Civil War Turning Points Essays - American Civil War, Free Essays

Civil War Turning Points Essays - American Civil War, Free Essays Civil War Turning Points CIVIL WAR (A discussion of the turning points and major events) In this paper I shall discuss four points concerning the civil war in detail. The first issue addressed will be Professor McPhersons arguments in the text Ordeal by Fire and whether Antietam and Emancipation, Gettysburg, Vicksburg, and Chattanooga, represent the three critical turning points in the Civil War. Second, I will rank the three points from greatest to least in terms of their importance on the Civil War. Third, I will add a fourth event I feel was significant to the turning of the war. Antietam and Emancipation The Union and Confederate Armies met at Antietam Creek near Sharpsburg, Maryland, on September 17, 1862, in the bloodiest single day of the war: more than 4,000 died on both sides and 18,000 were wounded. McClellan failed to break Lee's lines or press the attack, and Lee was able to retreat across the Potomac with his army intact. The professor suggests that this may have been the major turning point in the Civil War. I would have to agree, had the confederates been successful in this battle it is quite possible the European nation would have become involved in the war. The European nations had a special interest in the war from a financial point, since Most of the European nation and the south where dependent on the trade of cotton. Mediation would have been a most plausible interceding by Great Britain or France. The Confederates where hoping for financial or military support, but I do not think that Great Britain was willing to come back to North America and fight another war. Lee had suffered his first defeat, this would not have been so important if it where not for the numbers of casualties the South suffered in this battle. Had they been able to fall back with minimal losses, they may have been able to regroup into a more offensive position and continue the quest to Washington. McClellan, being the eternal idiot, failed to literally win the war on this day. By his choosing to hold back three quarters of his men he was unable to give a decisive defeat to Lees army and prolonged the war to see more bloody days. Had McClellan attacked with his entire army, it is quit possible he may have driven Lees army back to Richmond and ended the war. However, the fact that he was able to fight the rebels to a draw, kept the European nation from becoming involved with the war. The Souths only real hope in this war was the movement into Union territory in an effort to gain realistic consideration from the European nations. Lees inability to take Antietam may have been the actual defeat of the Confederate army. President Lincoln needed a strong showing by the Union troops to shift the focus of the war to a cause higher than man himself. Lincoln was a calculating individual. He knew that with the casualties being suffered in this war, therefore, the American people would not let it continue for the sake of land and principal. This battle enabled him to issue the proclamation, which abolished slavery. While this proclamation did not free slaves in any of the Confederate States, it did create a new hope to the war. Once again the American people where fighting for freedom, something they understood and valued above all else. While the proclamation in it legality was inconsequential in its affect on the Confederate states, it carried great power in the Union. The people needed a will to fight, they had previously been given a reason. The professor alludes to this same point by quoting, A poor document, but a mighty act . Emancipation may have very well been another reason why the European natio ns stayed out of the war. Great Britain, being an anti-slavery country, in all likelihood felt it prudent to wait and see if it could resume normal relation with an anti-slavery country. Should the Confederacy prevail, they would deal with the two parties as independent nations. The emancipation had another unique aspect. It created over 100,000 new troops in the Union army, granted many of them never saw battle, but

Wether, Weather, Whether

Wether, Weather, Whether Wether, Weather, Whether Wether, Weather, Whether By Sharon Wether is a prime example of a word that will slip past the spell check. It is easily confused with two of its homonyms, whether and weather. Flying fingers find it easy to miss the single letter that separates them. Unless youre a farmer, you might not even know that wether is either a: male sheep or ram (the Oxford Dictionary of Etymology traces its roots to Old English, Old High German, Old Norse and Goth) or a: castrated ram or billy goat (according to A Word A Day). We all know that MS Word can be easily confused, but theres no need for us to face the same confusion. Weather, that stuff up there in the sky, is the condition of the atmosphere with respect to heat or cold, calm or storm, etc. Thats according to the Oxford Dictionary of Etymology. Interestingly, when it was first used in Old English in the 12th century, weather always had adverse implications. In the 14th century, the term also referred to the wind direction, and its roots lie in various terms meaning either wind or storm. Weathering, derived from weather, is the result of exposure to wind and weather. The frequently misspelled whether is used to introduce a question, often outlining a choice between options. Its roots lie in Old English and Old High German. Heres my attempt at using them all in a sentence. The farmer wondered whether the adverse weather had affected his wether. Video Recap Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Has vs. Had10 Techniques for More Precise WritingEnglish Grammar 101: Prepositions

Crime Theories Assignment Example | Topics and Well Written Essays - 500 words

Crime Theories - Assignment Example The paper outlines why the theory chosen could be recognized as the most relevant in terms of being a cause of digital crime. The paper concludes with two examples of non-digital crimes that could be considered caused by this same theory. Self-control is a theory that has been suggested to digital crime research. This theory was established by Travis Hirschi and Michael Gottfredson in the 1990s, A General Theory of Crime. It considers the causes of crime as an out of control action and that individuals respond to this coercion merely when they have a low self-control (Cullen & Agnew, 2006). In reference to their book, A General Theory of Crime, the authors illustrate the significant attributes that classify people with or lack of self-control (Hirschi, & Gottfredson, 1990). People with low-self control are irresponsible, insensible, material in place of mental, risk takers, thoughtless and non-verbal, and they will be inclined to take part in crime and corresponding actions (Hirschi, & Gottfredson, 1990). Individuals with attributes of low self-control are known to take part in abnormal actions since they desire to achieve burning fulfillment and pleasure. On the other hand, people with self control have the ability to slow down their burning fulfillment needs. These people are associated with certain positive attributes. These include the following. They are cautious, sentimental, vocal and thoughtful (Hirschi & Gottfredson, 1990). People with self-control know the outcomes of taking part in abnormal actions like crime in general and have the power to stop or slow down their fulfillment needs. Ultimately, individuals with low self-control have features that lead them to committing crime, like digital crime. This selected theory is the most applicable cause of digital crime. This is due to the fact that, digital platforms have elements that can lure many people to seeking gratification upon

Considering Divorce- Smart Marriges Essay Example | Topics and Well Written Essays - 500 words

Considering Divorce- Smart Marriges - Essay Example Having been into a relationship with eight men so far in her life, Julie was able to make a checklist against which she would assess the qualities of men in the future. The one scoring full would be eligible to take her hand in hand. The list goes as follows: 1. He would be established in his life with a business worth at least $2 million 2. He would not have been into any relationship before meeting Julie 3. He would not be into a relationship with any woman in addition to Julie 4. He would love Julie by heart and would never leave her 5. He would not see his parents more than twice a year and would not spend more than twenty four hrs with them in the whole year 6. His love for Julie would not be driven by lust 7. He would love Julie for her personality rather than her body 8. He would be virgin †¦.and the list goes on! One day, Julie met Ben. Ben was from Holland and had come to Ontario for studies. Julie offered him to share her apartment. After spending a year with him, Juli e found Ben scoring full in her checklist. She had waited for so long for the right person to come into her life and there she had him. Julie had spent more than half of her youth in her search of the right man. At the age of 38 years, she resolved to marry Ben. But it only took Julie three days after marriage to file a case for divorce.

Coherence and Fidelity in Narratives of Activist Essay Example for Free

Coherence and Fidelity in Narratives of Activist Essay Babels have now been considerably expanded to service organizations identified with the Charter of Principles of the World Social Forum. There are national coordination centers in France, Italy, Germany, the United Kingdom, Spain, Greece, Hungary, Turkey, Russia, the United States, Brazil, Korea, and Japan, and their website mentions Ð ° facility for linguistic coordination for Arabie, but it is not clear what this facility consists of. In addition to unpaid translation and interpreting work, the tasks undertaken by Babels volunteers range from giving (moral and material) support to interpreters to developing linguistic tools that are available to anyone, Babels is perhaps the best example to date of Ð ° carefully planned, equitably structured, and highly politicized international community of translators and interpreters; indeed, it explicitly describes itself as Ð ° player in the anti-capitalist debate. The group is also committed to orchestrating Ð ° conscious process of’ contamination in which the excellent language skills of the politically sympathetic trained interpreter interact with the deeper political knowledge of the language-fluent activist to develop Ð ° reflexive communications medium organic to the social forum movement. In other words, Babels does not see itself as Ð ° low-cost service provider for the social movement but rather as an active member of that narrative community with Ð ° key role in elaborating the narrative vision of the World Social Forum. Clearly the groups discussed above do not simply come together on the basis of national or other such static affiliations, nor are they motivated by personal ambition or profit. These are communities created by election, to use Fishers term. Translators and interpreters come together in these groups willingly to volunteer their time, to invest emotionally and intellectually in projects designed to undermine dominant discourses, and to elaborate more equitable and peaceful narratives of the future. What we make of their efforts depends on our own narrative location and on how we judge the coherence and fidelity of the narratives they elaborate about themselves. Narrative theory allows us to examine communities of these types and their work from at least two different perspectives. In the first instance, it is possible to examine the type of narratives these groups elaborate and to ask how they mediate those narratives, both in terms of the selection of material to be translated and the specific modes of translation adopted. Questions such as the following are productive in this regard. What type of texts do members of such activist communities select for translation? Do they embellish certain narratives in order to give those whose voices are suppressed and marginalized Ð ° better chance of being heard? Do they frame narratives with which they disagree strongly, such as the Project of the New American Century, in specific ways in order to undermine and expose their underlying assumptions? Do they omit or add material within the body of the text or do they rely on paratexts to guide the readers interpretation of each narrative? Do interpreters in the social for Ð ° reveal their own narrative location through such factors as tone of voice, pitch, or loudness? With regard to the issue of marginalization, for example, Robert Barsky argues that the nature of the asylum system is such that it systematically works against claimants, however valid their claims might be. He describes how interpreters working within this system often elaborate Ð ° claimants statement, supplement it with details they learned prior to the hearing, and improve it stylistically and rhetorically. Interpreters working for disempowered claimants who are ill served by their lawyers and the system as Ð ° whole may at times mediate the gap between the claimants competence in matters of self expression . . . and the requirements of the Refugee Board (1996:54); indeed, one of the functions they fulfill can be to quite simply tell Ð ° good story (1996:57). In terms of translation and activism, Ð ° systematic examination of interventions of this type in the output of committed communities of translators, using Ð ° theoretical framework that makes it possible to transcend narratives of neutrality and objectivity, would be Ð ° worthwhile and illuminating endeavor, І suspect it might demonstrate, for instance, that direct textual manipulation of the type that preoccupies many theorists of translation are relatively rare. In tact the accuracy of translation in this context becomes even more important, because blatant interventions can be used against the translators to brand them as biased and hence untrustworthy, which would have repercussions for the credibility of their own narratives and the narratives they set out to promote, undermining their characterological coherence (in Fishers terms, as outlined above). Instead we may well find that accuracy acquires an additional value in this context and that much of the political work is done through the selection of material to be translated and through various methods of framing the translation including paratexts, timing of the release of translations, where translations are placed, and so forth. Another line of inquiry informed by narrative theory involves examining the relevant translation communities own narratives for coherence and fidelity, using the framework outlined by Fisher above, Ð  brief analysis of the narrative of one such community, Translators without Borders, serves to illustrate the potential for this application of narrative theory. Aligning itself with what has been dubbed the sans frontierisme or without borderism movement, Translators Without Borders or Traducteurs Sans Frontieres consists ot Ð ° group of volunteer translators and interpreters who provide free translations for organizations they deem deserving, including Doctors Without Borders, Reporters without Borders, Amnesty International, and Handicap International. In some respects this is Ð ° very different type of community from Babels and Translators for Peace. As mentioned in the introduction to this article, Translators without Borders is an offshoot of Eurotexte, Ð ° commercial translation agency based in Paris, with offices also in Lisbon, Fishers principles of narrative coherence concern the way in which Ð ° story hangs together. Perhaps most relevant in this context is structural coherence, which to my mind would test negatively in the case of the narrative of Translators Without Borders because of Ð ° lack of internal consistency. This inconsistency results from the conflict between humanitarian and commercial agendas consequent on the identification of Translators without Borders and Eurotexte. The Eurotexte site features several prominent links to the Translators without Borders site, often collapsing the distinction between Ð ° commercial organization and Ð ° not-for-profit community of volunteer translators.

Theme of Carpe Diem in A Fine, a Private Place by Ackerman and To His C

The words carpe diem mean â€Å"seize the day† in Latin. It is a theme that has been used throughout the history of literature and has been a popular philosophy in teaching from the times of Socrates and Plato up to the modern English classroom. Carpe diem says to us that life isn’t something we have forever, and every passing moment is another opportunity to make the most out of the few precious years that we have left. In the poems â€Å"A Fine, a Private Place† by Diane Ackerman and â€Å"To His Coy Mistress† by Andrew Marvell, carpe diem is the underlying theme that ties them together, yet there are still a few key differences throughout each of these two poems that shows two very different perspectives on how one goes about seizing their day. The first poem by Ackerman is about two lovers who find their own special place to make love: under water. The writer describes the captured moment over four stanzas of the undersea world, describing physical attributes and actions with marine life. The woman in the poem is described as â€Å"his sea-geisha / in an orange kimono / of belts and vests, / her lacquered hair waving† (Lines 24-27) and the man with â€Å"his sandy hair / and sea-blue eyes, his kelp thin waist / and chest ribbed wider / than a sandbar / where muscles domed / clear and taunt as shells† (Lines 34-40) Ackerman’s poem has a feeling of tranquility and patience, capturing the moment and enhancing it to its fullest extent. She portrays sex as a beautiful act, saying â€Å"he pum...

Reading and Writing Strategies Essay

|Strategy |Activity |Assessment | |Prior Knowledge: To make connection to what one already |Make a word web of information that has |Create a concept map showing key ideas. | |know. Lay a foundation which new facts, ideas and |been discussed. | | |concepts can be develop. | |Assess prior knowledge by asking | | |Share information. |questions. | | |Create a T-Chart with what students would | | | |like to know about the subject and what I | | | |now know. | | |Prediction: Predicting involves thinking ahead and |Ask question about each picture to elicit |Write prediction in reading logs. | |anticipating information and event that take place. |response that require them to make | | | |inferences. |Students complete a prediction sheet as a| | | |formative assessment. Students share what| | | |they learned. | |Summarizing: Process of identifying and writing the main |Writing in journal as to how they think |Write a short summary of the material. | |ideas that unite ideas into a coherent whole. |the story will end or what will take place| | | |at a certain point in the material. |Read a passage from the material and | | | |write a summary. | | |Give an oral summary of their version of | | | |what take place. | | | | | | |Generate Question: The practice of asking what, when, |Students look at the title and write |Create a short answer for discussion | |where, why, what will happen, how and who question. |question as to what, when and where. |question. | | | | | | |Ask question before reading, during |Asks questions that would likely | | |reading and after reading. |encourage a response that is focused, | | |â€Å"Engage class in pre discussion Students |detailed and interesting. | | |will make predictions about the text by | | | |asking effective before reading questions |Rubric can be used to evaluate the | | |to improve reading comprehension† |quality of the questions created by the | | |((Teacher vision, n. d). |student. | | | | | | | | | | | | | | | | | | | | | |Fluency: The ability to read text smoothly, accurately |Readers’ Theater |Running Records | |and with expression. |Students read |Retelling the main idea and supporting | | |aloud from a script |details, the sequence of events, | | |and bring the |characters, setting and plot. | | |characters and | | | |action to life. | | | | | | | |Tape assisted | | | |reading | | | |The students listen | | | |to a recording of a | | | |story or text and | | | |reads along. | | | | | | | |Partner Reading | | | |Read aloud with a | | | |partner and partner | | | |give feedback. | | |Word-Attack Strategies: Help students to decode, | |Read list of sight words and check for | |pronounce and understands unfamiliar words. |Sound Out the Word |pronunciation and decoding. Give students| | |Start with the first letter, |one minute to read list of words. | | |and say each letter- | | | |Sound out loud. | | | | | | | |Blend the sounds | | | |together and try to say |Look for base words and blend the | | |The word. |beginning or ending sounds to sound out | | | |words. | | |Look for Chunks in the Word | | | | | | | |Look for familiar letter chunks. They may | | | |be sound/symbols, prefixes, suffixes, | | | |endings, whole words, or base words. | | | | | | | |Read each chunk by | | | |Itself. Then blend the chunks together and| | | | | | | |Sound out the word. | | |Visualize: Students will learn to visualize the details|Analyze what they read. |Select a picture and relate the details | |of a text. They will use other sensory images like | |of the picture. | |dramatizing and drawing to help them better understand |Drawing during reading. | | |what they are reading. | | | | | | | Writing Strategies |Strategy |Activity |Assessment | |Prewriting: The stage where students begin the |Brainstorm ideas |Use a graphic organizer to plan writing. | |writing process by creating ideas for |Choose a topic | | |writing. |Plan and organize information | | | |Create an outline | | |Drafting: The stage where students put their |Write a draft |Put their ideas on paper | |ideas in writing. |Students put their ideas in writing and correct| | | |later. | | |Revising: Draft is reread and improvements are |Add information when needed |The teacher provides feedback according to the | |made. |Delete unnecessary information |rubric. | | |Organize paragraphs | | |Proofreading: Students read and make |Students reread their papers for errors. |The teacher provides feedback according to the | |corrections. | |rubric. | | |Partner up with another student and proofread | | | |each other paper using a red pen and circle | | | |errors. | | | | | | |Final Draft: Student final paper before |. |Consult teacher for feedback. | |publishing. Consult teacher for feedback. |Have another student read and one listen for | | | |main idea and supporting details. |Compare writing against writing rubric. | |Sequence: The order in which events happen. |Rewrite an event how they happen. | | |Writers help their reader understand what | |Students relate three things that happen at | |happens in story. | |school. List the events out of order. Have | | | |students write the events in order using first,| | | |next and last. | | | | | | | |Student writes a paragraph explaining their | | | |morning routines by using time-order words. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Publishing: Students share their writing with |Students design a book cover and create their |Make a final coy using best handwriting. | |others or the class. |own original book. Use text and pictures to | | | |establish their ideas. |Publish student’s paper by display it outside | | | |of the classroom for others to read. | Reference TeacherVision: http://www. teachervision. fen. com/lesson-plan/reading- comprehension/48697. html#ixzz1mGdBZfRx Tompkins, G. E. (2010). Literacy for the 21st Century: A Balance Approach. Fifth ed. Allyn & Bacon.

DFA’s investment portfolio Essay

Identify the sources of value DFA is providing its investors DFA creates different value to its customers. For Registered Investment Advisor, the value was the educative access to top researchers who were developing innovative theories and empirical analyses. For high-net-worth individuals, it is low management fee as the services are provided through RIA. For other investors, the value is high performance of portfolio it manages. The sources of values DFA managed to create come from: – Close relationship with prominent academics, who also have stake in DFA. The academic research has played crucial role in the performance of DFA’s investment portfolio and brought substantial return to its customers over a long period of time. – Reputation of the DFA in small cap market help the firm reduce transaction cost, pick and choose the right stock to invest, contributing to positive return for its customers. 8. What are some of the trading costs associated with small, value stocks? How does DFA manage these potential trading frictions? Given the fact that small and value stocks have lower liquidity compared to large and growth stock, transaction of small and value stock is more difficult. There are some trading costs associated with them: – When investment fund wants to buy small and value stocks in open market, their price will go up very quickly. This increase in price will negatively affect the next purchase of the same stock of the investment fund. DFA instead of going to the market and bid for stock, it absorbs the selling demand from the others. By taking a large part of stock, it can even obtain a discount on the stock purchase. – Once the investment fund owns an amount of a certain stock, the future sales of stock to the market may pose some pressure on the price of stock. DFA when buying stock from seller would try to make sure that it take the whole position of th e seller so that it avoids the scenario when the seller sells the other part to the market and the price of stock goes down immediately after DFA buys it. – Same applied when the fund tries to sell its stock. If investment fund sells a large block of stock, the price of stock will be pushed down. To avoid this transaction cost DFA normally offers small amounts of stock to the market each day. It takes more time to sell out but the price of stock will be maintained. 12. Likewise, throughout the 1990s, growth stocks outperformed value stocks. Hence, should DFA reconsider its current strategy? What if growth continues to outperform value over the next five years. Would your answer change?  Again, how would you explain the poor performance of the fund to your clients? Although the growth stock outperformed value stocks in 1990s thanks to the high-tech boom, DFA should not reconsider its current strategy because of the following reasons: -Looking at a long period of time (from 1926 to 2004), despite some up and down, value stock still outperform growth stock (Tim’s calculation) -DFA’s philosophy of investment has been based upon market efficient. And according to market efficient theories, the higher return of growth stock given the lower level of risk compared to value stock will go away as people start to chase growth stock. Switching to growth stock will not help DFA to make sustainable return. Even though the growth stock continues to outperform for the next five years, our answer would not change. The growth stock cannot outperform the value stock for too long because it has lower level of risk. Value stock will soon bounce back in terms of return soon. 14. What future strategies would you recommend DFA pursue? Make a specific recommendation, and justify it. Should they abandon/modify/maintain their current size and value strategies? Should they explore other interesting anomalies and adopt similar strategies?

Political Consciousness in Ancient Greece and Rome essays

Political Consciousness in Ancient Greece and Rome essays In order for societies to have political consciousness they must understand that the state is secular, the states purpose is to serve the people, and that citizens work to benefit the state. Although the level of political consciousness in the ancient period world was overall high, the level fluctuated between different societies. With different societies came different forms of government, different rulers, and different ideas of excellence. All of the differences contributed to the level of political consciousness in ancient societies. The political consciousness in the Athenian Polls, the Hellenistic Kingdoms, and the Roman Principate are perfect examples of societies with different ideas, governments, and political consciousness. During the period of the Athenian Polls (600-431 B.C.), the Athenians were experiencing a time of high political consciousness. The Athenians felt that they were part of something greater than themselves, their polis. The citizens of the Athenian Polls understood that the state was secular, which means the state is created by people not God. Although the government was ruled and influenced by aristocrats, the farmers and peasants felt secure in their polis. Around 600 B.C. a plea was heard from the citizens of Athens to cancel debts and give land to the poor. The state responded by canceling all land debts, outlawed loans based on humans as collateral, and freed people who had fallen into slavery because of debt. These actions showed that the states purpose was to serve the Athenian citizens. The citizens also became more involved in the government with the formation of the social classes and the assembly. With a stable government in place and the support of the Athenian ci tizens, the state was able to concentrate on beautifying Athens, increasing trade, and building a standing army to fight the invading Persians. In the Persian War, the Athenians showed their determination to ...

20 Ways to Laugh

20 Ways to Laugh 20 Ways to Laugh 20 Ways to Laugh By Mark Nichol Go ahead and try this (if you’re alone, that is): Explore all the varieties of laughter you can produce, and label each one. There’s an often-distinct word or phrase for each type. Here are twenty ways to laugh, and some related expressions. 1. (Be) in stitches: to laugh 2. Belly-laugh: to laugh in a deep, hearty manner, as if from the abdomen or in such a way that one’s abdomen moves from the exertion 3. Break up: to laugh as if helplessly 4. Cachinnate: to laugh loudly and/or obnoxiously 5. Cackle: to laugh harshly or sharply 6. Chortle: to chuckle or to otherwise laugh to express satisfaction or triumph 7. Chuckle: to laugh mildly and/or quietly 8. Crack up: see â€Å"break up† 9. Crow: to laugh derisively or gloatingly 10. Giggle: to laugh with short, repetitive sounds 11. Guffaw: to laugh boisterously and/or loudly 12. Hee-haw: a synonym for guffaw 13. Horselaugh: To laugh in a way suggestive of or in imitation of a horse’s neighing or whinnying 14. Jeer: to laugh disrespectfully or mockingly 15. Scoff: to laugh derisively or dismissively 16. Snicker: to partially suppress a laugh, as if to conceal one’s mirth 17. Snigger: an alteration of snicker, with the additional connotation of mischief 18. Split (one’s) sides: to laugh convulsively, as if continuing to do so will cause one’s body to rupture 19. Titter: to laugh in an affected manner, or nervously; also a synonym of snicker and snigger 20. Twitter: a synonym of giggle or titter, but also means to chatter or to tremble as if agitated One can howl, roar, scream, shriek, snort, or whoop with laughter. One can also be said to burst (or bust) out laughing, to convulse with laughter, to die laughing, and to be helpless with laughter, as well as to roll in the aisles (as if unable to keep from falling into the aisle while seated at a humorous performance). Other idioms include â€Å"laugh your head off† and â€Å"laugh yourself silly.† Can you think of any more words or idioms? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†Ã¢â‚¬Å"As Well As† Does Not Mean â€Å"And†5 Keys to Better Sentence Flow

Disability Law Essay Example | Topics and Well Written Essays - 3750 words

Disability Law - Essay Example Discrimination against these people is not justifiable since anybody is a potential candidate of this condition. The role that Equality Act 2010 has played cannot be underestimated. The equality Bill received royal assent in April 2010 and became an Act. It was a replacement of all the existing acts on discrimination. Actually it did consolidate all these legislations. Some of the acts that were consolidated to come up with the equality Act include Disability Discrimination Act 2005, The Race Relations (Amendment) Act 2000 and Equal Pay Act 19702. This act reforms, streamlines and harmonizes these previous legislations with the sole aim of achieving equality among people regardless of their physical or mental state. Thesis Statement The Equality Act 2010 has been very effective in eliminating disability discrimination in all walks of life starting from the physically to mentally disabled. Components of the Act The Equality Act 2010 covers up nine guarded features which make it a brea ch of law to discriminate any individual on the grounds of age, disability including those who have or previously have had a disability. It also makes it unlawful to discriminate against anybody on grounds of gender relocation, marriage and civil companionship, pregnancy and motherhood, race, religion or belief comprising lack of belief, gender and sexual orientation. The act covers fields such as those of employment, goods and services, facilities admissions and treatment of students. There are a number of significant changes in the Equality Act 2010 that have had a lot of positive impacts in the sector of education which is fundamental to the development of the country. The definition of direct discrimination has since changed to include the protection from discrimination based on both the perception and association for all the nine characteristics protected by the Act. Discrimination is no longer a direct and evident but sort of perceptual and associative. As such, the Act has be en very crucial in shaping the society by eliminating discrimination. The Act has also explicitly extended discrimination protection to disability. Again, this is with the view that those who are disabled either physically or mentally did not choose to be in the condition and, therefore, there is absolutely no reason to discriminate against them3. If anything, they are very important components that can steer the society forward if given the opportunity to do so and should, therefore, be made to feel equal to the rest of the society. The disability-related discrimination has also been replaced by a newer kind of discrimination: discrimination against disability. It is unlawful to discriminate anyone because of disability in any sector whether in education or in any other sector. The breastfeeding mothers can now be explicitly protected ensuring that a woman is neither looked down upon nor treated in a less favourable manner just because she is breastfeeding. With this in mind, a bre astfeeding mother feels free and as an important component of the society. She lives a stress free life since she is considered an equally important part of the society. The Act also protects pregnant students from discrimination. For a long time, students have been discriminated against on grounds of pregnancy. They are not treated fairly and equally giving rise to a sense of disorientation and isolation. This does not provide breathing space for academic excellence in schools. The Extent