The Devil from “Young Goodman Brown” Nathaniel Hawthorne

Character Analysis of: The Devil Sometimes there is a feeling that reeks of â€Å"no†, because what is about to be done is immoral, but there is an even larger, overpowering feeling that says â€Å"yes†. This, in the minds of many can be interpreted as the devil working his way into our in our daily lives. In Nathaniel Hawthorne’s â€Å"Young Goodman Brown†, the devil does just that. The devil is not, in fact, the main character but has the most impact on Goodman Brown. The devil has worked his way into many of the puritan’s lives, leaving them with horrid secrets to bear. But, the devil worked his way into Goodman Brown’s soul, which leaves him spiritually dead before he actually dies. The devil is a part of mans everyday life whether it is liked or not. In â€Å"Young Goodman Brown†, Hawthorne makes this clear by using different characteristics, actions, symbolisms, and the relationship that the Puritans have with the devil. The devil is a very sly but wise character; he will try to find ways to make a man sin without, man, necessarily knowing about it. The devil has many different personas, but to Goodman Brown he looks like a normal man from the village. This is an example of a wise decision, because looking like a â€Å"normal† man from Salem makes him seem more trustworthy and more attractive to Goodman Brown. The devil makes several wise decisions that put himself ahead of man. The most important and only goal that the devil has is to get Goodman Brown so far lost into sin, â€Å"the forest†, that he can no longer find his way out, or â€Å"his faith†. The devil is trying to get Goodman Brown away from the holy Puritan lifestyle, tempting him to leave the safety of his home and head to the uncertainty of the forest. In the mid 1800’s the Puritans thought of the forest as being the â€Å"devil’s domain†, or the â€Å"devils breeding ground. † They associated the forest with Native Americans, which in that time the Puritans thought that if you didn’t believe in â€Å"the God†, then you were of the devil. The devil is consistently referred to, in the text, as â€Å"his fellow-traveler†, this could be symbolic for the fact that they both are traveling to the same place, or that they have sin in their lives and were headed in the same direction. The devil is never far from his staff, nor is he without knowing its location. His staff symbolizes the snake from the Garden of Eden, and the sin in life. He can get where he needs to be very quickly, this and the fact that Goody Cloyse’s broomstick flies leads me to think that witchcraft and the supernatural play a big part in the lives of these characters. Throughout the story the devil does not change his view on life, the way he acts, or the way he treats others. These characteristics make him a flat character. Hawthorne hints that the devil could be Goodman Browns father; this creates a link between these two main characters. This could mean that the devil and Goodman Brown actually are related or that the devil is actually Goodman Brown’s internal opposing force, almost as if he had multiple personalities. The devil tells Goodman Brown that he has, â€Å"†¦been as well acquainted with your family as with ever a one among the Puritans†¦Ã¢â‚¬  this means that everyone in the Puritan world has met with the devil himself. This may also mean that all of the Puritans have a secret sin that they have to bear for the rest of their lives. The devil found his way into Goodman Brown’s soul and vanquished faith. The rest of Goodman Browns life was lived with excruciating pain, not physical pain but emotional pain. He was able to see what everyone was hiding behind their own personal mask. Goodman Brown lived the rest of his life not with the devil on his right shoulder but with the devil as this conscious.

Andragogy and Transformative Learning Essay

The realization that adults learn differently from children led educators and scholars to the difficult task of defining the distinct manner by which adults learn. This was necessary in order to establish adult education as a separate field requiring non-traditional strategies in terms of teaching-learning style and instruction, but needed the same attention and effort as early education. Although the field of adult education has since branched out into numerous categories involving both formal and informal educational settings, the concept of adult learning continues to evolve as a result of the increased interest and numerous contributions to the field by educators and scholars alike. Indeed, adult education professionals have had to define the unique characteristics of adult learning vis-a-vis dominant learning frameworks focused on the teaching and learning of children. For instance, Malcolm Knowles used the term â€Å"andragogy† in an effort to differentiate adult learning from â€Å"pedagogical† or child learning approaches (Atherton, 2005). According to Knowles, there are five key differences between andragogical and pedagogical approaches to the teaching-learning process. These differences emanate mainly from the perceived differences between the characteristics of the adult as a learner compared to the child learner. In contrast to pedagogical approaches to teaching-learning which view the learner as highly dependent upon the teacher/instructor’s guidance and experience, andragogical approaches focus on the learner’s ability for self-direction and capacity for drawing knowledge from experiences (Yale University Library, 2005). Another important source of distinction between pedagogical and andragogical approaches is that the former focuses on the role external sources of motivation in the achievement of positive learning outcomes while the latter emphasizes the importance of motivation for learning that is intrinsic in the individual adult as a learner (ibid). Hence, andragogical approaches assume that adults can take responsibility for the direction and outcomes of their learning, a task that has been traditionally assigned to the teacher or the instructor by most pedagogical approaches in education. Aside from Knowles’ notion of andragogy, another influential theory in the conceptualization and benchmarking of adult education outcomes is Mezirow’s concept of Transformative Learning, which posits that adult learning involves perspective transformation or the process by which adults â€Å"become more adaptive and able to profit from experience† as a result of the expansion of the frames they use for interpreting and understanding the meaning and construction of their experiences (Parkes, 2001, p. 82). Unsurprisingly, the results of Maher’s (2002, p. 11) study on the first three generations of adult educators reveal that adult educators considered both Knowles and Mezirow among the leading theorists of adult learning. The same study is made interesting by the fact that it reflects how the perceptions and philosophies of adult educators themselves are shaped by the impact of their experiences and how they construe and fit the meaning of these experiences into their lives as educators. As Maher (2002, p. 12) notes, the responses of the adult educators she surveyed â€Å"represents a living example of how adult development occurs as a result of ‘a mixture of everything that happens to us’† which parallels both Knowles and Mezirow’s contention that adult learning is generally driven by the need by adults to continually frame and re-frame their existence through making sense of their experiences. Consequently, one of the differences that can be expected from adult educators or professionals who are more often involved in adult education in terms of the instruction approach is their more facilitative style of teaching. This stems from the adult educators’ perception that their students are in possession of knowledge and experiences that are relevant to the learning process as suggested by both Knowles and Mezirow, and that adult learners often want more control over their learning experiences and outcomes (Timarong, Temaungil & Sukrad, n. d. ). Another difference between adult educators and child educators is that the former often expects learners to assume responsibility and direct their own learning. This behavior is influenced by the notion that adult learners are often often conscious of their own learning needs. Likewise, adult educators often have a more informal relationship with their student, which is influenced by their view of the student as an individual as opposed to the more formal and rigid structure in early mentoring (Landsberger, 1996). However, this does not mean that adult educators have lower expectations in terms of learning outcomes. On the contrary, adult educators place more responsibility on their students since adult learners are treated as partners in the learning process and therefore have the ability to actively participate in planning, monitoring, and evaluating their education. The assumption that adults learn differently from children has numerous implications for instruction, particularly in how educators address learners’ specific needs and preferences. First, the educator has to consider the adult learner tendency for autonomy and self-direction in evaluating their teaching style. Second, instruction in adult learning has to take into account adult learners’ preference for relevant, problem-based learning and the relationship between these new knowledge to their specific contexts and life tasks (Lieb, 1991). Hence, adult learning instruction must be able to incorporate multiple teaching strategies, practice respect for self-directed learning processes, and offer experiential learning opportunities in order for learners to gain a sense of control and personal relevance of their learning (Maher, 2002, p. 7). Lastly, adult instruction must enable learner participation in all aspects of the learning process, and clarify the learner’s responsibility for assessing and evaluating their own performance vis-a-vis their goals for learning. Clearly, the dichotomy between adult learning and child learning primarily stems from the distinct learning needs and styles of each group of learners. Hence, adult learners require teaching strategies and styles that are vastly different from the traditional teaching methods employed in early education. Thus, the field of adult learning itself is made unique not only by its distinct goals and outcomes for the learner, but by the greater responsibility for the learning process that it allocates to the learner as a mature, independent individual. Works Cited: Atherton, J. S. (2005) Learning and teaching: Knowles andragogy: an angle on adult learning. Retrieved October 31, 2008, from http://www. learningandteaching. info/learning/knowlesa. htm Landsberger, J. (1996). Learning as an adult Andragogy. The Study Guides and Strategies. Retrieved October 31, 2008, from http://www. studygs. net/adulted. htm Lieb, S. (2007). Principles of adult learning. Retrieved October 31, 2008, from http://honolulu. hawaii. edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2. htm Maher, P. A. (2002). Conversations with long-time adult educators: the first three generation (ED471248). Retrieved October 31, 2008, from http://www. eric. ed. gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/9c/bd. pdf Parkes, D. (2001). About adult education: Transformative learning. Journal of Workplace Learning. 13 (3). 182-184. Retrieved October 31, 2008, from ProQuest Data Base. Timarong, A. , Temaungil, M. , & Sukrad, W. (n. d. ). Adult learning and learners. Retrieved October 31, 2008, from http://www. prel. org/products/pr_/adult-learners. htm

Little Red Riding Hood and the Wolf by Roald Dahl Essay

Little Red Riding Hood and the Wolf by Roald Dahl - Essay Example Roald Dahl takes this story and narrates it in his own way. According to Dahl, the wolf after feeling hungry, reached grandma’s door and after knocking, ate her up. However, he was still hungry due to which, he waited took the clothes of grandma and posed to be her. But in this story, Dahl not only saves the little girl but also kills the wolf with the hands of the little girl. Lastly, the girl is shown wearing a furry coat of the wolf’s skin, leaving her red hood and cloak (Orrell & Jones, 2004). The most significant change that the writer makes to the traditional tale is modernizing the tale by giving the little girl a pistol and showing her interest in the wolf’s skin for her coat. There are many other changes such as there is no introduction as to the mother of Little Red Riding Hood, she was out of grandma’s house for a walk in the forest. At reaching the juncture where the girl asks the wolf about his big teeth, she omits this question on which, the wolf gets upset and tells her that he would eat her even then. This upsetting of the wolf and then the girl’s whipping a pistol from her knickers and finally shooting the wolf with a â€Å"bang bang bang†, everything is quite humorous and adds color to the story. In the traditional tale, the wolf not only kills the grandma but also the little girl giving a moralistic ending while in the modern tale, there is comedy and indication of the intelligence that human beings keep. The message that is hidden in the newly developed Little Red Riding Hood is that human beings whether they are young or old can make use of even the wildest creatures for their own benefit. In addition, this message can also be taken from the story that nowadays, the little children are not as innocent as the Red Riding Hood of the old times was. Today’s children are much sharp and smart and know how to defend themselves. However, the grandma’s gets eaten by the wolf because of her negl igible resistance power and her age. The little girl is no more coward, she is intimidating for those who are troublesome for her. In Dahl’s story, wolf was himself aware of the grandma’s house and did not ask it while in the traditional tale, the address was asked technically from the little innocent child who gave the address explicitly. The wolf also prepared to be grandma by combing and curling his hair, putting on grandma’s shoes and his clothing along with hat while in the traditional tale, the wolf just got into the grandma’s bedding. The little Red Riding Hood of the traditional tale is unable to identify the wolf in her grandma’s bed due to which, she becomes the wolf’s eatable while in the modern tale, the little child after asking only two questions, identifies the wolf from his furry and hairy skin and also finds some interest in him as her future coat. After recognizing his proposition, she at once, draws her pistol to shoot the wild animal at his head. The girl is also shown skilled at using the pistol as she not only fires it but fires it perfectly in the head of the wolf. Her fire does not go useless as she successfully kills the wolf. Even the girl changes her outfit by showing that the old outfit was silly and new one is furry and lovely. After noticing a lot many changes in the newly written story by Roald Dahl, it is quite clear that the little Red Ridi

Inside Job by Charles Ferguson Movie Review Example | Topics and Well Written Essays - 750 words - 1

Inside Job by Charles Ferguson - Movie Review Example Another power montage is put together towards the middle of the film as images of the Hamptons are placed on the screen. The film makes great use of visual imagery and music to create a sense of on screen irony that cleverly demonstrates the devious absurdity of the situation and financial crisis. As the film progresses, it explores a number of experimental visual and narrative techniques. One such narrative technique is the split screen format. This allow the filmmakers to implement an almost cubist like the articulation of a protest rally, giving the viewer a more complex picture of the actual occurrence. There is a continued understanding that the verbal narrative can only be fully grasped through adequate visual components. For instance, after Matt Damon discusses the drastic unemployment rate, the film cuts to empty buildings with a slower and more somber editing pace. While the buildings may not even be located in the region that is being talked about, they have a sophisticated and visually appealing architecture that adds to the film’s overall narrative appeal. The film’s actual narrative is told in a highly engaging and effect way. The filmmakers implement the narrative star power of Matt Damon to relay the story in-between interviews with witnesses and field experts. Indeed, it’s been noted that â€Å"This film is as gripping as any thriller. Aided by some fascinating interviews, Ferguson lays out an awful story†.The film also indicates that the same individuals that started the crisis are still in power.

Critical Review Assignment Example | Topics and Well Written Essays - 750 words

Critical Review - Assignment Example This method is accepted by both governmental and social organizations to meet the needs of the people so that groups of different linguistic range have the same chance to partake in their government and to get services from their government. Language planning preferences usually endeavor to convene these requirements by sinking linguistic variety, where a distinct language is acknowledged as a national language and a single language is affirmed ‘standard’ to encourage linguistic unity in a nation where different languages exist (David, 1988). Considering that languages are organic and active, similar to the societies that give birth to them, it is natural that they contribute to the destiny of the societies of which they form a part. A social order that is healthy with the resources to grow economically, socially, and culturally as well gives rise to a growing language, the same as is obvious in the spread of English and the supremacy of the United States in the worldwide financial system and world dealings. Several people feature the spread of English to a continued existence of most suitable, a normal and accepted course of development. They dispute that contact linking two cultures typically cause the subordination and at times destruction of the weaker culture and their language. Why should one be concerned about that? In an expressive reply, Diamond (1993) says that all must have concern regarding the destiny of languages because of the relation linking language and culture. He explains that when a language is lost, much more than the sounds and structure of that language are gone. Every language is inextricably attached with an exceptional outlook of the world, context, and literature, despite the literature is written or not. He further states that a language is the culmination of thousands of years of a people’s knowledge and wisdom. Also, it is the medium that spread and be responsible for that

Integrated Policy versus Integrated Science Essay

Integrated Policy versus Integrated Science - Essay Example Integrated Policy versus Integrated Science Whether crime is defined as the breaking of a relevant law or a more generalized type of deviant behavior does not inhibit the fundamental positivist inquiry; more specifically, the positivist school of thought seeks to explain crime and deviance as phenomena that result from certain forces that are beyond an individual's control. This essay will compare and contrast two types of positivism, psychological and sociological, and argue that an attempt to create an integrated theory of criminology would do more harm than good. This may allow for the articulation of integrated social policies. Policies, however, must be kept separate from the underlying scientific theories and methods used to more clearly understand crime and deviance. This is because, in certain ways, the two strains of positivism, while concerned with similar issues in the larger picture, are not truly compatible as scientific methods of inquiry. As a preliminary matter, both psychological positivists and sociological positivists are generally concerned with the same issues in a criminological context. These scholars are interested in determining, through application of the scientific method, the causes and the consequences of crime and deviance. Significantly, both schools of thought agree that these issues are not the fault of the individual; quite the contrary, they postulate that crime and deviance are caused by factors over which the individual has little or no control. This, however, is where the two theories begin to diverge. It is this focus, outside or uncontrollable forces, that characterize the respective types of positivism. The psychological positivists, for instance, argue that there are particular kinds of human personalities that are more likely to behave in a deviant manner or to produce criminal acts. The focus is thus the mind and it is therein that the uncontrollable forces reside. The sociological positiv ists, on the other hand, argue that there are particular types of social conditions and factors that are likely or more likely to influence individuals to behave in a deviant manner or to commit criminal acts. Both schools of thought agree that they are dealing with forces beyond the individual's control; the key theoretical difference is that the psychological positivists concentrate on the mind whereas the social positivists concentrate on society. For a psychological positivist, it is the condition of the mind that is of the greatest importance. The larger social context, for purposes of scientific analysis, is temporarily ignored. The question is how different individuals, different personalities, process information in different settings. How a person behaves is dependent on personality and psychological positivists tend to treat personalities as being rather stable and predictable. The implications, in the field of criminology, are important. By understanding different types of personalities, such as variations of an anti-social personality, psychological positivists believe that that they can predict which individuals will behave in certain deviant ways or commit certain types of criminal acts. It is this mode of scientific inquiry that has given rise to certain popularly known designations as the sociopath, the psychopath, and the sexual predator. In addition to identifying and classifying these types of personalities th at are predisposed to certain types of behavior, the psychological

Case analysis Assignment Example | Topics and Well Written Essays - 1000 words - 1

Case analysis - Assignment Example During the same time 2011, the internet sales increased by 12%. By 2004 online sales made 50% of the total books sold in the US. Currently, websites owned by independent used books account for 9% of total books sold online. Currently, Amazon is the leading online bookseller of used and new books. There has been lots of competition with many authors opting to include shipping costs for their consumers in order to increase their sales. Ironically, most of the consumers preferred purchasing used books due to their low prices. It is argued that despite the book being used the information still remains the same. According to reliable sources of information Amazon generated 49% of its revenue through sales of used books. By 2010, most of the consumers used bookstores as their main sources of book which accounted for 30% of total sales. During the same year34 million customers bought books online. For quite a long time Amazon has been dominating this business since its inception in 1995. The entry of Google Books in the field of online sales and books is also creating competition (Deahl). This is because Google enjoys the largest search engine in the world and their ability to provide online books at cheaper rates is creating a lot of competition for Amazon and other booksellers. Bookstore channel made significant strides and more sales with American company Barnes and Noble enjoying up to 1,700 stores in the US which accounted for 30% of total sales in the years 2010. In the previous year 2009 the company was the best seller of online books which accounted for $5.8 billion and an operating profit of 0.63%. Amazingly, only 10% came from online shops while the rest were made from the physical bookstores which are spread all over US. The bookstores were large enough ranging from 3000 square feet to 60,000 square feet meaning that the stores could make up to 200,000 different titles in their shelves. The increase in sales and

Understanding of Key Leadership Capabilities and the Strategies you Essay

Understanding of Key Leadership Capabilities and the Strategies you may use to Apply them in an Early Childhood Setting - Essay Example From this study it is clear that child care is a business and as such it needs a business leader. Managers and leaders are generally expected to work in varieties of business fields, including banking, office administration, contracts, legislation, marketing etc. as such, early child hood educators and leaders are to understand the very basic business concepts of leadership and leadership perspectives so that they can easily interface with their peers. More successful early childcare leaders are those who have the leadership capabilities and they find themselves as more skilled, able and experienced than those who are not as successful as their counterparts are. Rodd quoted Katzenmayer and Moller as saying that leadership development is required as it’s an ‘awakening the sleeping giant’ . As the paper stresses leadership is a significant human skill and personal ability that can improve program quality. Leaders are described as both born and made as they do appear to possess some special set of elusive qualities and skills, more often different in nature from person to person, and these are combined in to an ability of influencing others strategically to do what he wants others to do. Ebbeck and Waniganayake stressed that early child hood leaders more than a teacher and critically addressed the concept that ‘they are teachers of young children’.  

The Black Death Essay Example for Free

The Black Death Essay What were the short term and long term impacts of the Black Death on Medieval society? The Black Death is one of the most fatal diseases in human history and took its peak in Europe from 1348 to 1350. Half of Europe’s population was wiped out due to this disease and the short and long term impacts greatly affected the structure of Medieval Society. The Black Death or otherwise known as the plague was thought to have begun in Central Asia, which spread down the Silk Road and eventually to Europe in the 14th century. The disease was caused by the fleas on infected rats, which spread the infection by biting a person or animal. However, the disease could also be contracted by breathing in airborne droplets from a person who already had the plague. Trading ships helped spread the plague as there were many rats on board who could jump off at the harbours they were trading in. Symptoms for the plague began in the first few days and included headaches, feeling of weakness, aches in the legs and groin, a white coating on the tongue, fever, vomiting, muscles pains, bleeding of the lungs and mental instability. The victim would also begin to develop black buboes on the armpits, leg, neck or groin that are red when first formed but will eventually grow to the size of an egg, turn black and burst, ultimately killing the victim . This disease killed very quickly, between 2 to 4 days and gave the victim a strong desire to sleep, which would kill them if it was allowed. There were many ‘treatments’ to the Black Death, many of them ineffective and superstitious such as wearing a magpies beak around your neck and cutting a hole in your head to let out bad spirits. However, there were wise women that lived in villages who provided medicine from herbs that actually worked. In all, there were not many effective way to cure the plague as people back in the Medieval times had little scientific understanding and believed the plague was a punishment sent from God, hence there were people called flagellants who went around whipping themselves and begging for God’s forgiveness. The short impacts of the Black Death had changed Medieval society greatly. Whole families and towns were wiped out and it is estimated that around 200 million people in Europe fell to the plague. Villages and towns began barring anyone from entering in fear of the plague and some of the rich chose to escape overseas. People began running amok, drinking and enjoying themselves as much as they could as they believed they had not long to live. Others thought that living quietly would cure them of the plague while a large amount of people believed that the world was going to end. The Crusades (a religious war fought between the Christians and the Muslims) came to a halt as the soldiers fighting the war had mostly died from the plague. Prices for everything also went down as most of the customers were dead and Free land become quite common as the people who owned the land were all dead. There were so many deaths that there was no one to farm the lands and barely anything had been harvested, resulting in starvation. The Long term impacts of the Black Death were better living conditions for the peasants after the plague as there were hardly any people left so the peasants remaining could get more wages subsequently improving their houses, tools and clothes. Higher wages also meant that some could send their children to school where they learnt to read and write to get better jobs. More schools were built due to this development and life became much easier for the poor. The power that the church had over the people was also diminishing as many believed that the plague was sent to punish the wicked, which was mainly the peasants but when even people of the church began to die, people began to question the church’s power. There were also more opportunities for women as many men had died so the women had to fill in for their jobs. For the first time, women could be the head of a household and own a wage earning job such as a blacksmith. Peasants were not so bound to the land anymore and this caused problems as the feudal lords of those times lost power and more peasants began looking for a better life. However, these were not the only long term impacts of the Black Death and in 1381; an event occurred in England that had never taken place before in the Medieval Ages. This event took place due to the smaller number of people to work the land; the peasants wanted more wages and freedom so that they could live a better life. Taxes also grew higher because of war and the Poll Tax in 1381 was the highest ones, leading the Peasants to rebel in what is now called ‘The Peasant’s Revolt’. The Peasants Revolt was an event in Medieval history where common people fought for more rights and freedom. It began in the villagers when Essex refused to pay taxes and attacked the tax collectors starting a riot that spread through Kent and Essex. The peasants eventually grouped together and decided to march to London to force the King to give them more rights. They elected a leader called Wat Tyler on the 7th of June, released a priest called John Ball and assembled together outside of London where King Richard (the present 14 year old king) met the rebels at Mile End. Wat Tyler demanded six things from the King. He demanded that Serfdom was abolished, that there be no more feudal services for the peasants, that land would be held freely at 4d an acre per year, the church lands must be given to the people and that there should be no legal difference between one man and another. King Richard agreed to these requests and pardoned the rebels. The same day, King Richard went to meet the rebels again at the Banks of Thames but confusion amongst the rebels stopped him from landing. Some rebels left after being pardoned but some stayed and murdered two of the King’s advisors in the tower of London. After this, the King went into hiding when the peasants destroyed the Duke of Lancaster’s palace and freed the prisoners. Finally, the King met with the rebels again and Wat Tyler made more demands but was stabbed to death when some felt he was threatening the King. The rebels were disbanded and killed under order of the King, the revolt had failed. However, it would not be until at 500 years later that Wat Tyler’s demands became a reality. The Black Death was a devastating disease that occurred in Europe in the 14th century that wiped out half of the population. The short term impacts were not only of mass death but also of the events that took place afterwards, such as the Peasant’s Revolt that resulted from the short term impacts of the plague. Whether short term or long term, the Black Death greatly impacted Medieval Society and triggered some of the most major events in English history.

Automobile and Tucker Essay Example for Free

Automobile and Tucker Essay The movie, Tucker: The Man and His Dream, is the story of a man named Preston Tucker and takes place in the 1940s. Preston Tuckers dream was to design and build the greatest automobile ever made. At first, he began by bringing home drawings of his dream car, which was to be called the Tucker Torpedo. He showed the drawings to a man who would eventually become his partner, Abe. Initially, Abe doesnt like the idea of building a car, but he didnt know anything about cars. Tucker placed an advertisement in a magazine about his car, and the public became excited. The car would have an engine in the rear, a middle headlight that turned with the car, and a windshield that would pop out when the car was in a wreck. In the meantime, Robert Bennington, who was the CEO of Ford, became worried that the Tucker Torpedo may put Ford out of business, so Bennington made a deal with him to allow him to buy a plant to build the car in. This also gave Ford a reason to be involved in building the car. The deal stated that Tucker must make at least fifty cars in one year in order to keep the plant, and the first car needed to be presented to the public within sixty days. Abe invested $6,000 to help Tucker build the first car. On the day of the presentation, the car was built but had no engine. Therefore, they had some problems getting it on stage, but once it was on stage, the thousands of people who attended the presentation cheered. After that, Bennington announced to Tucker that he wanted to change the car. He didnt want the engine in the rear of the car, and since the ? Big 3, the three largest automobile makers in the US, were buying all of the steel, there was not enough for Tucker to buy to build his cars. Tucker protested the ? Big 3. A man named Howard Hughes, who owned a steel company, told Tucker about a helicopter company who needed to sell steel. So Tucker bought a helicopter engine and converted it to a car engine, and the car worked. After Tucker protested the ? Big 3, he was spied on by people who worked for the ? Big 3 companies. They accused him of not running his business properly, but it was not true. Abe got scared because he had already served three years in prison for bank fraud and did not want to get caught up in another mess, so he resigned. Then, there were commercials out that told the public that Tuckers car was built piece by piece from a junkyard. Eventually, the government started a full investigation on Tucker and charged him with fraud. Tucker lost most of his investors from this, and had already spent too much money trying to build the car. He did make all the cars, but he did not make the fifty car minimum in time and lost his plant. He was found not guilty of fraud, but after all the bad publicity, people no longer wanted the cars, and Tucker had lost a lot of money, so no more cars were ever made. Today, some of Tuckers Torpedos are still around; some are in museums, and some of them even still run. After watching the movie, I researched the Tucker Tornado on the Internet. One source, The History of the Tucker 48, at www. gizmohighway. com, says that the car actually had additional features not mentioned in the movie. In addition to the turning headlight, rear engine and the windshield that would pop out, the Tucker Torpedo also had more room inside the car and padded steering wheels and dashboards. Another source, 1946 Tucker Torpedo, at www.cybersteering. com, also says that Tucker applied for a $30 million loan before he was accused of fraud and that in 1956, Tucker died of lung cancer in Brazil while trying to build another car, the Carioca. I also found in the open letter from Preston Tucker, at www. tuckerclub. org, that this is a letter that Preston Tucker wrote to protest the other automobile companies and the investigations that eventually killed his company. In it he says that he actually had 1,872 Tucker dealers and almost 50,000 investors that put $25 million into his company. The definition of an entrepreneurship is a person who organizes and manages a business, assuming the risk for the sake of a profit. Preston Tucker started a company and wanted to build a car for Americans knowing that it would take a lot of money that he did not have. He organized and managed the business and assumed the risk of losing a lot of money for a lot of people. I think that Tucker was not treated fairly by his competition. New entrepreneurs like Preston Tucker should be given the same fair chance to build a business just like the others had to build theirs.

Impact of Speech and Language Difficulties on Development

Impact of Speech and Language Difficulties on Development Explain the impact that speech, language and communication difficulties can have on a child’s overall development. ANSWER: The difficulties a child’s development can have are in many aspects of which are PSED (physical, social and emotional development), play, and literacy, maths, understanding the world and expressive arts and design. Looking at PSED, it effect the side of self confidence, self esteem, sharing views, discussing anything, being part of an activity physically, being amongst a group of friends and making a decision. Look at the from the view point of yourself, being a part of something where you are not able to contribute because you have a difficulty in SLC (speech, language and communication), it is just so hard to even be present there, you would just want to be in your own nutshell, but at the same time you want to study, achieve things, your friends laugh when you stammer, your friends bully or look down upon you or exclude in a very sly manner, these all are mental stress, emotional torture and withdraws oneself and hate builds. Let us take play in consideration, how do u play football silently? It is just not practical, playing rugby, cricket, tennis, badminton, there is so much to cheer and applaud to, you will even feel ashamed of yourself and probably not engage because you are not as competent as the other? That is not fair on an individual. You are not able to play as a team; you cannot comprehend instructions or even relate to other children whilst playing such as pretend play or friendly match. Now literacy and maths, these are educational subjects, you have to sit down, brainstorm, discuss, and ask for help, read, write, understand, solve problems and reason. When you are neglected, left alone, how do you cope? You might always avoid the library and group discussions because of your difficulty, on the other hand you can come out confident and tackle the situation come what may but within yourself, your own image, self confidence is extremely shallow, you may portray out very confident and self efficient, but within yourself it is a battle of struggle day in and out. Expressive arts and design, these need creativity, expressions, depth of understanding, communication, body language, eye contact, communication through writing and verbal, you may be very good artist but if you communication is difficult how will people appreciate your very, yes of course sign language is a benefit factor which will assist you in promoting yourself, not many people understand sign language, value it nor appreciate it, so finding a group which upholds you despite your difficulties is another task. In all, any learning difficulty has an adverse effect in a child life to achieve and excel not only in studies but also amongst friends, family, as most of those around will have the pity for you instead of empathy and such feelings do a lot of damage emotionally, mentally and socially. QUESTION 2: Describe how practitioners can modify or adapt the communication to meet the needs of individual children. ANSWER: Modify and adapt; change, accept and produce Practitioners are able to modify and adapt in various ways; having an interpreter, having computers for visual text or pictures or visual learners, one to one support, more lightning, take work home to do with parents, calm background, imply and reinforce unity and helping each other amongst children, making sure to the best ability every child is happy, review particular child every week, build a team of students who help other children and ensure the team rotates so all the children get the chance, always smiling and positive feelings and thoughts and suggestions, use empathy and support. Get professionals come in to meet child, encourage other children to engage with, working in partnership with parents, professionals and teacher becomes a strong triangle, use more visual aid, simple and clear statements, praise effort made by child, give time to listen, think, understand, go to the child’s pace, visual timetable, go down to child level and communicate, ask child to repeat what you have said, make learning fun and using simple words, you be the model of behaviour and language so other staff learn from you, being vigilant all the time, understand child and see what is the best way to communication, pictures, gestures, signing, written message and you continue to support. The one thing I strongly believe in, no matter what one goes through, if you have the right mentor and support, you can travel and achieve a lot in may be a longer period of time but you will get there one day, also keeping in mind perseverance is very important in a very gentle, simple and comforting manner. If a child does not want to complete a task, explain the importance, show the child light at the end of a tunnel and do give a positive reward too such as sticker, play time with special toy, take for a walk, showing the work to the rest of the children and teachers and putting it on the board to. All the support and one to one attention is not an easy task it takes a lot of patience, perseverance, calm nature, happy go lucky nature, sense of humour, and strong willed person, but remember the confidence, self esteem, bright future, success, achievement of that particular child will be a reward for the teacher that you were able to do something for someone which was of benefit to the person and enable them reach the skies. QUESTION 3: Explain how practitioners can meet the communication needs of children who speak English as an additional language. ANSWER: There are many methods to meet needs of English as second language, a few are; special time for those children, a teacher takes children to a quiet room use pictures and say the item in their language and than in English and encourage them to repeat after you, just within their concentration span such as 5-10 mins, you keep building words like that. Make sure you have the child’s attention when speaking to them and also you should be face to face with the child and mention their name to gain attention. Another way could be having dual books, reading a book aloud, very simple words such as animals example; a cat- heesna (in Arabic), cath (in welsh), punai (in tamil ). It depends on which language the child is, normally they do speak little English but simple things like â€Å"mum coming†, â€Å"food†, â€Å"water†, â€Å"tired†, â€Å"read†, â€Å"well done†, â€Å"bye†, words which bring comfort to a child depending on age if you say to them in their language and than English they form a quick attachment and settle quickly too especially with little ones. Making books with children using pictures, as you stick, you say in their language and English too such as; carrot- gajar, vegetable-sabzi, mango-aam, milk- doodh Ask parents to write down a few words for you which you can use with the child on daily basis Play games in a group and team, this will enable child learn English form other children, music and dance and rhyme too. If any of the practitioners know the child’s language let them be the key worker One must also keep a close watch on children and keep reminding of rules and boundaries, always come down to child level and explain and reinforce, nicely and calm. Keep a positive body language, facial expression and continuous speaking in English at the same time reminding them in their own language so the child is rest assured and remains calm. Use pictures to explain more if hard to comprehend, use writing skills, use gestures and remain in close partnership with parents and encourage using English at home. QUESTION 4: Analyse the role that other professionals play in supporting the speech, language and communication needs of children ANSWER: Every individual working in a field related to children is part and parcel of the team works, discussion and achievements with targets, of course some have a more specific target role but team work is what brings success. One of the main professional to be consulted with this specific difficulty is Speech Educational Needs Co-ordinator, we must keep in mind to always consult parents, take their views, have a discussion and then involve other professionals. Considering the SENCO team, they will suggest a few things to parents such as visiting GP to refer to Speech and Language Therapist. This professional will work hand in hand with parent/carer/nursery/school, pay home visits, carry out activities with child such as how can child express and analyse themselves, does the child understand instructions verbally and mentally, can the child respond clearly, how the child is engaging in play, carry out fun games and activities with child, response therapist received from child, behaviour of the child, skills the child uses for communication, will enquire about child strengths and what child enjoys and how much you know the child, will want a quiet session with child, would want to know about day to day experience and routine of child The therapist will than record and analyse. Once all that is done the therapist will decide if it is going to be beneficial for the child and in what strategy needs to be used, the parent/carer will receive a feed back and carry on from there. Giving children time and space, helps them grow, giving a child good listening ears and demonstrating good communication skills enables them to learn, we are the models of children around us so we must be very careful in our day to day behaviour, calling out the child’s name before you start speaking makes them concentrate and become attentive too, keeping words short and simple, remaining calm all the time, recasting to what children say such as; ‘ I am playing with car’ adult says ‘ yes, you are playing with your red speedy car’. It is important to engage children in play with exploration, mental and written learning, creativity and brain storm, discussion and inventions and promoting togetherness when doing an activity, problem solving and sharing thoughts and ideas. Team thinks together, give items, set targets and achieve them. Each and every step in a child life is crucial, so how a child is dealt with, given replies for questions, asked questions, given space, explore and learn in their pace is important, of course parents should shadow and keep track but at the same time allow them to take risks and build confidence, independence, self esteem, self reliant and understanding too, keeping in mind safety of child and adult is a priority. BIBLIOGRAPHY: Notes provided by college Google search www.idponline.org.uk www.naldic.org.uk Own experience and views

Shakespeare, Kingship, and the Chain of Being in Macbeth Essay

Shakespeare, Kingship, and the Chain of Being in Macbeth Shakespeare's play "Macbeth" is largely based upon the theme of kingship. "Macbeth" was written for James the 1st, who would have been interested in kingship and believed in the "chain of being" and the "divine right" of kings. The "chain of being" is the belief that everything is connected like a chain, and is affected by anything above it. God was believed to be at the top of the chain, and the King was believed to be the highest on earth. The "divine right" was the belief that rightful kings were put there by God, and should not be removed. Shakespeare represents these with the prosperity when Duncan is king and the unnaturalness and evil, which is present when Macbeth becomes king by evil means. This is emphasised because James the 1st traced his ancestors to Banquo, whose descendents were the rightful kings of Scotland. The theme of kingship may also have been cautionary to anyone plotting to kill James, as Macbeth was written the year after the famous "Gunpowder Plot". At the beginning of the play, Duncan is the rightful king of Scotland, there by his "divine right". In his first appearance, King Duncan performs two of the basic duties of a king, punishing the bad and rewarding the good. Upon learning of the treachery of the Thane of Cawdor and the heroism of Macbeth, he says, "No more that Thane of Cawdor shall deceive our bosom interest: go pronounce his present death, and with his former title greet Macbeth." The chain of being is intact, and Duncan is showing good kingship by punishing the Thane of Cawdor for treason and rewarding Macbeth for his bravery. When ... ...ion, patience, courage, fortitude". This is Shakespeare's idea of the perfect king. At the end of the play, Malcolm is restored to his rightful place as king of Scotland. The people support their king again, and they shout "Hail, king of Scotland." The country is united around their king again, not separated as they were under Macbeth. Shakespeare is trying to show that when the chain of being is intact, the country is in unity. In conclusion, Shakespeare uses the theme of kingship in Macbeth to warn people about what happens if you break the chain of being. The murder and disturbance in nature, and Macbeth's madness show that nothing good can come form killing the monarch, and the countries unity under Malcolm show that everything is peaceful and prosperous under a king that is on the throne by "divine right".

Attention Leads to Confidence in the Chrysanthemums Essay -- John Stein

Women, always have and always will love receiving attention; especially when that attention is from a male because girls just like feeling special above all else. In The Chrysanthemums by John Steinbeck, Elisa Allen likes this recognition as well. However, her husband Henry is selfish and too occupied to deal with Elisa and this makes her feel unimportant. Later on, when the man on the wagon arrives at the ranch Elisa and her chrysanthemums find the respect that every woman hopes to secure. Nonetheless, that respect given to Elisa was brief since the man discards her confidence and her chrysanthemums on the road. Therefore, it is clearly evident that the amount of notice bestowed to Elisa and her chrysanthemums alludes to her level of confidence. Throughout the story, Henry Allen’s selfishness and mixed priorities result in the neglect of Elisa which causes her to feel unappreciated and unloved. Elisa is not very comfortable around her husband Henry, this fact is illustrated when â€Å"he leaned over the wire fence that protected her flower garden from cattle and dogs and chickens† (Steinbeck 270). By keeping Henry outside of the garden, on the other side of the fence it is shown that Elisa does not trust him to get near her chrysanthemums. The chrysanthemums are very symbolic in the story as they symbolize Elisa Allen herself, and her only source of joy in the world. Henry is not welcomed into the garden for fear that her confidence, joy and beauty may be crushed. Henry opposes Elisa and the hard work the protagonist has put into her chrysanthemums. Henry tells her that â€Å"[he wishes she would] work out in the orchard and raise some apples [as big as her chrysanthemums]† (Steinbeck 270). In d oing so, Elisa’s efforts go un... ... cries because her dignity is gone, and it becomes a realization that she will never get the attention she seeks, the one that will give her the confidence she needs. It appears as though hope is non existent for Elisa Allen and that is why the protagonist is described as â€Å"crying like an old woman†. In conclusion, Elisa’s level of confidence is directly proportional with the amount of attention given to herself and her chrysanthemums. Henry’s selfishness causes Elisa to experience feelings of neglect. The bearded man’s interest in Elisa makes the protagonist feel very confident as a woman. Eventually, this same man makes Elisa realize that her expectations of men were too high as the man threw away her only source of joy in the world. When receiving unexpected extra attention, be prudent because it may be for other reasons than the one originally thought.

Comparison and Contrast of Two Poems Essay

William Blake’s poems entitled â€Å"The Tyger† and â€Å"The Lamb† are depictions of human self. The narrators in these poems described their characterization through the illustration of the lamb and the tiger. There are similarities and differences between these two poems in terms of theme, tone, and literary images. By reading these poems, readers would recognize the braveness of the tiger and the calmness of the lamb. Through this, it can be said that these poems are representations of emotions and intentions of the author and narrators in the poems.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the poem â€Å"The Tyger,† the narrator already established the burning fire of the tyger’s character in the first stanza. The first line of the poem characterized the persona into a mortal hero because of the use of words and exclamation marks. In the second stanza, ironies of different literary images started to emerge. Fire and sky, wings and hands are some of the ironies that exist throughout the poem. It shows that fire and sky are interrelated concepts with the use of hands and wings to reach its aspects and sense. In the third stanza, humanistic point of view developed. From natural abstract of nature, animal body parts began to unravel as a way of showing the tyger’s being. The second and third stanzas are related to one another because these means that nature and animals are connected and cannot live without each other. The fourth stanza discussed the different threats against the tiger. Chains and hammers are depicted to be the armor against the illogical braveness of the tiger. Its terror characterization showed that humans are aloof with it. They could not able to live with the tiger that is why they were chained and hammered. The fifth stanza symbolizes the resurrection of the tiger. Once he died from the hands of chains and hammers, the sky will comfort him and give him a new life again. It was seen that once an animal died, it will still conceive a new form of life as it emerge into the nature’s womb. At the end of the poem, the tyger will live through its burning fire. It will always live at the heart of the forest by way of perceiving the eye of â€Å"symmetry.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, Blake’s â€Å"The Lamb† is a representation of lamb’s beauty and keenness. She was depicted as a girl – a little girl who seeks love and comfort from within. This little lamb has simple joys in her heart. He wanted to have something to eat to be able to survive. She just wanted to have comfortable shelter to nurture her self from her surroundings and environment. She is happy and contented with what she has for she is young. The author used two stanzas to illustrate the persona of the poem. It means that simplicity of the character lies within her physical and emotional being.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the first stanza, the narrator discussed how the little lamb portrayed her self in beauty and comfort. The narrator also showed how people used the lamb’s fur for their daily lives especially their clothing.   This is how the lamb works for that is why she has simple happiness because she knows that she would become a big help to everyone. In the second stanza, showed how the persona of the poem loved and admired the lamb. The narrator wanted to tell all the people to be mild and gentle towards the lamb because she is a fragile one. The persona relates herself like a lamb that is unique, keen, happy, and contented being despite of everything that she experienced in life. At the end of the poem, the persona said â€Å"God Bless† to the lamb. It means that she must take care of her self for everything she does throughout her lifetime and beyond.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Aside from the lamb and the tyger’s being animals, the similarity with them is their attachment to nature. Nature always becomes their comfort place to live and ponder. Another similarity is the way humans thought towards and against them. People look at them as an object of economic power and raw materials. They could not look at these animals as part of the ecosystem that helps us to become what we are right now in terms of ecological perspectives. In terms of theme, these two poems are similar. They are both illustration of animal oppression and discrimination. These poems are created to express how animals think of their selves and their use in the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other way around, the poem â€Å"The Tyger† is more on loud images rather than the poem â€Å"The Lamb.† Even if they both express the essence and meaning of animal oppression, the poem â€Å"The Tyger† was illustrated in a direct and frank portrayal unlike the poem â€Å"The Lamb.† This poem showed indirect attack towards the issues that it wanted to discuss. â€Å"The Tyger† also used abundant literary images to show the roaring character of the tyger. In â€Å"The Lamb,† the author did not use many literary images because he illustrated the persona as a child who has limited knowledge and learning towards the real intuition of the lamb.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on the elaboration of the whole poems in this paper, it was seen that â€Å"The Tyger† and â€Å"The Lamb† have differences and similarities based on the literal and logical perspective. It was also seen that the author made different kind of attack from one point to the other. The target audience for the poem â€Å"The Tyger† is mainly for those who have enough vocabularies to understand the meanings of the words while the poem â€Å"The Lamb† is for children who have simple words to acquire. However, they can be seen as children and adult poems if they are entitled to unleash the essence and persona of the animals in the poems. Bibliography Blake, W. (2005). â€Å"The Lamb† 22 March 2008. http://rpo.library.utoronto.ca/poem/181.html Blake, W. (1794).â€Å"The Tyger† 22 March 2008. http://www.eecs.harvard.edu/~keith/poems/tyger.html

In “A Rose for Emily,” William Faulkner

In â€Å"A Rose for Emily,† William Faulkner explores what encourages and what happens due to insanity. Emily Grierson’s life is narrated through, we can assume, a member of the community to which she belonged— â€Å"belongedâ€Å" is used   because she is already deceased at the beginning of the short story. Faulkner avoids telling the story chronologically and instead tells us about Emily’s past in a way similar to the way the human mind works—a series of memories all jumbled up.Emily, we find out, lived a life under an overly controlling father—she practically had no social life to speak of. Her father was basically the only person in her life so it is not surprising—although shocking—that she clings to him even after he dies. Upon his death, she goes out in the town and defies the set rules of society by seeing a man under her status. Fraternizing with this man, Homer Barron, may have had a positive impact on her life; h owever, Homer is â€Å"not a marrying man† (29), which turns out to be absolutely devastating for Emily. Emily, we can conclude from her father’s death, does not deal well with strife.The heartbreak is too much for her and causes her madness to lash out. Emily’s yearning for someone to love combined with her insanity leads her to commit deeds that a sane person would never do such as killing a man, leaving the decaying body in her house, lying next to the corpse, and perhaps even committing acts of necrophilia. Looking at Emily’s story, it is quite frightening to think of the extent of damage that madness can compel people to inflict. It is very probable that Emily did not realize how horrific her actions were.  Truth to tell William Faulkner’s â€Å" A Rose for Emily† is an incredibly fascinating story about a woman who practiced necrophilia. The story is about a woman who poison's her boyfriend and keeps his body in a bed in her upstairs room for decades. No one ever exits or enters her old house except for her negro manservant.And what is necrophilia, exactly and how do we prove by using the text of   â€Å" A Rose for Emily†Ã‚   that indeed, Emily Grierson was a necrophiliac? Necrophilia for Mirriam-Webster would mean, â€Å"obsession with an usually erotic interest   in corpses or erotic interest in the stimulation by corpses†.   Medical dictionaries would define â€Å"necrophilism† to be , â€Å"1. A morbid fondness for being in the presence of dead bodies,   and   2. The impulse to have sexual contact, or the act of such contact, with a dead body, usually of males with female corpses.†Necrophilia can best be described as sexual arousal stimulated by a dead body. The stimulation can be either in the form of fantasies or actual physical sexual contact with the corpse.   Legends with necrophilic themes are common throughout history and the concept of sexual interference wit h the dead has been known and abhorred since the ancient Egyptians, as noted by Herodotus:â€Å"When the wife of a distinguished man dies, or any woman who happens to be beautiful or well known, her body is not given to the embalmers immediately, but only after the lapse of three or four days. This is a precautionary measure to prevent the embalmers from violating her corpse, a thing which is actually said to have happened in the case of a woman who had just died.†The symptoms of necrophilia are as follows: necrophilia are the presence, over a period of at least six months, of recurrent and intense urges and sexually arousing fantasies involving corpses which are either acted upon or have been markedly distressing. And the manifestations are said to be characterized by the following data. There is a broad spectrum of necrophilic behaviors, ranging from fantasies alone to murder for the sake   of procuring a dead body.   Faulkner’s Emily did commit murder in order t o have   a dead man’s body to sleep beside with, â€Å" I want arsenic,† (28) Emily tells the druggist in Faulkner’s story. That she is about to commit murder is only implied, and the truth is seen towards the end of the narrative.Experts have subcategorized the paraphilia according to where it falls on that spectrum. â€Å"Necrophilic fantasies† of corpses, never acted upon, still fall within the scope of necrophilia and some authors have categorized this as a â€Å"neurotic equivalent† to necrophilia. â€Å" Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair.† (31) In this quote, the readers can deduce that, at the very least, Emily had lain beside the dead body of Homer Barron.â€Å"Pseudonecrophilia† describes isolated incidents where the sexual contact with the corpse may happen without pre-existing fantasies or desire to have sexual contact with the body. Even in its truest form, necrophilia can be quite varied, ranging from simply being in the presence of a corpse to kissing, fondling or performing sexual intercourse or cunnilingus on the body. The presence of other paraphilias or personality disorders, however, can manifest in more grotesque or sadistic elements such as mutilation of the corpse, drinking the blood or urine, or homicide (â€Å"necrophilic homicide† or â€Å"necrosadism†).The latter is the most disturbing end of the spectrum. Although assumed rare, many have argued that necrophilia may be more prevalent than statistics imply, given that the act would be carried out in secret with a victim unable to complain and given the length of time which the paraphilia has been recognized.   Ã‚  But if Emily had used arsenic to poison and murder Homer, then she could not have been capable of performing an act of necrophilic homicide, for, how many times can you poison an already deceased and poisoned man?Although the act of murder itself may generate the subsequent sexual frenzy, research has determined an alarming rate of homicide in order to obtain a body for subsequent sexual violation. Rosman and Resnick   int their study, â€Å"Necrophilia: An analysis of 122 cases involving necrophilic acts and fantasies† found that 42% of their study sample of necrophiles had murdered in order to obtain a body.Researchers have determined, however, that sadism itself is not usually an intrinsic characteristic of true necrophilia. (74) In all cases, there is undoubtedly sexual preference for a corpse rather than a living woman.   And this is what makes William Faulkner’s Emily, unique. In the plot is a reversal of the symptoms manifest   that is â€Å"usual† in the cases of necrophilia. Emily, is a woman, who preferred the company and sexual â€Å"comfort† of a dea d man.When no other act of cruelty – cutting into pieces etc., – is practiced on the corpse, it is probable that the lifeless condition itself, forms the stimulus for the perverse individual. Homer Barron, as implied in the story, was maybe going to flee Emily, hence she resorted to murder by poison, â€Å"   When she had first begun to be seen with Homer Barron, we had said, â€Å" She will marry him.†Ã‚   Then we said, â€Å" She will persuade him yet,†Ã‚  Ã‚   because Homer   himself had remarked- he liked men, and it was known that he drank with the younger men in the Elks Club- that he was not a marrying man. (29)Kraft-Ebing   states in his, â€Å"Psychopathia sexualis†   It is possible that the corpse – a human form absolutely without will – satisfies an abnormal desire, in that the object of desire is seen to be capable of absolute subjugation, without possibility of resistance (89).What happened after the incident of the poisoning can only be guessed at, but in this telling of the life of Emily Grierson there is proof, that Emily as able to â€Å"persuade† –â€Å" her† Homer Barron, only that he was not someone hard to persuade, he was already dead, after all, â€Å" The violence of breaking down the door seemed to fill this room with pervading dust.A thin, acrid pall as of the tomb seemed to lie everywhere upon this room decked and furnished as for a bridal: upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the dressing table, upon the delicate array of crystal and the man’s toilet things backed with tarnished silver, silver so tarnished that the monogram was obscured. Among them lay a tie, as if they had just been removed, which, lifted, left upon the surface a pale crescent in the dust.† (30)Most individuals have been reported to be heterosexual. This was not a sick and twisted scenario meant to be feasted on by literary critic s who work with queer gender theory, Emily was not gay, Homer could have been, but, â€Å" Upon a chair hung the suit, carefully folded; beneath it the two mute shoes and the discarded socks. The man himself lay in bed. (30)†Ã‚   –yes, Homer was a man, he was Emily’s man.As with the other paraphilias, necrophilia often occurs in conjunction with other paraphilias. Again, readers can only make intelligent inferences as to how, just exactly, did the things of Homer( made of silver ) get to become so tarnished, if by air corrosion alone? Could it be that at some point or the other, Emily infused them with fluids from her body, through acts that are too â€Å" horrifying† to speak of in this paper, but you get the picture.The individual should be assessed for associated psychopathology and treated accordingly. Treatment for necrophilia would be similar to that prescribed for most paraphilias: cognitive therapy, use of sex-drive reducing medications, assistanc e with improving social and sexual relations, etc. Sadly, Emily could not have been treated, she had chosen to isolation after her crime, â€Å" Now and then, we would see her at a window for a moment, as the men did that night when they sprinkled lime , but for almost six months, she did not appear on the streets. (29) For that time on her front door remained closed, save for a period of six and seven years, when she was about forty, during which she gave lessons in china painting (29).In conclusions then, there really is enough evidence in the text that Emily Grierson [ of William Faulkner ] had managed to make herself the necrophilic lover of Mr. Homer Barron.  And so , the world can only offer, â€Å" a rose† for Emily, for she can no longer answer for her gruesome acts, not that she ever could.WORKS CITED:Cole, Isaac, ed. â€Å" The Life and   Works of Herodotus.†Ã‚  Ã‚   New Land Press: London, 1990.Faulkner, William. â€Å"A Rose for Emily.† Literatu re: An Introduction to Fiction, Poetry, and Drama Interactive Edition. Eds. Kennedy, X.J and Gioia Dana. United States: Pearson Longman. 2005. 29 – 36.Krafft-Ebing, R. von. â€Å" Psychopathia sexualis.†New York: Stein & Day, 1986, (Original work published in 1886)Rosman, J. & Resnick, P. â€Å"Necrophilia: An analysis of 122 cases involving necrophilic acts and fantasies†. Bulletin of the American Academy of Psychiatry and the Law,1989.

Customer Fraud and Business Responses

A customer is a very important element in the chain of supply as he or she is the end user of goods and services provided at the market place. It is said that a customer is an asset to business owners and should be treated like a king or queen. Every individual is a customer as people are deemed to buy goods and services for daily use. The buying decisions of customers are very critical and are influenced by a number of factors (Wallace, K. 1999). Once the expectations of customers are not met he or she is turned off hence fails to buy goods or services.As a customer I have experience in various issues that turned me off and opted to buy goods from another place. There are number of small insignificant turnoffs that have ever influenced my buying decisions. First, dirt store is one of the major turnoffs which influenced my buying decision as I could not withstand the bad smell from the store. The store had a lot of dust and its goods were dirty and this influenced my decision to buy from another place. A second turnoff was high prices of commodities as compared to other neighboring store markets.Considering the economic hardships I had to move to a store that offered the same products at relatively lower price. Third, the location of the market place is out of way and this led to change of mind and considered a more accessible market place. Fourth, poor customer service is one main issue that has influenced my buying decisions in the past. Poor customer service in this aspect refers to unfriendly sellers, taking too long to respond to customer needs and being unhelpful.This has been one of the worst experiences that influenced my decision to buy from another place. 2. Describe in your own words the three categories of customer turnoffs. Give five specific examples of each. Satisfaction of customers is one major achievement of an organization or business entity as it results to creation of good trading environment (Keep, B. 2002). There are three main categories of customer turnoffs such as value, systems performance and people.Value of service or goods offered to customer is important because once customers are not satisfied with what is offered they change their buying decisions. For example defect goods, expired products, charging high prices for poor transport services, non-functional machine parts and Inferior goods. Systems performance is another customer turnoff especially when customer expectations are not met in provision of goods or services. The customer always expects to get the best but in certain occasions the centrally happens.For example, medication provided by a qualified doctor which does not result to treatment of the illness, buying of a laptop hence turning out to be non-functional or entering a motel in expectation of good services but its condition turn out to be pathetic. Another example is a busy bank that has a few number of tellers or promotions whereby customers expects more but they get unworthy goods. A third category of customer turn off is People which relates to a situation on how customers are handled within organizations or any other business entity.Examples in this category include failing to address a client well in an organization, failing to greet a customer or client, use of abusive words to clients, defrauding of clients by hiking prices of goods or services and taking too long to respond a customer for any clarification. References Wallace, K. (1999). Why People Don’t Buy Things: Five Proven Steps to Connect with Your Customers and Dramatically Increase Your Sales, Perseus Publishing. Keep, B. (2002). Customer Fraud and Business Responses: Let the Marketer Beware, Quorum Books.

Life before meeting Mike Essay

Living each day with fear, unhappiness and without peace of mind was an experience that has taunted me when I started studying Mechanical Engineering at Iowa State University. Adjusting to the environment of homophobia and discriminating behavior gave me a feeling that I was extremely different from the rest of the people in the campus. I was uncomfortable with the discriminating stares, the constant bickering and the behind the back talks that relates to my sexual orientation. Each day, I just want to stay in my room due to the fear for my safety. Studying and living in the environment has never been enjoyable. As days and months passed, my studies were affected. The pressure of taking Mechanical Engineering as my academic major to please my father took a toll on me. My Dad was a Mechanical Engineer by profession and he wanted me to follow his footstep. I started my college education at the age of 17. Due to my desire to study in a gay friendly community and take a course that is of my interest, I decided to study in Canada and switch my major to a program that had both Business and New Media Studies. Toronto University was a perfect fit and I was so blessed to be accepted to study Information Technology Management at Toronto School of Business. Finally, I felt like I was given a refreshing dose of cold water in a sizzling hot summer season. Our First Meeting Going to the DJ Carl Cox and Richie Hawtin concert in Pure Club was a way to get away from the hustles and bustles of school life. While having a great time singing, dancing, cheering and enjoying the music, my eyes suddenly caught the attention of a young man named Mike who bumped into me while I was dancing my way through the crowd. Mike and I were like magnets that got attracted to each other. I liked the way he smiles and I enjoyed his sense of humor. He cracks jokes in any given situation and there are no dull moments with him. After a few exchange of pleasantries, we found out that we were both living in 100 Yonge Street apartments. I was living on the 9th floor and Mike was living on the 15th floor. Other than that, we were also studying in Toronto Business School and in the same department. After many months of staying in my apartment and going to school, I wonder why I met Mike at an unexpected place and not in Yonge Street or in the school campus. It seems that the concert truly paved the way for us to meet each other. We discovered later on that we share the same love for electronic music. Despite our compatibilities in terms of interest, we stayed as friends, hang out mostly within the school premises, and went to parties together from time to time. Unlike in my previous school in Iowa, I have found so many gender friendly people and amenable places in Toronto. I am so happy in Canada and I have considered this as my second country. When Mike came into my life, I felt like I was given an extra shot of adrenalin. I am more inspired to explore new things and to discover my inner strength. Mike is the missing piece of the puzzle in my life. It was in December 2005 that faith orchestrated its way for Mike and me to deeply explore our relationship. By an unfortunate incident, Mike broke his left wrist after a bad fall on the street when he was rollerblading. It was at that time when he had to move out of his apartment due to a financial situation, forcing him to mostly live with his sister Laurie or with me. When the accident occurred, Laurie was out of town for a conference. Hence, Mike got stuck with me. I took care of him when he was confined in the hospital. When he was discharged, he stayed in my house and instantly, I became his caregiver! We have spent the entire holiday season together and our friendship turned into a serious relationship. We loved every moment of our intimacy and we never want to live apart anymore. The deep love, trust, and warmth feeling that we have shared as partners is indescribable. Because we were always in a whirlwind of passion, Mike forgot the extreme pain in his left wrist! Love is indeed a great healing potion. Plans of Settling Down After living together for a year, Mike and I decided that it was the right time to get married. We want our relationship to be built on solid foundations of the love and support that we have for each other. Although we have been talking about getting married as soon as Mike finishes his studies on September and gets a job, we both cannot wait to legalize our relationship. However, since I am not a Canadian citizen, one of the reservations that we had was my capacity to stay in Canada legally. Even if I still have a year and a half to complete my studies and a possible employment of another year, it would be a great relief to get this issue out of our way to avoid any future problems. After getting the support of our best friends, we made a decision on December 2006 to get married on Valentine’s Day, February 14, 2007. Unfortunately, we could not make any reservations as that day was already fully booked. Hence, we settled for February 16, Friday which turned out to be a more convenient date for all our friends who will attend our wedding. This was the second holiday season that we have made a memorable decision. December was indeed marked for our love to flourish and grow deeply. Our Wedding Day Getting up early on that day and looking at the person that I am going to marry gave me an overflowing feeling of happiness. I could not explain the feeling of excitement when I get dressed and boarded the limo with Mike. We held each other’s hand and couldn’t stop smiling as we travel to the City Hall. This is the day that we have been waiting for and we could not wait to exchange â€Å"I do’s! † Our exceptional wedding day has proven that a limited student budget is not a hindrance to make the special occasion a reality. We had a simple wedding at the Toronto City Hall witnessed by our best friends Ruth, Naomi, Tanya, Ali and Dan. While we were standing in front of the Judge who was officiating the wedding ceremony, our hearts were throbbing with happiness as we exchange our marital vows. Chills run down through our spines as we hear the words of the Judge saying, â€Å"I pronounce you _________ †. Our eyes were tearful as we hugged and kissed each other while our friends were giving their warm of applause and congratulatory greetings. Our Families Our families were not present in our wedding day. Mike’s parents had a legal battle of divorce during his childhood years. He never got along with his mom in his entire life and he moved out of their house at an early age. He could not relate to his brothers who were homophobic. He was only close to his sister Laurie who has provided him with care and support since he moved out of their house. She has also been very supportive of our relationship. Unfortunately, Laurie is a conference organizer and her frequent travels prevented her from attending our wedding. My family was not aware of my sexual orientation although they were suspicious. They never had a chance to know me well because I moved to the United States during my high school years when I was about 15. When I informed my mother and sister that I was dating Mike and we were getting married, she became worried about how my father would react to my unexpected revelation. Since I am the only son, my Dad became disappointed. He could not understand why I turn out to be gay. He did not talk to me until the summer of 2007 when my Mom and sister paid us a visit in Toronto and congratulated us on our marriage. In Toronto, Mike and Laurie became good friends and we promised her that she would be part of our honeymoon vacation in Turkey so we could spend quality time with her. My Dad and I had a heart-to-heart talk over the phone and I can sense the pain that he was feeling and his disappointment in learning about my sexual orientation. Dad is a strong person who wanted to give his best for our future. During our talk, I learned that he was concern about the discrimination that I may experience and the legal challenges that I need to face with the choices that I have made. It took a long time for my father to accept me but with the help of my mother and sister, he eventually accepted me for what I am. We are currently in good terms and someday Mike and I will visit my Dad in USA. It was a great feeling to be fully accepted by my family. Mike has been honest about his problems with his family. Since his brothers could not accept him for being gay and his mother was so hurt when her marriage ended in a divorce, it was difficult for him to talk to them. His only way of knowing about his family is through his sister Laurie. Because of this, I have never met any member of his family personally. I have only seen their pictures in Laurie’s home. We can only hope that they would get along someday and make up for lost time. My family is also eager to see my partner’s family in the future. The problem that Mike’s family is encountering is beyond Mike’s sexuality. The conflict is deeply rooted in the negative memories of his parent’s divorce and the painful events that followed. It is in Mike’s longing for family love and support that push me to understand, love and care for him more. Mike and I made a vow never to allow our relationship to reach a point where we would end up like his family. We will value our marriage and extend mutual respect, open and honest communication and unconditional love for each other for the rest of our lives. Our Life as a Couple Our lifestyles have drastically changed since we got married. As a couple, we have shared so much of our leisure times together. We love to relax at home or spend time in a coffee shop while reading books relating to personality development, marketing and scientific research and studies. We are both into arts and music appreciation and occasionally we work our minds and hands on the canvass together. We still love to support local artists. Recently, I have introduced Mike to the community work that I have been supporting. We have spent time in supporting and visiting cancer patients as research on natural treatments is one of my hobbies. In my 5 years of volunteer service, I have developed friendship with Christina, who has successfully recovered with our support. Our Future Plans Mike was hired as a Production Director at X Agency in Mississauga. We are planning to move to Mississauga after we are officially united in Canada. We want to spend our late honeymoon in one of the tourist spots in Turkey. I still intend to finish my college in Toronto University. Hopefully, when I obtain my permanent Canadian residency, my tuition fee will be more affordable. We are saving for my education and we aim to achieve our goals on the summer of 2008.

British Monarchy

1. British Monarchy: the function of the queen in modern society, the royal privileges and maps, the royal household, the chief beginnings of income, chief ceremonies connected with royalty, royal abodes, the perceptual experience of monarchy in society The Monarchy is called the dignified portion of the Fundamental lawas opposed to the efficient portion # 8211 ; the executive ( the Government ) . Under the British Constitution the Monarch remains the caput of province which efficaciously means that British people are non citizens but Her Majesty # 8217 ; s topics. The Royal Prerogatives # 8211 ; an action of the Government that gets its legitimacy from the Crown ( there are certain actions that the Government performs, they are finally approved by the Queen. ) It is a fiction because the Queen is advised on most of her actions by her Government. 1: to name the PM at the terminal of the election ( usually the leader of the party that has the bulk in the HC ) 2: to cite, prorogue ( # 1086 ; # 1073 ; # 1098 ; # 1103 ; # 1074 ; # 1083 ; # 1103 ; # 1090 ; # 1100 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1088 ; # 1099 ; # 1074 ; ) and fade out the Parliament. 3: enact statute law ( # 1074 ; # 1074 ; # 1086 ; # 1076 ; # 1080 ; # 1090 ; # 1100 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1087 ; # 1088 ; # 1086 ; # 1077 ; # 1082 ; # 1090 ; # 1099 ; ) ; to give her Royal Assent to measures when they # 8217 ; ve been passed by both Houses. 4: declares war / makes peace 5: recognizes foreign provinces and authoritiess 6: concludes pacts 7: extensions / cedes districts 8: caput of judiciary = all the tribunals of the land are the Queen # 8217 ; s Courts # 8211 ; all the tests carried out in the Queen # 8217 ; s name ( Regina vs. Jones ) 9: Commander-in-chief of the Armed Forces 10: temporal governor of the Church of England 11: makes formal assignments to the most of import offices of the province in the Armed Forces and churches 12: confers baronages, knighthoods and other honours 13: formal blessing to determinations of the Government is given at the meetings of the Privy Council 14: the Queen of 16 former settlements, including Australia, Canada, New Zealand, represented by the governor. The Head of the Commonwealth ( 16 + some more other states ) Constitutional function of the Queen ( sovereign ) was foremost explicitly formulated by the 19 cent author and journalist Walter Bagehot ( the English Constitution 1867 ) . Celebrated ternary expression: the Queen has the right to be consulted, the right to promote and the right to warn. Every twenty-four hours surveies cabinet documents, foreign office paperss, receives a study of the parliamentary proceedings, on a regular basis sees the PM in audience, in changeless touch with foreign embassadors and the Commonwealth representatives. Important symbolic function: the integrity of the state, historical traditions and continuity. Defender of the Faith # 8211 ; merely Anglicans can win to the throne. Religious caput of province, the archbishop of Canterbury crowns the sovereign. 2 archbishops ( Canterbury and York ) and 24 bishops, deans of Cathedrals ( appointed by the Queen, advised by the PM ) . The Queen has ecclesiastic family # 8211 ; the College of Chaplains, the Chaplains and organists of the Chapels Royal at the Tower of London, St. James Palace and Hampton Court. The Royal Peculiars # 8211 ; non subjects to the legal power of archbishops, they are monarch # 8217 ; s. A figure of particular royal occasions, taking topographic point on a regular basis each twelvemonth: the province gap of the Parliament # 8211 ; October, November ( unless there has been general election ) . The Queen drives in a province passenger car from Buckingham castle to the castle of Westminster ( HL ) , reads her address from the throne, wears a Crown, address prepared by the governor. The Remembrance twenty-four hours # 8211 ; in November, service in the White Hall for the dead of the 2WW, lays a garland at the Cenotaph. June # 8211 ; goes to the Derby at Epsom, subsequently in June at Windsor for the Royal Ascot. Second Saturday of June # 8211 ; official birthday. The Trooping of he Colour, Horse Guards Parade, birth honours are given. In summer 3 garden parties are given in the evidences of Buckingham palace # 8211 ; all people # 8211 ; each attended by ~ 8,000 people of different walks of life ; tea, bars, brass set. The royal family # 8211 ; 350 courtiers, Private Secretary, ladies-in-waiting, the Mistress of the Robes, Ladies ( Gentlemen ) of the Bedchamber. The Finance. More than # 190 ; of the Queen # 8217 ; s disbursals is met by relevant authorities debts. # 163 ; 15,3mln # 8211 ; castles ( 3 functionary abodes # 8211 ; Buckingham castle in London, Holyrood castle in Edinburgh, Windsor palace ) . The Civil List # 8211 ; money provided by the Government and frequently by the Parliament, on a 10-year footing for the running of the Queen # 8217 ; s family. 2001-2011 # 8211 ; # 163 ; 7,9mln. Besides the Queen receives an income # 8211 ; the Duchy of Lancaster ( the Crown estate gt ; 19,000 hectares ) # 8211 ; one-year income # 163 ; 7,3mln before revenue enhancement. The Duke of Edinburgh ( hubby ) , kids ( Princess Royal Ann, Prince Andrew, Edward ) # 8211 ; receive rentes, but the Queen refunds all except the hubby, he # 8217 ; s the lone who receives purely. The Queen pays for her kids, they live at her disbursal. Prince Charles # 8211 ; the Heir to the Throne ; Duchy of Cornwall # 8211 ; income, in 2003 ~ # 163 ; 10mln ~ # 188 ; income revenue enhancement. The Queen offered to pay revenue enhancement on voluntary footing # 8211 ; decides how much to pay, on her private income, e.g. on portion of the Civil List used for private intents ( e.g. feast for friends ) . Others pay income revenue enhancement on regular footing like ordinary citizens. The Civil List is administrated by the alleged Keeper of the Privy Purse. Private Royal abodes. Sandringham ( East Anglia ) , Balmoral ( Scotland ) , Clarence House ( Queen Mother resided ) , St. James # 8217 ; s Palace ( Prince Charles, the minor royals ) , Kensington Palace ( Diana ) . Grace and favour flats, free of charge. The Royal Family. The Queen # 8217 ; s conserve # 8211 ; Philip the Duke of Edinburgh ( 1921 ) # 8211 ; celebrated for his epigrams. Princess Royal Ann, girl. The Prince of Wales ( 1948 ) , Heir to the Throne # 8211 ; Heir Apparent. Prince William ( 21 now ) # 8211 ; Heir Presumptive, Prince Henry ( 1984 ) . Prince Andrew ( 1960 ) # 8211 ; the Duke of York, Prince Edward ( 1964 ) # 8211 ; the Earl of Wessex. The perceptual experience of monarchy in society # 8211 ; it has its symbolic function, integrity, continuity, but immature people are far from it, the general attitude # 8211 ; non interested, attracts tourers. 2. The national symbols of Britain and its component parts ( the National flag, anthem, the national emblems, the Royal Beasts ) . The system of rubrics and honours The National Flag # 8211 ; the Union Jack. Combination of three crosses # 8211 ; St. George # 8217 ; s traverse # 8211 ; England, ruddy cross on a white land ; the cross of St. Andrew for Scotland # 8211 ; white diagonal cross on a bluish land ; the cross of St. Patrick for Ireland # 8211 ; ruddy diagonal on a white land. First introduced in 1606, had 2 crosses, brotherhood of England and Scotland ( James I ) , 1801 # 8211 ; St. Patrick added. National Emblems. Rise for England, thistle for Scotland, Narcissus pseudonarcissus ( leek ) for Wales, white clover ( wild oxalis, ruddy manus ) for Ireland. Crown, sceptre, blade of province, eyeball. Monogram ER # 8211 ; Elizabeth Royal. In the Centre of the emblem is situated a heraldic shield, divided into 4 parts. Left upper portion A ; right lower portion typify England ( 3 gold leopards on a ruddy land ) . Right upper portion # 8211 ; Scots emblem ( a ruddy king of beasts on a gold land ) . Left lower portion # 8211 ; Irish emblem ( xanthous harp on a bluish land ) . Around the shield # 8211 ; supporter. The shield is held by two Royal Beasts the Lion with the Crown in the left, the Unicorn in the right. Under them a bluish thread with words # 8220 ; Dieu et Monday droit # 8221 ; ( God A ; my right ) # 8211 ; Richard I. In the background # 8211 ; rose ( England ) , thistle ( Scotland ) , medic ( Ireland ) , leek ( Wales ) . The National Anthem # 8211 ; God Save the Queen ( King ) . Adopted after the War with Napoleon. The Royal Animals. The Lion of England, the Unicorn of Scotland, the Red Dragon of Wales, the Grey Hound of Richmond, the White Horse of Hanover, the Griffin of Edward III, the Falcon of the Plantagenet lines. The system of rubrics and honours. Twice a twelvemonth ( at the New Year and on the Queen # 8217 ; s official birthday # 8211 ; the Queen # 8217 ; s birthday honours ) # 8211 ; solemn ceremonial. 3000 honours are given yearly # 8211 ; the bulk the Order of the British Empire, most on PM # 8217 ; s advice, a few in the Queen # 8217 ; s personal gift. The Order of the Garter ( since Edward III 14th cent. ) # 8211 ; 24 people at one time, the Queen is a crowned head of the Order of the Garter, bluish thread, Prince Charles, + foreign, e.g. the King of Spain. The Order of the Thistle # 8211 ; 16 knights, green thread. The Order of Merit ( 1902 ) # 8211 ; 24 people. Royal Victorian Order ( 1896 ) # 8211 ; who have straight served the Royal Family. The Order of the Bath ( 1725 ) # 8211 ; ceremonial ablutions, red thread. The Order of the British Empire: 5 grades # 8211 ; member of the British Empire ( MBE ) , officer ( OBE ) , commanding officer ( CBE ) , knight commanding officer ( KBE ) or dame commanding officer ( DBE ) , knight/dame expansive cross ( GBE ) . Lists are made by members of the populace. Remain common mans, no particular privileges, rubrics are non familial. Highest honor # 8211 ; baronage, historically familial, and since 1959 life baronage. The 5 classs # 8211 ; Duke / Duchess ( Your Grace ) , Marquis / Marchioness ( My Lord ) , Earl / Countess ( # 8220 ; ) , Viscount / Viscountess, Baron / Baroness. Connected with individual # 8217 ; s business. On formal frocks # 8211 ; strawberry leaves, a coronet consisting of 8 strawberry foliages, 4 Ag falls and 4 strawberry foliages for a Marquis. Peers can disclaim their rubric, to acquire the right to sit in the HC # 8211 ; the rubric falls into suspension, means title delaies until this individual dies and his boy accepts it. The older boies of equals have courtesy rubric, one grade lower than their male parents # 8217 ; . Duke can strip his boy heritage, but no right to strip of the rubric. Elections in Britain Members of the House of Commons ( MPs ) are elected by electors of 651 parliamentary constituencies, into which Britain is divided, each with electorate of about 60,000 electors. Each individual over 18 has the right to vote, except captives, Godheads and the mentally sick. The vote is taken by a secret ballot. Each constituency is represented by one MP. The victor is the campaigner who gets more ballots than any other individual campaigner. The leader of the party with most seats normally becomes the PM and forms the Government, which can stay in power for up to five old ages. The 2nd biggest party becomes the official Opposition, and its leader forms the Shadow Cabinet. The PM chooses the day of the month of the following General Election. About a month before the election the PM meets a little group of close advisors to discourse the day of the month. Then the PM officially asks the Queen to fade out the Parliament # 8211 ; all MPs become unemployed, but authorities officers cont inue to map. . Voting takes topographic point on Polling Day ( normally a Thursday ) , the consequences are known by the following forenoon. The leader of the party that got the bulk is invited by the Queen to organize a authorities. The authorities is arranged in approximately 15 sections each with a curate as its caput. The PM chooses about 20 Mononuclear phagocyte systems from his or her party to go the Cabinet of Ministers. Members of the House of Lords are non elected. About 70 per cent of them are familial equals. The other 30 per cent are life equals, they are appointed by the Queen. The relative representation system # 8211 ; all political parties, little every bit good as big, are represented in the government organic structure harmonizing to the proportion of ballots they receive. Parties. 3 chief parties # 8211 ; the Labour ( Tony Blair ) , the Conservative ( Ian Duncan Smith ) , the Liberal-Democrats ( Charles Kennedy ) . Labour # 8211 ; ruddy coloring material, Conservative # 8211 ; bluish, Lib-Dem # 8211 ; orange. The party system since 17thcent. The House of the Godheads The chief map of the HL is to analyze and revise measures from the Commons. It besides acts as the concluding tribunal of entreaty. Bill send from the HC may be approved by the HL ( if fiscal automatically ) , they can amend the measure and direct it back to the HC, can non merely reject, can detain for 13 months, after this it becomes a jurisprudence ( # 8220 ; kill a measure # 8221 ; ) , but the measure is no longer relevant. Chamber: throne in the centre with a canopy and a woolsack ( beginning of Britain # 8217 ; s prosperity ) where the Lord Chancellor sits ( talker of the HL ) . Governmental side # 8211 ; right of the talker, resistance # 8211 ; left. Benches # 8211 ; ruddy leather, green line separates authorities and resistance ( for contrast ) + transverse benches. The talker takes portion in arguments and ballots. If the talker decides to turn to as an ordinary # 8211 ; leaves the woolsack. The House of Commons Current rank: Labor 409 ( a # 8220 ; comfy # 8221 ; bulk ) , Conservatives 163, Lib-Dem 53, entire 659 ( + some smaller parties ) . Presided over by a talker, has the right to keep the order, elected at the beginning of each parliament session or when the old retires or dies ; doesn # 8217 ; t talk in arguments, doesn # 8217 ; t ballot, calls members to talk, puts the inquiry ( to vote ) . The Chamberhas the same agreement # 8211 ; talker # 8217 ; s chair ( alternatively of the throne and the woolsack ) . Shadow Cabinet of the Opposition has the right to lucubrate alternate policies.Frontbenchers, backbenchers, crossbenchers, the visitants # 8217 ; gallery. The benches are green. Stress 2-party system. The procedure of arguments is adversarial. The chief mapis to do Torahs by go throughing Acts of Parliament, every bit good as to discourse current political issues. Parliamentary process. Each session begins with the State Opening of the Parliament, if a portion has the bulk, the Queen reads the address. A argument, a ballot is taken. If no clear bulk # 8211 ; hung parliament, unsafe state of affairs, can take to a parliament crisis. Most of the twelvemonth # 8211 ; particular modus operandi. Proceedings are public, televised, imperativeness admitted, so print the proceedings on the undermentioned twenty-four hours in Hansard ( it was the first adult male who published ) . Business, order of concern, parliamentary concern ; inquiry clip # 8211 ; 1 hr, MPs ask Ministers and other MPs inquiries, prepared 48 hours, by resistance # 8211 ; to uncover the failing in the Government. The chief argument: measures are introduced by the Government, Ministers largely. The measure is introduced in a signifier of a gesture, any Minister can travel something ; the inquiry is unfastened to debate. At the terminal of the argument the Speaker asks MPs if they accept a gesture, sometimes the affair is decides on the topographic point. Approved by a bulk, rare # 8211 ; a division is called: aye/no anterooms # 8211 ; ballot by walking, a bell is rung, appoint Tellers stay on a/n anterooms, each MP walk to the anteroom and they are counted ; hold really small clip. The measure goes through some phases: foremost reading # 8211 ; debated in item, when is complicated, the House goes into commission, particular commission remains ( e.g. the Committee of Defense ) , others leave. 3rdclip # 8211 ; passed or rejected, if passed # 8211 ; gt ; the HL # 8211 ; gt ; the Queen for the Royal Assent # 8211 ; gt ; jurisprudence. Bills are drafted by audience with professional organic structures. Sometimes the proposals take the signifier of white paper ( provinces that the Government wants to cognize the attitude of public ) ; if wants public treatment # 8211 ; green paper. The standing commissions. Guillotine gesture ( foremost introduced by Thatcher ) # 8211 ; cuts down argument, repair the clip is allocated. Every party has the party whips # 8211 ; like party police officer, press the members to vote for the Government, all party members vote for. They don # 8217 ; t play hooky player, if don # 8217 ; t come # 8211 ; decrease of the wage. The Government and Cabinet 10, Downing Street # 8211 ; PM and the Cabinet. The White Hall # 8211 ; Her Majesty # 8217 ; s Government, governs in the name of the Queen. The Queen invites the leader of the party that has the bulk to organize a authorities. The Ministers are about ever the members of the Commons, besides a few # 8211 ; Lords. It is based on a tradition, because in the Commons the Government is expected to explicate its policies. In 19thcentury some Governments included members of different parties. The chief curates and sections. ~100 Ministers, the cardinal nucleus is the Cabinet ~20 senior Curates invited by the PM, they are called the Secretaries of State. Minister # 8211 ; a junior member of the Cabinet. Lord Chancellor, Secretary of State for Foreign and Commonwealth Affairs ( Foreign Secretary ) # 8211 ; Jack Straw ; Chancellor of the Exchequer ( Minister of Finance ) # 8211 ; Gordon Brown ; Home Secretary ( Home Department ) ; Secretary for Defense, for Culture, Media and Sport, Education and Employment, Social Security, for Scotland, Wales, Northern Ireland. The chief rules: 1 corporate duty ( as if they were one individual ) even if persons do non hold. If a Minister has done something incorrect, his co-workers have to disinherit him/her, will hold to vacate. 2 PM foremost among peers. In theory the 2ndis supposed to promote balance and freedom for single curates, in pattern it can give rise to tenseness. Insure leading, let for each curate some duty and freedom in their field. Cabinet meetings are held in private, 1-2 a hebdomad, while the Parliament is sitting, or, less frequently, during parliamentary deferral. The proceedings are confidential, secretaries take a particular curse non to unwrap. Because of the great sum of concern, Secretaries have junior Curates working under them # 8211 ; Curates of State ( Undersecretaries ) . Civil Service # 8211 ; a political organic structure which administers the determinations of the Ministers. Employed ~600,000 civil retainers, expected to be politically impartial, serves any authorities, every bit loyal to whatever party is in office ; if they want to stand for the Parliament they have to vacate foremost. Centre # 8211 ; the Cabinet Office, responsibilities # 8211 ; considerable, including the proper running of the whole Civil Service. The Local Government 1995-1998 # 8211 ; the system was reformed. Types. 45 Unitary governments, largely around the large metropoliss. Now the system of local authorities has one-tier governments, merely unitary. 2-tier governments: county councils ( council member ) , subdivided into territory / borough councils ( city managers ) . In England # 8211 ; 45 u. c. , 34 c. c. and 238 d. / b. c. Local elections # 8211 ; for 4 old ages, council members elect yearly, function on voluntary footing ; the council doesn # 8217 ; Ts have executive powers, no decision maker # 8211 ; fundamentally self-regulating. The Queen # 8217 ; s represented by Lord Lieutenant of the county, attends on the Queen when she comes to the county, gives honours and grants on behalf of the Crown. Functions. Responsible for instruction, the care of the chief roads, societal services, public assistance, libraries, fire service, garbage disposal. District councils: lodging, urban roads, auto Parkss, garbage aggregation, diversion, graveyards, environmental wellness. Unitary councils # 8211 ; unite all these maps. Parish councils # 8211 ; in rural. Beginnings of funding. 1 the council revenue enhancement # 8211 ; on the owner-occupier or renter of a home which is their exclusive or chief abode. Calculate: depending on rating of the market monetary value of the home. Standard Band D, divide homes into groups. 2 non-domestic rate # 8211 ; on other sorts of belongings ; 3 authorities grants ; 4 income from fees and charges for services. London. 32 borough councils. The London city manager # 8211 ; Ken Livingston. Greater London authorization ( GLA ) covers the country of 32 boroughs and the City of London. The Corporation of London: the Lord-Mayor # 8211 ; nominated yearly by the City Guilds, 24 Aldermen, 130 council members. Cymrus. Merely unitary governments ( 22 ) . Besides # 8211 ; degeneration # 8211 ; the National Assembly for Wales in Cardiff for 4 old ages, 60 members and presiding officer. Can present secondary statute law, on the footing of Acts of the Apostless passed by the Parliament in Westminster, can non raise or lower income revenue enhancement. The Welsh Cabinet # 8211 ; 1stSecretary, secretaries for minor affairs ( ~ economic development, instruction, wellness, etc. ) . Have step of independency presents. Scotland. 29 unitary governments, for 3 old ages, elected. + 3 island councils. Have greater independency than Wales. The Scots Parliament, in Edinburgh, since 1999, 128 members. Has the right to present primary statute law and raise / lower income revenue enhancement by up to 3p in the lb. The Scottish Executive # 8211 ; the authorities, for instruction, wellness, jurisprudence and order, headed by the 1stMinister. Own notes # 8211 ; Scots lb. Northern Ireland: 26 territory councils elected for 4 old ages. The system of jurisprudence and order The Fundamental lawis non codified in any formal papers. The legislative subdivision # 8211 ; the HL, the HC, the Queen ; the Cabinet and the PM # 8211 ; executive ; they are combined by the Queen. In fact the Parliament is controlled by the executive, as all the measures pass to the Parliament by the bulk party, besides it is in the Parliament. Judicial system is represented by Courts, the HL is the chief 1. So there is practically no separation of powers. The bulk party has the existent power in the state. There is no constitutional tribunal, the system provides for no cheques and balances. The legal system of England and Wales are separated of these of Scotland and Northern Ireland. The system of tribunals. Supreme authorization # 8211 ; the HL ( supreme tribunals ) . The Ultimate Court of Appeal # 8211 ; Law Lords. Under the HL # 8211 ; Supreme Court of Judicature ( instead abstract, no individual organic structure ) , including the Court of Appeal, the High Court of Justice ( responsible for civil instances ) , the Crown Court ( for condemnable instances ) . The High Court of Justice: 3 divisions # 8211 ; the Chancery Division ( fiscal affairs: bankruptcy, reading of minutess and volitions ) , the Queen # 8217 ; s Bench Division ( for commercial jurisprudence: breach of contracts, serious personal hurt ) , the Family Division ( acceptance, divorce, etc. ) . Claimant/plaintiff lt ; # 8211 ; gt ; suspect. Civil instances: most are minor, settled in Small Claims Court ( affecting amount of money lt ; # 163 ; 5,000 ) , by a territory justice, if he decides that you are right can present costs and normally compensation / amendss. The more serious affair ( e.g. auto ) # 8211 ; to the County tribunal ( circuit justice # 8211 ; travels to the topographic point ) . You # 8217 ; d be represented by a canvasser or a barrister, if the instance is serious ( e.g. route accident and person was severely injured ) . If you are disgruntled # 8211 ; to the Court of Appeal ( Civil Division ) . Condemnable instances: Crown Prosecution Service, headed by the Director of Public Prosecutions, works under the counsel of the Attorney-General. Crown Prosecution Service sends barristers andcanvassers. 3 types of offenses: 1 ) sum-up offenses ( 95 % ) # 8211 ; e.g. motoring offenses, dealt with in Magistrates # 8217 ; tribunals ( Justice of the Peace ) # 8211 ; 3 people, ordinary citizens, chosen by the community, appointed by the Lord Chancellor on recommendations by local groups ; unpaid, non professional attorneies ( put magistrates ) , without any jury # 8211 ; so advised on points of jurisprudence and process by a particular lawfully qualified clerk. Magistrates # 8217 ; tribunal can condemn to less than 6 month imprisonment or a all right of less than # 163 ; 5,000, if more serious # 8211 ; direct to the Crown Court. 2 ) Offense triable either manner ( e.g. auto larceny ) # 8211 ; pick belongs to the suspect, decides either should be heard by ballad magistrates or the Crown Court. 3 ) Chargeable offenses ( e.g. robbery, at the point of the gun or knife ) # 8211 ; merely in the Crown Court, presided by High Court Judges ( full-time circuit Judgess ) with a jury of 12 people ( jurymans ) . Crown Courts besides hear the instances from Magistrates. If dissatisfied # 8211 ; to the Court of Appeal ( the Criminal Division ) . Verdict is reached by the jury, after they have heard. Jury # 8211 ; local people ( constitutional responsibility ) . The justice sits in the tribunal room, makes certain that the test is decently conducted. Counsel for prosecution, for Defense. The justice ~ ushers, helps the jury to make the finding of fact. Person is presumed to be guiltless unless the prosecution can turn out guilt above all sensible uncertainty. Convicted, acquitted, recessed. Offenses: slaying, manslaughter, colza, assault, assault and battery, incendiarism, robbery, burglary, larceny, mugging, shrinkage, snatch, peculation, graft, counterfeit, bearing false witness, slander, libel, blackmail, maltreatment of power/confidence, disorderly behavior, hurrying. Punishment: mulct, imprisonment, community service, probation ( study to a particular probation officer ) , remand in detention, remand on bond, to allow, deny bond, release on word ; decease punishment abolished in 1969. The age of condemnable duty 10 old ages. For kids # 8211 ; Juvenile Court ( youth tribunal ) , 15 old ages peak age: let to populate within the household, under particular supervising, take into local authorization attention ( in a community place ) , attend particular school, live with surrogate parents, community service. Lawyers. Solicitors # 8211 ; the lower class, may cover with public, barristers # 8211 ; can non near public. A individual # 8211 ; gt ; canvasser # 8211 ; gt ; barrister # 8211 ; speaks in tribunal. Solicitor speaks in the Magistrates # 8217 ; Courts. Law society # 8211 ; for canvassers, the Bar # 8211 ; for barristers. Queen # 8217 ; s Counsels ( QC ) # 8211 ; in of import instances. No particular preparation for Judgess, Lord Chancellor decides who is to be a justice, chooses barristers. 9. The category system of modern Britain: the enlargement of the in-between category, category mobility, the upper categories, the outgrowth of a new lower class, the chief causes of this, the British impression of professional categories, the perceptual experience of category system and category struggle in modern society 1990 # 8217 ; s: upper category 1 % , upper middle 3 % , in-between 16 % , lower in-between 25 % , skilled working 25 % , unskilled working 17 % , underclass 13 % . A market characteristic of last 3 decennaries of 20thcentury # 8211 ; major enlargement of the in-between category. In 1900 75 % of manual workers, in 1991 # 8211 ; 36 % . 2mln occupations created in the professional and managerial Fieldss, works became more skilled and the service sector grew well ; mean income grew, so today much of the working category population can afford a in-between category life manner. Thatcher made 2/3 of population house-owners by selling council houses for give-away monetary values, overpowering bulk have a bank history or a edifice society history ; share-holders due to the denationalization of province companies in 1980 # 8217 ; s. Traditionally working at a works was considered on the job category, but basically in-between category # 8211 ; a batch of mobility between center, lower cen ter and working categories. Least mobility in upper category, in lower class # 8211 ; another consequence of Thatcher # 8217 ; s policies ( abolished full-employment ) . 1 % ain # 188 ; of the state # 8217 ; s wealth ; heritage, spread around the household to minimise the consequence of revenue enhancement. Young people # 8211 ; professionals, like civil retainers, attorneies, armed forced # 8211 ; during Thatcher # 8217 ; s period, a batch of them moved from the public service to the private sector, because of wages. In 1964 people were asked if there was category battle # 8211 ; 48 % # 8220 ; yes # 8221 ; , in 1995 # 8211 ; 81 % . 10. Historic state houses as portion of British national heritage: the development of attitudes from the mid-19th century to the present twenty-four hours. The function of the chief blue households, the National Trust and the authorities in the saving of the state houses Until early 19thcentury # 8211 ; private houses of the nobility. Their function as national heritage began so. The Victorian thought # 8211 ; Tudor and Jacobean houses, contrasted to the 18the century houses which considered not-English, cosmopolite. A author Nash published a book about them, everybody could see. Started going a batch, one of the most popular interests, + railways ( 1825 ) , all categories excepting working categories. Few proprietors needed fiscal part, so no fee ( merely in 3-4 houses ) . In 2ndhalf of the 19thcentury # 8211 ; alteration, friendly attitude broken, general populace began to be called anti-intellectuals ( commercialism, urbanisation, amenitiess ) . Middle category # 8211 ; widely distributed resorts ( Nice, Biarritz # 8211 ; tone was set by Edward, Victoria # 8217 ; s boy ) . In European states # 8211 ; opposite. In Jan 1895 # 8211 ; a charitable trust was set up, the National Trust ( 1stpresident # 8211 ; Duke of Westminster ) . Accepted gifts from people who cared, bought houses by public subscription, rank fees. Bought merely ~60 houses. The 2nd group of people # 8211 ; proprietors themselves # 8211 ; savages. Didn # 8217 ; t want to keep. Deep agribusiness depression, monetary values of land fell, grain monetary values fell, = gt ; economic and political power suffered terrible blows, land and money more of import than houses and contents, big houses were really expensive to keep # 8211 ; found purchasers, or redecorated, destructing his torical characteristics. In 1894 # 8211 ; decease responsibility introduced, this ruined many blue households. The 3rd group # 8211 ; little, about fringy # 8211 ; aesthetes, criticized anti-intellectuals and savages. Between the WW # 8211 ; public rating continued to deteriorate, sing stopped, closed, abandoned or demolished. Urbanization of the state # 8211 ; landholders began to sell land ( decease responsibility # 8211 ; 50 % ) , ~ 1/5 of landholders fell out of the category. While they could sell lands, cipher needed houses, they could be bough # 8220 ; for a vocal # 8221 ; . Lots demolished, tonss sold to assorted establishments, like public schools, colleges, young person inns. After WWII # 8211 ; alteration, trade with the authorities ( schools, or shop houses for national art aggregations ) ; if non # 8211 ; to suit military personnels. Besides # 8211 ; one time is taken # 8211 ; no decease responsibility. Everybody felt there was no hereafter for the state houses life, tonss demolished, sold, needed for schools, infirmaries. Late 50 # 8217 ; s-60 # 8217 ; s period of turning land monetary values, many landholders became multimillionaires. Then a group was formed # 8220 ; heritage in danger # 8221 ; . Tax freedom for of import plants of art, edifices, stretches of land. Owners were allowed to set their belongings in â€Å"maintenance funds† – controlled by the household, but treated as public organic structures. Apply for care grants – historic edifice council. Nowadays # 8211 ; 1: in private owned houses # 8211 ; HHA ( historic houses association ) , in best status. 2: owned by the National Trust ( rank fee, but sing free ) . 3: owned by the Government, 1984 English heritage set up, organisation funded by the Government, shells # 8211 ; nil indoors, or ruins. There is Secretary in the Cabinet for English Heritage. Besides purchasing # 8211 ; grants export licence to take it out of the state, administers Historic Buildings Council grants. 4: institutional usage, e.g. Warwick Castle # 8211 ; Mme Tussaud # 8217 ; s. British History 1. Name the encroachers who came to the British Isles before the Norman Conquest. The Celts ( 700 BC ) , the Romans ( 55, 54 BC Caesar ; 44, 77 AD Agricola ) , the Scotts from Ireland, the Picts from far north, the Anglo-Saxons ( 6thcentury ) , the Vikings ( Danes, Norwegians, Swedes ) 2. Who were the Druids? The ancient Gaelic priests and instructors, spiritual leaders, before Christianity. 3. What is Hadrian s Wall? A rock wall which the Roman Emperor Hadrian ordered to be built across the North of England in 122 Ad from the E seashore to the West, in order to support Roman Britain from onslaught by northern folks. Every 15 stat mis # 8211 ; garrison. In Northumberland. 4. What do the words Danelaw and Danegeld base for? Area conquered by the Danes, money ( ransom ) paid to the encroachers. 5. What do you cognize about the conflict of Hastings? 14 Oct 1066, the Norman King William the Conqueror defeated the ground forces of the English King Harold. 6. Trace the history of spiritual on the British Isles up to the concluding transition to Christianity. Druids, pagan religion, # 8211 ; gt ; pagan Romans, eradicated Druids, # 8211 ; gt ; 391 Theodosius ordered the closing of all heathen temples, # 8211 ; gt ; 597 Pope Gregory sent mission to change over Anglo-Saxons, St. Augustine # 8211 ; missional ; monasteries, churches, by 8thcentury Christianized. 7. What changes did the Romans bring to Britain? Introduction of towns, baths in each, aqueducts, drainage, sewerage, walls against invasions, armed cantonments, Villas, introduces some veggies and fruits. 8. When was England portion of a Norse Empire? The Angevin Empire? 11thcent. 1154 terminal of the 14thcentury. 9. Remark on the beginning of names like Gloucester, Worcester, Essex, Wednesday, Thursday, Friday. Gloucester, Worcester # 8211 ; # 8220 ; castra # 8221 ; intending the armed cantonment ( lat. ) , Essex # 8211 ; east Saxons, Thursday # 8211 ; Vikings # 8217 ; strongest God of boom Thor, Friday # 8211 ; Freya # 8217 ; s twenty-four hours. 10. Which languages of Britain are of Celtic beginning? Gaelic, Erse ( Scots and Irish ) , Welsh, Irish. 11. What historical significance does the Bayeux Tapestry hold? A tapestry ( big piece of heavy woven cloth ) 70m long, made in Bayeux ( France ) in 11th-12thcenturies, whose images tell the narrative of the Norman Conquest. 12. When was Westminster Abbey built? Rebuilt? 11thcentury, 13thcentury. 13. In what papers is the narrative of the Viking invasion told? The Anglo-Saxon Chronicle. 14. What is Witenagemot? The council of the aristocracy and top clergy in 10thcentury. 15. What was the capital of Anglo-Saxon and early Norman England? Winchester. 16. How was the royal family expected to be financed in the medieval times? When did this pattern terminal? The male monarch was believed to be the richest landholder, expected to populate off his ain. Then system of revenue enhancement # 8211 ; the knights were encouraged to remain in their manors and better, pay revenue enhancements, instead than function the male monarch at the tribunal. Ended when the Civil List was introduced, money was given by the Parliament. 17. When was test by jury introduced? How did it work? 12thcentury, jurymans were the informants themselves. Cipher could be convicted unless jurymans swore that there was the instance against person. 18. In what war was the conflict of Crecy fought? What was its consequence? The Hundred Years War. 1356. Prince of Wales ( Black Prince ) defeated the Gallic. 19. What papers was signed at Runneymede? In what twelvemonth? What were its commissariats? Magna Charta, 1215. ~ 1stEnglish fundamental law, lay down the foundation of the authorities, 60 articles. Most of import # 8211 ; no free adult male was to be arrested, imprisoned except by the jurisprudence of land ( given of artlessness ) ; no revenue enhancement should be introduced without the blessing of thee Council. Privileges to boroughs # 8211 ; charted town, guaranteed freedom of metropoliss. 20. What are the campaigns? 8 wars led by Christian European male monarchs in the 11th, 12thand 13thcenturies to acquire control of Palestine from the Muslims, since both sides believed that Palestine was a holy land in their faith. 21. How and when did Parliament emerge in England? 13thcentury # 8211 ; 1265. Great councils more and more frequently, representatives from shires, towns came to meetings. In 1350 divided into HL and HC. 22. How was the feudal system organized under William the Conqueror? Brought 170 tenants-in-chief, 5,000 knights. The honor ( land ) # 8211 ; to tenants-in-chief, manors # 8211 ; to knights. Governing category # 8211 ; renters, knights ( aristocracy category ) , bishops ( appointed by the King ) . William gave orders to renters, they to knights. Common people belonged to the knights. 23. Why did the Hundred Years War start? How did it stop? 1337-1453. Attempt to repossess the Angevin Empire, tried to maintain control of lands in France. The Gallic won and forced the English to go forth France. 24. What is the Domesday Book? The record of all the lands in England, demoing their size, value, ownership, etc. , made in 1086 on the orders of William the Conqueror. 25. What do you cognize about Thomas Becket? The Archbishop of Canterbury, who was killed by Henry II # 8217 ; s soldiers ( 1170 ) in Canterbury Cathedral ( # 8220 ; Who will free me of this turbulent priest? # 8221 ; ) . Becket was his friend. He was appointed Lord Chancellor, so became the Archbishop and began to claim estates from the baronial people as being Church belongings. Then he declared that no power, but himself should name a priest to any church in England. Henry II tried to cut down the power of the Church. They quarreled, so Becket resigned and changed life styles to humbleness and self-denial, went to France for 6 old ages. 26. What are the royal regalia? Ceremonial apparels and ornaments. Crown, sceptre, eyeball, + blade of province. 27. Who is Wolsey? An English Cardinal, and politician who was rich and powerful, but lost power after neglecting to carry the Pope to let Henry VIII to disassociate Catherine of Aragon. Accused of high lese majesty, died merely in clip. 28. When and how were the feudal system and the power of the mediaeval aristocracy broken? 15thcentury. Continuous contending among the baronial people, the Wars of the Roses ( civil war ) , physically wiped out, and common people stayed off from contending. Battle of Bosworth, 1485 # 8211 ; terminal of mediaeval England. 29. What character in English history was called the King-maker? Why? During the Wars of the Roses, Earl of Warwick, decided to interfere, and Edward IV became the male monarch with his aid. 30. What do you cognize about Thomas More? An English politician and author, he was the King # 8217 ; s advisor, Lord Chancellor, but when he opposed the King # 8217 ; s divorce and refused to accept him as the caput of the Church of England, was put in prison and beheaded. 31. Name the chief Tudor male monarchs. What was the success of the Tudor regulation based on? Henry VII, Henry VIII, Edward VI, Mary I, Elizabeth I. Absolute monarchy, set manners in every field of public life, felt public sentiment, gave rise to a new elite # 8211 ; the aristocracy, trade flourished, avoided expensive wars. 32. How did the Church of England emerge? In 1527 Henry VIII wanted to remarry ( Catherine of Aragon # 8211 ; gt ; Anne Boleyn ) , the Pope didn # 8217 ; t admit his divorce ( was influenced by the Spanish male monarch, Catherine # 8217 ; s nephew ) , in 1533 broke off with Vatican, announced himself a supreme caput of the Church of England. 33. Who is Thomas Cranmer? What is he best remembered for? The Archbishop of Canterbury, foremost after the creative activity of C of E, one of the leaders of Reformation. Granted the King his divorce. 34. The causes, two chief periods and the consequences of the Wars of the Roses. Dynastic crisis, Plantagenets perished, the competition between House of Lancasters and House of Yorks led to the civil war ( 1455-1485 ) . The Battle of St. Albans ( 1455 ) # 8211 ; Richard of York ( won ) versus Henry VI. Queen Margaret ( 1960 ) # 8211 ; Lancaster. Edward IV ( York ) . Richard III. 1485 Henry VII Tudor. The Battle of Bosworth. End of mediaeval England, rise of new elite, Tudors came to the throne. 35. Who is William Cecil? Elizabeth # 8217 ; s advisor, secretary. She had a good endowment in taking advisors in opinion. Cecils were common mans, but she made him Lord Burleigh. 36. What do you cognize about the disintegration of monasteries? Its societal effects. In the beginning of 1530s in England were approximately 800 Catholic monasteries. 1536-1540 all the monasteries were closed, the lands and properties passed to the male monarch # 8217 ; s exchequer. Then the male monarch sold the lands to gentry, it created a immense landowning category, which had political influence until the 19thcentury. 37. How did the inside of and service in the English church alteration as a consequence of the constitution of the Church of England? 1549 # 8211 ; Book of Common Prayer, retained much of Catholic pattern, including mass. More extremist ( 1552 ) # 8211 ; Catholic mass disappeared, introduced punishment. 1559 # 8211 ; Act of Uniformity. Service of the Holly Communion replaced the mass, Morning Prayer said in English, Psalm vocalizing, vicar delivered discourse from the dais. Before appealed to the oculus, now to the ear. Appearance of churches changed # 8211 ; interior about bare, Royal Arms alternatively of the image of Jesus Christ, relics, communion table, pix gone, walls whitewashed, no pictures, reverends wore surplice. Abolition of church music. 38. What character in English history is called Bloody Mary ? Why? Mary, girl of Henry VIII and Catherine of Aragon. Wanted to change over the state to Catholicism. Lots of executing ( Thomas Cranmer ) , reign was about a catastrophe, unsuccessful war with France. 39. In what papers is the philosophy of the Anglican Church contained? When was the concluding version of it adopted? How did the philosophy develop from Henry VIII to Elizabeth? 42 Articles of Faith 1552 by Cranmer. In 1562 # 8211 ; modified to 39, and in 1571 was imposed by the Parliament as the philosophy of C of E # 8211 ; till presents. More extremist but proved to be the aureate mean, meant different for different people. 40. What does Elizabethan religious colony imply? Protestants wanted to travel farther, to Calvinism, Catholics to continue Catholicism. She was a Protestant, but non spiritual, didn # 8217 ; t care much ; motivated by political grounds had to come back to the C of E. In 1559 # 8211 ; Act of Supremacy ( eventually abolished foreign intervention in English ecclesiastical personal businesss ) . Act of Uniformity ( 1559 ) . She wanted moderate Protestantism, but bulk wanted more extremist signifier. Under force per unit area in 1552 issued the 2ndPrayer Book, which was more extremist than she wanted. 41. Elizabeth versus Mary Stuart. Mary was the Queen of Scotland ( Elizabeth # 8217 ; s cousin ) . She has been married to the Dauphin, the inheritor of the Gallic male monarch. As the Roman Church neer recognized the matrimony ( Henry VIII A ; Anne Boleyn ) , she claimed the English Crown. Mary was accused of slaying of her 2nd hubby and was imprisoned, signed her stepping down, so managed to get away to England. Elizabeth didn # 8217 ; t want Mary to be executed. Mary spent in prison 19 old ages, so executed for high lese majesty. 42. Elizabethan foreign policies and their consequence on the exchequer. England was non a great power, European states dominated. England in secret did injury to them ( pirates # 8211 ; got a batch of money to the exchequer, so she didn # 8217 ; t penalize them ) , and aided the Netherlands against Spain. Philip II, the Spanish King and # 8220 ; bloody # 8221 ; Mary # 8217 ; s hubby, besides back uping Mary Stuart # 8211 ; conflicted with Elizabeth. Sent fleet to get the better of England, but England won the Invincible Armada and became the Mistress of the Seas. Financial jobs, Elizabeth considered to be really miserly. 43. The chief causes of the struggle between King and Parliament in the mid-17th century. 2 chief jobs when Stuarts replaced Tudors # 8211 ; spiritual and fiscal. Lack of money in the exchequer, the Parliament refused to present any ordinary revenue enhancement. James I got rid of the Parliament. Besides James stated that Puritanism in his state couldn # 8217 ; t be tolerated. 44. In what war was the conflict of Naseby fought? 14th June 1645. The First Civil War. The first licking of monarchists. 45. Name the Stuart male monarchs and Queenss. James I, Charles I. After Restoration Charles II, James II, Mary II, William III, Queen Anne. 46. What do you cognize about Guy Fawkes? The Gunpowder Plot. 5th November 1605. He wanted to blow up the Parliament, when the King, the Lords and the Commons should be at that place. The Plot was disclosed, Fawkes imprisoned, found guilty, executed. 47. What event is normally referred to as Regicide? How popular and lawful was it? The executing of Charles I. Peoples considered this to be a atrocious event because they believed him to be lord-anointed. He was convicted non by the tribunal of jurisprudence but by a legislative assembly. 48. Under what fortunes was it possible for English male monarchs to govern without Parliament? What kings did it? When was this eventually stopped? James I got rid of the Parliament. Charles I besides. When Charles I had to cite the Parliament because he needed money severely ( Scotts invaded the state and demanded money, to forestall from active war ) # 8211 ; summoned the Long Parliament. It started go throughing Torahs # 8211 ; no disintegration of the Parliament without its consent, no type of revenue enhancement without its consent, king able to cite the Parliament when wanted, but at least in 3 old ages. 49. What events took topographic point in England between 1642 and 1649? In 1642 the King went to the North to piece the ground forces to contend with the Parliament. Cipher wanted the war but the opportunity for via media was lost, Charles refused to get rid of the royal privileges, so the war was inevitable. The Parliament created the # 8220 ; New Model Army # 8221 ; which defeated the Royal Army. Charles was captured but fled to the Isle of Wight, so arrested, set on test, executed ( 1649 ) . 50. What period is called the Personal Rule? How did it stop? 1629-1640, Charles I, had jobs with money, wanted to avoid wars, to raise money by royal privileges, granted new monopolies, remembered old revenue enhancements, conflicted with the Parliament and eventually he didn # 8217 ; t summon. Peace with France and Spain, commercial prosperity. Ended with 2 civil wars and executing. 51. Who are Cavaliers and Roundheads? Cavaliers were the people, largely aristocracy, who supported the King during the English Civil War. Roundheads, largely puritans, aristocracy, # 8211 ; supported the Parliament. 52. What do you cognize about Inigo Jones? A British designer, who was the spouse of Charles I ( who was the frequenter of humanistic disciplines ) . Designed many of import edifices, clairvoyance. in London. He was the first individual to present the Italian Palladian manner. Besides designed scenery for the theater. 53. Why are the events of 1642 1649 sometimes referred to as the Puritan revolution? What were its consequences? Because the Parliament consisted chiefly of Puritans. They criticized the C of E, were persecuted for this, they wanted to acquire rid of all remains of Catholicism. Results # 8211 ; extreme Puritans did off with the C of E and set new political system, the Republic. 54. What period in English history do we name the Protectorate? The period after Oliver Cromwell dissolved the Parliament and proclaimed the Protectorate, presuming the rubric of Lord-Protector. 5 old ages ( 1653-1658 ) . Then his boy Richard, boulder clay 1659. 55. When and between what states was the War for the Spanish Succession fought? What were its consequences? In 1701-1713, England ( + Holland ) , France and Spain # 8211 ; for the Spanish throne after the Spanish King # 8217 ; decease. England won, got Minorca, Gibraltar, Newfoundland. Gallic enlargement stopped. 56. Why are the events of 1689 called either the Glorious or the Unexpected revolution? What were the effects? James II conflicted with the Parliament, the 2 parties decided to take James and ask for his girl with her hubby William of Orange. James fled to France, people didn # 8217 ; t object. No blood, no resistance, no conflicts. Absolutism in England came to its terminal, England became limited monarchy. 57. What does the term Restoration base for? No parliament, no stableness, and at last the monarchists invited Charles II ( Charles I # 8217 ; s boy ) to go the King in 1660. 58. What function did the Duke and Duchess of Marlborough drama in English history? John Churchill for his triumphs in the War for the Spanish Succession ( the conflict of Blenheim ) got the rubric of Duke of Marlborough, was granted the land. His married woman Sarah Jennings was the Queen # 8217 ; s front-runner. 59. Who are the Dissenters? Members of one of the Protestant groups that separated from the C of E, refused to accept the philosophy of the established church. 60. When did the party system emerge? What were the first parties, how did the system alteration with old ages? 1670 # 8217 ; s. foremost there were two parties # 8211 ; Tory ( tribunal party that supported the King ) and Whigs ( who supported the Parliament # 8211 ; state / aristocracy, wanted reforms ) . 61. When did the King go king-in-Parliament? What did it intend? 1694, William of Orange, III. He ruled under certain conditions: accepted the Bill of Rights ( no standing ground forces, no Torahs without parliament # 8217 ; s consent ) , the Act of Settlement ( no Catholic win ) . Didn # 8217 ; t regulation on his ain, but a portion of the Parliament. 62. When was the Civil List foremost introduced? In William of Orange # 8217 ; s reign, 1698. The Parliament started giving money for maintaining king # 8217 ; s family, so that he couldn # 8217 ; t fade out it. 63. Who are the Hanovers? After the Queen Ann # 8217 ; s decease there was a alteration of dynasty, because she didn # 8217 ; Ts have kids. George I was from German, but James I # 8217 ; s remote comparative. 64. How and when did the office of the Prime Minister arise? What did the office imply? Who was the first PM? 1720 # 8217 ; s. The first PM was Robert Walpole, he became the King # 8217 ; s representative in the HC. 65. What were the chief periods of the reign of George III? The first period 1760-1789, believed in an absolute monarchy, was an idealistic politician. When the settlements in America got independency, the Whigs returned to power. Besides after the Gallic Revolution, England felt that it was a great menace. After the War with Napoleon, the triumph, he got national regard. The monarchy began to alter. 66. Who are the Black Prince, Bonnie Prince Charlie and the Prince of Wales? The Black Prince was the Prince of Wales, during the Hundred Years War he defeated the Gallic. Bonnie Prince Charlie # 8211 ; the grandson of James II, believed to hold the right to be the king alternatively of George II. The Prince of Wales is the eldest boy of the King / Queen, started when Wales joined England in Edward I # 8216 ; s reign. 67. What period is called the regulation of the elite ? How did the political system work? When and why did it stop? The period of Whigs # 8217 ; opinion, during the reign of George I and II, the state was efficaciously controlled by the curates ( Robert Walpole # 8211 ; the caput ) . It ended with the accession of George III ( who was brought up in England ) ; he subjugated the Parliament. 68. What event is called the Boston Tea Party ? A protest in Boston in 1773 against the British revenue enhancement on tea, when tea was thrown from the ship into the H2O in the Boston Harbour. This is considered to be the event that started the American Revolutionary War. 69. What period is referred to as Regency? Why was it necessary? The period 1811-1820 when the state was ruled by the Prince Regent ( George IV ) , because the King himself was mentally sick. 70. When was the first British Empire created? When did it stop? Created after the triumph in the War for the Spanish Succession. It ended in 1783 when the settlements in America became independent. 71. Who is William Pitt the Younger? What function did he play? He was the caput of the fraction of the Whig Party, George III preferred him, became the PM # 8211 ; great stableness, support of both King and the Parliament. 72. Who were the heroes of the wars against Napoleon? Horatio Nelson defeated Napoleon several times, the conflict of Trafalgar, he was fatally wounded ; Duke of Wellington, defeated Napoleon in the conflict of Waterloo in 1815. 73. How did the look to run into one s Waterloo originate? Bonaparte was eventually defeated in the conflict of Waterloo in 1815. 74. The alterations in the nature of monarchy and the opinion elite in the early nineteenth century. The Monarchy became the symbol of the state # 8217 ; s integrity. After the war with Napoleon. Great proud. The governing elect underwent great alteration. Peoples meriting regard # 8211 ; non merely birth and belongings, but industry and morality. A position that wealth and rank meant responsibility, private morality. Political power based on birth and belongings. 75. What is the Great Reform Bill? Why was it necessary and what were its chief commissariats? It was a measure which gave a vote right to more societal groups and large metropoliss were now represented in the Parliament. Necessary # 8211 ; because industrial metropoliss emerged and they had no representatives. 76. What were the chief characteristics of Victorian society and authorities? The state was efficaciously ruled by the PMs, who were elected from the party that got the bulk in the Parliament. 2ndReform Bill in 1867 ( blue regulation declined ) , electorate doubled, secret ballot introduced. Society: category division formed but no confrontation. Fiscal independency, reputability, philanthropic gift, difficult work, seriousness. Police force created, public wellness, instruction for the lower categories. Free unregulated market. 77. The extension of franchise after the Great Reform Act of 1832, its effects. Every 5threceived a ballot. Redistribution of seats. Now large metropoliss were represented, belongings making for campaigners. Social effect # 8211 ; tied the in-between category to the blue bloods. 78. What was the function of Prince Albert in British history? He was the Prince-Consort, was non fit for concern, but had good influence on the immature queen. He was interested in humanistic disciplines, music, scientific discipline and industry, planned and organized the Great Exhibition in 1851. Many edifices are named after him. 79. What were the two chief parties in the Victorian age and who were their most outstanding leaders? Tory # 8211 ; gt ; Conservatives ( Disraeli ) , Whigs # 8211 ; gt ; Liberal ( Gladstone ) . They alternated. 80. When did authorities societal policy originate? What countries did it cover? Social reforms in Victorian reign # 8211 ; public wellness, instruction for all kids, province undertook the responsibility to supply schools, school attending became mandatory, simple instruction free. 81. What is the Boer War? The war in South Africa against 2 Boer democracies ( Transvaal and Orange Free State ) , made them a portion of the British Empire. Huge loss of life, Britain became unpopular in Europe. 82. What period do we name Edwardian? What were its typical characteristics? The reign of Edward VII. Society became cosmopolitan, new wealth was added to the old wealth of great landowning households ( from Victorian clip ) . Appearance of the Labour Party, societal reforms. Crisis, suffragette motion. Poverty and unemployment. Irish inquiry. 83. What do you cognize about the People s Budget? Was introduced by David Lloyd George. It was designed to pay the costs of societal public assistance and naval rearmament. But the Lords rejected the undertaking in 1909. 84. What were the effects of WWI on British society? Had really of import effects, affected everyone, traumatized the whole coevals, nil was the same after it. It had provided the juncture for monolithic governmental experiments in economic endeavor, in insurance. It was the urge for societal and economical alteration. Rising unemployment. Rise of Labour Party and diminution of Liberals. Very extended plan of societal reforms # 8211 ; Liberals failed to react. 85. The rise and autumn of the Second British Empire. 1850 the 2nd British Empire, India added, exceeded the 1st. During the period from 1940 to 1980 old ages more than 40 British settlements became independent. Remained friendly with Britain, most of them # 8211 ; gt ; the Commonwealth. 86. When did authorities economic policy Begin? After the WWI, the Government started supporting the place market by presenting protectionist duties. 87. When did the Labour party emerge? How did it later alter the party system? The alterations in the Labour programme at the terminal of the twentieth century, their chief cause. Emerged in 1906. In 1920 # 8217 ; s rose and replaced the Liberal Party. Was traditionally the socialist party, but in 1980-90 # 8217 ; s changed and travel towards the political centre ( New Labour ) . 88. What were the chief effects of WWII? The economic system declined, there was nil to export, no money for import. Britain was efficaciously a totalitarian province, the Government had limitless power, rationing introduced, luxuries had 100 % revenue enhancement on them, everyone of contending age was conscripted, retainers disappeared. Defeat of Conservatives and triumph of the Labour Party. 89. What function did Mrs. Simpson, a divorced American, drama in English history? Wallis Simpson, had a relationship with Edward VIII. Because she had already been married twice earlier, Edward was non allowed to get married her. Then he decided to renounce, she became the Duchess of Windsor. 90. What is a Welfare province? When was it created? What does the term Welfare mean today? State with a system of societal aid provided by the province, giving money to people who are hapless or unemployed, supplying medical attention. 1945-51. The section of societal security. 91. What is meant by the epoch of consensus ? 92. What is Affluent Society? Affluent society, which was created by enlargement of the in-between category. In 1990 # 8217 ; s the society was defined by a prosperity that involved the bulk of people. 93. What events are sometimes referred to as The Winter of Discontent ? The winter of 1978-79 when many workers refused to work in protest against the Labour authorities # 8217 ; s thought on restricting wage rises. The Labour party lost power after this. 94. What events are called The Battle of Britain ? The battles between German and Britain aircraft during the summer and fall of 1940, when British aircraft tried to forestall German aircraft from bombing British metropoliss. The bombardment was stopped at the terminal of 1940 and it was considered as a great triumph. Main consequence # 8211 ; prevented from invasion. 95. Why was Thatcher s period in office called a revolution? What did she intend when she proclaimed a return to Victorian values? Changed a batch, reduced revenue enhancements, took away power from trade brotherhoods, started the programme of denationalization, and created immense in-between category. Free market. Everybody should work hard, be earnest, thrifty, and independent.