Spains North African Enclaves of Melilla and Ceuta

Spain's North African Enclaves of Melilla and Ceuta At the onset of the Industrial Revolution (circa 1750-1850), European countries began scouring the globe looking for resources to power their economies. Africa, because of its geographic location and its abundance of resources, was seen as a key source of wealth for many of these nations. This drive for control of resources led to the Scramble for Africa and eventually the Berlin Conference of 1884. At this meeting, the world powers at the time divided up the regions of the continent that had not already been claimed. Claims for North Africa Morocco was viewed as a strategic trade location because of its position at the Strait of Gibraltar. Although it was not included in the original plans to divide up Africa at the Berlin Conference, France and Spain continued to vie for influence in the region. Algeria, Moroccos neighbor to the east, had been a part of France since 1830. In 1906, the Algeciras Conference recognized France and Spains claims for power in the region. Spain was granted lands in the southwest region of the country as well as along the Mediterranean Coast in the North. France was granted the rest and in 1912, the Treaty of Fez officially made Morocco a protectorate of France. Post World War Two Independence Spain continued its influence in the north, however, with control of two port cities, Melilla and Ceuta. These two cities had been trading posts since the era of the Phoenicians. The Spanish gained control over them in the 15th and 17th centuries after a series of struggles with other competing countries, namely Portugal. These cities, enclaves of European heritage in the land the Arabs call Al-Maghrib al Aqsa, (the farthest land of the setting sun), remain in Spanish control today. The Spanish Cities of Morocco Geography Melilla is the smaller of the two cities in land area. It claims approximately twelve square kilometers (4.6 square miles) on a peninsula (Cape of the Three Forks) in the eastern part of Morocco. Its population is slightly less than 80,000 and it is situated along the Mediterranean coast, surrounded by Morocco on three sides. Ceuta is a little larger in terms of land area (roughly eighteen square kilometers or about seven square miles) and it has a slightly larger population at approximately 82,000. It is located north and west of Melilla on the Almina Peninsula, near the Moroccan city of Tangier, across the Strait of Gibraltar from mainland Spain. It too is located on the coast. Ceutas Mount Hacho is rumored to be the southern Pillar of Heracles (also vying for that claim is Moroccos Jebel Moussa). Economy Historically, these cities were centers of trade and commerce, connecting North Africa and West Africa (via the Saharan trade routes) with Europe. Ceuta was especially important as a trade center because of its location near the Strait of Gibraltar. Both served as entry and exit ports for people and goods going into and coming out of, Morocco. Today, both cities are part of the Spanish Eurozone and are primarily port cities with much business in fishing and tourism. Both are also part of a special low tax zone, meaning that the prices of goods are relatively cheap when compared to the rest of mainland Europe. They service many tourists and other travellers with daily ferry and air service to mainland Spain and are still points-of-entry for many people visiting North Africa. Culture Both Ceuta and Melilla carry with them the marks of western culture. Their official language is Spanish, although a large portion of their populations are native Moroccans who speak Arabic and Berber. Melilla proudly claims the second largest concentration of modernist architecture outside of Barcelona thanks to Enrique Nieto, a student of the architect, Antoni Gaudi, famous for the Sagrada Familia in Barcelona. Nieto lived and worked in Melilla as an architect in the early 20th century. Because of their close proximity to Morocco and connection to the African continent, many African migrants use Melilla and Ceuta (both legally and illegally) as starting points to get to mainland Europe. Many Moroccans also live in the cities or cross the border daily to work and shop. Future Political Status Morocco continues to claim possession of both enclaves of Melilla and Ceuta. Spain argues that its historical presence at these specific locations predates the existence of the modern country of Morocco and therefore refuses to turn over the cities. Although there is a strong Moroccan cultural presence in both, it appears as though they will remain officially in Spanish control in the foreseeable future.

Brigadier General George S. Greene in the Civil War

Brigadier General George S. Greene in the Civil War George S. Greene - Early Life Career: The son of Caleb and Sarah Greene, George S. Greene was born at Apponaug, RI on May 6, 1801 and was a second cousin of American Revolution commander Major General Nathanael Greene.   Attending Wrentham Academy and a Latin school in Providence, Greene hoped to continue his education at Brown University, but was prevented from doing so due to a downturn in his familys finances resulting from the Embargo Act of 1807.   Moving to New York City as a teenager, he found work in a dry goods store.   While in this position, Greene met Major Sylvanus Thayer who was serving as superintendent of the United States  Military Academy. Impressing Thayer, Greene earned an appointment to West Point in 1819.   Entering the academy, he proved a gifted student.   Graduating second in the Class of 1823, Greene declined an assignment in the Corps of Engineers and instead accepted a commission as a second lieutenant in the 3rd US Artillery.   Rather than join the regiment, he received orders to remain at West Point to serve as an assistant professor of mathematics and engineering.   Staying in this post for four years, Greene taught Robert E. Lee during this period.   Moving through several garrison assignments over the next several years, he studied both law and medicine to ease the boredom of the peacetime military.   In 1836, Greene resigned his commission to pursue a career in civil engineering. George S. Greene - Prewar Years: Over the next two decades, Greene aided in the construction of several railroads and water systems.   Among his projects were the Croton Aqueduct reservoir in New Yorks Central Park and expanding the High Bridge over the Harlem River.   In 1852, Greene was one of twelve founders of the American Society of Civil Engineers and Architects.   Following the secession crisis in the wake of the election of 1860 and the beginning of the Civil War in April 1861, Greene decided to return to military service.   A devout believer in restoring the Union, he pursued a commission despite turning sixty  that May.   On January 18, 1862, Governor Edwin D. Morgan appointed Greene colonel of the 60th New York Infantry Regiment.   Though concerned about his age, Morgan made his decision based on Greenes earlier career  in the US Army. George S. Greene - Army of the Potomac: Serving in Maryland, Greenes regiment later shifted west to the Shenandoah Valley.   On April 28, 1862, he received a promotion to brigadier general and joined Major General Nathaniel P. Banks staff.   In this capacity, Greene took part in the Valley Campaign that May and June  which saw Major General Thomas Stonewall Jackson inflict a series of defeats on Union troops.   Returning to the field later that summer, Greene  assumed command of a brigade in Brigadier General Christopher Augurs division in II Corps.   On August 9, his men performed well in the Battle of Cedar Mountain and mounted a tenacious defense despite being outnumbered by the enemy.   When Augur fell wounded in the fighting, Greene assumed command of the division.   For the next several weeks, Greene retained leadership of the division which was shifted into the newly-redesignated XII Corps.   On September 17, he advanced his men near the Dunker Church during the Battle of Antietam.   Launching a devastating attack, Greenes division achieved the deepest penetration of any attack against Jacksons lines.   Holding an advanced position, he was ultimately compelled to fall back.   Ordered to Harpers Ferry following the Union victory, Greene elected to take three weeks sick leave.   Returning to the army, he found that command of his division had been  given to Brigadier General John Geary who had recently recovered from wounds suffered at Cedar Mountain.   Though Greene possessed a stronger combat record, he was ordered to resume command of his former brigade.   Later that fall, his troops took part in skirmishing in northern Virginia and avoided the Battle of Fredericksburg in December.  Ã‚   In May 1863, Greenes men were exposed during the Battle of Chancellorsville when Major General Oliver O. Howards XI Corps collapsed following flank attack by Jackson.   Again, Greene directed a stubborn defense that employed a variety of field fortifications.   As the battle continued, he again assumed command of the division when Geary was wounded.   After the Union defeat, the Army of the Potomac pursued Lees Army of Northern Virginia north as the enemy invaded Maryland and Pennsylvania.   Late on  July 2, Greene played a key role at the Battle of Gettysburg when he defended Culps Hill from  Major General Edward Allegheny Johnsons division.   Threatened on his left flank, army commander Major General George G. Meade ordered XII Corps commander Major General Henry Slocum to send the bulk of his men south as reinforcements.   This left Culps Hill, which anchored the Union right, lightly protected.   Taking advantage of the ground, Greene directed his men to build fo rtifications.   This decision proved critical as his  men beat back repeated enemy assaults.   Greenes stand on Culps Hill prevented Confederate forces from reaching the Union supply line on the Baltimore Pike and striking the rear of Meades lines. George S. Greene - In the West: That fall, XI and XII Corps received orders to move west to aid Major General Ulysses S. Grant in relieving the siege of Chattanooga.   Serving under Major General Joseph Hooker, this combined force came under attack at the Battle of Wauhatchie on the night of October 28/29.   In the fighting, Greene was hit in face, breaking his jaw.   Placed on medical leave for six weeks, he continued to suffer from the wound.   Returning to the army, Greene served on light court-martial duty until January 1865.   Joining Major General William T. Shermans army in North Carolina, he initially volunteered on the staff of Major General Jacob D. Cox before assuming command of a brigade in the Third Division, XIV  Corps.   In this role, Greene took part in the capture of Raleigh and the surrender of General Joseph E. Johnstons army. George S. Greene - Later Life: With the end of the war, Greene returned to court-martial duty before leaving the army in 1866.   Resuming his career in  civil engineering, he served as chief engineer commissioner of the  Croton Aqueduct Department from 1867 to 1871 and later held the post of President of the American Society of Civil Engineers.   In the 1890s, Greene sought an engineer captains pension to aid his family after his death.   Though unable to obtain this, former Major General Daniel Sickles helped arranged a first lieutenants pension instead.   As a result, the ninety-three year-old Greene was briefly commissioned as a first lieutenant in 1894.   Greene died three years later on January 28, 1899, and was buried in the family cemetery in Warwick, RI. Selected Sources: Civil War Trust: General George Sears Greene at Culps HillLatin Library: George S. GreeneWarwick History: George S. Greene

Factors Contributed to the Increasing Cultural Conservatism in the Essay

Factors Contributed to the Increasing Cultural Conservatism in the Islamic States during the Seventeenth Century - Essay Example The assimilation of some communities to the Islamic empires is the result of the modern Islamic communities which are more diverse and less conservative. This paper gives a critical analysis of the factors which contributed to the increased conservatism in the Islamic empire during the 17th century and its implication on the adoption of scientific and technological advances in the modern Islamic community. The conservativeness of the Muslim empires has been felt during its ascension into the modern day Islamic society. During the seventeenth century there was strong resistance against incorporation of non Islamic ideas into the society. But in the recent past, the Islamic states have become more accommodative to foreign ideas which have been included into the Islamic practices and ways of conducting business1. The earlier resistance of foreign ideas by the Islamic community was due to the need of the leaders to maintain a status quo within the states. There was need for growth and de velopment in the political, economic, social and technological dimension2. Therefore the modern Islamic society has incorporated western ideas, policies and practices so that it would be part of the modern globalization of the economy and the civilization of the world communities. However, it is important to note that the conservative nature of the 17th century within this community and the factors which led to it have implications on the technological and scientific growth within the Islamic states. During the 17th century, the Islamic states wanted to maintain their unique cultural identity. As a result they declined the pressure of the western countries of incorporating new practices within their political, economic and social systems. The leaders within Islamic states during this period refused to accept that they there were things which they would learn from the Europeans. This is because the Islamic states believed that they were a superior group with a rich culture and thus t hey were not obliged to incorporate western ideas into their systems of social life, governance and the economy. It is therefore evidence that the leaders of the Islamic states during the 17th century did not consider that different countries in the world had a strong influence on the growth of the states. The justification of the conservatism of the Islamic states can be attributed to the fact that globalization had not yet been experienced during thus period and thus the Islamic community believed that they were self reliant and they did not need to depend on the assistance of other3. The Islamic states in the 7th century were characterized with decline in the sectors of the economy in addition to reduced scientific innovativeness. What would have been expected of these states is collaboration with other states through alliances in their economic sectors. But this is what would be possible in the modern global and civilized economy. The 17th century perception among the Islamic st ates was that they would only recover from the economic decline which they were experiencing only if they alienated themselves from the western influence. The motivation of the conservatism of the Islamic state was the maintenance of their unique cultural values from foreign ideas which were believed to be the cause of the decline of the Islamic empire. A deeper evaluation of the Islamic conservatism during the 17th c

An Opinion towards the Ideal Government Essay Example | Topics and Well Written Essays - 1000 words - 1

An Opinion towards the Ideal Government - Essay Example The essay "An Opinion towards the Ideal Government" describes what the ideal government could be since the success or the defeat of a nation depends on how it is being governed. Though there is no specific pattern or a proven theory as to what political structure is the skeleton of an ideal government. An ideal government would somewhat be patterned to the Democratic Socialism political structure. It would be more of getting the better aspects of the 2 political structures with the aim that the principles of the 2 would be intertwined to attain the success of one. The people in the community will have their share of freedom and restrictions. As justified by the golden rule, it is only the means which is good and therefore virtuous. If a particular community will be given too much freedom, there are tendencies that the government will be exploited and mocked. On the contrary, when a government becomes too authoritarian, it will lose the respect of the community because of the restrict ions that are being imposed. State and economy are entities perceived to be better off separated. Monopoly in the government should be avoided. This will ensure not just the stability of the state and the economy as different entities but of the government as a whole. Friedman and Friedman expressed that, â€Å"The relation between political and economic freedom is complex and by no means unilateral†. If both divisions are being governed by one branch of governance, there is a great possibility that monopoly will occur.

Hounds of Baskerville - Main Events Essay Example for Free

Hounds of Baskerville Main Events Essay Sir Charles Baskerville is found dead in the alley near his home, Baskerville Hall. Sherlock Holmes and Dr. John Watson are asked by a family friend to investigate furthur. * Sir Henry, the new heir to the family inheritance, arrives from Canada to move into Baskerville Hall. However, strange things start happening. He receives a letter telling him to keep away from the moor and two of his boots go missing (a new black one, and an old brown one). They also discover that a mysterious bearded man has been following them in a cab. Watson is asked to travel with Sir Henry to Baskerville Hall for protection. as Holmes cannot accompany him himself at the moment. * Watson meets the Barrymores and Mr. Stapleton near the Grimpen Mire, and learns about a dangerous prisoner (Seldon) that has escaped from Princetown and is currently hiding in the area. Miss Stapleton, Mr. Stapleton’s sister, mistakens Watson for Sir Henry and warns him to go back to London. * Sir Henry falls in love with Miss Stapleton and proposes marriage. Her brother reacts furiously and rudely. Watson later discovers that Miss Stapleton is actually Mr. Stapleton’s wife! * Watson finds out that the escaped criminal is Mrs Barrymore’s brother. * Barrymore reveals that on the night of his death, Sir Charles was going to meet Laura Lyons, in order to help her start a buisness. Laura Lyon explains that she never got to meet Sir Charles. * Watson inspects the huts around the moor and runs into Holmes, who has been investigating undercover. The two of them find Selden’s dead body, dressed in Sir Henry’s clothes. * While dining, Holmes observes that the face/painting of Sir Hugo Baskerville is extremely similar to the face of someone else. Realizing the cuplrit behind all this mayhem, Holmes comes up with a plan. * The group waits outside of the culprit’s home. Sir Henry (unknowingly dining with the culprit) is attacked by a huge hound. Luckily, the hound is shot down, but the culprit is no where to be seen. They look for him the next day, unsuccessfully, as they find him dead.

Exploring Race and Challenging Privilege Essay -- Personal Narrative R

Exploring Race and Challenging Privilege I thought I understood racism well enough. Since early childhood I’ve learned from parents and teachers that racism is a sense of racial superiority, a way of making judgments about people based on their skin color before you get to know them, and a cause of hate crimes and foul language. I think I’m not racist, and as a white woman I’m not likely to be the victim of racism, so I usually think racism has nothing to do with my life. But I’m uncomfortable with the idea of race because what I’ve learned about race is contradictory. I’m taught that people of different races are equal, but I see that they live separately. I’m told that they should get along, but the past and the present reveal that they don’t. I’m a product of political correctness that at best gives me a list of things not to say, and at worst makes me want to pretend that race doesn’t exist, but that does not give me a thorough understanding of how to think about race or how to see my role in a society in which race matters. Kozol, Tatum, and Delpit made me confront my discomfort and guided me through the thorny terrain of thinking about race. They’ve made me think more about my own identity as part of racial and socio-economic groups. They’ve given me some tools that seem more effective than rhetoric about equality to help me to recognize and overcome prejudices that I’ve always pretended I didn’t have. They’ve taught me that racism and classism are not evident only in isolated discriminatory acts, but that they pervade American institutions, including the one upon which our hopes of creating a truly equal society most firmly rests, public education. They’ve made me aware of the effects of white privilege and e... ...a firm understanding of racial dynamics in my classroom and know what I want to teach my students about race and how to go about that so that I don’t accidentally teach them the wrong things. As an active tax-paying citizen, I want to support tax reform that will equalize the disparities in public education and other public institutions that should serve all Americans. As an individual, I search myself for biases, try to be aware of the way others perceive me, and make it a goal to take risks to breach gaps between racial and class groups. This commitment to open learning should help me through the many processes that remain – as I try to develop my stance on other thorny issues like affirmative action, as I form new relationships with people, and as I acknowledge my starting place as a white woman in racist America when I make choices about how to lead my life.

Cultural Diversity Phase Essay

In the society, cultural diversity is an evident and become dominant concept wherein it commonly affects the social structures and processes in the society. This is mainly because cultural diversity significantly cause the society to be segregated into their respective social minority groups with their cultural differences serving as the gap and blocking wall between these groups. In addition, cultural diversity also has caused certain negative social problems such as discrimination and oppression worsening the difficulty of social separation. Because of which, the negative aspect of multiculturalism and the social tension it has produced should be sufficiently addressed. Different social groups and institutions are making different steps and approaches to bridge the gap of multiculturalism in every individual and social minority. This includes cultural information campaign to educate the society about the different culture of each group to answer the different inquisition of each individual thus eliminating the problem of cultural misconception and misunderstanding. In addition, community groups are also establishing social groups and institutions that request participation from different cultural groups giving them a chance to communicate and relate to other groups tearing down themselves the walls created by multiculturalism. These programs and community efforts are established to promote communication and social involvement of each social minority in the campaign to address social unity. Multiculturalism in the present society serves as a hindering wall thus, this hindrance must be torn down using intercultural communication and social participation. Intervention must also be done in facilitating cooperative approaches to ensure its advantage. With this approach implemented, society as a whole would be one-step closer in making a harmonious relationship between culturally diversified social groups. Bibliography Parekh, Bhikhu (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory. Palgrave Macmillan. Second Edition.

Become An Organ Donor

Research show that up to seven lives are accumulated (two lungs; one heart, pancreas, and liver; and two kidneys) for every individual who decides to donate an organ after death. Consequently, nine patients die each day due to organ shortage. If every healthy and competent individual is willing to donate an organ before or after death, then it is most likely to save an immense number of sick or dying patients and much more offer their respective families a sturdy relief for that so-called â€Å"gift of life.† (Lauritzen, McClure, Smith, & Trew, 2001) Organ donation has always been a controversial issue in the society especially among families who are against such perception. Health organizations such as the Center for Organ Recovery and Education and other Organ Procurement Organizations came up with the idea that the discretion with regard to organ donation apparently flows on the donor’s decision, thus making the family only get informed with the â€Å"documented wis h† of the donor (May, Aulisio, & DeVita, 2000).Surveys stress the idea that there are numerous accidents that occur per day and normally, these individuals would need organs to replace whatever it is that has been damaged (Joralemon & Cox, 2003). It may then be taken to assumption that out of the 37,000 Americans waiting to receive the â€Å"gift of life† (DeJong, 1995)—to restore their good health per se—it would be more efficient if there will be many who would voluntarily donate some of their organs even when they are still alive compared to that when they are already dead.As a matter of fact, there occurred Congress legislative proposals which are coherently adopted by the American Medical Association, the United Network for Organ Sharing and the American Society for Transplant Surgeons. In essence, through these laws, the families of the donors are to be given the assurance that â€Å"the body is dissociable from the self and can be treated like prop erty†¦these are proposals to compensate families for transplantable organs which are gathering momentum. † (Joralemon & Cox, 2003)It has also been observed that the number of organ donors surprisingly increased given the fact that the Congressional bill comprises to tax credits for cadaveric donations (Joralemon & Cox, 2003). Further, it would grant moderate incentives—funeral assistances—according to donor rate. The â€Å"pure altruism† consent of the organ donation system—meaning that it will be under the consent of the donor’s family—or that on the basis of â€Å"express consent†Ã¢â‚¬â€where the deceased’s documented wish where the next of kith and kin would not be able to supersede with the donor’s decision.In these kinds of system, the system would help save lives and one point or another; financially help those who are still living in a manner of â€Å"assurance-foundation. † (May et al. , 2000) There exists several risks on organ donation, like plastic surgery, the addressee is talked to decide over his or her own risk—though insurance policies are there to collide in form—thus it must be kept in mind that there will always be unexpected circumstances to surface (DeJong, 1995).With this, organ transplant schema would be assessed to be of mutual benefit over that of the recipient and the donor. Examples of organ and tissue donation include cornea, bone marrow, hearts, livers, lungs, pancreases, and spleens; and many more dependent on what is needed by the surgeon (Lauritzen et al. , 2001). The donations made are explicitly beneficial and helpful in all of humanity. However, like other occurrences, there are always these instances where the donation process takes a glitch on the procedure.Like what doctors say, not all surgeries are successful inasmuch as there is no total assurance that a cancer patient will not be saved. Hence these kinds of issues only take place when there are anticipated circumstances like the donor is suffering from heart disease or other illnesses which could gravely affect the procedure—but that is impossible to happen since the medical team are to make several tests and diagnoses first to be able to distinguish if a donor is capable to indeed â€Å"save another life. † (Lamb, 1980)Voluntarism may be perceived to be a form of a heroic act by any individual. Even if others may regard it for a stake of financial stakes, still the mere fact that the idea is to accumulate a life is far more important than placing a pedestal of clannish catastrophes. In a larger perspective, in the case of those who are brain-dead, there are families who prefer seeing their loved one help another person’s life, than to live in a life full of agony. Most likely, the â€Å"living donors† are not after for money alone, it is too rare that they ask for something in return after donating an organ.Basically, corne a and kidney donors honor their benevolence to see a person close to them live a little longer, or make one see through the nightfall—to make someone feel complete—dramatic but happening in a real-life scenario (Lauritzen et al. , 2001). Donating an organ in the contemporary society is no longer a hook-on-a-leash issue compared to that when the kidney transplant was first performed in 1954 for the sake of two identical twins. In the modern era, technology has paved a long way in the art of saving lives—or getting a new life out of somebody’s end of life.There may be other culture or religion who are still against the idea of â€Å"taking something† from a person’s body, but if they are to be educated and have them informed of the beauty that waits the recipient, they too would conceivably try donating their organ—whether they are still living or after death (Lauritzen et al. , 2001). In a future marker of this argument, it may be stre ssed that marketing is no longer limited to goods made by humans, even humans, whose only initial investment is their body, could give a better pay-off with the right people to attend to and seek for guidance (Joralemon & Cox, 2003).It is amazing to realize that healthcare has created this system, where normal people could be heroes, even if they couldn’t fly or read minds or make objects move. A driving force to live life through helping others, and gaining income by donating an organ—the feeling of fulfillment is imaginable. References DeJong, W. (1995). Options for Increasing Organ Donation: The Potential Role of Financial Incentives, Standardized Hospital Procedures, and Public Education to Promote Family Discussion. The Milbank Quarterly, 73(3), 10. Joralemon, D. , & Cox, P.(2003). Body Values: The Case against Compensating for Transplant Organs. The Hastings Center Report, 33(1), 13. Lamb, J. (1980). Organ Transplantation: Recognizing the Donor. The American Jour nal of Nursing, 80(9), 2. Lauritzen, P. , McClure, M. , Smith, M. L. , & Trew, A. (2001). The Gift of Life and the Common Good: The Need for a Communal Approach to Organ Procurement. The Hastings Center Report, 31(1), 6. May, T. , Aulisio, M. P. , & DeVita, M. A. (2000). Patients, Families, and Organ Donation: Who Should Decide? The Milbank Quarterly, 78(2), 4.

How to Study Shakespeares Sonnet 73

How to Study Shakespeare's Sonnet 73 Shakespeare’s Sonnet 73 is the third of four poems concerned with aging (Sonnets 71-74). It is also hailed as one of his most beautiful sonnets. The speaker in the poem suggests that his lover will love him more, the older he gets because his physical aging will remind him that he will die soon. Alternatively, he could be saying that if his lover can appreciate and love him in his decrepit state then his love must be enduring and strong. You can read the full text to Sonnet 73 in our collection of Shakespeare’s sonnets. The Facts Sequence: Sonnet 73 is part of the Fair Youth SonnetsKey Themes: Ageing, mortality, enduring love, forthcoming death inspiring stronger love, seasons of lifeStyle: Sonnet 73 is written in iambic pentameter and follows the traditional sonnet form A Translation The poet addresses his lover and acknowledges that he is in the Autumn or Winter of his life and that he knows his lover can see that. He compares himself to a tree in the Autumn or Winter: â€Å"Upon those boughs which shake against the cold.† He explains that the sun (or life) in him is fading and night (or death) is taking over - he is aging. However, he knows his lover still sees a fire in him but suggests that it will go out or that he will be consumed by it. He knows his lover sees him getting older but believes it makes his love stronger because he knows that he will die soon so will appreciate him while he is there. Analysis The sonnet is somewhat tragic in tone because it is based on wishful thinking: as I get older, I will be loved more. However, it could be saying that even though the lover can perceive his aging, he loves him regardless. The tree metaphor works beautifully in this case. It is evocative of the seasons and relates to the different stages of life. This is reminiscent of the â€Å"All the world’s a stage† speech from As You Like It. In Sonnet 18 the fair youth is famously compared to a summer’s day – we know then that he is younger and more vibrant than the poet and that this concerns him. Sonnet 73 contains many of the reoccurring themes in Shakespeare’s work concerning the effects of time and age on physical and mental wellbeing. The poem could also be compared to Sonnet 55 where monuments are â€Å"besmeared by sluttish time†. The metaphors and imagery are pungent in this evocative example of Shakespeare’s mastery.

Using PrepScholar to Boost Academic Motivation

Using PrepScholar to Boost Academic Motivation SAT / ACT Prep Online Guides and Tips Many parents have experienced the frustration of high schoolers who seem academically unmotivated. We think we’re a great answer to that problemread on to find out why. Teaching and learning are very complex processes that very few people understand. We at PrepScholar are at the cutting edge of modern educational tools, and that is partly due to our intimate knowledge of teaching and learning. In this post we break down some of the most important factors in motivating your student. Supervision Matters. Studies show that students are inherently motivated by the attention of parents and teachers to their progress. Online SAT and ACT prep might at first seem like a far cry from the intimacy of a 1-on-1 teacher-student relationship, but PrepScholar actually offers more personalized content and feedback than our classroom competitors. Most importantly, all of the information is sent to both students and parents, so you are notified immediately if your student isn’t putting the hours in. We also keep track of your student’s schedule and the time being spent on test prep. With PrepScholar, every week your student enters his or her planned study schedule, aiming ideally to complete ten weekly lessons (or about 5 hours). The study schedule the student enters is sent to the student, parents and PrepScholar so everyone is on the same page. We at PrepScholar believe that one thing affects SAT and ACT score increases the most: the number of hours a student spends preparing. To this end, we send weekly progress reports to students and parents that summarize the number of hours spent studying and the lessons that have been completed that week. Tutoring gives even more detailed feedback. With PrepScholar tutoring, an experienced tutor helps your student navigate through the hardest parts of his or her lessons, paying special attention to skills that appear more often on the test or to the sections that are more important to the schools the student hopes to attend. The tutor also sends session followup emails to parents and students after every tutoring session, discussing the topics covered and any special circumstances parents might like to know about. College Matters. Too many test prep companies focus on the test as an end in itself; we never forget that SAT and ACT prep is a means to an end: the best possible college education for your student. Our prep has a definite and specific goal that motivates students by connecting to real life rewards. We are college admissions experts, and so we never lose sight of the ultimate goal. Going a step further, our strategy lessons help students target the right schools for them and the right scores to get in. We also offer college counseling as part of our tutoring package. Difficulty Matters. Our extensive teaching experience, not to mention contemporary educational theory, shows that students are very easily demotivated by discouragement. We want to avoid the â€Å"I just can’t do it† attitude, so the lessons each student receives are based on his or her scores on our diagnostic testif your student’s skills in Geometry are weak, he or she will receive the most basic Geometry information first. If your student doesn’t master the skill in a given lesson, depending on his or her score on the lesson’s Practice Quiz, the skill will reappear periodically for the student to try againunlike classroom prep, we don’t move on until your student does. Encouragement Matters. With PrepScholar, students get positive reinforcement for progress and hours studying. The weekly emails and interactive feedback are 100% encouraging, designed to cheer students on to the next level of achievement. When students don’t complete their weekly 5 hours, we remind them of the relationship between hours studying and score improvement, encouraging them to try again next week. Encouragement is also one of the main reasons we offer tutoring at PrepScholarfor some students, there’s no substitute for an educator’s friendly face and positive feedback after successes. Our weekly Skype tutoring sessions provide an intimate space for students to ask about their problems and get recognition for their achievements. Fun Matters. Our current program gives students visual information about their progress, tracking all the lessons they did and when so they can view the history of their test prep accomplishments. The site is easy to use, and we will soon be adding more fun features that make the prep experience more like a game to be won than a chore to be completed. Because, really, getting into college is a sort of game, and SAT and ACT prep is one of the most important strategies to win. If you found this article useful, please consider joining our email list at right. Your information will never be shared or sold.

LAW Essay Example | Topics and Well Written Essays - 1500 words - 1

LAW - Essay Example In fact, the exclusionary rule was found to be necessary to protect the rights guaranteed to Citizens under Fourth Amendment. The exclusionary rule is a legal principle holding that evidence/ witness collected or analyzed which is against U.S. Constitution is inadmissible for a criminal prosecution in a court of law . It aims at preventing misconduct on the part of police. Before the precedent was set in Weeks v. United States, 232 U.S. 383 (1914), courts used to admit all evidences irrespective of their relevance / legality. Until the decision in Mapp V.Ohio (367 U.S. 643 (1961) ,the rule was applicable at the Federal level only. After this case, the exclusionary rule was also held to be binding on the states through the Fourteenth Amendment, which guarantees due process. The Exclusionary Rule applies to all citizens or aliens who reside within the United States. It does not applicable to aliens residing outside of U.S. borders. In United States v. Alvarez ,the U.S. Supreme Court decided that property owned by aliens in a foreign country is admissible in court. Prisoners, probationers, parolees, and persons crossing U.S. borders. Corporations, have limited rights under Fourth Amendment. in 1984. If evidence is collected through independent source and disqualified and later the same evidence was collected through warrant ,that is admissible. The independent source exception allows evidence to be admitted in court if knowledge of the evidence is gained from a separate, or independent, source that is completely legal. This rule was accepted in People v. Arnau. 2. Inevitable discovery doctrine: This matter was discussed in Nix vs. Williams, in 1984. This doctrine states that if evidence is seized in two ways and if one of the evidences is seized physically through illegal means, and there was also a hypothetical evidence of seizure, that hypothetical evidence can be admitted. The doctrine