Factors Contributing to the Rebellion of Americans in 1776 :: Revolutionary War British Puritans History Essays

Factors Contributing to the Rebellion of Americans in 1776 Imagine you are an American Colonists just making ends meet as a merchant. There has recently been a war between the French and the British. During the war, you continued to trade with the enemy and smuggle goods, while your colonial assembly repeatedly refused to provide military officials with men and supplies. The war eventually ends, leaving the British with debt and expensive responsibilities to administer newly acquired territory in North America, they received from the French. Believing that the Navigation Acts should be enforced strictly and that the lightly taxed colonists should pay a share of the empire's defense costs, Parliament in March 1765 passes the Stamp Act to raise revenue. Next thing you know Parliament imposes another act on the colonies, the Mutiny Act, stating that the colonists must house and maintain the British troops. Ok, you are a bit mad, but it is maintainable. Out of the blue, you hear about a shooting in Boston, where five people were shoot by th e British troops, there is a lot of propaganda surrounding. Your neighbors, along with yourself are enraged by what you hear. Following this incident there is much propaganda in pamphlets passed out concerning colonial religion and political ideas. These things and others happened to the colonists and impart enthralled and provoked them to rebel and in effect brought about the American Revolution. From the information I have gathered in class and from my own personal reading, I have concurred that Parliament taxation was the parent irritation to the other annoyances. The Seven Years' War Showed the British officials that the Americans had no regard for the Navigation Acts and imperial authority. Example of this were colonial merchants continuing to trade with the enemy and smuggle goods, while colonial assemblies repeatedly refused to provide military officials with men and supplies. The war left Great Britain with a considerable debt and expensive responsibilities to administer newly acquired territory in North America. As a result, Parliament in March 1765 passed the Stamp Act to raise revenue. This act required the colonists to purchase and use specially stamped paper for all official documents, deeds, mortgages, newspapers, and pamphlets. The Stamp Act provoked opposition among the colonists, who saw this as a violation of their rights. To the colonists, the Stamp Act violated the right of English subjects not to be taxed without representation; it also weakened the independence of their colonial assemblies.

Inspector calls

A number of techniques are used throughout the play in order to portray this negative Image to the audience. For instance, her naivety Is repeatedly mentioned and her class conscious attitude is prominent In the play. From the outset, Priestley uses Mrs.. Brisling's persona to create an unlikable character, a woman who Is described as ‘cold' In the stage directions, displaying the attitudes she will show In the opening scene.Her attitude to class is shown by her cynical comment – ‘a girl of hat class' – a comment which implies her awareness of her social superiority. This shows the way in which she looks down upon the character of Eva Smith. Similarly, her dismissive attitude towards lower class people is demonstrated by her careful concern for social etiquette and manners. She shows disgust at Sheila's use of colloquial language, for instance, when Sheila refers to Eric as ‘spiffy, Mrs.. Birding is seemingly outraged. This suggests that she would not want to be associated with the dialect used by those of a lower social status.Her character Is shown to feel a need to impress Gerald due to his upper class heritage and parenting. This could be represented by her embarrassment when Mr.. Birding congratulates the cook and tells him off for discussing business. This Indicates that she doesn't want Gerald to get the impression that she or her family would act In such a way. Her regard to social status is further demonstrated by her involvement with the Brimley Women's Charity Organization. She uses her position as chairperson to gain authority and importance Just so that she can herself highly and above other people.It is evident that she doesn't do charity work purely out of altruism. She has a great desire to be high in social status. This all contributes to portraying the image of negativity and creating dislike by highlighting her superiority complex. She is very aware of class distinctions, resenting Eva Smith's ‘gross impe rtinence' in calling herself Mrs.. Birding, and refuses to believe In her moral Integrity: ‘She was claiming fine feelings and scruples that were simply absurd In a girl in that position.At the end of the play, like her husband, she refuses to believe that she did anything wrong and refuses to accept responsibility for her part In Eve's death. Instead, Mrs.. Billing seems to want to put so much blame on the father, because she thinks that it will put her out of the spotlight. There is dramatic irony in the way she is trapped. The audience will discover before her that the ‘drunken young idler' is Eric. There is also situational irony which creates further dislike: the audience knows that she would not apply the same standards to re own family, yet Eric is condemned by her words.She is also forceful in shifting blame onto Birding: â€Å"It wasn't I who turned her out of employment. † The generation gap is emphasized at this point in the play, as further dislike is created for Mrs.. Birding by the way Sheila and Eric begin to see their parents in a new unfavorable light. This dislike is reinforced to the audience when Shells gets angry at her mother in Act Three for trying to ‘pretend that nothing much has happened'. Shells says ‘It frightens me the way you talk. She cannot understand how Mrs.. Birding has not learnt from the evening In the same way she has.This creates dwells for the character of Mrs.. Birding as the audience realism that she has not learnt anything from the blood and anguish' in the first world war. Her character is used to show Priestley attitude towards and critique of Capitalism. She is shown t be part of the capitalist society that will sleepwalk into disaster because they fail to recognizes what is going on in the world around them. This has a particularly significant impact as the sass's audience are aware of the downfall they will face.Furthermore, dislike for the character of Mrs.. Birding is created thro ugh the portrayal of her sexual repression. She is shown to have the belief that women of her class should be protected from things that are what Gerald refers to as ‘unpleasant and disturbing. She is reluctant to understand the reality of society and wants to know nothing about Garage's ‘disgusting affair'. Priestley is effective in portraying her character in this way as the audience in 1946 will have a much broader view of the way in which people behave, ND will develop a dislike for her as a result of the differing attitudes.This is interlinked with the way in which Mrs.. Brings naivety is used to create dislike. Not only does she choose not to understand some aspects of society, there are many other things that her character is show to be sheltered from due to her upper class way of life. For instance, she does not know anything about the hard drinking habits of her son Eric, thinking that ‘it isn't true'. She also does not realism that even supposedly respect able men of a high social status like Alderman Meagerly would sit the Palace Bar and behave in such a way that he did.She does not share the same level of awareness of what goes on in society that the younger generations have. Sheila's comment that ‘she only escaped with a torn blouse' demonstrates how she is show to have a far greater understanding of the realities of society than her mother. Ultimately, Priestley uses various techniques throughout the play to create dislike for the character of Mrs.. Birding. He does this through using the themes of responsibility, class, generations and gender.

Mock interview

Johnson, and we talked a little bit about that company which was about how great that company is. I love Johnson & Johnson this company a lot. It survived from World War One, the Great Depression , and World War Two. And it is coming much and much stronger, more than ever. We went through some Traditional Interview Questions as well. When he asked me, â€Å"do you prefer working on a team or as an individual contributor? I basically combined my own working experience with it, and I said â€Å"l actually more enjoy working on a team rather than an individual contributor, because I used to work In a restaurant before which Is not a one person's Job, it takes many people and time to work on it, to manage it, and run It. † As myself, I take every firm and company as a big running machine, and each stuff members are working as a small part and component of this machine. Everyone Is involved, and everyone Is Important as well.In order to make this machine runs, each part and compon ent Is Indispensable. It may start to running If without some part or component, but It won't work as well as If everyone Is Involved. It was a great experience to having an Interview with him. The whole Interviewing didn't take too long, and it was only about 20 minutes. But he gave me a very good Impression from the beginning to the end. It Is very Important to have such a mock Interview before we take the real Interview with some big companies. It Isn't Just gave me the experience, but It also gives me the courage.

How to Write a Critical Analysis Essay

How to Write a Critical Analysis Essay How to Write a Critical Analysis Essay To be able to write a critical analysis essay you must have clear understanding of the question posed by the tutor. Critical essay writing is about organizing the argument based on your ideas about a literary text. The essay must be well-constructed and logical. It must have a clear readable interesting style. While writing essay, you should keep in mind that, above all, it must consist of your ideas about literary texts. Writing a critical essay means that you've read an original text, a literary work and you know what to say about it. Critical literary essay demonstrates how well you express your ideas, how well you can identify a problem, and how well you analyze, organize, and synthesize material. The material is of two kinds: primary and secondary sources. Primary sources are literary texts, novels, dramas etc. Secondary sources are works of criticism. Remember that before reading criticism you must read an original text: Writing a good essay means expressing your own ideas about the author's work. Critical Essay Outline The critical essay should have the same structural characteristics as any other kind of essay. Academic essay requires a definite format: introductory paragraph, body paragraphs and conclusion. Introduction is the first paragraph of your essay. Here you should attract attention of your reader. Write about the main points which you're going to describe in your essay. In this paragraph you should present general information about the literary work, and include a thesis. The introduction must include the name of the author and the title of the literary work. You can mention a brief plot summary, some word about main characters and indicate the way you plan to develop your argument etc. Body paragraph should be devoted detailed analysis of the literary work. You should explain and support all of ideas you've written in the introductory paragraph. Body paragraphs must contain numerous supporting examples and also explanation of your main ideas. Use specific examples from the work to provide evidence on your ideas. These examples may be direct quotations from the literature. Start new idea with new paragraph. Begin the next paragraph with a transitional phrase that links it with the new piece of evidence. The last paragraph is conclusion. It is the part of the English essay in which you review the main points of your argument and. Remind the reader of your thesis. Custom Critical Analysis Essay Writing Do not know how to start writing a critique? You are welcome to ask our professional essay writers for assistance. provides custom essay writing service for many years and we are experienced enough to meet the requirements of all customers. We put your interests on the first place and we are never late with delivery. Do not miss an opportunity to become a good student without any efforts. All you need to do is to place an order for custom essay writing and the work will be done for you by professional team of writing experts! If you seek for 100% plagiarism free essay, you have found a perfect site to get help! Read also: Critical Success Factor Analysis Conflict Essay Self Critique Essay Persuasive Essay How to Write a Book Report

Introduction to the French Imperative Mood

Introduction to the French Imperative Mood   The imperative, called limpà ©ratif in French, is a verb mood which is used to: give an orderexpress a desiremake a requestoffer advicerecommend something Unlike all other French verb tenses and personal moods, the subject pronoun is not used with the imperative: Fermez la porte.Close the door. Mangeons maintenant.Lets eat now.Ayez la bontà © de mattendre.Please wait for me. Veuillez mexcuser.Please excuse me. The above are called affirmative commands, because they are telling someone to do something. Negative commands, which tell someone not to do something, are made by placing ne in front of the verb and the appropriate negative adverb after the verb: Ne parle pas!Dont speak! Noublions pas les livres.Lets not forget the books. Nayez jamais peur.Never be afraid. The imperative is not the only way to tell someone what to do in French - its how you give orders in French. French imperative conjugations are relatively simple. There are only three grammatical persons that can be used in the imperative:  tu,  nous, and  vous, and most of the conjugations are the same as the present tense - the only difference is that the  subject pronoun  is not used in the imperative. -ER Verbs Imperative Mood Conjugations   -ER verbs  (regular, stem-changing,  spelling change, and irregular): The imperative conjugations for  nous  and  vous  are the same as the present indicative, and the  tu  form of the imperative is the indicative minus the  final s:parler(tu) parle(nous) parlons(vous) parlezlever(tu) là ¨ve(nous) levons(vous) levezaller(tu) va(nous) allons(vous) allezVerbs which are conjugated like -ER verbs (meaning that in the indicative the  tu  form ends in -es), such as  ouvrir  and  souffrir, follow the same rules as -ER verbs.ouvrir(tu) ouvre(nous) ouvrons(vous) ouvrez -IR and -RE Verbs Imperative Mood Conjugations   -IR verbs  and  -RE verbs: The imperative conjugations for all regular and most* irregular -IR and -RE verbs are the same as the present indicative conjugations.finir(tu) finis(nous) finissons(vous) finissezattendre(tu) attends(nous) attendons(vous) attendezfaire(tu) fais(nous) faisons(vous) faites*Except for verbs conjugated like -ER verbs and the following four irregular imperative verbs:avoir(tu) aie(nous) ayons(vous) ayezà ªtre(tu) sois(nous) soyons(vous) soyezsavoir(tu) sache(nous) sachons(vous) sachezvouloir(tu) veuille(nous) n/a(vous) veuillez Negative Imperatives The order of words in a French sentence can be very confusing due to affirmative and negative imperative constructions and object and adverbial pronouns. Remember that there are two kinds of imperatives, affirmative and negative, and the word order is different for each of them. Negative imperatives are  easier  because their  word order  is the same as that of  all other simple verb conjugations: any object, reflexive, and/or adverbial pronouns precede the verb and the  negative structure  surrounds the pronoun(s) verb:Finis!  - Finish!Ne finis  pas!  - Dont finish!Ne le finis  pas!  - Dont finish it!Lisez!  - Read!Ne  lisez  pas!  - Dont read!Ne le  lisez  pas!  - Dont read it!Ne me le  lisez  pas!  - Dont read it to me! Affirmative Commands Affirmative commands are more complicated, for several reasons. 1.  The word order is for affirmative commands is different from that of all other verb tenses/moods: any pronouns follow the verb and are connected to it and to each other with  hyphens.Finis-le!  - Finish it!Allons-y!  - Lets go!Mangez-les!  - Eat them!Donne-lui-en!  - Give him some!2.  The order of the pronouns in affirmative commands is slightly different from all other verb tenses/moods (see table at the bottom of the page):Envoie-le-nous!  - Send it to us!Expliquons-la-leur!  - Lets explain it to them!Donnez-nous-en!  - Give us some!Donne-le-moi!  - Give it to me!3.  The pronouns  me  and  te  change to the  stressed pronouns  moi  and  toi...Là ¨ve-toi!  - Get up!Parlez-moi!  - Talk to me!Dis-moi!  - Tell me!...unless they are followed by  y or en, in which case they  contract  to  m  and  tVa-ten!  - Go away!Faites-my  penser.  - Remind me about it.4.  When a  tu  command is followed by the pronouns  y o r en, the final s is not dropped from the verb conjugation:Vas-y!  - Go away!Parles-en.  - Talk about it.

Expository writing Essay Example | Topics and Well Written Essays - 1000 words

Expository writing - Essay Example The book also challenges our values and the social system which labels people and does precious little to help them to rise above their tragedy of life. The author has sensitively explored the delicate but extremely important issues of drug addiction and prostitution that affect our youngsters today. Set against Australian background, this global issue is successfully exposed through this story. The opening paragraph deliberately, describes in detail the role of each of his television crew so as to maximise the impact of the subject. The empathetic attitude of various crew members adds to the seriousness of the problems that has infiltrated our society. The inclusion of women crew members has provided a sensitivity that has been able to win the confidence and trust of the affected people who have willingly talked about their circumstance that has driven them towards this. The information and the facts of the real life situation have successfully drawn the seedy atmosphere that can be found within our well organized society. The author has exposed the galleries in the busy market place that provide safe way of taking the heroin or drug or even facilitating prostitution for the addicts. The rooms behind and above the shops of the market seem to serve the dual purpose of safe haven for addicts while at the same time sex provides a quick way of earning more money for the drug. The irony of the situation is that though the gallery owner denies providing the drugs, he accepts providing the needles (for injection) and a place where they can safely take it at a price! The price goes up if the prostitution or sex is involved. The simple words used by the author to describe the scene where girls and boys come just for this purpose and then leave the place normally, jolts the reader with much more impact. ‘The rest of Australia might be shocked by what went on

Paradigms Cognitive Behavioral Therapy Research Paper

Paradigms Cognitive Behavioral Therapy - Research Paper Example They often pressured her to perform well at school; they insisted that it would safeguard her future. The parents are devoted Muslims, who consider daily prayers and the Quran a daily routine. During the therapy session, the mother stated that Halima had been suffering from severe anxiety for a period of one year. Further, she said that Halima used to wake up and cry during the night. The mother stated that the daughter often complained that she was not sure whether she would succeed in her mathematics class at school. Often, she asked the mother to recheck her homework so that she could know that she had completed it successfully. Despite the efforts of the mother, Halima’s anxiety continued, and would worry about other things like the location of her books, school bag, and other diminutive things. Halima had also exhibited compulsive hand washing, in preparation for prayer, during the five times of prayer for Muslims. She demonstrated the need to do everything perfectly. Halima insisted that her problems started during a mathematics class when the teacher threatened of failing them. For that reason, she had started hating mathematics for fear that she would fail. Sometimes, she decided not to go to school since she felt like crying all the time. She explained that she liked all her teachers, except her mathematics teacher. Often, she feared that her parents would die, meditating on how she could continue her life, in case they died. She also feared about a trip that the mother took to visit the elder brother of Halima. Halima felt that she would be left alone, and would not be able to complete her homework without her help. Halima was diagnosed using an interview-based clinical approach, and scored 25 on the obsessive-compulsive rating in a scale between 0 and 40, which implied acute OCD. The symptoms perceived in her included repetitive, unrealistic,