Plagio Essays - Spanish Grammar, Spanish Pronouns,

Plagio Cmo puedo parafrasear y estar seguro de que no me estoy "robando" las frases de otra persona? a) Use sinnimos para todas las palabras que no sean genricas. b) Cambie de la voz activa a la pasiva, o viceversa. c) Cambie la estructura de la frase. d) Reduzca prrafos a frases. e) Cambie partes del texto. Debe citar Para evitar el plagio, usted debe dar crdito cada vez que utilice: Las ideas, opiniones o teoras de otra persona; Cualquier dato, estadstica, grfica, imagen cualquier informacin que no sea de conocimiento pblico; Cualquier referencia a las palabras verbales o escritas de otra persona; o El parafraseo de las palabras verbales o escritas de otra persona. Estrategias para evitar el Plagio 1. Encierre entre comillas todo lo que provenga directamente del texto, especialmente cuando est tomando notas. 2. Parafrasee, pero asegrese que no esta simplemente cambiando algunas palabras o reacomodndolas. 3. Compare sus frases con el texto original para asegurarse que no uso accidentalmente la mismas frases o palabras, y que la informacin es fiel Parafrasear: Es utilizar las ideas de otra persona, pero ponindolas en palabras propias. Esta es posiblemente la habilidad que usted ms va a usar cuando quiera incorporar el contenido de ciertas fuente en sus escritos. As haga usted uso de sus propias palabras al parafrasear, de todas maneras debe dar crdito a la o las fuentes de su informacin.

In the gutter and other good essays

In the gutter and other good essays In the gutter and other good places The award winning film documentary In the gutter and other good places by Christine Richey is a multi-spectral view of three Calgary dumpster diving bottle pickers. The film traverses the ordinarily drawn stereotype of the homeless pickers of Calgary, and provides another compassionate standpoint on the choices and circumstances that have embodied their current predicament. Richey selects three very different street people for her story all with their unique backgrounds. Challenging assumptions about street people and their image to society, we are introduced first of all to Ron who has a masters degree in engineering sciences and was an senior employee for Gulf Oil earning $33,000 until alcoholism caused him to resign, we are then introduced to Colin a highly educated 22 year old man with a Russian accent. Collin himself has made the choice to be a bottle picker because of a combination of his mothers death and his views towards society. Upon his mothers passing Colin received $90,000 in inheritance and was to pursue an interest in electrical engineering, however Colin refuses to touch a dime out of his account stating harrowely that this is the way lives and is the way he wants to live What do I want? I would like to get myself out of the financial sector... maybe all the way into the financial gutter and Garbage its the number one industry in Nor th America and Im in the number one business. Finally we have jean who returned home one night as a married man to find that his wife had abandoned him and taken his two young children this led Jean to alcohol and nearly twenty years later on the street as an older bottle picker with kidney and liver problems. In summation, Richey sought to educate the Canadian populous of the backgrounds of the bottle pickers to show that they are not static shells that they have substance and a ...

Maria Tallchief

Maria Tallchief Dates: January 24, 1925 - April 11, 2013Known for: first American and first Native American prima ballerinaOccupation: ballet dancerAlso known as: Elizabeth Marie Tall Chief, Betty Marie Tall Chief Maria Tallchief Biography Maria Tallchief was born as Elizabeth Marie Tall Chief and changed her name later to Europeanize it for career reasons. Her father was of Osage descent, and the tribe was the beneficiary of oil rights. Her family was well off, and she had ballet and piano lessons from age three. In 1933, pursuing opportunities for Maria and her sister, Marjorie, the Tall Chief family moved to California. Marias mother wanted her daughters to become concert pianists, but they were more interested in dance. One of Marias early teachers in California was Ernest Belcher, father of Marge Belcher Champion, wife and professional partner of Gower Champion. As a young teen, Maria, with her sister, studied with David Lichine and then with Bronislava Nijinska, who in 1940 cast the sisters in a ballet at the Hollywood Bowl that Nijinska had choreographed. After high school, Maria Tallchief joined the Ballet Russe in New York City, where she was a soloist. It was during her five years at the Ballet Russe that she adopted the name Maria Tallchief. While her Native American background led to skepticism about her talent by other dancers, her performances changed their minds. Her performances impressed audiences and critics. When George Balanchine became ballet master at the Ballet Russe in 1944, he took her as his muse and protege, and Maria Tallchief found herself in increasingly prominent roles which were adapted to her strengths. Maria Tallchief married Balanchine in 1946. When he went to Paris, she went as well and was the first American-born woman dancer to perform with the Paris Opera, in Paris and later with the Paris Opera Ballet in Moscow at the Bolshoi. George Balanchine returned to the US and founded the New York City Ballet, and Maria Tallchief was its prima ballerina, the first time an American had held that title. From the 1940s to the 1960s, Tallchief was one of the most successful of ballet dancers. She was especially popular and successful as and in The Firebird beginning in 1949, and as the Sugar Plum Fairy in The Nutcracker beginning in 1954. She also appeared on television, made guest appearances with other companies, and appeared in Europe. Having been trained by David Lichine early in her dance education, she played Lichines teacher, Anna Pavlova, in a 1953 movie. Tallchiefs marriage to Balanchine was a professional but not personal success. He began to feature Tanaquil Le Clerq in key roles, and he did not want to have children, while Maria did. The marriage was annulled in 1952. A brief second marriage failed in 1954. In 1955 and 1956, she was featured at the Ballet Russe de Monte Carlo, and in 1956 she married a Chicago construction executive, Henry Paschen. They had a child in 1959, she joined the American Ballet Theatre in 1960, touring America and the USSR. In 1962, when the recently-defected Rudolf Nureyev debuted on American television, he chose Maria Tallchief as his partner. In 1966, Maria Tallchief retired from the stage, moving to Chicago. Maria Tallchief returned to active participation in the dance world in the 1970s, forming a school connected with the Chicago Lyric Opera. When the school was the victim of budget cuts, Maria Tallchief founded her own ballet company, the Chicago City Ballet. Maria Tallchief shared duties as artistic director with Paul Mejia, and her sister Marjorie, also a retired dancer, became the schools director. When the school failed in the late 1980s, Maria Tallchief again became associated with the Lyric Opera. A documentary, Maria Tallchief, was created by Sandy and Yasu Osawa, to air on PBS in 2007-2010. Background, Family Father: Alexander Joseph Tall ChiefMother: Ruth Porter Tall Chief (Scots-Irish and Dutch ancestry)Siblings: one brother; sister Marjorie Tall Chief (Tallchief) Marriage, Children husband: George Balanchine (married August 6, 1946, annulled 1952); choreographer and ballet master)husband: Elmourza Natirboff (married 1954, divorced 1954; airline pilot)husband: Henry D. Paschen (married June 3, 1956; construction executive)daughter: Elise Maria Paschen (born 1959; poet, writing teacher) Education piano and ballet lessons from age 3Ernest Belcher, ballet teacher (father of Marge Champion)David Lichine, student of  Anna PavlovaMadame (Bronislava) Nijinski, sister of Vaslav NijinskyBeverly Hills High School, graduated 1942

Rewrite Response Essay Example | Topics and Well Written Essays - 250 words - 2

Rewrite Response - Essay Example It would be more logical that as women have a bigger say in the content of comic strips there would be an incline in positive representation of female characters. Because I do not read comic books frequently, I found Scott McClouds’ comic strip somewhat difficult to comprehend, more often getting lost in the design. However, his pursuit for modification of genres in comic book, to diverge from the conventional male superhero/damsel in distress story flow that encompasses various gender labels. I settle with McCloud on the control of comic books, and the effect they can have on the person who read, similarly as we are influenced by print and mass media. Hence, the significance of the need for comic books authors to streamline gender disparities in comics and use their control to change the gender labels. According to As Glascock and Preston-Schreck findings, despite noticeable progress has manifested in the inclusion of women and girls in print media comics in the recent 20 years, many predetermined labels in day to day comics in recent paper remain benchmarks in current papers(428). Underrepresentation women is not limited only to comic books but also the media as well, if this continues the thinking of people our society will remain conventional and will hamper drive towards gender equality. I disagree with the part McCloud’s comic when he wrote that in certain circumstances, the fight for gender balance and representation of minority seem at balances with genre issues. The preceding two reasons for representation of the world as it is through a body of work, yet the later seems bent toward our concern to diverge form it (124). My view of extending genres does not mean deterrence from reality; rather a paradigm of focus from male dominated storylines to more gender- balance plots, and holistic inclusion of women. My opinion is that the three goals are intertwined and with a more varied genres it is possible to instill

Marketing Take-home Exam Essay Example | Topics and Well Written Essays - 2000 words

Marketing Take-home Exam - Essay Example Information To conduct accurate and relevant marketing research, marketing intelligence plays a very crucial role by providing the necessary information. However, McDonald must determine what information it needs. There are two major questions relating to the sources of information i.e. (1) What are the internal information sources? and (2) what are the external information sources? External sources of information must include necessary data relating to the key competitors and target consumers. McDonald’s must access the relevant published sources to analysis the key strengths, weaknesses and market share of the competitors. This external information must indicate the recent developments taken place in the market and among the competitors. Consumers’ changing behavior also needs to be identified using the external information. On the other hand, internal sources of information are also very crucial. However, obtaining such information is an easy task for McDonaldâ€℠¢s as it needs coordination with cross-functional departments. Hence, McDonald’s must carry out data-base analysis to understand the up-sale and cross-sale opportunities and to identify the potential consumers. Communication Primary difference between market intelligence and marketing research is the basic communicational process. In market intelligence, there is better communication between the decision makers and market intelligence analysts. On the other hand, communication is necessary for gathering and disseminating external and internal information. However, in market intelligence, the two most important questions relating to communication are ‘how to develop better communication for gathering information?’ and ‘how to develop communication for decision making?’ For gathering external and internal information, better communication is necessary. McDonald’s must implement IT systems like RFID and SAP for developing interference-free data g athering. It helps to build a flawless and continuous communication system (Koster and Munoz, 2009, p.358). For better decision making process, using the market intelligence process ‘two-way communication’ is an effective method. To develop two-way communication, McDonald’s must focus on better cross-functional communication and superior interaction level with the employees and management. Integrated marketing communication (IMC) is the most suitable approach as IMC helps to build an effective internal and external communications. People and Processes Managing the people and processes are challenging tasks for producing accurate and relevant outcome from market intelligence process. The first criterion in marketing research is to identify and develop research question. Once this task is over, McDonald must synchronize and manage the entire process. Two primary questions in this area are â€Å"how to involve relevant people in marketing intelligence process? and ‘how to develop effective and accurate process?’ McDonald’s must identify key employees to involve them in market intelligence process. Motivation and transparency are the two vital factors in this process. McDonald

Development levels and record Essay Example for Free

Development levels and record Essay To observe Lydia during a creative choosing session. I will try to observe her development levels and record how she interacts with other children and the adults around her.  Setting  The primary school, in which I am working in, is situated on a campus with a sports centre, a community school and a 6th form college. It has 6 junior classes and 3 infant classes. There is a class room assistant and a teacher for each class. On a Thursday and a Friday there are 2 students working in the infants. There are a various number of parent helpers in on different days of the week. Lydia is 6 years 11mths old and is in yr. 2. She has just completed her SATS. She is in the 1st (higher) set for math and in the 2nd (middle) set for literacy. She has many friends and enjoys school, learning new things. Lydia has 3 friends who she usually plays with and works with in class. They are all girls and all in year 2. Hannah, Shannell Erica and Lydia always do the same activity even if they dont all agree. English is Shannells second language and she sometimes has trouble with the language barrier between the girls in the group. I will observe Lydia on the 27th of July 2002 for 45mins during a creative choosing session. There are several activities set up in the class rooms and the children may choose which activity they wish to participate in. Some of these activities include painting, drawing, junk models and collage work. Observation  I will make notes during my observation, then copy it up into a written report.  Lydia heads straight for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls start collecting sheets of paper. Lydia, Hannah, Erica and Shannell ask me what they can paint as I sit down at the end of the table. I suggest that they draw each other. So the girls pair up. Hannah and Lydia start to paint Shannell and Erica. Lydia looks closely at Ericas features and tries to copy down all the details. She notes the freckles, the dimples the small earrings and the way her hair is put up. She miss judges the size of Ericas nose and as a consequence the picture looks out of place. She mixes up the colour to fill in for Ericas skin tone. Erica sits slightly impatiently fidgeting slightly. Lydia still concentrates on the painting and ignores Erica impatience and continues to concentrate hard on the colour mixing. I ask her some questions. Lydia, what colours make green?  Thats easy, you just mix blue with yellow   But you have to put yellow in first cause blue is darker and you have to put loads of yellow in to make it a lighter colour.  Ok, how about purple?  Oh Miss Carr, that is well easy, dont you know?  Im just seeing if you do, so that if you dont know I can teach you.  Oh, -thinks hard- ok. Its blue and red. Isnt it?  Yes well done, How about brown?  Yellow, blue and red! I learnt a lot from with class 1 / 2 K and this was a typical session. Everyone in the class has different view on things and even though there are definant social groups every one is friends with everyone else. The teachers and other staff need to practice anti-discriminatory and anti-bias practice. It is important to portray equal opportunities.  Children are to be treated equally but at the same time their personal needs need to be taken into consideration. In class 1 / 2 K there are friends who are in definite social groups then there are groups that inter-change and mix with the whole of the infants school. This observation points out how the girls work together to the get tasks completed. They all work together to form a good team. It is a clear that the team works well; they all have roles to play. Theres the team leader Hannah, the quick thinker Erica and the do-er Lydia who always works hard to complete necessary tasks. Shannell is a hard worker and tries to fit in even if she doesnt always understand. I learnt to set up and clear away activities with the childrens help how to encourage exploration of colour and creativity. I managed to gain the childrens confidence and by helping them to reach their full potential.  All four girls developed their fine motor skills and creativity in this exercise. They practice painting techniques and different colours and styles. They learned how to co-operate and communicate with each other. They learn to trust opinions of the adults they work with, they learn to respect their knowledge and experience. I think that in the future the children could be put into groups to help them to mix into different social groups and form new relationships. Lydia could have, in the future, extra help during tasks which involve thinking though complicated theories, and she has trouble understanding some complicated concepts.

Anna Karenina Essay examples -- Literary Analysis, Leo Tolstoy

In Anna Karenina, Leo Tolstoy presents marriage in a realistic sense, marriage is not an easy institution; couples must work through the rough patches in order for it to be strong; he also presents passion as a force that can have a positive influence, but simultaneously presents passion as a factor that can have a corrupting power on a person’s life. These two couples, Levin and Kitty and Vronsky and Anna, are compared throughout the course of the novel. Levin and Kitty differ from Anna and Vronsky because they do not communicate in the same ways. Kitty and Levin try to resolve issues as they arise, so that they do not create a bigger issue. Another difference is that Ann and Vronsky are sheltered from society because of Anna’s position as a fallen woman. Both of the couples have children, Levin and Kitty raise their child; however, Anna and Vronsky pay little attention to their daughter. Their relationships have drastic differences. Where Anna and Vronsky’s rel ationship is based on passion, Levin and Kitty’s is more of a spiritual one. One of the key aspects of Kitty and Levin’s relationship, which lacks in Anna and Vronsky’s relationship, is communication. When issues arise in Levin and Kitty’s marriage, they try to resolve them by talking with each other and seeking a solution to the problem. One instance is when Levin gets the cold feet syndrome before he gets married. Levin beings to wonder, â€Å"suppose she does not love me† (pg.404). Even though it is not custom for the groom to see the bride until the wedding starts, he goes and talks to Kitty. The issue is resolved. This has set the tone of their relationship because whenever an issue comes up, they talk about it. Another instance involves Kitty seeing Vronsky for the first... ...n a problem comes up and this causes a successful marriage. Because of Anna’s affair, she and Vronsky are not accepted by society. Children are also brought into each relationship. Kitty and Levin are very concerned parents; whereas Anna and Vronksy do not even take care of their child. Infatuation with passion can â€Å"bring about final destruction†¦Ã¢â‚¬  (Gromeka, pg.769). Passion can cause a person’s life to be completely altered, as it does with all of these characters presented. Anna’s passion for Vronsky leads to her death. By the end of the novel, Vronsky feels as if Anna is his only reason to live and because of her death commits suicide by joining the military. On the other hand, passion can present a positive influence, as it does with Kitty and Levin. They become closer and that eventually leads to their marriage, which causes them both to become confident people.

Goal statement

I strongly believe that academics should always support the dreams that I carry. And this is the main reason why I opted todo MBA. I felt this very important as management is a field which we must be trained in its right manner and at the best place. Being at the right place, I believe I can get the best training and I can develop my skills. I believe it will help me explore the best in me. Post MBA I aspire to be an Marketing manager in an MNC.I would like to work with top media firms like Fox News, BBC, CNN or MTV. Marketing and Human resource management plays an important role in both the success ofa firm And also its downfall. Being an aspirant of it, I had always tried to develop qualities which should foster it. Active listening . co-ordinating team ,motivation, trustworthy advisor are some qualities which I found in me which could go along with my ambition.To work with media involves a lot of ressure from all sides of the society. Being an arts lover and from former experience s of theatre and short film industry I like to manage and coordinate programs at media firms. Apart from the academics and soft skills I learn, I believe values and ethics have a very important role to play in one's life. To earn good values, to think good and do good, I feel the surroundings where I study and where I live will teach me and help me. Goal statement By kv_ashith

Philosophy of life Essay

In the process of growing up, I have learned that there are an infinite ways to look at how you want to live life and how others live it. When I was young I allowed for my parents to control and greatly influence my beliefs and throughout the years I even allowed my friends to do so as well. Now that I am older I have very different views of life and am only influenced by one source. I’m sure that just like me others around the world also believe the same thing. Nowadays people can even get a degree in philosophy and interpret many ways on how humans should interpret the way we live and life itself and how it came about. Regarding what I have mentioned above, I think that now as a grown up I have lived many experiences in order to form my own philosophy of life. About 3 years ago I was introduced to the Seventh Day Adventist Church. I did research on everything I was being told and history itself proved the bible’s words to be true. I learned many things from the bible and I believe they have made me a better person because of the guidance it has taught me. I strongly believe that most of what is taught by the SDA church I can trust and apply it to my life. Most of it comes the word of God and that is why I feel I can trust it. God is the main source of the philosophy of life I have. The main thing I take from God is his commandments. I base the 10 main commandments he has given this world to my life every single day. I live by them and I like that they always help me out in feeling good about myself and just being good. In my life I have always felt the desire of spiritual growth but I could never find it especially not while I was in a church where the truth was hidden. Finally when I learned about God the way the SDA church taught it I knew I was ready to begin my spiritual growth. see more:personal philosophy of life I feel that by taking the values presented to me by God, I can be sure to live by them every single day of my life until I die. Many things have become clear to me and I’m not scared of what lies ahead in the future for me. I have learned to respect all cultures, religions, and beliefs. Although I may not accept them to be completely and entirely true, just as they would to me, I know that because of my own beliefs they also have the right to be free and believe what they want. I think free will is one of the main aspects of this philosophy and I analyze it every day I live by viewing the people around me. Since the beginning of time people have always had a choice whether to things one way or the other way. Even though there have been people trying to control that freedom, there could have been ways to prevent it merely by just choosing to go against them. I think that by understanding free will is why I am able to cope with others and be able to relate to them much more. Now that I go to a very diverse university I have realized that it is not so hard to live in harmony. I am okay with all these cultures and backgrounds that are found here at the university. Many of my friends here at Cal State are Muslim and follow Islam, a religion very different from mine and yet very similar in some ways. My Muslim friends have seen the way I view on how to live and before they knew I was a Christian believer, they assumed I was Muslim because of the way I lived my life. I think that because I base my life to live it the way God put it down to me is the philosophy most religions also want to follow. I’m glad that people can relate it to them and actually think my philosophy of life is very similar to them. Even though I don’t base my philosophical views on the peers around me I still feel I can easily relate to them. My values are solely based of God’s word and I do not mind the people who think I am obscured for doing that. This goes back to the concept of free will, they can either choose to accept it for good reasons or reject it for bad reasons. The future that I want with this philosophy is so that I can create a peaceful environment for me and those who also value the same philosophical views as me. So far I think I have been able to accomplish that with the peers around me. My friends also notice that because of my views I am able to be a better person. I think that this is the most important thing I could ever accomplish. With the believe that every person is prone to do evil in this world, being able to show people that I am a good person is amazing. The reason that I live a very good life right now encourages me to share the same philosophy to those of my friends who do not follow it. I understand that they can reject it and not want to even consider it. It is a tough thing to do but because we are all free to choose how to live our lives I am just satisfied that I can share the way I can live my life. I thank God every day for giving me the opportunity to live the way he wanted me to live. Every day that I live this way, I am sure that I am pleasing the only important being in my life which is God and is the one who gave it to me. God is the only important subject in my life and I wouldn’t want that to change at all. I love the way I live life and although I am not sure how long I will live, until its end I wish to live it this way. My philosophy of life lies within in the commandments of God and no one can ever change that, no matter how hard they try.

Cinderella and EverAfter essays

Cinderella and EverAfter essays When most people think of the movie, Cinderella, they think of the animated Disney version with the little mice and the happy ending where Cinderella marries the prince and they live happily ever after. While the movie Ever After is based on Cinderella, it is not animated, but still has many of the same characteristics as the Disney version. Of course it is not exactly the same, and since it is not animated there are many differences. In Ever After, Drew Barrymore portrays the character Cinderella, who in the beginning of this movie is called Danielle. In the very beginning, it shows how Danielles father died and how she went off to live with her wicked stepmother and stepsisters. In Cinderella, both of the stepsisters are wicked, but in Ever After, her sister Jacqueline is not so wicked and usually sides with Danielle. In Ever After, Jacqueline is the not so pretty and quiet sister and Marguerite is the loud obnoxious pretty one. One similarity is that in both movies, Cinderella and Danielle are servants to their stepmother and stepsisters. They are also not allowed to eat with them, only serve them. In Ever After, Danielles only friends are the other servants of the house, this is similar to how Cinderella is friends with the mice that live in her house. In both cases their friends are always protective and willing to help. In Cinderella, Cinderella doesnt meet the prince before the ball, she doesnt even really expect to be going to the ball. In Ever After, Danielle meets the prince in a confrontation where the prince was actually stealing one of their horses. Danielle starts pegging him with apples, but just as she realizes that he is the prince, she kneels down before him. She apologizes, but the prince is lenient and s...

The Webster-Ashburton Treaty of 1842

The Webster-Ashburton Treaty of 1842 A major achievement in diplomacy and foreign policy for post-revolutionary America, the Webster-Ashburton Treaty of 1842 peacefully eased tensions between the United States and Canada by resolving several long-standing border disputes and other issues. Background: The 1783 Treaty of Paris In 1775, on the brink of the American Revolution, the 13 American colonies were still part of the 20 territories of the British Empire in North America, which include the territories that would become the Province of Canada in 1841, and eventually, the Dominion of Canada in 1867. On September 3, 1783, in Paris, France, representatives of the United States of America and King George III of Great Britain signed the Treaty of Paris ending the American Revolution. Along with acknowledging America’s independence from Britain, the Treaty of Paris created an official border between the American colonies and the remaining British territories in North America. The 1783 border ran through the center of the Great Lakes, then from Lake of the Woods â€Å"due west† to what was then believed to be the source or â€Å"headwaters† of the Mississippi River. The border as drawn gave the United States lands that had previously been reserved for indigenous peoples of the Americas by earlier treaties and alliances with Great Britain. The treaty also granted Americans fishing rights off the coast of Newfoundland and access to the eastern banks of the Mississippi in return for restitution and compensation to British loyalists who had refused to take part in the American Revolution. Differing interpretations of the 1783 Treaty of Paris resulted in several disputes between the United States and the Canadian colonies, most notably the Oregon Question and the Aroostook War. The Oregon Question The Oregon Question involved a dispute over territorial control and commercial use of the Pacific Northwest regions of North America between the United States, the Russian Empire, Great Britain, and Spain. By 1825, Russia and Spain had withdrawn their claims to the region as a result of international treaties. The same treaties granted Britain and the United States residual territorial claims in the disputed region. Called the â€Å"Columbia District† by Britain and the â€Å"Oregon Country† by America, the contested area was defined as being: west of the Continental Divide, north of Alta California at the 42nd parallel, and south of Russian America at the 54th parallel. Hostilities in the disputed area dated back to the War of 1812, fought between the United States and Great Britain over trade disputes, the forced service, or â€Å"impressment† of American sailors into the British Navy, and Britain’s support of Indian attacks on Americans in the Northwest frontier. After the War of 1812, the Oregon Question played an increasingly important role in international diplomacy between the British Empire and the new American Republic. The Aroostook War More of an international incident than an actual war, the 1838-1839 Aroostook War – sometimes called the Pork and Beans War – involved a dispute between the United States and Britain over the location of the border between the British colony of New Brunswick and the U.S. state of Maine. While no one was killed in the Aroostook War, Canadian officials in New Brunswick arrested some Americans in the disputed areas and the U.S. State of Maine called out its militia, which proceeded to seize parts of the territory. Along with the lingering Oregon Question, the Aroostook War highlighted the need for a peaceful compromise on the border between the United States and Canada. That peaceful compromise would come from the Webster-Ashburton Treaty of 1842. The Webster-Ashburton Treaty From 1841 to 1843, during his first term as Secretary of State under President John Tyler, Daniel Webster faced several thorny foreign policy issues involving Great Britain. These included the Canadian border dispute, the involvement of American citizens in the Canadian rebellion of 1837 and the abolition of international slave trade. On April 4, 1842, Secretary of State Webster sat down with British diplomat Lord Ashburton in Washington, D.C., both men intent on working things out peacefully. Webster and Ashburton started by reaching an agreement on the boundary between the United States and Canada. The Webster–Ashburton Treaty re-established the border between Lake Superior and the Lake of the Woods, as originally defined in the Treaty of Paris in 1783, and confirmed the location of the border in the western frontier as running along the 49th parallel up to the Rocky Mountains, as defined in the Treaty of 1818. Webster and Ashburton also agreed that the U.S. and Canada would share the commercial use of the Great Lakes. The Oregon Question, however, remained unresolved until June 15, 1846, when the U.S. and Canada averted a potential war by agreeing to the Oregon Treaty. The Alexander McLeod Affair Shortly after the end of the Canadian Rebellion of 1837, several Canadian participants fled to the United States. Along with some American adventurers, the group occupied a Canadian-owned island in the Niagara River and employed a U.S. ship, the Caroline; to bring them supplies. Canadian troops boarded the Caroline in a New York harbor, seized her cargo, killed one crewman in the process, and then allowed the empty ship to drift over Niagara Falls. A few weeks later, a Canadian citizen named Alexander McLeod crossed the border into New York where he bragged that he had helped seize the Caroline and had, in fact, killed the crewman. American police arrested McLeod. The British government claimed that McLeod had acted under the command of British forces and should be released to their custody. The British warned that if the U.S. executed McLeod, they would declare war. While the U.S. government agreed that McLeod should not face trial for actions he had committed while under orders of the British Government, it lacked the legal authority to force the State of New York to release him to British authorities. New York refused to release McLeod and tried him. Even though McLeod was acquitted, hard feelings remained. As a result of the McLeod incident, the Webster-Ashburton Treaty agreed on principles of international law allowing for the exchange, or â€Å"extradition† of criminals. International Slave Trade While Secretary Webster and Lord Ashburton both agreed that international slave trade on the high seas should be banned, Webster refused to Ashburton’s demands that the British be allowed to inspect U.S. ships suspected of carrying slaves. Instead, he agreed that the U.S. would station warships off the coast of Africa to search suspected slave ships flying the American flag. While this agreement became part of the Webster–Ashburton Treaty, the U.S. failed to vigorously enforce its slave ship inspections until the Civil War began in 1861. The Slave Ship ‘Creole’ Affair Though it was not specifically mentioned in the treaty, Webster-Ashburton also brought a settlement to the slave trade-related case of the Creole. In November 1841, the U.S. slave ship Creole was sailing from Richmond, Virginia, to New Orleans with 135 slaves on board. Along the way, 128 of the slaves escaped their chains and took over the ship killing one of the white slave traders. As commanded by the slaves, the Creole sailed to Nassau in the Bahamas where the slaves were set free. The British government paid the United States $110,330 because under international law at the time officials in the Bahamas did not have the authority to free the slaves. Also outside the Webster-Ashburton treaty, the British government agreed to end the impressment of American sailors.

Booker T Washington and W.E.B bois Essay Example | Topics and Well Written Essays - 500 words

Booker T Washington and W.E.B bois - Essay Example In addition, the need for change within the society should be presented effectively (Moore 56). Through examples and similarities, it is easier to build the case or idea and be able to influence the decision of the audience. In the two speeches presented to different audiences, it is evident that the success of presentation of the idea is in the speech by Du Bois. The speech by Du Bois is a true reflection of the challenges faced by the black community. Therefore, the speech by Du Bois is much better compared to the Booker Washington Speech. Effective speeches are meant to inform and inspire the public to be engaged in the change or improvement of the society. In the two speeches, the focus has been on the African American. In fact, conclusion of the speech makes it delightful and ensures that the audience understands the importance of speech and the need for action (Moore 123). The creation of the problem is done in the introduction passage effectively in the speech presented by Du Bois, which is different from the focus of the Atlanta speech. The Atlanta speech presents the issues using a system that ensures that the idea is not grasped accuracy. In fact, the ideas are not presented as fast as it should be in an audience speech. In addition, the focus of speech is presented much later. The presentation by Du Bois touch on the imperative issues associated with immigration and the need for integration of immigrants. However, the challenge of race is not addressed effectively in the Atlanta compromise. The compromise is not effective in presenting the solution to the problem. For a speech to be effective, it should bring out the challenges associated with race and conclude with the speaker’s perception and take of the challenge. For Du bois, the challenge and the conclusion is presented effectively in the speech, but Atlanta compromise does not present the ideas effectively. Speech presentation and