP3's a breakthrough in technology or are they just another bomb waiting to explode on us? Many people say they are good, while others say they are not just bad, but horrifying to musicians that want to make it to the top. MP3's are widely used by teenagers on their computers usually illegally, and their distributors are constantly being threatened by the producers of the music. Millions of dollars are being lost due to the Internet craze of the MP3 technology. This is mainly because fewer people are buying the legal music from record stores. Now that the problem is here, Internet police are on the loose to find these illegal distributors of music and put them to a stop. MP3's are highly compressed, CD-quality, sound files. The MP3 has become the most commonly used unofficial file format, which is downloadable from the Internet. The only requirement you need to play an MP3 is a program like Winamp (found at www.winamp.com) or Microsoft Windows Media Player. The Internet allows users to download songs (in MP3 format) in a matter of minutes without paying any money. This compressed MP3 technology is popping up everywhere on the Internet. There is almost no music site that you can go to where an MP3 of some sort is not being offered. All you have to do is login and download. MP3's are breaking copyright laws and are a part of online piracy. Online piracy is playing, or downloading, songs and lyrics without authorization and without paying tribute to the artists, on the Internet. Downloading even one song without permission is considered online piracy. When people download MP3's from the Internet, they choose to ignore the copyright laws because the disclaimers are all written in font sizes under 10pts at the bottom of the page. If people stop going to the site, the site stops making money. All things that might make the user leave the site are hidden. The RIAA (Recording Industry Association of America) has two copyrights that apply to MP3's. 1. Copyright in musical work Lyrics and musical notes as they're written on paper. The songwriter or music publisher typically owns this copyright. 2. Copyright in the sound recording Which is a recording of a performer singing or playing the particular song. The record company usually owns this copyright. Therefore, the only legal way to copy, download, and upload an MP3 is to get permission, from the artist, which every user either forgets to do, or doesn't even bother. This is the primary cause for the war of legal rights that goes on today, because free is good right? Wrong! Having free MP3's on the Internet creates a problem. The problem is that millions and millions of dollars are lost everyday to all of the musicians that make the music possible. The Canadian Recording Industry Association reported that there are around 80,000 infringing MP3 sites on the Internet and each one is carrying around 300 or more recordings each. That means that there are around 24 million songs that are illegally on the Internet. Major money is being lost here. The RIAA also calculated that there are 120 million downloads from MP3 sites weekly and climbing, representing an annual loss of $5 billion (US) to the recording industry and around $1 million a day in the United States alone. The recording industry is going crazy trying to fix this problem. Brian Robertson, president of the Canadian Recording Industry Association spoke at a conference and said "There are tens of thousands of sound recordings that are basically sitting around in a virtual record store with the door wide open and everyone is helping themselves" and concluded by saying "Everyone using MP3's feels they have the inalienable right to use the product". Because of an increase in hard drive capacity, users cannot only trade individual songs, but full albums too. This makes matters even worse because people just get what is called a CD-Burner and writes the MP3's onto a CD so they can now listen to MP3's on any audio CD player. People could also get what is called an MP3 player. An MP3 player is a small portable device that stores and plays MP3's. An example of one of these is a NOMAD Player (made by Creative). The users of MP3's are having their fun now, but how long will this adventure last? How long will recording companies and artists allow money fall out of their pockets by some little teenager who has no clue about the

Remembering an Artist essays

Remembering an Artist essays Ron Jeremy, Vincent Van Gogh, Emily Carr, Madonna and Miles Davis are all considered artists in their own right. The lives and achievements of these men and women are common public knowledge because theyre taught at school. If theyre not taught from a teacher as part of the curriculum then theyre learned by socializing with friends at school. This creates the misconception amongst young people that; artists who dont fall under this category just arent good. I would like to present one of these artists who arent good. Georgia OKeeffes story isnt one that involves a messed up childhood. She never had to fight off a drug addiction, she was never insane, and her artwork was never made through the inspiration of insanity. She was, however, a gifted child. Relatively speaking, Georgia OKeeffe had a normal childhood. Early in her life, the theories and teachings of her mentors heavily influenced her paintings. Her art therefore, was a unique blend of abstract and representational. She was k nown for the purity, boldness, and clarity of her still-life compositions. After the death of her husband, she moved to New Mexico, there her paintings began to reflect the daily life of the culture there. The very land she lived on became her inspiration. Although Georgia OKeeffe is not very popular with the new generation, she is very much worth remembering. Unlike most other women in the early 20th century, Georgia OKeeffe did not let discrimination ruin her life. She used her art to capture the worlds attention and also used it as a way to shield herself from societys problems. Born in Sun Prairie, Wisconsin in 1887, Georgia O'Keeffe was the second of seven children. When she a little girl, she took art lessons. Her teachers thought she was very gifted and encouraged her to paint more. After she graduated from high school, she wanted to become a...

Passive Periphrastic Latin Construction

Passive Periphrastic Latin Construction The passive periphrastic construction in Latin expresses the idea of obligation of must or ought. A very familiar passive periphrastic is a phrase attributed to Cato, who was bent on destroying the Phoenicians. Cato is said to have ended his speeches with the phrase Carthago delenda est or Carthage must be destroyed.There are two parts to this passive periphrastic, one adjectival and one a form of the verb to be. The adjectival form is the gerundive - note the nd before the ending. The ending is, in this case, feminine, nominative singular, to agree with the noun Carthago, which, like many place names, is feminine.The agent, or in Catos case, the person who would be doing the destroying, is expressed by a dative of agent. Carthago____________Romae__________________ delenda estCarthage (nom. sg. fem.) [by] Rome (dative case) destroyed (gerundive nom. sg. fem.) to be (3rd sg. present) Eventually, Cato got his way. Heres another example: Marc Antony probably thought: Cicero____________Octaviano__________________ delendus estCicero (nom. sg. masc.) [by] Octavianus (dative case) destroyed (gerundive nom. sg. masc.) to be (3rd sg. present) See Why Cicero Had to Die. Index of Quick Tips on Latin Verbs Types of Latin VerbsLatin SupineLatin Verb EndingsLatin InfinitivesLatin Verbs - Internal Thematic VowelLatin Verbs - Person and NumberLatin Verbs - Prepositions in VerbsLatin Verbs - Sequence of Tenses in Indirect DiscourseLatin Words - Where Do You Add on Endings?Passive Periphrastic

Skin Morbidity Essay Example | Topics and Well Written Essays - 500 words

Skin Morbidity - Essay Example Moreover, the cultural viewpoint should be used in the assessment and perception of skin disease because ethnic groups may differ in their views of the diseases. Most data on skin diseases in the general population come from Western subjects who have been diagnosed in hospitals. Self-reported cases on skin morbidity have shown that skin disease is related to overall poor health and low socioeconomic status. Thus, the goal of this research study was to determine the presence of ethnic differences in self-reported skin morbidity among adults of ethnic groups in a Norwegian urban community. The study design was cross-sectional, involving residents of Oslo County in Norway. A questionnaire was mailed to 40,888 individuals, of which 18,747 responded. The invitation to participate was based on the participant’s age, socio-demographic status, and country of birth. The questionnaires obtained information on socio-demographic factors and aspects of health and self-reported health conditions, which included details on health conditions. From their responses, participants were further grouped based on migration history, diet, language and religion. One hundred fifteen nationalities were represented in the sample and were classified according to their region of origin and income. Data were analyzed using the Statistical Package for Social Sciences. The sample population had an approximately uniform age and contained more females. Eighty-four percent of the sample was from Norway, with the rest coming from Western countries, Eastern Europe, East Asia, Middle East, India and Africa. In men, more reports of skin itch came from East Asians, while dry and sore skin was more common in those from Middle East and North Africa. Hair loss was the main complaint of Indian, Middle Eastern and North African males. In contrast, the women reported different skin problems. Pimples prevailed in Africans, and sweat in Eastern Europeans,

Law of property Essay Example | Topics and Well Written Essays - 2000 words

Law of property - Essay Example For instance, Section 1 of the law identifies legal estates and equitable interests, while section 37 of the law identifies the rights of a husband and wife in regard to acquisition of properties (Clarke and Kohler, 2005). This paper focuses on analyzing the right of ownership of a real property, between cohabiting couples. On this basis, it is important to distinguish between real property and personal property. The following are the differences that exists between real and personal properties (Ferguson, Buck and Wright, 2004) , Real estate properties can be owned in a limited capacity, while there is no way an individual can own a personal property in a limited capacity. Upon the death of the owner of real property, the next owner is the heir of the property. In regard to personal property, the statute of distribution guards the manner in which property passes on to another individual. In entering a contract that involves real property, it must be in writing. This is because these contracts are governed by section 29 of the Statute of Frauds. Contracts involving personal property do not need to be in writing. Parties to the contract will only write the contractual agreement if the case falls under section 17 of the Statute of Frauds. Some provisions of the Mortmain act govern the transfer of real property, for purposes of protecting immediate family members from disinheritance. However, the Mortmain act does not regulate any activities of personal property, only if Chattels are involved. It is not a requirement to register mortgages under real property; however, mortgages under personal property must be registered. Basing on this background, there is extensive argument in the United Kingdom on the relevance of various property laws in the country that protects cohabiting couples. For instance on January 23RD, Lord Justice Toulson allowed Pamela Curran to appeal a decision by a county court in 2010 of stripping her rights of sharing the properties she accumula ted with Brian Collins. According to the judge, the property laws that regulate the sharing of properties by cohabiting couples in the United Kingdom were unfair to cohabiting couples (Ward, 2013). According to this case, Miss Curran had a relationship with Brian Collins from 1970s, to 2010 when the relationship came to an end. Miss Curran worked together with Brian in his business, and they lived together in his home. However, after the relationship ended, Mr. Collins threw her out of his house, leaving her penniless. However, Lord Judge Toulson denoted that the county court just applied the law (Ward, 2013). In 2007, the Law Commission in England made a recommendation for the government to change the cohabiting laws in England, so that couples cohabiting will have the same status as married couples. According to the commission, the government should create laws that provide for financial relief to cohabiting couples when they separate. According to the commission, these laws shoul d reflect the contributions of the couples in the relationship (Halsbury, 2011). They further recommend that the couples, who should benefit from the laws, are those who have lived together for a minimum period of time, and have children together. According to their recommendations, couples might gain relief from these laws, if they have a written agreement on how they will share their properties once they separate (Toler, 2012). In 2008, the government of UK said it had no intention of

To Have And Have Not :: essays research papers fc

Book Report: To Have and Have Not   Ã‚  Ã‚  Ã‚  Ã‚  Harry Morgan is the central character of Hemmingway’s To Have and Have Not. Morgan plays the role of protagonist though he does not always act with â€Å"good† motives or goals. The book deals with the downfall of his life beginning with a murderous secret run from Cuba and ending in the bloody death of Morgan after suffering a gunshot to the stomach. 1. Appearance:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Morgan is a rugged fisherman who spent his life doing various seafaring activities. The long days under the sun on deck has given him a dark skin tone. His appearance describes visually the tough violent world in which he thrives. His looks are almost a uniform for the criminal underground scene where he lives his life. The author uses his wife watching him leave their home as a vehicle to describe in detail his physical appearance. â€Å" She watched him go out if the house, tall, wide shouldered, flat-backed, his hips narrow, moving, still, she thought, like some kind of animal, easy and swift and not old yet, he moves so light and smooth-like, she thought, and when he got in the car she   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nelson2 saw him blonde, with the sunburned hair, his face with the broad Mongol cheek bones, and the narrow eyes, the nose broken at the bridge, the wide mouth and the round jaw, and getting in the car he grinned at her and she began to cry.† (Hemmingway 128) Also worthy of notice, halfway through the book Harry losses his arm in a gunfight with some Cuban patrols on a liquor run. 2. Words and Actions:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Harry Morgan gives validity to the idiom, â€Å"Curse like a sailor.† He fights like one too. Morgan is the quintessential smuggler. All his actions seem violent and towards the ends of making money. His actions are done out of necessity or desperation. This is seen clearly in the way he handles a client of his, a client that knows too much. â€Å"He put his hand in his pocket and reached the money out toward me. I reached for it and grabbed his wrist with the money in his hand, and as he came forward on the stern I grabbed his throat with the other hand.† (Hemmingway 53) His actions are brutal and direct.   Ã‚  Ã‚  Ã‚  Ã‚  Even towards close associates he seems ruthless. He came very close to killing a friend of his that sneaked aboard his ship for a ride back to America.

Children with Linguistic Differences Essay

In today’s classroom, it is common to have a student who speaks English as a second language. The teachers today should have knowledge of linguistic diversity and apply what they know to assist those children. According to our text, language is one of the aspects that define diversity and it is one of the fundamental tools of cultural acquisition and a part of a child’s cultural identity (Robles de Melendez & Beck, 2009). As educators, we must assure those children who speak English as a second language have the same education as English speaking children. In a child’s learning environment, no matter what language that child speaks, they should be comfortable and familiar with the things that surround them. It is important to label a child’s environment with the different languages that the children speak in the classroom. If a child’s native language is Spanish, French or German, there should be a corresponding labels in that language on shelves, tables, toys and doors. Other materials that is used in a classroom that assist with linguistic diversity is age appropriate books, printed materials such as newspapers, flyers and signs in different languages and music from diverse cultures (Robles de Melendez, 2009). When you have a classroom of different languages, it is necessary to understand what is going on in the children’s mind as you speak a language that they are not familiar or comfortable with. We need to understand, expect, and feel comfortable with the natural responses (e.g., laughter, first language use, silence and fatigue) that occur when our students  participate in interactions in which they are not completely proficient in their language (Curran, 2003). Teachers should respect the fact that students that are English Language Learners or ELL may want to speak their native language. It could get frustrating at first trying to learn and understand what they are saying but it is the say when the tables are turned and the student get frustrated when they do not understand what the teacher is saying. Individual lesson plans can be used to connect with a child and build their language skills. Themed lesson plans also help children connect with their own language. In any classroom, educators must not assume what a child knows or what they need to know. Assessments must be done to know what steps are needed to teach the children in the class. This is especially important when you have children with linguistic diversity. Teachers of young children in today’s diverse classrooms need to confirm that their teaching strategies meet the needs of their students (Robles de Melendez & Beck, 2009). To make sure that the teachers are getting the right information, the classroom should be assessed for linguistic diversity. Some ways to do this is to talk to the parents and family members, doing observations of bilingual interactions and using questionnaires and surveys. Once you know what kind of diversity you have in the classroom, then the classroom should be analyzed to figure out how to teach the students. This is done by assessing the topics that are taught, how they are taught and what resources are used to teach. It is important to maintain open communication with the child’s parents and families. We as educators should not try to eliminate the child’s first language but preserve it and assist them with the second language. Through different activities geared towards a child’s first language will help keep the child culture meaningful. Parent can assist by singing songs in their native language or just playing games that are native to their country. Continue to invite the families into the program to allow them to share their experiences with the classroom and this would help the children and families feel welcomed. There are two typed of knowledge that is necessary to teach linguistic diversity and they are the knowledge of practices of second language acquisition and the knowledge of cultural ideas. Having the mere knowledge of how important it is to preserve the first language and acquire the second language and knowing a little something about the culture that is being taught. As early childhood educators, it must be understood that the role that language plays in the life of a child vital to their learning environment. It is important that children with linguistic differences be supported. Through the classroom environment, experiences, assessments, keeping an open communication with the parents and the information that the teacher knows, the children will be able to get the best education not matter whether English is their first or second language. References Curran, M. (2003). Linguistic Diversity and Classroom Management. Theory Into Practice, 42(4), 334-340. Robles de Martinez, W., & Beck, V. (2009). Teaching young children in multicultural classrooms: Issues, concepts, and strategies. (3 ed.). Belmont, Canada: Wadsworth.

The Adventures Of Tom Sawyer And The Adventures Of...

For decades, the idea of censorship has been an ongoing controversy in society debating on if it is acceptable to change an author’s intended diction in a text. While it is evident that in writing, texts are often censored for their explicit language in order to preserve the peace of the novel, regardless of its intended audience. Censorship is known as the act of suppressing or editing a part of a text to make it more acceptable towards a certain audience or part of society. When considering the education of minors, the ongoing controversy involves this following idea: is it fair to edit an author’s work to easier appeal to minors or would it be easier to completely ban the book from libraries and classrooms? This controversy is relevant towards Mark Twain, a world-famous author well-known for his novels titled The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn (Huck Finn). As stated by an English professor at Texas State University, The Adventures of Huckleberry Finn can be recognized as â€Å"the most famous, most beloved, and most controversial novel featuring a prominent black character and written by a white author† (Tally Jr. 97). As this novel was written in 1884, it is significant to consider that Twain was writing during a time of extreme discrimination and hatred against the African American community — a time in history also known as the Jim Crow Era. With this in mind, it is correct to assume that the use of the word â€Å"nigger† was a common part ofShow MoreRelatedThe Adventures Of Huckleberry Finn By Tom Sawyer1438 Words   |  6 PagesIn The Adventures of Huckleberry Finn, the theme of individual identity, especially contrasted against mob mentality and assimilation, is present in almost every chapter of the novel. Throughout the novel, the characters within the story, especially Huck as the protagonist, make decisi ons regarding which type of mentality they will use, which then affects their relations with other characters, such as Tom Sawyer. In the book, Twain uses both Huck s idealization of Tom and Tom, the physical beingRead MoreMark Twain s The Adventures Of Huckleberry Finn And The Adventures Of Tom Sawyer1654 Words   |  7 Pagesreleased 100 years after his expiration. Out of the numerous writers in America, Mark Twain is the enigmatic stand-out. ​Mark Twain- also known as Samuel Clemens- was an author known best for his fictional novels: â€Å"The Adventures of Huckleberry Finn† and â€Å"The Adventures of Tom Sawyer.† His field of profession, being an author, was precarious at best. Writing, especially fictional stories, was and is a talent, not a taught skill. An imaginative, creative, and original mind with the ability to properlyRead MorePlot Summary Of Tom Sawyer And The Adventures Of Huckleberry Finn953 Words   |  4 Pages Plot Summary: (Include elements of plot, most importantly the climax). Tom Sawyer and The Adventures of Huckleberry Finn take place in St. Petersburg, Missouri- and most of it occurs at different destinations along the Mississippi River. In the book preceding Huckleberry Finn, Huck and his friend Tom Sawyer found a stash of money left by a thief. Huck took in the money and was adopted by Widow Douglas and her sister Miss Watson. Huck is growing tired of his clean and comfortable life with theseRead More Comparison of Tom Sawyer and Huck Finn in The Adventures of Tom Sawyer and Huckleberry Finn by Mark Twain665 Words   |  3 PagesComparison of Tom Sawyer and Huck Finn in The Adventures of Tom Sawyer and Huckleberry Finn by Mark Twain Tom Sawyer and Huck Finn were both characters created by Mark Twain. Tom Sawyer is the main character in the book The Adventures of Tom Sawyer and Huck Finn is the main character in the book The Adventures of Huckleberry Finn. Huck Finn and Tom Sawyer were alike in many ways but they were also very different. One way in which Huck Finn and Tom Sawyer are alike is that they are bothRead MoreMark Twain s The Adventures Of Huckleberry Finn And The Adventures Of Tom Sawyer1226 Words   |  5 PagesMark Twain, American humorist and novelist, captured a world audience with stories of boyhood adventure and with commentary on man s shortcomings that is humorous even while it probes, often bitterly, the roots of human behavior. His writing, Shelley Fisher Fishkin who is one of the leading scholars on the work of Mark Twain in American culture and literature observes, involves an entreaty to rethink, reevaluate and reformulate the terms in which one defines both personal and national identityRead MoreMark Twain : Seeing America s Flaws1593 Words   |  7 PagesTwain: Seeing America’s Flaws â€Å"You don’t know about me, without you have read a book by the name of The Adventures of Tom Sawyer , but that ain’t no matter. That book was made by Mr. Mark Twain and he told the truth, mainly. There was things he stretched, but mainly he told the truth† (qtd. in Jones 237). That was the very first line in Mark Twain’s controversial book, The Adventures of Huckleberry Finn. Samuel L. Clemens, as a young boy, grew up on the Mississippi and learned the ways of southern societyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words   |  5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreThe Adventures of Tom Sawyer600 Words   |  3 PagesThe Adventures of Tom Sawyer: A novel written by Samuel Langhorne Clemens also more commonly known as Mark Twain. Samuel was born in 1835 in what he called â€Å"the almost invisible village† in Florida, Missouri. In his younger years he and his family moved to Hannibal Missouri on the Mississippi River. He later used this town as his fictional town of St. Petersburg in â€Å"The Adventures of Tom Sawyer†. While Samuel Clemens was savoring all of his fame he and his family were living in Hartford, ConnecticutRead MoreThe Ad ventures Of Huckleberry Finn By Mark Twain1510 Words   |  7 PagesHuckleberry Finn, a Dark Tale The Adventures of Huckleberry Finn by Mark Twain is one of the more serious and immersive books I’ve personally had the pleasure of reading. Its â€Å"prequel† The Adventures of Tom Sawyer is so much lighter. Throughout The Adventures of Huckleberry Finn there is a tone of sadness. His life is so vastly different from his friend, Tom’s. Huck’s life is full of adventure and so is Tom’s, but Huck’s life is more dark and depressing. Huck experiences things at a young age noRead MoreAnalysis Of The Adventures Of Huckleberry Finn 1679 Words   |  7 PagesAnalysis of an Important Character Adventures of Huckleberry Finn is a story about growing up, facing the world, and fighting for what’s right. Huckleberry Finn matures greatly throughout the book, and Tom Sawyer plays an important role in showing this change. His character allows the reader to see Huck’s increase in maturity throughout the story. Tom is the constant, his immaturity not changing from the beginning to the end of Adventures of Huckleberry Finn, while Huck is the changing variable