African American civil rights have come along way since the days of slavery.
Jason Szafarski 3-20-04 POL205, Spring 2004, Exam #2 (Take Home) .) African American civil rights have come along way since the days of slavery. First with the emancipation of African Americans from slavery, and in the twentieth century, from segregation. Through over 200 years of struggle African Americans have gone from slavery to full citizenship. James Madison felt it was important to concentrate on slavery seeing that it was a test for democracy in America. African Americans faced two obstacles in securing rights. The first was the constitution itself. (pg.105) It reserves important authority for the states, such as the power to determine voting eligibility, and separate powers among the three branches of government, making it difficult for national majorities to have a say in our national government. (pg.105) Emancipation changed the issue of "life and liberty" rights to those of full citizenship. Years later the fifteenth amendment was created which gave former slaves the right to vote. (pg.106) Another century would pass before African Americans could exercise this option without feeling threatened. Reconstruction after the Civil War took place from 1865-1877. During this time period slaves were emancipated (Thirteenth Amendment), granted citizenship (Fourteenth Amendment) and guaranteed the right to vote (Fifteenth Amendment). (pg.109) Barely any states
Morality is objective and it's foundation is in sentiment.
My thesis is that Hume holds that morality is objective and it's foundation is in sentiment. I will argue for this claim based on Hume's: An Enquiry into Human Morals, and excerpts from A Treatise of Human Nature. I will show that if we interpret Hume as defending the objectivity of morality then its foundation in sentiment follows. I will then describe the distinction between internal and external reasons based on Williams's paper: Internal and External Reasons and show how the belief that all reasons are internal it applies to and strengthens Hume's arguments. The objectivity of morality is investigated through several issues raised by Hume in his doctrines. First he presents the hypothesis, then discusses the human sentiment toward moral action, then explains what it is in moral action, the property of those qualities that makes humans deem it virtuous or vicious. Supports his view by citing the existence of certain language that proves it so and then explains the universality of human reactions moral dispositions. Objectivity is the existence of knowledge that precedes any individual experience or thought, it is considered independent from the mental functions or perceptions of the individual self. This knowledge exists independently of the self, as opposed to subjective knowledge which relies on our experiences, perceptions or thoughts, and can be discovered only
Discuss the operation of the Treasure Act 1996, the necessity to reform the ancient law of treasure trove and the successes/failures to meet the criteria to make it workable.
Discuss the operation of the Treasure Act 1996, the necessity to reform the ancient law of treasure trove and the successes/failures to meet the criteria to make it workable The Treasure Act of 1996 was brought into force on September 27, 1997 after many years of indecision, uncertainty and academic debate. This Act was designed to update and reinvent the law as regards to treasure trove, itself, as Roger.J.Smith professes was "governed by ancient common law principles"1 until the promulgation of the Treasure Act. The law in this area had reached a stagnant set of circumstances in which it was no longer in touch with modern times, and the passage of time had aided the academic discovery of treasure trove laws' lack of functionality. This discussion will seek to provide a coherent and accessible article documenting the circumstances leading to the change in the law and operation of the old legal principles. It will be necessary to assess the Treasure Act of 1996 and it's inherent differences to the law of treasure trove. Finally, it will be necessary to evaluate the criticisms levelled at the Treasure Act of 1996 and to discuss whether the reform has met its objectives and if not, how it could be implemented and improved. Until 1996, treasure was very difficult to declare due to rigorous rules governing the declaration of what was, or was not, treasure trove. Michael Bridge
Trace Abby's role in Act 3 showing how she manipulates Danforth's decisions.
Trace Abby's role in Act 3 showing how she manipulates Danforth's decisions Act 3 is a turning point in the play for the key characters Abigail and Proctor. The audience has established by the opening of Act 3 that Abby is a very manipulative but this Act reveals her arrogance. She has already established her role within the play as the main accuser and victim of witchcraft as well as being a primary witness to it. Abby has accused Elizabeth Proctor of stabbing her and has endured physical suffering as a needle was found pushed into her stomach. She also is seen to be believed as she is the primary witness to this and no one else could have seen the witch who attacked Abby: 'she testify it were your wife's familiar spirit pushed it in' (Danforth). Danforth is given no choice but to try Elizabeth for witchcraft. When Abby appears in Act 3 her role has now changed and she is made to defend herself against the accusations being made against her. Mary has made the claims that 'she never saw familiar spirits' and that 'none of you have seen these things either' (Danforth). Abby is very clever in the answers she gives: 'I have naught to change, she lies'. She simply defends herself by denying all charges, she has the confidence to do this which Mary seems to lack. When asked if she will still keep to her claim she is less assured of herself (faintly): 'Aye, sir.' This gives Abby
'Of all those that betray Waters, McBrain is the one the audience despises the most.'
'Of all those that betray Waters, McBrain is the one the audience despises the
Teaching objectives:1.Knowledge: (1) Enable Ss to master the sentence patterns and words learned in this unit. (2) Enable Ss to master the grammar in this unit2.Ability: Enable Ss to master the grammar .
Period 4 Time: 45mins Teaching material: Unit 2 Is this your pencil? Section B 4 &Self Check &Grammar Teaching objectives: .Knowledge: (1) Enable Ss to master the sentence patterns and words learned in this unit. (2) Enable Ss to master the grammar in this unit 2.Ability: Enable Ss to master the grammar . Lesson type: Exercise & Grammar Teaching aids: some slides, some pictures. Teaching procedure: Step1: Revision(3mins) . T makes some short dialogues with 5 Ss .(3mins) (1) T: What's this? S1: It's a watch. T: Is this your watch? S2: Yes, it is. It's my watch. (2) T: Hello, XXX! S2: Hello, Miss Qu! T: Is that your pen? S2: No, it isn't. It's your pen. (3) T: What's this in English? S3: It's a ring. T: How do you spell it? S3: R-I-N-G. (4)T: Is this your eraser? S4: Yes, it is. It's my eraser. T: Here you are. S4: Thank you. (5)T: What's this? S5: It's a key. T: What about this? S5: It's a set of keys. Step2: Play game: Guess. (12mins)(part4) T uses some pictures to asks Ss to guess the things in the pictures. Every picture have three chances. .(1)T asks one student to play the game in order to give an example and asks Ss to use the sentence patterns.(1min) S1: What's this? T: Is it a watch? S1:Yes, it is./No. it isn't. (2)T
The radical revolutionary movement began ever since the day of America's discovery.
The radical revolutionary movement began ever since the day of America's discovery. The people who left England wanted a change; they were the non-conformist, risk-takers, radicals. Ever since the beginning of settlement, Britain and America had been clashing because America wanted to grow and become powerful economically, socially, and politically but they felt Britain was depriving them from that. Although the colonists during this revolutionary movement were still loyal to England and were only seeking to obtain the "Rights of Englishmen," the colonist decided not to conform to British ideals and so they reacted in their own radical way. Their radical action during the revolutionary movement can be seen through their outcry of no taxation without representation, their protests after each time Britain enforced an act, and through the drastic measures shown through prominent leaders. Since Britain had to pay for many debts after the French and Indian War, they decided that they had no other choice but to tax the colonists. The taxes imposed angered the colonists because they felt that they were not represented in Parliament and therefore should not be taxed. However Parliament felt that they looked out for the best interest of the entire empire therefore had the right to tax the colonist. This caused political unrest and uprising within the colonies. Many radical ideas
Rawl's principle and inequalities in wealth and power
Rawl's principle and inequalities in wealth and power In 1971 John Rawls published his highly influential political treatise - "A Theory of Justice". This essay will examine Rawls' conception of the liberty principle in this and later works, and conclude that it permits significant inequalities in wealth and power. Rawls' 'main idea' was of a number of people coming together in an 'original position' to agree upon principles of social co-operation, behind a 'veil of ignorance' - where none of them are aware of their particular abilities, commitments, status or moral and religious conceptions of 'good'. They do, however, possess knowledge of general truths about human nature and the world. This position would be fair, and the choices made just, as there is no unwarranted discrimination between the members involved. Hence it is "justice as fairness". These would not be orthodox utilitarian principles, since the parties involved fear such principles could count against them once the veil of ignorance is lifted - they could place impossible burdens upon them to make sacrifices for the general good. Although ignorant of their moral, religious and political commitments, each individual would know he/she had some, which they would be unlikely to willingly abandon if required to by the state. Similarly, such people could not honour a promise to accept poverty if it happened to be
Critically examine the effects which the incorporation of the European Convention of Human Rights will have through the passing of the Human Rights Act 1998.
Critically examine the effects which the incorporation of the European Convention of Human Rights will have through the passing of the Human Rights Act 1998. The Council of Europe drew up the Convention in 1950. The United Kingdom ratified the Convention in 1951 and since 1966 has allowed individuals to petition the European Commission on Human Rights in Strasbourg ie they may claim that they have been the victim of a violation in the United Kingdom of the rights set forth in the Convention. The United Kingdom had in the convention agreed to accept the decisions of the Committee of Ministers or the Court of Human Rights as binding upon it. It is obliged under Article 13 to provide an effective remedy before a national authority for everyone whose rights and freedoms have been violated. Under Article 13, the United Kingdom has agreed to ensure that the substantive provisions in the Convention are made part of the law. Essentially this meant that the United Kingdom opened itself up to examination of legislation and common law by an independent impartial body to determine whether it was in violation of the treaty. It should be noted from the outset that although a decision may violate the treaty it does not mean that the statute will be struck out, but it does mean that the United Kingdom government ensures that the law is consistent with the Convention. Since the
Human Rights Act 1998 developments.
Human Rights Act 1998 developments Article 3 A further decision of the European Court has found a local authority in breach of Article 3 for its failure to protect children. In E v United Kingdom (2002) The Times, 4 December, ECHR, the court followed the line of authority established by X v Bedffordshire [1995] AC 633. The local authority had failed in its duty to protect E and her brothers and sisters and to monitor the behaviour of a known offender who lived with the children and their mother. Damage caused to the children by the offender could have been minimised or avoided had they acted properly. As a result of the breach the children were entitled to an award in damages. Article 9 R (Williamson and others) v Secretary of State for Education and Employment CA 12 December 2002 It was argued in this case that s. 548 Education Act 1996, which bans corporal punishment in all schools interfered with the claimants' freedom to manifest their religion in accordance with article 9 of the European Convention on Human Rights. The claimants were a group of teachers and parents of pupils at independent schools. They sought a declaration by judicial review that s. 548 did not prevent a parent delegating to a teacher the right to administer corporal punishment. The schools provided a Christian education based on biblical observance. Various sections from the Bible were cited to