Voices of freedom paper free essay sample

In chapter, five there are several points. However the biggest points are if the colonists should be independent from Britain, the colonists reaction to the laws and acts made by the British Empire, and the rights of the colonists. These points summarize the contents of chapter five of â€Å"Voices of Freedom† and â€Å"Give Me Liberty†. The articles in voices of freedom that are arguing the primary points the first article is the â€Å"Virginia Resolutions on the Stamp Act (1765)†. This article is about Virginia’s House of Burgesses making resolutions to defend their liberty they decided to approve four of these resolutions and rejected three. The next article is â€Å"New York Workingmen Demand a Voice in the Revolutionary Struggle (1770)†. This article is about how craftsmen have a right to speak there voice for public policy, as well as how ordinary men in new york city challenged how far the merchants should go for this resistance. We will write a custom essay sample on Voices of freedom paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The third article is â€Å"Association of the New York Sons of Liberty (1773)†. This article is about Britain taking advantage of the colonists’ rights and explaining to how their treatment is like slavery. The fourth article is â€Å"Farmington, Connecticut, Resolutions, on the Intolerable Acts (1774)†. This article is about the one thousand residents of Farmington, Connecticut response to the intolerable acts, as well as how liberty was the same cause as gods cause. The fifth article is â€Å"Thomas Paine, Common Sense (1776)†. This article is about what was wrong with monarchial rule and used colonists’ experiences as to why they should be independent to the British Empire. The last article is â€Å"James Chalmers, Plain Truth (1776)†. This article is about James Chalmers response to â€Å"Common Sense† and how the colonists would be better off staying loyal to the British, as well as how if they become independent then they will be taken over by another country and be slaves. This chapter is about the American Revolution and the argument about if the colonies should declare independence from the British Empire. There are several good points on both sides as to whether or not be independent from the British Empire. Are the British taking advantages of the rights of the colonist or what they are doing is fair and more beneficial for the colonist to just stay loyal to the British Empire. In Chalmer’s article, he describes how it is foolish to declare independence from Britain, as well as to declare independence is to be put into slavery. He states this when he writes, â€Å"We remember with unfeigned gratitude, the many benefits derived through our connections with Great Britain, by whom but yesterday we were emancipated from slavery and death (Chalmers 100)†. This shows Chalmers belief that even though the colonists were greatly benefitting from the connections with Great Britain they were still somehow enslaved by them. In Paine’s article, he is saying that the colonist should seek independence from Great Britain, as well as the reasons for this. He also is saying that there are some benefits to staying loyal but that Great Britain will take advantage of the colonists and their rights. Paine mentions this when he says, â€Å"we may as well assert that because a child has thrived upon milk, that it is to never have meat†¦Ã¢â‚¬  (Paine 96). This is saying that like a child and parent that even though a child benefits from the parent the child should eventually move away from the parent and seek its own independence. This is the same for why the colonists should seek independence from its parent country Great Britain. The acts and laws passed by the British Empire caused several negative responses from the colonist. One of these negative responses to an act was the Boson Tea Party in response to the tea act that was passed. In Give Me Liberty the Foner writes, â€Å"a group of colonists disguised as Indians boarded three ships at anchor in Boston Harbor and threw more than 300 chests of tea into the water† (Foner 189). The intolerable acts caused one thousand residents in Farmington, Connecticut to make resolutions in response to these intolerable acts. One of these resolutions to the intolerable acts was â€Å" That the late Act which their malice hath caused to be passed in parliament, for blocking up the port of Boston, is unjust, illegal and oppressive; and that we and every American are sharers in the insults offered to the town of Boston†(Force 92). This is showing that the British blocking up Boston harbor is unfair illegal and oppressing the colonists and that by doing this Britain has not only insulted Boston but the all of America as well. The sons of liberty as well had a negative response to the laws and acts that were passed and thought of it as enslavement. The sons of liberty wrote this in their article, â€Å"to unite with their fellow citizens, to testify their abhorrence to the diabolical project of enslaving America† (Niles 87). This is saying that it is time to unite and state what they think of the laws and acts and stop to what they believe is enslavement by the British Empire. Not only that but as well a call to action for colonists who also believed this. These are some of the negatives responses to the acts and laws passed by the British Empire The rights of the colonists are mentioned all throughout the chapter. The British Empire passed several laws and acts to what they thought were only fair since they believed the colonies as a way to enrich the British Empire. Foner says this when he writes; â€Å"Britain reverted in the mid-1760s to seeing them as subordinates whose main role was to enrich the mother country† (Foner 179). This shows how the British viewed the colonists as well as why they thought that any law or act that they passed would be fine with the colonists since they were only thought of as a way to improve the British Empire. The British Empire also made it known to the colonists that they have the right to pass any tax on the colonists that they want. Which many colonists believed this was British Empire stamping on their rights and their liberty. Brutus says this when he writes, â€Å"Has not our Mother Country, by solemn Act of Legislation, declared that she has a right to impose internal Taxes on us? And is not such an imposition incompatible with our Liberty† (Brutus 86). This is describing how Brutus thinks of how Great Britain taxes are in itself going against the liberty of the colonists as well as how great Britain can place any tax that they please by there right no mater who’s rights it takes away. The House of Burgesses made resolutions in response to the stamp act because they wanted to do everything in their power to protect the liberty of the colonists. In this article the House of Burgesses shows this when it says, â€Å"to vest such power in any other person or persons whatever than the General Assembly aforesaid, is illegal, unconstitutional, and has a manifest tendency to destroy British as well as American liberty† (Kennedy 84). This is saying that to give anyone such power is the bases for destroying both American and British liberties and should only be given to the General Assembly. Those are just some of the liberties that both sides said to have the right to. Chapter five has shown several points that are good for both sides. . These main points were if the colonists should achieve independence from their mother country Great Britain, the rights and liberties of the colonist and British Empire, and the colonists reaction to the laws and acts that were passed by Great Britain. As well chapter five has shown the primary point in the articles by Chalmers and Paine on weather to be independent from Britain, the reactions of the colonists from the sons of liberty and the one thousand residents of Farmington, Connecticut, and the rights and liberties of the colonists from Brutus and House of Burgesses. That is what chapter five of â€Å"Voices of Freedom† and â€Å"Give Me Liberty† is about.

How to Use Uchiago Essay Sample As an English Lesson

How to Use Uchiago Essay Sample As an English LessonThe Uchiago essay sample is one of the most popular educational materials in Japan. This can be used as a learning tool for students that would like to take their English language knowledge to another level. The question is, will it teach you English or not?The problem with Uchiago is that it is too much text and not enough illustrations. If you are looking for a way to teach your students how to read, this may not be the book for you. Many students are simply not comfortable reading long, boring books that have very little written information on them.One of the most common questions from teachers is whether or not the book is worth it. Because it is so heavily illustrated, some of the lines may be difficult to follow for the English-speaking student. However, if you are working on a task where this is the only approach, then you will probably be fine. The illustrations may help you understand the English language better than if you were reading the text.Another thing to keep in mind is that the Japanese and English are used so differently. It is not possible to translate the texts to English and find meaning in them. It may work in other studies, but in English the original texts do not mean what they say.When you use an essay sample as an English lesson, you are teaching the student something that he or she can understand. If you don't emphasize the main idea of the book, such as Uchiago's purpose in the Japanese language, then the student is not going to pay attention when you go over it. Your language choice should also be very specific.Some students find that when they read the Japanese text of Uchiago, they are so frustrated that they simply give up. This is not the right approach for you to take. Instead, look at it as an extension of what your students are already learning. This makes it easier for them to understand what you are trying to teach them.There are ways to extend your use of the Uchiago ess ay sample. You can write a lot of sentences that are short but very telling. You can also add a little Japanese vocabulary here and there, so that your students will pay attention.You do not have to use the words and meanings that are translated into English. In fact, many teachers want their students to use more Japanese words but keep the English translation for academic purposes. You can easily find ways to make the sentences stand out, as well as add vocabulary.

Trojan Asteroids and their Places in the Solar System

Trojan Asteroids and their Places in the Solar System Asteroids are hot properties of the solar system these days. Space agencies are interested in exploring them, mining companies may soon be taking them apart for their minerals, and planetary scientists are interested in the role they played in the early solar system. It turns out that Earth and nearly all the other planets owe a large part of their existence to asteroids, which contributed to the process of planetary formation. Understanding Asteroids Asteroids are rocky objects too small to be planets or moons, but orbit in various parts of the solar system. When astronomers or planetary scientists discuss ​asteroids, they usually think about the region in the solar system where many of them exist; its called the Asteroid Belt and  lies  between Mars and Jupiter. While the majority of the asteroids in our solar system seem to orbit in the Asteroid Belt, there are other groups that orbit the Sun at various distances in both the inner and outer solar system. Among these are the so-called Trojan Asteroids, which are individually named after figures in the legendary Trojan Wars from Greek myths. Nowadays, planetary scientists simply refer to them as trojans.   The Trojan Asteroids First discovered in 1906, the Trojan asteroids orbit the Sun along the same orbital path of a planet or a  Ã¢â‚¬â€¹moon. Specifically, they either lead or follow the planet or moon by 60 degrees. These positions are known as the L4 and L5 Lagrange points. (LaGrange points are positions where the gravitational effects from two larger objects, the Sun and a planet, in this case, will hold a small object like an asteroid in a stable orbit.)  There are Trojans orbiting Venus, Earth, Mars, Jupiter, Uranus, and Neptune.   Jupiters Trojans Trojan asteroids were suspected to exist as far back as 1772 but werent observed for some time. The mathematical justification for the existence of Trojan asteroids was developed in 1772 by Joseph-Louis Lagrange. The  application of the theory he developed led to his name being attached to it.   However, it was not until 1906 that asteroids were found at the L4 and L5 Lagrange points along Jupiters orbit.  Recently, researchers have found that there may be a very large number of Trojan asteroids around Jupiter. This makes sense since Jupiter has a very strong gravitational pull and likely captured more asteroids into its area of influence.  Some say there are could be as many around Jupiter as there are in the Asteroid Belt. However, recent studies have found that there may be systems of Trojan asteroids elsewhere in our solar system. These may actually outnumber the asteroids in both the Asteroid Belt and Jupiters Lagrange points by an order of magnitude (i.e. there could be at least more than 10 times more). Additional Trojan Asteroids In one sense, Trojan asteroids should be easy to find. After all, if they orbit at the L4 and L5 Lagrange points around planets, so observers know exactly where to look for them. However, since most of the planets in our solar system are very far away from Earth and because asteroids can be very tiny and incredibly hard to detect, the process of finding them, and then measuring their orbits, is not very simple. In fact, it can be very difficult!   As evidence of this, consider that the ONLY Trojan asteroid is known to orbit along Earths path - 60 degrees in front of us - was just  confirmed to exist in 2011!  There are also seven confirmed Mars Trojan asteroids. So, the process of finding these objects in their predicted orbits around other worlds requires painstaking work and a great many observations at different times of the year to get a direct and accurate measure of their orbital periods.   Most interesting though is the presence of Neptunian Trojan asteroids. While there around a dozen confirmed, there are many more candidates. If confirmed, they would significantly outnumber the combined asteroid count of the Asteroid Belt and Jupiter Trojans. This is a very good reason for continuing to study this distant region of the solar system.   There still could be additional groups of Trojan asteroids orbiting various objects in our solar system, but as yet these are the sum total of what we have found. More surveys of the solar system, particularly using infrared observatories, could turn up many additional Trojans orbiting among the planets.   Edited and revised by Carolyn Collins Petersen.

Brief Guide on conducting projects involving Hazardous Materials

The faculty of projects involving dangerous biological materials (including recombinant DNA), radioactive materials or hazardous chemical waste must be approved beforehand and comply with all relevant government regulations. SIUC 's Environmental Health and Safety Center (453 - 7180) oversees the following approval committees and supervises compliance. In-house biosafety committee and biosafety officer of Biosafety SIUC are responsible for ensuring that faculty members engaged in dangerous biomaterial research comply with recently published federal and state research standards. Hazardous Substance Management 13. Harmful substances may be used as raw materials or produced by projects. In case unavoidable, the customer avoids or minimizes release of dangerous goods. In this case, it is necessary to evaluate the production, transportation, handling, storage and use of hazardous materials for project activities. If hazardous substances are intended to be used for manufacturing processes or other tasks, the customer considers a less dangerous alternative. Customers avoid manufacturing, trading and using chemical substances and hazardous materials prohibited by international ban or law. Toxicological effects of hazardous substances may be local or systemic. Local injuries include parts of the body that come into contact with dangerous substances and are usually caused by reactive or corrosive chemicals such as strong acids, bases, oxidants, etc. Systemic lesions include tissues or organs that are unrelated to or removed from the contact site when the toxin is transported through the bloodstream. Certain hazardous substances may affect target organs. Physical effects of substances also depend on acute or chronic toxicity. Acute toxicity can occur with a single brief exposure, but this is usually very rapid and usually reversible. Long-term repeated exposure can cause chronic toxicity. The effect is usually lagging progressive and may be irreversible Annex C Hazardous Materials HAZMAT In consideration of the technical nature of the threat, NRT-1 of the National Response Team, Dangerous Goods Emergency Planning Guidelines and Environmental Protection Agency (EPA) Hazard Analysis Technology Guidelines to Address the HAZMAT Plan's Needs It must be used as a main source of information. Other useful guidelines include the Department of Transportation (DOT), the co-issued chemical analysis procedure manual of EPA and FEMA, and the planning part of the DOT agreement and coordinated FEMA's public sector hazardous material training guidelines. . The planning team should use the guide and this annex to complete the hazard analysis and to identify the unique planning requirements to be addressed at the EOP. Hazardous substance hazard work definition

Major Historical Event in US History Essay Example | Topics and Well Written Essays - 2250 words

Major Historical Event in US History - Essay Example Thus, the agenda of 'legal equality' and then 'social equality' will be the general themes that brings together or provides a cohesion for the woman's movement in US history from 1865 to the present. The period of 1865 to 1876 can be said to be pivotal to the woman's movement in U.S. history. The introduction of the fourteenth Amendment to the Constitution of the U.S. is largely thought to be a step backward. That is, as far as the goal of bringing the franchise to women and other groups not yet recognized to have a legal right to vote. In U.S. history, the right to vote for women was an agenda that went back as far as the early to mid seventeenth century, and historians trace the first legal challenge in the U.S. as occurring at that time in the state of Maryland. A one-time governor named Leonard Calvert, appointed a woman named Margaret Brent as his personal executor. Brent was an attorney which was exceptional in the seventeenth century, and found herself in 1648 petitioning the government of Maryland for the right to vote as well as the right to carry out her duties as executor. She was a property holder, and a successful attorney at the time. By 1868 when the Fourteenth Amendment was introduced, there had already been a significant woman's suffrage movement, and indeed, legal challenges for the right to vote [Mays 58-9]. ... Unit one as associated with post 1865 is the beginning of the period known as reconstruction, and what follows in the aftermath of the Civil War (1860-1865) is a fairly reactionary political mandate. Arguably, the period following the Civil War can be characterized as a period where a great number of concessions were made to the interests of Southerners who had been defeated in the war that was centered around the issue of slavery. During the period in question or the era of Reconstruction after the Civil War, the notorious â€Å"Jim Crow† legislation throughout the South had introduced a pattern of which distinct traces can still be seen in the southern states. The new laws stated that no one could vote unless a poll tax had been paid and in some places, unless the voter could pass a literacy test, too. Blacks were not allowed to use the same railway cars, schools or residential areas as whites. These laws contradicted the Fourteenth Amendment but the Supreme Court seems to h ave turned a blind eye to what these state laws meant in relation to the laws of the central government. By this time, northerners seem to have allowed themselves to feel less responsible for post-War developments in the South. Blacks would feel abandoned by the north while facing southern hatred expressed both officially and violently. As Gillett explained, even white reformers seemed more concerned by what ought to be done with Blacks, as opposed to for Blacks and with many content to state that the slaves had been freed by the northern Civil War effort and that they now must work towards their own betterment [Gillett 368]. Segregation continued in a system which managed the Black population by keeping them separate from

Global leadership and management Essay Example | Topics and Well Written Essays - 3000 words

Global leadership and management - Essay Example They understand that the leadership tools help them in solving complicated problems and thus give them way to be success. Those leaders who are best are certainly keen on learning more to sharpen their qualities and skill to be constructive and efficient .A leader can turn out to be disorganized and unfocused, if he does not evaluate and analyze himself at the right time and in the right manner. A stressed and unfocused leader can be a disaster and failure and can also de-motivate the team which he is leading. The performance standards of the leader can be enhanced only if he makes use of an appropriate leadership assessment tool. These tools provide assessment in various areas of management like sales, customer service, team building, and time management and so on. The overview of the proposed leadership assessment tool The proposed leadership assessment tool is focused on determining the ability of the person to work with tasks and people. In this assessment, a person needs to resp ond on 18 questions which evaluate their skill on task and people. This assessment studies the leader’s skill and ability in leading a project by giving attention to all areas of working. It also evaluates the person’s ability in achieving a task or objective in the appropriate manner Also, the person’ s ability to coach the team regarding new tasks and procedures are also analyzed in this proposed leadership assessment tool. His ability to carry out different complicated task at one time is also kept in consideration during the assessment. Managing the time is an important aspect of a successful leadership and this tool give much value to it. A leader can perform a task efficiently only if he is expert in analyzing problems and managing team work. He should also honor the limits and restrictions of his employees and plan things accordingly. However, if a leader can counsel his employees well, he has done half of his job. Once the person has responded to the que stions listed, his scores are recorded on a form which has the two columns with a specification of task and people. The total marks for both areas are totaled and jotted on a chart. The graph has task has the horizontal axis, and people as the vertical axis. According to the intersection of lines on graph, the leadership will be categorized as team leader, country club type, authoritarian or impoverished. In the following pages we can see the results of 10 respondents who have used this tool. Leadership assessment results of 10respondents Respondent One : The first respondent is not very keen in involving the team in decision making process, coaching them , reading literature to training, leadership and psychology as the score is two .Although, he is averagely good with accomplishing tasks ,keeping accounts of minute details of projects, correcting mistakes, time management and encouraging employees, since his score is three. He has proved too competent with analyzing problems, mult i- tasking, explaining the task to employees and honoring their limits as he scored four. The person has gives least importance in breaking large projects to smaller task and monitoring the schedule of the project, since he has scored one .However, the score is five in areas like building a great team, on counseling skills and carrying out and implementing innovative procedures. Finally, by

Militarism Caused WWII Essay -- World War II WWII WW2

Militarism On Sunday June 28, 1914, a member of the terrorist group The Black Hand, assassinated Archduke Franz Ferdinand. Many historians say that this event was the cause of World War I. There is also a theory that the assassination of the Archduke was only a trigger and that the war itself was caused by numerous other historical events and developments including imperialism, militarism, and alliances. Militarism was the leading factor in the outbreak of war. Militarism is the philosophy that a country’s significance is shown through its military might. Such a violent ideal promotes a unnecessarily strong military force and an aggressive demeanor while negotiating national interests. Without it the World War I would not happen on such a grand scale, if it would have happened at all. Militarism has always been present in countries around the world, but it had never become such a major force until the new Kaiser of Germany, William II, rose to power. He grew up as a cadet in Potsdam and it was there that he acquired a fondness for military pomp. While receiving his education, instead of insight and wisdom, it filled him with bigoted and absurdly romantic notions of war (Schulezed et al 69). Although Bismark, the previous prime minister, dismissed the new youthful Kaiser, he was forced out of power, marking the turning point of when German militarism moved to a forefront and became the ideal of the nation, and all rational calculations were put on the back burner (Schulezed et al 70). When Germany began to build its army, there was no going back. The Social Democratic Party, the main political party at the time, was unsuccessful in opposing naval growth because military provided the working class with tens of thousands o... ...l in times of peace. He argued that military elites had too much power in European countries and World War I was a consequence of their desire for the military power and disdain of democracy. He supported the removal of rulers such as Wilhelm II, an end to aristocracy, and militarism in any shape or form. Unfortunately his ideas were implemented only after the world suffered through the second World War when history had repeated itself without anyone learning their lesson. Bibliography â€Å"Naval Rivalry.† Europe. 3rd ed. 5 vols. Beresford, Charles W., Volker R. Berghahn, Herwig H. Holger, Lambert A. Nicholas, Arthur J. Marder, Jon T. Sumida, and Lawrence Sondhaus. Farmington Hills: Tomson Gale, 2006 Schulze, Hagen. German - A New History. Massachusette: Harvard University Press, 1998. Stratachn, Hew. The First World War. New York: Penguin Group, 2004