Speech of teachers day Essay Example for Free

Speech of teachers day Essay Whether any prosecution detention fine conviction sentence against you has been awarded by any court of law for any offence? If yes, particulars of the same other details whether desirous of taking pre-exam training only for SC St religious minority communities ex- servicemen if yes, Centre for training languages known read write speak HINDI ENGLISH YES declaration I hereby declare that all statements made in this application are true, complete and correct to the best of my knowledge and belief. I understand that in the event of any information being found untrue or incorrect at any stage or I am not satisfying any of the eligibility criteria stipulated, my candidature is liable to be cancelled place: date: 30-08-2014 please retain your registration No. and Password emailed to you carefully for further reference NOTE: please do not send the application printout to IBPS Visit a shop and you will find thousands of books lying in shelves. You may choose a book that suits you. It may be a book on literature, history of any other subject. It may be a book having a novel, a drama or a number of poems in it. It may be a picture book. Whichever interest you, you may go in for it. People call me a book-worm. I read books, which give me great interest. I like of heroism. Therefore I like the Ramayana. The Ramayana written in English by Rajagopal acharya, the late governor general of India, is a very good book. But I like Hindi Ramayana, which is called ‘Ram Charit Manas’, written by Goswami Tulsi Dass, the great Indian Saint poet. The verses in Hindi are really interesting. I have read the English version of it as told earlier. I know the story of the Ramayana. Because I am fond of singing songs, therefore I sing verses of â€Å"Ram Charit Manas.† I like the story of the Lord Rama, as he was an ideal son of his ideal father. He was an ideal husband of an ideal wife. He was an ideal brother of Lakshaman, another ideal bother. Again he was an ideal ruler, who saved the people. Everyone could approach him at the time of distress. Lord Rama’s tale of heroism has actually moved my heart. I wish that the people of the country should follow his foot-steps. He was great in many respects. We can be proud to know that our country had such a great ruler. Thus, people used to worship Lord Rama as they do even today. Lord Rama fought against the forces of evil. He used to serve and help the saints and people of his time. It is a great quality of any ruler. He was a hero. He knew what he had to do. He followed his own principles of life. Visit a shop and you will find thousands of books lying  in shelves. You may choose a book that suits you. It may be a book on literature, history of any other subject. It may be a book having a novel, a drama or a number of poems in it. It may be a picture book. Whichever interests you, you may go in for it. People call me a book-worm. I read books, which give me a great interest. I like of heroism. Therefore I like the Ramayana. The Ramayan written in English by Rajagopal acharya, the late governor general of India. The quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog the quick brown fox jumps right over the lazy dog The cherries that Raki was eating were sour and sweet both â€Å"The grandfather say so† because he wanted him to use it Raki dashed over to see a pale, pink blossom at the end of a branch One sunny morning grandfather showed a pink blossom at the end of the branch Raki removed the caterpillar because a goat had already eaten its leaves Human activities like the cutting of trees and killing of animals have endangered many plants and animals human activities are the biggest threat to natural resources Ozonehole Mein (Your Name) is Shikshak Divas jaise Vishesh Din mein aap sabka swagat karthi hoon.. Hum har saal 5 Sithambar ko shikshakon ko vishesh sammaan dene ke liye shikshak divas ka aayojan karthe hain.. Yeh Samaj ek Bade parivar Jaise hai.. Is parivar mein kayi Dharma aur kayi Jaat-paat ke log rehte hain.. Is samaj ko samaj banaye rakhne ka mahatvapoorna kaam karthe hai Samaj ke Shilpakar yaani Shikshak.. Shikshak Samaj ke aise shilpakar hain jo bina kisi moh ke is samaj ko Sajathe hain.. Aise Shikshakon ko Sahi Sthan Dilane Ke liye hum hamare Bharath mein hi nahi poore duniya Shikshak Din  manathe hain. Har saal hum Bharatwaasi 5 Sithambar ko hi Shikshak Din kyun manathe hai Bharat ke Purva Rashtrapathi Dr. Sarvapalli Radhakrishnan ke Janam Din ko hi Bharat ke shikshak divas ke roop mein manaya jaata hai.. Unke Janam din ko Shikshak Divas Manakar Hum sab bharath vaasi Dr.Radhakrishna ke prathi samman vyakt karthe hain.. Is Vishesh Din mein, main Dr. Sarvapalli Radhakrishna Ji ke Sammaan karte huye kuch shabd bolna chahti/chahta hoon..Sarvapalli Radhakrishna Ji Swatantra Bharat ke Dusre Rashtrpathi hai.. Unka Janma 5 (Paanch) Sithambar 1888 (Attra Sau Atthasi) ko Tamilnadu ke ek pavitra Thirtha Sthal gram mein hua tha.. Inke Pitha Sarvapalli Veeraswamy ek Garib kintu Vidhvan Brahmman they. Kayin Jimmedhaariyon ke kaaran Radhakrishna ji ko bachpan mein kaafi kathinaayion ka saamna karna pada.. Inke Pitha ek Dhaarmik Vicharon wale insaan they phir bhi unhone Radhakrishna ji ko Ek Christian missionary school, Tirupathi mein padne ke liye Dhaakal kiye they.. Iske Baad vah Tamilnadu ke Vellore aur Madras College mein apna shikshan pure kiye they.. Vah shuru se hi ek medhavi chaatra rahe they.. Radhakrishnaji ke yogyatha ko dekhte huye Unhe Saunvidhaan Nirrmaathri Sabha ka sadasya banaya gaya tha. Isi beech unhe Khyathi Praapt Vishwavidhyalayon

History of US Immigration Laws

History of US Immigration Laws The first law that dealt with how someone attained citizenship was the Naturalization Act of 1790.  This act created a standard way on how naturalization and residency issues were to be handled for new citizenship candidates.  This new law required that applicants to live in the United States for at least two years and in their state of residence for one year before they could apply for citizenship.   The first attempt by the U.S. government to bar or limit immigration from certain countries was the Chinese exclusion law.  This law barred immigration of Chinese an also individuals â€Å"convicted of political offenses, lunatics, idiots, and persons likely to become public charges. The U.S. government needed a department that could handle all issues dealing with immigration and in 1891, the Bureau of Immigration was established under the Treasury Department where they managed all immigration laws. In 1906, the newly created Bureau of Immigration added â€Å"knowledge of English† as a requirement for naturalization. As time passed, additional restrictions were placed on immigrants coming to America. There were medical conditions such as mental and physical defects.      In the early 1920’s, we saw the first inclusion of numeric limits. The immigration law set annual quotas based on the nationality of the immigrants. During this same period, the quota system was enacted which worked like the numeric limits by limiting immigrants based on their country of origin. The quota law also established the Border Patrol. In 1948, the refugee provision was enacted to admit individuals fleeing persecution to enter the U.S. and during the first two years of this act, 205,000 refugees were admitted to the U.S.  Although the U.S. was creating provisions to allow certain individuals into the country, they also enacted exclusions and deportations laws to remove communist subversives.     In 1952, the immigration system went through major changes.  The Immigration and Nationality Act created and it confirmed the quota system, restricted the amount of immigrants coming from the Eastern Hemisphere and leaving the Western Hemisphere without restrictions.  It also created preferences for skilled workers and placed tighter screening and security procedures. The next big change to the immigration system came in 1965 when the Immigration and Nationality Act was created.  This act eliminated the quota systems, but kept restrictions on how Many people could immigrate to the U.S. from certain parts of the world. Under President Ronald Reagan, the Immigration Reform and Control Act was established to legalize aliens who were unlawfully in the U.S. since January 1, 1982.  It also created penalties for employers who hired illegal aliens and created an immigration classification for agricultural workers.  Lastly, if created a visa waiver program to admit nonimmigrants without visas. After the September 11, 2001 terrorist attacks, the Homeland Security Act was created and this newly created department would be responsible for immigration adjudication and enforcement.  And in 2005, the Real ID Act was established to standardize the way state driver’s and documents dealing with identity are issued. The main reason for this new Act deals with restricting terrorist from illegally obtaining governmental identification. The United States was formed by immigrants who came here looking for a better way of life. The first immigrants came to America over 12,000 years ago. These immigrants were indigenous people who crossed over the ice bridge between Asia and America. The French and Spanish made their way over and established camps in the 15th century. The reason for migration to America was for economic opportunity. Coming to America brought the potential of cheap land and in addition to this, many farmers, craftsmen, fishermen all found work in this new land. â€Å"Independence of resources (the colonies produced nearly everything they needed) and trade among the colonies and with the indigenous peoples led to prosperity.† Religious groups such as the Quakers, Pilgrims, Protestants came to America to get away from the persecution in Europe. They were able to setup their religious camps without the fear of government intrusion.  They could practice and live according to their religious beliefs which was not possible in Europe. With the large number of faiths now found in the U.S., we can attribute this to the early immigrants. Slavery was another way of immigration, although inhumane, this was part of America’s history. Many landowners did not have enough labor to work their fields and they turned to the â€Å"Transatlantic Slave Trade† to brings slaves over to work their fields. This trade route brought a constant flow of slaves to America and did not stop for many decades. If we go back to 1790 to look at the Naturalization Act, President George Washington wanted to limit naturalization to white people of â€Å"good moral character†. I can only assume that a slave owner would be able to acquired their naturalization in America.  If you were an African (slave) or indigenous person you would have been barred from becoming a U.S. citizen. In the 1880’s, due to new technological advances, immigration increase due to steam ocean lines making the crossing easier and cheaper. The new technology in the Industrial Revolution created a surplus of labor which helped with the migration to America. Many Italians, Greeks and Eastern Europeans made the voyage to America looking for labor. This group of immigrants made up the majority of people migrating between 1880 and 1930. Now if we look at present day immigration issues, we will see that Donald Trump has created an executive order that bans travelers coming from â€Å"seven Muslim majority countries†.  These immigration plans Mr. Trump wants to put in action are way more restrictive than what of presidents have done.  Some see these actions by the president similar to what happened in the early 20th century when numerous laws were passed to reduce the number of immigrants. The immigrants of that time had a saying â€Å"America beckons, but Americans repel.† What they meant by that is that, on the one hand, the United States had tremendous employment opportunities for them, possibilities of education for their children, freedom of religion, political freedoms that they couldn’t enjoy in their home countries. And yet at the same time, the foreign-born represented a threat to some parts of the population.† Over the decades, these has always been restrictions placed on immigration and American citizens have been told that it was done in the name of national security and to protect our economy. Donald Trump used these same arguments during his run for the presidency.   We can now take a look at some facts about legal and illegal immigration into the United States.  There has been a significant decline in the number of undocumented Mexicans coming to the United States. There are more Mexicans returning to their home than those entering. This change is due to border enforcement, weak housing construction market, and increase number of deportations.  Some lawmakers have advocated a â€Å"self-deportation† policy. This policy does not have any effect of illegals living in the country because they have been in the United States for decades and have family with children and will not uproot and move to a worse situation.  If an undocumented immigrant finds himself in an unfriendly state, they would relocate to a friendlier state. The Center for American Progress believes that the United States could increase their gross domestic product by $1.5 trillion over 10 years if immigration reform would be done in Congress to address the large number of undocumented immigrants living here. In addition, the state and local taxes could be close to $11.2 billion in one fiscal year.  In June 2012, Barack Obama announced the DREAM Act which would let young undocumented aliens apply for deferred action, which would provide them with protection from deportation and giving them the authorization to work legally.  The Yale Law Journal stated, â€Å"Presidential policymaking has always provoked political controversy, at least as much because of deep ideological disagreements over immigration policy as because of the perception it creates of an aggressive or boundless Executive.†Ã‚   The Secure Communities Program was strongly enforced and it led to the deportation of over 1 million people.  The program worked with county jails to check the immigration status of all individuals brought into the county jails.  These are some states that do not want to participate because they believe â€Å"the program interferes with local policing priorities and inevitably leads to racial profiling.† References https://fairus.org/legislation/reports-and-analysis/history-of-us-immigration-laws https://www.theatlantic.com/politics/archive/2017/02/donald-trump-immigration/517119/ The Facts on Immigration Today https://www.yalelawjournal.org/article/the-president-and-immigration-law-redux https://fairus.org/legislation/reports-and-analysis/history-of-us-immigration-laws https://www.sutori.com/story/a-history-of-immigration-in-the-usa>https://www.sutori.com/story/a-history-of-immigration-in-the-usa

Colonization On Hauora For Maori Sociology Essay

Colonization On Hauora For Maori Sociology Essay Analyze means answering who are the focus of the research Maori, what is the research all about Impact of Colonisation, why does the researcher want to do that (in-depth understanding of Maori culture especially nowadays), how does the researcher carry out the research (sampling strategies), and when or the timeline of the research (from the date the researcher started the research which is March 14, 2013 until April 3, 2013 which is the day before the deadline). Sample is a term used to refer a subset of your population by which you choose to be contributors in your research. Sampling is choosing a portion of the population, in your research area which will be the illustration of the entire population. Strategy is the plan you set forth to ensure that the sample you use in your research study models the population from which you drew your sample. Tikanga is originated from the Maori word tika which means correct. Therefore, it generally means the way of Maori in doing things and frequently based on experience and learning that has been passed through generations. It is also based on logic and common sense linked with a Maori world view. Quota is conveniently selected according to pre-specified characteristics precise to the research topic. Area sampling is basically multistage sampling in which maps rather than lists or registers function as the sampling frame. Task 2 Implement sampling strategies for the collection and collation of information about the impact of colonization on hauora Maori. 2.1 Sampling strategies are implemented in accordance with kaupapa Maori Kaupapa Maori means Maori are significant participants. Therefore, in accordance with Kaupapa Maori, the implemented sampling strategies in the research are Tikanga, Quota, and Area. First, Area Sampling was used as an initial assessment wherein a geographical area or region is selected by the researcher for the population then confers with a local iwi and Kaumata regarding the Tikanga Maori. Second, Quota Sampling Strategy is used to limit how many participants from a specific demographic are permitted to participate in the research. For instance, 10 000 Maori aged 16-65 years old from Auckland area were allowed to be part of the Rheumatic Fever Research regarding the incidence of Rheumatic Fever in the Maori Population. 2.2 Sampling strategies are implemented in accordance with local iwi or hapu requirements. Tikanga As the environment modifies or as a new situation occurs, Tikanga are depicted or devised to impart particular context responses for it yields repositories of cultural knowledge that can be utilized to endow ethical deliberations. Furthermore, it yields a framework through which Maori can actively participate with Ethical issues and acknowledge the effect of research may have on their values and relationships. Therefore, it is vital to mold the process and outcomes of the research around Tikanga for it illustrates how will be an interviewer perform their research in the Maori world such as Kanohi Ki Te Kanohi and Hakawhanaungatanga, and have regards with Mana and tapu. Literally, Kanohi Ki Te Kanohi denotes face-to-face which means in the context of research it indicates being prepared to show one face and share oneself. To come up a feasible outcome of a research the researchers must be able to fully trust those who will execute the study in analysis, interpretation, reporting and distribution of the data generating opportunities for people to be acquainted with enough. It is essential then for the researchers to front up in the communities. Moreover, allocating time and space to establish relationships called Hakawhanaungatanga is essential towards genuine connection and upholding both parties Mana, which denotes power, authority or prestige. In Kaupapa research, it is essential not to abrade the Mana of the people by being accountable to the information given to them for they are being trusted from a Maori perspective. Furthermore, in the context of research when trying to manage, organize, analyze and interpret the concepts of datas generate, i t is noteworthy to discuss the sanctity of a person called Tapu for each korero or communication is instilled with Tapu. Therefore, the Tapu of the person must be respected when their words merged with other in acquiring a meaning from a collective body of knowledge. For instance, the intentional lack of distance between the interviewer and the participant is an example of respecting Tapu for it is the acknowledgment of the Tapu nature of the information being shared. Therefore, for interviewers should not guarantee what one cannot deliver. Be objective to identify the limitations of knowledge and understanding. Retain openness and honesty. Be candid lucid about what will occur with the gathered data portray possibilities. Be rational of what will be achieved and be dedicated in supporting and making positive changes to the community. Take into account that Maori culture is based on holistic view of life and the world. Quota sampling In quota sampling, the researcher limits the number of the participants to take in the research. It is also utilized to track the number of participants who meet a certain condition. For instance, 10 000 Maori between the age of 16 and 65 years old from Auckland area were allowed to be part of the Rheumatic Fever Research regarding the incidence of Rheumatic Fever in the Maori Population. However, Maori individuality and willingness to participate should be recognized through Whakarama meaning informed consent (e.g. Consent form). Area After the researcher selected a region or area for the research, consultation with whanau, local iwi, local hapu, Kaumatua, Maori providers and Maori groups of that selected region or area is vital. For consultation is an eye opener to the researcher regarding the cultural considerations when doing home visit for Kanohi ki te Kanohi, a Maori term used to refer a face-to-face interview. Therefore, the researcher becomes more culturally safe and considerate to the Maori when conducting home visit for he/she knows the notions of cultural and social responsibility and respect for Maori such as removing shoes at doors, introducing oneself, recognizing the Maori individuality and their willingness to participate in the research via Whakarama which is a Maori term for informed consent such as signing form, listening (Whakarongo), observing and paying attention to the opening and closing Karakia, a Maori term for incantations and prayers. Moreover, allocate time and space to establish relati onships called Hakawhanaungatanga. Therefore, do not be in a rush for setting rapport and observe Manaakitanga, which means acknowledging the Maori participants who have been interviewed and ensuring the Mana of both parties is upheld by bringing food for sharing. Manaakitanga is also correlated with notions of cultural and social responsibility, and respect for people by ensuring the Maori names and places are written and pronounced properly. Task 3 3.1 The impact of colonisation on hauora at regional and national level is analysed in accordance with cultural customs. Maori Regional: One impact of colonization for Maori at regional level was diseases which were brought in to New Zealand by the European colonizers such as Whooping cough, Influenza, Measles and Smallpox which were the chief reason why Maori population dropped to about 40% in 1890 for they did not have immunities and resistance as well as absence of cure towards these newly-introduced diseases. Moreover, they had bordered access to reasonably priced and healthy food as well as reduced understanding of health and nutrition that raised their risks of chronic disease. National The impact of colonization for Maori at national level was enormously devastating because European colonizers set new laws that suit them and disregarded Ture, meaning Maori laws. Then, there was one specific European law which entitled Maori the rights to vote but they were not allowed to possess their own land that lead to land confiscation. Therefore, landless Maori lost their sense of belonging and identity for they believe that their genealogy is founded from which mountain they bow to, what river/ lake or sea they nourish from, what marae havens them, what sub-tribe they put on the cloak of and what tribe they will one day stand to battle for. They also underwent reduced access to and utilize of traditional resources from the mountains, rivers, lakes and seas which have been degraded and polluted due to intensification of economic activity and the accelerating pace of urban development. Alongside that, development has jeopardized the cultural heritage of Maori in spite of some protections. For instance, many sites of cultural, spiritual, and historical importance have been transformed or even demolished. Therefore, the tangata whenua have had to fight hard to keep even a faint shadow of the tino rangatiratanga and kaitiakitanga they exercised at the time the Treaty was signed. Native Hawaiians Regional: The impact of colonization at regional level for Native Hawaiians was also new diseases that brought in to the islands by the colonizers such as Whooping cough, Influenza, Measles and Smallpox which annexed every region of Hawaii and nearly eradicated its indigenous people who did not have immunities and resistance as well as absence of cure towards these newly-introduced diseases. Therefore, this was the shattering point in terms of the population, race and passing on the Native Hawaiian tradition to the next generation. National: The impact of colonization at national level for Native Hawaiians were chaotic governmental and religious systems because the top monarchy women at the time who were Hewahewa, Keopuolani, and Kaahumanu wrecked and reversed the Ai Kapu meaning religious laws Hawaiians formerly believed. Therefore, Native Hawaiians, who were left uncertain of what to do about their religion and had never practiced previously the things that missionaries stated in their messages to all of the Hawaiians, were curious, intrigued, listened and adapted Christianity. Thus, they became aware of a single god who they had never perceived or contemplated before, and they had set up governmental system of laws again that helped them in getting the people back to order and to replace the Kapu that had been wrecked as well as daily and monthly calendar, religious holidays, and the time concept. Therefore, it is evident that Christianity is the dominant religion nowadays in Hawaiian society. 3.2 The impact of colonisation on the cultural base and the effects these have on health are analysed in accordance with cultural customs. Maori Customs and Language: Maori customs and language were majority assimilated by Western colonizers during and after colonization. Because of assimilation policy, the young Maori generations were detached from their Kaumatau, whanau, hapu and iwi. Therefore, the elderly knowledge, teachings and customs were diminished in the community. Moreover, in the decades following the signing of the Treaty, the number of native speakers diminished to the point where the language was in danger of extinction because it became illegal to convey Te reo particularly in schools so Maori children were being punished if they expressed themselves in their native language. Therefore, these punishments had negatively affected the mental health and psychological health of the Maori children. However, in the last 20 years, Government has supported Maori efforts to restore Te Reo through kura kaupapa (schools) and Kohanga reo (preschool language nests). Furthermore, the Kaupapa research and Tikanga Best Practice were commenced to guide the health care providers in primary and secondary particularly the General Practitioners because many Maori use English for daily basis but healthcare providers and GPs may meet older Maori who communicates only Te reo, and younger Maori who claim their rights to communicate in their own language. Thus, healthcare providers and GPs should also have knowledge of accessible translation services in their region and should learn how to articulate Maori words properly so they can engage fully with Maori patients and develop the chance of creating a powerful therapeutic relationship. This can also decrease their lack of knowledge about Maori customs and language that can affect on providing health services in flourishing outcomes because they are knowledgeable about often misinterpreted Tapu and noa which are profound concepts for these are perceived as underpinnings of a system of public health in which social and spiritual health are associated with elements of physical health. Additionally, Maori are failing younger than PÄ keha for they are more socially disadvantaged, poorer, and are less likely to obtain help so the government focuses on recovering the physical wellbeing of Maori as well as psychological perspectives. Therefore, Whanau Ora Strategy, Maori Health strategy, and District Health Board (DHB) were commenced as well as New Zealand Public Health and Disability Act 2000 that acknowledges the Treaty of Waitangi, by obliging the District Health Boards to recover the health outcomes of Maori. Lifestyle: In according with the civilization and urbanization, the lifestyles of Maori revolutionize too far from old traditions and assimilated the Western lifestyle such as fast food enjoyment so their physical health is negatively affected for they are at high risks of non-communicable disease. Moreover, the Kaumatua tend to have less contact with younger generations so the gap between these two generations widens that leads to the loss of their identity, psychological and spiritual health. Native Hawaiians Customs and Lifestyle: Modifications in the environment as a result of colonization and westernization have been dramatic when compared with traditional indigenous life ways. For instance, they have assimilated the Western lifestyle such as fast food enjoyment so their physical health is negatively affected for they are at high risks of non-communicable diseases. Moreover, their risks of non-communicable diseases further as their physical activities decrease due to transport system which is one product of urbanization. However, their spiritual health and psychological health have progressed because they believed that Christianity has helped them in the right direction after embracing it. Therefore, they have become aware of a single god who they had never perceived or contemplated before, and their wrecked and reversed Ai Kapu, meaning religious laws Hawaiians believed, have been replaced as well as their daily and monthly calendar, religious holidays, and the time concept. Therefore, it is evident that Ch ristianity is the dominant religion nowadays in Hawaiian society so Christianity has a positive effect on the spiritual and psychological health of the Native Hawaiians. Language: It also became illegal for Native Hawaiians to express themselves in their own native language which was prohibited from being taught as a second language due to 1896 law that obliged English to be the solitary medium and base of instruction in all private and public schools so Hawaiian children were being punished if they did speak their own native language. Therefore, these punishments had negatively affected the mental health and psychological health of the Native Hawaiians children. 3.3 Contemporary issues affecting hauora as a result of the colonization process are analyzed in accordance with cultural customs. Maori Health legislation and legislative processes: The New Zealand government commenced Maori Health strategy, and District Health Board (DHB) as well as New Zealand Public Health and Disability Act 2000 to acknowledge the Treaty of Waitangi by obliging the District Health Boards to recover the health outcomes of Maori through enabling them to contribute in decision-making and to partake in the service delivery associated with health and disability. Tribal claims to national government: Minister Michael Cullen signed a settlement deed with seven central North Island tribes in 2008 Treaty Negotiations. Therefore, over  $400 million worth of accumulated rentals and state forest land were transferred to these seven tribes but this agreement includes only financial redress, on account against inclusive settlements to be discussed with each tribe. Moreover, a formal Crown apology for breaches of the Treaty and acknowledgment of the groups cultural associations with diverse sites as well as altering the official place names are contained too. Establishment of national indigenous protest movement and organisation: When the Maori Party was established on 7 July 2004 by Tariana Turia and Pita Sharples, the revival of fading Maori culture was stirred to an extent of alarm for several sector of New Zealand society due to the court judgement positioning that some MÄ ori appeared to have the right to get official tenure of a particular portion of Marlborough Sounds seabed. Moreover, this party supports tax reductions, heritage studies in all schools, 60 years of age as retirement age for Maori, and most of all Maori tenure of the seabed and the foreshore Therefore, the establishment of Maori Party has been a giant leap for Maori in reviving their fading culture. Native Hawaiians

Jane Austens Persuasion Essay -- Jane Austen Persuasion Essays

Jane Austen's Persuasion As the novel ‘persuasion’ progresses the romantic feelings towards Anne Elliot, Austen’s protagonist conveyed from the hero Captain Wentworth becomes more and more apparent. We start of with Kellynch hall, the former Elliot residents now being let to the Crofts. At Kellynch the feeling that are exposed towards Anne are of disinterest. ‘Cold politeness’ Captain Wentworth freely flirts with other young ladies of the manor and does not care to acknowledge Anne apart from the odd glance or look. Captain Wentworth is firstly perceived as a frivolous soul and his attitude towards women are not that of earnestness. He seems to care not of whom he sees, ‘Anybody between 15 and 30 may have me for asking’. It becomes almost apparent to Anne that any feelings he may have had for our heroine have disappeared, ’her power over him had gone’ Given the situation it may be that captain Wentworth is angry at Anne for being persuaded into the beak up of the relationship, ‘she had used him ill’, ‘he had not forgiven her’. The feelings that are portrayed towards Anne at Kellynch are of anger and disappointment, ‘and disappointed him’ the setting in which these feelings are conveyed are complementary, Kellynch as place were Anne is simply nobody ‘she was only Anne’ her image and status obsessed elder sister and father don't take much notice of her. Kellynch is a place connected to Anne with no appreciation from her family this may reflect on captain Wentworth feelings towards Anne. Sir Walter utilises the masquerades of a lavish lifestyle ‘Kellynch was well furnished’ whilst contemplating the harsh realities of debt and retrenching, similarly captain Wentworth may be utilising the masquerades of... ...’ he does not know if Anne loves him or Mr Elliot. Captain Wentworth becomes extremely open towards the end of the novel; he at the end of the novel is obliged to write to Anne as a reaction to a conversation between captain harville and Anne, in which he declares his love for Anne. To conclude, captain Wentworth feelings have developed immensely since the begging of the novel from ‘cold politeness’ to the realisation of his love for Anne Elliot. Captain Wentworth seems to be persuaded by the settings of places, how Anne Elliot was persuaded by Lady Russell to break up the relationship. This may actually be a rather hypocritical view as captain Wentworth, declaring that to be persuaded and uncertainty are all traits he resents yet he finds them within himself. Captain Wentworth’s uncertainty has driven him to behave the way has behaved towards Anne.

Cubas Nuclear Program :: essays research papers

Cuba does not possess nuclear weapons, and there are no credible reports of Cuban efforts to acquire nuclear weapons. Cuba is not reported to possess chemical weapons, nor are there credible reports of Cuban posession of long range ballistic missiles. Cuba is generally regarded as having a program of research on biological warfare agents, though the scope and focus of this effort remains obscure and controversial. In 1990, Cuba's air force, with about 150 Soviet-supplied fighters, including advanced MiG-23 Floggers and MiG-29 Fulcrums, was probably the best equipped in Latin America. In 1994, Cuba's armed forces were estimated to have 235,000 active duty personnel. Cuban military power has been sharply reduced by the loss of Soviet subsidies. By 1999 the Revolutionary Armed Forces numbered about 60,000 regular troops. Nuclear Weapons Tensions between the United States and Cuba peaked during the abortive "Bay of Pigs" invasion by anti-Castro Cubans supported by the United States on 07 April 1961. Taking advantage of Cuba's fear of further U.S. armed aggression against the Island, the Soviets persuaded the Cuba into closer economic and political links including military and defence arrangements. In the fall of 1962, there were unconfirmed reports that the Soviets were installing intermediate-range nuclear missiles in Cuba. When evidence confirmed these reports, the resulting confrontation between Soviet Premier Khrushchev and US President John F. Kennedy in October 1962 brought the world to the brink of war. Cuba is not a party to the Nuclear Non-Proliferation Treaty (NPT). It signed the Treaty of Tlatelolco, a Latin American regional non-proliferation regime, but has not ratified the treaty and brought it into force. Cuba has entered into an agreement with the IAEA to apply safeguards to individual nuclear facilities, including the partially completed Juragua nuclear power plant. The reactors that would be installed are of the VVER-400 type, an advanced model of the Soviet pressurized water reactor. There are serious concerns about the safety of the plant. However, since the plant does not appear to be economically viable, no international investors have been willing to provide funds for completion of the facility. Cuba has taken no action on the Non-Proliferation Treaty, and as of early 2000 was one of only four states that was not a signatory [the others being Israel, India and Pakistan]. Cuba's position towards the NPT proceeds from a view that the technical assistance aspect of the IAEA’s activities had not produced so many benefits as the nuclear safeguards aspect, which implies a notable imbalance in the Agency’s different sectors.

Melancholy Hamlet Essay examples -- Essays on Shakespeare Hamlet

Melancholy Hamlet  Ã‚        Ã‚  Ã‚   In Shakespeare’s tragic drama, Hamlet, the multi-faceted character of the hero is so complex that this essay will enlighten the reader on only one aspect of his personality – his melancholy dimension.    Our understanding of the true extent of the protagonist’s melancholic mental state needs to be informed. A.C. Bradley in Shakespearean Tragedy presents convincing evidence regarding the true depth of the hero’s melancholy sentiment:    Hamlet and Horatio are supposed to be fellow-students at Wittenberg, and to have left it for Elsinore less than two months ago. Yet Hamlet hardly recognizes Horatio at first, and speaks as if he himself lived at Elsinore (I refer to his bitter jest, ‘We’ll teach you to drink deep ere you depart’). Who would dream that Hamlet had himself just come from Wittenberg, if it were not for the previous words about his going back there? How can this be explained on the usual view? Only, I presume, by supposing that Hamlet is so sunk in melancholy that he really does almost ‘forget himself’ and forgets everything else, so that he actually is in doubt who Horatio is. (370)    The depressing aspect of the initial imagery of the drama tend to underline and reinforce the play’s melancholy. Marchette Chute in â€Å"The Story Told in Hamlet† describes such imagery of the opening scene:    The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father (35... ...ven Press, 1999. Rpt. from Introduction to Hamlet, Prince of Denmark. Ed. Philip Edwards. N. P.: Cambridge University P., 1985.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Mack, Maynard. â€Å"The World of Hamlet.† Yale Review. vol. 41 (1952) p. 502-23. Rpt. in Shakespeare: Modern Essays in Criticism. Rev. ed. Ed. Leonard F. Dean. New York: Oxford University P., 1967.    Rosenberg, Marvin. â€Å"Laertes: An Impulsive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: Univ. of Delaware P., 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html No line nos.   

Comparison of Crime and Punishment and Julius Caesar Essay

William Shakespeare’s famous play Julius Caesar written in 1608 is here compared with Crime and Punishment written by Fyodor Dostoyevsky in 1866. Whereby the two authors lived in completely different times, both texts had similarly established their storylines around protagonists who committed crimes based on theories they believed in. For example, Brutus from Julius Caesar commits murder because of his patriotism; while Raskolnikov commits murder with his belief in the à ¯Ã‚ ¿Ã‚ ½bermensch theory. This similarity has then brought further realization of similar depiction of protagonists between the authors. Such similarities are prevalent by the manner the protagonists conceal their emotions from interfering with their paths to greatness. This ultimately leads to each protagonist’s act of digging their own hole, whereby they alienate themselves from those they love. Hence this allowed for the ambiguous response from the audience, as we are shaped into the capability of hating and loving the protagonist from both texts. Thus, though these internationally-acclaimed texts were written by authors of different eras, a similarity exists in the fashion they have portrayed their protagonists. Primarily, both protagonists suppress their love for others in their search for greatness. The protagonist of Julius Caesar, Brutus, describes his suppression to his friends, â€Å"not that I loved Caesar less†¦as he was ambitious, I slew him. There is tears for his love.† (Shakespeare, 3.2.26-27) The first sentence of this quote affirms the protagonist’s inevitable love for his friend Caesar, whom Brutus paradoxically ends up murdering after emotional debates. Shakespeare has interestingly employed paradox in this quote to further corroborate Brutus’s dominant characteristic of nobleness, when Brutus declares his true patriotic motives in murdering Caesar. â€Å"Tears† in the last sentence conveyed a sorrowful and regretful tone. This suggests Brutus’s inner conflict, which is his attempt to suppress his affection toward his friend in order to kill Caesar. The protagonist of Crime and Punishment, Raskolnikov, also strives to suppress his compa ssion. Raskolnikov questions himself after helping a drunken girl, â€Å"Is it for me to do that? And how could I ever have gone and given away those twenty copecks?† (Dostoyevksy, 62) This quote demonstrates a sudden shift of mood, as Raskolnikov just shows his angelic side by helping others and now his demonic side takes over. These actions reflect the motif of dual personalities. The above three elements illustrate Raskolnikov’s inner turmoil in suppressing his angelic side. Thus it is ironic that he exclaims he shouldn’t have given away money, yet later gives money to Sonya’s family. Raskolnikov’s failure in suppression foreshadows his failure as a superhuman. Although both protagonists share the characteristic of suppressing their love for others, they suffer different consequences. In Julius Caesar, Brutus’s suppression of love for Caesar isn’t clearly interpreted by Antony, who tells all, â€Å"how dearly Caesar lov’d him (Brutus)! This was the most unkindest cut of all†¦Then†¦all of us fell down.† (Shakespeare, 3.2.180, 181, 189) Antony’s such realization reveals his shrewdness and true, open love to Caesar, in contrast to his foil, Brutus’s, suppressed love. Ironically, Antony’s manifestation of his love for Caesar foreshadows Brutus’s tragic downfall. Through this, Shakespeare is able to criticize the suppression of emotions. In Crime and Punishment, the protagonist Raskolnikov has a better fate than Brutus. He confesses his crime to Sonya, who â€Å"he had sought a human being, when he needed one.† (Dostoyevsky, 621) This quote reveals the theme of common suffe ring and understanding. Raskolnikov’s suppression of compassion has resulted in his physical and psychological suffering. As Sonya is also subject to poverty, Raskolnikov knows she may understand his torment and help him find salvation. In both texts, the authors depicted how protagonists are forced to suppress emotions for others despite the differences in the consequences of their actions. There’s no permission or prohibition involved (for the extraordinary people).† he (the ordinary person) will suffer when he realizes the error of his ways†¦ Secondly, the protagonists both choose to abandon their families and isolate themselves. In Julius Caesar, Portia questions Brutus’s behaviour, â€Å"And when I ask’d you what the matter was, / You star’d upon me with ungentle looks. / Yet I insisted, yet you answer’d me not.† (Shakespeare, 2.1. 241, 245) Through this quote, readers are introduced to the protagonist’s alienation of wife Portia due to his patriotism. Brutus’s insistent isolation denies the motif of emotional weakness, which is possessed by his foil Caesar when Calpurnia persuades him to stay home. The sharp contrast between these characters illustrates Brutus’s honourable and heroic characteristics. The theme of lack of communication proves to be a tragic fallacy for both Brutus and Portia. If they’d openly shared the problem, the tragic downfall of both characters might’ve been avoided. The protagonist of Crime and Punishment, Raskolnikov, tells So nya (Dostoyevsky, 291) that â€Å"[He] deserted [his] family today, so [He] shan’t see them anymore.† This quote highlights the theme of isolation, caused by his belief in the à ¯Ã‚ ¿Ã‚ ½bermensch theory. Raskolnikov chooses to desert his family because of his superhuman pursuit. However, his speech often reflects irony. His deep trustful relationship with Sonya foreshadows his incapability of achieving the superhuman state. Furthermore, Raskolnikov shows strong concern when Svidrigailov, Raskolnikov’s foil and a round antagonist, attempts to harm Dunya, his sister, in Part V of the novel. Contradictory to his words, Raskolnikov reveals the motif of psychological uncertainty, which is closely related to his punishment. In both novels, the protagonists have attempted to isolate themselves from their families to achieve greatness. However, they regard their family and friends differently. Brutus is accompanied by friends throughout the play. The flat character, Lucilius, aids with Brutus’s escape by impersonating him (Shakespeare, 5.4.7-8). This loyalty affirms Brutus’s well association with his friends and reveals Brutus’s nobleness in the eyes of his countrymen. On the other hand, Raskolnikov takes the isolation to a higher level by deserting his friends. He tells Razumikhin, â€Å"I don’t need†¦anyone†¦I’ll manage by myself†¦on my own†¦Ã¢â‚¬  (Dostoyevsky, 136) The use of ellipsis again depicts the motif of psychological uncertainty. Raskolnikov wants to isolate himself, but his stumbling speech portrays his doubts in his ability to alienate himself. Thus, it’s quite ironic that he eventually seeks help from Sonya, for redemption, and Razumikhin, for taking care of his family. Shakespeare and Dostoyevsky illustrate the theme of isolation as one of the major themes in their text which contribute to the protagonists’ tragic downfalls. Lastly, we find that Shakespeare and Dostoevsky use both good and evil qualities to characterize their protagonists. Through this, they are able to successfully provoke the readers’ empathy despite the characters’ misjudgements. In the final scene of Julius Caesar, Mark Antony makes a concluding remark about Brutus after he has died, â€Å"This was the noblest Roman of them all:/[Brutus] only, in a general honest thought/And common good to all, made one of them./’This was a man!† (Shakespeare, 5.5.68-75) Here, Antony demonstrates his admiration and respect for Brutus even though he was part of the conspiracy. The irony is revealed when Antony compliments the murderer of Caesar as â€Å"noble† even though he had previously aroused the crowds against Brutus in Act III. Antony’s shrewdness also reflects the motif of nobleness, demonstrated by Brutus’s patriotic reason in committing the murder. Using iambic pentameter, Antony praises Brutus’s nobility sincerely. His speech reminds the readers of Brutus’ unselfish sacrifice for his country, simultaneously provoking empathy, enabling readers to associate Brutus more as a hero than that of a sinful criminal. Whereas in Crime and Punishment, in Raskolnikov’s confession to Sonya, he says, â€Å"I’d started to search my conscience and ask myself whether I had any right to assume power over someone else like that meant that I didn’t have any such right†¦Ã¢â‚¬ (Dostoyevsky, 500) This quote from the climax of the novel reflects a milestone in the plot development. By admitting this mistake, that he had no right to commit the murder, is the protagonist’s first step towards redemption, a major theme of the novel. Also, the novel is written in a thir d person limited omniscient point of view, thus readers are able to feel Raskolnikov’s sorrow and intense emotions in his confession. Readers can’t help but sympathize with Raskolnikov and his psychological torment caused by belief in the Ubermensch theory – his tragic fallacy. Although the protagonists in the texts, Brutus and Raskolnikov, are murderers, the reasons behind their crimes are different. Brutus contemplates whether or not to kill Caesar and finally decides, â€Å"It must be by his death. And for my part/I know no personal cause to spurn at him/But for the general†¦Ã¢â‚¬  (Shakespeare, 2.1.10-13) This quote again illustrates the motif of nobleness. In this quote, Brutus reveals his patriotic and unselfish reason for murdering Caesar in order to benefit the greater good. Shakespeare skilfully employs iambic pentameters here to reveal Brutus’s nobility and determination in committing such crime. This quote also helps with plot development as it foreshadows Caesar’s death. Raskolnikov on the other hand, also commits murder but he has his own intentions. Raskolnikov confesses to Sonya, â€Å"I didn’t kill in order to help my mother! I didn’t kill in order get money or power and thus be able to become a benefactor of mankind. I simply killed†¦ for no one but myself†¦ what I needed to know†¦was whether I was a louse or a man.† (Dostoyevsky, 500) This quote signifies Raskolnikov’s motive in committing murder was not based on utilitarianism but personal needs. The anaphora used for rejecting his previous justification of the crime reflects his self-realization. Pride is a motif in the novel. By admitting his misjudgement, Raskolnikov demonstrates his wounded pride. This highlights his psychological growth from the crime. By combining positive and negative characteristics, Shakespeare and Dostoevsky have successfully portrayed the protagonists like real people, possessing flaws and merits. Thus, in the end, both authors have created protagonists who attempt to achieve greatness – yet face difficulty in terms of overcoming relationships with important characters in their lives. Such difficulty halt their paths to greatness as it forces Brutus to find motivation to kill Caesar; and as it brings Raskolnikov to realize his inability to follow the à ¯Ã‚ ¿Ã‚ ½bermensch theory for he’s unable to overcome human compassion. However, both also fight their battles before realizing they were not meant for greatness; Brutus and Raskolnikov alienate their loved ones, but discover they cannot endure their absence. This portrayal of the protagonists illustrates how though their deeds are evil, they are still human and suffer as humans do thus earning our empathy where it was first nonexistent. In conclusion, therefore, with such similarities present in each protagonist throughout both stories of radically different timeframes, the authors William Shakespeare and Fyodor Dostoyevsky had evidently shared an ability to establish similar yet effectual protagonists; in this case, Shakespeare and Dostoyevsky with their distinctive great minds thought alike indeed. Bibliography Dostoevsky, Fyodor. Crime and Punishment. Trans. David McDuff. London: Penguin Books, 2003 Shakespeare, William. Julius Caesar. Ed. Roma Gill. Oxford: Oxford University Press,