Problem Questions Essay Example | Topics and Well Written Essays - 3000 words

Problem Questions - Essay Example This is whereby more than one person have right of ownership of the same property regardless of the share of each person(s) in the property. However, each person has distinct rights of possession in the property from the other co-owners though they all have absolute right to the entire property. Under common tenancy, each of the co-owners has right to do what they wishes with their right of ownership to the property. Therefore, co-owners can pass their right to the possession of the property to their heirs if they so wish or can even sell their property any time they fill like. Under such situation, the third party who has inherited or has purchased the property from another person will acquire absolute right of co-ownership with the other existing co-owners. Under common tenancy, each co-owner has personal liability for payment of the property rates, maintenance fees and refurbishment cost. However, if one of the co-owners bears the entire refurbishment and maintenance charges, they have a right to claim for reimbursement from the other co-owners. ... He also paid for the repair of the house and for installation of a new kitchen as well as for electricity and gas bills from his own earnings. However, there was no agreement to show the form of relationship that existed in the ownership of the estate either at present or in the future. According to their agreement, the estate was written in the name of Amaryllis.3 They have continued to live in the same house since then. In my view, by the virtue of their conduct and mutual agreement to live together the two co-owners had entered in a common tenancy. Under this form of ownership, there was no distinction as to what proportion of the property each of the two owns. Both Amaryllis and Basil have equal access to the property and can do anything they wish with the property. However, the parties should be careful with their deeds in order to avoid infringing the rights of each party.4 Therefore, each of the party may use the property according to their wishes, but should not interfere wit h the right of the other party. Under common tenancy, each of the co-owner of the property has a right to sell or to transfer the right to another person.5 Under such a situation, the third party to whom the property has been transferred to acquire absolute light similar to that which was held by the previous owner. In the light of this information, it can be argued that in the situation where Amaryllis invited her cousin Cecily to live in the estate with her, Amaryllis agreed to share her right in the property with Basil, but Cecily had no so such right as long as Amaryllis was in the estate.6 Therefore, Cecily could only enjoy limited rights as a share of what Amaryllis enjoyed and should in no way appear to enjoy

The relationship between executive remuneration and corporate Literature review

The relationship between executive remuneration and corporate performance - Literature review Example At a normative level, the managers are expected to align their personal goals with that of the shareholders and aim toward maximising their values (Chaubey and Kulkarni, 1988). Many of the studies have identified that managerial compensation is linked with the firm’s performance, which is a critical factor in the maximization of shareholders value. The managerial compensation includes base salary, deferred compensation, perquisites and cash bonus. This paper deals with the literature review related to the relationship between compensation of the executives and the performance of the firm. Executive Compensation and Firm performance The advent of the â€Å"new economy† industries is a recent phenomenon and not much literature is available which concerns the relationship between performance and pay. Anderson, Banker and Ravindran (2000) have used simultaneous equation model for estimating the performance of the firm and compensation of the executives in the information te chnology industry and has found evidences that suggest that the share of both pay and bonus increases with the performance. Along with this, the study also suggested that the extent of incentive pay and the level of pay are responsible for positively affecting the performance of the firm. ... The performance of the firm and its size serves as determinants of the pay, which has been suggested by a standard empirical model based on CEO compensation. The firm size is the component that measures the managerial discretion. The compatibility of managerial incentive is indicated by the performance of the firm. The literature related to the compensation of the CEO lacks consensus with respect to the appropriate functional specification. The research scholars like, Coughlan and Schmidt (1985), Hall and Liebman (1998), and Gibbons and Murphy (1992), prefer elasticity specification where the change in or level of the log of executive compensation is linked to the change in or level of log of the firm performance. A different approach has been taken by Jensen and Murphy (1990). They had used sensitivity approach that had linked the change in the compensation level with the change in the performance of the firm. These specifications imply that the relationship between the firm’ s performance and the compensation of the employees is contemporaneous only. This signifies that one-time increase in the performance leads to an increase in the compensation of the executives within that period of time. These specifications help to remove the fixed effects related to the firm. In other words, it omits the consistent effect of the time invariant factors such as, the diverse personal characteristics of the CEO, which otherwise might have diverted the estimation of the pay related to performance relationship. A wide spread interest and media attention had thrown light on the pay packages of CEOs in United Kingdom (UK). Eruption of public indignation was seen for the first time in 1995

African-American Separatism Essay Example for Free

African-American Separatism Essay African-American novelist James Baldwin (1963) maintained that at the heart of inhumanity perpetrated by whites upon blacks is the projection of their own paranoia, hate and longing. Baldwin supposed that should white people learn how to accept themselves, â€Å"the Negro problem will no longer exist, for it will no longer be needed.† At the core of Baldwin’s hypothesis is that cruelty to the black man persists because of the white man’s dissatisfaction with its own culture (hence the occasional white man who romanticizes and aspires to black ideals). Few other eras in white American history evoke such a level of dissatisfaction as the era of The Great Depression, a period of downturn not just in economy but in morale. When white culture has descended to such low spirits, it is no surprise that black separatism emerged. Marcus Garvey advocated a form of Pan-Africanism which suggested that black people reclaim and re-colonize Africa in order to form its own black nation. Elijah Muhammad on the other hand, advocated a form of black nationalism called The Nation of Islam, which concentrated more on social infrastructure such as the development of economics and nationhood. The emergence of these doctrines are not entirely surprising: with white culture being at its most broken state, the zeitgeist which results for blacks is to advocate a repudiation of this culture. Black pride therefore takes the shape of one race formulating its own society as a means to escape this broken culture, as well as to evade the white man’s inevitable projection of latent self-hate. Separatism and nationalism is therefore of meaningful use to the black races, simply because it allows them to chart their own national, political and civic self-identity apart from that which has been foisted upon them by the white culture, as well as free them from the scrutiny or approval of the white culture. However, it also poses risks because for every weakness, shortcoming or failure that may arise from nations and cultures created by these movements is the potential for more discrimination from the white culture, which will most likely subject these to more racially-charged judgment.

Biography of Mary McLeod Bethune

Biography of Mary McLeod Bethune Mary McLeod Bethune spent her life educating and working to earn human rights for African Americans. She was an educator, advocator, leader, and humanitarian that dedicated many years to equality and the uplift of African-Americans lifestyles. She felt that education and access to knowledge was the only way to battle adversities that were crippling the black community. Bethune took on and accomplished many great tasks as an African-American woman in hopes of proving that one person can make a powerful positive impact on society. She was born on July 10, 1875 in Mayesville, South Carolina to Samuel and Patsy McLeod. Mary McLeod was the fifteenth of seventeen children. Both her parents had been slaves, but after emancipation they acquired land and began instilling vital attributes within their children. As a child Mary worked the cotton field, witnessed her parents provide religious and food services to others, and helped her mother with the laundry that she did for local white people. One day Bethune had an experience that would motivate her to become an educated African-American woman. While delivering the laundry with her mother to a white employer Mary McLeod picked up a book the customers granddaughter lashed out telling her to put the book down because blacks could not read (Bolden, 1998, p.94). Historian John Hope Franklin said, education was the greatest single opportunity to escape the indignities and proscriptions of an oppressive white south (Bolden, 1998, p.95). The pain young Mary felt on that day inspired her to take an interest in education and provoked the need to overcome oppression. Mary attended a local Presbyterian missionary school during her early years. Around the age of twelve Mary McLeod received a scholarship to attend Scotia Seminary in Concord, North Carolina. Merry Chrissman, a Quaker, wanted to give a promising student a chance at continuing education by paying their tuition for a year. Emma Wilson, Marys teacher from the missionary school, choose her as the recipient (Wilds, 2004, p.24-25).At Scotia, Mary McLeod had her first educational experience with white people. According to Wright (1999, p.9) Mary stated the following in regards to education at Scotia it: broadened my horizon and gave me my first intellectual contacts with white people, for the school had a mixed faculty. The white teachers taught that the color of a persons skin has nothing to do with his brains, and that color, caste, or class distinctions are an evil thing. Seven years later Mary McLeod Bethune graduated from Scotia. Years at the Christian school had reinforced her faith and Mary decided that she wanted to be a missionary in Africa. Mary began attending the Moody Institute for Home and Foreign Missions, in Chicago. At Moody Mary was the only African-American student, but this time helped her realize that black and white people could live and work together with objectivity (Johnson-Miller, 1998). Marys requests to be a mission were denied by the institution (Bolden, 1998, p.98). Reasons behind this decision by the institute were that there were no openings for Negro missionaries in Africa (Wright, 1999, p. 5). Mary describes this as the greatest disappointment in my life (Wilds, 2004, p. 26). Mary prevailed over this disappointment and decided that instead of teaching Africans she would begin working with African-Americans. So under the instruction of Lucy Laney Mary McLeod started teaching at Haines Institute, in Augusta, Georgia. During this time Mary McLeod and Lucy Laney were dedicated to supporting the derelict children in this low-income community. Other black communities that Mary traveled to and taught in were Sumpter, South Carolina, Savannah, Georgia, and Palatka, Florida. In Palataka, Florida McLeod organized the Mission Sabbath School for the poorest children. (Hine, Brown, Terborg-Penn, 1992, p.114). Mary McLeod met Albertus Bethune during her time at the Presbyterians Kendall Institute in Sumter, South Carolina. They married in 1898, and had one child Albert McLeod Bethune (Hine et.al, 1992, p.114). Their marriage was not jovial, and the Bethunes separated in 1907. Albertus Bethune died in 1918. While advancing blacks Mary did not incorporate marriage and fa mily often, they were secondary institutions. Her failed marriage may have been the reason behind this. Albert McLeod Bethune never finished college and was unsuccessful at several jobs. In 1920 he had a son, Albert McLeod Bethune Jr., which Mary adored. She adopted him and reared him, Albert McLeod Bethune Jr. went on to get a Masters Degree in Library Sciences and worked as a librarian in Daytona beach at the institution his grandmother founded (Hine et.al, 1992, p. 114). Many blacks were heading to Floridas east coast to do railroad construction, so Bethune followed with aspirations of opening a school in the area. The conditions of the blacks in Daytona stunned her. She recalled, hundreds of Negroes had gathered in Florida for construction work. I found there dense ignorance and meager educational facilities, racial prejudice of the most violent type crime and violence (Wright, 1999, p.7) Bethune knew that this was the place to began making a change. On October 3, 1904 Bethune founded the Daytona Educational and Industrial Training School for Negro Girls. She modeled her school after her alma mater, Scotia Seminary. According to Jessie Carney Smith (2001, p.68) Mary stated that she started the school with five little girls, a dollar and a half and faith in God. The early days were quite difficult; Mary McLeod begged for rudiments and gathered dry goods boxes for benches. However with help from Daytonas black leaders and influential white men and wo men the school excelled. In 1905, it was chartered as the Daytona Normal and Industrial Institute for Negro Scholars. Stressing religion and industrial education the students were active participants in the production and handling of food to meet needs and provide income to the school. There were many volunteers and less regular teachers, who were paid from fifteen to twenty dollars a month with board included (Wright, 1999, p.7). Her plan for the school was to have the girls educated on how to upkeep the home, which would include sewing and cooking so they would have skills to be hired as a maid, cook, dressmaker and above all a teacher. Financial assistance was low but a creative Bethune explored many avenues to gain aid. She organized a choir that gave concerts in churches and hotels to bring in money. Bethune became familiar with important businessmen such as, Thomas White, John D. Rockefeller, Henry J. Kaiser and James M. Gamble, though these financial undertakings. These men took notice in Bethune and her school, provided funding, and eventually formed her board of trustees (Wright, 1999, p.8). The institute continued to expand as Bethune advocated for her students and the necessity for blacks to have access to the same levels of education as whites. She wanted to prevent limitation and offer blacks a chance at becoming productive members of society. In 1923 the Daytona Institute merged with the coeducational Cookman Institute in Jacksonville, Florida (Smith, 2001, p.68). Combined they became known as Bethune-Cookman College (BCC). The unification could not have come at a better time. With the onset of the Great Depression Bethune might have not been able to weather the storm along, but as a determined woman she did take necessary precautions to keep the school running; such as cancelling athletic and social affairs, slashing salaries and cutting courses (Hine et.al, 1992, p.116). She believed that Bethune-Cookman College was the only option that many blacks had to attend college, and if the white colleges could make it through the depression she knew her school could as well. In 1942 Bethune-Cookman became a four year college, but the school never lost sight of Bethunes founding principle of combining religion, vocational program, and academia. Bethune had accomplished an amazing task by starting with a school for destitute youth but in the end cultivating a senior college. Mary McLeod Bethune was seeking to make change during a time of great oppression and she faced great resistance to social change by many whites around here in the southern states. Nothing deferred her from her dream of educating and improving the lives of black women. Despite threats from the Ku Klux Klan she led a successful black voter registration drive. She wanted her students and other black women to rise above barriers placed on them by society (Sicherman et.al, 1980, p.77). She established herself as a strong black woman and did not let the Jim Crow laws or persistence of whites to keep blacks in low-end jobs slow her down. Establishing a school was the foundation of Bethunes prominence in the womens club movement. From 1917-1924 Bethune served as the president of the Florida Federation of Colored Women. As president of this organization Bethune was faced with three main issues World War I (WWI), female enfranchisement , and rehabilitative services for delinquent black girls. In response to Americas entry into WWI Bethune promoted canning and preserving food, making articles for soldiers and their families, and assisting the Red Cross. In accord with the Nineteenth Amendment to the constitution voter rolls became open to women in Daytona. Despite the Ku Klux Klans attempt to sway and impede Bethune organized and registered herself, her entire faculty and staff, and other local black women (Hine et.al, 1992, p.118). Continuing with her legacy of offering chances to young women Bethune began to tackle the issue of a rehabilitative environment for delinquent black girls. Black female juvenile delinquents w ere placed in prison with adult lawbreakers, because there was not a facility that was for unruly black female youth. However there was a facility for white juvenile delinquent youth, the Industrial School in Ocala. In response to this the Florida Federation of Colored Womens Clubs launched an alternative facility for up to twelve residents in Ocala (Hine et.al, 1992, 118). Bethune opened the new Industrial School on September 20, 1921. This facility was directly funded by Bethune and a financial campaign until the late 20s when the state finally began funding this facility. Florida had been funding the Industrial School for white juvenile delinquents since 1913(Hine et.al, 1992, 118). Bethune believed that these young girls needed direction that they were not getting in the state prison in Raiford. She developed this facility in attempt to continue reducing unfairness and inequality that black women endured from systems in America. While heading the Florida Federation of Colored Wo mens Clubs Bethune founded the Southeastern Federation of Colored Women in 1920. Through this organization Bethune created relationships with open-minded white women for common welfare (Hine et.al, 1992, p.118).Contributing leadership for the womens general committee of the regional Commission on Interracial Cooperation was a great feat for the Southeastern Federation of Colored Women (Hine et.al, 1992, .118). Bethunes presence, values, and drive were unavoidable when she became president of the National Association of Colored Women (NACW). According to Sicherman et.al (1980 p.78) reaching presidency of the NACW was the highest office that a black woman at this time could aspire to reach. NACW was the premier black womens organization. Bethune benefited directly from working with the NACWs white counterpart the General Foundation of Womens Clubs. During her presidency of this association Bethune used her girls school as a base for NACW civic and charitable work (Hine, 1992, p117). As president of the NACW, Bethune worked intensely on projecting a positive image of black women to whites. She wanted to create roles for black women in both national and international arenas, she stated to her members, we must make this national body of colored women a significant link between the peoples of color throughout the world (Smith, 2001, p.70). Bethunes statement showed how advanced and limitless her thinking was as an activist. She wanted black women to understand that any goal was attainable. Bethune enhanced this organization by revising the constitution, improving their periodical, National Notes, and exemplifying great communication. The organizations first fixed headquarters was established in Washington, D.C. under Bethune (Sicherman et.al, 1980, p.78). The NACW was the first all-black organization operating in the nations capital with other white national organizations. Working with the NACW had halted Bethunes focus on black womens presence in national affairs. Bethune wanted black women to play a tangible role in the legislative process involving individual and family survival. Bethune felt the best way to reach this point was to establish an organization that encompassed all existing national womens organizations (Hine, 1992, p.120). NACW continuously declined her emphasis upon a cohesive body. Realizing that NACW was deeply involved in local issues, and did not grasp her hopes for black women on a national level Bethune fashioned her own vision. In December of 1935 Bethune founded the National Council of Negro Women (NCNW). NCNW united major national black womens association (Sichermen, 1980, p.80). In Bethunes fourteen year presidency she focused the councils activities on segregation and discrimination, on cultivation of international relationships, and on national liberal causes. Increasing the membership Bethune made chapters of NCNW in majo r cities. By the end of her term Bethune had developed a council that included twenty-two national womens organizations, academic sororities, Christian denominational societies, fraternal associations, auxiliaries, and eighty-two local councils (Hine, 1992, p.120). She also established headquarters for the NCNW in Washington, DC., employed a full-time staff, and initiated the Aframerican Womens Journal. With the NCNW Bethune brought visibility to black women in the nations capital, through the Conference on Governmental Cooperation in the Approach to the Problems of Negro Women and Children. During these conferences sixty-five women of African descent met with the government employees to discuss incorporating black females into social bureaucracies. In 1941 the War Department accepted NCNW as a member of its womens advisory council (Hine et.al, 1992, p.120). Acceptance by the War Department allowed organized black women to participate in government programs. This accomplishment gave the NCNW more leeway in endorsing federal employment, effective enfranchisement, anti-lynching, and internationalism. Bethune fought to diminish racist practices and gender prejudices through conferences, petitions, and civil service reform. The NCNW took a commanding stand on women in the military. Their goal was reached in all services in 1949 when the womens Marine Corps admitted a black applicant (Hine et.al, 1992, p.120). Bethunes inner workings with the Franklin Roosevelt Administration helped her rise the NCNW to great heights. Mary McLeod Bethune met Eleanor Roosevelt at a luncheon at Franklin Delano Roosevelts mothers house. They became allies forming a bond that would work to improve Blacks opportunities on a national level. Eleanor Roosevelt advocated on behalf of blacks and Bethune to her husband and other politicians many times. During the Depression the Black community felt like it was being ignored within the national relief plan the FDR was implementing. According to Wright (1999 p. 10) The Negro press told Eleanor that the only way the Negro is going to get fair treatment is for the government to see to it that a strong, capable Negrois appointed to get things moving in the right direction for Negro relief. Bethune was that strong and capable Negro, so Roosevelt asked her to accept an appointment on the advisory board of the National Youth Administration. NYA was established in 1935 to aid young people ages sixteen to twenty- four during the Great Depression (Smith, 2001, p.70). This was the first post filled by a black woman in the history of the United States. Bethune and her staff educated millions of underprivileged children and she enrolled 600,000 students in the classes NYA was offering in her first year. When Roosevelt created the office of Division of Negro Affairs of the NYA he made Bethune the director (Wright, 1999, p.10). With this position through the New Deal Bethune continued to resolve disagreements between her white colleges and black constituents. According to Smith (2001, p. 71) Bethune brought great assets to this position her charismatic personality, platform style, insight into race relations, abilities to influence people, and well known reputation. In attempt to pool the individual talents of all the Blacks in Roosevelt administration Bethune created the Black Cabinet. The Black Cabinet offered an esteemed Black presence in politics at the capital, and coordinated government programs for Blacks. Bethune saw that Blacks were included in all new progra ms that the NYA offered. The Civilian Pilot Training Program included six black colleges offering flight instruction. Their programs laid the foundation for black pilots in the military (Hine et.al, 1992, p.125). Bethune left government when the NYA was eradicated in 1944, but she never ended her fight for the black race. She fought discrimination within the armed forces, serving as a Special Civilian Assistant to the war department. Bethune served as a US delegate and she represented the NAACP at the first meeting of the United Nations. She was also on President Trumans Committee for National Defense (Wright, 1999, p.12) n her late seventies Bethune returned to her cottage on the Bethune-Cookman campus. She died at the age of 79 from a heart attack on May 18, 1955 (Smith, 2001, p.72). Mary McLeod Bethune was an eminent leader that served on many councils and boards in addition to the organizations that she had initiated; President of the National Association of Teachers in Colored schools, vice president of the Commission on Interracial Operation, and president of the Association for the Study of Negro Life and History. Her advocation was important to the National Urban League, Southern Conferences for Human Welfare and the National Association for the Advancement of Colored People (Sicherman et.al, 1980 p.78).Bethunes lifelong dedication to Christian faith and social services left a legacy of spiritual and social transformation. Her school that began as a rented cottage with five students but grew to become a senior college, Bethune-Cookman College, is the only historically Black college founded by a Black woman that continues to thrive today. Bethune inspired and became a role model for her students as she battled not only the issue of race but gender as well. B ethune had learned in her days at Scotia Seminary that whites and blacks could work together, often serving as the only Black woman in many committees the unequal distribution of Blacks in policy making arenas only inspired Bethune to continue encouraging Black women to reach new heights. Never halted by others disproval or lack of support Bethunes goal were limitless for Black women. She went from a little girl in Mayesville to a powerful advisor of President Roosevelt during the Depression and President Truman. Holding positions such as the Director of the Division of Negro Affairs of the NYA and presidency in the NCNW allowed Bethune to speak of the injustices that Blacks faced in employment, enfranchisement, social welfare policies, and education. She led many women out of jobs of servitude and introduced them to education. Bethune knew that education was essential it was the only way to improve the state of the black community. Bethune labored for equality during an era when there was no national concern regarding the lower status and conditions of blacks. References Bolden, Tonya. (1998). And Not Afraid To Dare: The Stories of Ten African-American Woman (pp.91-101). Scholastic Paperbacks Bostch, Carol Sears. (2002). Mary McLeod Bethune http://www.usca.edu/aasc/bethune.htm Hine, Darlene Clark, Brown, Elsa Barkley Terborg-Penn, Rosalyn (1992). Black Women in America (pp.113-128).Indianapolis, IN: Indiana University Press Holt, Rackham, (1964). Mary McLeod Bethune A Biography. Garden city, NY, 23 Johnson-Miller, Beverly. (1998). Mary Bethune. http://www.talbot.edu/ce20/educators/view.cfm?n=mary_bethune Sicherman, Barbara, Green, Carol Hud, Kantrov, Ilene, Walker, Harriet. (1980). Notable American Women the Modern Period: A Biographical Dictionary (pp.76-80). Cambridge, MA: Belknap Press of Harvard University Press Smith, Jessie Carney. (2001). Black Heroes (pp. 66-72). Canton, MI: Visible Ink Press Wilds, Mary. (2004). I Dare Not Fail: Notable African American Women Educators (pp. 24-24). Greensboro, NC: Avisson Press, Incorporated Wright, R Brian (1999, April 27). The Idealistic Realist: Mary McLeod Bethune, The National Council of Negro Women and The National Youth Administration (pp.1-12).Virginia Polytechnic Institute and State University, Blacksburg, Virginia

The Power of Ambition :: English Literature Essays

The Power of Ambition An ambition is an eager, and sometimes an inordinate, desire for preferment, honor, superiority, power, or the attainment of something. To obtain object or goal that is immensely desired. It comes from the Middle English word â€Å"ambicioun,† meaning and excessive desire for power, money or wealth. Ambition is something that everyone, no matter their age or cultural background, has instinctively. Ambition can be a driving force for success, or in some cases a road to failure. Through ambitious undertakings we can set goals and find ourselves and our God-given talents. We are told never to cross a bridge until we come to it, but this world is owned by men who have 'crossed bridges' in their imagination far ahead of the crowd. I was watching the Doctor Phil Show the other day, and he was talking about the five reasons for why successful people are as successful as they are. Number one on the list was a plan. A goal. A destination. An ambition. Without an ambition we have no purpose in our lives. In contrast, a goal can help us get organized and take steps towards achieving what we want in our day-to-day lives. My friend Ryan always used to tell me, and still does; â€Å"My life's ambition is to be happy with my place in, and contribution to Society.† That might be a nice thought, but is there really a workable goal there? No! â€Å"The ambitious man is essentially a visualizer and an actualizer... He can visualize something, and when he visualizes it he sees exactly how to make it happen.† - Robert L. Schwartz A person who aims at noth ing is sure to hit it. We were given a brain for a reason, and this is a perfect excuse to use it. Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great. Following ones dreams and not giving a second thought to the comment of the people who put us down is what creates a successful entrepreneur. Spending time with people with a positive image and attitude can help one get motivated and realize their goals. Persistence can make everything possible, for persistence is an excellent demonstration of ambition. If one wants something to happen, one must, as a singer one put it, ‘pick themselves up and try again.

Benjamin Franklin Essays -- essays papers

Benjamin Franklin Who was he? In reading the Benjamin Franklin's Autobiography one can see the true character of a great man. But some may argue that this man, deep down inside, was not so great. Through out his book he touches on many aspects of his life. He lets the readers have a glimpse at what he was thinking and why he did things the way he did. Some critics do not agree that Franklin was such a noble man. They thought he might not have been telling his whole story, and that he was hiding a lot he had to offer. This paper will look at how one critic portrays Franklin---" Benjamin had no concern, really, for the immortal soul. He was too busy with the social man (292)." This critic is D.H. Lawrence. In Lawrence's piece he disagrees on what Franklin believes in and what his standards are. Most of Lawrence's argument comes from a disagreement with how Franklin expresses how he works to what he really does when he works. He thinks Franklin is more of a social man, a man of himself, more than man of the people. Lawrence has looked at how Franklin didn’t come to invent thi...

Important Event in Chinese History Essay

The May Fourth Movement (traditional Chinese: ä ºâ€Ã¥â€ºâ€ºÃ© â€¹Ã¥â€¹â€¢; simplified Chinese: ä ºâ€Ã¥â€ºâ€ºÃ¨ ¿ Ã¥Å  ¨; pinyin: WÇ”sà ¬ Yà ¹ndà ²ng) was an anti-imperialist, cultural, and political movement growing out of student demonstrations in Beijing on May 4, 1919, protesting the Chinese government’s weak response to the Treaty of Versailles, especially the Shandong Problem. These demonstrations sparked national protests and marked the upsurge of Chinese nationalism, a shift towards political mobilization and away from cultural activities, and a move towards populist base rather than intellectual elites. The broader use of the term â€Å"May Fourth Movement† often refers to the period during 1915-1921 more often called the New Culture Movement. Backgrounds: Following the Xinhai Revolution in 1911, the Qing Dynasty was overthrown. This marked the end of thousands of years of powerful imperial rule, and theoretically ushered a new era in which political power rested with the people. However, the reality was that China was a fragmented nation dominated by warlords, who were more concerned with their own political powers and private armies than national interests. The Chinese Beiyang government was occupied with suppressing internal affairs, and did little to counter the influence exerted by imperialist foreign powers. The Beiyang government made various concessions to foreigners in order to gain monetary and military support against their rivals. Defeats by foreign powers and the presence of spheres of influence inflamed a sense of nationalism among the emerging middle class and cultural leaders. Leaders of the New Culture Movement believed that traditional Chinese values were responsible for the political weakness of the nation. This created a rather peculiar situation, in which Chinese nationalists called for a rejection of traditional values and the selective adoption of Western ideals of science and democracy. May fourth Movement (Chinese Students Protest) In 1989 there were growing economic hardship caused by high inflation set the ground for a large-scale protest movement by students intellectuals and other parts of a disaffected urban population. University students and other citizens in Beijing camped out at Tiananmen Square to protest against those who slowed reform. Protests also spread to many other cities including Shanghai and Guangzhou.Martial law was declared on May 20 1989, military units were deployed in Beijing. Demonstrators were suppressed brutally, most observers believe that casualties numbered in the hundreds.The entire world expressed horror at the brutal suppression of the demonstrators, the central government eliminated opposition, held in custody large numbers of protesters and urged for required political re-education not only for students but also for party cadre and government officials.