Sarah Mapps Douglass and the Anti-Slavery Movement

Sarah Mapps Douglass and the Anti-Slavery Movement Known for:  her work in educating African American youth in Philadelphia, and for her active role in antislavery work, both in her city and nationallyOccupation:  educator, abolitionistDates:  September 9, 1806 - September 8, 1882Also known as:  Sarah Douglass Background and Family Mother: Grace Bustill, milliner, daughter of Cyrus Bustill, a prominent Philadelphia African AmericanFather: Robert Douglass, Sr., hairdresser and businessmanHusband: William Douglass (married 1855, widowed 1861) Biography Born in Philadelphia in 1806, Sarah Mapps Douglass was born into an African American family of some prominence and economic comfort.  Her mother was a Quaker and raised her daughter in that tradition. Sarah’s maternal grandfather had been an early member of the Free African Society, a philanthropic organization. Though some Quakers were advocates of racial equality, and many abolitionists were Quakers, many white Quakers were for separation of the races and expressed their racial prejudices freely.  Sarah herself dressed in Quaker style, and had friends among white Quakers, but she was outspoken in her criticism of the prejudice that she found in the sect. Sarah was educated mostly at home in her younger years. When Sarah was 13 years old, her mother and a wealthy African American businessman of Philadelphia, James Forten, founded a school to educate the African American children of the city.  Ã‚  Sarah was educated in that school. She got a job teaching in New York City, but returned to Philadelphia to lead the school in Philadelphia.  She also helped to found a Female Literary Society, one of many in a movement in many Northern cities to encourage self-improvement, including reading and writing.  These societies, in a commitment to equal rights, were often incubators for organized protest and activism, as well. Antislavery Movement Sarah Mapps Douglass was also becoming active in the growing abolitionist movement. In 1831, she had helped raise money in support of William Lloyd Garrison’s abolitionist newspaper, The Liberator. She and her mother were among those women who, in 1833, founded the Philadelphia Female Anti-Slavery Society.  This organization became a focus of her activism for most of the rest of her life. The organization included both black and white women, working together to educate themselves and others, both through reading and listening to speakers, and to promote action to end slavery, including petition drives and boycotts. In Quaker and anti-slavery circles, she met Lucretia Mott and they became friends. She became quite close to the abolitionist sisters, Sarah Grimkà © and Angelina Grimkà ©. We know from the records of the proceedings that she played a significant role in national antislavery conventions in 1837, 1838 and 1839. Teaching In 1833, Sarah Mapps Douglass founded her own school for African American girls in 1833.  The Society took over her school in 1838, and she remained its headmaster.  In 1840 she took back control of the school herself. She closed it in 1852, instead  of going to work for a project of the Quakers – for whom she had less rancor than earlier - the Institute for Colored Youth. When Douglass’ mother died in 1842, it fell on her to take care of the house for her father and brothers. Marriage In 1855, Sarah Mapps Douglass married William Douglass, who had first proposed marriage the year before.  She became stepmother to his nine children he was raising after the death of his first wife.  William Douglass was the rector at St. Thomas Protestant Episcopal Church.  During their marriage, which seems not to have been particularly happy, she limited her antislavery work and teaching, but returned to that work after his death in 1861. Medicine and Health Beginning in 1853, Douglass had begun studying medicine and health, and took some of the basic courses at the Female Medical College of Pennsylvania as their first African American student. She also studied at the Ladies’ Institute of Pennsylvania Medical University.  She used her training to teach and lecture on hygiene, anatomy and health to African American women, an opportunity which, after her marriage, was considered more proper than it would have been if she had not been married. During and after the Civil War, Douglass continued her teaching at the Institute for Colored Youth, and also promoted the cause of southern freedmen and freedwomen, through lectures and fund-raising. Last Years Sarah Mapps Douglass retired from teaching in 1877, and at the same time discontinued her training in medical topics.  She died in Philadelphia in 1882. She asked that her family, after her death, destroy all her correspondence, and also all of her lectures on medical topics.  But letters which she had sent to others are preserved in the collections of her correspondents, so we are not without such primary documentation of her life and thoughts.

Avert vs. Avoid

Avert vs. Avoid Avert vs. Avoid Avert vs. Avoid By Mark Nichol What’s the difference between avert and avoid? They share a primary meaning (with a subtle but significant distinction) but despite their structural similarity are etymologically unrelated. This post discusses their senses and origins and those of similar-looking synonyms. Avert derives from the Latin verb vertere, which means â€Å"turn.† To avert is literally to turn away; one averts one’s eyes or gaze when one turns away, so as not to make eye contact or see something. But avert also means â€Å"prevent† or â€Å"ward off,† a sense it shares with avoid. However, while avert implies active effort to stop something from happening, avoid often suggests keeping away from or refraining from something rather than preventive action. One averts disaster by doing something to stop it, while one avoids it by removing oneself from a situation that will result in disaster. Aversion, originally the noun form of avert, still alludes to the physical act of turning away in its modern senses of â€Å"dislike† or â€Å"repugnance†; more rarely, it refers to an object of antipathy. Avoid stems from the Latin verb vuider, which means â€Å"empty† and is also the origin of void, which as a verb means â€Å"empty† and as a noun means â€Å"emptiness.† The a is a vestige of the Latin prefix ex-, in this sense meaning â€Å"out†; the prefix, slightly altered in the Old French word esvuider, ended up in Anglo-French as the first letter of avoider, from which the English word avoid is derived. (Devoid, meaning â€Å"without,† also has the root word void.) Something is said to be avoidable, and an act or practice of avoiding is avoidance. Another word that appears to be related to avert and avoid is evade, which means â€Å"avoid† or â€Å"escape† but its origin is the Latin verb vadere, meaning â€Å"go†; to evade is literally to not go. Something avoidable is also evadable, though this adjective is seldom used. The noun form is evasion. Inevitable, meaning â€Å"unable to be avoided,† is also unrelated; its antonym, evitable, is rare but also goes back hundreds of years. Their ultimate source is the Latin verb vitare, which means â€Å"shun.† In addition to being an adjective, inevitable sometimes appears as a noun, as shown in â€Å"Accept the inevitable† (meaning, â€Å"that which cannot be avoided†). 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:35 Synonyms for â€Å"Look†On Behalf Of vs. In Behalf OfEspecially vs. Specially

San Miguel Essay Example | Topics and Well Written Essays - 3250 words

San Miguel - Essay Example There is some fertile land around the country’s capital San Sebastian. An American fruit company has bought a segment of this land for the purpose of cultivating and growing Bananas and citrus fruits, while some part of this fertile land is surrounded by the non-native locals and native Indians. The government grants the tenure of land and perpetuity is adopted to hold leasing. However, the government of this country retains all the rights to the compulsory purchase of the land by showing that either the national interests are being put on stake or the tenant does not possess the capability of cultivating and farming the land in a beneficial manner any more. Â  San Miguel possesses an enormous potential for providing the tourism sites and this sector can be easily added to the economic base of the country which has been discouraged till now by the government bearing foreign capital. However, the government intended to work for the development of the tourism sector with the income of minerals and oil and by understanding to make a strong tourist base to the economy of the state. The mountainous regions of the country hold great potential to serve the tourists and promote winter sports. It provides the opportunities of skiing all around the year and one of the companies in North America already intends to develop the mountainous region of the country by providing winter sports facility to the tourists, and they signify their plans with the building of an airport.

Training and Development proposal Research Example | Topics and Well Written Essays - 750 words

Training and Development - Research Proposal Example It is thus appropriate to review some of the strategies taken when training some of these employees in the human resource department in order for them to work effectively and consequently live quality lives and for the industry to continue performing effectively (Gold and Thorpe, 2010, 56). In the study, I plan to incorporate the Kirkpatrick’s model. The model is quite critical and has the ability to work effectively to show the various training aspects. One of the aspects from the model that I plan to incorporate is the Learning. I am bound to show the learning procedure that I am bound to incorporate to the trainees (Gold and Thorpe, 2010, 43). Understanding the learning process has the advantage of having the trainees understanding the various concepts taught in the petroleum industry even further. The second aspect that I ought to incorporate is the reaction. Reaction is critical for it will assist an employer or rather potential employers understand the best manner through which to treat some of the employees (Garry, 2007, 650). Different employees have different reactions to different tasks given to them (Jeffrey, 2014, 17). Some reactions from the employers are quite negative, this is poor, and depending on the employer, they have the ability or rather po ssibility of gaining employment. There are also some employees with positive attitudes and I am bound to express the advantages that these employees have in the training process. In the paper, I am bound to reveal the results of the training process. This section will express the employees that managed to pass the training process and offer a discussion that will reveal why they passed the interview (Botha, 2009, 32). There are also employees that did not quite pass the interview and I will sure reveal the reasons why they did not pass and discuss the reasons for their failure. This is critical for it will assist people in understanding the characteristics that

The Boy in the Striped Pyjamas by John Boyne and the Holocaust Essay Example for Free

The Boy in the Striped Pyjamas by John Boyne and the Holocaust Essay Author John Boyne published his infamous novel The Boy in the Striped Pyjamas. John Boyne was born in Dublin, Ireland. Boyne attended Trinity College in Dublin where he first studied English Literature and then proceeded to the University of East Anglia in Norwich where he then studied creative writing. He began his published writing career in the year two-thousand with his first published book The Thief of Time. Though The Boy in the Striped Pyjamas separates itself from Boyne’s traditional style of writing by having being written for a younger audience, it was the book that took John Boyne’s career to the successful point it is now at. Using his father’s date of birth as the same for both Shmuel and Bruno, Boyne could further relate the two boys to a familiar story. Demonstrating the truly catastrophic events of the Holocaust in a fictional novel, Boyne captures the torment that two young boys face in a time where their innocence is taken away by one of the most evil acts of humanity. The Holocaust caused the lives of six million Jews to be lost, and the faith of the survivors. The Nazi Germans called this systematic mass killing â€Å"the final solution to the Jewish question. † In nineteen-thirty-three, Anti-Semitism reached its’ peak in Germany â€Å"†¦destruction, which was launched with torchlight parades and accented by speeches that proclaimed the death of Jewish intellectualism and the purification of German culture. Thus, writings by such Jewish intellectuals as Albert Einstein and Sigmund Freud fueled the huge bonfires. Also engulfed in flames was the work of Heinrich Heine, a German poet of Jewish origin. A century earlier Heine had stated, Where books are burned, in the end people will be burned. †¦. his statement would become [true], specifically for the European Jews who found themselves under Nazi domination during the Third Reich. † (The Holocaust Chronicles 53) By July of nineteen-thirty-three, twenty-five thousand Jews amongst other â€Å"unfit† German citizens had been sent to concentration camps or jail. Democracy in Germany had disappeared under Adolf Hitler’s new command with the Nazi Party being the only legal political party. Hitler began a propaganda that the Jew was a threat to the German race, unequal, and inferior, that it must be eliminated in order to restore the power lost during and after the First World War Jewish businesses were boycotted, German citizens began discriminating Jews, physically harming them and humiliating them. Later, German Nazis demanded that all non-Aryan subjects shall retire, â€Å"†¦any person who had a Jewish parent or grandparent was non-Aryan. † (54) The Jews were then places in ghettos, where the living conditions were poor and a preview of their upcoming fate was shown. Forced to wear David’s star as an embroidered badge on their clothing to symbolize their faith, the Jews were publicly isolated for the German citizens to see and attack. This would’ve made many of the Jews feel ashamed and directed them to lose faith in the God they had previously loved and lived by, as that same faith in the religion was what caused their cruel misfortune. Religion is seen repeatedly in both Night by Elie Wiesel and The Boy in the Striped Pyjamas by John Boyne. In Boyne’s work, the two main characters, Bruno and Shmuel, are two nine year old boys who are unfortunately wrapped up in the horrid events that took place during the years of the Holocaust. Bruno’s father is a high ranking officer working for the S. S during the period of the Nazi Party’s ruling in Germany. He doesn’t show clear understanding of what’s going on and what his father is doing, with help of constant deceit from his parents, his sister and instructor, Bruno still sees no difference between him and Shmuel, who is a Jewish prisoner of a concentration camp. Though there is no difference in the two boys, society, family and religion tells them otherwise, and yet their friendship is unbreakable. â€Å"We’re not supposed to be friends, you and me. We’re supposed to be enemies, did you know that? † (The Boy in the Striped Pyjamas 118) Having been disciplined by society to believe in a concept of inequality between the pure German race and the Jewish people, the friendship between Bruno and Shmuel becomes a significantly touching plot, not in the sense that it shouldn’t or couldn’t be, but in a way that demonstrates the innocence that adults tried to deprive from their children, and the loving bond that brings two boys who are meant enemies together, it makes them equal. Religion isn’t understood, hatred isn’t understood and evil acts are not understood; for once, the naive minds of innocence that cannot understand the plot Hitler formed are perfectly right by the similarity of not understanding their nonexistent â€Å"differences. † Both the real events of World War II and the fictional events within the novel feature a lot of deceit. Propaganda was used by the governments of every country involved in the war as well as within Germany against the Jews. This form of subtle manipulation was successful as it used citizens’ issues and fears to provide an excuse for the events occurring. Hitler used slogans and made powerful speeches throughout his dictatorship that convinced the Germans to believe that the Jewish people really were a threat that Germany had to repel. By blaming their economical issues on the Jews, the Germans had more of a reason to desire the exeunt of their race entirely. â€Å"’Propaganda tries to force a doctrine on the whole people Propaganda works on the general public from the standpoint of an idea and makes them ripe for the victory of this idea. ’ Adolf Hitler wrote these words in his book Mein Kampf, in which he first advocated the use of propaganda to spread the ideals of National Socialism among them racism, antisemitism,. ( http://www. ushmm. org ) The novel also shows a pattern of deceit, where Bruno is lied to by his parents when he asks what is behind the fence. Bruno also lies when he denies knowing Shmuel, an act of fear that resurfaces the idea that he is still a child with no desire to be punished. Deceit is a tendency that was believed to be necessary by the furor, Adolf Hitler, in order to proceed with the Final Solution while having his citizens and the rest of the world blind, as they believed his idea was only beneficial to Germany. Hitler and the Nazi Party would have not succeeded had they always been truthful to not only the people within their own borders, but the people outside of them too. It was necessary to deceit in order to succeed, or what he planned to be a success. In Bruno’s case, that same deceit provided him with the loyalty and love to Shmuel to be his friend until death. The accounted Jewish casualties that took place under the furor, Adolf Hitler and commander Heimrich Himmler are an approximate six million, completely exterminating the trace of each and every Jewish family in Germany, for even those who survived left immediately after the Russians set them free from the concentration camps in nineteen-forty-five. Survivors who have testimonies of their experience in the camps, the ghettos, and those who escaped still try to make sense of what happened in the twelve year long battle for survival. Emotionally, they have wounds that will never fully heal over. Mentally, they withhold memories that could only be imagined as the most vivid of nightmares to those of us who didn’t live through the terrorizing events. Spiritually, they are finally free to believe, if they can and most do. They speak of the Holocaust as a test from God, another reason to show their faith to the world. Eliezer Wiesel said in Night, â€Å"That I survived the Holocaust and went on to love beautiful girls, to talk, to write and to have toast and tea and live my life – that is what is abnormal. † Evidently, families were lost and lives were separated, an emotional devastation that one may never come to comprehend. In both of the works, family is demonstrated to be a significant factor. Elie, in Night, speaks fondly of the love for his father and the absolute loss of himself after the loss of his father. In The Boy in the Striped Pyjamas, Bruno’s mother reveals a love for her family so deep that she becomes despaired with the facts of her husband’s work. Shmuel sacrifices himself, at the side of his best friend, Bruno, to find his father and endanger his own life to save one of a family members’. This was the case for each person who died and survived the Holocaust. â€Å"If we bear all this suffering and if there are still Jews left, when it is over, then Jews, instead of being doomed, will be held up as an example. † (Anne Frank)

Legal Opinion For 8th Social Studies :: essays research papers

Legal Opinion A.   Ã‚  Ã‚  Ã‚  Ã‚  I picked the side of New Jersey in the New Jersey vs. T.L.O case. The reason I picked that side is because the girl whas smoking on school grounds and she was not allowed to do that. Another reason is the teacher that found the girl smoking had the right to bring her to the Principals office, because she had a reason to. Finally the girl denied smoking, she said she didn’t smoke and she probably would of got in less trouble if she told the truth. B.   Ã‚  Ã‚  Ã‚  Ã‚  A girl was caught smoking in a shcool bathroom. A teacher caught her and took her to the Principals office to be searched. The vice-principal found more than just cigarettes, they also found rolling papers, marijuana, a pipe, a large amount of cash, and an index card with a list of student names and amounts of money owed to her. The Juvenille Court prosecuted T.L.O for drug dealing. T.L.O ploted that the search was unconstitutional and was breaking her rights under the 4th amendment. Juvenille Court still thought that it was alright to search her bag because the school had a suspicious reason for commiting a crime. The case then went to the Supreme Court, they ruled that the school by any means had the right to search T.L.O C.   Ã‚  Ã‚  Ã‚  Ã‚  The New Jersey High School had the right to search T.L.O. The Fourth Amendment say’s that nobody has the right to search someone for no reason unless there is a probable cause. For that means the school had no reason to search the girl. The law for searching in a school is different. You are allowed to search only if you have a reason. For that means the school did have a reason.   Ã‚  Ã‚  Ã‚  Ã‚  The school also had the right to search the girl, because a teacher found the girl smoking in the bathroom, It clearly says that smoking was not allowed on school grounds. On top of that the girl lied about smoking. That makes everything worse for the girl. The teacher found the girl smoking in the bathroom, but T.L.O denied it, in the search the Vice-President found cigarettes. That has got to mean she smokes. D.  Ã‚  Ã‚  Ã‚  Ã‚  If I were the opposing view I would think the search was wrong because there was no probable cause  Ã‚  Ã‚  Ã‚  Ã‚  and there was no evidence for her smoking.

Cognitive Development of an Infant and Toddler Essay

Piaget based the sensorimotor stage on his observations of his own children The Circular Reaction: a. Circular reactions are the means by which infants explore the environment and build schemes by trying to repeat chance events caused by their own motor activity. b. These reactions are first centered on the infant’s own body. Subsequently, they change to manipulating objects and then to producing novel effects in the environment. Substage 1: Reflexive Schemes – a. Piaget regarded newborn reflexes as the building blocks of sensorimotor intelligence. b. At first, babies suck, grasp, and look in much the same way, no matter what the circumstances. Substage 2: Primary Circular Reactions-The First Learned Adaptations – a. Infants develop simple motor skills and change their behavior in response to environmental demands. b. The first circular reactions are primary in that they are oriented towards the infants’ own bodies and motivated by basic needs. Substage 3: Secondary Circular Reactions-Making Interesting Sights Last – a. Circular reactions of this substage are secondary in that the infants repeat actions that affect the environment. b. Infants can imitate actions that they have practiced many times. Substage 4: Coordination of Secondary Circular Reaction – a. Intentional, or goal directed, behavior is the combination of schemes to solve problems. b. Piaget regarded meansend action sequences as the first sign that babies appreciate physical causality. c. Object permanence is the understanding that objects continue to exist when they are out of sight; it is not yet complete in this substage. d. AB search errors are committed by infants in this substage. Infants 8- to 12-months-old only look for an object in hiding place A after the object is moved from A to hiding place B. Substage 5: Tertiary Circular Reactions-Discovering New Means through Active Experimentation – a. Circular reactions in this substage are tertiary in that the infant repeats actions with variation-exploring the environment and bringing about new outcomes. b. Experimentation leads to a more advanced understanding of object permanence. Toddlers no longer make the AB search error. Substage 6: Mental Representation-Inventing New Means Through Mental Combinations – a. mental representations are internal images of absent objects and past events. b. The toddler can now solve problems through symbolic means instead of trial-and-error. c. Representation allows deferred imitation-the ability to copy the behavior of models that are not immediately present. d. Functional play is motor activity with or without objects during the first year and a half in which sensorimotor schemes are practiced. e. At the end of the second year, representation permits toddlers to engage in make-believe play.

A Psychology Essay on Dreams Essay

Since the dawn of mankind, man has been searching for the answer to just one question: Why do we dream? I believe strongly that the reason is not clear-cut and as easy to answer as it might seem. I think that dreams range in meaning and importance. When someone has a dream, there are many possible types of dreams they could have. First of these possibilities is for a dream that involves absolutely no meaning whatsoever. The dream is meaningless and involves a chain or series of events that are unrelated to one another and may be of people or places familiar or not. These dreams are most likely created because of the flash and mixture of chemicals that occurs during sleep. Many times these dreams are actually so bazaar that they have no meaning even to the dreamer. So these dreams are mostly just passed over and ignored. The second type of dream is one in which the dreamer can comprehend everything that is going on but things seem to have no meaning as before. But in some of these dre ams, there are symbols that come into play. When you look at these dreams sometimes they can represent real life events. Often these are predictions about what could happen in the future or are an interpretation of things that have passed. These, like almost all other dreams have significance as a result of bodily rejuvenation processes. This type of dream has a significance I believe in helping the person have the feeling of a good sleep, where things have, if not in some bazaar way, been resolved. The third type of dream is one which makes great and perfect sense to the dreamer but doesn’t have any real meaning. An example of this is dreaming that you are flying. Although you know what you are doing, and are comprehending this, it really doesn’t have meaning in your life. Dreams like this can be quite mentally satisfying to the dreamer. Many times a dream like this can be almost a form of entertainment to the dreamer, especially if the dreamer realizes they are dreaming. When this happens sometimes the dreamer will take control of their dream and can do things they would not normally be able to do in real life. Another type of dream is one where the dream has full meaning and the dreamer can fully reali ze everything that happens. Dreams like this can show exactly the way things could happen in the future, or ways of dealing with problems that will occur or have occurred. Many people believe that a dream of this kind could be an actual depiction of the way things will happen. Many people swear to this belief. I personally do believe in this possibility. Basically, I believe that people have not even begun to realize the potential of the human mind. I think that even with as much as we know about technology, it cannot even compare to the power and unlimited ability of the human mind. I believe that many times, our dreams can actually be predictions about the future. Also, I personally believe that the mind can actually solve problems while in a sleep state. I know that sometimes I have gone to sleep with a problem planted in my mind, and would awaken having dreamt of an answer. Many times this would help me to more clearly confront the problem and resolve it. I don’t really believe in any one of the theories about dreaming myself, but rather think that a mixture of all of them is true. What it comes down to is that dreaming is a chemical process that at the same time generates a side-effect that we call dreaming. But the brain itself actually will control this so that it sometimes has meaning to us. I believe that subconsciously we have areas of the brain that are in-tune to things beyond normal comprehension. These areas develop the real meaning of dreams and their significance in our lives.

Motivation plan Essay

Motivation plan Essay Motivation plan Essay Employee Portfolio: Motivation Action Plan Determine the motivational strategy or strategies that would likely be most appropriate for each of your three employees on basis of their individual characteristics. Indicate how you would leverage their employee evaluations to motivate each of the three employees. Describe one or more of the motivational theories and explain how the theories connect to each of your selected motivational strategies. Team Member Name Summary of Individual Characteristics Motivational Strategy and Action Plan Relevant Theory Pearl Chacon Pearl loves her job and the satisfaction she gets when she accomplishes her goals. She would like to get paid more but knows that she still needs to learn to gain the skills needed to move up. She has a high emotional intelligence. This employee does not need much motivation at her job. She is satisfied with her job and knows exactly what she needs to do to accomplish her goals at work. The action plan the company needs to develop is that they need to put actions in place to keep pearl satisfied with your job and use her skill to the fullest. Give her more responsibility and give here the confidence she needs to continue to be satisfied. McClelland theory is the relevant theory. Pearl knows that she needs to strive to succeed which is one of the needs for McClelland theory. For Pearl to achieve her goals she must work on her skills. Vince Lopez Vince is satisfied with his job, makes the right decisions at work, and has a high emotional intelligence. He loves how engaged he is at work and is happy that he is working This employee does not need much motivation at his job. He feels that he has the right amount of engagement at work and is happy with his work. The action that should be taken should be the same

Profile of Serial Killer William Bonin, The Freeway Killer

Profile of Serial Killer William Bonin, The Freeway Killer William Bonin was a serial killer suspected of sexually assaulting, torturing and killing at least 21 boys and young men in Los Angeles and Orange County, California. The press nicknamed him the  The Freeway Killer, because he would pick up young boys who were hitchhiking, sexually assault and murder them, then dispose of their bodies along the freeways. Unlike many serial killers, Bonin had multiple accomplices during his murder spree. Known accomplices included  Vernon Robert Butts, Gregory Matthew Miley, William Ray Pugh, and James Michael Munro. In May 1980,  Pugh was arrested for stealing cars and while in prison provided detectives details connecting the freeway murders to William Bonin in exchange for a lighter sentence. Pugh told detectives that he accepted a ride from Bonin who bragged that he was the Freeway Killer. Later evidence proved that Pugh and Bonins relationship went beyond a one-time ride and that Pugh participated in at least two of the murders. After being placed under police surveillance for nine days,  Bonin was arrested while in the process of sexually assaulting a 15-year-old boy in the back of his van. Unfortunately, even while under surveillance, Bonin was able to commit one more murder before his arrest. Childhood - Teen Years Born in Connecticut on January 8, 1947, Bonin was the middle child of three brothers. He  grew up in a dysfunctional family with an alcoholic father and a grandfather who was a convicted child molester. Early on he was a troubled kid and ran away from home when he was eight years old. He was later sent to a juvenile detention center for various small crimes, where he allegedly was sexually molested by older teens. After leaving the center he began molesting children. After high school, Bonin joined the U.S. Air Force and served in the Vietnam War as a gunner. When he returned home, he married, divorced and moved to California. A Vow to Never Get Caught Again He was first arrested at age 22 for sexually assaulting young boys and spent five years in jail. After his release, he molested a 14-year-old boy and was returned to prison for an additional four years. Vowing never to get caught again, he began killing his young victims. From 1979 until his arrest in June 1980, Bonin, along with his accomplices, went on a raping, torturing  and killing spree, often cruising California highways and streets for young male hitchhikers and school children. After his arrest, he confessed to killing 21 young boys and young men. Police suspected him in 15 additional murders. Charged with 14 of the 21 killings, Bonin was found guilty and sentenced to death. On February 23, 1996, Bonin was executed by lethal injection, making him the first person to be executed by lethal injection in California history. Freeway Killer Victims Thomas Lundgren, age 14, murdered on May 28, 1979. Accomplices Vernon Butts and William PughMark Shelton, age 17, murdered on August 4, 1979Marcus Grabs, age 17, murdered on August 5, 1979. Accomplice Vernon ButtsDonald Hayden, age 15, murdered on August 27, 1979. Accomplice Vernon ButtsDavid Murillo, age 17, murdered on September 9, 1979. Accomplice Vernon ButtsRobert Wirostek, age 16, murdered on September 27, 1979John Doe, age 14-20, murdered on November 30, 1979Dennis Frank Fox, age 17, murdered on December 2, 1979. Accomplice James MunroJohn Doe, age 15-20, murdered on December 13, 1979Michael McDonald, age 16, murdered on January 1, 1980Charles Miranda, age 14, murdered on February 3, 1980. Accomplice Gregory MileyJames McCabe, age 12, murdered on February 3, 1980. Accomplice Gregory MileyRonald Gaitlin, age 18, murdered on March 14, 1980Harry Todd Turner, age 15, murdered on March 20, 1980. Accomplice William PughGlen Barker, age 14, murdered on March 21, 1980Russell Rugh, age 15, murdered on March 22, 1980 Steven Wood, age 16, murdered on April 10, 1980Lawrence Sharp, age 18, murdered on April 10, 1980Darin Lee Kendrick, age 19, murdered on April 29, 1980. Accomplice Vernon ButtsSean King, age 14, murdered on May 19, 1980. Confessed accomplice William PughSteven Wells, age 18, murdered on June 2, 1980. Accomplices Vernon Butts and James Munro Co-Defendants: Vernon Butts: Butts was 22 years old and a factory worker and part-time magician when he met Bonin and began participating in raping and murdering at least six boys. He hung himself while awaiting trial.Gregory Miley: Miley was 19 years old when he got involved with Bonin. He pled guilty to participating in one murder for which he received a sentence of 25 years to life. He is currently in prison.James Munro: Bonin was Munros boss and landlord when Munro participated in the murders of two boys. In a plea bargain, he pled guilty to one murder and received a sentence of 15 years to life. He is still in prison but trying to appeal claiming he was tricked into a plea bargain.William (Billy) Pugh: was the most active accomplice who was charged with one murder, although he confessed to killing two victims. He received  six years for voluntary manslaughter in a plea bargain. Arrest, Conviction, Execution After William Bonins arrest, he confessed to killing 21 young boys and young men. Police suspected him in  an additional 15 other murders. Charged with 14 of the 21 killings, Bonin was found guilty and sentenced to death. On February 23, 1996, Bonin was  executed by lethal injection, making him the first person to be executed by lethal injection in California history. During Bonins murder spree, there was another active serial killer by the name of Patrick Kearney,  using the California freeways as his hunting ground.

Ecology and Environment Research Paper Example | Topics and Well Written Essays - 1500 words

Ecology and Environment - Research Paper Example Humans are the most advanced organisms in the ecosystem; unlike other organisms that adapt to their environment, humans normally try to make their environment adapt to their needs. In this attempt to unbalance nature, effects of human activities are always more detrimental than any other. These would include such drastic effects as deforestation and the nowadays much publicized global worming.My surrounding is an exciting place full of life and activities. Organisms live and interact with one another freely. However, occasionally, there would always be conflicts within the ecosystem. A highly agricultural terrain with lots of vegetation to show for it, the cool wet climate ensures that tea, coffee, pyrethrum, and other crops do well and are, therefore, planted in large scale. A lake lies to the eastern end and to the southern border lies a game reserve. These two are representations of the existence of all spheres of life in this ecosystem. All the basic needs that any organism would need lie within range. The presence of us humans, however, complicates issues. With humans always wanting large trunks of arable lands for themselves, they would go to any length to get what they want. This would always see to it that more animals are killed as others migrate from the area in an attempt to seek further hunting fields. From time to time, this has seen the extinction of some indigenous animals as previous reports show. From time to time, this has seen the extinction of some indigenous animals as previous reports show.

Sports Law Essay Example | Topics and Well Written Essays - 1000 words

Sports Law - Essay Example accreditation for laboratory tests (and laboratories themselves) carried out in foreign lands, and that the IAAF should execute measures to see that this is reflected in all EU sports governing bodies. As stated in Rule 55.11 of the IAAF, the procedure of determining whether an athlete is culpable with regards to an illegal substance use does not really matter unless it is "such as to cast real doubt on the reliability of such a finding." (IAAF cited by Parliament 1999) Yet the IAAF compensates for this by stating in paragraph eight (8.2) of the procedural guidelines that the test of Sample B, following that of Sample A, should be done in the presence of the athlete and/or a representative. Also paragraph 8.5 states that every athlete should have the right to a fair hearing, before decisions are reached to avoid unjust suspension or discharging. In the Modahl versus BAF case there were loopholes, open wounds for vampires, on both sides. The effect of it calls for action, not only at the domestic level, but at the international level as well. Note the defence of the BAF: it was simply following the guidelines set out by the IAAF (which in turn probably did not foresee that kind of circumstance). In summary, it is not the sports law and policy that is the enemy here, but the type of attention paid to it. Situations like this summon a need for more focus on positively detailed contractual rules and their application. As always, there is room for growth. REFERENCE LIST Abbott, H. (2006) Sports Law Blog: People Hate Honest Athletes - True Hoop, [Online] Available from: http://sports-law.blogspot.com/ [Accessed 26th October 2008]. CMM (2007), Diane Modahl, [Online] Available from:...Sports Management 335, [Online] 1 Available from: http://www.isenberg.umass.edu/sportmgt/uploads/listWidget/13465/spt335-lpm.pdf ISLA (2007) Doping and Corruption in Sports. Sports and Law, [Online] 1-4 Available from: http://www.icsspe.org/news/pdf/SportsandLaw.pdfPHPSESSID=fed48f126f02e253c7d54624d633a0a0 [Accessed 28th October 2008]. Wadler, G. I. (no date) Doping in Sport: From Strychnine to Genetic Enhancement, It's a Moving Target, [Online] 1-9 Available from: http://www.law.duke.edu/sportscenter/wadler.pdf [Accessed 27th October 2008].