Unexpected Influences On Identity Development - 1809 Words

Maria I. Crespo Professor P. Milanes English 126 JK1 Draft#2 March 29, 2016 Unexpected Influences on Identity Individuals’ perspectives, communications and behaviors are affected by various combinations of elements that impact their personalities, for instance: genetics, culture, time, education, society, and how they are raised. At early years identity development is shaped by everything that they come in contact; however, in the adulthood each individual chooses, rejects or simply accepts those influences to guide their lives. For that reason, through the formation of identities, people are the most important and influential because they help to achieve personal, emotional and educational evolution/growth. Commonly an adult’s identity is influenced by total strangers to them; however, it can also be influenced by known persons they least expected. Therefore, someone younger that has been in their lives regularly, or even someone that seems less capable and had no physical interaction might altered their identities gradually and significantly. For example, Raymond Carver’s â€Å"Cathedral† is about the reunion of two old friends and her husband, who is the narrator. The narrator’s wife and Robert –a blind person– have been friends for a decade, when she worked for him as a â€Å"reader† (before marrying her first husband). The narrator is characterized as being a jealous, judgmental, closed-minded person towards Robert. However, their encounter with the blindShow MoreRelatedThe Role Of Self Identity For Adolescents939 Words   |  4 Pagesthe most challenging and significant stage during life transition. In this phrase, the individuals not only developing physical and sexual maturation but also experiencing the development of identity and transitions into social and economic independence (WHO, 2014). 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Swami Vivekananda Free Essays

string(117) " study of Western philosophers, he was thoroughly acquainted with Indian Sanskrit scriptures and many Bengali works\." English: This is a manuscript of an English poetry written by Swami Vivekananda (1863-1902). The full poetry is: The mother’s heart, the hero’s will, The sweetness of the southern breeze, The sacred charm and strength that dwell On Aryan altars, flaming, free; All these be yours, and many more No ancient soul could dream before — Be thou to India’s future son The mistress, servant, friend in one. With the blessings of Vivekananda Swami Vivekananda From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about Hindu monk Swami Vivekananda. We will write a custom essay sample on Swami Vivekananda or any similar topic only for you Order Now For other uses, see Swami Vivekananda (disambiguation). Swami Vivekananda| Swami Vivekananda in Chicago, September, 1893. On the left Vivekananda wrote in his own handwriting: â€Å"one infinite pure and holy  Ã¢â‚¬â€œ beyond thought beyond qualities I bow down to thee†. [1]| Born| Narendra Nath Datta 12 January 1863 Calcutta, India| Died| 4 July 1902 (aged  39) Belur Math near Calcutta| Nationality| Indian| Founder of| Belur Math, Ramakrishna Math and Ramakrishna Mission| Guru| Ramakrishna| Philosophy| Vedanta| Accompanying material: Woman Unknown Summary Literary works| Raja Yoga, Karma Yoga, Bhakti Yoga and Jnana Yoga| Prominent Disciple(s)| Alasinga Perumal, Swami Abhayananda, Sister Nivedita, Swami Sadananda| Influence on[show]| Quotation| Come up, O lions, and shake off the delusion that you are sheep; you are souls immortal, spirits free, blest and eternal; ye are not matter, ye are not bodies; matter is your servant, not you the servant of matter. [2] (See more quotations in Wikiquote)| Signature| | Swami Vivekananda (Bengali pronunciation:   Shami Bibekanando  (help ·info)): Bengali pronunciation:  [? mi bibekan? n? o]) (12 January 1863–4 July 1902), born Narendra Nath Datta[3] (Bengali pronunciation:  [n? rend? ro nat d t? t? o]), was an Indian Hindu monk. He was a key figure in the introduction of Indian philosophies of Vedanta and Yoga to the western world[4] and was credited with raising interfaith awareness, bringing Hinduism to the status of a major world religion in the late 19th century. [5] He was a m ajor force in the revival of Hinduism in India and contributed to the notion of nationalism in colonial India. 6] He was the chief disciple of the 19th century saint Ramakrishna and the founder of the Ramakrishna Math and the Ramakrishna Mission. [4] He is perhaps best known for his inspiring speech beginning with â€Å"Sisters and Brothers of America,†[7] through which he introduced Hinduism at the Parliament of the World’s Religions in Chicago in 1893. Born into an aristocratic Bengali family of Calcutta,[8] Vivekananda showed an inclination towards spirituality. He was influenced by his guru Ramakrishna from whom he learnt that all living beings were an embodiment of the divine self and hence, service to God could be rendered by service to mankind. 9] After the death of his guru, Vivekananda toured the Indian subcontinent extensively and acquired a first-hand knowledge of the conditions that prevailed in British India. [10] He later travelled to the United States to represent India as a delegate in the 1893 Parliament of World Religions. He conducted hundreds of public and private lectures and classes, disseminating tenets of Hindu philosophy in the United States, England and Europe. In India, Vivekananda is regarded as a patriotic saint and his birthday is celebrated as the National Youth Day. 11] Contents * 1 Early life (1863–1888) * 1. 1 Birth and childhood * 1. 2 College and Brahmo Samaj * 1. 3 With Ramakrishna * 1. 4 Founding of the Ramakrishna Math * 2 As a monk wandering in India (1888–1893) * 2. 1 Northern India (1888–1890) * 2. 2 The Himalayas (1890–1891) * 2. 3 Rajputana (1891) * 2. 4 Western India (1891–1892) * 2. 5 Southern India (1892–1893) * 3 First visit to the West (1893–1897) * 3. 1 Parliament of the World’s Religions * 3. 2 Lecturing tours in America and England * 4 Back in India (1897–1899) * 4. Colombo to Almora * 4. 2 Founding of the Ramakrishna Mission * 5 Sec ond visit to the West and last years (1899–1902) * 6 Death * 7 Teachings and philosophy * 8 Influence and legacy * 8. 1 150th birthday celebration * 9 Literary Works * 9. 1 Books by Vivekananda * 10 See also * 11 References * 11. 1 Notes * 11. 2 Citations * 11. 3 Sources * 12 Further reading * 13 External links| Early life (1863–1888) Birth and childhood Bhuvaneswari Devi (1841–1911). â€Å"I am indebted to my mother for the efflorescence of my knowledge. [12] – Swami Vivekananda Vivekananda was born as Narendranath in Calcutta, the capital of British India, on 12 January 1863 during the Makar Sankranti festival. He belonged to a traditional Bengali Kayastha (a caste of Hindus) family and was one of the nine siblings. [13] Narendra’s father Vishwanath Datta was an attorney of Calcutta High Court. [14] Narendra’s mother was a pious woman and a housewife. The progressive rational approach of his father and the religious temperament of his mot her helped shape his thinking and personality. 15][16] Young Narendranath was fascinated by the wandering ascetics and monks. [16] Narendra was an average student, but a voracious reader. [17] He was interested in a wide range of subjects such as philosophy, religion, history, the social sciences, arts, and literature. [18] He evinced interest in the Hindu scriptures such as the Vedas, the Upanishads, the Bhagavad Gita, the Ramayana, the Mahabharata and the Puranas. He trained in Indian classical music,[19] and participated in physical exercise, sports, and organisational activities. 18] Narendra joined the Metropolitan Institution of Ishwar Chandra Vidyasagar in 1871 and studied there until 1877 when his family moved to Raipur. [20] The family returned to Calcutta two years later. College and Brahmo Samaj In 1879 after his family moved back to Calcutta, Narendra passed the entrance examination from the Presidency College. He subsequently studied western logic, western philosophy an d history of European nations in the General Assembly’s Institution (now known as the Scottish Church College). 21][22] In 1881 he passed the Fine Arts examination and in 1884 he completed a Bachelor of Arts degree. [23][24] Narendra studied the works of David Hume, Immanuel Kant, Johann Gottlieb Fichte, Baruch Spinoza, Georg W. F. Hegel, Arthur Schopenhauer, Auguste Comte, Herbert Spencer, John Stuart Mill, and Charles Darwin. [25][26] Narendra became fascinated with the evolutionism of Herbert Spencer and had correspondence with him;[27][28] he translated Spencer’s book Education (1861) into Bengali. Alongside his study of Western philosophers, he was thoroughly acquainted with Indian Sanskrit scriptures and many Bengali works. You read "Swami Vivekananda" in category "Essay examples" [26] Dr. William Hastie, principal of General Assembly’s Institution, wrote, â€Å"Narendra is really a genius. I have travelled far and wide but I have never come across a lad of his talents and possibilities, even in German universities, among philosophical students. â€Å"[25] Some accounts regard Narendra as a srutidhara—a man with prodigious memory. 29][30][31] Narendra became the member of a Freemason’s lodge and of a breakaway faction of the Brahmo Samaj led by Keshub Chandra Sen. [22] His initial beliefs were shaped by Brahmo concepts, which included belief in a formless God and deprecation of the worship of idols. [32] Not satisfied with his knowledge of philosophy, he wondered if God and religion could be made a part of one’s growing experiences and deeply int ernalised. Narendra went about asking prominent residents of contemporary Calcutta whether they had come â€Å"face to face with God† but could not get answers which satisfied him. 33][34] His first introduction to the saint Ramakrishna occurred in a literature class in General Assembly’s Institution, when he heard Hastie lecturing on William Wordsworth’s poem The Excursion. [35][36] While explaining the word â€Å"trance† in the poem, Hastie suggested his students to visit Ramakrishna of Dakshineswar to know the real meaning of trance. This prompted some of his students, including Narendra, to visit Ramakrishna. [22][37][38] With Ramakrishna Ramakrishna, guru of Vivekananda. Narendra’s meeting with Ramakrishna in November 1881 proved to be a turning oint in Narendra’s life. [39] Narendra said about this first meeting that â€Å"Ramakrishna looked just like an ordinary man, with nothing remarkable about him. He used the most simple language and I thought ‘Can this man be a great teacher? ‘. I crept near to him and asked him the question which I had been asking others all my life: ‘Do you believe in God, Sir? ‘ ‘Yes’, he replied. ‘Can you prove it, Sir? ‘ ‘Yes’. ‘How? ‘ ‘Because I see Him just as I see you here, only in a much intenser sense. ‘ That impressed me at once. [†¦ I began to go to that man, day after day, and I actually saw that religion could be given. One touch, one glance, can change a whole life. â€Å"[39][40] Though Narendra did not accept Ramakrishna as his teacher initially and revolted against his ideas, he was attracted by his personality and started visiting him at Dakshineswar frequently. [41] He initially looked upon Ramakrishna’s ecstasies and visions as â€Å"mere figments of imagination†,[15] and â€Å"hallucinations†. [42] As a member of Brahmo Samaj, he was against idol worship a nd polytheism, and Ramakrishna’s worship of Kali. 43] He even rejected the Advaitist Vedantism of â€Å"identity with absolute† as blasphemy and madness, and often made fun of the concept. [42] Though at first Narendra could not accept Ramakrishna and his visions, he did not neglect him. Instead, he tested Ramakrishna, who faced all of his arguments and examinations with patience—†Try to see the truth from all angles† was his reply. [41] His father’s untimely death in 1884 left Narendra’s family bankrupt. Unable to find employment and facing poverty, Narendra questioned God’s existence. 44] During this time, Narendra found solace in Ramakrishna, and his visits to Dakshineswar increased. [45] Narendra gradually became ready to renounce everything for the sake of realising God. In time, Narendra accepted Ramakrishna as his guru. [41] In 1885, Ramakrishna developed throat cancer and he was transferred to Calcutta and later to Cossip ore. Narendra and Ramakrishna’s other disciples took care of him during his final days. Narendra’s spiritual education under Ramakrishna continued. At Cossipore, Narendra reportedly experienced Nirvikalpa Samadhi. 46] During Ramakrishna’s last days, Narendra and some of the other disciples received the ochre monastic robes from Ramakrishna, forming the first monastic order of Ramakrishna. [47] Narendra was taught that service to men was the most effective worship of God. [15][48] During his final days, Ramakrishna asked Narendra Nath to take care of other monastic disciples and in turn asked them to look upon Narendra as their leader. [49] Ramakrishna died in the early morning hours of 16 August 1886 at his garden house in Cossipore. 49] Founding of the Ramakrishna Math Vivekananda (standing, 3rd from left) and other disciples of Ramakrishna in Baranagar Math, in 1887[50] After the death of Ramakrishna, his devotees and admirers stopped funding the Cossipore mat h. The unpaid rents soon piled up and Narendra and other disciples of Ramakrishna had to find a new place to live. [51] Many of his disciples returned home and became inclined towards a Grihastha (family-oriented) life. [52] Narendra decided to make a dilapidated house at Baranagar the new math (monastery) for remaining disciples. The rent of the Baranagar Math was cheap and it was funded by â€Å"holy begging† (madhukari). In his book Swami Vivekananda: A Reassessment, Narasingha Prosad Sil writes, â€Å"the Math was an adult male haven, a counter–culture community of freedom–seeking youths on the fringe of society and the city†. [53] The math became the first building of the Ramakrishna Math—the monastery of the first monastic order of Ramakrishna. [39] Narendra later reminisced about the early days in the monastery:[54] â€Å"| We underwent a lot of religious practice at the Baranagar Math. We used to get up at 3:00  am and become absorbed in japa and meditation. What a strong spirit of detachment we had in those days! We had no thought even as to whether the world existed or not. | †| In January 1887, Narendra and eight other disciples took formal monastic vows. Narendra took the name of Swami Bibidishananda. Later he was given the name Vivekananda by Ajit Singh, the Maharaja of Khetri. [55] In January 1899 the Baranagar Math was transferred to Belur in the Howrah district, now known as the Belur Math. [56] As a monk wandering in India (1888–1893) Swami Vivekananda at Jaipur, ca. 885–1893. [57] Swami Vivekananda location unknown, ca. 1888–1893[57] In 1888, Vivekananda left the monastery as a Parivrajaka— the Hindu religious life of a wandering monk, â€Å"without fixed abode, without ties, independent and strangers wherever they go. â€Å"[58] His sole possessions were a kamandalu (water pot), staff, and his two favourite booksâ₠¬â€Bhagavad Gita and The Imitation of Christ. [59] Vivekananda travelled extensively in India for five years, visiting centres of learning, acquainting himself with the diverse religious traditions and different patterns of social life. 60][61] He developed a sympathy for the suffering and poverty of the masses and resolved to uplift the nation. [60][62] Living mainly on bhiksha (alms), Vivekananda travelled on foot and railway tickets bought by his admirers whom he met during the travels. During these travels he made acquaintance and stayed with Indians from all walks of life and religions—scholars, dewans, rajas, Hindus, Muslims, Christians, pariahs (low caste workers) and government officials. [62] Northern India (1888–1890) In 1888, Vivekananda’s first destination was Varanasi,[63] where he met the Bengali writer, Bhudev Mukhopadhyay and the saint Trailanga Swami. He also met Babu Pramadadas Mitra, the noted Sanskrit scholar, with whom he corresponded on the interpretation of the Hindu scriptures. [64] After Varanasi he visited Ayodhya, Lucknow, Agra, Vrindavan, Hathras and Rishikesh. [63] At Hathras, he met Sharat Chandra Gupta, a railway station master who later became one of his earliest disciples as Sadananda. [65][66] Between 1888 and 1890, he visited Vaidyanath and Allahabad. From Allahabad, he went on to Ghazipur, where he met Pavhari Baba,[67] an Advaita Vedanta ascetic who used to spend most of his time in meditation. [68] During this period, Vivekananda returned to Baranagar math a few times, because of ill health and to arrange for monetary funds for the math. [66] The Himalayas (1890–1891) In July 1890, accompanied by the fellow monk Swami Akhandananda (also a disciple of Ramakrishna), Vivekananda visited the Himalayas. This constituted the first phase of his journey that would encompass the West. [66][69] He visited Nainital, Almora, Srinagar, Dehradun, Rishikesh and Haridwar. During these travels, he met Swami Brahmananda, Saradananda, Turiyananda and Advaitananda. They stayed at Meerut for some days engaged in meditation, prayer and study of scriptures. At the end of January 1891, Vivekananda left his fellows and journeyed to Delhi. [69][70] Rajputana (1891) After visiting historical sites at Delhi, Vivekananda journeyed towards Alwar in Rajputana. Later Vivekananda journeyed to Jaipur, where he studied Panini’s Ashtadhyayi with a Sanskrit scholar. He next travelled to Ajmer, where he visited the palace of Akbar and the Dargah Sharif. At Mount Abu, he met Raja Ajit Singh of Khetri, who became his ardent devotee and supporter. Swami Tathagatananda, a senior monk of the Ramakrishna Order wrote of the relationship: Swami Vivekananda’s friendship with Maharaja Ajit Singh of Khetri was enacted against the backdrop of Khetri, a sanctified town in Northern Rajasthan, characterized by its long heroic history and independent spirit. Destiny brought Swamiji and Ajit Singh together on 4 June 1891 at Mount Abu, where their friendship gradually developed through their mutual interest in significant spiritual and secular topics. The friendship intensified when they travelled to Khetri and it became clear that theirs was the most sacred friendship, that of a Guru and his disciple. [71] At Khetri, he delivered discourses to the Raja, became acquainted with the pandit Ajjada Adibhatla Narayana Dasu, and studied Mahabha? ya on sutras of Panini. After two and a half months there, in October 1891, he proceeded towards Maharastra. [62][72] Western India (1891–1892) Vivekananda visited Ahmedabad, Wadhwan and Limbdi. At Ahmedabad, he completed his studies of Islamic and Jain culture. 62] At Limbdi, he met Thakur Saheb Jaswant Singh, who had himself been to England and America. From Thakur Saheb, he first got the idea of going to the West to preach Vedanta. He later visited Junagadh, where he was the guest of Haridas Viharidas Desai, the Dewan of the State. The Diwan was so charmed with his company that every evening he, with all the State officials, used to meet Vivekananda and converse with him until late at night. Vivekananda also visited Girnar, Kutch, Porbander, Dwaraka, Palitana, Nadiad, Nadiad ni haveli and Baroda. At Porbander, he stayed three quarters of a year, furthering his philosophical and Sanskrit studies with learned pandits. [62] Vivekananda’s next destinations included Mahabaleshwar, Pune, Khandwa and Indore. At Kathiawar, he heard of the Parliament of the World’s Religions and was urged by his followers there to attend it. After a brief stay in Bombay in July 1892, he met Bal Gangadhar Tilak during a train journey. [73] After staying with Tilak for a few days in Pune,[74] Vivekananda travelled to Belgaum in October 1892 and to Panaji and Margao in Goa. He spent three days in the Rachol Seminary, the oldest convent of Goa, where rare religious manuscripts and printed works in Latin were preserved. There, he studied Christian theological works. [75] Southern India (1892–1893) Vivekananda Temple on Vivekananda rock at Kanyakumari, India Later Vivekananda travelled to Bangalore, where he became acquainted with K. Seshadri Iyer, the Dewan of the Mysore state, and stayed at the palace as a guest of the Maharaja of Mysore, Chamaraja Wodeyar. Iyer described Vivekananda as â€Å"a magnetic personality and a divine force which were destined to leave their mark on the history of his country. The Maharaja provided the Swami a letter of introduction to the Dewan of Cochin and got him a railway ticket. [76] From Bangalore, he visited Trichur, Kodungalloor, and Ernakulam. At Ernakulam, he met Chattampi Swamikal, contemporary of Narayana Guru, in early December 1892. [77] From Ernakulam, he travelled to Trivandrum, Nagercoil and reached Ka nyakumari on foot during the Christmas Eve of 1892. [78] At Kanyakumari, Vivekananda meditated on the â€Å"last bit of Indian rock†, known later as the Vivekananda Rock Memorial. At Kanyakumari, Vivekananda had the â€Å"Vision of one India†, also commonly called â€Å"The Kanyakumari resolve of 1892†. 79] He wrote, â€Å"| â€Å"At Cape Camorin sitting in Mother Kumari’s temple, sitting on the last bit of Indian rock—I hit upon a plan: We are so many sanyasis wandering about, and teaching the people metaphysics—it is all madness. Did not our Gurudeva use to say, ‘An empty stomach is no good for religion? ‘ We as a nation have lost our individuality and that is the cause of all mischief in India. We have to raise the masses. â€Å"[79][80]| †| From Kanyakumari he visited Madurai, where he met the Raja of Ramnad, Bhaskara Sethupathi, to whom he had a letter of introduction. The Raja became his disciple and urged him to go to the Parliament of Religions at Chicago. From Madurai, he visited Rameswaram, Pondicherry and Madras and there he met some of his most devoted disciples, who played important roles in collecting funds for his voyage to America and later in establishing the Ramakrishna Mission in Madras. With the aid of funds collected by his Madras disciples and Rajas of Mysore, Ramnad, Khetri, Dewans and other followers, Vivekananda left for Chicago on 31 May 1893 from Bombay assuming the name Vivekananda—the name suggested by the Maharaja of Khetri, Ajit Singh. 80] First visit to the West (1893–1897) Vivekananda visited several cities in Japan such as Nagasaki, Kobe, Yokohama, Osaka, Kyoto and Tokyo,[81] and some places in China and Canada en route the United States. [82] He arrived at Chicago in July 1893. [82] However, to his disappointment he learnt that no one without credentials from a bona fide organisation would be accepted as a delegate. He came in contact with Professor John Henry Wright of Harvard University who invited him to speak at the university. 83] On learning that Vivekananda lacked credential to speak at the Chicago Parliament, Wright is quoted as having said, â€Å"To ask for your credentials is like asking the sun to state its right to shine in the heavens. â€Å"[84] On the Professor, Vivekananda himself writes â€Å"He urged upon me the necessity of going to the Parliament of Religions, which he thought would give an introduction to the nation. â€Å"[84] Parliament of the World’s Religions Main article: Swami Vivekananda at the Parliament of the World’s Religions (1893) Swami Vivekananda on the platform of the Parliament of Religions September 1893. On the platform (left to right) Virchand Gandhi, Dharmapala, Swami Vivekananda[85] Parliament of the World’s Religions opened on 11 September 1893 at the Art Institute of Chicago as part of the World’s Columbian Exposition. [86] On this day Vivekananda gave his first brief speech. He represented India and Hinduism. [87] He was initially nervous, bowed to Saraswati, the Hindu goddess of learning and began his speech with, â€Å"Sisters and brothers of America! . [83][88] To these words he got a standing ovation from a crowd of seven thousand, which lasted for two minutes. When silence was restored he began his address. He greeted the youngest of the nations on behalf of â€Å"the most ancient order of monks in the world, the Vedic order of sannyasins, a religion which has taught the world both tolerance and universal acceptance. â€Å"[89] He quoted two illustrative passages from the Shiv a mahimna stotram—†As the different streams having their sources in different places all mingle their water in he sea, so, O Lord, the different paths which men take, through different tendencies, various though they appear, crooked or straight, all lead to Thee! † and â€Å"Whosoever comes to Me, through whatsoever form, I reach him; all men are struggling through paths that in the end lead to Me. â€Å"[89] Despite being a short speech, it voiced the spirit of the Parliament and its sense of universality. [89][90] Dr. Barrows, the president of the Parliament said, â€Å"India, the Mother of religions was represented by Swami Vivekananda, the Orange-monk who exercised the most wonderful influence over his auditors. [88] He attracted widespread attention in the press, which dubbed him as the â€Å"Cyclonic monk from India†. The New York Critique wrote, â€Å"He is an orator by divine right, and his strong, intelligent face in its picturesque setting of yellow and orange was hardly less interesting than those earnest words, and the rich, rhythmical utterance he gave them. † The New York Herald wrote, â€Å"Vivekananda is undoubtedly the greatest figure in the Parliament of Religions. After hearing him we feel how foolish it is to send missionaries to this learned nation. [91] The American newspapers reported Vivekananda as â€Å"the greatest figure in the parliament of religions† and â€Å"the most popular and influential man in the parliament†. [92] The Boston Evening Transcript reported that Vivekananda was â€Å"a great favourite at the parliament†¦ if he merely crosses the platform, he is applauded†. [93] He spoke several more times at the Parliament on topics related to Hinduism, Buddhism and harmony of religions. The parliament ended on 27 September 1893. All his speeches at the Parliament had the common theme of universality, and emphasised religious tolerance. 94] Lecturing tours in America and England â€Å"I do not come†, said Swamiji on one occasion in America, â€Å"to convert you to a new belief. I want you to keep your own belief; I want to make the Methodist a better Methodist; the Presbyterian a better Presbyterian; the Unitarian a better Unitarian. I want to teach you to live the truth, to reveal the light within your own soul. â€Å"[95] Following the Parliament of Religions, Vivekananda spent nearly two years lecturing in various parts of eastern and central United States, mostly in Chicago, Detroit, Boston, and New York. He founded the â€Å"Vedanta Society of New York† in 1894. [96] By the spring of 1895, his busy and tiring schedule led to poor health. [97] He stopped lecturing tours, and started giving free and private classes on Vedanta and Yoga. Starting in June 1895, he conducted private lectures to a dozen of his disciples at the Thousand Island Park in New York for two months. [97] During his first visit to the West, he travelled to England twice—in 1895 and 1896. His lectures were successful there. [98] There in November 1895, he met Margaret Elizabeth Noble, an Irish lady, who would later become Sister Nivedita. 97] During his second visit to England in May 1896, Vivekananda met Max Muller, a noted Indologist from Oxford University who wrote Ramakrishna’s first biography in the West. [90] From England, he also visited other European countries. In Germany he met Paul Deussen, another Indologist. [99] Vivekananda was offered academic positions in two American universities —one for the chair of Eastern Philosophy at Harvard University and another similar position at Columbia University—which he declined since such duties would conflict with his commitment as a monk. [97] Swami Vivekananda in Greenacre, Maine in August, 1894[100] Vivekananda attracted several followers and admirers in the US and Europe, such as Josephine MacLeod, William James, Josiah Royce, Robert G. Ingersoll, Nikola Tesla, Lord Kelvin, Harriet Monroe, Ella Wheeler Wilcox, Sarah Bernhardt, Emma Calve, and Professor Hermann Ludwig Ferdinand von Helmholtz. [15][97][99][101] He initiated several followers into his mission; Marie Louise, a French woman, became Swami Abhayananda, and Mr. Leon Landsberg, became Swami Kripananda. [102] From West, Vivekananda also set his work back in India in motion. He was in regular correspondence with his followers and brother monks,[nb 1] offering advice and monetary funds. His letters in this period reflect motives of his campaign for social service,[103] and often contained strong words. [104] He wrote to Swami Akhandananda, â€Å"Go from door to door amongst the poor and lower classes of the town of Khetri and teach them religion. Also, let them have oral lessons on geography and such other subjects. No good will come of sitting idle and having princely dishes, and saying â€Å"Ramakrishna, O Lord! â€Å"—unless you can do some good to the poor. [105][106] Eventually in 1895, money sent by Vivekananda was used to start the periodical Brahmavadin, for the purpose of teaching the Vedanta. [107] Later, Vivekananda’s translation of first six chapters of The Imitation of Christ was published in Brahmavadin (1889). [108] Vivekananda left for India on 16 December 1896 from England with his disciples, Captain and Mrs. Sevier, and J. J. Goodwin. On the way they visited France and Italy, and set sail for India from the Port of Naples on 30 December 1896. [109] He was later followed to India by Sister Nivedita. Nivedita devoted the rest of her life to the education of Indian women and the cause of India’s independence. [97][110] Back in India (1897–1899) Vivekananda at Chennai 1897 Colombo to Almora The ship from Europe arrived in Colombo, Sri Lanka on 15 January 1897. [111] Vivekananda received an ecstatic welcome. In Colombo, he gave what constitutes his first public speech in the East, India, the Holy Land. From there on, his journey to Calcutta was a triumphal progress. He travelled from Colombo to Pamban, Rameswaram, Ramnad, Madurai, Kumbakonam and Madras delivering lectures. People and Rajas gave him enthusiastic reception. During his train journeys, people often squatted on the rails to enforce stopping of the train to hear him. [111] From Madras, he continued his journey to Calcutta and then to Almora. While in the West he talked of India’s great spiritual heritage; on return to India he repeatedly addressed social issues—uplift of the population, getting rid of the caste system, promotion of science, industrialisation of the country, addressing the widespread poverty, and the end of the colonial rule. These lectures, published as Lectures from Colombo to Almora, show his nationalistic fervour and spiritual ideology. [112] His speeches had influence on the contemporaneous and subsequent Indian leaders such as Mahatma Gandhi, Bipin Chandra Pal, Balgangadhar Tilak and Netaji Subhas Chandra Bose. [113][114] Founding of the Ramakrishna Mission Advaita Ashrama, Mayavati, a branch of the Ramakrishna Math, founded on 19 March 1899, later published many of Swami Vivekananda’s work, now publishes Prabuddha Bharata journal On 1 May 1897 at Calcutta, Vivekananda founded the Ramakrishna Mission—the organ for social service. The ideals of the Ramakrishna Mission are based on Karma Yoga. [115][116] Its governing body consists of the trustees of the Ramakrishna Math—the organ to carry out religious works. [117] Both Ramakrishna Math and Ramakrishna Mission have their headquarters at Belur Math. [90][118] He founded two other monasteries—one at Mayavati on the Himalayas, near Almora, called the Advaita Ashrama and another at Madras. Two journals were started, Prabuddha Bharata in English and Udbhodan in Bengali. [119] The same year, the famine relief work was started by Swami Akhandananda at Murshidabad district. 90][117] Vivekananda had earlier inspired Jamsetji Tata to set up a research and educational institution when they had travelled together from Yokohama to Chicago on Vivekananda’s first visit to the West in 1893. Now Tata requested him to head the Research Institute of Science that Tata had established; he declined the offer citing conflict with his â€Å"spiritual interestsâ € . [120][121][122] Vivekananda visited Punjab where he tried to mediate ideological conflict between Arya Samaj (a reformist movement of Hinduism) and Sanatans (orthodox Hindus). 123] After brief visits to Lahore,[117] Delhi and Khetri, he returned to Calcutta in January 1898. He consolidated the works of math and trained disciples over the next several months. He composed Khandana Bhava Bandhana, a prayer song dedicated to Ramakrishna in 1898. [124] Second visit to the West and last years (1899–1902) Swami Vivekananda– the photo was taken in Bushnell Studio in San Francisco, 1900. [125] The Swami Vivekananda temple at Belur Math, on the place where he was cremated. Vivekananda left for the West for the second time in June 1899 despite his declining health. 126] He was accompanied by Sister Nivedita and Swami Turiyananda. He spent a short time in England, and went on to the United States. During this visit, he established the Vedanta societies at San Francisco and New York. He also founded â€Å"Shanti Ashrama† (peace retreat) at California. [127] He attended the Congress of Religions in Paris in 1900. [128] From the US, he went to Paris. His lectures in Paris dwelt on worship of Linga and authenticity of the Gita. [127] From Paris he visited Brittany, Vienna, Istanbul, Athens and Egypt. The French philosopher Jules Bois was his host for most of this period. [127] He returned to Calcutta on 9 December 1900. [127] Following a brief visit to Advaita Ashrama, Mayavati, he settled at Belur Math from where he continued to coordinate the works of Ramakrishna Mission and Math, and also the works in England and America. Many visitors came to him in these days, including royalties and politicians. He was unable to join the Congress of Religions in 1901 in Japan due to deteriorating health. He, however, went for pilgrimages to Bodhgaya and Varanasi. 129] Declining health and ailments such as asthma, diabetes and chronic insomnia restricted his activities. [130] Death On 4 July 1902, the day of his death, Vivekananda woke up very early in the morning, went to chapel and meditated for three hours. He taught Shukla-Yajur-Veda, Sanskrit grammar, and yoga philosophy to pupils in the morning at Belur Math. [131][132] He discussed with colleagues a plan to start a Vedic college in th e Ramakrishna Math, and carried out usual conversation. At seven p. m. he went into his room and asked not to be disturbed. 131] Vivekananda died at ten minutes past nine p. m. while he was meditating. [133] According to his disciples, Vivekananda attained Mahasamadhi. [134] Rupture of blood vessels in the brain was reported as a possible cause of the death. [135] His disciples believed that rupture was on account of Brahmarandhra  Ã¢â‚¬â€the aperture in the crown of the head  Ã¢â‚¬â€being pierced when he attained Mahasamadhi. Vivekananda had fulfilled his own prophecy of not living to be forty years old. [136] He was cremated on sandalwood funeral pyre on the bank of Ganga in Belur. On the other bank of the river, Ramakrishna had been cremated sixteen years before. [137] Teachings and philosophy Main article: Teachings and philosophy of Swami Vivekananda Part of a series on| Hindu philosophy| | Schools[show]| Personalities[show]| * v * t * e| Vivekananda believed a country’s future depends on its people; his teachings focused on the development of the mass. [138] He wanted â€Å"to set in motion a machinery which will bring noblest ideas to the doorstep of even the poorest and the meanest. [139] Vivekananda believed that the essence of Hinduism was best expressed in the Vedanta philosophy, based on the interpretation of Adi Shankara. He summarised the Vedanta’s teachings as follows:[140] â€Å"| Each soul is potentially divine. The goal is to manifest this Divinity within by controlling nature, external and internal. Do this either by work, or worship, or mental discipline, or philosophy—by one, or more, or all of these—and be free. This is the whole of religion. Doctrines, or dogmas, or rituals, or books, or temples, or forms, are but secondary details. †| Vivekananda linked morality with the control of mind. He saw truth, purity and unselfishness as traits which strengthened the mind. [141] He advised his followers to be holy, unselfish and have Shraddha (faith). He supported practice of Brahmacharya (celibacy),[142] and believed that such practice was the source of his physical and mental stamina, as well as eloquence. [143] Vivekananda emphasized that success was an outcome of focused thought and action. In his lectures on Raja Yoga, he said, â€Å"Take up one idea. Make that one idea your life – think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success, that is way great spiritual giants are produced. â€Å"[144] Influence and legacy Swami Vivekananda statue near Gateway of India, Mumbai. Vivekananda revitalised Hinduism within and outside India. He was the principal reason behind the enthusiastic reception of yoga, transcendental meditation and other forms of Indian spiritual self-improvement in the West. 145] Professor Agehananda Bharati explained that, â€Å"†¦ modern Hindus derive their knowledge of Hinduism from Vivekananda, directly or indirectly. â€Å"[146] Vivekananda espoused the idea that all sects within Hinduism and, indeed, all religions, are different paths to the same goal. [147] This view, however, has been criticised for oversimplification of Hinduism. [147] In the background of ger minating nationalism in the British-ruled India, Vivekananda crystallised the nationalistic ideal. In the words of the social reformer Charles Freer Andrews, â€Å"The Swami’s ntrepid patriotism gave a new colour to the national movement throughout India. More than any other single individual of that period Vivekananda had made his contribution to the new awakening of India. â€Å"[148] Vivekananda drew the attention towards the prevalence of poverty in the country, and maintained that addressing such poverty was prerequisite for the national awakening. [149] His nationalistic thoughts influenced scores of Indian thinkers and leaders. Sri Aurobindo regarded Vivekananda as the one who awakened India spiritually. 150] Gandhi counted him among the few Hindu reformers â€Å"who have maintained this Hindu religion in a state of splendor by cutting down the dead wood of tradition. â€Å"[151] The first governor general of independent India, Chakravarti Rajagopalachari, said â⠂¬Å"Vivekananda saved Hinduism, saved India. â€Å"[152] According to Subhas Chandra Bose, a major proponent of armed struggle for Indian independence, Vivekananda was â€Å"the maker of modern India†;[153] for Mahatma Gandhi, Vivekananda’s influence increased his â€Å"love for his country a thousandfold. Vivekananda influenced India’s independence movement;[154] his writings inspired a whole generation of freedom fighters such as Netaji Subhas Chandra Bose, Aurobindo Ghose, Bal Gangadhar Tilak and Bagha Jatin. Many years after Vivekananda’s death, Rabindranath Tagore told French Nobel Laureate Romain Rolland,[155] â€Å"If you want to know India, study Vivekananda. In him everything is positive and nothing negative. † Rolland himself wrote that â€Å"His words are great music, phrases in the style of Beethoven, stirring rhythms like the march of Handel choruses. I cannot touch these sayings of his, scattered as they are through the pages of books, at thirty years’ distance, without receiving a thrill through my body like an electric shock. And what shocks, what transports, must have been produced when in burning words they issued from the lips of the hero! † [156] Jamsetji Tata was influenced by Vivekananda to establish the Indian Institute of Science—one of India’s best known research universities. [122] Abroad, Vivekananda had interactions with Max Muller. Scientist Nikola Tesla was one of those influenced by the Vedic philosophy teachings of Vivekananda. On 11 November 1995, a section of Michigan Avenue, a major thoroughfare in downtown Chicago, was renamed â€Å"Swami Vivekananda Way†. [157] National Youth Day in India is observed on his birthday, 12 January. [158] He is projected as a role model for youth by the Indian government as well as non-government organisations and personalities. [158][159] In September 2010, India’s Finance Ministry highlighted the relevance of teachings and values of Vivekananda in the modern competitive environment. The Union Finance Minister, Pranab Mukherjee, approved in principle the â€Å"Swami Vivekananda Values Education Project† at the cost of 100  crore (US$18  million) with the objectives such as involving the youth through competitions, essays, discussions and study circles and publishing Vivekananda’s complete work in different languages. [160] In 2011, West Bengal Police Training College was renamed as â€Å"Swami Vivekananda State Police Academy, West Bengal†. [161] The state technical university of Chhattisgarh has been named as Chhattisgarh Swami Vivekanand Technical University. 162] In 2012, the airport in Raipur was renamed as Swami Vivekananda Airport. [163] 150th birthday celebration Main article: 150th birthday of Swami Vivekananda 150th birthday of Swami Vivekananda was celebrated all over India and in different countries of the world. Ministry of Youth Affairs Sports of India decided to observe 2013 as the year of 150th Birth Anniversary of Swami V ivekananda. [164] Year-long events and programs were organized by different branches of Ramakrishna Math, Ramakrishna Mission, central government and different state governments of India, education institutions, youth groups etc. Bengali film director Tutu (Utpal) Sinha made a film The Light: Swami Vivekananda as a tribute to Swami Vivekananda on his150th birth anniversary. [165] Literary Works Manuscript of â€Å"Blessings to Nivedita† a poem written by Swami Vivekananda in his own handwriting. [166] Vivekananda was a powerful orator and writer both in English and Bengali. [167] Majority of his published works were compiled from lectures given around the world. Vivekananda was a singer and a poet,[168] and composed many songs and poems including his favourite Kali the Mother. He blended humour in his teachings; his language was lucid. His Bengali writings stand testimony to the fact that he believed that words—spoken or written—should be for making things easier to understand rather than show off the speaker or writer’s knowledge Books by Vivekananda Published in his lifetime[169] * Karma Yoga (1896) * Raja Yoga (1896 [1899 edition]) * Vedanta Philosophy: An address before the Graduate Philosophical Society (1896) * Lectures from Colombo to Almora (1897) * Bartaman Bharat (Bengali) (March, 1899), Udbodhan[170] My Master (1901, The Baker and Taylor Company, New York) * Vedanta philosophy: lectures on   Jnana Yoga (1902) Published posthumously Here a list of selected books of Vivekananda published after his death (1902)[169] * Addresses on Bhakti Yoga * Bhakti Yoga * The East and the West * Inspired Talks (1909) * Narada Bhakti Sutras – translation * Lectures from Colombo to Almora (1904) * Para Bhakti or Supreme Devotion * Pra ctical Vedanta * Jnana Yoga * Raja Yoga (1920) * Speeches and writings of Swami Vivekananda; a comprehensive collection How to cite Swami Vivekananda, Essay examples

Visual Impaired free essay sample

Link to areas of development (physical, social/emotional/language/cognitive) and any other important areas. (Areas of development linked together and with the visual impaired with various stages mentioned. A clear understanding showing of the impact of the visual impaired on students in various stages and areas of development). Part 2: 1- Discuss the possibility of including children with visual impaired in the UAE? Discuss relevant legislation in other parts of the world? Specific focus on important legislation in the UK and the Salamanca statement. (Both the Salamanca statement (international policy) and the UAE laws regarding inclusion clearly showing understanding of their importance. 2- How can we include children with visual impaired I the classroom? What are the difficulties? Discuss attitude, language, physical environment, support services, training for teachers. Also outline the benefits of inclusion for the child with the visual impaired and for other children. Teachers, parents and the community. depth of understanding is evident in the choice of inclusion/ integration policy (possibility of including how least restrictive environments LRE could work for some children with visual impairment) 3- Support children with visual impaired in the classroom/ creating the IEP. We will write a custom essay sample on Visual Impaired or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Who are the professionals involved in supporting a child with visual impaired? 4- How do they work together? (A comprehensive list of all specialists and examples of their work with the child over a period of time with reference to the IEP being continuously revised and checked for achievement of goals) Part 3: 1- The learning environment: Accommodations and modifications of lesson, base this on (Differentiation, learning style and multiple intelligences). Specific examples must be given in various areas of learning. (Examples of modifications and accommodations must show a deep understanding of what the child with visual impaired needs in order to achieve their learning outcomes). 2- The learning environment: Teaching methods/ tools/ assistive and adaptive technologies (e. g. using technology to help children who are visual impaired. Deep understandings of how to set the classroom environment in such a way that will help the children with the SEN achieve their full potential targeting appropriate methods and learning styles. 3- The possible benefits of using sensory integration to help children develop their skills (cognitive, motor, physical†¦etc) 4- Appendices (two or more screening test. Extra examples of IEPs for visual impaired in addition, to one created by the student s howing areas of development with clear examples of what the objectives (learning, behaviour †¦. etc) are for the child with visual impaired. Reference http://books. oogle. ae/books? id=bM0sk_-O6qACamp;printsec=frontcoveramp;dq=visual+impairmentamp;hl=enamp;sa=Xamp;ei=ALqlUa2JKIaRrQeFlYDwAQamp;redir_esc=y#v=onepageamp;q=visual%20impairmentamp;f=false http://books. google. ae/books? id=QnqSVWNdumoCamp;pg=PA232amp;dq=visual+impairmentamp;hl=enamp;sa=Xamp;ei=-7ulUbnCFoytrAfwrICIAQamp;redir_esc=y#v=onepageamp;q=visual%20impairmentamp;f=false http://books. google. ae/books? id=467U59eeo-ACamp;printsec=frontcoveramp;dq=visual+impairmentamp;hl=enamp;sa=Xamp;ei=ALqlUa2JKIaRrQeFlYDwAQamp;redir_esc=y#v=onepageamp;q=visual%20impairmentamp;f=false

Macbeth Essays (670 words) - Characters In Macbeth,

Macbeth In Shakespeare's tragedy, Macbeth, the characters and the roles they play are critical to its plot and theme, and therefore many of Shakespeare's characters are well developed and complex. Two of these characters are the protagonist, Macbeth, and his wife, Lady Macbeth. They play interesting roles in the tragedy, and over the course of the play, their relationship changes and their roles are essentially switched. At the beginning of the play, they treat each other as equals. They have great concern for each other, as illustrated when Macbeth races to tell Lady Macbeth the news about the witches and she immediately begins plotting how to gain for her husband his desire to be king. At this point, Lady Macbeth is the resolute, strong woman, while Macbeth is portrayed as her indecisive, cowardly husband. He does have ambition, but at this point, his conscience is stronger than that ambition. Lady Macbeth explains this characteristic of her husband in Act I, Scene v, when she says, "Yet do I fear thy nature; it is too full o' th' milk of human kindness to catch the nearest way." The next stage of change developing in the characters of Macbeth and Lady Macbeth is in Act II. This is the act in which Macbeth kills King Duncan. Macbeth's character change is apparent because it is obvious that he has given in to his ambition and has murdered the king. He is not entirely changed, though, because he is almost delirious after he has committed the crime. He exclaims, "Will all great Neptune's ocean wash this blood clean from my hand? No; this my hand will rather the multitudinous seas incarnadine, making the green one red." He believes that instead of the ocean cleaning his hands, his hands would turn the ocean red. Macbeth's role has changed somewhat but not entirely, since he has committed the crime but his conscience is still apparent after the murder. Lady Macbeth's role similarly changes somewhat in Act II. The reader sees a crack in her strong character when she tells Macbeth in Scene ii of Act II that she would have murdered Duncan herself if he had not resembled her father as he slept. Her boldness is still evident, though, when she calms Macbeth after the murder and believes "a little water clears us of this deed." Unlike the roles of Macbeth and Lady Macbeth, their relationship remains unchanged from Act I to II. Their relationship is still very close as seen through Duncan's murder - a product of teamwork. At the end of Act III, both the roles and the relationship of Macbeth and Lady Macbeth have reached the final stage of their change. Now that Duncan is dead and Macbeth is hopelessly headed toward a life of immorality, Lady Macbeth fades into the background. Macbeth takes it upon himself in Act III to plot Banquo's murder without consulting his wife because he wants to protect her from the corruption that he has involved himself with. His role is now completely changed and there is no turning back for him. As Macbeth goes off on his own course during this time, Lady Macbeth's guilt is overwhelming and, cut off from him, she descends into madness. Her guilt emerges in Act III, Scene ii when she says she would rather be dead, and it grows from then on until her death. Lady Macbeth's character change is also evident in Act III, Scene ii when she backs out of Macbeth's mysterious murder plan and tells him, "You must leave this." The relationship between the couple is being torn apart by this time in Macbeth. They are headed in separate directions - Macbeth towards a life of evil and Lady Macbeth towards insanity and grief. As Shakespeare developed the characters of Macbeth and his wife, their changing roles ironically ended up resembling the other one's role. At the beginning of the tragedy, Macbeth was the hesitant character with a strong conscience, while Lady Macbeth was powerful and firm. However, by the time these two characters were completely changed, Macbeth ended up being decisive and greedy, as Lady Macbeth turned out to be weak since her guilty conscience drove her insane. Shakespeare's exchange of roles in Macbeth is clever yet unusual, but after all, "things aren't always what they seem."

Europe and the American Revolutionary War

Europe and the American Revolutionary War Fought between 1775 and 1783, the American Revolutionary War, otherwise known as the American War of Independence was primarily a conflict between the British Empire and some of its American colonists, who triumphed and created a new nation: the United States of America. France played a vital role in aiding the colonists, but accrued great debt in doing so, partly causing the French Revolution. Causes of the American Revolution Britain may have triumphed in the French and Indian War of 1754–1763, which was fought in North America on behalf of Anglo-American colonists but it had spent considerable sums to do so. The British government decided that the colonies of North America should contribute more to its defense and raised taxes. Some colonists were unhappy with this - merchants among them were especially upset - and British heavy-handedness exacerbated a belief that the British weren’t allowing them enough rights in return, even though some colonists had no problems owning slaves. This situation was summed up in the revolutionary slogan â€Å"No Taxation without Representation.† Colonists were also unhappy that Britain was preventing them from expanding further out into America, partly as a result of agreements with Native Americans agreed after the Pontiac rebellion of 1763–4, and the Quebec Act of 1774, which expanded Quebec to cover vast areas of what is now the USA. The lat ter allowed French Catholics to retain their language and religion, further angering the predominantly Protestant colonists. Tensions rose between the two sides, fanned by expert colonial propagandists and politicians, and finding expression in mob violence and brutal attacks by rebel colonists. Two sides developed: pro-British loyalists and anti-British ‘patriots’. In December 1773, citizens in Boston dumped a consignment of tea into a harbor in protest of taxes. The British responded by closing down Boston Harbour and imposing limits on civilian life. As a result, all but one of the colonies gathered in the ‘First Continental Congress’ in 1774, promoting a boycott of British goods. Provincial congresses formed, and the militia was raised for war. 1775: The Powder Keg Explodes On April 19th, 1775 the British governor of Massachusetts sent a small group of troops to confiscate powder and arms from colonial militiamen, and also arrest ‘troublemakers’ who were agitating for war. However, the militia was given notice in the form of Paul Revere and other riders and was able to prepare. When the two sides met in Lexington someone, unknown, fired, initiating a battle. The ensuing Battles of Lexington, Concord and after saw the militia - crucially including large numbers of Seven Year War veterans - harass the British troops back to their base in Boston. The war had begun, and more militia gathered outside Boston. When the Second Continental Congress met there was still hope of peace, and they weren’t yet convinced about declaring independence, but they named George Washington, who had happened to be present at the start of the French Indian war, as leader of their forces. Believing that militias alone would not be enough, he started to raise a Continental Army. After a hard fought battle at Bunker Hill, the British could not break the militia or the siege of Boston, and King George III declared the colonies in rebellion; in reality, they had been for some time. Two Sides, Not Clearly Defined This wasn’t a clear-cut war between the British and the American colonists. Between a fifth and a third of the colonists supported Britain and remained loyal, while it’s estimated another third remained neutral where possible. As such it has been called a civil war; at the close of the war, eighty thousand colonists loyal to Britain fled from the US. Both sides had experienced veterans of the French Indian war among their soldiers, including major players like Washington. Throughout the war, both sides used militia, standing troops and ‘irregulars’. By 1779 Britain had 7000 loyalists under arms. (Mackesy, The War for America, p. 255) War Swings Back and Forth A rebel attack on Canada was defeated. The British pulled out of Boston by March 1776 and then prepared for an attack on New York; on July 4th, 1776 the thirteen colonies declared their independence as the United States of America. The British plan was to make a swift counterstrike with their army, isolating perceived key rebel areas, and then use a naval blockade to force the Americans to come to terms before Britain’s European rivals joined the Americans. British troops landed that September, defeating Washington and pushing his army back, allowing the British to take New York. However, Washington was able to rally his forces and win at Trenton, where he defeated German troops working for Britain, keeping morale up among the rebels and damaging loyalist support. The naval blockade failed because of overstretching, allowing valuable supplies of arms to get into the US and keep the war alive. At this point, the British military had failed to destroy the Continental Army and ap peared to have lost every valid lesson of the French and Indian War. The British then pulled out of New Jersey, alienating their loyalists, and moved to Pennsylvania, where they won a victory at Brandywine, allowing them to take the colonial capital of Philadelphia. They defeated Washington again. However, they didn’t pursue their advantage effectively and the loss of the US capital was small. At the same time, British troops tried to advance down from Canada, but Burgoyne and his army were cut off, outnumbered, and forced to surrender at Saratoga, thanks in part to Burgoyne’s pride, arrogance, desire for success, and resulting poor judgment, as well as the failure of British commanders to co-operate. The International Phase Saratoga was only a small victory, but it had a major consequence: France seized upon the chance to damage her great imperial rival and moved from secret support for the rebels to overt help, and for the rest of the war they sent crucial supplies, troops, and naval support. Now Britain couldn’t focus entirely on the war as France threatened them from around the world; indeed, France became the priority target and Britain seriously considered pulling out of the new US entirely to focus on its European rival. This was now a world war, and while Britain saw the French islands of the West Indies as a viable replacement for the thirteen colonies, they had to balance their limited army and navy over many areas. Caribbean islands soon changed hands between the Europeans. The British then pulled out of advantageous positions on the Hudson River to reinforce Pennsylvania. Washington had his army and forced it through training while camped for the harsh winter. With the aims of the British in America scaled right back, Clinton, the new British commander, withdrew from Philadelphia and based himself in New York. Britain offered the US a joint sovereignty under a common king but were rebuffed. The King then made it clear he wanted to try and retain the thirteen colonies and feared that US independence would lead to the loss of the West Indies (something Spain also feared), to which troops were sent from the US theater. The British moved the emphasis to the south, believing it to be full of loyalists thanks to information from refugees and trying for piecemeal conquest. But the loyalists had risen before the British arrived, and there was now little explicit support; brutality flowed from both sides in a civil war. British victories at Charleston under Clinton and Cornwallis at Camden were followed by loyalist defeats. Cornwallis continued to win victories, but tenacious rebel commanders prevented the British from achieving success. Orders from the north now forced Cornwallis to base himself at Yorktown, ready for resupply by sea. Victory and Peace A combined Franco-American army under Washington and Rochambeau decided to shift their troops down from the north with the hope of cutting Cornwallis off before he moved. French naval power then fought a draw at the Battle of Chesapeake - arguably the key battle of the war - pushing the British navy and vital supplies away from Cornwallis, ending any hope of immediate relief. Washington and Rochambeau besieged the city, forcing Cornwallis’ surrender. This was the last major action of the war in America, as not only was Britain faced with a worldwide struggle against France, but Spain and Holland had joined. Their combined shipping could compete with the British navy, and a further ‘League of Armed Neutrality’ was harming British shipping. Land and sea battles were fought in the Mediterranean, the West Indies, India and West Africa, and an invasion of Britain was threatened,  leading to panic. Furthermore, over 3000 British merchant ships had been captured (Marston, American War of Independence, 81). The British still had troops in America and could send more, but their will to continue was sapped by a global conflict, the massive cost both of fighting the war - the National Debt had doubled - and reduced trade income, along with a lack of explicitly loyal colonists, led to the resignation of a Prime Minister and the opening of peace negotiations. These produced the Treaty of Paris, signed on September 3rd, 1783, with the British recognizing the thirteen former colonies as independent, as well as settling other territorial issues. Britain had to sign treaties with France, Spain and the Dutch. Aftermath For France, the war incurred massive debt, which helped push it into revolution, bring down the king, and start a new war. In America, a new nation had been created, but it would take a civil war for ideas of representation and freedom to become a reality. Britain had relatively few losses aside from the US, and the focus of empire switched to India. Britain resumed trading with the Americas and now saw their empire as more than simply a trading resource, but a political system with rights and responsibilities. Historians like Hibbert argue that the aristocratic class which had led the war was now deeply undermined, and power began to transform into a middle class. (Hibbert, Redcoats and Rebels, p.338).

A study of the negative impact of piracy on the economy and society at large

A study of the negative impact of piracy on the economy and society at large Intellectual piracy that’s common in the streets of New York has originated itself in China. From electronics such as phones and laptops to luxury brand names such as Gucci and Dolce Gabbana, intellectual piracy has become a serious problem within China, with its wings spreading to Chinatown in New York City. The video Intellectual Piracy in China discusses the high amount of piracy that derives from China; it goes into how fake things take over most of the market within China, and gives the specific example of fake Viagra within China which could result in deadly situations as the fake versions of the pill are being made with chemicals that could be dangerous for human use. The case Coping with Piracy in China touches on similar subjects as the video, and mainly focuses on counterfeit Apple products offered by China. According to the case article, there were at least five self-branded Apple stores within only one city of China (â€Å"Coping with Piracy in China†, n.d. ) However, the case article emphasizes how the counterfeit market in China could be actually benefiting Apple as a company rather than otherwise. This paper will analyze what the video and the case study regarding intellectual piracy in China are focusing on by examining the content of the video and case study and explaining my opinion with the findings made, and the reasons as to why I agree with the video’s findings, while I disagree with the case study’s findings. According to the case article, the self-branded Apple stores within China have some of the most heavily trafficked Apple stores in the world (â€Å"Coping with Piracy in China,† n.d.). Tourists in China can easily come across any of these self-branded stores and purchase knock off Apple products for themselves for only a small percentage of the actual cost of the actual product. Although hundreds of patent lawyers and investigators are after these self-branded items and the stores and people behind it, Apple has yet to comment on the whole situations, and the case study believes that rather than doing harm to the company, these self-made Apple brands are actually promoting the Apple brand for free, and is seen as beneficial for Apple (â€Å"Coping with Piracy in China,† n.d.). The self-branded Apple stores are providing a pathway for the actual Apple company to promote themselves to an enormous market, China’s market, at absolutely no cost to them. Unfortunately, I don’t agree with the findings made within the conclusion of the case study. I find it controversial that the case study explicitly states how enormous the market for fake stuff within China are, but also gives off the implication that this is actually beneficial for Apple. Even though Apple’s brand is being promoted at no cost to them, their own products are not the ones being sold. Apple is already an international company that has one of the largest customer bases, and it doesn’t need the unnecessary promotion of a company copying their brand to have a beneficial outcome within their own company. Furthermore, the case study specifies this has benefits for the Apple company, but the Apple company itself speaks of how â€Å"more than $11 billion is lost to piracy every year† (â€Å"Piracy Prevention,† n.d.) In their website, Apple mostly focuses on software piracy, but nonetheless it goes on to show that they are negatively affecte d by piracy either way. Software piracy still falls under intellectual piracy, ideas are still being stolen and being profited off of. Thus, it’s misleading for the case study to imply that benefits of such an occurrence could take place. However, I do agree with one point that was made here. It’s weird that patent lawyers and investigators are unable to find these people faking brands when a tourist can easily walk within a street, and buy a knock off product right away. It seems that the global efforts for wiping intellectual piracy out of the way aren’t truly taking place. The video, on the other hand, brings to light a much more realistic version of how piracy has an impact on the economy of United States as well as how it impacts specific companies that are being copied off of. Patent lawyers and intellectual piracy experts talk within the video and give their opinions, and they’re also shown to be shopping on the streets of New York, within Chinatown, where intellectual piracy is a substantial issue. Some of these experts talk about the gravity of these issues, and how it could be deadly in the long run. They give the hypothetical scenarios of one flying on a plane that has counterfeit parts, or having to drive a cart with fake parts (PBS NewsHour, 2014). The example the video mainly focused on was that of Viagra. Viagra is widely used within China, even for purposes it’s not meant to be used for; for example, Viagra is given to pandas within zoos in China to always keep them excited and energized. Due to the huge market of Viagra wit hin China, there has been those who have even faked Viagra pills (PBS NewsHour, 2014). The creation of these Viagra pills includes the use of dangerous chemicals that shouldn’t be consumed by humans, and the pills are created overall in horrible conditions. It’s unethical and immoral that some people are determined strictly on making earnings in ways that put others’ lives at risk. The conclusion of the video emphasizes how no matter what intellectual piracy is illegal, frowned upon, and most importantly, negatively impacts businesses and individuals. I completely agree with the video’s findings, and I understand their point more thoroughly through their clever examples. At the end of the day, behind each brand, each product, and each idea is a person that truly worked hard to create it, and put all their innovation and originality in it to create something that hasn’t been seen before. People who copy their ideas and sell it as if they are originals are literally stealing the hard work those people and companies have done. Most importantly, when it comes to counterfeit medicine and pills, like the trend of the counterfeit Viagra within China, people’s lives are at risk since unknown chemicals are being used, safety measures aren’t being taken, and overall the pill is being generated in unsanitary and harmful conditions. As can be seen, intellectual piracy is a problem that needs to be addressed not only in China, but also within United States as well. Although there are claims that intellectual piracy could benefit some, one needs to look at the consequences and realities that comes along with intellectual piracy to see that this is not the truth.

Contingency Theories of Leadership Essay Example | Topics and Well Written Essays - 750 words

Contingency Theories of Leadership - Essay Example Fiedler's contingency theory states that the manner in which a leader can be effective is dependent on what he calls as 'situational contingency', or the resultant product arising out of the interspatiality or interaction of leadership style and situational favourableness (or situational control). Fiedler holds that in situations of extreme importance, as during floods, tsunamis, earthquakes and volcanic eruptions, a task-orientated style of leadership would be more beneficial than a considerate (relationship-orientated) style. This is so, as because in such an uncertain situation the leader-member relations get strained, due to fear or anxiety, the task becomes haphazard or unstructured, and the subject position of power becomes weak. In such a situation, the task-orientated leader who gets things accomplished proves to be the most successful. On the other hand, Fiedler emphasises that the considerate style of leadership is appropriate when the leader-member relations are good, the task is unstructured, and the locus of power is weak. ... For instance, there is some doubt whether the LPC is a true measure of leadership style. In 1986, Fiedler proposed another contingency model. This was called the Cognitive Resource Theory and attempted to analyse the conditions whereby intelligence, experience, and expertise are predictive indicators of leadership effectiveness. Fiedler stated that the effects of cognitive resources shall be significant only when the leader is able to be direct, when he/ she suffers from little stress, and when the leader has some unique expertise that cannot be performed by other subordinates. The theory formulates the idea that in low-stress situations, the intelligence of the leader has a great impact on the effectivity of the workers, and in high-stress conditions, the leader's expertise gets important. Interestingly, this assumption is not supported by Fiedler's research. An participatory discourse of the contingency theory is Vroom and Yetton's concept of Normative decision theory. Going by this variation, effectiveness of a decision procedure in an organisation is dependent upon various parts of a situation. It emphasises on the significance of the decision quality and acceptance by the people. What is interestingly is the fact that it values the criteria such as the amount of relevant information possessed by the leader and subordinates; under what circumstances would the subordinates accept a decision or try and co-operate in following a decision and the amount of disagreement among subordinates with respect to their preferred alternatives. This variation is definitely preferred over Fiedler's assumptions simple because it takes into account a thorough circumference of problems that the idea of decision making may face. The sheer flexibility, at times

Challenges and responses in housing management Essay

Challenges and responses in housing management - Essay Example In addition to that the dissertation will also include the responses that the housing management system or process have received. This proposal attempts to provide a clear understanding regarding the main dissertation. It includes a proper description of the research question. Other crucial details regarding the dissertation are also included in the proposal. The proposed dissertation will attempt to address the two above mentioned research questions. The main objective of this research will be to identify and analyze the challenges that the housing management system or process have been facing throughout the world. This research will aim to gain insight of these challenges. In addition to that another major objective of this research is to find out the responses that the idea of housing management has received till now. The research will focus on the organizations that are associated with housing management and the responses that they have received so far from the society as a whole. The concept of housing management was first seen as an area of practice during the period of 1860 to 1864. At the present global scenario housing management is referred to â€Å"the management of all the present and potential housing resources of an area so as to contain and ameliorate, as well as to eliminate, its inherent problems† (Chiu, 2007). Challenges to housing management in the present global society may come from various sources. Challenges can be in the form of political, financial, social as well as legal. In addition to that challenges may arise due to lack of infrastructure. Like various challenges, there are different types of responses that the housing management system has been receiving throughout the world. All the literatures that are related to housing management and the challenges that it has been facing over the past few years, will be described in the dissertation. During the process of search of relevant literature both

Black America Essay Example for Free

Black America Essay I. Introduction A. One significant problem faced among the judicial system is the injustice involving African Americans with sentencing and racial profiling. Not only will the individual and society response be discussed but the expert’s theories and alternative solutions will be included. II. African Americans facing injustice within the judicial system. A. Sentencing for crimes committed compared to other races. 1. Marissa Alexander, a black mother, was sentenced to 20 years in prison after shooting a warning shot to scare her abusive husband. No one was injured in her choice to shoot the warning shoot but Amber Cummings, a 32 year old mother, did not face any jail time for killing her husband who was said to be a white supremacists. 2. Judge Jean Boyd sentenced a young white male, Ethan Couch, after killing 4 individuals while driving drunk, to 10 years of probation and sentence a 14 year old black male to 10 years of prison after punching and killing a man. Ethan Couch prior to the incidents, stole from a store and alcohol level was three times the limit. Neither young men where mentally ill or had justification on the crimes they committed but sentencing was harsher for the young black male. 3. John McNeil, a black father of two, was sentenced to seven years in prison and 13 years of probation in 2005 for murdering a white male that threaten to stab his sons after trespassing on their property while Joe Horn, an elderly white male shot and killed two men that was breaking and entering into his neighbor’s home one night. Horn took it upon himself, even after the 911 operator repeatedly informed him not to interfere in the situation because the cops were on the way, to murder the two men. 2 B. Racial Profiling of African American individuals. 1 Trayvon Martin was a young black teen walking through a neighborhood with a black hoodie and was murdered by George Zimmerman because he believe the young teen was going to commit a crime. George Zimmerman did not serve any jail-time for the murder. 4. African Americans have a higher chance of being stop by police officers when driving and frisking than a White American. Research has found that â€Å"in investigatory stops, a black man age twenty-five or younger has a 28 percent chance of being stopped for an investigatory reason over the course of an year; a similar young white man has 12. 5 percent chance and a similar young white woman has only a 7 percent chance†. (Epp Maynard, 2014, p. 15) 5. African Americans also has a higher chance of being stalked or watched closely in department stores. For example: Barneys, a high-in department store is now under fire for its practices when facing minorities. Two young African Americans have come forward with their issues faced when shopping in Barneys. One young man, Trayon Christian was put in handcuffs after an employee of Barneys called the police to report a fraudulent credit card used by the African American male and later found out the credit card was real. Kayla Philips purchased a 2300. 00 pursed and was later stop by the police upon leaving the store. (Harris, 2013, p. 1) III. Expert’s Opinion on the problem. A. Both David Harris and Randall Kennedy have research and exam research on the topic of racial profiling. 1 David Harris is a law professor at University of Pittsburg School of Law and has found that in 2003, many of the traffic vehicle stops resulted in illegal substances and goods being found by police officers. When Harris calculated the traffic vehicle stops he came across that White Black America vs. the Criminal Justice SystemPage 2 of 8 3 Americans contributed to most of the stops and that â€Å"that racial profiling is a counterproductive law enforcement strategy as well as a controversial one. † (Collica, 2012, chp. 4. 3). 2 Randall Kennedy wrote an article in 2011 title, â€Å"Race and the Administration of Criminal Justice in the United States. In 2006 he research racial profiling in New York City and found that â€Å"55% of African Americans were stopped by the police and that number is twice the representation of Blacks in the local population. † (Collica, 2012, chp. 4. 3) IV. Society response on the problem. A. Citizens are coming together to form rallies for Justice. 1. Ferguson, Missouri citizens have rallied and protest since the death of Michael Brown, a young African American male who was gunned down by a police officer. 2. Many cities, states and countries rallied after the disappointing verdict of the Trayvon Martin case. V. The public policies in place to rectify the problem. A. In May of 2013, Congress put into play the End Racial Profiling Act. 1. This act was set in place to end racial profiling among law enforcement agencies by: Black America vs. the Criminal Justice SystemPage 3 of 8 4 a. â€Å"Grants the United States or an individual injured by racial profiling the right to obtain declaratory or injunctive relief. † (â€Å"End of Racial Profiling,† 2013). b. â€Å"Requires federal law enforcement agencies to maintain adequate policies and procedures to eliminate racial profiling and to cease existing practices that permit racial profiling. † (â€Å"End of Racial Profiling,† 2013) VI. Alternative solutions that can assist with the issue. A. Every police office should have a camera inside of their vehicles or a camera on their bodies at all times. If the rules cannot be followed then the police officer should face disciplinary actions. 1. If the police force use the camera in the car and on themselves at all times this will help minimize police brutality. Police Officers will make sure to use proper force in every situation and will not overuse their power as authority figures. B. If a citizen decides to use deadly force against an individual and that individual is killed, that citizen should face jail time, unless that individual posed a threat to their life or others. 1. Citizens find that they can shoot anyone for anything. Unless this person is trying to cause physical harm to them, citizens should not have the authority to use deadly force against anyone. 2. If someone is in a domestic violence situation and the police is called the individual causing harm should automatically be arrested and charges should be placed on that individual. No more allowing the victim the ability to agree or disagree to these charges. Not only will this allow the abuse to get out of the situation, this will also help with future violence†¦including murder. Black America vs. the Criminal Justice SystemPage 4 of 8 5 C. Police Officers should always use a stun gun or pepper spray whenever they come across an irate individual. 1. Police officers should always use their pepper spray or stun guns when taking down or taking in an unarm individual. Especially if there is more than one officer at the scene of the crime. If someone is resisting arrest use the stun gun or pepper spray to subdue the individual. Let’s stop violence with using more force than necessary. VII. Conclusion A. It has slightly change throughout the years with African American men and women having the right to vote and sit peacefully in a restaurant without being bothered or called names but in all fairness, African American people will always have it hard. Yes, we have an African American president but that does not stop the high numbers of frisking or being stop by the police after purchasing a high dollar amount item because someone believes you could possibly be a thief. Yes, the statistics throughout the years to come might dwindled down but the Black race will be looked down upon and will called criminals because of a few bad apples. The Black race will still continue to be murdered in the streets, unarmed or surrendering with no proper justice because, like the saying, the best predictor of future behavior is past behavior. Black America vs. the Criminal Justice SystemPage 5 of 8 6 References Collica, K. Furst, G. (2012). Crime and Society. San Diego CA: Bridgepoint Education, Inc. It explains criminology and how society responds to crime. It breaks down crime through age, gender, race, education and living conditions. It shows statistics of crime and types of crime and explains how the statistics are measured. Epp, C. , Maynard-Moody, S. (2014). Driving While Black. Washington Monthly, 46(1/2), 14- 16. Retrieved from http://eds. a. ebscohost. com. proxy- library. ashford. edu/eds/pdfviewer/pdfviewer? sid=212adf44-d029-44a2-9c35- b2a2e0dc1f07%40sessionmgr4002vid=6hid=4203. This article discussed the statistics involving driving and frisking among all races. It breaks down the measurements through race, age, sex, education and living conditions. It discuss how the African American race will always be prejudice upon. Gabbidon, S. L. , Jordan, K. L. , Penn, E. B. , Higgins, G. E. (2014). Black Supporters of the No-Discrimination Thesis in Criminal Justice: A Portrait of an Understudied Segment of the Black Community. Criminal Justice Policy Review, 25(5), 637. Retrieved from http://cjp. sagepub. com. proxy-library. ashford. edu/content/25/5/637. full. pdf+html This article explains the different methods used to measure the African American response to the criminal justice system. Six hundred African American individuals were surveyed and only 26% believes that the criminal justice system is not prejudice against one race. The measurements are broken down into age, education and living conditions. The older generation of African Americans made up most of the 26 percentage. Harris, D. (2013). Shopping While Black. World News with Diane Sawyer, 1. Retrieved from Black America vs. the Criminal Justice SystemPage 6 of 8 7 http://eds. b. ebscohost. com. proxy-library. ashford. edu/eds/detail/detail? vid=1sid=e32d3682- cdb2-48b8-8a38- a2f84927e979%40sessionmgr198hid=104bdata=JnNpdGU9ZWRzLWxpdmU. %3d#db=bwhAN=91694591 This article not only discussed certain African American individuals views and experience with the high in department store Barney’s but also questions a high profile celebrity on his involvement with the company. They question his beliefs and how he feels about the controversy surrounding the company. Rosich, K. J. (2007). Race, Ethnicity, and the Criminal Justice System. Washington, DC: American Sociological Association. Retrieved from http://www. asanet. org/images/press/docs/pdf/ASARaceCrime. pdf This article explains the many statistics and research data performed on racism and race relations issues. Statistics are measured through, race, gender, age, education, employment, living conditions and other factors. S-1038 – End Racial Profiling Act of 2013. (2013). Retrieved October 26, 2014, from https://www. congress. gov/bill/113th-congress/senate-bill/1038? q=%7B%22search%22%3A%5B %22end+racial+profiling+act+2014%22%5D%7D This article discuss and explains what the End Racial Profiling Act of 2013 is. This act was introduced in May of 2013 with every action that has taken place with voting, amendments and other act created based off it is documented. Black America vs. the Criminal Justice SystemPage 7 of 8.

Italo Calvino as Author/Game-master in If On a Winters Night a Travele

Italo Calvino as Author/Game-master in If On a Winter's Night a Traveler In an interview conducted in January 1978, one year before the publication of his novel If on a winter's night a traveler (Iown), Italo Calvino responded to a question about his future writing plans with these words: "What I keep open is fiction, a storytelling that is lively and inventive, as well as the more reflective kind of writing in which narrative and essay become one" (Calvino, Hermit in Paris 190). Calvino created this very type of fiction in Iown, a novel that consists of a metafictional narrative that frames the beginnings of ten unique novels. This type of structure allows Calvino to satisfy his needs as a storyteller, and at the same time it allows him the opportunity to insert his own thoughts and opinions on theories of reading and writing. Ultimately we have the sense that this is a novel where Calvino is in total authorial control, not only in the sense that he controls the characters, the plot, the structure of the novel, etc., but also in the sense that he control s us as readers of the novel. He does so by creating a novel that is a game, complete with virtual reality-like settings where his characters act out their adventures with seemingly little control over their own destinies. Calvino acts as the ultimate game-creator/game-master who controls both the characters he creates and the real players of this game-like novel, the readers. As readers we become caught up in Calvino's playful language and his narrative tricks, but on another level we are subject to Calvino's metafictional discourse. As the true readers of Iown we cannot ignore the sections of the novel that deal with aspects of writing, authorship, and publishing in ways th... ...'Ombra lunga dell'autore], trans. William Hanley (Milano: Feltrinelli, 1999). http://www.public.asu.edu/~dgilfill/texts/benedetti.shtml. Calvino, Italo. Hermit in Paris. (New York: Pantheon, 2003). - - - -. If on a winter's night a traveler, trans. William Weaver. (San Diego: Harcourt Brace, 1981). Carter, Albert Howard III. "If on a winter's night a traveler: Fantasy and Reading." Italo Calvino: Metamorphoses of Fantasy. (Ann Arbor: UMI, 1987) 125-137. Cotrupi, C. Nella. "Hypermetafiction: Italo Calvino's If on a winter's night a traveler." Style. Vol.25:2 (Summer 1991): 280-292. Fink, I. "The Power Behind the Pronoun: Narrative Games in Calvino's If on a winter's night a traveler." Twentieth Century Literature. Vol.37:1 (Spring 1991): 93-105. Waugh, Patricia. Metafiction: The Theory and Practice of Self-Concious Fiction. (London: Methuen, 1984).

First Day of School Essay

The first thing I remember about this day was my mother; she woke me up early and started dressing me and combing my hair. I remember I was so excited that I got in the car while singing and dancing. I sat in the front seat and we drove off to the beginning of my life. My mom walked me in while holding my hand and just then I remember not wanting her to let go, I felt so safe with her by my side. Just then the class teacher comes up to us, and I remember her asking me my name, but I was too shy to answer. Then my mom explains to me that she had to go and that I’m going to have so much fun here and make a huge amount of friends. I stood there watching my mom walk away with tears falling down my face; I have never felt so alone. But the teacher turned out to be so nice she immediately started to calm me down. That’s when she took me to this room filled with toys and beautiful pictures on the wall, I remember how noisy it was because kids my age were running around everywh ere playing and laughing. see more:first day of school essay At the moment the feeling of missing my mom was completely gone and all I wanted to do is join the kids with whatever they were doing. I was shy at first, but then a group of little kids came up to me and asked me if I would count for them while they would all go and hide. I immediately agreed and just like that I was a part of the best hide and seek game in my 4 year old life. I remember how easy it was to make friends but how hard it was to memorize their names. It was an extreme problem for me then because I didn’t know how to call out to them while playing. The best activity of the day was when the teacher took us outside and we played on the swings and slides. The best of all was the sandbox, we would run to the back of the school yard where the water taps were, and fill our little buckets with water and spill it on the sand so this way it would be wet and perfect to make sand castles with. As the day came to end I remember not wanting to go home. But that all changed when I saw my mom in the front door of the class room ready to take me home, I was so glad to see her, as I had so many things to tell. I went on and on about what I had experienced, telling my story with a smile on my face. And when I got back home I repeated the whole thing to dad, everyone was glad I had such a wonderful day. I was looking forward on going back there again tomorrow, but this time with a mission, I was determined on memorizing all of their names, so I would know how to answer when someone asked about the names of my friends. I was officially the happiest kindergartner of all times.

Boumediene V. Bush: an Unconstitutional Suspension of the Writ of Habeas Corpus

Kevin C March 26, 2013 US History I Honors Boumediene v. Bush The United States is a free country that was forged out of the tyrannical English Monarchy. Thomas Jefferson wrote that â€Å"All men are created equal, that they are endowed by their Creator with certain unalienable rights† (Declaration of Independence). Those rights are represented in the United States Constitution which is the foundation which strongly upholds American ideals and beliefs.Although the Constitution does not always apply to foreigners, Boumediene and the other detainees at Guantanamo Bay deserve habeas corpus rights because it is a fundamental principle that applies to everyone, regardless of state or nationality. The final decision that was made by the US Supreme Court was the correct one because they realized that Guantanamo is under US jurisdiction, the DTA provides an inadequate substitution to habeas corpus, and that MCA does violate the Suspension Clause of the Constitution. In 2008, Boumedien e, a captive at Guantanamo Bay had his habeas corpus rights denied by the D.C. District Court and the Appellate Court based on bills passed by Congress. The founding fathers specifically state in Article 1, Section 9 that congress shall not pass any bill that restricts habeas corpus rights. The detainees at Guantanamo Bay live in cells for twenty-three hours of the day. They are in constant fear of being abused and tortured, mentally and physically by the guards and many have been at the naval base for over five years. Among all the detainees, none have been given access to any type of tribunal board to hear what their being convicted of.The biggest problem is that all of them have been denied habeas corpus rights which effectively allows the Executive Branch of the US government to hold them indefinitely. The United States has adopted many of England’s traditions. One of which are habeas corpus rights derived from the Magna Carta signed in 1215. However, when the case reache d the District Court, the Bush administration plead their case stating that Guantanamo Bay was not on Sovereign US soil, therefore, the protection of habeas corpus could not be granted to the etainees. However, looking back in history to the English, they were in a similar predicament. India was officially a part of the British Empire in 1858, however, the British had occupied the country since the 1700’s with a heavy military presence. Despite India not becoming an official part of the British Empire, the Writ of Habeas Corpus was being incorporated into their government since the dawn of the nineteenth century. The Indian government were allowed to hear cases of habeas corpus since 1773.But, it was not until 1775 when it was actually first used by chief justice, Sir Elijah Impey to question his detention by Governor-General Warren Hastings at the Calcutta Supreme Court (A. G Noorani). The British allowed Indian prisoners the right of habeas corpus even though they did not h ave sovereignty of the country. This example in history sets precedent that if a country occupies a territory with a heavy military presence, then the right of habeas corpus shall be extended as well. The Supreme Court agrees because they voted in a 6-3 majority in the case, Rasul v.Bush. Supreme Court Justice Stevens issued his concurring opinion which stated that the detainees â€Å"have never been afforded access to any tribunal, much less charged with and convicted of wrongdoing†¦they have been imprisoned in territory over which the United States exercise exclusive jurisdiction and control† (Stevens, Opinion of the Court, 542 U. S. ). The Supreme Court ultimately decided that since the US government maintained a strong military presence and holds an indefinite lease over the area, it therefore had complete jurisdiction and control over the base in Cuba.Because the US government had complete jurisdiction over the base, ultimate sovereignty, which is granted to Cuba, h olds no weight in the argument. This essentially makes Guantanamo Bay part of the US and not Cuba, which means Sovereign US laws should apply there, the same as it would to any US State or territory. The respondents stated to the Appeals Court that detainees are given a fair alternative to habeas corpus rights. However, these alternatives do not protect the detainee as fully as habeas corpus would.The respondents stated that the Combat Status Review Tribunals (CSRT), which were established by the Defense Department, were put into place for the sole purpose of hearing the cases of the detainees. However, there are many flaws in having such a system determine the legality of one’s detention. The Supreme Court recognizes that the CSRT process for hearing cases puts many â€Å"constraints upon the detainee’s ability to rebut the factual basis for the Government’s assertion that he is an enemy combatant† (Boumediene v. Bush, 476F. 3d981).Some flaws the court p oints out is that the CSRT assumes that the detainees are guilty before the trial has even started and it is all up to the detainee to prove that they are in fact, not enemy combatants. This goes against the typical US court proceedings when all suspects are presumed innocent until proven otherwise. The bias shown by the members of the CSRT puts the detainees at a disadvantage. Furthermore, while many of the detainees have a limited knowledge of English, they are not given the specifics as to what crimes they are being charged with because the information may be classified.Additionally, with no textual evidence, the detainees often go into the CSRT board empty handed and without legal representation. Not only do the proceedings of the CSRT seem unfair, it also seems to be designed to intentionally make it difficult for detainees to secure their freedom. Coming back to the respondents original claim, if the CSRT is essentially a substitute for habeas corpus, why not just use habeas c orpus? Habeas corpus has been around since 1215 and has survived in the US Government for over 300 years for a reason†¦ it is an effective way for people to question the legality of their detention by the government.The Military Commissions Act (MCA) of 2006 was an amendment to the Detainee Treatment Act (DTA) which would have disallowed Federal Courts to hear writs of habeas corpus from the detainees at Guantanamo Bay. The US Supreme Court decided that because the DTA was an inadequate substitution for habeas corpus, then the MCA cannot strip away Federal courts jurisdiction to hear habeas corpus cases. The reason behind this is that it would then be an unconstitutional suspension of the writ of habeas corpus because it violates the Suspension Clause.At the Appellate Court, the respondents (Bush) stated that the Suspension Clause is an ‘individual’ right granted only to US citizens. However, while looking at the text of the Suspension Clause in context, it states: â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the Public Safety may require it† (US Constitution, art 1, sec 9). The Supreme Court counters the respondent’s argument by stating that the Suspension Clause is meant to be a limitation to Congresses powers and not something that applies to individuals.Nevertheless, nowhere in that phrase do the words ‘individual’ or ‘citizen’ ever show up. Therefore, it cannot be assumed that the Suspension Clause only applies to US citizens and that it is not a universal right to anyone being held under US jurisdiction. Additionally, the founding fathers placed the Suspension Clause in Article 1, Section 9 in the Constitution. This is important because if the founding fathers specifically intended to apply the Suspension Clause to US citizens only, then they would have placed it in the Bill of Rights which are specifically reserved for the people to protect them against the government.Furthermore, the rest of the clauses in Article 1, Section 9 specifically state what types of activities that the Legislative Branch cannot do. Hence, the Suspension Clause, because of its placement, was intended to be a limitation upon the abuse of power by the Legislative Branch. Lastly, the principle of separation of powers came from the idea that each branch would be able to check one another. The MCA effectively stops the Judiciary Branch to do its job therefore is also unconstitutional.