ECHR and the British judiciary essays

ECHR and the British judiciary essays Has the incorporation of the European Convention on Human Rights into British Statue law fundamentally altered the role of the judiciary in British politics? The European Convention on Human Rights was drafted as a reaction to the human rights violations of the World Wars; the convention was an attempt to ensure that basic human rights would be protected thereafter. After being the first nation to sign European Convention on Human Rights in 1951, the British government did not feel it necessary to incorporate the convention into British statute law. The primary reason was that the government felt that the rights protected by the treaty were already upheld by the combination of British statute and common law. However, a growing number of cases where British citizens have been forced to go to the European Court of Human Rights in order to have grievances heard that are protected by the treaty, but not by British law resulted in the government reconsidering this position. This led the passing of the Human Rights Act in 1998 by the Blair government; this incorporated the European Convention on Human Rights into British statute law. The outcome of the Human Rights Act (1998) is that the judiciary in Britain have been granted a new power, the ability to deem a law incompatible with the convention. This has altered the traditional role of the judiciary, throughout the rest of this essay I will examine to what extent the position of the judiciary has been altered by the incorporation of the convention. The role of the judiciary in the British system has traditionally been interpretation of the statute law made by Parliament and the common law. This stems from the manner in which the judicial system came to be at the end of the English Civil War in 1641. Medieval judges were appointed by the Crown; they had the sole ability of declaring and applying the law. They did not however have the mandate to amend the law or interpret it in...

SAT Subject Test Math 1 vs Math 2 Which Should I Take

SAT Subject Test Math 1 vs Math 2 Which Should I Take SAT / ACT Prep Online Guides and Tips If you're considering taking SAT Subject Tests and math is a strong subject for you, you’ll need to decide which SAT Subject Test in math to take. There are two Math SAT Subject Tests: Math 1 and Math 2 (also written as Math Level 1 and Math Level 2, or Math I and Math II). Math 2 is meant for students with more high school math coursework and covers a broader range of topics than Math 1 does. Other than that, the two tests are pretty similar: both have 50 multiple-choice questions and a 60-minute time limit. In this article, I’ll go over what’s covered in Math 1, what’s covered in Math 2, their similarities and differences, whether Math 1 is easier than Math 2, and how to choose which Subject Test to take. Note: This article deals with the two Math SAT Subject Tests, not the Math section on the regular SAT. To learn more about the SAT Math section and how to do well on it, check out our ultimate SAT Math prep guide. What’s Covered on SAT Math 1? SAT Subject Test Math 1 covers the topics you learn in one year of geometry and two years of algebra. Here's what you can expect to see on the test: Topics and Subtopics % of Math 1 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences Algebra and Functions 38-42% 19-21 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential) Geometry and Measurement 38-42% 19-21 Plane geometry 18-22% 9-11 Coordinate: Lines, parabolas, circles, symmetry, transformations 8-12% 4-6 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms) 4-6% 2-3 Trigonometry: right triangles and identities 6-8% 3-4 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, graphs and plots, least squares regression (linear), probability Source: SAT Subject Tests Student Guide As you can see, most of the questions will be about algebra, functions, or geometry. This means that when you are studying for Math 1, these are the main areas you should focus on. There will also be a few questions (about five) on data analysis/statistics/probability. I’m calling this out because it’s something many students haven’t spent a lot of time on in class. What’s Covered on SAT Math 2? The SAT Subject Test Math 2 covers most of the same topics as Math 1- information that would be covered in one year of geometry and two years of algebra- plus precalculus and trigonometry. However, the geometry concepts learned in a typical geometry class are only assessed indirectly through more advanced geometry topics such as coordinate and three-dimensional geometry. Here is a chart with topics and percentage breakdowns: Topics and Subtopics % of Math 2 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences, series, vectors Algebra and Functions 48-52% 24-26 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, periodic, piecewise, recursive, parametric) Geometry and Measurement 28-32% 14-16 Coordinate: lines, parabolas, circles, ellipses, hyperbolas, symmetry, transformations, polar coordinates 10-14% 5-7 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms), coordinates in three dimensions 4-6% 2-3 Trigonometry: right triangles, identities, radians, law of cosines, law of sines, equations, double angle formula 12-16% 6-8 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, standard deviation, graphs and plots, least squares regression (linear, quadratic, exponential), probability Source: SAT Subject Tests Student GuideIt’s worth noting that on the main College Board page for Math 2, they (incorrectly) state that the test is 48-52% geometry. But in the SAT Subject Tests Student Guide, you can see that the actual percentage is 28-32%. Let’s all be glad that the questions on College Board tests are much more closely vetted than what goes on their website! In terms of individual topics, the Math 2 test is, by far, weighted most heavily toward algebra and functions, with about half the questions in this area. You can also expect to see a sizable chunk of trigonometry. Knowing the properties of all different types of functions, including trigonometric functions, is the single most important topic to study for the Math 2 test. If you don’t know all of that backwards and forwards, there will be a lot of questions you simply don’t understand. Your friend, the triangle. SAT Subject Test Math 1 vs Math 2: Similarities and Differences To give you an easy-to-follow overview when you are comparing tests, I’ll quickly go over which topics are covered on both exams and which you can expect to see only on Math 1 and only on Math 2, respectively. Topics on Both Math 1 and Math 2 We'll start by looking at the general topics that are present on both Math Subject Tests. Numbers and Operations Operations: Basic multiplication, division, addition, and subtraction. Remember the proper order of operations! Ratio and Proportion: Value comparisons and relationships between value comparisons. (Think: how many of one thing relative to another thing? Three cows for every two sheep?) Complex Numbers: Numerical expressions that include imaginary numbers. Counting: How many combinations are possible given certain conditions. For example, if there are eight chairs and eight guests, how many orders could the guests sit in? Elementary Number Theory: Properties of integers, factorization, prime factors, etc. Matrices: Basic operations with number grids. Sequences: Number patterns. Geometry Geometry on the coordinate plane, including questions about lines, parabolas, circles (and circle equations), symmetry, and transformations. With the exception of circles, coordinate geometry is less concerned with the actual functions making the figures and more with the properties of figures: is the shape symmetrical? How long is this segment of the line? And so on. Three-dimensional: Calculating the surface area and volume of cylinders, cones, pyramids, spheres, and prisms. Trigonometry: Right triangles and the Pythagorean theorem as well as basic trig identities such as sine, cosine, and tangent. Algebra Expressions: Mathematical phrases with variables, numbers, and operators (like $x+3$ or $2x+9y−4$). You must know how to factor, expand, and manipulate these expressions. Equations: An expression that is set to be equal to something, like $x+3=10$. You’ll need to understand how to solve these. You'll also need to be able to solve systems of equations. Inequalities: Expressions set to be greater or less than a value, like $x+310$. You'll need to know how to solve these, and how to solve systems of inequalities. Representation and Modeling: Creating equations that model a given scenario. You’ll need to know how to create and interpret these. Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also know how to identify $x$- and $y$-intercepts and any unique characteristics they may have. Linear: Straight-line functions, generally written as $f(x)=mx+b$ or $y=mx+b$ Polynomial: Functions in which variables are elevated to exponential powers. This includes quadratic functions like $y=x^2+2x+2$ as well as functions like $y=x^5+4x$. Rational: Functions in which polynomial expressions appear in the numerator and the denominator of a fraction. For example: $$y=(x^2+4)/(x^3+x^2+9)$$ Exponential: Functions in which $x$ appears as an exponential power. Here's an example: $$y=3^(x+2)$$ Data Analysis, Statistics, and Probability Mean, Median, Mode, Range: Basic properties of data sets. Interquartile Range: A measure of a data set variability based on the range between data quartiles 3 and 1. Graphs and Plots: Creating and interpreting visual representations of data sets. Least Squares Regression (Linear): How closely correlated two variables are, and how much a data set resembles a straight line. Probability: Mathematical determinations of how likely a certain outcome is to occur; you’ll need to be able to create and interpret these. You could also skip standardized testing and go live alone in the desert. Topics on Math 1 Only The only topic on Math 1 that's not directly addressed at all on Math 2 is plane geometry, which is a fairly significant 20% of Math 1. Note that plane geometry concepts are addressed on Math 2 via coordinate and 3-D geometry. Topics on Math 2 Only Math 2 contains a fairly large number of topics that aren't tested on Math 1. Numbers and Operations Series: The sum of a sequence. Vectors: Geometric objects with size (length) and direction; you’ll need to be able to do basic operations with vectors. Geometry Coordinate: Equations and properties of ellipses and hyperbolas in the coordinate plane, and polar coordinates. Three-Dimensional: Plotting lines and determining distances between points in three dimensions. Trigonometry: Radian Measure: An alternative way to measure angles in terms of Ï€. You must know how to convert to and from degrees. Law of Cosines and Law of Sines: Trigonometric formulas that allow you to determine the length of a triangle side when one of the angles and two of the sides are known. You'll need to know the formulas and how to use them. Equations: Know how to identify and solve algebraic equations involving trigonometric identities, like $10=cos(x+8)$. Double Angle Formulas: Formulas that allow you to find information on an angle twice as large as the given angle measure. Algebra Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also be able to identify $x$- and $y$-intercepts and any unique characteristics they might have. Logarithmic: Functions that involve taking the log of a variable. For example: $f(x)=log(x)$ Trigonometric Functions: Graphs of sine, cosine, tangent, etc. For example: $f(x)=sin(x)$ Inverse Trigonometric Functions: Graphs of the inverse of sine, cosine, tangent, and other trig identities. For example: $f(x)=arcsin(x)$ or $f(x)=sin$-1$(x)$ Periodic: Any function that repeats its values over an interval; trigonometric functions are periodic. Piecewise: A function that is defined by a different equation for different ranges of $x$. Recursive: A function defined in terms of other functions. Parametric: Equations of curves in which x and $y$ are defined via some third variable, normally t. $x=cos(t)$$y=sin(t)$is the equation for the unit circle, a parametric equation. Data Analysis, Statistics and Probability Least Squares Regression (quadratic, exponential): How well the points of a data set correspond to a quadratic or exponential shape. As you can see, there's a lot of overlap between the two Math SAT Subject Tests. However, Math 2 also tests more advanced versions of the topics tested on Math 1. It leaves off directly testing plane Euclidean geometry, though the concepts are indirectly tested through coordinate and 3-D geometry topics. Even with that cut out, Math 2 still covers a much broader swath of topics than Math 1 does. This means that question styles for Math 2 and Math 1 can be pretty different, even though many of the same topics are addressed (see the next section for elaboration on this). A broad swath. Is Math 1 Easier Than Math 2? Given that Math 2 covers more advanced topics than Math 1 does, you might think that Math 1 is going to be the easier exam. But this is not necessarily true. Since Math 1 tests fewer concepts, you can expect more abstract and multi-step problems to test the same core math concepts in a variety of ways. The College Board needs to fill up 50 questions, after all! Below is an example of a tricky question you might see on the Math 1 test. (Note that all practice problems in this article come from the official SAT Subject Tests Student Guide.) The above problem is testing fundamental plane Euclidean geometry concepts but in a way that makes you apply these concepts differently than you might expect to. Let’s walk through it. To figure out the area of the shaded region, we’ll need to subtract the area of the rectangle from the area of the circle. The area of the rectangle is pretty straightforward- $\ov{AB}$ is 5 and side $\ov{BC}$ is 12. So that would be $5*12 = 6$0. Now, we’ll need to find the area of that circle. $Ï€r^2$ is the formula for a circle’s area, but we don’t have the radius or diameter. However, we can find the diameter with the help of our friend, the Pythagorean theorem. We know that $\ov{AC}$ is going to be the same length as the diameter. How do we know this? Since ABCD is an inscribed rectangle, angle ∠ ABC is an inscribed right angle. Therefore, AC, the diameter, is the hypotenuse of right triangle ââ€" ³ABC. The Pythagorean theorem states that $a^2+b^2=c^2$ and we know a and b are 5 and 12, respectively. Therefore, $$5^2+12^2=c^2$$ $$25+144=c^2$$ $$169=c^2$$ $$13=c$$ With a diameter of 13, the radius is 6.5. The area of the circle = $$Ï€(6.5)^2=132.73$$ Area of the circle minus area of the rectangle: $$132.73−60=72.73$$ The answer is C! The above problem didn’t test any difficult concepts, but it did make us combine a few Euclidean geometry concepts (and three formulas!) in interesting ways to make the problem appear tricky. On the other hand, problems on Math II tend to take fewer steps to solve and are more straightforward, high-school-math-test-type questions: identify the concept, plug in, and go. For example, see this pretty straightforward plug-in-and-go 3-D volume/basic algebra question: Let’s walk through it. The volume of a right circular cylinder is $h*Ï€(1/2 d)^2$ We know the volume; we also know that the diameter and height are equal. Since the radius is equal to half the diameter, we can express the radius in terms of the height. This gives us the following equation: $$h*Ï€(1/2 h)^2=2$$ which can be simplified as $$(Ï€h^3)/4=2$$$$(h^3)/4=2/Ï€$$ and then $$h^3=8/Ï€$$ All of a sudden, we’ve got a pretty simple single-variable algebra problem. Plug and go to get 1.37, or answer choice A. The number-crunching in this problem might be a little ugly, but it’s pretty simple conceptually: a single-variable algebra problem that only uses one formula.These two problems showcase the difference between problem types on Math 1 and Math 2. Additionally, the curve is much steeper for Math 1 than it is for Math 2. Getting one question wrong on Math 1 is enough to knock you from that 800, but you can get seven or eight questions wrong and still potentially get an 800 on Math 2. Essentially, Math 1 is the easier exam only if you don’t know the advanced topics tested on Math 2. If you do know the Math 2 concepts, you'll find it easier than Math 1 because the material will be fresher in your mind, the questions are more straightforward, and the curve is kinder. A kind (and mathematical!) curve. How to Decide Which Math Subject Test to Take There are, in general, two factors to consider when deciding between Math 1 and Math 2: (1) what math coursework you have completed and (2) what the colleges you're applying to recommend or require. Which Math Courses Have You Taken? In general, if you're going to take a Math Subject Test, you should take the one that most closely aligns with the math coursework you've completed. If you’ve taken one year of geometry and two years of algebra, go with Math 1. If you’ve taken that plus precalculus and trigonometry (which is taught as one yearlong math class at most high schools), then take Math 2. Down-testing (i.e., taking Math 1 when you have the coursework for Math 2) is likely to backfire due to the fact that the material won't be as fresh for you and the curve for Math 1 is so unforgiving. If you’re in the middle of precalculus/trigonometry, things are a little more complicated. If it’s the beginning or middle of the year, take Math 1. If you try to take Math 2 too early, there will be material on the exam you haven’t covered yet, so you’ll either have to learn it or accept that you won’t get those points (which is a risky move I don’t recommend at all!). If you're close to the end of the year and you'd like to take Math 2, I'd advise you to simply wait to take the test until you’ve completed the requisite coursework. Which Test Do the Colleges You're Applying to Recommend or Require? Though many institutions that recommend or require SAT Subject Tests give you flexibility in what subjects you send, others have more stringent requirements, particularly engineering or medicine-based programs. Some notable programs and institutions that require Math level 2 include the following: Caltech- requires Math 2 from all applicants Harvey Mudd- requires Math 2 from all applicants Northwestern- select programs require Math 2 Most institutions in the University of California system strongly recommend (not require) Math 2 for engineering and science applicants If you know that you have your eye on a program that requires or recommends the Math 2 Subject Test, plan ahead to take the necessary math coursework. Programs that require or prefer the Math 2 Subject Test often have required introductory math coursework for first-year students that necessitates a certain background level in math, which is why they require Math 2. Therefore, try to get in the coursework necessary to be able to take and do well on the Math 2 Subject Test. If you don’t plan ahead, you might end up in a situation in which you are set to go into precalculus your senior year. In this case, you should aim to take precalculus the summer after your junior year and the Math 2 Subject Test in the fall of your senior year. Some high schools don’t offer an advanced enough math track for you to be able to get through precalculus by your senior year. It’s not super fair if you’re in this situation, but you can make up for it by taking a math class over the summer or at a local community college. On the other hand, some engineering programs and schools will accept either Math Subject Test (i.e., they have no preference). If your program accepts Math 1 or Math 2, take them at their word and opt for the test that better aligns with your regular coursework. The reason the College Board offers two levels of math isn’t to suggest that those who take Math 2 are somehow better at math, but rather that they understand not all high schools will offer the same math classes. High schools with fewer resources often do not offer as much advanced math coursework, and the colleges that accept either math exam do so for this exact reason. In fact, the colleges that require Math 2 are unfortunately penalizing underprivileged students, even if they are doing so because their introductory math coursework starts at too high a level to accept a less-advanced Math test. Note: In general, colleges will not accept Math 1 and Math 2 as two separate Subject Tests because there's so much overlap between the material. This doesn’t mean you can’t take both- just that they won’t count as two separate Subject Tests in the eyes of the college you're applying to. What If You Still Can't Decide Which Math Subject Test to Take? If you're still at a loss (or even if you just want to validate your choice before you register for one of the two Math tests), answer some practice questions for each Math Subject Test and compare how you do on them. If you score a lot higher on one test, choose that one. You can find practice questions for both exams in the College Board’s SAT Subject Tests Student Guide. Don’t forget that you can also retake Subject Tests, and there’s no rule that if you take one of the math tests that you can’t then take the other one if you feel as though you didn’t choose the better test for you the first time around. I don’t recommend taking both Math Subject Tests as a first-line strategy because you’ll waste time prepping for both when you don’t need to, and you already have enough to study and prepare for when you apply to college. However, it's something to keep in mind. You should also double-check that you actually have to take a Math Subject Test for the programs you're applying to since many schools will accept a science Subject Test instead. Choose your exam carefully, like this intrepid soul choosing which rocks to step on. SAT Subject Test Math 1 vs Math 2: The Final Word The College Board offers two SAT Subject Tests in math: Math 1 and Math 2. Math 1 is designed for those who've taken two years of algebra and one year of geometry, while Math 2 targets those who've also taken precalculus/trigonometry. Although they cover many of the same topics, Math 1 involves more tricky applications of math concepts since the scope of the exam is narrower. In general, you should take the Math Subject Test that best corresponds to the coursework you've completed. Taking Math 1 when you have the coursework for Math 2 might backfire given Math 1's steeper curve. By contrast, taking Math 2 without the requisite coursework will leave you completely lost for much of the exam. If you're applying to programs that require or strongly recommend Math 2, plan ahead so that you can complete the necessary coursework before you take the exam. And remember, if you end up taking both Math Subject Tests, most programs will only accept one toward your total of required or recommended Subject Tests. What's Next? Ready to test out your ratio and proportions skills? Try calculating how many seconds there are in a day, week, and year, then compare the result to our guide. Planning to take the Math 2 Subject test but a little shaky on your coordinate geometry? Make sure to review our articles on graph quadrants and how to complete the square so that you're not caught unaware on test day. Want some more specific advice on when to take the Math 2 Subject Test? Read our guide to learn how to choose the best test date for you. You might also want to check out our guide to SAT Subject Test scores for the Ivy League to learn how high to aim on test day. If you're taking AP tests and SAT Subject Tests, you might be wondering which exams are more important. In this guide, we explain which tests to prioritize for your college applications. Taking the regular SAT, too? Let us walk you through the format of the SAT Math section. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

World Bank- Globalization Essay Example | Topics and Well Written Essays - 3000 words

World Bank- Globalization - Essay Example It grants aids and loans to the underdeveloped world, funds the provision of infrastructure to poor countries and strives to improve the health, food, education, and sanitation facilities around the globe. This implies that it is an institution coming across with a heterogeneous range of cultures, societies and environments in its every single operation. It requires thoughtful management and leadership roles to deal with such delicate issues upon which its success rests. Hence, the study attempts to illustrate globalization and the issues associated with the term in the practical sense. It will encompass in fine depth the challenges encountered by the global business activities through cultural, social and environmental dynamics. It will be accompanied with a thorough analysis of the management and leadership theories for cross cultural business activities particularly in the context of World Bank's operations. It will provide a fair understanding of the issues concerning the global business activities and the management caliber required to deal with those accordingly. The term 'globalization' has been illuminated by several authors through different words and perspectives such as Daly (1999), Ohmae (1995), Harvey (1996), Dicken (1998) and Brown (1992) etc. According to Ohmae (1995), globalization refers to eradication of all the obstacles coming in the way of social and commercial interaction. This explanation of the term 'globalization' associates it with all the activities that are undertaken to liberate the social and business exchange of information. In other words, globalization takes place when all the barriers to exchange between different nations are obliterated altogether. Brown (1992, p123) describes globalization as the reciprocal link "between overlapping interests of business and society". Under this perception, globalization refers to the connection between the commercial and social concerns when they come to exist together. Daly (1990, p1) illustrates the term more comprehensively as, "Globalization refers to global economic integration of many formerly national economies into one global economy, mainly by free trade and free capital mobility, but also by easy or uncontrolled migration". This illustration of the term broadly relates to the modern view of 'globalization', which combines together the world economies into one 'global village' through free flow of commerce, capital and people from one country to another. Globalization that is concerned in this study is the concept underlying the activities of an organization or institution spread over a global scale. It is compelled to encounter various challenges during the course of its operation owing to the diversity demonstrated in human beliefs, values and performance across the globe. World Bank is a major contributor to globalization. It performs its activities across the globe and exerts efforts to promote the prevalence of globalization. It is the short name for "The World Bank Group" and is formed with several international institutions most conspicuously, the International Bank for Reconstruction and Development (IBRD) and the International Development Association (IDA), serving the governments through the provision of loans, and the International Finance Corporation (IFC), striving for the promotion of private sector within nations. As indicated

The Concept of Property Essay Example | Topics and Well Written Essays - 3250 words

The Concept of Property - Essay Example The elusive concept of property leads to the difficulty of defining what is property, and thus creates complexity for courts to use the concept of property as an analytical tool for deciding cases.2 In this paper I will discuss a frequently cited concept of property - the 'bundle of rights' theory of property formulated by theorist Wesley Hohfeld3 and complimented by theorist A.M. Honore4 and assess whether or not property is a bundle of rights. Section I of this paper will examine the difficulty of defining property and the sources of its elusiveness. Section II will examine what the 'bundle of rights' theory is and how property can be seen as a 'bundle of rights'. Section III will examine how the 'bundle of rights' theory is limited in defining the concept of property. Section IV will examine the effect that conflicting conceptions of property have on court decisions about property. Specifically I will use three cases to illustrate the effects of differing conceptions of property - Yanner5, Wily6 and Moore7. Wesley Comb Hohfeld described property as a bundle of rights. Hohfeld presents us with an analytical framework that splits rights into four different jural relationships. The main aim of his schema is to present an analytical description of rights. Simply put, Hohfeld aimed to provide a conceptual understanding for our use of right and duty in practice, thus facilitating a better understanding of the nature of our rights. His framework precludes informing us what rights, duties are or should be or what their moral foundation is or what is necessary for something to count as a right, duty etc. He does not, therefore, say anything about the justification of rights. Specifically, Hohfeld's table presents a distinction between four different sets of juridical relationships. (See Figure 1). Figure 1: Hohfeld's Table of Entitlements and Burdens: Right(Claim-Right) Liberty[ Power Immunity Duty No-Right Liability Disability The table above presents four sets of Hohfeldian jural relations. The top row contains four types of Hohfeld's legal rights, while the bottom row indicates the legal position entailed for the other party in each of the types of right. These are jural correlatives. On the other hand, the pairs of diagonally opposite elements in the first two columns (duty/liberty and right/no-right) and those in the last two columns (liability/immunity and power/disability) are jural opposites, i.e. two legal positions that negate each other. (Lazarev 12:1-2). All of the Hohfeldian rights (in the top row) represent entitlements against a specific person. In a sense, each Hohfeldian right resolves only one issue between two specific parties.We start with a simple discussion of rights. One has to be very specific here. He who has the right must be able to pinpoint another person with a correlative duty either in terms of shield or assistance. Hohfeld's explained that every right is a relation between no more than two persons To say that X has a legal claim-right means that he is legally protected from interference by Y or against Y's withholding of assistance with respect to X's project Z. Conversely, Y, who is to abstain from interference, or is required to provide assistance in

September 11th victims’ compensation Essay Example for Free

September 11th victims’ compensation Essay Why are family members of September 11th victims compensated more than a surviving family member of an American soldier killed in action? Thesis Statement: The effect of September 11 terrorist attacks are immeasurable and the families of the victims should be highly compensated for it’s the only tangible way for the society to show their compassion for the lives being sacrificed. Herman, S. a. W. , Michelle (2004). Repairing the Harm: A New Vision for Crime Victim Compensation in America. National Center for Victims of Crime, 73. The main intention of the authors why they wrote the article is mainly to present a complete picture of the various effects of the attack to the nation. They discuss how the bombing greatly affect the nation, emotionally, physically, and mentally. Many have been traumatized. The death of almost 3,000 people in the attack was a great loss to New York City and to the nation. According to the author, it’s really difficult to put dollar values on lives lost. Though compensation can not address all that the victims suffer, at least it can be a critical component in mending their broken hearts. As the title of the article goes, â€Å"Repairing the Harm†, it is a call for us to take part and show their compassion. Some issues about financial assistance are also being tackled. Different costs of crimes and its impacts are being mentioned too. The author also presented different researches and studies related to the topic. Above all, the article provides arguments on why financial compensation is important to those victims of crimes. I will use the arguments of the authors to defend my position on why the families of September 11th victims need high financial considerations.

Comparing To His Coy Mistress and One Flesh :: Papers

Comparing To His Coy Mistress and One Flesh These are two poems wrote at very different times, and have some very different views about love and what is contained in love. Andrew Marvell wrote 'To His Coy Mistress,' in the 17th century has views are of a man thinking about his sex life. 'One Flesh,' written by Elizabeth Jennings in the 20th century has views from a daughter looking at her parents with a sympathetic view. In 'To His Coy Mistress,' the language within this poem is much like the style of language used in Shakespeare's work, and it would seem they had similar interests and motives on writing their pieces. It seems that the only reason for Marvell to write this poem was to try and get his Lady-friend to advance their caring relationship into a sexual relationship. Within this poem all he is really doing is trying to persuade his girlfriend to change her mind about wanting to die pure and innocent, as she wants to die a virgin, and goes about this by describing some horrific images. This could show that he wants her to be scared out of her state of mind and into his beliefs. He starts off trying to sweeten her into wanting to have sex with him, he says Had we but world enough, and time, This coyness, Lady, were no crime. We would sit down, and think which way -------------------------------------- To talk, and pass our long love's day. He is saying here that if there were a limitless amount of time we would be able to go out and just think about talking to each other, but because life is short we can't do that so take a chance and do it. Then he goes onto say that in an ideal world one would have time to go to such places as India and search for ruby's and he would not complain because he would have endless amounts of time with her, but this isn't an ideal world. Here he is just reinforcing his previous

The Cure for Death by Lightning

Gail Anderson-Dargatz’s masterpiece, The Cure for Death by Lightning, recounts the story of Beth Weeks, a fifteen-year-old living on a farm near a reserve. Throughout the story, Beth has to endure different kinds of ill-treatment as well as an invisible predator who seems to be following her. Through her struggle, the author reveals that a character, despite being abused, and having to live in difficult conditions can evolve into a mature and responsible young woman. Beth’s encounters, as well as her choices throughout the novel, help her overcome her difficult situation and put a stop to the abuse she’s going through. Firstly, some encounters Beth has in the story help her surmount the difficult conditions she lives in. Specifically, her encounter with Nora makes her more determined and more inclined to stand up for what she wants. The following extract illustrates that rather clearly: â€Å"I’m going to see Nora tomorrow,† I said. â€Å"While Dad’s out in the field. He doesn’t have to know. † â€Å"You’ll stay here,† she [her mother] said. â€Å"I need your help. † â€Å"I’ll do the work and then I’ll go. You can tell him or not. I’ll leave after he’s gone out for lunch and come back before supper. † â€Å"You will not leave this house. † â€Å"What are you going to do to stop me? (Page 162) It is important to note that Beth is informing her mother of her plans and not seeking out her permission. Following their encounter, Beth and Nora’s relationship evolved into a very intimate friendship that means a lot to Beth. As a result, Beth is more determined to stand up to her parents to maintain that friendship. She decides to fight for what she wants rather than bow her head and obey without protest. That builds up her strength of character and make her stronger when faced with other conflicts. By the same token, Beth’s encounter with Nora make her less of a follower and more of a participant. Indeed, Beth, who is someone who doesn’t mingle much, is brought out of her shell thanks to Nora. In the following extract, Beth’s eagerness to participate to the winter house project Nora proposes is obvious; ‘â€Å"We could decorate it,† I [Beth] said. â€Å"Hang some things up the wall. †Ã¢â‚¬â„¢ (Page 131) In brief, following her encounter with Nora, Beth has become a much more determined and much less secluded character. That change helps her stand up to her fears more and make some difficult choices that she may not have been able to make without that input. Secondly, some choices Beth make throughout the novel help her evolve into the mature and responsible young woman she becomes in the end. For instance, her decision to quit school after her classmates bully her helps her detach from that disheartening environment. She can roam around freely in calming and peaceful places such as the one described in the following extract: â€Å"At first, the forest was quiet. Then I began hearing the noises that made up the quiet: trees aching, birds whistling, someone chopping wood way off. (Page 106) Quitting school turns out to be a rather therapeutic experience for Beth who can finally escape to a place a few hours a day to unload the stress her difficult situation is giving her. That enables her to be less stressed and pessimistic when faced with other conflicts. Similarly, Beth’s choice to stay home and not accompany Nora to Vancouver is a major decision that helped her resolve many conflicts. It is underlined in the following extract: â€Å"You going to come with me? † [asked Nora] I shook my head and looked at the carpetbag she carried. â€Å"What’re you staying here for? she said. â€Å"Your father’s coming back. You know he is. † â€Å"It’s home,† I said. â€Å"I don’t know anything else. † â€Å"You’re never going to if you don’t step out. † â€Å"I got things to do here first,† I said. â€Å"I’ll go when I’m ready. Anyway, Mum needs me now. † In this extract, it is uncovered that Beth is choosing to stay and face her father, whom she has great conflicts with, and her problems head-on, rather than escape and avoid them forever. She chooses the right way instead of the easy way out. It unveils how much Beth has grown and how mature and brave she has become. Finally, it is obvious that Beth’s encounters, as well as her choices throughout the novel, help her overcome her difficult situation and put a stop to the abuse she’s going through. These two factors are obviously very essential to Beth’s growth. Although I think that Beth’s development is due to her great bravery and strength of character, I don’t think that she would have achieved such maturity if she hadn’t been faced with the encounters she’s been faced with, or the choices she had to make. The turn the events took definitely helped Beth become the mature and responsible young woman she has evolved in.

History of Legazpi Essay

DURING THE PRE-SPANISH PERIOD Early in the 13th century, Datu Balensusa and Dumagsil, two of the ten Bornean Datus led by Datu Puti, went from Panay to Laguna and the Bicol Region. Prehistoric dwellers mostly fishermen and farmers established a barangay on the mouth of Makabulo River called Sawangan (now Legazpi Port) , a small settlement by a mangrove swamp,Its inhabitants were headed by old chieftain, Gat Ibal,a descendant of Datu Dumagsil. The home grown name,Sawangan was another way to say Sabang indicating a† natural wharf created by the water from the sea†. Dwelling in tiny groups of huts which are made from rattan and nipa, small houses occupied this part of swampy and low land and its surrounding areas were known as Ibalon. DURING THE SPANISH PERIOD In 1573,under the Spanish expeditionary forces,Capitan Juan de Salcedo (Capitan Esteban de Manchaca) and 120 soldiers reached and explored barangay Sawangan. The natives gallantly fought the invaders but were no match for the conquistadores’ superior arms. Subsequently, the natives were converted to Catholism. In 1587,Franciscan friars of the Doctrina of Cagsawa began to convert the settlement to Christianity. Fr. Francisco de Sta. Ana,it’s first parish priest built the first chapel made of nipa and bamboo to house and established the first Franciscan mission in Sawangan, the â€Å"Mission de San Gregorio de Sawangan. In 1605, Sawaà ±gan was elevated to Visita Regular, having been previously under the spiritual ministry of Cagsaua since 1578. In 1616,Sawangan become an independent town separated from Cagsawa called Albaybay (meaning â€Å"by the bay†) finally shortened as Albay. It was declared the capital of the province of Partido de Ibalon (old name of the Province of Albay). The town was renamed Albay, then Legazpi, as Albay went on to refer to the province at present. Perennially rocked by minor eruptions of the Mayon Volcano for two centuries, compounded by sporadic attacks by Muslim pirates and the Dutch, the capital was partially destroyed by a major eruption on February 1, 1814. The catastrophe buried Cagsaua.The progress of the town was razed to the ground upon the eruption, Fr. Pedro Licup evacuated the community to Makalaya (today’s Barangay Taysan). Some of the people, however, remained in the old town and began anew as a barrio. In lieu of their former patron saint, St. Gregory the Great, which had also been transferred to Albay, they adopted St. Raphael, the Archangel and transformed the ermita into a church. They finally regained their old status but never changed the name of the place as Albay Viejo or Banwang Daan.Years later in 1856, Sawangan was restored and subsequently renamed Binanuahan (Banuang Gurang) which literally means â€Å"Old Town† or â€Å"ancient place or town wherein a town was founded† and/or â€Å"the former seat of a town†. It was made a Visita Tributaria of Taytay. The combined towns were later named Albay Nuevo (Bagumbayan – meaning â€Å"New Town†) with the residents of Binanuahan’s objections to the union. On July 17, 1856, Ramon Montero of the Govierno Superiora de las Islas Filipinas signed a decree which created the Visita of Pueblo Viejo, out of Binanuahan – uniting the barrios (settlement communities) of Lamba, Bigaa and Rawis. On September 22, 1856, through a subsequent Royal Decree, the name Legazpi was officially adopted to including the visitas of Lamba, Rawis and Bigaa, and declaring it an independent town. It was formally inaugurated on October 23, 1856. Historically, the city was named Legazpi, to perpetuate to the memory of Adelantado Don Miguel Lopez de Legazpi. This was the agreement made between the original inhabitants of the place and the Spaniards during the former’s quest for autonomy. It took them 21 years, in which they sought the help and support of the Spaniards, then living in the town. As a sign of gratitude, the people readily accepted the name, which was also then proposed by the Spaniards upon fulfillment of their efforts. Now autonomous, and with a fast paced progress and prosperity,the port of Legazpi served as anchorage of ships sailing for Nuevo Espaà ±a (through Mexico) in the later part of the 16th century until it was elevated a Royal Decree by issued earlier on May 18, 1872 in Madrid and was later promulgated by Governor Juan Alamenos y de Vivar on December 3, 1874 as a port of entry open to world trade . Legazpi first became a city under the Becerra Law of 1892 promulgated by the Spanish Minister of Ultramar in 1894, which constituted the municipalities of Legazpi, Albay Nuevo and Daraga, into the Ayutamiento de Albay with the resentment of the Daragueà ±os. At the height of the Filipino-Spanish Revolution, the Civil Governor of Albay, Angel Bascaran y Federic and the Spanish residents fled Albay. Subsequently, a revolutionary Junta was organized by Don Anacleto Solano, who later turned over command to General Vicente Lucban, General-in-Chief of Operations of the Philippine Revolutionary Governments in the Southern Region. DURING THE AMERICAN PERIOD By January 23, 1900 the American forces outgunned Legazpi defenders, defeating the Sandatahanes led by Vito Belarmino and Jose Ignacio Paua at the Battle of San Rafael Bridge known as the â€Å"Battle of Legazpi†. With the American occupation in 1900, the city was dissolved upon reestablished Legazpi, Albay and Daraga as independent towns under a military government. In 1908, the Philippine Assembly, again, merged the three towns creating the Municipio de Albay which became the capital of the province. Giving way to bitter opposition from Daragueà ±os, realizing the merger was doing more harm than good to their interests, the Philippine Assembly finally separated Daraga from the capital town in 1922. DURING THE JAPANESE PERIOD Simultaneous with the bombing of Pearl Harbor in Hawaii, the Japanese Imperial Army’s Kimura Detachment entered Legazpi on December 12, 1941. Yet again, countless accounts of the locals’ ultimate sacrifices, gallantry and heroism against the odds in the ensuing Guerilla warfare abound during that period. Under Japanese military administration for almost 4 years, the capital was finally liberated by American forces on April 1, 1945. DURING THE REPUBLIC Legazpi became a city for the second time on July 18, 1948 when Daraga and Legazpi were combined again to constitute its territory, under Republic Act No. 306. Re-Incorporating Daraga, Republic Act No. 306 elevated the town to today’s Legazpi City. However, bitter opposition from the Daragueà ±os ultimately prevailed with the passing of Republic Act No. 993 which repealed R.A. 306 creating the separate Municipalities of Legazpi and Daraga.With the re-creation of the two municipalities, the city was dissolved in June 8, 1954. Finally on June 12, 1959,Republic Act 2232 authored by Senator.Pedro Subido and Congressman.Jusfino Nuyda was signed by Pres.Carlos P.Garcia. This was later amended by Republic Act 5525. By virtue of this act, Legazpi became a city for the third time. .Legazpi was declared Albay Province’s seat of government as its capital city under Republic Act 2254. On February 27, 1973, With the onset of the Integrated Reorganization Plan of Pres. Ferdinand Marcos, the City of Legazpi was declared under Presidential Decree No. 125, to comprise its present territorial jurisdiction and the adjacent Municipality of Daraga. however, the decree was permanently mothballed. This plan also made the city as the regional administrative center of the Bicol Region (Presidential Decree No. 1). At present,the Gateway City of Bicol,Legazpi,is a bustling and very progressive city that is home of more than 180,000 citizens.

Movie research paper The Truman Show Essays

Movie research paper The Truman Show Essays Movie research paper The Truman Show Essay Movie research paper The Truman Show Essay The truman show is founded on an enormous secret that all of the studios advertising has been determined to reveal. I didnt know the secret when I saw the film, and was able to enjoy the little doubts and wonderings that the filmmakers so carefully planted. () Those fortunate audience members () will be able to appreciate the meticulous way director Peter Weir and writer Andrew Niccol have constructed a jigsaw plot around their central character, who doesnt suspect that hes living his entire life on live television. (Ebert 1) This film by director Peter Weir and writer Andrew Niccol tells about a man (Truman Burbank) who who finds out that his whole life is actually TV show. The movie has an incredible influence on America and the international community. What maybe no one would expect, this movie inspired some producers especially a famous European producer, John De Mol, to produce a reality TV show called Big Brother. He is also very famous for his produced TV shows Fear Factor and Who wants to be a Millionaire? (DooYoo 1). The Truman Show is not only famous because it is a typical 20th century movie, it also includes one of the todays best actors. Jim Carrey , Ed Harris , and Laura Linney are only three of many actors of this movie who performance their role in a perfect way. Also the strange storyline makes the movie to special in its genre. The storyline is deceptive, almost maliciously so (Myers 1), and is based on several movies like Edtv (1999), which is also about a man whose life is broadcast li ve 24 hours a day on television, he plays a similar character (IMDB 2). It is also very famous because it contains never before seen technical aspects like the directors office of the TV show. The many camera shots from every position, like garbage cans, behind car radios, and billboards, make it very individual. Truman Burbank, played by Jim Carrey, is living in a suburban setting and works as a salesman. He doesnt realize that he is living in a fake world with actors all around him. His lifestyle is like an ordinary Joe whose life seems to be pretty idyllic. He has a good job, a nice house, and a beautiful wife (Jardine 1); he goes to work everyday and is totally satisfied with his life. Only one day, when he his on his way to work, a camera light, from the film producers falls down from the sky and lands close to him. He picks it up, but doesnt really think about it. In the car, after hitting the radio because it is not working properly, he can hear directions about where he is going coming out of his speakers. The last strange and most important scene is when he recognizes his father, who was purposely drowned while sailing with Truman, on the street. When Truman recognizes him, his father is taken away by some mysterious, casually dressed men. He begins wondering what is wrong with him or his world. After watching his environment with more attention, he realizes that everything is repeated over and over. For example he sees a yellow bug, a man with flowers, and a woman on a bicycle is passing his house every ten minutes. Something is missing [in his life], and he thinks perhaps he might find it in Fiji, where Lauren (Natascha McElhone), the only woman he really lo ved, allegedly has moved with her family (Ebert 1). However he cant take a boat because he always remembers the day when he lost his father. The TV show director also indirectly doesnt allow him to escape, because it would ruin the TV show. When Truman is sleeping and the producers of the TV show dont pay attention, Truman is finally able to escape with a boat by himself. Christof, the director, tries everything to stop him, before can escape from the set. After Truman almost drowned in a manufactures heavy thunderstorm, Truman reaches the edge of the set and tries to walk out. That is the first scene in which Christof and Truman have their first conversation. Christof tries to keep Truman from leaving the film set arguing argues, that he has created him and the world he has created for [Truman] is the good world, not the sick world [outside of the set] (The Truman Show). However, Truman decides to step out of the set and says the sentence he always said to his neighbors every morning; Good morning! And in case I dont see you: good af ternoon, good evening and good night! (The Truman Show). After that you can only see Trumans back as he steps into a black background and Christof shutting down his little desktop, through which he watched Truman talking to him. The directing by Peter Weir plays a big role in making The Truman Show a terrific movie. He selected several actors who were not very typical for their role. Truman, played by Jim Carey, who might simultaneously break your heart as easily as he makes you laugh (Turan 1) was not expected to present this role that perfect. Also Cristof (Ed Harris), who won the Golden Globe as Best Performance by an Actor in a Supporting Role in a Motion Picture (HFPA 1), and Hanna Gill (Laura Linney), who was nominated for Favorite Supporting Actress Drama by the Blockbuster Entertainment Awards (Blockbuster 1), make this movie to a highlight in his genre. It seems that Weir wanted to make up a total different kind of movies. He says about the movie: The Truman Show was based on Michael Jackson. You watch The Truman Show and, I mean, Jim Carrey did a fantastic job, but Michael Jackson is Truman. Hes who I based him on and he is the nearest thing to Truman. The director continues to say, The connection between Michael and Truman is simple they both have a heart, and people treat them like objects for entertainment value. (Justice Prevailed 1)

The Provinces of the Roman Empire (Circa 120 CE)

The Provinces of the Roman Empire (Circa 120 CE) Roman provinces (Latin proviniciae, singular provincia) were administrative and territorial units of the Roman Empire, established by various emperors as revenue-generating territories throughout Italy and then the rest of Europe as the empire expanded. The governors of the provinces were often selected from men who had been consuls (Roman magistrates), or former praetors (the chief justice of magistrates) could also serve as governor. In some places such as Judaea, the comparatively lower ranking civil prefects were appointed the governor. The provinces provided a source of income for the governor and resources for Rome. Varying Borders The number and borders of the provinces under Roman rule changed nearly constantly as conditions altered in the various locations. During the latter period of the Roman Empire known as the Dominate, the provinces were each broken into smaller units. The following are the provinces at the time of Actium (31 BCE) with the dates (from Pennell) they were established (not the same as the date of acquisition) and their general location. Sicilia (Sicily, 227 BCE)Sardinia and Corsica (227 BCE)Hispania Citerior (eastern coast of the Iberian Peninsula, 205 BCE)Hispania Ulterior (southern coast of the Iberian Peninsula, 205 BCE)Illyricum (Croatia, 167 BCE)Macedonia (mainland Greece, 146 BCE)Africa (modern Tunisia and western Libya, 146 BCE)Asia (modern Turkey, 133 BCE)Achaia (southern and central Greece, 146 BCE)Gallia Narbonensis (southern France, 118 BCE)Gallia Citerior (80 BCE)Cilicia (63 BCE)Syria (64 BCE)Bithynia and Pontus (northwestern Turkey, 63 BCE)Cyprus (55 BCE)Cyrenaica and Crete (63 BCE)Africa Nova (eastern Numidia, 46 BCE)Mauritania (46 BCE) Principate The following provinces were added under the emperors during the Principate: Rhaetia (Switzerland, Austria, and Germany, 15 BCE)Noricum (parts of Austria, Slovenia, Bavaria, 16 BCE)Pannonia (Croatia, 9 BCE)Moesia (Danube river region of Serbia, the Republic of Macedonia, and Bulgaria, 6 CE)Dacia (Transylvania, 107 CE)Britannia (Britain, 42 CE)Aegyptus (Egypt, 30 BCE)Cappadocia (central Turkey, 18 CE)Galatia (central Turkey, 25 BCE)Lycia (43 BCE)Judaea (Palestine, 135 CE)Arabia (Nabataea, 106 CE)Mesopotamia (Iraq, 116 CE)Armenia (114 CE)Assyria (disagreement on location, 116 CE) Italian Provinces Latium et Campania (Regio I)Apulia et Calabria (Regio II)Lucania et Bruttium (Region III)Samnium (Regio IV)Picenum (Region V)Tuscia et Umbria (Regio VI)Etruria (Regio VII)Aemilia (Regio VIII)Liguria (Regio IX)Venetia et Ager Gallicus (Regio X)Transpadana (Regio XI) Sources Pennell RF. 1894. Ancient Rome: From the Earliest Times Down to 476 A.D. Project Guttenberg.. Smith W. 1872. A dictionary of Greek and Roman Google Books. geography, Volume 2.

The Muses in Greek Mythology and Art Essay Example | Topics and Well Written Essays - 1500 words

The Muses in Greek Mythology and Art - Essay Example History of Greek Muses has different in a different author writing over the course of time. But the bottom line or the core idea always remains the same. Muses are associated with various arts and cultural activities, which often helped the people of the ancient time to overcome any kind of mental difficulties or stress. The Muses, as per the views of the earliest writers, was the inspirational goddesses of song, whereas according to a later set of people, theologies ruling over the various kinds of poetry along with other science and cultural activities. They were initially viewed as the sprites of inspirational wells, close to which they were loved. Later on, the Thraco-Boeotian adoration of the nine Muses started to spread out from Boeotia over other parts of Greece, and eventually became normally recognized.The origin of all these 9 Muses is not similar as there is a number of theories associated with the origin of them. Few people or the most common concept associated with the o rigin of all 9 Muses was they were the daughters of Zeus and Mnemosyne, and born in Pieria, at the foot of Mount Olympus. There was another set of theory which suggested that they were the daughters of Uranus and Gaea. For a period of 2500 years, people used to believe that all 9 Muses were the base of any kind of cultural activities. Throughout all the Western Civilization, people accepted the fact that all their inspirations, creativity, and incredible talent come from his muse.