Free Essays on Weep Not, Child

During the end of the nineteenth century the British government was planning, with Germany, on the partitioning of African territories so as to create holding on the continent and become part of the growing importance of this area to global trade and expansion. In the section of Africa that would become the British East Africa Protectorate and then Kenya in 1920, there was a wide range of cultural groups that lived by farming and herding livestock. There were also some groups, like the Kikuyu who were nomadic herders that lived in the mountainous, who were the least interested in colonization or cooperating with those types of governments. When the British decided to begin using the coastal areas of Kenya to trade in the Indian Ocean, they had a hard time extending their control inland. The cultural groups in the interior of the colony were not ready to give up their control and the British would have to take military action before the colony would be completely under their contr ol. The British began to classify the ethnic groups in the colony and force them to live in different area in order to divide and conquer the ethnic groups. Some of the ethnic groups, those who were wealthy and powerful, started to work with the British to establish a British government to run the colony of Kenya. Those poorer groups in the southern and western parts of Kenya, as well as in the mountain regions, were more resistant to change. The book Weep Not, Child takes place during the same time period telling the story about one families, the Ngotho families experience during the time Britain took over in Africa. The British helped the colonization by increasing the taxes levied on the Africans, in effect forcing them to work the white settler’s farm to pay the taxes, or retreat from the area. Either way the British were gaining more and more land to call Kenya. After World War II the British government had to deal with the tribal groups in Ken... Free Essays on Weep Not, Child Free Essays on Weep Not, Child During the end of the nineteenth century the British government was planning, with Germany, on the partitioning of African territories so as to create holding on the continent and become part of the growing importance of this area to global trade and expansion. In the section of Africa that would become the British East Africa Protectorate and then Kenya in 1920, there was a wide range of cultural groups that lived by farming and herding livestock. There were also some groups, like the Kikuyu who were nomadic herders that lived in the mountainous, who were the least interested in colonization or cooperating with those types of governments. When the British decided to begin using the coastal areas of Kenya to trade in the Indian Ocean, they had a hard time extending their control inland. The cultural groups in the interior of the colony were not ready to give up their control and the British would have to take military action before the colony would be completely under their contr ol. The British began to classify the ethnic groups in the colony and force them to live in different area in order to divide and conquer the ethnic groups. Some of the ethnic groups, those who were wealthy and powerful, started to work with the British to establish a British government to run the colony of Kenya. Those poorer groups in the southern and western parts of Kenya, as well as in the mountain regions, were more resistant to change. The book Weep Not, Child takes place during the same time period telling the story about one families, the Ngotho families experience during the time Britain took over in Africa. The British helped the colonization by increasing the taxes levied on the Africans, in effect forcing them to work the white settler’s farm to pay the taxes, or retreat from the area. Either way the British were gaining more and more land to call Kenya. After World War II the British government had to deal with the tribal groups in Ken...

The nature of general tortious liability comparing and contrasting to Essay

The nature of general tortious liability comparing and contrasting to contractual liability - Essay Example The paper tells that the similarity between general tortuous liability and contractual liability is that both give rise to actionable demands in a court of law, and both, if adequately proven, entitle the plaintiff to damages from the defendant. The main difference between general tortuous liability and contractual liability is that the latter is strictly voluntary, in that the parties by mutual consent, agree to bind themselves to certain obligations to each other, and be liable for damages in case of breach. These obligations are stipulated in a contract that shall be the law between the parties. For there to be a valid contract, there must be a meeting of the minds, i.e., an intent to create legal relations, an offer and acceptance, and mutual consideration and the parties must be capacitated to enter into the contract. One of the classical and enduring cases of contract law is the case of Carlill v. Carbolic Smoke Ball EWCA Civ 1. In this case, a company had come out with an adve rtisement challenging readers to use Carbolic Smoke Ball to prevent Influenza. It said that if used according to instructions, the user would not be susceptible to Influenza anymore, and if he still contracted the disease, the company would pay him 100 pounds. When a claimant came out, the company refused to pay, saying that there was no intent to create legal relations. In finding against the company, the court held that a valid and legally enforceable contract existed. In a situation where a valid contract existed, breach of it would constitute contractual liability. For example, in a contract of the sale of apples of a certain quality, if an inferior quality was delivered, it can be said that a contractual liability is created. In contrast, tortuous liability does not attach by reason of contract, but because of a breach of a duty of care. It is quite possible that the defendant may not have been aware of the extent of his liability or may not even know the person to whom he is l iable, quite unlike parties to a contract who are all known to each other. To quote the seminal case of Donoghue v. Stevenson 1932] UKHL 100 (26 May 1932) " You must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour. Who then is my neighbour? The answer seems to be - persons who are so directly affected by my act that I ought reasonably to have them in contemplation as being affected when I am directing my mind to the acts or omissions which are called in question." After Donoghue, the definition of what constitutes tortuous liability has been refined considerably and has crystallised into a three-way test: proximity (as held in the case of Donoghue), foreseeability, which means that the defendant should have been able to foresee the consequences of his or her actions (Caparo Industries Plc v Dickman and Others [1990] 2 AC 605.), and the test of â€Å"fair, just and reasonable†, recently upheld in the cas e of McFarlane and Another v Tayside Health Board [2000] 2 AC 59. To demonstrate causation in tort law – i.e., to show that the loss caused to the claimant was a result of a breach of duty of care by the defendant – the most simple test is the â€Å"but for† test. But for the defendant’s actions, would the claimant have incurred the loss? This was elucidated first in the case of Barnett v. Chelsea & Kensington Hospital ([1969] 1 QB 428) where a doctor was not held liable for a patient’s death even if he did not examine the latter, because the patient would have died anyway with or without the ministrations of the doctor. However, it must be remembered that one incident can give rise to several claims, and a claimant can elect between a breach of contract claim or a negligence claim involving duty of care1. (Jones, 2000, page 379). Explain the nature of liability in negligence and the concept of vicarious liability (P8 & P9) The nature of

Compare and contrast modern conservatism and modern liberalism Essay

Compare and contrast modern conservatism and modern liberalism - Essay Example The paper tells that one of the major requisites of the comparative analysis of modern conservatism and modern liberalism is a thorough understanding of the underlying principles of both these ideologies. In an attempt to classify the major arguments of modern conservatism, one may recognize that the body of opinion called conservatism does not have a clear-cut dogma or ideology. Rather than a system of ideological dogmata, it is mainly a body of sentiments which upholds the attitude we call conservatism. As Russell Kirk remarks, â€Å"Perhaps it would be well, most of the time, to use this word â€Å"conservative† as an adjective chiefly. For there exists no Model Conservative, and conservatism is the negation of ideology: it is a state of mind, a type of character, a way of looking at the civil social order.† However, a clear understanding of the major tenets of modern conservatism suggests that it is an ideology which shows respect for the institutions of law, Consti tution and the rights of the people. Although it has changed many of the traits of true conservatism, modern conservatism has played a crucial role in the equality, liberty, justice, and education of the people in the modern states. This fact is clear from Russell Kirk discussion of the ten principles that have loomed large during the two centuries of modern conservative thought, and he specifies that the conservative understanding of justice, education, etc have similar significance in the modern world. ... Rather than a system of ideological dogmata, it is mainly a body of sentiments which upholds the attitude we call conservatism. As Russell Kirk remarks, â€Å"Perhaps it would be well, most of the time, to use this word â€Å"conservative† as an adjective chiefly. For there exists no Model Conservative, and conservatism is the negation of ideology: it is a state of mind, a type of character, a way of looking at the civil social order.† (Guide, pg. 40) However, a clear understanding of the major tenets of modern conservatism suggests that it is an ideology which shows respect for the institutions of law, Constitution and the rights of the people. Although it has changed many of the traits of true conservatism, modern conservatism has played a crucial role in the equality, liberty, justice, and education of the people in the modern states. This fact is clear from Russell Kirk discussion of the ten principles that have loomed large during the two centuries of modern conser vative thought, and he specifies that the conservative understanding of justice, education, etc have similar significance in the modern world. In his comparison of the ideologies of modern conservatism and modern liberalism Russell Kirk considers that the former has more relevance than the latter. According to him, the great line of demarcation in modern politics is between the ultimate principles of these ideologies: â€Å"on one side of that line are all those men and women who fancy that the temporal order is the only order, and that material needs are their only needs, and that they may do as they like with the human patrimony. On the other side of that line are all those people who recognize an enduring moral order in the universe, a constant human nature, and

Ethical Issues Research Assignment Paper Example | Topics and Well Written Essays - 1000 words

Ethical Issues Assignment - Research Paper Example g is an ethical issue in which a struggle between the body and mind would happen and the winner would be either the body (In case the person opts for mercy killing) or the mind (In case the person decided against the mercy killing). Proponents of mercy killing are of the opinion that it is better to assist a person medically to terminate his life, if he is in a hopeless situation. In their opinion, the person who suffers pain and discomforts should have given the right to take decision about sustaining his life in such pathetic condition. Others can cite ethical or moral issues against the mercy killing; but the ultimate sufferer would be the patient only. On the other hand, critics of mercy killing believe that only the creator has the right to take the life back of his creations. They are of the opinion that life is the most important thing in the world. Nobody has so far succeeded in unveiling the miseries about the life. Nobody knows from where we come and where we go after death. No science or technology, so far succeeded in creating an artificial life in a laboratory setup which underlines the importance and value of life on earth. Moreover critics also argue that only the creator has the right to modify or destroy creations and anything against his will would be unethical. As expected, we met strong arguments both in favour and against mercy killing during our research. We found most of the arguments of the proponents and the critics logical and valuable. It was difficult for us to take a position on this issue and our group actively discussed all the major arguments from both the sides in order to make a conclusion. Some of the arguments we found during our research are given below. The article IF MERCY KILLING BECOMES LEG, argued that mercy killing would be misused if it is made legal (IF MERCY KILLING BECOMES LEGAL). The above argument seems to be logical as the antisocial elements can kill innocent people on behalf of mercy killing in order to

Service Learning and ESL Students :: ESL Students

School, when some people hear the word, they usually think that school is learning new things in a room. However, it is something that cannot be described only in the textbook. Service learning is â€Å"an union of community service and formal learning. It involves students going out into their communities and using that which they learn in class to help people, and then bringing that which they learn in their community service back into the classroom to enhance their learning.†(Minor, 2001) Diane Murakami who is an ELL (English Language Learners) teacher at Queen Ka’ahumanu Elementary School in Honolulu. She gave CP 4 (college preparatory) students at Hawaii Internal College a chance to service learning at Queen Ka’ahumanu Elementary School. Service learning is a good effect way to learn about new cultures and also to communicate with local people for ESL students. Studying abroad is a wonderful opportunity, but it is not easy to spend time in a new culture, and communicating with people is difficult. Natalie M. Russell is an ESL (English as a Second Language) teacher at Omaha South High School, and she realized that when she was teaching ESL students, they often felt alienated from their school and communities. Therefore, they tended to make friends only in school, so they did not make friends outside of school. In â€Å"Teaching More Than English†, Natalie M. Russell said, â€Å"they avoided interacting with mainstream students and getting involved in school activities† (Natalie M. Russell, 2007, para 1). Natalie M. Russell tried to make her class communication with mainstream people, and she decided that service learning was a good way to communicate with mainstream people because she said, â€Å"students not only learn during service learning activities, but also they also reflect on their service and its value to the community. This reflection helps build a sense of civic responsibility and caring for others.†(Natalie M. Russell, 2007, para 3) In Natalie M. Russell’s case, she said, â€Å"the student population of the high school in which I taught was approximately 60% Hispanic, and my ESL classes that year were 100% Hispanic. In deciding what our service project would be, my students concluded that the community’s primary problem was the language barrier that divided the immigrants from the local population.† (Natalie M. Russell, 2007, para 4) In town, Spanish/English dictionaries were available to buy, but Spanish/English phrasebooks were not, so she and her students decided to make Spanish/English phrasebooks and distributed it free in the community.

Elizabeth, the Monster and Patriarchy Essay

In Mary Shelley’s Frankenstein, some blatant parallels are made between Dr. Frankenstein’s adopted sister, Elizabeth, and the monster he created. Both of these innocent creatures, together represent all of mankind in their similarities and differences, Elizabeth being the picture of womanhood and goodness, the monster representing manhood and evil. Both Elizabeth and the monster belong to and structure their lives in terms of Dr. Frankenstein, leading to overall destruction and, ultimately demonstrating the dangerous properties of patriarchy, which Dr. Frankenstein embodies. Dr. Frankenstein begins his narrative, most logically, in telling the story of his childhood. Dr. Victor Frankenstein’s mother was a loving, benevolent woman, moved by the plight of the impoverished and forever doing all in her power to give charity to those in need. It was thus that she came across a poor Italian family with a flock of dirty children, one of them stood out, she was blond and fair and especially angelic. Victor’s mother decided that it was her duty to raise this blond girl as her own, or, rather, as Victor’s own. This girl was Elizabeth who is, in a way, given to Victor as a gift, and thus begins his unnatural relationship with power and creation; â€Å"On the evening previous to [Elizabeth] being brought to my home, my mother had said playfully, ‘I have a pretty present for my Victor-tomorrow he shall have it.’ And when, on the morrow, she presented Elizabeth to me as her promised gift, I, with childish seriousness, interpreted her words literally and looked upon Elizabeth as mine-mine to protect, love, and cherish.† (56) On her deathbed, Victor’s mother expresses her desire for the ultimate union of Victor and Elizabeth. The fate of Elizabeth is thus utterly dependent upon Victor’s, and Victor’s relationship with his fellow humans is forever grossly twisted due to his near ownership of Elizabeth. The arrangement of their odd marriage is never questioned by either one of them, and neither are ever able to repair their relationships with other people/beings, their experiences being so inhuman. In his college years, Victor develops a desire, and acquires the necessary knowledge, to actually create life. After just a couple of extremely productive years at the University, Dr. Frankenstein discoveries an amazing thing, he states in his narration; â€Å"After days and nights of incredible labor and fatigue, I succeeded in discovering the cause of generation and life; nay, more, I became myself capable of bestowing animation upon lifeless matter.† (51) But it was not enough for Dr. Frankenstein merely to know how to give life, he had to do it himself. His goal was far from modest, he planned to create not a frog or a fruit fly, but a man. Dr. Frankenstein was excited by the power of his act, he likened himself to god, â€Å"A new species would bless me as its creator and source: many happy and excellent natures would owe their being to me.† (52) Victor’s egotism and corollary want for power frame him in the classic definition of the Patriarch. He believes that whatever he creates will love and cherish his being for the mere fact of his being its creator, his word is the final word and the right word The being that Dr. Frankenstein creates is the monster of the novel, this monster is at once an independent being, and a possession. It is the beautiful being that Dr. Frankenstein longed would look up to its supreme creator with servile gratitude. Dr. Frankenstein did not fully understand how horrific was his deed, until it had been done, regarding his first glimpse at the now living creature, Frankenstein remarked, â€Å"How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavored to form?† In the  monster’s first moment of consciousness, he stretched out his arm towards his creator, a sign of ultimate compassion and the gratitude for which Dr. Frankenstein had longed. Dr. Frankenstein responds by turning his back and running. Dr. Frankenstein embodies the irresponsible leader, the unfeeling man, the Patriarch with grand intentions but no means of the necessary compassion. During the time in which Dr. Frankenstein is away from home, studying in the University, he receives a multitude of letters from the longing Elizabeth, and replies to none. Elizabeth remains at home in Switzerland, fulfilling her womanly duties to the Frankenstein family, her only hope for future happiness lies in her marriage with Victor, for she is nothing without him. The power that Dr. Frankenstein holds over Elizabeth has striking similarities to the dynamic of power he described as desiring over his creations. The pattern of neglect that Frankenstein demonstrates first with Elizabeth, then with the monster does not seem to phase their unconditional, and unreasonable, love for him. Dr. Frankenstein does not think of Elizabeth as an equal, for she is a woman, and he does not think of the monster as even a man, for he created him. Within a Patriarchy, the government feels justified in its neglectful actions for it feels itself better than the women and low lifes over which it rules. Just as a population allows their government to proceed with its cruel deeds without question, so do Elizabeth and the monster initially turn a blind eye to the evil acts of Dr. Frankenstein. Elizabeth and the monster are not only similar in their actions relative to Dr. Frankenstein, but both seem to occupy quite the opposite end of the spectrum of humanity. Elizabeth is submissive and self-sacrificing. She is blond and fair-skinned and described as â€Å"angelic†. Elizabeth encompasses womanhood and goodness at once. The monster, on the other hand, ends up dedicating his life to the destruction of Dr. Frankenstein’s livelihood. The monster is ugly, the mere sight of him puts people into shock. The monster is a self described â€Å"fallen angel† and he even likens himself to Adam, the first man. Thus the monster encompasses evil and manhood at once. Elizabeth and the monster together represent all of man, the oppressed, the poor, the  ugly and the helpless victims of a system built to benefit a select few. While Dr. Frankenstein represents the ruling class, Elizabeth and the monster together represent the under-privileged ruled class. War is a classically male act. War is the tool and the game of the Patriarchy and the innocent civilians are its pawns. When Dr. Frankenstein oversteps the limits of human power, he takes control over things for which man should not be responsible, he states â€Å"Life and death appeared to me ideal bounds, which I should first break through.† In commencing a war, the Patriarch puts himself in charge of the lives and deaths of many men, an extremely unnatural act. When Dr. Frankenstein meddles with the natural limits of life and death, he is creating the chaos of war in his own life. The death and destruction which results from Dr. Frankenstein’s creation, the death of his younger brother William, Justine and Elizabeth, are merely examples of the multitude of unnecessary deaths caused by the Patriarchal wars. Just as many wars could have been prevented through simple negotiations, had it not been for the arrogance of one man with too much power, so too could have the destruction in Frankenstein have been prevented had Dr. Frankenstein merely conceded with the monster’s simple request, with which he ended his own narrative; â€Å"My companion must be of the same species and have the same defects. This being you must create.†(137). Had Dr. Frankenstein for once done something for someone other than himself, in this case, create a female companion for the monster, many lives could have been saved. Shelley was clearly making the statement that the absence of womanly compassion in government is what leads to unnecessary destruction in war. In creating a man, Dr. Frankenstein takes on, unnaturally, a woman’s role, it is thus that he can neglect Elizabeth, deeming her unnecessary. This is the biggest mistake at all. Just as Elizabeth, or any woman, was left out of the creation of this man, so has woman been neglected from the makings of governments and societal structures in Patriarchies everywhere. Elizabeth and the monster represent a balance that Dr. Frankenstein lacks, because he rejects everything feminine and human, he must bear the consequences. At the time this book was written, many technological advances were being made, discoveries in science were flourishing and scientists themselves were  gaining the highest forms of respect. Unfortunately, due to the style of government and power structures at the time, these incredible advances benefited everyone but women and the poor. Infant mortality was still very high and other health issues related to women were being utterly ignored by the scientific community, which seemed to have no place for femininity. Shelley displays this discrepancy in the novel first with the many deaths of mothers, Elizabeth’s mother, Dr. Frankenstein’s mother, Clerval’s mother and Justine’s mother all died relatively early on in the novel. While Dr. Frankenstein could create life, no one could seem to save a mother in childbirth or make food for a starving family. To emphasize the lack of female influence in science, Dr. Frankenstein completes the most womanly act there is, creation of life, without a woman. Dr. Frankenstein’s unnatural power over Elizabeth and the monster eventually lead to the destruction of them all. It is not long before the roles are reversed between the Doctor and the monster. While the monster is initially enslaved to the doctor, by the end of the novel the doctor believes himself to be the slave of the monster. It is Dr. Frankenstein’s arrogant, patriarchal ego that gets his true love killed, his power destroys his life. Dr. Frankenstein’s divergence from all that is feminine and human led to chaos for all. Because Dr. Frankenstein dedicates his life to vengeance against the monster for the murder of Elizabeth, he becomes the slave of both the monster and Elizabeth: the tables turned. In the last moments of Dr. Frankenstein’s life, he cries â€Å"Scoffing devil! Again do I vow vengeance; again do I devote thee, miserable fiend, to  torture and death. Never will I give up my search until he or I perish; and then with what ecstasy shall I join my Elizabeth and my departed friends, who even now prepare me for  the reward of my tedious toil and terrible pilgrimage.† (195) Just as conditions must sometimes reach their lowest point before the people  break into revolution, and their rulers never renounce their sins in life, so did the worst type of destruction have to occur before Dr. Frankenstein realized what his role must be. Mary Shelley lived in a time when a woman novelist was believed to be putting her name on her husband’s work, the advancement of technology ran beyond human interests and only the rich received some sort of security against sudden death and rampant disease. Shelley saw the chaos and destruction that resulted from unequal representation in a power-hungry, Patriarchal government. Elizabeth and the monster embody the missing aspects of this un-representative ruling class; compassion and humanity, it is the absence of these things that Shelley displays the horrific result of in her novel. Frankenstein is more than a ghost story, it is a social narrative and a political manifesto.

Worldview My Concept Of Religion Within My Worldview

Worldview What is my worldview? What is my concept of religion within my worldview? I have had a long journey of growth and of struggle in my desire to find God. Starting from a young age, I had many questions concerning God and how involved he was in my life from a Protestant Christian perspective, to having what I would call a personal experience of the love of God as a child, which put me on the path to look for him. Just when I think I had God figured out, it’s as if my worldview got flipped upside down. So, my journey has been one of a constant changing worldview, never finding full comfort in any one area, denomination, or even religion. From a desire to be right within the particular denomination I was in, to finding out other†¦show more content†¦The Church of God viewed itself as the chosen of the Christian God and all other Protestant churches including other religions were missing out on God’s truth. I enjoyed many relationships with others outside of the chur ch who were from different denominations and religions and started to question what I had been taught. This led to the church questioning my questions and did not understand why I was asking these questions. I had come to a place in my life where the God that they spoke of no longer made sense to me and I could not understand how I just so happened to be saved and everybody else missed the boat, so I decided to move on and continue my search. During this time, I continued to look for God within the Christian tradition and came across a very intelligent Christian professor. Because I thought the Church of God was missing intelligence I thought that I had found what I was looking for within this professor, finally somebody who could provide me the truth. Within my mindset I thought that I would find the perfect truth if I only kept searching and in this man, who always was very wise and seemed to understand the deeper things of life, I thought that I had found it, finally the gold I was digging for. This man’s view of God was so much deeper than that of the Church of God and relieved my pain of feeling that the Christian God was angry at me because I could not keep his commandments perfectly. God all of a suddenShow MoreRelatedGod Is Red : A Native View Of Religion912 Words   |  4 Pagesof Religion Vine Deloria discussed and elaborated on many issues in God Is Red: A Native View of Religion. The Indian movement within America has many difficulties including how the Christian and Native perspectives on many issues, including history, time and land, was informative and enlightening. The issues between the conflicting viewpoints on creation, history and how it effects our present American culture has been an interest to me. 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