Sam Adams Essays - Adams Family, Governors Of Massachusetts

Sam Adams Every so often, a man of true passion is born. A man exceedingly dedicated to his principles, and very firm in his beliefs. Samuel Adams was such a man. Adams was a patriot, and one of the more influential men in the colonies. However, even as a patriot, he did not support the Constitution. How could such a patriot be an anti-federalist? Once again, it all comes down to an issue of beliefs. Samuel Adams was born on September 27, 1722. He was the son of a successful merchant and malter. As a boy, he attended Boston Grammar School. In 1736 he decided to enter Harvard. It was here that he became active in colonial politics. He joined such clubs as the Caucus Club, which was influential in nominating candidates for local office. Here he became interested in revolution. The subject for his Master of Arts thesis was "Whether it be lawful to resist the Supreme Magistrate, if the Commonwealth cannot otherwise be preserved."(Brown 10). In 1740 he graduated and set off to help put an end to England's rule over the colonies. Every so often, a man of true passion is born. A man exceedingly dedicated to his principles, and very firm in his beliefs. Samuel Adams was such a man. Adams was a patriot, and one of the more influential men in the colonies. However, even as a patriot, he did not support the Constitution. How could such a patriot be an anti-federalist? Once again, it all comes down to an issue of beliefs. Samuel Adams was born on September 27, 1722. He was the son of a successful merchant and malter. As a boy, he attended Boston Grammar School. In 1736 he decided to enter Harvard. It was here that he became active in colonial politics. He joined such clubs as the Caucus Club, which was influential in nominating candidates for local office. Here he became interested in revolution. The subject for his Master of Arts thesis was "Whether it be lawful to resist the Supreme Magistrate, if the Commonwealth cannot otherwise be preserved."(Brown 10). In 1740 he graduated and set off to help put an end to England's rule over the colonies. Adams got married early in life. His first wife, however, died before they had spent much time together. She left him with two children. Later, he married for a second time. He spent much time during this marriage at attic meetings of the Caucus. It was here that he learned the fine points of being a politician. Samuel first got a chance to use these skills when he was elected tax collector of Boston in 1756. He remained tax collector for eight years. With the help of his outspoken opposition to both the Molasses Act and to the Sugar Act, Adams made an impression on the people of the colonies. This brought him into the center of Boston's political circle. It was then that Adams truly became involved. In 1765, he organized a formal protest against the Stamp Act. From there, Adam's became a founding member of the Boston chapter of The Sons of Liberty. This was an influential group that was very opposed to British rule. Adams also led the fight against the Townshend Acts. This demonstration led to the Boston Massacre. He also planned and coordinated the resistance to the Tea Act, which led to the Boston Tea Party. From 1774 to 1781, Adams represented Massachusetts on the Continental Congress. He was considered one of the workhorses of the Congress. He worked on several committees, propelled by stamina, realism, and commitment (Brown 10). Samuel was part of a radical faction that demanded strong measures to be taken against Great Britain. They wanted to make Britain regret imposing numerous irrelevant taxes on the colonies. With the help of John Adams, he convinced the Congress to impose a nonimportation agreement against England. Later, he helped to draft the Massachusetts state constitution. Samuel Adams never attended the Constitutional Convention. As an anti-federalist, he was strongly opposed to the Constitution. Both he and Patrick Henry boycotted the convention due to the fear of a strong central government. While the Convention was underway in Philadelphia, he was back at home speaking before the public on the faults of what was being written. A loss of personal rights was Adams main fear. Adams favored the Articles of Confederation, which left most of the power in the hand's of the individual states. With the central government having the true power, and that power being vested in

Ablenet Equals - Math Curriculum for Differing Ability

Ablenet Equals - Math Curriculum for Differing Ability Compare Prices Equals is a special education mathematics curriculum designed for a range of disabilities. There are resources for teaching children with disabilities, like Touch Math, but this is probably the only curriculum designed specifically for children with serious differences. Its strength is the fact that it reflects the breadth of the mathematics curriculum most states cover in their standards. Its weakness is that it is somewhat unwieldy, and really needs the support of training and ongoing leadership from a curriculum specialist or coordinator. Assessment Divided into 12 Chapters the curriculum ascends from attending, to fractions, covering calculation, geometry, problem solving, and functional math skills. Designed to accommodate students from the severely disabled to the mildly disabled, the program can support students alongside typically developing students, possibly entering junior high with similar competencies to their peers. It can also help more severely disabled students to build a basic level of mathematical literacy, without perhaps the same level of skills. Equals provides its own assessment program with flip books and test booklets which can be easily administered and scored. The program also provides guidelines for matching scores to the place were a disabled student will need to begin the program. For children who have acquired some math skills, they may be able to start in chapter 3 or 6. For children with more serious disabilities, they may need to start at chapter 1, and may move more slowly through the curriculum. Differentiation Each lesson begins with a warm up, continues with exploration at the three levels (severe, moderate and mild disabilities.) Each lesson continues with Introduce and Connect which builds on prior knowledge, Teach, Problem Solving and Close, with the lesson presentation providing for each of the three levels. Each lesson is followed by problem solving, work stations (learning centers) and games. The program comes with a complete set of high quality math manipulates and materials. The materials include work mats, designed to structure instruction using the manipulates. Brightly colored and attractive, they provide a good alternative to pencil and paper, as well as accommodating different means of responding, from placing counters on the chart, to using eye gaze to identify the correct response. A printed set is included in the boxed curriculum set, but are also on the CD Rom provided by the publisher. The scope and sequence lay out the differences as well, suggesting a mildly disabled students needs three days to cover a lesson, whereas a severely disabled child might need three weeks to master the same material. Equals also provides strong materials to support functions skills, such as money, time and measurement. Resources The kit includes an attractive set of high quality materials to support instruction. Rather than cheesy, poor quality counters, the kit includes well made items available through Abilification. Obviously, Ablenet wanted to provide materials that should hold up and provide service for years. Which is good, since at $1,700 a kit, this is not cheap materials. The kit also comes with a CD Rom with printable resources: the work mats, the activity cards, all the paper resources required for the program. Obviously new, the CD is not easy to use. When you open the CD its hard to see which icon you should click on: I recommend files. The others require that you save the documents before you can open them. Im sure that this will be worked out in future editions, though its a bit of a challenge now. I hope your district is also willing to invest in a color printer for your desk. I know a lot of districts are trying to save toner costs by making everyone print to a shared laser printer, but these materials will be most attractive for visual learners if you can make them in color. Recommendation This is a great program for a district that is going to make the commitment to support the materials with workshops, training and trained curriculum specialists. Like Everyday Math, the materials provide lots of concrete support to help scaffold the cognitive challenges of math for disabled students. Like Everyday Math, teachers need to understand the different conceptual structures they are using to support deeper math understanding. This is also not cheap materials. At $1,700 a classroom, its a major economic commitment on the part of the district. Still, if a district uses the program to parallel the main curricular materials, it has the potential to bring mildly disabled students to a parallel place with typically developing students by middle school. The disadvantage of Touch Math is that it often locks kids into a single strategy for doing functional math. The strength of Equals is that it provides broad mathematical instruction. But buyer beware: it does not free a special education teacher from the need to collect data and be attentive to functional math skills, especially those needed to thrive in the community. So, if you think Equals may work for your district, and you can get the commitment of your special education director and the powers that be, contact Ablenet and check it out. Compare Prices

The Princess Louise, Princess Royal and Duchess of Fife

The Princess Louise, Princess Royal and Duchess of Fife Princess Louise Facts Known for:  sixth British princess named Princess Royal; daughter of King Edward VII, and granddaughter of Queen VictoriaDates:  February 20, 1867 – January 4, 1931Also known as: Louise Victoria Alexandra Dagmar, Princess Royal and Duchess of Fife, The Princess Louise, Princess Louise of Wales (at birth) Background, Family: Mother: Alexandra of Denmark (1844 – 1925): Alexandra, Princess of Wales, at the birth of Princess Louise, and later Queen Alexandra. Alexandra was the daughter of Christian IX of Denmark and his consort, Louise of Hesse-Kassel.Father: Edward (1841 – 1910), Prince of Wales, at the birth of Princess Louise, and later King Edward VII. Edward was the son of Queen Victoria and her consort, Prince Albert.Siblings: Prince Albert Victor (1864 – 1892), George V (1865 – 1936), Princess Victoria (1868 – 1935), Princess Maud (1869 – 1938, Queen consort of Norway), Prince Alexander John (1871 – 1871) Marriage, Children: Husband:   Alexander Duff, 6th Earl Fife, later 1st Duke of Fife (married July 27, 1889, died 1912) Children: Alistair Duff (1890 – 1890)Princess Alexandra, 2nd Duchess of Fife (1891 – 1959): married Prince Arthur of Connaught and Strathearn, a grandson of Queen VictoriaPrincess Maud, Countess of Southesk (1893 – 1945): married Charles Carnegie, 11th Earl of Southesk Princess Louise Biography: Born at Marlborough House in London, the Princess Louise of Wales, she was the first daughter born after two sons.   Two more sisters arrived the following two years, and the three girls were rather close to each other in their youth, known for being very active though all became more shy and withdrawn as they grew up.   They were educated by governesses.   In 1895, the three sisters were among the bridesmaids at the wedding of their aunt, Princess Beatrice, youngest of Queen Victoria’s daughters. Because her father had two sons who could succeed him, Louise’s mother did not think that the daughters should marry.   Victoria, the sister who followed Louise, never did. Louise nevertheless married Alexander Duff, who was the sixth Earl Fife and a descendant of William IV through one of that king’s illegitimate children. Her husband was created a duke when they married in 1889, just a month after their engagement. Louise’s first child was a stillborn son, born soon after their marriage.   Two daughters, Alexandra   and Maud, born in 1891 and 1893, completed the family. When Louise’s eldest brother died in 1892 at the age of 28, her next eldest brother, George, became the second in the line of succession, after their father, Edward. This put Louise third in line, and unless Louise’s only surviving brother, then unmarried, had legitimate offspring, her daughters would be next in the line of succession – and they were, unless royal decree changed their status, technically commoners.   In 1893, George married Mary of Teck who had been engaged to his older brother, thus making the succession of Louise or her daughters unlikely.   Louise hosted the marriage of her brother. Princess Louise, after her marriage, lived quite privately.   Her father succeeded his mother, Queen Victoria, in 1901, and in 1905 bestowed on Louise the title of Princess Royal, a title reserved for the eldest daughter of a reigning monarch, though not always given.   She was the sixth such Princess Royal. At the same time, her daughters were created princesses and given the title of highness.   They were the only female-line descendants of a British sovereign to be given the title of Princess of Great Britain and Ireland. In December of 1911, on a trip to Egypt, the family was shipwrecked off Morocco.   The Duke became ill of pleurisy, and died the next month. His eldest daughter by Louise, Alexandra, inherited the title of Duchess.   She married a first cousin once removed, Prince Arthur of Connaught and Strathean, a grandson of Queen Victoria, and thus had the title of royal highness. Louise’s younger daughter Maud married Lord Carnegie in 1923, and was thereafter known as Lady Carnegie, rather than Princess, for most purposes.   Maud’s son was James Carnegie, who inherited the title of Duke of Fife as well as Earl of Sothesk. Louise, The Princess Royal, died at home in London in 1931.   She was buried in St. Georges Chapel, and her remains later moved to a private chapel at another of her resisdences, Mar Lodge in Braemar, Aberdeenshire.

Hashing Algorithm Research Paper Example | Topics and Well Written Essays - 2500 words

Hashing Algorithm - Research Paper Example In fact, any value or even a single letter is changed in the input; then the values of hash value will also be changed. Additionally, same hash value can be used in calculation in order to find two different inputs; for that reason the hashing algorithms are used to determine the reliability and effectiveness of data (comprising digital signatures, authentication and so on). In some cases, these hash values are also acknowledged as a "message digest". In the past few years, the use of hashing algorithms in every walk of science has increased to massive extent. In fact, hashing algorithms are believed to be the most important technique in data structures and randomized algorithms, within a wide variety of applications and fields like that complexity theory, information retrieval, data mining, parallel algorithms and cryptology (Ostlin & Pagh, 2003). However, hashing algorithms are extensively utilized in the field of information security (Yang, Li, Tan, Yan, & Hou, 2012). In the field of information security, hashing algorithms play a significant role in cryptography and are utilized to achieve numerous security goals. For instance, these algorithms are extensively used to attain reliability and validity, authenticating users of computer systems, implementing efficient digital signatures, putting into practice pseudo random number generators, implementing digital time stamping, creating session keys and sometime for building block ciphers as well. In the history of hashing algorithms a large number of hash functions were created as well as the majority of them were effectively broken and some were to some extent breached, along with it a number of theoretical threats were as well propose (Sobti, Geetha, & Anand, 2012; Algredo-Badillo, Morales-Sandoval, Feregrino-Uribe, & Cumplido, 2012). This paper presents a detailed analysis of hashing algorithms. This paper will discuss the uses and applications of hashing algorithms. This paper will focus on some of the impo rtant hashing algorithms such as digital signatures algorithms, cryptography algorithms and various other techniques. Hashing Algorithms Basically, the process of hashing simplifies the search process by making use of computationally a few operations as compared to any other sequential basic search algorithm. In this scenario, a hash function is a mathematical process in which a number is mapped to a large value range into an additional number with a smaller range. Figure1 demonstrates the process of hashing in the detail. In this diagram, a database that consists of eight specified records (such as addresses in one application) are to be matched in opposition to any received record. In view of the fact that each record contains a huge amount of data as well as the entire database contains a large number of records under actual circumstances, in this scenario scanning all the records and searching through the complete database individually can be unfeasible. However, this problem co uld be resolved if a piece of the record (or on the whole) is chosen and a key is assigned to the target value (normally, this target value is based on a 3-bit value as demonstrated in the figure1) by making use of the hash function (operator). As shown in the figure1, this process has divided a complete database of eight records into smaller groups of records in accordance with their matching hash outputs. In addition, this searching process will be applied to all the searches, in which this

Therapy in Counselling Essay Example | Topics and Well Written Essays - 750 words

Therapy in Counselling - Essay Example He states that from knowledge, evolves curriculum and this is as a result of society's cultural, social and political forces. He goes on to say that living systems are interconnected and open to the flow of molecules thus their behaviour is what happens in the interaction between the organism and a medium. The language system has been proposed by Rorschach. Rorschach advances several ways in which the counsellor can employ so that the counsellor can get the best results during the counselling session. The arguments or methods laid down by Rorschach include the use of social construction, Rorschach and the preferred view, use of self information method, the use of Rorschach laddering procedure, the use of Rorschach pyramid procedure and finally the use of personal constructivism. Rorschach believes that employment of two or more of the methods mentioned above during a counselling session will have extensive and conclusive results rather than the use of one (Raskin, 2001). The first similarity between the articles presented by the two theorists comes in when they talk about solving problems. Both of them agree that there should be a collaboration of people in solving a problem, be it between a teacher and a student, a client and a counsellor or between a wife and a husband Both theorists believe in r... 3. First point of difference Apart from the similarities above, the theorists differ also in a number of concepts. One of the concepts is the issue dealing with knowledge. While Maturana says that knowledge is all about interpersonal relationships, Rorschach sees knowledge in terms of living organisms trying to fit to constrains of their environment. 4. Second point of difference The second point of difference comes in terms of the viewpoints that each support in the counselling process. Rorschach supports the use of multiple viewpoints while dealing with clients. Maturana on the other hand is not for the idea but rather says a single viewpoint is enough to diagnose and solve a problem (Joy, 1994). Implication The theorists advanced above can serve well in a counselling session. Depending on the kind of problem to be tackled, then both theorists have a case to bring forward. The paper observes that Rorschach ways or methods of handling a counselling session would best serve in a complicated problem. Such a problem includes that which has no instant cure or solution and one that requires proper scrutiny of the factors that brought out the problem. Maturana's solution is not that complicated and thus it can be applied to a majority of problems that are not complicated or it involves only a number of minor issues. The minor issues must be minimal in number. References Joy, M. (1994). Maturana's Biology and Some Possible Implication for Education. Retrieved August 31, 2009, from http://www.univie.ac.at/constructivism/pub/seized/educat.html Raskin, J. D. (2001). Constructivism and Projective Assessment of Meaning in Rorschach Administration. Journal of

The Soviet Union :: essays research papers

While in the Soviet Union for six months, I learned a lot aboout the lives of people living there. When (find word) the American democratic and the Soviet (find word) approach to government I found major differences in each system approach to personal freedoms of it's citizens, structure of government, and control over society.   Ã‚  Ã‚  Ã‚  Ã‚  There is a major difference in citicens personal freedoms. Here in America the government attempts to preserve individual freedoms and promote equality of opportunity. But over in the Soviet Union the government considers their goals because the state is more important than individual rights and liverties. Americans can say, write, or protest whenever they want, and they cannot be punished because of the freedom of speech, press, and assembly. Also the police need a written warrent to search you or your home because citizens are protected by the 4th amendment. Citizens in russia may be punished by being sent to the (find word) in Syria, or taking their life if they publicly criticize it's leaders. The government does not allow people to establish newspapers that oppose it. Also the secret police don't need a reasonable cause to search your home or yourself. The citicens rights ain the Soviet Union are very different from Americans.   Ã‚  Ã‚  Ã‚  Ã‚  The structure of the government in Russia is very simple. The government, mostly Stalin, has the power. Absolute authority over the country is in the hands of one leader. There are no free elections, and the only way to remove a dictator is by force. Fear and threats are used to keep peace. Over here in America the power is in the hands of many elected officials. Government is limited by the consent of government. There are many political parties, and power in government changes through peaceful means. Government in America is very complex.   Ã‚  Ã‚  Ã‚  Ã‚  Russian society evolves around one person, and that is Stalin. He has control over everything. He owns all the property and businesses. He wants people to think that he takes everything people make and gives it back equally, but he really gives most of it to the military and forgain countriesfir money. Peasants are starving to death just because Stalin wants to have the best military.America, on the other hand, citizens control the economy and the social aspects of their lives.

Biblical Worldview Essay Essay

Introduction The Bible is an illustration of God and His love for us. Within the pages that we so effortlessly read, it is our life long journey to embody Christ and adhere to scripture and it’s teachings. The lessons to be learned in life are all encompassed in God’s words. The Bible displays so many lessons on life and how our lives should resemble His love. In this essay, we will examine the scripture of Romans 1-8 as it teaches us in great multitude of how our biblical worldview derives from the various aspects within those chapters. The Natural World God made the heavens and the earth, therefore, any and all acknowledgment of the natural world is a blessing by which He spoke the words of life and it appeared. We give all praise to God for providing such a blissful place to lie before we unite with Him in Heaven. The natural world is distinctively seen throughout Romans but more so in Romans 1:20 where Paul writes, â€Å"For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that people are without excuse.† This piece of scripture is saying that through all of our doubt in God and His power we can’t deny the fact that the world in which we live in is a product of His power. Without our natural world we would not exist and be able to live and die within our flesh. Our natural world is a showcase in which God shows His presence  within every facet of our natural world. Human Identity â€Å"Then God said, ‘Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground.’ So God created mankind in his own image, in the image of God he created them; male and female he created them.† Written in Genesis 1:26-27. To identify as humans is to embody Him because God created us in His image and gives us the choice to be Christ-like. To be Christ-like we must connect with Christ in all avenues so that we may die with sinful flesh but forever live in Heaven as an untouchable essence that no sin can corrupt. We are designed in the image of God and it’s our sole purpose to live life and love, as His son Christ loved us. Human Relationships Human relationships are a complex aspect to our lives. If we look at this topic from a biblical worldview then all human relationships and encounters should derive from love and not of hate. Since we are created in God’s image it is only fitting that we pay other humans the same love that we grace in our Lord’s presence. In Romans 5 we read of how humans are destined to be sinful as a result of the original sin but through Christ’s birth and sacrifice we can be born again and be seen through a new light. Romans 6:11 states so clearly, â€Å"In the same way, count yourselves dead to sin but alive to God in Christ Jesus.† We are giving a second chance in living up to God’s image and allowing our human relationships to cultivate as a result of Christ’s love for us. From that point on we are no longer seeking out God’s acceptance but rejoicing in His profound forgiveness. Culture God does not see us as a culture or a race. He identifies us by our faith and saves us by his grace. Within the Roman scripture we see that the Romans  had faltered in their ways and the habits in which they displayed on a regular basis showed God that their culture was full of sin and that sin inevitably forced them to turn away from God. Acknowledging God’s presence but not acting in accordance to His word is a sign of a culture of rebellion and denial. The Romans turned their backs on God and this is not something that you would want God to do. Some cultures seek out God and long to live for Him and as stated from history, there are the lesser fortunate cultures and subcultures that follow their flesh and their minds. Your culture does not define your relationship with God but it can inhabit you from ever having a relationship with Him. Conclusion Throughout life we can identity what our worldviews are and throughout our life with God and the Bible we can stamp our biblical worldviews and share them to the world. The things we see, hear, touch, smell, and taste are all products of our God’s spoken words to create life. We should live everyday of our lives thanking Him for grace. We can be thankful that God created us all in His image and it is our life long pursuit to live Christ-like. Our flesh will always be a burden and let us down because of Adam’s sin yet it is Christ who sacrificed himself and gave us the opportunity to be born again. Our newfound life as a child of God is to live as Christ did and love others as He loves us. God loves us by grace and does not see us as cultures but as individuals whom seek him and love him as Christ does.