The American Grievances free essay sample

Were all the American grievances really justified, or were the British actually being more reasonable than most Americans have traditionally believed? The British were actually more reasonable than most Americans have traditionally believed. For example, the navigation laws, laws that regulated trade to and from the colonies, would be seen as an American grievance but were not really enforced by the British government until 1763, which allowed people to smuggle goods, â€Å"But the truth is that until 1763, the various navigation laws imposed no intolerable burden, mainly because there were only loosely enforced. Enterprising colonial merchants learned early to disregard or evade troublesome restrictions. Some of the first American of John wholesome smuggling†(124). It seems that Americans viewed the British as terrible and controlling, but the colonists actually benefitted from them. The colonists gained free protection from the British colony, and they a gained a monopoly in the British market, â€Å"London paid liberal bounties to colonial producers of ship parts, over protests of British competitors. We will write a custom essay sample on The American Grievances or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Virginia tobacco planters enjoyed a monopoly in the British market, colonists also benefited from the protection of the world’s mightiest navy and a strong, seasoned army of redcoats†(124). It is obvious that they benefited from each other, and they British can be seen as reasonable. 2. What was the revolutionary movement all about? The amount of taxation? The right of parliament to tax? The political corruption of Britain and the virtue of America the right of the king to govern America? The colonies growing sense of national identity apart from the Britain? Was the revolution truly radical overturning of government and society –usual definition of a â€Å"revolution†? The revolutionary movement was about the taxes that Britain placed on the Colonies. Grenville was placing taxes on the colonists to support the new military defense, so they placed the Stamp Act, which used a stamp to make sure the tax on paperwork is paid off, the Quartering Act, which forced people to feed and shelter soldiers, and the Sugar Act which put taxes on imports on sugar, â€Å"Thus some colonial assemblies defiantly refused to comply with the Quartering act, or voted only a fraction of the supplies it called for. Worst of all, Grenville’s noxious legislation seemed to jeopardize the basic rights of the colonists as Englishmen. Both the Sugar act and the Stamp act provided for trying offenders in the hated admiralty courts, where juries are not allowed†(126). The people were against the taxes; they were not fairly represented in the courts when they were tried for violating these acts. This caused uproar by making the colonists feel like they are being controlled by the British government, and that they are not fairly represented. â€Å"Angry throats raised the cry ‘No taxation without representation’†(126). 3. In 1775, which side would a neutral observer have expected to win-Britain or the colonies? Why? As a neutral observer, it would be expected that Britain would have won for several reasons. First and for most Britain outnumbers the colonies with a stronger and trained army, â€Å"The population odds were about three to one against the rebels-some 7. 5 million Britons to 2. 5 million colonists. The odds in monetary wealth and naval power overwhelming favored the mother country. Britain then boasted a professional army of some fifty thousand men, as compared with the numerous but wretchedly trained American militia†(135). Britain had more people and they were better skilled, which displays that Britain has a huge lead on the colonists, especially since colonists are not trained. This would imply that colonists are easier to get rid of then the British army; hence they are the wealthier and stronger nation during this time. Not only were they strong and wealthy, they also received help from the Hessians, German Soldiers, and the Loyalists, colonist who stayed loyal to the King, â€Å"†¦and some thirty thousand Germans-Hessians-were ultimately employed. The British enrolled about fifty thousand American Loyalists and enlisted the services of many Indians, who though unreliable, who fair-weather fighters, inflamed long stretches of the frontier†(135). This extra help from colonists, Loyalist, hessians, and the Indians only add to the army creating a bigger advantage towards the colonists. Even though they did not win it can said that the British seemed to have a bigger lead on the colonists. Colonists presented themselves as weak and disorganized, where one would presume that they wouldn’t win at all, â€Å"Yet the American rebels were badly organized for war. From the earliest days, they had been almost fatally lacking in unity, and a new nation lurched forward uncertainly like an uncoordinated centipede†(136). Organization is important for the colonists because they are competing against a well-developed and trained army. 4. What was radical and new in the Declaration of Independence, and what was old and traditional? What did the statements like â€Å"all men are created equal† mean in their historical context, and what did they come to mean later? The old and traditional of the Declaration of Independence is that the idea of having alienable rights. The British defied these rights to the colonist, and the constitution gave them back or reconnected the colonists with these rights, â€Å"Jefferson’s pronouncement, couched in a lofty style, was magnificent. He gave his appeal universality by invoking the â€Å"natural rights† of humankind-not just British rights. He argues persuasively that because theking had flouted these rights, the colonists were justified in cutting their connections†(145). These ideas are necessarily new because these ideas originate from John Locke and the social contract. Another old and traditional idea is that they sent George III a long list of his misdeeds. â€Å"He then sent forth a long list of the presumably tyrannous misdeeds of George the III. The overdrawn bill of indictment included imposing taxes without consent, dispensing with trial by jury, abolishing valued laws, established a military dictatorship, maintaining standing armies in peacetime, cutting off trade†¦Ã¢â‚¬ (145). King George III shows an continuous pattern of control throughout the colonies and using dictatorship on the colonies, causing the colonists (T. Jefferson) for a piece of the constitution to be about George III and his actions. The newer part of the constitution would be that â€Å"all men were created equal. † This statement doesn’t truly take full meaning during this time because this was not necessarily true/ or did not apply to all men/people. In the historical content this mainly applied to all the white men, however, this did not include the blacks or women. Eventually this will eventually apply to everyone, but not yet. 5. Was the military strategy or politics the key to America victory in the war? How did the two coincide? Both military strategy and politics played a key role in the American victory. The political role in the war is with France. France has some beef with the British, so they decide to help and the Colonists, as way to get back at Britain from the French-Indian war. However, strategy played key role as well, since Britain was considered to have one of the strongest navy, they are seen as big threat to the colonists, especially since the colonists were weak, disorganized, and they did not have uniform troops. They used a hit and strategy which made weapons like, the cannonballs less effective. 6. Did the loyalists deserve to be persecuted and driven out by the country? What difference does it make to understand the revolution as a civil war between Americans as a war against the British? The loyalists did deserve to be prosecuted and driven out by the country because they were against the ideas of America and were fine with British rule; if they were satisfied with British rule then they should live in Britain because they obviously do not want the same rights as the colonists if they do fight for the cause. . What has the revolution mean to later generations of American, including our own? Do we still think of the United States as a revolutionary nation? Why or why not? 8. Which social changes brought by the Revolution was most significant? Could the Revolution have gone further toward the principle that â€Å"all men are created equal† by ending slavery or grating women’s rights? During the Revolution the most significant social change was that American can define itself as its own country without the control of the mother land. This what colonists wanted because the British government was controlling their trade, taxes, etcetera which made the colonists become angry causing them to want independence from the mother land. Another significant social change is that slavery was abolished, however they were not abolished in the south. 9. Was the United States in a crisis under the articles of confederation, or was the â€Å"crisis â€Å"exaggerated by the federalists to justify their movement? Could the United States have survived if the articles have stayed in effect? The Articles of Confederation is considered our first constitution which caused a lot of problems within our colony. The articles of confederation lacked a central government, tax, trade, etc. This caused economy to go down, no control over the states. Each state would make laws that contradicted each other, and they just did not agree on the same matters. 10. Should the founding fathers general elitism and indifference to the rights of the people, women-African Americans, and Indians be held against them?

The eNotes Blog 8 Ways to Use Social Media forHomework

8 Ways to Use Social Media forHomework Students use their social media accounts all day long- likely both in and out of school. Meet them on their turf by assigning homework to be completed on various social media websites. Students will be excited to use the websites they love, and you can take lessons outside the classroom and bring them into the real world. Twitter 1. Hashtag Discussions Give students a discussion prompt, along with a hashtag to use, and watch as the conversation happens that evening. While students will be logging on at different times, it will be interesting to watch the discussion unfold. Require each student to write at least three responses and reply to at least one of their peer’s tweets. With Twitter as a discussion forum, you can join in as well, helping the conversation along if it seems to be lacking in substance. 2. Trending Current Events Citizen journalists are everywhere on Twitter. Use this as an opportunity to teach students how to follow and understand real-time, current-event reporting on social media. Choose one of the trending topics on Twitter (â€Å"Trends† is located on the homepage feed) and then ask students to find at least three reputable sources that discuss this current event. 3. 140-Word Reviews Students love movie day in class, but are they really paying attention? For homework, have students write a review of the movie in 140 words or less on Twitter. You can create a hashtag for this homework assignment so it’s easier for you to make sure that all students submit their review. Facebook 4. Business Facebook Page Design If you’re teaching students about business or economics, this is a great way to add that ever-elusive, real-world element. After students have written their business plan, have them create a Facebook page for their new company. They’ll need to create and determine a number of elements, all of which you can include in your rubric. For example: Create a logo Create a cover photo Fill in the â€Å"About† tab: you can decide what areas they’ll need to fill in (category, subcategories, short and long description, etc.) Post at least three things on your wall: encourage students to share information about their company or content that supports their â€Å"mission† 5. Classroom Poll Have one student a week write a poll question in your private classroom Facebook group based on the lesson of their choice. The other students have to log on and write a comment as their response to the question. The polling student puts that information into a Google spreadsheet at the end of the week and reports on the results and what they mean. Pinterest 6. Project/Paper Outline Boards Instead of having students write an outline, have them create it on Pinterest. Each student creates boards- you can choose a minimum number- for the various topics they plan to discuss in their paper. Their boards then act as creative inspiration when typing their first draft. Require them to label their boards (topics) as they plan to in their paper and write a paragraph about that particular section (topic) in the description area of their board. When finished, encourage students to add some of their inspiration photos to the final paper. 7. Visual Book Reports Have each student choose three main themes from the book, write a summary about the theme in the â€Å"description† area of the board, and then use imagery to show the themes from their point of view. Instagram 8. Photo Contest Instead of having students write about a topic, have them show you their understanding of it in photographs via Instagram. For example, ask students to explore the themes of To Kill a Mockingbird. Students would take pictures that depict the main ideas that were discussed in class. Note: If you already use social media in your classroom, adding these assignments to your current plans will be easy. If not, be sure you have permission from all parents (check out this social media permission form) before giving any of these assignments to students. This is a guest post from contributing writer, Jessica Sanders.  Jessica is the Director of Social Outreach for  Learn2Earn, an online fundraising platform that allows students to raise money by reading books. She grew up reading books like The Giver and Holes and is passionate about making reading as exciting for young kids today as it has always been for her. Follow Learn2Earn on Twitter and Facebook, and send content inquiries to social@learn2earn.org.

Us history-Historical systems of power, goverance, and authority & Essay

Us history-Historical systems of power, goverance, and authority & Revolutionary change - Essay Example However, early 20th century had seen much of Africa colonized by the European powers except only Ethiopia and Liberia. There were some factors that motivated the European colonialism push into the African continent. This push was mainly influenced by economic, political, and social factors. Colonialism developed in the nineteenth century as a result of the downfall in the profitability of the slave trade that was being practiced during that time (Taiwo, 2010). Due to this failure slave trade was abolished which led to the subsequent expansion of the Industrial Revolution. The constraints of capitalist industrialization which included a high demand for raw materials and the imminent search for immediate markets where they could sell the processed products contributed greatly to the European scramble and partition of Africa. The main motivation that spurred the European intrusion into Africa was economic. During the scramble for Africa, there are some other factors that played an important role. The political motivation that was derived from inter-European power struggles impact was just the beginning of a big battle between the famous European states. Belgium, Britain, Italy, Spain, Germany, Portugal, and France were all competition for power. One way that they used to demonstrate their superiority was through the acquisition of various territories from around the world including Africa. The social factor was the third major element that made these nations come to Africa. Industrialization led to the growth of many problems in Europe. Many social problems such as unemployment, homelessness, and poverty developed because not all persons could be taken by the new capitalistic industries. As a result, the only way that was available for solving the problems was to acquire colonies and territories and settle their surplus population. This resulted to the creation of white settler

Knowledge Management System Research Paper Example | Topics and Well Written Essays - 750 words - 1

Knowledge Management System - Research Paper Example Knowledge management outlines the major concerns of organizational efforts, change, and ability beside fundamental and irregular environmental changes. Additionally, it represents organizational procedures that look for a synergistic grouping of information and data processing capability of information technologies and the modern and inspired competence of various individuals. Moreover, the knowledge management is related to the practical and thoughtful implementation for the reason that it does not exist in the hypothetical description however in the actual world implementation where the maximum confronts and prospects recline (Global Risk Management Network LLC, 2011) and (Laudon & Laudon, 1999). Knowledge management system is an innovative concept that is used to illustrate the creation of knowledge warehouses, knowledge availability, and distribution, communication through teamwork, improving the knowledge framework and organizing knowledge as a plus point for an enterprise. Norm ally, a knowledge management system encompasses a variety of applications and techniques those are based on the set of tools, utilized to automatically gather, systematize, distribute, and evaluate business information between business users. Currently, corporations design and develop their content management systems which help gather and distribute knowledge. Moreover, at present, there exist hundreds of diverse knowledge management system and tools, all designed for a particular kind of business (Abdullah, Selamat, Sahibudin, & Alias, 2005) and   (Duea, 2011).

Charles Gershom Artist Analysis

Charles Gershom Artist Analysis Kalpana Vadnagara   As a student of Crafton Hills College, I got the opportunity to view a collection of still life paintings and drawings by the Los Angeles-based artist Gershom, which is on display at the Crafton Hills College Art Gallery from February 21 to March 10. An opening reception was held on February 21 at 1 p.m., followed by a lecture from Gershom, Precision and Soul: The Daily Practice of the Painting, at 2 p.m.  At the art gallery was a rare opportunity for student viewers to engage with this revered artist. The exhibition includes twenty-four different sized oil paintings on wood panel. It also includes the representation of his studio settings with some preliminary drawings, to show his art process, also some of the objects in a showcase, which has been used by the artist to draw, and a slide show of his emoji like drawings were moving on a computer. Gershom was born in the Netherlands and lived for many years in Amsterdam. Art has always been his passion, but he earned the degree in Psychology and Epidemiology at first and then moved to Los Angeles to study sculpture and painting. Currently, he teaches Neuropsychology of perception and imagination at different schools, and also teaches drawing studio and rendering in oil paint. To make paintings, he has been using classical techniques of layering and glazes. Most of his still life paintings are painted almost life size. During his lecture, he explains the process of his paintings, which sounds very interesting. After a lot of pencil drawings, he traces them on tracing paper and cuts them, which he uses to create a balanced composition with a grid method by following the rule of third. Gershom said that lines create drawings and shapes create paintings. He also discusses that how important the background of an artwork works. To generate a three dimensional illusion he uses differ ent values on two dimension surface. By creating the contrast, the objects automatically getting the attention and being a focal point of the whole picture.   Blue Bowl with Cherries, 2010oil on panel14 x 1617-1/2 x 19-1/2 framed From different paintings, I choose two different works to discuss about it. The first painting is titled Blue Bowl with Cherries was the heart of the show. Like all other work, this is also painted on panel with oil, size 17-1/2 x 19-1/2 framed. To make this work interesting, the artist uses white, greenish gray, blue, and red colors, and composed it with asymmetric balance. The missing shadow of the bowl and different forms like spheres, and cube create a mystery here. Soft, shallow curves recalls the curves of the human body and often have a pleasing, sensual quality and a softening effect on the composition. Most of the shapes are formed by lines and shifts in color and value. As we move from left to right the value changes into darker, this creates a sense of depth and dramatic contrasts emphasizing a strong light source from the left side of the artwork. The negative space of the work which is lighter greenish gray background enables the viewer to clearly distinguish the shapes, moreover the emptiness of the top part is creating the asymmetrical balance to the artwork. White Pot with Artichoke, 2005 oil on panel24 x 19 29-1/2 x 24-1/2 framed The second artwork I chose to discuss about is titled White Pot with Artichoke, which he created in 2005, five years ago than the first painting. The disproportionate amount of negative space accentuates the artwork vulnerability and isolation. The changing values of different shapes play a major role in establishing space relationships. The artist uses different values to create different textures. Somewhere it feels so soft with lighter value, at the same time, with more contrasting values, he creates a very harsh surface. Artists use color, line, and shading to imply textures in a two-dimensional work. The use of such lines, values, shapes, color and textures create the illusion of depth in space from the foreground through the middle ground to the background. As per my point of view the focal point of this painting is the green Artichoke textured shape on the right side, which emphasis the most that catches the viewers attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc. Compare to first painting, this one is more calm and soothing because of the muted colors. These kind of work is very thought-provoking and accommodating for art students to study and understand the elements of art. Bibliography Gershom. Precision and Soul: The Daily Practice of the Painting. Personal interview. 9 Mar. 2017. Gershom-art.com. WordPress.com, n.d. Web. 10 Mar. 2017. Gershom. Gershom. LORA SCHLESINGER GALLERY, n.d. Web. 10 Mar. 2017. .  

Lasik Eye Surgery Essay -- Eyesight Vision Corrective Surgery

Putting a Close Eye on LASIK Laser-Assisted In situ Keratomileusis (LASIK) is a surgical operation intended to allow an individual to live independent of glasses or contacts. Since 1995, when the Food and Drug Administration approved the type of laser used in corrective eye surgery, optometrists have developed a number of different procedures to clear up foggy or blurry vision in one's eye. In 1998, the Lasik surgery became the most common type of surgery, and remains the number one refractive eye surgery today. The surgery itself lasts no longer than 15 minutes per eye, and begins with the doctor placing a number of eye numbing drops into the patient's eyes to eliminate any possibilities of pain during the procedure. The first step in the procedure involves the cutting of a flap in the cornea by a computer programmed device called a microkeratome. By cutting the flap, the surgeon is able to use tiny tweezers-like instruments to unpeel the sliced flap. With the flap peeled back from the cornea the laser is used to remove small pieces of the inner part of the cornea, but the laser has only a specified wavelength which does not allow it to pass through the cornea to any other portion of the eye. The flap is then repositioned without stitches and is secure after seconds of drying ("Lasik Eye Surgery"). Doctors claim that the surgery is so popular because the patient's vision is restored rapidly and there is little to no post- surgery pain. But while the number of patients receiving the procedure rises, so do the number of complications and patient complaints. Patients whose vision was successfully restored cite that the success of the operation is dependent on the experience and skill of the surgeon, but many cases can be ... ...ped to assist with this problem, but currently over fifty percent of patients will experience poor night vision in the first month following their surgery, and of those, half will experience permanent night vision problems. http://archives.thedaily.washington.edu/2001/010901/N5.Lasereyesu.html http://www.kathygriffin.net/lasik.php Works Cited Elliott, Louise. " Laser eye surgery may damage night-vision long term." The Canadian Press. 17 July 2000. Canoe Network. 1 Nov. 2005. . "Lasik Surgery." Wake Forest University Eye Center. 23 August 2005. Wake Forest University Baptist Medical Center. 1 Nov. 2005. http://www1.wfubmc.edu/lasik/LASIK+Eye+Surgery/. "Lasik Eye Surgery." Center for Devices and Radiological Health. 9 March 2005. U.S. Food and Drug Administration. 1 Nov. 2005. http://www.fda.gov/cdrh/LASIK/risks.htm.

George and Martha’s Essay

The very title of Edward Albee’s ‘Who’s afraid of Virginia Woolf? ‘ has immediate connotations as to the relationship between the two main characters of the play, George and Martha. The well known nursery rhyme in fact goes, ‘Who’s afraid of the big bad wolf? ‘ As we find out in further reading of the play, the ‘big bad wolf’ is obviously supposed to be seen as Martha, and the victim is George, her long suffering husband. However, in hindsight, both characters suffer just as much as each other. The title of Act one is ‘Fun and Games. ‘ This proves to be slightly ironic as the games Martha and George play, mind and verbal matches, do not seem at all fun, but appear as more of a power struggle. Apparent simple requests from Martha become games for both her and Martha to play. Martha says, ‘Why don’t you want to kiss me? ‘ whereupon George replies, ‘Well, dear, if I kissed you I’d get all excited†¦ ‘ As one critic of the play wrote, ‘They (George and Martha) club each other on the head with gleeful scorn and leave huge patches of scorched earth. ‘ Emotions from both George and Martha become integrated into an ongoing power struggle, and Martha dwells in George’s anger as she likes to see the stirred up effect she has on him. As the night wears on, more alcohol is consumed and the clearer it becomes that it is not blood running through Martha and Georges’ veins, but booze, spite, nicotine and fear. When Martha first rants about a Bette Davis film that she quotes from, ‘Hey, where’s that from? ‘What a dump,† it seems that George almost ignores her. Marthat ahs already appeared as the stronger character in the play, but in retrospect, she relies an George for a great many things, such as the name of the film that Bette Davis was in, and the name of the professor coming to have drinks. Both characters appear to totally confront one another. Martha, according to George, ‘brays,’ and George shows a passive display of apathy. However, this is not merely strength versus weakness due to Martha’s obvious reliance on George. In Martha and George’s relationship, Martha firstly behaves like a mother towards George, saying, ‘ C’mon over here and give Mommy a big sloppy kiss. ‘ She then acts more childlike, with (imitating a child), ‘I’m firsty. ‘ It is as though Martha cannot decide as to whether she is the controlling mother or the child who needs protecting in their relationship. The action of this Act takes place in George and Martha’s cosy yet cluttered home. In an outline, Martha is furious that George, an academic, hasn’t advanced at the college where her father is President, that is, George hasn’t become President himself. The fact that George didn’t even fight during the War, but stayed in the History Department at the college, makes George and Martha doubt his manhood all the more. In a sense, George almost feels below Martha’s father. Understandably so, as Martha calls him a ‘flop’ and continues to praise her father. George and Nicks (the slightly self contained younger guest) chosen departments in the college are again an example of total contrast in the play. George appears to be bogged down in his department and not going anywhere academically or in his career. He is almost a relic of the past himself. Nick, however, is at the forefront of new discoveries and is also young, handsome and extremely successful. This is the type of man whom Martha initially wanted to marry, yet the type of man to whom George could not fit the bill. George is therefore understandable threatened by Nick and his young, ‘liberal’ way of thinking. George pretends to shoot Martha in another of their ‘games’, but this is almost the opposite to the restrained George we are used to seeing. Laughter and arguments between the characters of Martha and George demonstrate to us the dialectic of love and hate in Act one. When Martha demands a kiss from George, a display of affection to his own wife, George knocks it back and rejects her. The fluctuation in their relationship demonstrates that hating each other hasn’t precluded form simultaneously loving and needing one another. Illusion appears to be a very important part of the play. George and Martha both had an illusion of what life would be like when they got married; they saw George becoming president of the college and living a happy married life under its roof. Clearly this did not happen, and both feel somewhat bitter for it. Honey and Nick also appear almost as an illusion of a happy marriage, so it seems. They seem to slip into the background in that they both pretend not to notice George and Martha’s arguments and laugh at things that they don’t particularly find funny. Another example of an illusion is that of Martha’s and George’s apparent son. Martha is always very keen to talk of him whereas George is not so, almost closing down the subject. We never actually see the son in Act One and there is even confusion between the two as to when his birthday is. The supposed perfection of the boy, blonde hair and blue eyes, and the fact that George refers states, ‘Don’t bring up the bit about the boy,’ depersonalises and deludes his actual existence. This is obviously a particularly sore point of conversation between George and Martha, as it results in a number of heated arguments. Martha and George constantly hurl abusive and hurtful words at each other, as though throwing knives. In striking out at those closest to them, that is each other, they represent the typical dysfunctional couple. However, in doing so the romantic notion of love keeps their relationship almost together. Both saw each other as the way to a new, ‘perfect’ way of life yet the fantasy was not fulfilled, and in verbally abusing each other, they take the blame from themselves and place it on each other. Albee has captured perfectly the way two completely different people can come together and the dramatic consequences it can have on each other, not always in bringing out the negative.