Tax System in Ontario essays

Expense System in Ontario expositions The issue is whether Ontario ought to have an alternate expense framework than the government of Canada. The areas as of now have various methods of computing charges from the government and from each other. Verburg (1998) noted five years back that the citizens in Ontario and Alberta were profiting structure an exertion by each to have the most minimal assessments in Canada. All things considered, Verburg likewise noticed that the tax reductions to that time were definitely not substantial even as every area was attempting to turn into the most alluring region in which to work together for the North American economy. Alberta since quite a while ago had the most minimal individual annual duty rate in Canada, yet the Ontario government set out undercut Alberta considerably a rate point by bringing down its essential individual personal expense rate to 45% of the fundamental government charge. Alberta addressed this not long after by slicing its fundamental rate to 44%, at which time Ontario countered with 40.5%. Verburg rooted for them, expressing that the two territories are working on Canada's troublesome duty Verburg further noticed that Ottawa was not reacting with the equivalent On an ongoing swing through Alberta, government Finance Minister Paul Martin said offering Canadians a reprieve on their personal expense is a significant need for the 1999 government financial plan, when a multibillion-dollar spending surplus is normal. In any case, up until this point, there has been no firm duty to restore those additional dollars to the individuals who earned them The Ontario annual duty framework changed how it computes the expense starting in 2002 with the goal that it presently collects its own annual expense as a parentage of available salary instead of as a level of fundamental government charge. This framework is known as assessment on-salary (TONI) framework, and it is utilized to permit Ontario to set its own expense sections and duty rates autonomously of the government framework, thus furnishes the Province with direct power over numerous highlights of the ... <!

25 Things Every Teacher Wants From Their Stakeholders

25 Things Every Teacher Wants From Their Stakeholders Instructors regularly manage with what they have and are content with any credit they get. They are not educators on account of the cash or the wonder. They just need to be known as contrast creators. Their occupations are difficult, however there are numerous things that others can do to make their employments simpler. Instructors need a few things from their understudies, guardians, organization, different educators, and the nearby network. Huge numbers of these things are anything but difficult to conform to, yet partners frequently neglect to satisfy these straightforward solicitations that could make every educator colossally better than they are. So what do educators need? They need something else from every one of the partner bunches that they manage on a day by day basis. These are fundamental and basic demands that when unfilled baffles instructors, limits viability, and shields them from augmenting understudy potential. Here, we inspect twenty-five things that educators need that would help understudy learning and improve instructor adequacy fundamentally over all study halls. What Do Teachers Want..........From Students? Educators need understudies to come to class every day prepared to learn. They need them to come arranged, centered, and spurred. They need understudies to appreciate the learning procedure and to be dynamic members in the learning process.Teachers need understudies to be aware. They need understudies to regard their power. They need understudies to regard one another. They need understudies to regard themselves. A deferential and believing condition permits instructors to expand learning openings every day.Teachers need understudies to comprehend that the ideas they are training them are significant. They need their understudies to make genuine associations. They need their understudies to see the comprehensive view and to comprehend that they genuinely are there in light of the fact that they need to make a difference.Teachers need understudies to be basic masterminds. They need understudies who want to comprehend the way toward finding the appropriate response as much as the appro priate response itself. They need understudies who are not sluggish and are as put resources into learning as the instructor is in educating. Instructors need understudies to perceive singular qualities and shortcomings. They need understudies to apply their qualities with the goal that others in the class can gain from them. They need understudies to know about their shortcomings and to put forth a persistent attempt to enhance those shortcomings. What Do Teachers Want..........From Parents? Instructors need guardians to comprehend that they really have their child’s wellbeing as a top priority. They need guardians to comprehend that they are not out to get their kid. They need guardians to consider them to be the instructive master that can give their youngster a quality education.Teachers need guardians to convey their interests fittingly. Educators don't need guardians to maintain a strategic distance from or avoid around a problem. They need an open, believing relationship with guardians so they can make sense of the best methodology for training the understudy together.Teachers need guardians to help them. They need guardians to trust them and not to scrutinize their intentions. They need guardians to help and strengthen study hall the board methodologies which they have set up. They need guardians who will elect to assist in any territory help might be needed.Teachers need guardians to be associated with their child’s instruction. They need guardians to play a functioning job in the training of their kid. They need guardians who will guarantee that all schoolwork completes and that the youngster is getting a lot of rest with the goal that they will be alert in class every day. Instructors need guardians to esteem training. They need guardians to stretch the significance of training since the beginning. They need guardians to peruse with their youngsters every night, to help with schoolwork, and to challenge them scholastically. What Do Teachers Want..........From the Administration? Educators need directors to have their back in troublesome circumstances. This incorporates understudy discipline, conflicts with guardians, or showdown with another employee. Instructors need to feel like their administrator(s) will tune in to their side and back them if the proof backings them.Teachers need executives to give them satisfactory assets. Instructors comprehend that cash can be tight for schools, yet there are sure assets that they should have. On the off chance that an educator finds an asset that they accept will profit all understudies, at that point they anticipate that the organization should figure out how to finance it.Teachers need chairmen to give support and exhortation. Most educators acknowledge legitimate, exact assessments. They need to be empowered when things get troublesome and regularly need guidance in those situations.Teachers need heads to comprehend what they are doing in their homerooms altogether. This is valid, particularly for incredible instr uctors. They need their administrator(s) to comprehend what they are doing in their homeroom since they are pleased with it. Educators need overseers to convey clear desires. They need to comprehend school strategy and methodology that influence themselves. Instructors need directors to explain and clarify the district’s desires with issues, for example, study hall the executives, understudy learning, and correspondence. What Do Teachers Want..........From Other Teachers? Instructors need different educators to be proficient. They don't anticipate that different instructors should discuss them with their understudies, a parent, or another employee. They anticipate that different instructors should esteem their conclusion. They anticipate that different instructors should hold fast to the strategies of the district.Teachers need different educators to work together. They esteem other teachers’ assessments. They need them to share best practices and offer exhortation. They need a solid working relationship with different instructors where they feel great to share disappointments and achievement stories.Teachers need different educators to be strong. They need to realize that different educators accept that they are making a fabulous showing. They need to realize that their companions accept they are a compelling instructor who makes a strong showing in setting up their students.Teachers need different educators to be brought together. They need d ifferent instructors to have a similar general way of thinking of teaching understudies. They need to construct associations with different educators that go past the dividers of the school. Instructors need different educators to regard contrasts. They need different educators to comprehend that there is nobody approach to instruct. They need them to comprehend that training would be exhausting if each educator was the equivalent. They need different instructors to take splendid thoughts being utilized in their homeroom and to apply it to their own. What Do Teachers Want..........From Community Members? Educators need network individuals to get included. They need them to elect to help in study halls, read a book to understudies, or help with a pledge drive. They need them to give cash to ventures that they are doing. They need them to offer their administrations in any way that they would have the option to help.Teachers need network individuals to share their strategic vision. They need them to pass bond issues. They need them to sit on school advisory groups to pick up their point of view and knowledge. They need them to take responsibility for the school is doing.Teachers need network individuals to comprehend the estimation of instruction. They need them to externalize the significance of decent instruction. They need training to be a high need in their locale. They need them to comprehend that the instruction the school is giving will significantly affect their future.Teachers need network individuals to be glad for their school. They need them to realize that they have superb educators. They need them to be pleased with the offices. They need them to celebrate in understudy accomplishments in scholastics, games, and other extracurricular exercises. Educators need network individuals to remain included. They don't need network individuals to vanish once their youngsters are no longer in school. They need them to remain engaged with the procedure. They accept that there is power in congruity.

College Informational Essay Topics

College Informational Essay TopicsCollege informative essays are designed to attract the readers attention and interest. These types of essays can be used for nearly every subject, but few get the same level of success as do college informational essays. While this might seem like a daunting task, there are several tips that will help you succeed with these essays.College informative essay topics should always be a topic that is interesting. Topics that have high interest and which are interesting to you will stand out from the crowd. While this might sound simple, it is often the hardest thing to do. It is so easy to get caught up in the details of the topic and overlook the main point of the essay.There are many ways to choose a topic for your informative essay. The topic can come from personal experience, something that the writer thinks about often, or it can even be something that is researched and written down by someone else. The choice is entirely up to you.A great tip for fi nding an interesting topic for your informative essay is to take notes from things that you learn about during class or studies. When you study a subject, you can come away with many insights about the topic. Take advantage of this.Make sure to include something about the subject of the essay that you personally feel strongly about. Having something to say about the topic is vital to the overall project. Keeping it from getting boring, is often the best way to make sure that the topic does not lose its appeal.A good topic should be able to explain a significant point without too much fluff. The best ways to choose a topic is to take a look at a question that is asked in a class subject, and to discover an answer to that question. While there are many ways to do this, it is usually easiest to pick a topic that has already been covered in class.The last tip for writing a successful college informational essay is to consider whether or not the topic will actually be used for the final grade. If you know for sure that your topic is going to be used, then you might want to consider writing the essay as if it is not going to be used at all. This will allow you to focus on being creative and not being too tied down by the topic.Writing a college informative essay can be difficult. However, following these tips can help to make it easier. Using a topic that has already been covered in class will help to keep the essay focused and avoid having to go back and work.

Media System Dependency Theory Essay - 3042 Words

Media system dependency is a theory that predicts people in society will use media for interpersonal needs and goals. It is researched as a system that allows people to meet these goals through sources of information found in different media forms (Loges Ball-Rokeach, 1993). While media does help us understand who we are, and possibly what we may be becoming, it can also give us insight to the outside world. Media gives the consumer what is desired, and often that is the intense, hostile, and sometimes hopeless views of the world around us. For example, we watch the news and believe that a particular place isn’t safe because that is what media portrays. With all of these notions media gives us, and our dependency on†¦show more content†¦Since 9/11, every year on the television news, radio, and in the paper, the contents are filled with flashbacks, old pictures, and memories that occur on the anniversary of 9/11. Since this particular event is still talked about and v iewed on media sources every year, we feel that it is important to incorporate it into the media system dependency theory. The reason being, it will allow us to start determining how Americans get their information today, and if it is in relationship to how they found out and viewed the events of 9/11. Objectives For this study, we will hypothesize based on previous research done; media dependency has increased among American’s since the events of 9/11. We believe that this is important to study because 9/11 was such a substantial event to American’s all across the country, not just in New York. The idea that media was the only connection to information on the events occurring. Radio stations stopped their shows to announce the tragedies, and newspaper press wrote stories that were published the next day. People, who were already tuned into a particular media, would know right away. As researchers we assume that events of 9/11 have increased media consumption among Americans. Therefore, we want to discover if are people genuinely more concerned with media information and have started tuning into media more frequently since 9/11? Mass media and the dependency on media influence how events are perceived. It also displaysShow MoreRelatedThe Acknowledgement Of Core And Peripheral States On Global Stage902 Words   |  4 Pagesestablished states challenging to narrow. Imperialism and dependency theories were therefore begotten to explain complicated relationships between nations, among them the flow and tendency of influence. While these two get their own criticism, in the age of globalization, the notion of interdependence threatens the validity of such theories (Hesmondhalgh, 2008). However, this essay attempts to argue that imperialism and dependency theories are still applicable to communications policy field in a worldRead MoreKarl Marx And The Communist Manifesto Essay1691 Words   |  7 Pages(1820-1895), founded the Marxist Theory. Both men were philosophers, however were referred to as revolutionaries. ‘The Communist Manifesto’, was written collaboratively by both Marx and Engels, as they explored the argument that â€Å"history and progress can be seen dialectically as societies shift from one mode of production to another†. This will be argued through a contextual account of Marxism, its development, critiques, and both the dependency theory and critical theory. Marx closely analysed theRead MoreGlobal Media1711 Words   |  7 Pagesglobalisation, both the local culture and the mass media are affected dramatically. The phenomenon of homogenisation and heterogenisation has been created and is considered as the most representative and symbolic impact. However, the topic of globalisation is highly controversial and needs to be analysed in depth. In history, three theories have been used by scholars to look at globalisation and its effect. The modernisation theory and cultural dependency theory analysed the positive and negative influencesRead MoreModernization : A Principle That Looks At The Domestic Elements Of A Rustic With The Belief That Essay1474 Words   |  6 Pagesdevelopment and productivity and finally effects within the country s cash and assets to float out to other nations with extra favorable investment environments. Such mechanisms sluggish the system of modernization and as a result that falls into internal conflicts on the way to useful resource the system of modernization due to shortage of resources. On the other hand modernization has through the years been hastened with the aid of globalization- as the arena has come to be integrated on manyRead MoreCultural Marxism : Old New Ideas Essay770 Words   |  4 Pagesusing critical theory. Some of the main proposals 1) The creation of racism offences. 2) Continual change to create confusion. 3) The teaching of sex and homosexuality to children. 4) The undermining of schools and teachers authority. 5) Huge immigration to destroy identity. 6) The promotion of excessive drinking. 7) Emptying of churches. 8) An unreliable legal system with bias against victims of crime. 9) Dependency on the state or state benefits. 10) Control and dumbing down of media. 11) EncouragingRead MoreScience Fiction, And, Star Wars And The Time Machine1487 Words   |  6 PagesScience fiction, a genre which has elapsed over decades in the industry, has gained many followers in its several forms of media. Science fiction, in the same sense, has also been analyzed for its value and has received many â€Å"Authorities† in the sense that these individuals allow for a more comprehensive look at this type of genre. Different types of subgenres have emerged due to the enhancement of â€Å"New Trains of Thought† produced by these â€Å"Authorities† and have taken this genre into a new perspectiveRead MoreDigital Media2221 Words   |  9 PagesThe media of mass communication have long played a fundamental role in people’s lives. The media informs, persuades, entertains, and even sells. For the most part; mass media is only owned by a few private companies, as we learned in the â€Å"media ownership† discussion. According to the â€Å"Telecommunications Act of 1996,†, this act was to spawn some competition the broadcast companies. It also eased the restrictions on the number of television stations one individual company can ownRead MoreThe Role Of Power In International Communication1391 Words   |  6 Pagesthe connection between media and power. At the same time, it shapes our perception by affecting the way we see cultural and economic power along with how we obtain our knowledge. International communication shows that the media is interrelated with power and influence. It has a major role in defining, maintaining, and transforming the structure of power distribution in the society. Considering how a significant part of power and influence belongs to the government, the media clearly has an importantRead MoreKarl Marx s Theory Of Hegemony Theory Essay1518 Words   |  7 Pagescontext for democratic government, the recovery of nineteenth century democratic theory promises a richer understanding of the role of citizens and an understanding of the relationship between democracy and freedom as human development† (Niemi, 2010, p. 41). This paper will discuss about Karl Marx; in regards to class systems, Antonio Gramsci; how studying Marxist thought assisted with his theory of Hegemony Theory. The centre-periphery model will also be discussed. Two texts have been chosen toRead MoreHow our Society is Evolving with the Mass Media1162 Words   |  5 PagesIntroduction: What happened to the media? The mass media is growing and slowly becoming a part of our lives due to the increase of dependency since the late 1920’s when Televisions have become commercially available to the public, or even as old as the printing press, and the reliance on the media has soared since then with the introduction of the internet, as well as many other forms of technology â€Å"Weve arranged a civilization in which most crucial elements profoundly depend on science and technology

How Putonghua Is Used in Mainland China

Mandarin Chinese is known by many names. In the United Nations, it is known simply as Chinese. In Taiwan, it is called Ã¥Å"‹è ªÅ¾ / å› ½Ã¨ ¯ ­ (guà ³ yÇ”), which means national language. In Singapore, it is known as è  ¯Ã¨ ªÅ¾ / Ã¥ Å½Ã¨ ¯ ­ (huà ¡ yÇ”), which means Chinese language. And in China, it is called æ™ ®Ã©â‚¬Å¡Ã¨ © ± / æ™ ®Ã©â‚¬Å¡Ã¨ ¯  (pÇ” tÃ… ng huà  ), which translates to common language.   Different Names Over Time Historically, Mandarin Chinese was called Ã¥ ®ËœÃ¨ © ±/Ã¥ ®ËœÃ¨ ¯  (guÄ n huà  ), meaning speech of officials, by the Chinese people. The English word mandarin meaning bureaucrat, is derived from Portuguese. The Portuguese word for bureaucratic official was mandarim, so they referred to Ã¥ ®ËœÃ¨ © ±/Ã¥ ®ËœÃ¨ ¯  (guÄ n huà  ) as the language of the mandarims, or mandarim for short. The final m was converted to an n in the English version of this name. Under the Qing Dynasty (æ ¸â€¦Ã¦Å"  - QÄ «ng Chà ¡o), Mandarin was the official language of the Imperial Court and was known as Ã¥Å"‹è ªÅ¾ / å› ½Ã¨ ¯ ­ (guà ³ yÇ”). Since Beijing was the capital of the Qing Dynasty, Mandarin pronunciations are based on the Beijing dialect. After the fall of the Qing Dynasty in 1912, the new Peoples Republic of China (Mainland China) became more strict about having a standardized common language to improve communication and literacy across rural and urban areas. Thus, the name of Chinas official language was rebranded. Instead of calling it national language, Mandarin was now called common language, or æ™ ®Ã©â‚¬Å¡Ã¨ © ± / æ™ ®Ã©â‚¬Å¡Ã¨ ¯  (pÇ” tÃ… ng huà  ), starting in 1955. Putonghua as Common Speech PÇ” tÃ… ng huà   is the official language of The Peoples Republic of China (Mainland China). But pÇ” tÃ… ng huà   is not the only language spoken in China. There are five major language families with a total of up to 250 distinct languages or dialects. This wide divergence intensifies the need for a unifying language that is understood by all Chinese people. Historically, the written language was the unifying source of many of the Chinese languages, since Chinese characters have the same meaning wherever they are used, even though they may be pronounced differently in different regions. The use of a commonly spoken language has been promoted since the rise of the Peoples Republic of China, which established pÇ” tÃ… ng huà   as the language of education throughout the Chinese territory. Putonghua in Hong Kong Macau Cantonese is the official language of both Hong Kong and Macau and is the language spoken by the majority of the population. Since the ceding of these territories (Hong Kong from Britain and Macau from Portugal) to the Peoples Republic of China, pÇ” tÃ… ng huà   has been used as the language of communication between the territories and the PRC. The PRC is promoting greater use of pÇ”tÃ… nghuà   in Hong Kong and Macau by training teachers and other officials. Putonghua in Taiwan The outcome of the Chinese Civil War (1927-1950) saw the Kuomintang (KMT or Chinese Nationalist Party) retreat from Mainland China to the nearby island of Taiwan. Mainland China, under the Maos Peoples Republic of China, saw changes in language policy. Such changes included the introduction of simplified Chinese characters and the official use of the name pÇ” tÃ… ng huà  . Meanwhile, the KMT in Taiwan retained the use of traditional Chinese characters, and the name guà ³ yÇ” continued to be used for the official language. Both practices continue up to the present time. Traditional Chinese characters are also used in Hong Kong, Macau, and many overseas Chinese communities. Putonghua Features PÇ”tÃ… nghuà   has four distinct tones which are used to differentiate homophones. For example, the syllable ma can have four distinct meanings depending on the tone. The grammar of pÇ” tÃ… ng huà   is relatively simple when compared with many European languages. There are no tenses or verb agreements, and the basic sentence structure is subject-verb-object. The use of untranslated particles for clarification and a temporal location is one of the features that make pÇ” tÃ… ng huà   challenging for second-language learners.

Causes of the French Revolution Essay - 1464 Words

Causes of the French Revolution The French Revolution happened in France around the period 1789-92 (although these dates are disputed by historians), and resulted in the overthrow of the French monarchy and the Ancien Rà ©gime (the system of government). The monarchy in France had been established for many centuries, and the causes of the Revolution were deeply-rooted, including the problems with the Ancien Rà ©gime, the growth of nationalism, the influence of philosophers, and the example of the American Revolution. In the short term, there were other factors that precipitated the French Revolution, and these included the character of Louis XVI (the reigning French monarch at the time), the Bankruptcy of the French Crown, and, in the†¦show more content†¦The high taxation and bad conditions of peasants gave them the incentive to do away with the Ancien Rà ©gime. The middle classes of the time found perhaps more grievances with the Ancien Rà ©gime than the peasants. The middle classes resented being lumped in the third estate with the peasants, and resented being excluded from positions of office, such as in the army, navy and diplomatic services. They were unable to openly criticise the government without risking harsh punishment; they lacked religious freedom; they wanted lower taxes for Free Trade. In addition to this, the monarch exercised complete power in France; France was an autocracy. In the 17th and 18th centuries, the will of the sovereign was law (``The thing is legal because I wish it - Louis XVI). Critics of the government could be arrested via a royal writ (a lettre de cachet) without trial. Earlier on, the French provinces (à ©tats) were each represented by their own parlement, but these had declined by the 18th century. The States-General (which bore a closer resemblance to Englands parliament) had not been called since 1614. Lastly, the parlement of Paris, which registered the Kings edicts, was the only body left that could have opposed the King, but by the 19th century had no real power to reject the edicts. The upshot of this was that there no formal opposition to the government, and the masses had no say in government. The monarchy had the power to grossly misgovern theShow MoreRelatedCauses Of The French Revolution1119 Words   |  5 PagesThe French Revolution The French Revolution of 1789 was one of the biggest upheavals in history. You may be wondering what exactly led this to happen, but there were multiple long range causes. Political, social, and economic conditions ultimately led to the discontent of many French people especially those of the third estate. The ideals of the Enlightenment brought new views to government and society. Before the revolution, the majority of France were living in poverty. Peasants were entirelyRead MoreCauses Of The French Revolution906 Words   |  4 PagesThe French Revolution began with a corrupt monarch, and ended with the death of thousands. In 1789 the bourgeoisie (middle class) and peasants revolted against King Louis XVI and nobility, citing various reasons as cause: including corruption and a poor economy. These people, making up 97% of the population, were known as the third estate. The original purpose of the revolution was to create a constitutional monarchy, but this idea quickly became lost in the radical ideas of the revolution. HoweverRead MoreCauses of the French Revolution991 Words   |  4 PagesFor six of the eight causes of revolution, describe two events, actions or beliefs (evidence) during the years before the French Revolution that led to a developing revolutionary situation. Explain how each contributed to the revolutionary situation. Frances failed attempts at economic reform contributed heavily to the developing revolutionary situation. In August 1787, when the parlements refused to implement the Kings proposed changes to the financial system, it became clear that the Kings authorityRead MoreCauses Of The French Revolution911 Words   |  4 PagesThe French Revolution was a major turning point in all of European history. The old regime was destroyed and a new order came to be. We will talk about the causes of the revolution, when it ended, and if it was violent, Napoleon, what happened after his defeat, and some other leaders, and movies I have seen about the Revolution and how they were correct, plus other things I want to learn. The immediate cause of the French Revolution in 1789 was the near collapse of the French budget. On theRead MoreCauses Of The French Revolution750 Words   |  3 PagesA revolution is a drastic change in the way something is done, such as a government or an economy. One such revolution took place in France where the government was changed several times, many different people obtained power, and traditional ideas were questioned. The French Revolution had many social, political, and economic factors that caused it, and it was very impactful on the people of France, and on the areas outside of it. There were many causes of the French Revolution; some were politicalRead MoreThe Causes Of The French Revolution902 Words   |  4 Pagesthe French Revolution was not caused by one single phenomenon, however it can be said that the events occurring in accordance with the French Revolution were not only terrifying but when looking through our eyes just clearly wrong. The most significant reasons for the French Revolution are the imbalance of equality, power, and rights these reasons are supported by the ideas of liberty and fraternity which developed from the enlightenment era philosophers. In conclusion to the French Revolution theRead MoreFrench Revolution Causes1139 Words   |  5 Pages The French Revolution was not an event that happened overnight but rather a series of events that occurred over several years leading up to the overthrow of the monarchy and the implementation of a new government. The Primary cause for the fall of the Ancien regime was its financial instability and inability to improve upon the lives of the French people. The 4 key flaws or events leading to the fall of the regime was; the structure of royal government, the taxation system, the structure of frenchRead MoreThe Causes Of The French Revolution1522 Words   |  7 PagesThe French Revolution The French Revolution was arguably one of the most significant and controversial events in European history. It occurred during the years 1789-1799 when many French citizens became enraged with society and demanded political, financial and social change. The French people’s primary goal was to put an end to monarchy and bring reform to many aspects of French life. Inspired and motivated by the famous American Revolution, French citizens were urged to take action in orderRead MoreCauses of the French Revolution3450 Words   |  14 PagesTHE FRENCH REVOLUTION (1789-1799) The French Revolution was a watershed event that changed Europe irrevocably and ended a century of slowly increasing opposition to absolutism and the supremacy of a decadent aristocracy. The causes of the French Revolution are difficult to pin down. Therefore, we will divide them into long-term and immediate causes. Within long-term causes, we will also define intellectual, political and economic causes. Long-Term Intellectual Causes Before a movement can reachRead MoreThe Cause Of The French Revolution2375 Words   |  10 PagesThe Cause of the French Revolution Throughout history, what remains true is that the people are the ones who start a revolution. And when around 98% of a population is suffering to make a living, there is little hope for those in power. Taxes levied only on the common folk, crippling wars that left France with huge debts, and the careless spending of the upper classes ultimately lead to the start of the revolution. The main political cause was that the King had too much power but weak foreign policy

HUMAN RIGHTS Essay Thesis Example For Students

HUMAN RIGHTS Essay Thesis By Gerard ChretienInternatl Human RightsProf:Sommerville2002HUMAN RIGHTSThis is a 3 page paper that describes evaluates and recommends the human right aspect of application in real life. INTRODUCTION:As laid down by the United Nations there are 30 articles pertaining to the definition of Human Rights. According to these articles it contains human rights to be considered innocent until proven guilty, and the right of freedom from discrimination and the right of free and fair trial. RESPECT FOR FUNDAMENTAL HUMAN RIGHTS:Globally speaking the world has faced a lot of human discrimination collectively in the past year, and this human rights violation is still going on. All human beings, whatever their cultural or historical background, suffer when they are intimidated, imprisoned or tortured. The question of human rights is so fundamentally important that there should be no difference of views on this. We must therefore insist on a global consensus not only on the need to respect human rights world wide but more importantly on the definition of these rights.(1). The tragedy of September 11 is a major human rights violation, but it doesnt end here. The repercussions have lead into more human rights degrading. The supposedly guilty terrorists held in Guatemala Bay are a living proof of serious human rights violation. With treatment meted out like animals to them they are being kept in cages in open view all the time. Where is one wonders the U.N. rights article number 11- Right to be considered innocent until proven Guilty? It is also clearly stated in the U.N. Charters of War and Crime that all arrests made in a state of war will be treated as Prisoners of War. And such prisoners have basic fundamental rights which are not being followed on these prisoners. To date there are innocent Saudis, Pakistani nationals and even French confined in these cages and whose governments are demanding their release. Since it is guarded severely in Cuba there are no exclusive pictures and footage to view for an audience however snaps and eye-witness accounts of Red Cross workers and Human Rights groups is available. We need to think in global terms because the effects of one nations actions are felt far beyond its borders. The acceptance of universally binding standards of Human Rights as laid down in the Universal Declaration of Human Rights and in the International Covenants of Human Rights is essential in todays shrinking world. Respect for fundamental human rights should not remain an ideal to be achieved but a requisite foundation for every human society. When we demand the rights and freedoms we so cherish we should also be aware of our responsibilities. If we accept that others have an equal right to peace and happiness as ourselves do we not have a responsibility to help those in need? Respect for fundamental human rights is as important to the people of Africa and Asia as it is to those in Europe or the Americas.(1) CONCLUSION:This is just one example of gross human rights violation. However we are surrounded by continuous huma n condemnation around us. As simple as child labor or confiscation of women is also human abuse. The prisoners held in inhuman conditions without fair trial is also a human subjugation. For innocent is innocent until proven guilty. Bibliography:(1) http://www.healthandhumanrights.org/state.htmPrimary SourcesANONYMOUS. The UN and Refugees Human Rights: A Manual on How UN Human Rights Mechanisms Can Protect the Rights of Refugees. Amnesty International, London, and International Service for Human Rights, Geneva, 1997. VERHELLEN, E., Ed. Monitoring Childrens Rights. Kluwer Law International, The Hague, 1996. 960 pp MORALES, P., Ed. Towards Global Human Rights. International Centre for Human and Public Affairs, Tilburg, the Netherlands, 1996. 192 pp. JOHANNES WIER FOUNDATION FOR HEALTH AND HUMAN RIGHTS. Health and Human Rights: A Course for Doctors, Nurses, and Paramedics (in Training). Johannes Wier Foundation, Amersfoort, the Netherlands, 1996. Words/ Pages : 638 / 24