Slaughter Houses

Mason, for years, pig production had been a big part of the slaughterhouses, but as time went on, the demand for pork went up. In 1975, pig production was at sixty-nine million a year; in 2004, pig production skyrocketed to one hundred three million pigs. The increase in pigs caused environmental problems because the average adult pig produces four times as much waste as an adult human. With the amount of pigs in each farm (for example, a farm in Nebraska has over forty-eight thousand pigs), and their waste leaking into nearby bodies of water, many fish and other animals were killed.Pigs like to move around and explore their environment in the wild which they are unable to do that in captivity because of how cramped the pens are. On one farm in Nebraska, there are over forty-eight thousand pigs in only twenty-four barns (Mason and Singer 339). The video â€Å"Torture Inside Slaughterhouses Suffering Untold (The Ugliest Methods of Torture) Not for Weak Lyons 2 Hearts† shows tha t this environment causes pigs to develop open sores. When a pig is pregnant, it is kept in a gestational crate which is barely bigger than their body.Following birth, the babies are immediately castrated and have their tails cut if without anesthesia. To make the pigs move, the workers kick, hit, and yell at them. Many of the pigs die from mutilation. If the pig is sick, injured, or has not been growing as fast as the other pigs, it is killed. Pigs tend to live for only five to six months. The most popular ways to kill the pigs include throwing the pigs into bins and painfully gassing them with carbon dioxide, slamming their head on the floor, and being hung on a forklift and suffocated (â€Å"Torture†).With chickens used to produce eggs, directly after birth, the males and females are separated and the males are killed because they don't lay eggs. To kill them, they are either thrown into giant grinding machines or thrown into trash bags and suffocated. With the females, to avoid pecking in overcrowded pens, the tips of their beaks are cut off which causes acute and chronic pain. When they are grown to a certain size, they are moved to even more overcrowded cages and lay eggs for their whole life. Workers abuse the hens by stepping on them, throwing them in garbage cans, and mangling their spines to break their neck.After their egg production is too slow, they are plucked from their cages and put into carts where they are suffocated tit carbon dioxide (â€Å"Torture†). Poultry that is used for meat are stuffed in overcrowded sheds. Genetically, chicken and turkeys have grown so big, they become crippled, have chronic joint pain, and heart attacks. Poultry that are sick or injured are clubbed to death or have their neck broken. When finally in the slaughterhouse, the workers handle the poultry very violently leaving injuries and bruises.The workers hang the poultry upside down by their feet in shackles and dragged through an electric vat Lyons 3 of water to paralyze them. To kill them, they are pulled against a blade that outs through their neck and if that doesn't work, there is a worker that cuts their neck (â€Å"Torture†). On cow farms, cows are fed BEST, bovine commiseration, a genetically engineered growth hormone strictly used in the USA because Canada and England fear the side effects on the cows health. Along with BEST, cows are fed antibiotics in their meals.Their meals, that should contain forage, actually contains corn and left over cow meat (Mason and Singer 349). Calves on dairy farms are dragged away from their mother and either made for veal or, if they're strong enough, are kept for beef. Cows are kept confined n stalls on concrete flooring. Workers torture the cows by cutting off their tails and burning their skull to get their horns out without pain killers. When a cow becomes too sick or injured to stand, called downers, they are left alone too slowly and painfully die. Cows used for beef are cas trated then branded with a hot iron.Beef cows are contained in overcrowded feedlots which is covered with their waste. To kill a cow, the workers tend to cut their throat (â€Å"Torture†). Wild cows' life expectancy is about twenty years, where a confined cows' life expectancy is five to seven years (Mason and Singer 350). There is one person that noticed how inhumane these factories are, mainly for cattle, named Temple Grinding. From a small article â€Å"Temple Grinding Biography,† she was born on August 29, 1947 in Boston, Massachusetts. She was diagnosed with Autism at the age of four and didn't learn how to talk until the age of four.To get her to talk, she went through extensive speech therapy with her mom. She also had a hypersensitivity to noise and other stimuli. According to the movie â€Å"Temple Grinding,† doctors said she should be institutionalized, but the mother refused. She went to a boarding school, here she still bullied. In this school, thoug h, she befriended a teacher who saw how she learned in pictures and helped her realize her true potential. Lyons 4 One summer she went to her Aunts farm which is where she got her interest in cows. Throughout her life, she liked to build things.She saw a machine she called a â€Å"hugging machine† and saw how much it helped to calm the cows. She built her own to calm her down saying she gets the same release a regular person gets from an actual hug from another person (â€Å"Temple†). For her masters degree in Animal Science, she went to Arizona State. As she would be in tours of different cattle farms and saw the cows being poked and prodded, she started to think about how she could make the farms more humane. She saw how the ways used at that time made the cows scared and how some of them were killed and wanted to fix it (â€Å"Temple†).She first wanted to do her thesis on mooing, and she concluded how the cows use different moos at different times. She figure d out that the cows are actually warning each other when something is going to happen. Her professors wouldn't sign off on her thesis. She switched her thesis to control yester and cattle and why some work better than others and how they can tell the difference. To see what the cows see, Temple Went through the chute cows go through and was able to figure out what scared them and makes them uncomfortable. She soon wrote many articles on her findings (â€Å"Temple').A farmer read her articles and liked her ideas and asked her to design a dip for his farm. The dip she designed starts with a chute that is curved so that the cows feel like they're going in circles, which calms them. They follow each other into a tunnel that makes them into one line and they go down a incorrect ramp that allows them to go into the dip at their own pace to keep tem relaxed. The day before it was going to be shown, a reporter witnessed it and called it brilliant. The day it showed though, the farmers chan ged it and had already killed three cows by the time Temple got there (â€Å"Temple†).Lyons 5 She tried to enter the Abbot Slaughterhouse to talk to the head and show him her plans for a more humane factory. They would not let her in. At the store though, Temple met a woman who helped her trough the automatic doors that Temple was afraid to go through. That woman turned out to be the wife f the head of Abbot Slaughterhouse who was able to get Temple in to see her husband. He accepted Temple's plans (â€Å"Tempe'). Temple went on to get her doctorate at the University of Illinois in Animal Science.She then became a professor at Colorado State University and lectures worldwide on autism and animal handling. In North America now, half of the cattle is handled by the systems made by Temple Grinding (â€Å"Temple†). Today, a lot Of Temple's beliefs are used. She believed that the correct stunning is extremely important, it leads to better meat. If the stunning is one incor rectly, bloodspots in meat and bone fractures can happen. She stated that an agitated steer can be very dangerous and shouldn't be tampered with. Also, an escaped cattle should never be chased.If you leave it alone, it will return. Lastly, stay away from the cattle's blind spot, if it can't see you, it might kick you. Temple has specific guidelines for livestock holding facilities. First, the animals should be moved in small groups. Also, the pens should never be overcrowded. They should be filled only halfway. Handlers should understand the basic concepts of flight zone and the point of balance on a owe. Ranches and facilities must have non-slip flooring. Lastly, workers should keep the animals calm, when the animals are calm, they move more easily.Temple said that at all different types of facilities, there should be proper unloading ramps so the trucks can unload properly. Larger facilities should have two or more ramps. The ramps should have a level dock before the ramp goes dow n so the animals have a level surface to walk Lyons 6 on when they exit the truck. Also, the ramp should not exceed twenty degrees, this will allow the cows to go down the ramp easier. If the ramp is incorrect, stair Steps should be there to provide better traction for the animals.

Cultural Conflict in Michael Moore’s “Roger and Me”

In Dario Fo’s â€Å"Accidental Death of an Anarchist,† a character asks: â€Å"Where are all these poor people I keep hearing about? I go to a lot of parties, and I never meet any of them.† In his movie â€Å"Roger and Me† Michael Moore depicts the story when the general public can meet those poor people.   The film is a documentary about the effect of General Motors plant closing in Flint, Michigan, in the mid-1980s. From the critical point of view, â€Å"Roger and Me† constitutes a sardonic picture of corporate social responsibility, everlasting social and cultural conflict (once greatly emphasized by Marx) between working class and capitalists, now often covered in the image of managers and corporate specialists.   Simultaneously, the film can be perceived as unsuccessful attempt of the artist to abstract from pitiful effects of the event (plant closing) and to create unbiased actual picture. Practically, Moore’s â€Å"Roger and Me† represents documentary of satire, social revolt and prejudice. After the closing of plant Michael Moore tried to get in with Roger Smith, head of GM in Detroit, to invite him to Flint for a look at what had happened to people there. Practically, Moore never got near Smith, therefore he created a documentary, where people and some facts spoke for themselves.   The conflict between big company and workers regarding the issues of corporate social responsibility remains to be urgent and sensitive.   From the critical point of view, there is nothing wrong with attacking General Motors.   This company along with the vast majority of multinational corporations surely deserves to be attacked. Criticism, fair or unfair, whether de ­served or not, is a price people pay to live in a free society. Thus, Michael Moore had every right to make his smash-hit documentary film.   Like any advocate, surely he had the right to present only one side of a case. Simultaneously, there is a difference between fair and unfair criti ­cism, just as there is a difference between truth and factual distortion.   Fair criticism challenges the actions of a person or an organization, examines something your opponent has done, and attacks him or her for it. Even if it may hurt the person criticized, fair criticism contributes vigor and health to a free society. It helps check abuse of power, corruption and wrongdoing. Unfair criticism uses lies and distor ­tions to accuse someone of things he has not done and wouldn't do. Unfair criticism blames him for things beyond his control. Unfair criticism uses innuendo to attack him for things that can't be said outright because they are untrue. Unfair criticism employs dirty techniques of filmmaking (or other distortions) and degrades and endangers a free society, because it dam ­ages public trust in our institutions. Indi ­vidual judgment decides at what point unfairness becomes outright dishonesty. Michael Moore begins his story by saying, â€Å"Maybe I got this wrong, but I thought companies lay off people when they hit hard times. GM was the richest company in the world, and was closing factories when it was making profits in the billions†¦ GM Chairman Roger Smith appeared to have a brilliant plan: First, close 11 factories in the U.S., then open 11 in Mexico where you pay the workers 70 cents an hour. Then use the money you save by building cars in Mexico to take over other companies, and prefer ­ably high-tech firms and weapons manu ­facturers. Next, tell the union you're broke and they happily agree to give back a couple billion dollars in wage cuts.†Ã‚   The situation depicted by Moore seems to be outrageous. However, if critically examined GM could not sell Flint-made cars unless it modernized obsolete factories.   Moreover, in during that period GM’s average salary under the United Auto Workers contract was $15.36 compared to the national industry average of $9.07 (Kauffmann, 10). General Motors did build Mexican facto ­ries and employ low-cost, unskilled labor to assemble wire and cable â€Å"harnesses† for GM cars. The wire and cables in those harnesses were manufactured in the United States. To stay competitive, GM had to reduce the cost of hand-assembly of the harnesses. So, it worked out an agreement with the Mexican government to provide needed unskilled jobs in poverty-stricken areas of Mexico. The Mexican government then allowed GM to manufacture more cars for the Mexican (not the U.S.) market (Kauffmann, 11). Moore's camera shows an auto worker who had suffered a mental breakdown. â€Å"He cracked one night while working on the assembly line. He was now shooting hoops at the local mental health center.† Was Moore honest in blaming GM and Roger Smith because his friend had a mental breakdown? GM refuses to dis ­cuss whether the man had a previous record of mental instability, because, the company says, personnel records are con ­fidential. Was Moore honest in showing a gun-toting crazed man shot down in the street by police, to support his claim that GM layoffs had caused crime rates to soar in Flint? Moore failed to mention that crime has dropped 13 percent since 1986, when the major layoffs took place (Schwammenthal, 7). Instead of soaring, as Moore says, crime in Flint dropped 5 percent in the first half of last year, while violent crime across the United States increased 5 percent during the same period (Schwammenthal, 7). If assesses critically, Michael Moore technique can be characterized as untruth persuasion since he, being a talented director and experienced persuader, focused exclusively on the negative sides of the closing, hence corporate social responsibility in the context.   From the personal point of view, Moore abstracts from the core of the problem, social conflict, and speculates on â€Å"working class mentality.† Bob Eubanks of â€Å"The Newly-wed Game† is included as he ridicules Jews with a vile anti-Semitic remark. Moore himself ridicules a pretty young Miss Michigan, who, at the time of his â€Å"ambush interview† was more concerned with being chosen as Miss America than she was qualified to discuss economic conditions in Flint (White, 1). Moore ridicules a ho ­mosexual in a way that the film critic of the Chicago Tribune called â€Å"the lowest kind of gay-bashing, a crude crowd-pleasing gesture† (Schwammenthal, 7). Moore’s documentary becomes the picture full of controversies. Practically, the film could consolidate the general public and authorities over the problems in Flint, however its sardonic, nihilistic and controversial character does not offer any resolution and brings the conflict to the very top. Bibliography Kauffmann, Stanley. â€Å"Films & the Arts: Cars and Other Vehicles,† The New Republic. Washington: Jan 22, 1990. Vol. 202, Iss. 4 Joseph B. White. â€Å"Movie That Attacks GM, Roger Smith Opens in Flint, Michigan.† Wall Street Journal (Eastern edition), New York, N.Y.: Dec 21, 1989 Daniel Schwammenthal. â€Å"In the Fray: Michael's Manipulations,† The Chicago Tribune. Chicago, May 19, 1990      

Careers in law are open to all and the legal profession is sufficiently diverse. Discuss.

This essay will begin by summarising the history of the position of women in society, move to look to the challenges that face women and employers and finally, summarise steps that can be taken in an effort to eliminate such restraints. Women have fought a long battle against subordination. As late as the twentieth century, in England and Wales, women remained legally subordinate to men. In other cultures, this position remains in practice today. In England and Wales, coverture referred to the rights of women being subsumed by those of her husband through common law marriage. This legal doctrine left women without an identity and gave her husband control of her, her property and the custody of her children. Marital rape was not outlawed until R v R came before the House of Lords in 1992. Society saw women merely as objects of their husbands. It was not acceptable for women to study medicine or law or to engage in politics. Liberal ideals were quashed by the belief that women were irrational, temperamentally unfit to deal with such subjects and their place was in the home being a subservient wife and maternal parent. During the war effort, in particular, women proved that they were capable of holding down important r oles within the workforce and society more generally, and were seen as rational and intelligent in their thinking as their male counterparts. Women were granted suffrage in 1928 through the Equal Franchise Act and have since broken down the barriers into almost all professions. Despite, in theory, women having the ability to do everything a man can do, challenges remain that make it difficult to suggest that men and women are truly equal. Both society and the legal profession now support women embarking on careers within the industry. By 2008-9, 60% of all new admissions to the Roll were women and 52% of those called to the Bar in the same year were women. The Bar society indicated that in 2009, 34% of barristers were women. These figures demonstrate that women now make up over a third of all barristers, however, barristers are usually well educated and often from high socioeconomic standing, so this figure does not fully represent whether the legal profession is diverse for the average woman. Statistical evidence also proves that women still struggle to be appointed to the highest positions within the legal profession. Few women are promoted to Queen’s Counsel and the first woman to sit within the House of Lords was only appointed to this position in 2003. Women are traditionally paid lower than men. The Equal Pay Act 1970 has attempted to solve the disparity between the male and female pay gap, however, it is not uncommon for a case of this nature to arise. Recently, an employee sued her employer, Lewis Silkin, on the grounds that she was being paid lower than a male counterpart. Arguments suggest that due to the more emotional, sensitive and maternalistic nature of women in comparison to men, often women opt to specialise in different areas of law, such as family or personal injury law rather than male dominated specialisms, such as corporate or banking law. Family and personal injury law are also often less high-profile and do not hinge on lucrative deals so the specialisms are often not as well paid. To dismiss a woman for falling pregnant and wanting maternity leave is unfair dismissal. Pregnancy does, however, play an important role in this debate. Most employers would assume that a young woman will take a break to have a baby in the future and the fact that having a child is traditionally less disruptive to the work life of a man, it makes the male counterpart a cheaper and safer option in the long-term. A break in work is seen as disruptive and employers need to fill that position during the maternity leave, effectively causing the employer to pay twice for the same job to be completed. In a time when employers are facing tough economic times, having reliable staff that do not have to be replaced for extended durations appears, on face value, to be commercially viable option. Furthermore, there is a concern for the employer that childcare issues may cause disruption and lost working hours when the employee does return. Legal professionals who are self-employed, such as barris ters, can find the transition far more difficult in terms of covering their living costs and retaining clients during maternity leave and the stress of a new baby when they later return to work. In 2004, the Bar Council published policies that cover the issues of maternity, paternity and flexible working hours in an attempt to balance family life and legal practice. To actively reflect this aim, the policy has increased the time a barrister’s seat may be open rent free with Chamber’s expenses from three months to one year. In Heard and another v Sinclair Roche and Temperley (a firm) and others, it was ruled that the firm had unlawfully discriminated on the grounds of family status and combined with unlawful sex discrimination, constituted unfair treatment. This claim arose when the firm failed to promote or progress the individual. The firm had a total of 36 partners and only 6 were women. This case suggested that women are also less likely to be appointed to managerial positions, particularly if the dominating power is male. Other arguments suggest that women are more emotional than men and office politics are more present. Webley suggests that women struggle to progress in the profession for a variety of reasons including masculine office culture, the pressure of working long hours and high billing targets and dissatisfaction with commodification’s effect on work quality. In terms of the legal profession, lawyers represent the legal position of their client and to do so, must relate well and truly understand the situation of their client. If all lawyers were men, one could question whether women in society could ever be adequately represented by the legal profession. There is an argument to say that there is as much a place for women in the profession as men, as women solve problems in a different way, can be more compassionate and can balance an all-male work environment. Parliament has made attempts to allow greater access to the legal profession to minority groups by enacting legislation such as the Courts and Legal Services Act 1990. The main purpose of this enactment was to reform the legal profession after the findings of the Benson Commission in the 1970s. To the judiciary, in particular, important changes were made to appointments and pensions and significant changes were implemented towards the organisation and regulation of the legal profession. The Constitutional Reform Act 2005 later recommended that an independent body should be created to deal with the appointment of judges, which came after criticism from the Law Society regarding the old system. Such legislative and societal support towards the accessibility and diversity of the legal profession should instil a hopefulness into affected women that the profession is moving in the right direction. There have been several attempts by the profession itself to promote and encourage accessibility and diversity. The PRIME initiative saw 23 UK and Irish law firms come together to form a ground-breaking initiative to increase social mobility through a wide ranging work experience scheme. Whilst this initiative focused more on socioeconomic status rather than gender, the results suggest that real opportunities within the legal profession have been offered to those who are otherwise unlikely to have been given the opportunity. In conclusion, the legal profession is not yet sufficiently diverse. Both historical and contemporary statistics prove a bias towards men due to the maternalistic nature of women. Statistics demonstrate a trend that the profession is moving in the right direction in terms of equality, diversity and accessibility for women, however, the battle for truly equal treatment, rights and pay for both genders is an ongoing issue within the legal profession, as it is in society generally. Historically, women were refrained from having an identity and practicing within the legal profession because they were considered irrational and incapable. Whilst that perception has clearly disappeared, which is a positive shift, women still face challenges due to the physiological differences between men and women. These differences will never change and unless there is a shift in the mentality of employers’, these are likely to be challenges that remain for the duration. One could argue that the ba ttle between equality and diversity within the legal profession and commercial viability for business owners will never truly resolve. Bibliography Deborah, L. ‘Title of the article’ [2001] Women and the Legal Profession 156 Fredman, S. ‘Discrimination Law’ (New York, United States: Oxford University Press Inc, 2001) Leighton, P. ‘Discrimination and the Law’ (Camp Road, London: Short Run Press, 2004) Macdonald, L. ‘Equality, Diversity and Discrimination’ (Camp Road, London: Chartered Institute of Personnel and Development, 2004) McColgan, A. ‘Discrimination Law’ (North, America: Hart Publishing Co, 2nd edn., 2005). Roach Anleu, S. ‘Law and Social Change’ (City Road, London: Sage Publication Limited, 2000) Sargeant, M. ‘Discrimination Law’ (Essex, England: Pearson Education Limited, 2004) Sommerland, H., Webley, D., Duff, L., Muzio, D., Tomlinson, J. ‘Diversity in the Legal Profession in England and Wales: A Qualitative Study of Barriers and Individual Choices’ Suddards, H. ‘Sex and Race Discrimination’ (Camp Road, London: Chartered Institute of Personnel and Development, 2nd edn., 2002) Webley, L., Duff, L. ‘Women Solicitors as a Barometer for Problems within the Legal Profession: Time to Put Values before Profits?’ (2007) 34 Journal of Law and Society 374 Wilkins, D. ‘Rollin’ on the River: Race, Elite Schools, and the Equality Paradox’ (2000) 25 Law and Social Inquiry 527 Cases Heard and another v Sinclair Roche and Temperley (a firm) and others [2004] All ER (D) 432 (Jul) R v R [1992] 1 A.C. 599 Legislation Constitutional Reform Act 2005 Courts and Legal Services Act 1990 Equal Franchise Act 1928 Equal Pay Act 1970 Careers in law are open to all and the legal profession is sufficiently diverse. Discuss. This essay will begin by summarising the history of the position of women in society, move to look to the challenges that face women and employers and finally, summarise steps that can be taken in an effort to eliminate such restraints. Women have fought a long battle against subordination. As late as the twentieth century, in England and Wales, women remained legally subordinate to men. In other cultures, this position remains in practice today. In England and Wales, coverture referred to the rights of women being subsumed by those of her husband through common law marriage. This legal doctrine left women without an identity and gave her husband control of her, her property and the custody of her children. Marital rape was not outlawed until R v R came before the House of Lords in 1992. Society saw women merely as objects of their husbands. It was not acceptable for women to study medicine or law or to engage in politics. Liberal ideals were quashed by the belief that women were irrational, temperamentally unfit to deal with such subjects and their place was in the home being a subservient wife and maternal parent. During the war effort, in particular, women proved that they were capable of holding down important r oles within the workforce and society more generally, and were seen as rational and intelligent in their thinking as their male counterparts. Women were granted suffrage in 1928 through the Equal Franchise Act and have since broken down the barriers into almost all professions. Despite, in theory, women having the ability to do everything a man can do, challenges remain that make it difficult to suggest that men and women are truly equal. Both society and the legal profession now support women embarking on careers within the industry. By 2008-9, 60% of all new admissions to the Roll were women and 52% of those called to the Bar in the same year were women. The Bar society indicated that in 2009, 34% of barristers were women. These figures demonstrate that women now make up over a third of all barristers, however, barristers are usually well educated and often from high socioeconomic standing, so this figure does not fully represent whether the legal profession is diverse for the average woman. Statistical evidence also proves that women still struggle to be appointed to the highest positions within the legal profession. Few women are promoted to Queen’s Counsel and the first woman to sit within the House of Lords was only appointed to this position in 2003. Women are traditionally paid lower than men. The Equal Pay Act 1970 has attempted to solve the disparity between the male and female pay gap, however, it is not uncommon for a case of this nature to arise. Recently, an employee sued her employer, Lewis Silkin, on the grounds that she was being paid lower than a male counterpart. Arguments suggest that due to the more emotional, sensitive and maternalistic nature of women in comparison to men, often women opt to specialise in different areas of law, such as family or personal injury law rather than male dominated specialisms, such as corporate or banking law. Family and personal injury law are also often less high-profile and do not hinge on lucrative deals so the specialisms are often not as well paid. To dismiss a woman for falling pregnant and wanting maternity leave is unfair dismissal. Pregnancy does, however, play an important role in this debate. Most employers would assume that a young woman will take a break to have a baby in the future and the fact that having a child is traditionally less disruptive to the work life of a man, it makes the male counterpart a cheaper and safer option in the long-term. A break in work is seen as disruptive and employers need to fill that position during the maternity leave, effectively causing the employer to pay twice for the same job to be completed. In a time when employers are facing tough economic times, having reliable staff that do not have to be replaced for extended durations appears, on face value, to be commercially viable option. Furthermore, there is a concern for the employer that childcare issues may cause disruption and lost working hours when the employee does return. Legal professionals who are self-employed, such as barris ters, can find the transition far more difficult in terms of covering their living costs and retaining clients during maternity leave and the stress of a new baby when they later return to work. In 2004, the Bar Council published policies that cover the issues of maternity, paternity and flexible working hours in an attempt to balance family life and legal practice. To actively reflect this aim, the policy has increased the time a barrister’s seat may be open rent free with Chamber’s expenses from three months to one year. In Heard and another v Sinclair Roche and Temperley (a firm) and others, it was ruled that the firm had unlawfully discriminated on the grounds of family status and combined with unlawful sex discrimination, constituted unfair treatment. This claim arose when the firm failed to promote or progress the individual. The firm had a total of 36 partners and only 6 were women. This case suggested that women are also less likely to be appointed to managerial positions, particularly if the dominating power is male. Other arguments suggest that women are more emotional than men and office politics are more present. Webley suggests that women struggle to progress in the profession for a variety of reasons including masculine office culture, the pressure of working long hours and high billing targets and dissatisfaction with commodification’s effect on work quality. In terms of the legal profession, lawyers represent the legal position of their client and to do so, must relate well and truly understand the situation of their client. If all lawyers were men, one could question whether women in society could ever be adequately represented by the legal profession. There is an argument to say that there is as much a place for women in the profession as men, as women solve problems in a different way, can be more compassionate and can balance an all-male work environment. Parliament has made attempts to allow greater access to the legal profession to minority groups by enacting legislation such as the Courts and Legal Services Act 1990. The main purpose of this enactment was to reform the legal profession after the findings of the Benson Commission in the 1970s. To the judiciary, in particular, important changes were made to appointments and pensions and significant changes were implemented towards the organisation and regulation of the legal profession. The Constitutional Reform Act 2005 later recommended that an independent body should be created to deal with the appointment of judges, which came after criticism from the Law Society regarding the old system. Such legislative and societal support towards the accessibility and diversity of the legal profession should instil a hopefulness into affected women that the profession is moving in the right direction. There have been several attempts by the profession itself to promote and encourage accessibility and diversity. The PRIME initiative saw 23 UK and Irish law firms come together to form a ground-breaking initiative to increase social mobility through a wide ranging work experience scheme. Whilst this initiative focused more on socioeconomic status rather than gender, the results suggest that real opportunities within the legal profession have been offered to those who are otherwise unlikely to have been given the opportunity. In conclusion, the legal profession is not yet sufficiently diverse. Both historical and contemporary statistics prove a bias towards men due to the maternalistic nature of women. Statistics demonstrate a trend that the profession is moving in the right direction in terms of equality, diversity and accessibility for women, however, the battle for truly equal treatment, rights and pay for both genders is an ongoing issue within the legal profession, as it is in society generally. Historically, women were refrained from having an identity and practicing within the legal profession because they were considered irrational and incapable. Whilst that perception has clearly disappeared, which is a positive shift, women still face challenges due to the physiological differences between men and women. These differences will never change and unless there is a shift in the mentality of employers’, these are likely to be challenges that remain for the duration. One could argue that the ba ttle between equality and diversity within the legal profession and commercial viability for business owners will never truly resolve. Bibliography Deborah, L. ‘Title of the article’ [2001] Women and the Legal Profession 156 Fredman, S. ‘Discrimination Law’ (New York, United States: Oxford University Press Inc, 2001) Leighton, P. ‘Discrimination and the Law’ (Camp Road, London: Short Run Press, 2004) Macdonald, L. ‘Equality, Diversity and Discrimination’ (Camp Road, London: Chartered Institute of Personnel and Development, 2004) McColgan, A. ‘Discrimination Law’ (North, America: Hart Publishing Co, 2nd edn., 2005). Roach Anleu, S. ‘Law and Social Change’ (City Road, London: Sage Publication Limited, 2000) Sargeant, M. ‘Discrimination Law’ (Essex, England: Pearson Education Limited, 2004) Sommerland, H., Webley, D., Duff, L., Muzio, D., Tomlinson, J. ‘Diversity in the Legal Profession in England and Wales: A Qualitative Study of Barriers and Individual Choices’ Suddards, H. ‘Sex and Race Discrimination’ (Camp Road, London: Chartered Institute of Personnel and Development, 2nd edn., 2002) Webley, L., Duff, L. ‘Women Solicitors as a Barometer for Problems within the Legal Profession: Time to Put Values before Profits?’ (2007) 34 Journal of Law and Society 374 Wilkins, D. ‘Rollin’ on the River: Race, Elite Schools, and the Equality Paradox’ (2000) 25 Law and Social Inquiry 527 Cases Heard and another v Sinclair Roche and Temperley (a firm) and others [2004] All ER (D) 432 (Jul) R v R [1992] 1 A.C. 599 Legislation Constitutional Reform Act 2005 Courts and Legal Services Act 1990 Equal Franchise Act 1928 Equal Pay Act 1970

Downsizing Essay Example | Topics and Well Written Essays - 500 words

Downsizing - Essay Example Downsizing would seem a better option out of the two which Terry Wilson can choose between downsizing and expanding his business realms. Downsizing would cut down on the costs while expanding his business would mean that he would have to incur more costs. Hence a better alternative under this scenario would be to lay off those employees whom he thinks are incapable of delivering the goods when the going gets tough for Tuscan Treasures. Keeping in line with the discussion here, the growth strategy that would work to good effect here would be one of downsizing. It will handle all the situations related with the employees and bring to a single level the cost issue where it starts getting out of hand. Another growth strategy would be to cut down on extra costs which would mean more incentives for the organization in the long run. This would mean that the organization grows as a whole and keeps its costs under a certain level. The third growth strategy which could be used here comprises of the diversification within small business domains but not actually expanding the business. This shall bring forth more profits for the company than it is getting at the present. The possible causes of Wilson’s company’s decline include the fact that there are significant issues which need to be resolved at the earliest. The employees are being delegated tasks well and hence not being given their share within the organizational settings.

Frankenstein (1818 Book) Research Paper Example | Topics and Well Written Essays - 1000 words

Frankenstein (1818 Book) - Research Paper Example Mary Shelley’s Frankenstein effectively renders the audience horrified at the chief thought that humans themselves can create life from the dead. Through science, the epistemological capacity of Shelley’s work reflects the possibility to explore the yet unknown so that by fiction, it is able to promote varied concepts whose substance may impress upon a range of perceptions from being a magical wonder to an object of fright. The ensuing madness in Victor as a science student who has severely detached himself from the norms of the living to defy human limits potentially makes a horrifying attribute to the story where one could well associate mental derangement with crime or a series of morbid acts to follow scheming beyond sanity. Frankenstein, hence, is psychologically addressed in the light of this context. As a tool of suspense, similarly, the laboratory settings where Frankenstein conducts crude experimentation all the more appear to intensify the creepy effect of sce narios in which one is led to anticipate the horrible triumph of reconstructing life from the patches of grave-buried fleshes. Shelly manages to stir anxiety into audience sensation by directing the theme to be understood in the nature of ancient alchemy blended with some futuristic science as portrayed via the notion that high volts of electricity would ignite reflexes to the initially lifeless man-made creature. The monstrous appearance of Victor’s creation as well as the serial killings that follow upon the creature’s escape from his workplace further constitutes the elements to gothic mystery and horror. The author gradually relieves the story from this stage in pursuit of demonstrating the capacity of the creature to separate beastly instincts from its recognition of moral values. In the novel, the creature is said to have attained self-realization by guiding himself to obtain knowledge through literature, as by reading Milton’s ‘Paradise Lost’ . On the contrary, while he remains speechless with only grunting or growling to express, the 1931 film agrees to indicate development of rational qualities as the creature observes the cottagers to figure how humans communicate to share sensible concerns through emotions and use of intellect or reasoning. From these circumstances, he weaves and even struggles to acquire concept of himself in relation to humanity and the affinity of human beings to values based on spiritual beliefs. Shelley alludes in her story that although the brutish entity possesses a culprit’s brain, a portion of his nature still tends to innocent quest for self-identity and yearning to earn society’s approval. If one asks who the actual monster is in Frankenstein, by meditation of each principal character, the question may adequately draw response from the story’s ontological approach when the monster finds himself wandering with delight as he randomly explores with knowledge of human expe rience and spiritual faith or conviction. The burden of guilt may not be readily designated upon a brute who is amoral prior to self-awareness of which Shelley’s justification adequately provides evidence. Apparently, it is Victor Frankenstein who should receive the blame for following his instincts of mechanically forming life without paying regard to sound logic and the appalling consequences of his irrational endeavor. He deliberately neglects moral thought and this is the primary ground for the loss of his loved ones, so in effect,

Marijuana should be forbidden in the United States Essay

Marijuana should be forbidden in the United States - Essay Example alcohol or tobacco, its legalization would only result in an increase in its usage which could result in long-term addiction problems (DuPont, 2012). A study carried out in 2006 has found that marijuana is the most widely grown cash crop in the country with values exceeding that of corn and wheat combined (Marijuana Prohibition, 2008). While the plant was widely grown in the US, a federal law of Controlled Substance Act that was passed in the year 1970 prohibited the cultivation, use and trading of the drug within the country. The Act further classified the drug as a Schedule 1 drug by which the drug has more potential for abuse. However, in the following years certain states decriminalized the use of the drug and allowed medical use of marijuana as its use was found to be effective in the treatment of nausea, rheumatism and labor pains (Marijuana Facts and Statistics, 2012). Though the drug continues to be a controlled substance and users are subject to federal prosecution, research studies have shown that even teenagers have easy access to the drug with a particular study showing that popularity of the use of marijuana overtook that of cigarette tobacco over the past year (Marijuana Facts and Statistics, 2012; Marijuana Prohibition, 2008; Coffman &Dobuzinskis, 2012). An anti-legalization group has argued that marijuana use poses a great risk for the physical and mental development of young children (Coffman &Dobuzinskis, 2012; DuPont, 2012). A recent study showed a decline in the IQ levels among teenagers who used the drug regularly. The study further noted the harmful effects that the drug would have on the brain development in these teenagers. Thus the group is campaigning against legalization of the drug citing the negative effects it has on teenagers which would in turn affect their education and career later in life. There is also less awareness about the exact effects of the drug that has hindered efforts to prevent the use of the drug (Coffman

Federal Reserve Research Paper Example | Topics and Well Written Essays - 250 words

Federal Reserve - Research Paper Example Monetary policy is used to control inflation by revising the reserve ratio requirement or increasing the funds rate so as to reduce the demand of goods in the economy. Monetary policy influences the money supply and by this tool it controls the inflation (The Federal Reserve System 2012). Open market operation is a tool that the Fed uses to increase or decrease the money supply. Through open market operations the fed buys or sells treasury bills, Notes or bonds. This is the way the Fed alters total reserves in the banking system. When the Fed buys $50 million of bonds from a bank, the banks reserve would increase by the same amount and eventually that money would be loaned out by the bank. The $50 million increase in bank reserves would cause an equivalent increase in their monetary base (Colorado 2011). When the Fed undertakes a stimulus program, it essentially increases the money supply in the economy. As seen in the above example, the money supply will increase by $50 million times the money multiplier. If the money multiplier is 5, the money supply will increase by $250 million and obviously that would provide big impetus to the economy (Colorado 2011). Currently, the Fed discount rates are quite low, near to 0.25% that indicates the government wants to give boost to the economy by increasing money supply. After 2008 meltdown, the government bought long-term treasury bonds and notes. This indicates that the Fed is making all efforts to increase money supply to revive the market (The Federal Reserve System

Clinical Manifestations, Causes and Treatments for Lupus Research Paper

Clinical Manifestations, Causes and Treatments for Lupus - Research Paper Example There are a number of variations of lupus, with the most common being systemic lupus erythematosus which affects the entire body. The causes of lupus are not fully known, although stress has been shown to play a role in the appearance of symptoms, and the presence of the disease itself is thought to be genetically linked. There is no known cure for the disease, although medication and treatment can help to alleviate some of the symptoms. Nevertheless, lupus sufferers can often lead relatively normal lives, and more than 80 percent survive the first ten years after diagnosis. Thesis statement Lupus is an autoimmune disease that affects a large number of systems and is difficult to diagnose. However, despite the fact that there is no known cure for the disease, treatments are available, and most people can live normal lives. Introduction The name lupus is from the Latin word for wolf due to the appearance of a facial rash which was thought to resemble the bite of a wolf . However, not all suffers get the rash, and it is not always severe . Lupus is an autoimmune disease, which results in the body perceiving its own tissues as invaders and raising an immune response against it. The disease can be present in several different body systems and substantially ranges in severity. Some cases of the disease are life threatening, while others can be trivial and little to no effect on daily activity. The result of this is that the disease can be extremely difficult to diagnosis . The primary means of diagnosing lupus is through the use of an anti-nuclear antibody test (ANA). However, this is not fully reliable, as many people have positive ANA results that do not have lupus, and some forms of lupus do not trigger a positive ANA result. For example, although many people are diagnosed with lupus through blood screening, only around ten percent of these actually have the disease . Consequently, a range of methods are used for diagnosis, and patients are often misdiagnosed man y times before being correctly diagnosed with lupus. Lupus varies in intensity, it can flare up with stronger symptoms for a time, and it can go into remission for many years at a time. The exact causes of flares or remission are unknown, but research suggests that stress is a likely driver of the severity of the symptoms . One of the most recognizable aspects of lupus is the red rash that many patients get. In many cases when the rash heals, there is no trace of it remaining . While most lupus sufferers have systemic lupus erythematosus (SLE), there are other variations of the disease. Types of Lupus Systemic lupus erythematosus (SLE) can affect all or most of the body, including the blood, joints, skin and often kidneys . The term â€Å"systemic† refers to all over, while erythematosus means red. This can affect any part of the body . The disease acts by the presence of antibodies in the bloodstream that attack components of the hosts system. Wherever these land, they cause inflammation and often pain. Symptoms vary substantially depending on where the antibodies are present. For example, some lupus patients have general aches, severe pain in their joints, a skin rash or an unusual blood count . SLE is the most common form of the disease, and this type is most often associated with the term lupus . For a person to be officially diagnosed with lupus (SLE variant), the disease must conform to four of 11 criteria. The criteria are broken down into three sections, the

GUN CONTROL Research Paper Example | Topics and Well Written Essays - 1000 words

GUN CONTROL - Research Paper Example It was only last year that over twenty students in the US were brutally murdered by an unknown assailant who used a gun to spray bullets unto innocent people. This has therefore necessitated the immediate curtailing of this unlawful act. Moreover, the world today is under high alert of terrorist attacks through which the use of guns is part and parcel. Conventions and international conferences have in the past been convened to look into this matter in the international arena and strategic decisions made over the issue. However, though countries are in record of designing legislations as well as policies meant to control the use of gun, implementation has been seen to be failing. This is because the ease of movement of goods as well as information has greatly changed within the era of technological advancement and globalization. This paper therefore intends to analyze on some strategic steps that have been made in the past concerning this issue, their success as well as their failure and in conclusion recommend on some realistic steps that would adopted for the sake of success in this fight. The US has noted high number of debates as regards the ease of possession of guns as against total curtail of the same to general public but only to the security personnel. However, majority have been found to debate on the lineage of the political affiliation with these alienations more on democrats as well as the republican. With reason, some support the legislation formulation to allow the acquisition and sale of guns to the public though at monitored public showrooms through which sold guns can be tracked. They equally support the ban of sale to persons with questionable mental capabilities for the case of insanity. Nevertheless, the great concern is to how the evaluation of sanity is to be conducted. On the other hand, some people are of the opinion of absolute control of possession of guns by the public and as such support the possession of guns by only security agents . With majority of the US citizens owning guns, activism has slowly changed from the issues of gun control to the protection of gun rights. This is as revealed by a recent survey in the entire of the US (Dimock and Doherty, 2013, 1-6). The US has been seen to be very vocal on the issue of regulating guns within the states especially following the last year’s mass killings by an unknown assailant in a cinema. According to a white house release, the president is in support of imposition of background checks on sale of guns in efforts to curb the availability of guns within the wrong hands. The proposition is for a centralized system through which the government will be in opposition to regulate the flow of guns within the citizens of the States. As per the report, by controlling the availability of military assaults within the market would go a long way in controlling crime with the semi automatic and other high range ammunition gadgets within the states. Moreover, the presiden t reveals commitment for his governance to oversee the proper provision of mental care for the public for the purpose if maintaining sanity which has also been seen to contribute immensely towards the criminal activities involving guns (Anon, 2013, 2-13). In a rather supportive move towards this ban of existence of guns of

The Story Behind Bell Essay Example for Free

The Story Behind Bell Essay â€Å"Mr. Watson, come here. I want you. † These famous words by Alexander Graham Bell were spoken twice – first when the first sentence on the telephone was transmitted, and second when the first transcontinental sentence was exchanged (Feinstein 76, 92). This great genius may be world-famous for his invention of the telephone, but he preferred to be known as something else – the teacher of the deaf (World Book 2001 240). Not only was this brilliant man the creator of the device that transmits speech but also an educator and a very curious human being who desired knowledge and continued to test new ideas throughout his long and productive life. You can see how he changed and influenced the world through the years of his early life, his achievements, his miraculous telephone and its impact on the world, and his other creative inventions. Bell was born on March 3, 1847 in Edinburgh, Scotland (Foster). He was named after his grandfather, Alexander Bell and got his middle name, Graham from a family friend. His father, who was also named Alexander, taught deaf-mutes on how to speak, whereas his mother Elisa was a painter (World Book 2001 240). He was a talented musician, and could play by ear from the years of his childhood which resulted in him receiving a musical education (World Book 2001 240). Bell enrolled as a student teacher in West Howe – which was a boys’ school near Edinburgh – and taught music and speech in exchange for being tutored in other subjects (World Book 2001 240). He eventually started his own school for deaf teachers in 1872, which was one achievement of his in the line of many, although his most important one was the telephone. Ever since he was young, he had a fervent interest in human voice and an ambition for fame and fortune. From the time when Samuel Morse invented the telegraph, Bell was determined to create a new and improved version. In other words, he wanted to be able to transmit human speech. He worked with his partner, Thomas Watson, whom he met at an electrical instrument-making workshop, because he lacked necessary parts (World Book 2001 241). Together, they worked on the creation of the telephone – using a wire, a transmitter, and a receiver. On March 1876, Bell was adjusting the transmitter in the lab of his apartment. Watson was in another room adjusting the receiver, and the door between them was shut. Bell accidentally spilled battery acid on himself, and said those famous words – â€Å"Mr. Watson, come here. I want you,† which Watson heard in the other room through the receiver (Creating America 588). Life flew by for Alexander and Thomas after that. The first telephone patent was issued on March 7, 1876 (World Book 2001 241). The French government awarded Bell the Volta Prize of 50,000 francs, and he used that money to set up more labs, which also meant that he accumulated teams of bright engineers to pursue new ideas (World Book 2001 241, Bellis). Before they knew it, telephones were widely used in the United States. In 1880, more than 50,000 telephones had been sold. A year later, that number changed to 132,000 (Feinstein 89). In 1915, the first transcontinental phone call took place between Bell – who was in New York City, and Watson – who was on the other side of the country, in San Francisco (Feinstein 92). Because this took place, it opened up a whole new level of possibility for Americans. If we could get a telephone call across the country, then why not across the whole world? Today, telephones are widely used, and we all have Bell to thank although not only for this one task. Some more accomplishments of his were when he was elected the first president of the National Geographic Society, and also when he founded the Journal of Science (Ament). Although these achievements may be big, they were not as great as the invention of the telephone. As a result, Bell created the â€Å"Bell Telephone Company† in 1885, which also led to the creation of the â€Å"American Telephone Telegraph Company† (ATT), which still exists today. (Feinstein 89). The invention resulted in Alexander demonstrating his telephone at the Centennial Exhibition in Philadelphia in 1876, and also for Queen Victoria at the Royal Palace (Feinstein 79, 82). Several major scientists at the time saw his exposition, and declared â€Å"Here is the greatest marvel ever achieved in electrical science,† (Creating America 588). Two days after the exhibition, he married Mabel Hubbard and had two daughters – Elsie and Marian (Feinstein 84). They sailed to England and introduced the telephone to the British. The telephone changed the whole world to an unimaginable extent, and it all started with an accident in his lab. Although this creation was one of Bell’s more successful inventions, he also had many that were not as well-known, but were developed with such cleverness that it plainly shows his creativity and hobby for experimentation. Alexander always strived for more knowledge, which meant that he experimented whenever possible. In 1880, he invented the photophone, which transmitted sound over a beam of light (Feinstein 99). He also devised a kite capable of carrying a person, and a â€Å"hydrodome,† which was the fastest boat in the world for several years, travelling at an average speed of 70 mph (Ament). Another one of his well-known inventions was a metal detector, which came in useful when President James Garfield was shot. On July 2, 1881, doctors probed the President’s body with bare and unwashed hands, hoping to find the bullet. They were unsuccessful and called Bell, expecting him to use his metal detector. When Bell first invented this device, he tested it on Civil War veterans who still had bullets in them, and was successful for every single person. When it came to the president, however, it did not work. Garfield eventually died from blood poisoning from the doctors’ filthy hands. After his death, Bell found out that his metal detector was fine, but the springs in the President’s bed had interfered with the functioning of the machine. Many newspapers incorrectly blamed him for the president’s death, but those close to him knew that he had tried his best, and that the death was not his fault in any way (Feinstein 103, 106). Inventing the telephone alone would’ve earned Bell lifelong fame and respect, but he continued to create or improve devices to make the world a better place. Forty-one years later Bell himself passed away. On August 2, 1922, Pernicious Anemia, a blood disease, sadly claimed his life at the age of 75 (Bellis). He is remembered for being the inventor of the telephone, and making the world a smaller place, because friends and family were now just a phone call away. To honor his death, the millions of telephone lines served by the Bell Telephone System in USA and Canada went silent for a whole minute, letting the people remember who invented it and how it dramatically changed the world (Ament). To this very day we can see how Alexander Graham Bell changed each and every one of our lives, and made the world what it is through the years of his early life, his accomplishments, his extraordinary telephone and its impact on the world, and his other astounding creations. He followed his dreams and desires, and told us all to â€Å"Leave the beaten track occasionally and dive into the woods. Every time you do so you will be certain to find something that you have never seen before. † ~Alexander Graham Bell (Feinstein 5).

Muscle Building Strength

Muscle Building Strength Muscle Building What You Need to Know When it comes to muscle building, most of us know the basics. We know that in order to build muscle we have to take in enough calories and do a lot of strength training. But what a lot of us do not know is that muscle building requires a lot of work and eating the right kinds of food and that we need to make sure that we are getting enough of the right calories in order for it to be effective. A lot of people are not aware that fruits and vegetables play a vital role in the development of muscle and in muscle building. A lot of people assume that protein is the only thing that they need to build muscle and they often overlook the importance of including a lot of fruits and vegetables into their diets. When we are doing muscle building activities, this takes a lot of energy for our bodies to be able to produce enough energy to allow our muscles to grow and increase in strength. This places a huge stress on our bodies and affects a lot of different processes that are going on in the body. The body has to still fight off illness and fight off bacteria and other harmful substances all the time. If the body is not being properly fueled, it will not have enough energy to fulfill all of the functions it has to do to keep us alive let alone build muscle. We need to give our bodies enough energy and healthy food to help keep in running the way it should. One of the big things that we can do to ensure that our bodies are going to be able to fight off disease is by giving our body plenty of fruits and vegetables. Fruits and vegetables have a lot of powerful antioxidants in them that can help defend ourselves against disease. It is important to include plenty of dark leafy vegetables and nutrient rich fruits into our diets. In addition to fruits and vegetables, when we are muscle building we also need to make sure that we are getting enough of protein and carbohydrates. Muscles require lean protein to build lean muscle and our bodies rely on carbohydrates to be able to fuel our workouts and give us the energy that we need to perform our daily functions. The sources of protein and carbohydrates can come from many different kinds of foods. The carbohydrates that we consume when muscle building should be complex carbohydrates and not too many simple carbohydrates that are found in foods like baked goods, white breads and white pastas. When looking for the best food sources for carbohydrates, you need to look for whole wheat and whole grain versions of food. There are many products on the market that come in whole wheat and whole grain food. The reason that our bodies need these types of food is because they take longer to break down in the body which gives us longer stores of energy. When we eat too much sugary or simple carbohydrate foods, our bodies cannot use all of that energy right away because it is processed quickly in the body and the excess calories and sugar turn into fat stores on our body. These fat stores are hard to turn into muscle when we are muscle building. Exercise is also a main ingredient in muscle building. A combination of strength training and cardio work is needed to get the best results possible. Some people do not recognize the importance of including cardio work into their plan and think that they will spend all of their time pumping weights. This is not the best way to go about muscle building. Our bodies need the cardio work in order to help keep our bodies working good and keeping healthy. A combination of strength work and cardio work is the best combination to employ when you are looking to do some serious muscle building. It is important to properly stretch the muscles as well, and a lot of people are turning to Pilates or yoga classes because they offer strength and stretching exercises that will help the muscles stay strong and not get to tight which could be a problem with muscle building. Following steps like having a good workout schedule and eating a healthy diet will help you reach your goals for wellness and help you reach your strength and fitness goals.

Jefferson Davis :: essays research papers

Jefferson Davis was born on June, 3rd, 1808, in Christian County, Kentucky. He was educated at Transylvania University and at the U.S. Military Academy. After his graduation in 1828, he served in the army until bad health forced him to residn in 1835. He was a farmer in Mississippi from 1835 to 1845. Then he was elected to the U.S. congress. In 1846, he resigned his seat in order to serve in the Mexican War and fought at Monterrey and Buena Vista, where he was wounded. He was a U.S. Senator from Mississippi from 1847 to 1857, and a U.S. Senator again from 1857 to 1861. As a Senator, he was in support of slavery and states' rights. "He also influenced Pice to sign in the Kansas-Nebraska Act, which favored the South and increased the bitterness of the struggle over slavery. (Encarta, Davis Jefferson. 97)" In his second term as a Senator he became the spokesman for the Southern point of view. He opposed the idea of secession from the Union as a way of maintaining the principles in the South. Even after the first steps toward secession had been taken, he tried to keep the Southern states in the Union. When the state of Mississippi seceeded, he withdrew from the Senate. On February 18, 1861, the congress of the Confederate States made him president. He was elected to the office by popular vote for a 6-year term and was inaugurated un Richmond, Virginia, the new capital of the Confederacy. He failed to raise enough money to fight the Civil War and could not obtain help for the Confederacy from foreign governments. One of the accomplishments of Jefferson Dacis, was the raising of the Confederate army. Davis had a difficult task to preform. He was the head of the new nation in the beginnings of a major war. The South had inferior railroads compared to the Union, no navy, no gunpowder mills, and a reat lack of arms and ammunition. "The South's only resource seemed to have been of cotton and courage." (Davis, W. P 128). Despite this, the Confederates demolished the North at the battle of Bull Run. Somehow, with limited resources, Dacis made facotries for arms, cannons, powders and ammunition. Old naval yards were restored and gunboats were built. Davis sent agents to Europe to buy arms and ammunition and representatives were sent to try and secure help from England and France.

Supremacist Ideologies in Joseph Conrads Heart of Darkness Essay

Supremacist Ideologies in Heart of Darkness Joseph Conrad's Heart of Darkness colludes with the ethnocentric attitude of Europeans towards the native people of Africa. At the turn of the century, European imperialism was viewed as "a crusade worthy of this century of progress" by King Leopold of Belgium. Although Conrad was critical of imperialism, his novella reveals to the reader an undeniable Victorian provenance. It endorses cultural myths of the period and reinforces the dominant ideology of the British gentleman. Its Victorian provenance is revealed in the representation of race, which is constructed through the character Marlow. His powerful narrative viewpoint reinforces what Chinua Achebe called Europe's "comforting myths" about Africa and Africans. The text consistently constructs black people as 'other'. This is achieved primarily by Marlow, who acts to construct the natives from the vantage point of the British gentleman. When he "looked at them", he searched not only for their "impulses, motives, capacities" but also for restraint, a value that he champions throughout the retelling of his story. When he can't find it, he remarks "Restraint? What possible restraint?" Marlow's first encounter with the natives is at the Outer Station, where his ambivalence towards them is foregrounded by his obsession with the miraculously efficient first-class agent. The natives are effectively dehumanised because they are presented as nothing more than "black shadows" and "acute angles"; and Marlow is far more interested in the fact that the accountant kept his books in "apple-pie order" than with the dying black men outside. Similarly, when Marlow stumbles across "a middle-aged negro, with a bullet-hole in the... ...t inexorably associates the continent and its people with darkness. We have the natives described as "black shapes", "strings of dusty niggers" and "a whirl of black limbs". This imagery also often associates Africans with supernatural evil. Near the Inner Station: "A black figure stood up, strode on long black legs, waving long black arms, across the glow. It had horns... some sorcerer, some witch-man, no doubt; it looked fiend-like enough" The African landscape is not only culpable for Kurtz's wrongs, but it is also a place of darkness and of evil, a place of paganism, with "the throb of drums, the drone of weird incantations"; a place of "lurking death", cannibalism, disease and insanity - all of Marlow's reality is filtered through the European consciousness, and all of his narrative serves to endorse European supremacist ideologies.

American History X :: Movies Film

Recently we watched a movie called American History X. It touched on a lot of major subjects such as gang violence and racism, which has been passed on from generation to generation. It also asked questions like, what were their racist ideas really based on, how did racism effect the community, can racism be reshaped by actual experiences, and how or why racism to begin with? Racism has been the main topic in the judicial system, police affairs, and racially divided communities for years but it's neither disappearing nor growing to this today. In this movie the main character was a man named Derek. After the death of his father, due to gang violence, he became a racist to all others but white people. He blamed the lack of jobs and poor wages on the blacks and immigrants. In an interview he had after the death of his father he stated that, it's all the blacks fault for all the violence in their neighborhood. He also said that, they brought all the diseases like AIDS and it's their problem and why did they have to bring it to the white people. Before he vandalized a store, owned by a Chinese man, with his other racist friends he told them why they were doing this. He told them that these immigrates come here an instead of looking for the American dream they come and take advantage of it and by firing those who worked there before and hiring Mexicans and blacks, that are willing to work at a low-wage, they make more money. So he and his friends need to show them that they indeed don't belong here and no one wants them her e. After brutally killing two people, in cold blood, Derek was arrested and sentenced to six years in prison. In prison, there were some like him and had the same thoughts but didn't stay true to their beliefs. He wondered why did his fellow skin-heads had confrontations with others outside of the group for product and merchandise and then turned around and sell it to his own. This kind of activity puzzled Derek who later in the movie came to the realization that there is nothing wrong about talking to blacks and others. Slowly, as the months passed, in jail he started developing a new found respect for everyone no matter their color or race, he started talking to his black laundry folding partner, and stopped hanging or talking to his Nazi friends . American History X :: Movies Film Recently we watched a movie called American History X. It touched on a lot of major subjects such as gang violence and racism, which has been passed on from generation to generation. It also asked questions like, what were their racist ideas really based on, how did racism effect the community, can racism be reshaped by actual experiences, and how or why racism to begin with? Racism has been the main topic in the judicial system, police affairs, and racially divided communities for years but it's neither disappearing nor growing to this today. In this movie the main character was a man named Derek. After the death of his father, due to gang violence, he became a racist to all others but white people. He blamed the lack of jobs and poor wages on the blacks and immigrants. In an interview he had after the death of his father he stated that, it's all the blacks fault for all the violence in their neighborhood. He also said that, they brought all the diseases like AIDS and it's their problem and why did they have to bring it to the white people. Before he vandalized a store, owned by a Chinese man, with his other racist friends he told them why they were doing this. He told them that these immigrates come here an instead of looking for the American dream they come and take advantage of it and by firing those who worked there before and hiring Mexicans and blacks, that are willing to work at a low-wage, they make more money. So he and his friends need to show them that they indeed don't belong here and no one wants them her e. After brutally killing two people, in cold blood, Derek was arrested and sentenced to six years in prison. In prison, there were some like him and had the same thoughts but didn't stay true to their beliefs. He wondered why did his fellow skin-heads had confrontations with others outside of the group for product and merchandise and then turned around and sell it to his own. This kind of activity puzzled Derek who later in the movie came to the realization that there is nothing wrong about talking to blacks and others. Slowly, as the months passed, in jail he started developing a new found respect for everyone no matter their color or race, he started talking to his black laundry folding partner, and stopped hanging or talking to his Nazi friends .

Man vs. Society

Society excludes, torments, and sometimes kills people simply because of their religion. We might not always see it or hear it, but it’s there. Religious persecution is everywhere. It is in our schools, it is in our government, it is engrained in our society. Naturally people persecute and torment those who are not like them, be them Muslim, Mormon, Hindu, or even Christian. Yes, even Christians are being persecuted. We in America hear â€Å"so often about Muslims [being] victims of abuse in the West†(Ali).But what we don’t realize that there is another war. An â€Å"unrecognized war†(Ali) taking place everywhere from West Africa to the Middle East to South Asia and Oceania. A war on Christians. Christians are the most persecuted group in the contemporary world. â€Å"According to the World Evangelical Alliance, over 200 million Christians in 60 countries are denied fundamental human rights solely because of their faith†(Persecution of Christians). In Egypt, Christians are forced under strict rules that do not apply to mosques and other religious institutions.For example, under Hamayouni Decree, Christians have to go through the federal government in order to build, or even repair their buildings (Persecution of Christians). Not only does Egypt restrict Christians’ ability to build and maintain churches, but also their ability to hold positions. Christians cannot hold senior government positions, diplomatic positions, be in the military, or hold teaching positions (Persecution of Christians).Also, the Egyptian government does not recognize conversions from Islam to Christianity, and since inter-faith marriages in the country are illegal, converts cannot marry people born in Christian communities, and their children receive an Islamic education (Persecution of Copts). After the â€Å"Arab Spring† movement, there have been even more accounts of Christian persecution. Arab Spring is â€Å"a revolutionary wave of de monstrations that has been taking place in the Arab world †¦ [that is] successfully overthrowing their repressive governments†(Cha-cha).The overthrow of the government of Libya, the civil uprisings in Bahrain, Syria, and Yemen, and the major protests in Algeria, Iraq, Jordan, Kuwait, Morocco, and Oman (Arab Spring) are allowing Islamic extremists to gain power, and this is very worrisome for many Christians. The Arab Spring movement is also causing a Muslim â€Å"revival† of sorts, causing them to question their tolerance of Christians thus far. This revival has caused numerous incidents such as â€Å"church-burnings, rapes, mutilations, and murders†(Ali). Christians are being killed in Islamic cultures simply because of their religion.Yet this raises no alarm. Here in the West we have no idea how badly our fellow Christians suffer at the hands of Muslim countries. They constantly live in fear that their houses will be burned, their children killed, and them imprisoned with no hope of a fair trial. â€Å"From blasphemy laws to brutal murders to bombings to mutilations and the burning of holy sites, Christians in so many nations live in fear†(Ali). Christians and Muslims in Nigeria have been on the edge of civil war for years. A new Islamic radical group called Boko Harem provokes most of this action.This organization has stated that â€Å"it will kill all Christians living in the country†(Ali). â€Å"In the month of January 2012 alone, Boko Haram was responsible for 54 deaths†(Ali). This is insane! In the first month of this year, a month with a mere 31 days, Boko Haram has already killed 54 people. That’s almost two people a day. And this is only one group. In 2011, they killed at least 510 and burned down or destroyed more than 350 churches. This â€Å"Christophobia† that Africa is also found in Sudan, but in a very different form.The Sudanese authoritarian government has â€Å"for decades tormente d the Christian minorities in the south†(Ali). In Sudan, it is not extremist groups that are targeting Christians, but the government itself. It began in 2003, at the infamous genocide at Darfur. Since then, the Muslim president, Omar al-Bashir, has been indicted in the International Criminal Court in The Hauge of three counts of genocide (Omar al-Bashir). Even though he granted partial independence to south Sudan, the violence has not ended. Christians in south Sudan are still subject to aerial bombings, targeted killings, and the kidnapping of children (Ali).The UN reports that between 53,000 and 75,000 innocent civilians have been displaced from their homes (Ali). Not only are African Christians suffering, but also ones in the Middle East. Since 2003, more than 900 Iraqi Christians have been killed by terrorists’ actions and 70 churches have been burned in Baghdad alone. â€Å"Christians might disappear altogether from Iraq† says the chairman of the U. S. Comm ission on International Religious Freedom (Muslim Persecution of Christians). In Iran, the government is making laws that make it illegal to spread the Christian faith to the rest of the Iranians.Their goal is to â€Å"cleanse Iranian Christians†(Wahdat-Hagh), completely eradicating them from their country. There is so much hatred from the Islamic society that is directed towards Christians, and for no good reason. They torment and rape and mutilate and murder all Christians who are willing to stand up for what they believe in. And what do we do? What does western civilization do? We stand aside and allow it to happen. We turn a blind eye to our brothers and sisters who are being tortured and murdered for their beliefs, and allow it all to go on. We know it’s happening, but why do we stand aside?Why is America, the country that was founded on the principals of Christianity, the country that was founded for the purpose of escape from religious persecution, standing asid e and allowing people to be massacred? Are we so wrapped up in things of this world, are we so wrapped up in economy and money and oil that we stand aside and allow people to be brutally killed so that we can keep our gas prices low and our people safe? Even if we don’t all agree that Christians are right are wrong, don’t we all believe that human life is valuable, and that it must be preserved?We went to war with the Middle Eastern countries to fight this â€Å"War on Terror,† but what did that accomplish? Safety for our own borders, and not even that to its fullest extent. It did nothing to help the hundreds of thousands of Christians living in fear all around the world. So what should we do? We the people, of the United States of America, must go back to our roots, go back to the reason why we came here in the first place, and abandon all of our petty arguments, so that we can aid those who are the oppressed and the persecuted because of their faith.

History of the Periodic Table Essay

Explain how scientific observations led to the development of, and changes to, the periodic table. -Dmitri Mendeleev- first periodic table, organized 63 known elements according to properties, organized into rows and columns and wrote name, mass, and chemical properties on each -Julius Lothar Meyer- independently worked in Germany, similar to Mendeleev -Henry Gwyn Jeffreys Moseley- Worked with Ernest Rutherford, experimented with 38 metals, he found that the positive charge of each element’s nucleus increased by one from element to element as they were arranged in Mendeleev’s periodic table, lead to modern definition of atomic number (# of protons in atom’s nucleus) and the recognition the atomic number was basis for organization of periodic table. Describe the organization of the modern periodic table. Arranged from left to right in rows (periods) by increasing atomic number and top to bottom in columns (groups) based on similar chemical properties Lesson 03.02: Group Names and Properties Compare and contrast the properties of metals, metalloids, and nonmetals. -Metals- good conductors of heat and electricity and reflect light and heat, most luster (shine) and most are malleable (hammered or rolled into sheets) -Non-metals- poor conductors of heat and electricity, most are gas at room temperature, those that are solid are not malleable -Metalloids- a semiconductor (conduct electricity better than non-metals but not as good as metals), some characteristics of metals but more like nonmetals Identify groups and sections of the periodic table by group name and common properties. 3.02 notes Lesson 03.03: Periodic Trends Describe and explain the trends for effective nuclear charge, atomic radius, ionic radius, and ionization energy across a period and down a group. -Effective Nuclear Charge- the charge (from the nucleus) felt by the valence electrons after you have taken into account the number of shielding electrons that surround the nucleus. -Atomic radius- half the distance  between the centers of two atoms of that element that are bonded together -Ionization Energy- the energy required to remove one electron from an element, resulting in a positive ion. -Ionic radius- One-half the diameter of an ion. A positive ion is called a cation, and a negative ion is called an anion. Nonmetals usually become anions and metals usually become cations. Predict the properties of an element based on the known patterns of the periodic table. Use periodic table Describe and explain the periodic trends for electron affinity (honors). Electron affinity-The energy involved when a neutral atom gains an electron Becomes more negative (more energy is given off) for each element across a period from Group 1 to Group 17 because of an increase in effective nuclear charge. Becomes less negative (more positive) going down a group, because each electron is being added to a higher energy level farther from the nucleus. Explain the exceptions to the trend across a period for ionization energy (honors). Noble gases in Group 18 all have positive electron affinity values. The noble gases must be forced to gain an electron because they already have a full valence energy level. The alkaline earth metals in Group 2 and the nonmetals in Group 15 both have electron affinity values close to zero due to electron repulsion and effective nuclear charge. Nitrogen, in Group 15, does not form a stable -1 ion because when an additional electron is added to nitrogen’s valence energy level, it is added to a 2p orbital that already has one electron. The weak attraction between the added electron and nitrogen’s nucleus is why there is not much energy given off. Lesson 03.04: Valence Electrons and Bonding Define and compare ionic and covalent bonding. -Ionic Bond- A chemical bond that results from electrostatic attraction between positive and negative ions, electrons are given up by one atom and gained by another atom, and then those atoms are attracted to each other.  Between a metal and nonmetal. -Covalent bond- Electrons are shared between two atoms, neither atom completely gains or loses electrons. Between two nonmetals. Relate your knowledge of the periodic trends to the chemical bonding exhibited by various elements. Lesson 03.05: Ionic Bonding and Writing Formulas Determine an element’s ionic charge based on its location on the periodic table. Group 1- 1+ Group 2- 2+ Group 3- 3+ Group 4- 4+ Group 5- 3- Group 6- 2- Group 7- 1- Group 8- non-reactive noble gases Write the correct ionic formula when given two elements that bond ionically. Use question above and periodic table Lesson 03.06: Covalent Bonding and Lewis Structures Determine how many covalent bonds an atom needs in order to fill its valence shell, using the periodic table. Must get to 8 valance electrons. Ex. Group 17 needs one more valance electron; group 6 needs 2 more valance electrons Draw correct Lewis structures to model covalently bonded molecules when given the name or formula of the molecule. Describe your observations and conclusions from the virtual lab. Lesson 03.07: Intermolecular Forces Use VSEPR theory to predict the shape of a molecule based on its Lewis structure. The VSEPR theory is about geometry of compounds and electron location. Compare and contrast intermolecular forces (London dispersion, dipole-dipole, hydrogen bonding, and ion-dipole). London dispersion forces occur between all molecules and particles but are the only force of attraction between nonpolar molecules or noble gas atoms. These forces are the weakest of the intermolecular forces. The London dispersion forces are caused by the motion of electrons. Dipole-dipole forces are electrostatic interactions of permanent dipoles in polar molecules. The attractive forces that occur between the positive end of one polar molecule and the negative end of another polar molecule tend to align the molecules to increase the attraction. Hydrogen bonding is a particularly strong dipole-dipole interaction in which hydrogen is covalently bonded to a highly electronegative element, and attracted to the very electronegative element in another molecule. It occurs only in molecules containing N-H, O-H or F-H bonds. Ion-dipole forces are attractive forces that result from the electrostatic attraction between an ionic compound and a polar molecule. This interaction is most commonly found in solutions, especially in solutions of ionic compounds in polar solvents, such as water. Identify the intermolecular forces experienced by different compounds. Intramolecular Forces: The forces of attraction that occur between individual molecules. Lesson 03.08: Naming Compounds Correctly name covalent compounds, ionic compounds, and acids when given their formulas. A metal forms a positive ion (cation) and a nonmetal forms a negative ion (anion). The cation and anion combine to form an ionic compound, more specifically referred to as a binary ionic compound. Write the formulas for ionic compounds, covalent compounds, and acids from their names. Name hydrates or write the formula of a hydrate when given its name (honors). Same prefixes Lesson 03.09: Molar Mass of Compounds Calculate the molar mass of compounds from the formula. Determine empirical formulas from percent by mass or mass data. Empirical formula: The formula of a compound in which the subscripts represent the lowest whole-number ratio of the atoms. Determine the molecular formula from the empirical formula and molar mass of a substance. No clue Calculate the molar mass of a hydrate and determine the formula of a hydrate from experimental data (honors). H2O- 18.015 Determine the empirical formula of a compound from the mass of the products  produced in experimental reactions (honors).

Present Perfect

Introduction The theme of the present paper is â€Å"The Present Perfect†. The main goal of the work is to identify the main features of the Present Perfect and to present the cases of its use, basing on the theoretical and scientific works of Russian, English linguists. The objectives of the work, in their turn, represent ascending steps to the main goal of the project: 1. to give the definition to the present perfect; 2. to present the ways of formation of the present perfect tense; 3. to investigate cases of its use in the sentence and in American and British English compare them ; 4. o draw the line of demarcation between the use of the Present Perfect and the Past Simple Actuality of the work is the significance of the present perfect tense in the English language. That is a linguistic phenomenon, which exists not in every language and which is replaced by other tenses while translated into other languages appears to be one of the main constituents of English grammar. Nov elty of the paper lies in communicative approaches to linguistic analysis of the use of the present perfect tense aimed at acquiring the communicative competence.Theoretical value of the paper is based on the analyzed data taken from the works of American and English prominent linguists. Practical value of the work may be useful in practical grammar or in a daily use. The course paper consists of 4 parts; Introduction, Main Part, Conclusion and Bibliography. The Main Part consists of 2 chapters. Thus, Chapter I of the present paper is devoted to the general remarks the present perfect tense and comprises 3 points: 1. History of the Present Perfect Tense 2.The Formation of the Present Perfect 3. Differences between the Past Indefinite and the Present Perfect In this chapter we can find out general information about the origin of perfect tenses and the present perfect tense itself, and the ways of forming the present perfect, and the differences between the past simple and the present perfect in use. Chapter II includes 2 points: 1. The use of the Present Perfect in the sentence 2. Differences in use of the Present Perfect in American and British English.This chapter is devoted to the practical side of the work. We investigate the use of the present perfect in the sentence and the differences of the use of the present perfect in American and British English. Chapter Two can be interesting with the presentation of peculiar characteristics of the use of the present perfect of two main trends of English: American and British English. The reason I chose the theme â€Å"The Present Perfect† was the situation of not having this tense in the for us familiar languages: Russian and Kyrgyz.The Past Simple and The Present Perfect are replaced by only one tense in Russian called â€Å" †. The nature of this tense seems to be familiar for the learners of English at first sight, but there are many exceptions and special cases of their use. CHAPTER I: What the Pr esent Perfect Tense is 1. 1 History of Perfect Tenses and the Present Perfect The Present Perfect is an analytical form which is built up by means of the auxiliary verb to have in the Present Indefinite and the participle of the notional verb (e. g. I have worked. He has worked, etc. The word â€Å"perfect† in the name came from a Latin root referring to the idea of completion—of being now finished—rather than to perfection in the sense of â€Å"no flaws† (although the latter sense of â€Å"perfect† actually evolved by extension from the former, because something [for example, a drawing or a piece of pottery] is finished when it no longer has any flaws). So perfect tenses were named thus because of the idea that (in some uses in some languages, at least) they referred to actions that were finished with respect to the present (for example, â€Å"I have eaten all the bread† involves a sense of finality).However, as seen above, the name is a mi snomer in the sense that not all uses of present perfect constructions involve an idea of completion. In Old English the verb to have, used as the predicate in the sentence, was sometimes followed by direct object with participle II of a transitive verb attached to it on the function of a predicative adjective. The participle agreed in number, gender, case with the direct object. He has that book written= . As the state of the object ( written) was the result of the accomplished action, the mind of the speaker began to be interested in he action. The construction did not show whether the action expressed by participle II was performed by the subject of the sentence or by some other agent. It was from constructions where the subject of the sentence was the doer of the action denoted by the past participle, that the modern English perfect form developed. The participle lost its form of agreement with the noun-object and changing its place (He has written), became closely connected with the verb to have. Both elements lost their independent meaning and merged into one sense unit –the analytical form of the Modern English Perfect.He has written that book – the action of writing is accomplished by him at present and as a result of it the book is in a written state. Thus, what was originally a free syntactical combination has now turned into an analytical tense form. Such constructions, in which the doer of the action expressed by the participle was not the subject of the sentence, have still survived in Modern English as free syntactical combinations: He had three horses killed under him. I have my dress made here. Killed and made are still predictive adjectives to the direct object horses and dress.In construction with the verb to be, participle II of an intransitive verb was used as the predicative to the subject with which agreed in number, gender and case, and the verb to be had the function of a link-verb in a compound-nominal predicate: He i s ? ecumen = O? . When to have and to be –forms turned into perfect, the verb to have began gradually to be used as an auxiliary verb with both transitive and intransitive verbs: I have seen her. I have come. As a survival of the old constriction, to be is still used when the state is stressed: May Fielding was already come; and so was her mother. Dickens) When he was gone, my mother asked me all about the day I had had†¦ (Dickens)He is gone to the Leas†¦ (Bronte) The present perfect is a grammatical combination of the present tense and the perfect aspect, used to express a past event that has present consequences. An example is â€Å"I have eaten† (so I'm not hungry). Depending on the specific language, the events described by present perfects are not necessarily completed, as in â€Å"I have been eating† or â€Å"I have lived here for five years. The present perfect is a compound tense in English, as in many other languages, meaning that it is form ed by combining an auxiliary verb with the main verb. In modern English, the auxiliary verb for forming the present perfect is always to have. * I have eaten * You have gone * He has arrived In many other European languages, the equivalent of to have (e. g. , German haben, French avoir) is used to form the present perfect (or their equivalent of the present perfect) for most or all verbs. However, the equivalent of to be (e. g. German sein, French etre) serves as the auxiliary for other verbs in some languages such as German, Dutch, French, and Italian (but not Spanish or Portuguese). Generally, the verbs that take to be as auxiliary are intransitive verbs denoting motion or change of state (e. g. , to arrive, to go, to fall). In many European languages, including standard German, French and Italian, the present perfect verb form usually does not convey perfect aspect, but rather perfective aspect. In these languages, it has usurped the role of the simple past (i. . preterite) in sp oken language, and the simple past is now really only used in formal written language and literature. In standard English, Spanish, and Portuguese, by contrast, the present perfect (perfect) and simple past (perfective aspect) are kept distinct. The Present Perfect form denotes an action completed before the present moment (and connected with it) or before a definite moment in the past or future. It is formed by means of the auxiliary verb to have in the required tense and Participle II of the notional verb 1. The formation of the Present Perfect 1. The Present Perfect is formed by means of the Present Indefinite of the auxiliary verb to have and Participle II of the notional verb. 2. In the interrogative form the auxiliary verb is placed before the subject. In the negative form the negative particle not is placed after the auxiliary verb. Affirmative| Interrogative| Negative| I have workedHe has workedShe has workedWe have workedYou have workedThey have worked| Have I worked? Has h e worked? Has she worked? Have we worked? Have you worked? Have they worked? I have not workedHe has not workedShe has not workedWe have not workedYou have not workedThey have not worked| 3. The contracted affirmative forms are: I’ve worked He’s worked You’ve worked The contracted negative forms are: I haven’t worked He hasn’t worked You haven’t worked 4. The negative-interrogative forms are: Has she not worked? Hasn’t she worked? Have you not worked? Haven’t you worked? 1. 3 Differences in between the Past Indefinite and the Present Perfect It follows from the rules above that the Present Perfect is not used when there is an indication of past time in the sentence.It is the Past Indefinite that is used in this case because the mention of the definite past time ties the action to the past- time sphere as it were, and it cannot break through to the present. e. g. â€Å"Put on your clothes at once and come with me. † †Å"But what is it? Has something happened? † â€Å"I'm afraid so. Your husband was taken ill this afternoon. † â€Å"M. Poirot, you have no idea of what I have gone through. † â€Å"I know your wife died just over a year ago. † Similarly, it is the Past Indefinite that is used in questions introduced by when. e. g.When did you actually arrive? When did you change your mind? The Past Indefinite is also used in special questions beginning with where and how when they refer to the past events. The Present Perfect is not common here because the attention in such sentences is drawn to the circumstances of the action rather than to the occurrence itself, which means that the speaker has a definite action in mind. e. g. â€Å"Where did your uncle receive his guests? † â€Å"Right here. † â€Å"How did he get in? † I asked, and Evans said, â€Å"Oh, he has a key. † â€Å"Where is my hat?Where did I leave my hat? † Note. The questi on Where have you been? can be asked of the person who has just come. e. g. ‘Hello, Mum. I'm sorry I'm late† â€Å"Where have you been? † In all other cases it should be Where were you! e. g. â€Å"Did the party go off nicely? † â€Å"I don't know. I wasn't there. † â€Å"Where were you? ‘ In special questions beginning with interrogative words other than those mentioned above (e. g. who, what, why, what †¦ for and other), both the Present Perfect and the Past Indefinite are possible. The choice depends on the meaning to be conveyed.If reference is made to an action which is past or definite in the minds of the people speaking, or if there is a change of scene, the Past In definite is used; if reference is made to an action which is still valid as part of the present situation, the Present Perfect should be used. e. g. â€Å"What have I done against you? † she burst out defiantly. â€Å"Nothing. † â€Å"Then why can't we ge t on? † â€Å"I know she gave him a good scolding. † â€Å"What did he do? † Looking up at her he said: â€Å"Dorothy's gone to a garden party. † â€Å"I know. Why haven't you gone too? Why didn't you speak to my father yourself on the boat? Note 1. As to general questions, the Present Perfect as well as the Past Indefinite may be found in them because they may inquire either about new facts which are important for the present or about events that are definite in the mind of the speaker. Note 2. In the following example the verb to be is used in the meaning ‘to visit', ‘to go'. Hence it takes the preposition to after it. It is noteworthy that to be acquires this meaning only if used in the Present Perfect or the Past Perfect. e. g.Renny said: â€Å"He has been to Ireland too† â€Å"Have you been to a symphony concert? † he continued. Note 3. The combination has/have got may be used as the Present Perfect of the verb to get (which is not very common, though). e. g. I don't know what's got into Steven today. He has got into financial difficulties and needs cash. But it is often used as a set phrase which has two different meanings  Ã¢â‚¬â€ ‘to possess' (a) and ‘to be obliged' (b). e. g. a) â€Å"Have you got a telephone? † she looked round the room. â€Å"I don't think we've got any choice,† said Francis, ) â€Å"No† he said loudly, â€Å"there are some risks you've got to take. † â€Å"It doesn't matter what caused it,† said Martin. â€Å"We have got to take the consequences† In this case the time reference also changes  Ã¢â‚¬â€ has/have got is the Present Perfect only in form; it actually indicates a present state of things. Note 4. She is gone is a survival of the old Present Perfect which was formed with certain verbs by means of the auxiliary to be. In present-day English it is to be treated as a set phrase meaning ‘she is not here any lon ger'. CHAPTER II : The Use of the Present Perfect . 1 The use of the Present Perfect in the Sentence The Present Perfect falls within the time sphere of the , present and is not used in narration where reference is made to past events. It follows from that that the Present Perfect is used in present-time contexts, i. e. conversations, newspaper and radio reports, lectures and letters. The Present Perfect has three distinct uses. They will be further referred to as Present Perfect I, Present Perfect II and Present Perfect III. 1) Present Perfect I is the Present Perfect proper.It is used to express an accomplished action which is viewed from the moment of speaking as part of the present situation. Attention in this case is centred on the action itself. The circumstances under which the action occurred appear unimportant and immaterial at the moment and need not be mentioned. e. g. He is very sensitive, I have discovered that. I've had a talk with him. He says he has all the proof he wants. Such news! We've bought a racehorse. â€Å"I've spoiled everything,† she said. His secretary said tactfully: â€Å"I've put off your other appoint- ments for a while. It should be especially noted that though the action expressed in the Present Perfect is regarded as already accomplished, it belongs to the present-time sphere and is treated as a present action. It becomes obvious from the periphrasis: I've heard the doctor's opinion —> I know the doctor's opinion. She's gone off to the woods —> She is in the woods. A similar idea of an accomplished action is also traced in such expressions referring to the present as He is awake. I'm late. The work is done. The door is locked, etc.Since it is the action itself that the Present Perfect makes im- portant, it is frequently used to open up conversations (newspaper and radio reports, or letters) or to introduce a new topic in them. However, if the conversation (report or letter) continues on the same subject, going into detail, the Present Perfect usually changes to the Past Indefinite, as the latter is used to refer to actions or sit- uations which are definite in the mind of the speaker. Usually (but not necessarily) some concrete circumstances of the action (time, place, cause, purpose, manner, etc. are mentioned in this case. e. g. â€Å"You are all right. You are coming round. Are you feeling better? † â€Å"I'm quite all right. But what has happened? Where am I? † â€Å"You're in a dug-out, You were buried by a bomb from a trench-mortar. † â€Å"Oh, was I? But how did I get here? † â€Å"Someone dragged you. I am afraid some of your men were killed, and several others were wounded. † â€Å"Pussy Cat, Pussy Cat, Where have you been? † â€Å"I've been to London To look at the Queen. † â€Å"What did you see there? † â€Å"I saw a little mouse Under her chair. â€Å"As is seen from the above examples, the Present Perfect is us ed to name a new action, whereas the Past Indefinite is used to refer back to a definite action and the attention in this case is often drawn rather to the circumstances attending the action than to the action itself. Note. The functions of the Present Perfect and the Past Indefinite may be in a way compared with those of the indefinite and the definite articles. The indefinite article is used when an object is just named (e. g. Glue me a book. She is a teacher. I have a brother).Likewise the Present Perfect serves to name an accomplished action (see the examples above). Both the definite article and the Past Indefinite are used when an object or an action, respectively, is definite in the mind of the speaker (e. g. The book is on the table. The teacher returned the compositions,) As has been said, Present Perfect I is mainly used to introduce a new topic. But it may also be used to sum up a situation. e. g. â€Å"I've done bad things,† I said, â€Å"but I don't think I coul d have done some of the things you've done. † â€Å"You've so often been helpful in the past. â€Å"I've tried,† said Joseph. We've all been young once, you know. We've all felt it, Roy. â€Å"I'm afraid I've been horribly boring and talked too much,† she said as she pressed my hand. â€Å"Agatha has told me everything. How cleverly you have both kept your secret,† â€Å"You and your wife have been very good to me. Thank you. † In accordance with its main function  Ã¢â‚¬â€ just to name an accomplished action  Ã¢â‚¬â€ the Present Perfect is generally used when [the time of the action is not given. e. g. He sat down. â€Å"You have not changed,† he said. â€Å"No? What have you come for? † â€Å"To discuss things. â€Å"Mr has told me such wonderful things about you. Walter. † â€Å"I haven't thought about it,† she returned. However, sometimes, even though there may be no indication of past time in the sentence, th e Present Perfect cannot be used because reference is made to happenings which are definite in the mind of the speaker (either because the action has already been mentioned or because the situation is very well known to the listener). In this case the use of the Past Indefinite is very common. e. g. Did you sleep well? I didn't understand you. Did you enjoy the play?Did you have a good journey Did you like the book? (trip, ride, flight, day, time)? What did you say? Did you see the accident? Did you hear what he said? I'm sorry I lost my temper. I didn't hear your question. It is possible, however, to use the Present Perfect when there is an adverbial modifier of time in the sentence that denotes a period of time which is not over yet, e. g. today, this morning, this week, this month, this year, etc. e. g. What Rosanna has done tonight is clear enough, (Tonight is not over yet. ) This year we have taken only one assistant. (This year is not over. I have had only one new dress this s ummer,† exclaimed June. (This summer is not over yet. ) Conversely, if the period is over or reference is made to a particular past point of time within that period, the Past Indefinite is used. e. g. â€Å"Did you see the letter in the â€Å"Times† this morning? (It is no longer morning. ) â€Å"No. I haven't had time to look at a paper today,† (Today is not over yet. ) â€Å"Whom do you think I passed in Richmond Park today! † (Today is not over, but the action took place at a particular point of time within today, namely when the person was in Richmond Park. â€Å"I wasn't very well this morning, but I'm perfectly all right now. † (This morning is over. ) Note. It should be noted that sometimes an adverbial modifier of place points to a past period of time. e. g. Did you see him at the theatre? (= when you were at the theatre) I ran into her in Oxford Street. (= when I was in Oxford Street) The Present Perfect may be found with certain adverbs o f indefinite time and frequency such as just (‘ '), not †¦ yet, already, before, always, ever, never, often, seldom, recently, late ly, of late, etc. e. g. She's just missed being run over.I haven't even had coffee yet. He has never made a sixpence by any of his books. Have you heard of him lately? â€Å"What is the point? † â€Å"I've made it clear enough before. † However, the use of the Present Perfect is by no means obligatory with the above mentioned adverbs, because any other finite form may be used with these adverbs if it is required by the situation. e. g. He was studying to be a pianist, but he never touches the piano now. He noticed that the leaves of the chestnut were already beginning to turn yellow and brown. His room was not yet furnished, and he liked it to remain empty. Note 1.Note the use of the Past Indefinite with just now. e. g. I told you just now I had never had time for much fun. Note 2. Russian students of English, under the influenc e of the Russian language, tend to use the adverb already nearly in every sentence containing the Present Perfect. That is not characteristic of the English language as it is sufficient to use the Present Perfect alone to express an accomplished action. The addition of already appears redundant in many cases. Present Perfect II serves to express an action which began before the moment of speaking and continues into it or up to it.This grammatical meaning is mainly expressed by the Present Perfect Continuous. However, the Present Perfect Non-Continuous is found in the following cases: a)Its use is compulsory with stative verbs. e. g. I've known the young lady all her life. I've loved her since she was a child. â€Å"But we've been in conference for two hours,† he said. â€Å"It's time we had a tea break. † b)With some dynamic verbs of durative meaning the Present Perfect is sometimes used instead of the Present Perfect Continuous with little difference in meaning. e. g. â€Å"It's a pretty room, isn't it? â€Å"I've slept in it for fifteen years. † â€Å"I'm glad to meet you,† he said. â€Å"I've waited a long while and began to be afraid I'd not have the opportunity. † He's looked after Miss Gregg for many years now. As to terminative verbs, they can only have the meaning of Present Perfect I and never of Present Perfect II. Since it is often difficult to draw the line between durative and terminative verbs, it is recommended that students of English should use the Present Perfect Continuous with all dynamic verbs to express an action begun in the past and continued into the present. )The Present Perfect is preferred to the Present Perfect Continuous in negative sentences, when it is the action itself that is completely negated. e. g. â€Å"Shall we sit down a little? We haven't sat here for ages. † â€Å"I was just having a look at the paper,† he said. â€Å"I haven't read the paper for the last two days. â⠂¬  â€Å"She hasn't written to me for a year,† said Roy. It is noteworthy that Present Perfect II is associated with certain time indications  Ã¢â‚¬â€ either the whole period of the duration of the action is marked or its starting point.In the former case we find different time indications. Some expressions are introduced by the preposition for and sometimes in (e. g. for an hour, for many years, for the last few days, for a long time, for so long, for ages, in years, in a long while, etc. )- Other expressions have no prepositions (e. g. these three years, all this week, all along, so long, all oneys life, etc. ). e. g. The picture has been mine for years and years. I've felt differently about him for some time. â€Å"Why haven't I seen you all these months? † said Hankins.We haven't had any fun in a long while. I've wanted to go to the sea all my life. The starting point of the action is indicated by the adverb since, a prepositional phrase with since or a clause introduced by the conjunction since. e. g. â€Å"But, Dinny, when did you meet him? † â€Å"Only ten days ago, but I've seen him every day since. † The sun has been in the room since the morning. But she has seemed so much better since you started the injections. In the clause introduced by since the Past Indefinite is used to indicate the starting point of an action.However, we sometimes find in both parts of such complex sentences two parallel actions which began at the same time in the past and continue into the present. In this case the Present Perfect is used in both clauses, e. g. I've loved you since I've known you. It should be noted that the indication of time is indispensable to Present Perfect II because otherwise its meaning in most cases would be changed. It would come to denote an accomplished action which is part of the present situation. Cf. I've been taught to do it for three years. I have been taught to do it. But we met him here about a month ago.We haven't heard from him since. We haven't heard from him. Care should be taken to distinguish between the use of the Present Perfect and the Past Indefinite when the period of duration is expressed by a prepositional phrase with for. If the period of duration belongs to the past time sphere, the Past Indefinite should be used. It is only if the period of duration comes close to the moment of speaking or includes it that the Present Perfect is used. Cf. â€Å"I have lived like this,† he said, â€Å"for two years, and I can't stand it anymore. † â€Å"I teach History at a secondary school.I went to the University here for four years and got a degree. † The same is true of questions beginning with how long. â€Å"Are you married? † â€Å"Yes. † â€Å"How long have you been married? † â€Å"Are you married? † â€Å"No. I'm divorced. † â€Å"How long were you married? † 3) Present Perfect III is found in adverbial clauses of time introduced by the conjunctions when, before, after, as soon as, till and until where it is used to express a future action. It shows that the action of the subordinate clause will be accomplished before the action of the principal clause (which is usually expressed by the Future Indefinite).This use of the Present Perfect is structurally dependent as it is restricted only to the above mentioned type of clauses. e. g. â€Å"You'll find,† said Fred, â€Å"that you'll long for home when you have left it. † As soon as we have had some tea, Ann, we shall go to inspect your house. I'll take you back in my car but not till I've made you some coffee. Sometimes the Present Indefinite is found in this type of clauses in the same meaning as the Present Perfect. The choice of the form depends on the lexical meaning of the verb. With durative verbs the Present Perfect is necessary. e. g. When you have had your tea, we'll see about it.I can tell you whether the machine is good or bad when I have tried it. With terminative verbs the use of both forms is possible, Cf. He says when he retires he'll grow roses. When I've finished this I must go and put the baby to bed. Mother will stay at home until we return. â€Å"Your mother wouldn't like me. † â€Å"You can't possibly say that until you've met her. † 2. 2 Differences in Use of the Present Perfect in American and British English In British English the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment.For example: I've lost my key. Can you help me look for it? In American English the following is also possible: I lost my key. Can you help me look for it? In British English the above would be considered incorrect. However, both forms are generally accepted in standard American English. Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet. British English: I've just had lunch I've already seen that film Have you finished your homework yet? American English:I just had lunch OR I've just had lunch I've already seen that film OR I already saw that film. Have your finished your homework yet? OR Did you finish your homework yet? American English speakers do not use the present perfect for events that are still connected to the present. However, most Americans have a narrower perception of such connections than do other English speakers, particularly the British. For example, the British will say â€Å"have you had breakfast this morning,† but Americans will often say â€Å"did you have breakfast this morning. There is no difference in grammar; the difference is in the fact that Americans often think of the morning as being past history, whereas the British tend to see breakfast as still being part of the day, at least for a longer time than Americans do. Both groups use the past simple to describe things that they perceive to be unconnected with the present, and both groups use the present perfect to describe things that they perceive to be connected with the present. The difference is in the perception, not the grammar.Some Americans may well use the present perfect, if that's how they perceive the action in question. Conversely, some British speakers may use the past simple, if they think of the action in question as being isolated in the past. The important thing to remember is that, in many expressions, the choice between present perfect and past simple depends solely on what the speaker has in mind. If the speaker perceives something as being completely finished and unconnected to the present, he'll use the past simple; if he still sees some sort of connection to the present, he'll use the present perfect.Two different people talking about the exact same thing may choose to use two different tenses to describe it. There are some cases in which one tense or the other is gramatically necessary, of course, but there are many cases in which both are acceptable. If you specify a particular time in the past, for example, you normally use the past simple (â€Å"I did it yesterday†). And if you say â€Å"I've lived here for a year,† the implication is that you still live here, whereas if you say â€Å"I lived here for ayear,† the implication is that you no longer live here.Similarly, if a woman says â€Å"I've had two children,† things are going well, but if she says â€Å"I had two children,† it might be a good idea to change the subject. The distinction between present perfect and past simple is difficult to explain in terms of rules because the rules are quite complex. I usually explain it in terms of the speaker's perceptions and via specific examples that illustrate the different ways in which the tenses can be contrasted. If someone says â€Å"John went to the movie,† it tells me several things. It tells me that John is not with the speaker, for example.It implies that the speaker probably does not expect to encounter John while he is at the movie. It implies that nothing the speaker is doing right now is connected to John's trip to the movie. If someone says â€Å"John has gone to the movie,† that, too, tells me several things. It implies that John's trip to the movie is recent. It implies that something about John's action is connected to some present state or action in the speaker's mind (for example, she may be planning to join him, or she may be describing the reason for his absence in the present, as when answering the telephone).In many cases, the choice between the two is almost arbitrary. In isolation, the present perfect sounds more recent, and/or implies that something may have happened more than once in the past, and implies a connection with the present somehow, but in many contexts these distinctions are unimportant. If someone answers the phone and is asked about John, she wi ll probably say â€Å"He has gone to the movie,† but she might also very well say â€Å"He went to the movie,† particularly if she is American (Americans have a narrower perception of â€Å"present time† than do many other English speakers).Conclusion After investigation of the theme â€Å"The Present Perfect Tense† I came to the conclusion that although the perfect tenses are called as the secondary tenses in the works of Russian scientists Ganshina and Vasilevskaya, it appears to be one of the main and indispensable constituents of the English language tense form. Every action leads to the results. Without results the action is not valuable. So the essence of using the perfect tenses is in expressing the results, consequences and the level of accomplishment and duration of the action.The present perfect tense and its use follow the learners of the English language from the first stage of the learning and of a great importance on the same level as the ve rb ‘to be’ or there is/ there are constructions. So, on the basis of the theoretical and practical investigation of the use of perfect tenses in the works of prominent Russian and English scientists and within American and British fiction conforming to the examined theory, we have reached the following results of the research work: The Perfect form denotes an action completed before the present moment (and connected with it) or before a definite moment in the ast or future. It is formed by means of the auxiliary verb to have in the required tense and Participle II of the notional verb. The Present Perfect is used in the following cases: 1. The Present Perfect denotes a completed action connected with the present. 2. The Present Perfect is used in adverbial clauses of time after the conjunctions when, till, until, before, after, as soon as to denote an action completed before a definite moment in the future. 3. The Present Perfect denotes an action which began in the pas t, has been going on up to the present and is still going on.In this case either the starting point of the action is indicated or the whole period of duration. The preposition for is used to denote the whole period of duration. Since is used to indicate the starting point of the action. If the conjunction since introduces a clause, the verb in this clause is in the Past Indefinite. In British English the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment. For example: I've lost my key.In American English the following is also possible: I lost my key. In British English the above would be considered incorrect. However, both forms are generally accepted in standard American English. Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet. British English: I've just had lunch American English: I just had lunch OR I've just had l unch American English speakers do not use the present perfect for events that are still connected to the present.However, most Americans have a narrower perception of such connections than do other English speakers, particularly the British. Bibliography 1. ?. ?. , , , 1968, 227 . 2. ?. ?. , A Grammar of Present Day, ,  «Ã‚ »,1990, 100 . 3. Greenbaum Sidney, Oxford English Grammar, Oxford, Oxford University Press, 1996, 652 p. 4. Greenbaum Sidney, Quirk R. , Leech G. , Svartvik J, A University Grammar of English, Moscow, 1982, p. 158 5. Newsperson Otto, University of Grammar, Chicago and London, The