The Boston Massacre

The Boston Massacre THE BOSTON MASSACRE: Its Cause and Impact in Society I. The Boston Massacre Crowds gathered. There was tension between the armed troops and the civilians. There was mocking and throwing of rocks and other elements towards the direction of the armed men. They feel provoked by the crowd and the tension rose. As members of the military, they had the responsibility to practice maximum tolerance. The tension escalated even more. A single gun shot was heard as more followed. A number of innocent people were killed; to some, they are murdered. This was a scenario that happened in 1970 in the Kent State University when a protest went violent in an encounter between the antiwar demonstrators and the National Guardsmen.[1] Over three centuries ago, Boston witnessed the same setting that turned out to be one of the most controversial shootings in American history. The Boston Massacre can be considered as one of the highlights of the American History. There are many speculations and documentations about the Boston Massacre. This would be further discussed in the paper. The Boston Massacre had happened in March 5, 1770. Based on the account of Mauricio Tellez, a number of soldiers had tried to help their comrade from the violent crowd which were throwing snowballs at the sentry. The squad released fire at the crowd, wounding three persons fatally and killing two people on the spot. Tellez had written that the first person to be killed was Crispus Attucks, an African American. In an account of Boston Massacre in Pamphlets and Propaganda article, the Boston Massacre was started by a barbers apprentice. The apprentice has complained about the late payment of the captains bill. A soldier had bashed his musket on the youths head. Because of this, apprentices had rushed around the town center and had spread the attack. From then on the crowd started growing wild. Captain Thomas Preston had arrived with seven of his grenadiers and started dispersing the crowd. According to the article, it was stated that a private had shouted the fire signal that had triggered the others to fire their ammunition to the crowd. The Constitutional Foundation had featured the Boston Massacre in their article. In the article, the mob that had shown during the Massacre was around 300 to 400 people. Crispus Attucks, the first person who died in the battle was reported as the one saying â€Å"Kill them! Kill them! Knock them over! It further noted, that Captain Preston was the one who instigated the soldiers to stop firing. After the incident, Governor Thomas Hutchinson made an agreement with the British army commander to remove the soldiers. Captain Preston and eight of the british soldiers were subjected for trial. The prosecuting attorney was Samuel Quincy and Patriot Robert Treat Paine. The Defense attorney was John Adams, Robert Auchmuty and Josiah Quincy. Prestons trial issue was if the Captain has given the order to its subordinates to fire their ammunitions to the crowd. The outcome was not guilty. However, from the soldiers trial for the innocence of murder, two privates were judged as guilty for firing their musket with malice. These are Private Montgomery and Private Killroy. Private Montgomery admitted to the fact that he was the one who shouted â€Å"Fire† that had triggered the band of soldiers to start firing at the crowd. II. Cause of Boston Massacre According to the Constitutional Rights Foundation article, customs collectors, conducted searches using writs of assistance. In the year 1768, the John Hancocks ship was searched, wine was seized and charges of smuggling were given. A crowd had attacked and this had caused the British Government to bring 700 British regulars marched towards Boston. British taxes had been shouldered by the citizen. This had further enraged the citizens of Boston to rebel against the British. The Sons of Liberty had been formed which had been led by Sam Adams, the cousin of John Adams, which had been formed to end the military occupation of the British Based on the references gathered, it can be seen that the cause of the outrage from the crowd is the fact that the people in Boston do not like the British Rule. As discussed in a powerpoint presentation by Longhearst, it had been explained that Boston was full of tension. Both of the sides gather insults, the British called the colonists, â€Å"Yankees† which is considered as an insult. On the other hand, the colonies called the British soldiers â€Å"Lobster† because of their red uniforms. The article of Pamphlets and Propaganda had shown that there had been seventeen months of friction between the British troops. From the Mass Moments article, since the Bostonians had been used to self-government, it had been hard for them to recognize the British Rule. Townspeople were forced to provide lodging for Boston Soldiers who had a reputation of being an immoral. Through the insults and frustration of the Bostonians, their anger had accumulated and this had become a hatred that had led to violence. The Boston Massacre is an event that had been caused by the hatred of the Bostonians to the British. III. Impact of Boston Massacre in Society The Boston Massacre had inspired artists such as Paul Revere and John Pufford. Mauricio Tellez had written in his article that Paul Revere had used his art to prove that the British are a bunch of people who are slayers and oppressors. The drawing is considered as a memento, that the freedom of America came by the price of blood and sweat of Bostonians. It had been further used to further anger the British and give awareness to the colonists about the nature of the oppressors. John Puffords work can be described as a proof of the Massacre in King Street. Unlike Paul Reveres, John Pufford had shown a bias of the British against black men. Based on the documentation, Crispus Attucks was the first person to fall in the attack. It had been speculated upon that the death of Crispus Attucks was caused because he is black. The meaning of the art further boils down to the fact that Crispus Attucks had been the first one to die because he is black. Pamphlets and Propaganda article had shown that the event had also become a money-making profit for published newspapers. The report from Boston which they had given a title of â€Å"A Short Narrative of the Horrid Massacre†, had sent copies to London and American Colonies. Although the copies were not for sale, when a reprint had arrived from London, the copies were sold as imported papers. London had blamed the Boston crowd for the violence. In the same day of the massacre, the Parliament had revoked all duties and taxes except the Tea Tax. When the Americans have heard about the incident, they had boycotted the British. Topped by the massacre and the revoking of duties and taxes, this had led to the Boston Tea Party in 1773. The Sons of Liberty had commissioned an annual public statement for the victims of the massacre from the year 1771 to 1782. After the event, the Sons of Liberty had made moves in prosecution and the organization had made sure that there is a fair trial against the British. This had shown that the justice system during that time is not biased against the colonists. As stated in the same article, nowadays, American considers the Boston Massacre as a political violence. There are two sides on the incident. Some thought that the soldiers are the victims and others thought of it as the men who were killed for Independence. Boston Massacre had been an event that had caused the American Revolution. IV. Conclusion As a conclusion, the Boston Massacre is an event that had took place after the American Revolution. This event had been caused by the frustration and anger of the Americans against the British. It had been used as a tool by the colonists to further raise the hatred of the colonists against the British which had led to the American Revolution. As can be seen from the discussion above, there are many reasons as to why the soldiers and mob had acted that way. Some of the soldiers may have acted because of their personal vendetta against the insults that they had received ever since they had arrived in Boston. The crowd may have been infuriated by the soldiers because the soldiers think of them as vile creatures and people not worthy of respect. Crispus Attucks can be considered as a hero by the other Americans and some may have thought that it was right for the soldiers to shot the fellow because he was the one who started attacking. This had caused dilemma against what society thought of the incident. The list could go on and on. The event is a proof of acts of violence because of independence and frustration of two races against each other. V. Bibliography Tellez, Mauricio. â€Å"The Boston Massacre† Web pages: African- American History Through the Arts http://cghs.dadeschools.net/african-american/precivil/boston.htm (Accessed September 13, 2007) Liberty Public School District. â€Å"Boston Massacre†. Web Pages: Microsoft Powerpoint 1.2 Boston Massacr: 1.2.pdf. http://www.liberty.k12.mo.us/~elanghorst/notes/1.2.pdf. (Accessed September 13, 2007) W.M. Keck Foundation. â€Å"John Adams and The Boston Massacre Trials†. Web Pages: Bills of Right in Action http://www.crf-usa.org/bria/bria16_1.html. (Accessed September 13, 2007) Massachussetts Foundation for the Humanities. â€Å"Five Die in Boston Massacre† Web Pages: Mass Moments. http://www.massmoments.org/moment.cfm?mid=71. (Accessed September 13, 2007) Zobel, Hiller B. The Boston Massacre. New York: Norton, 1970. [1] Carol Sue Humphrey, â€Å"The Case of the Boston Massacre (1770) A . . . melancholy Demonstration.† In The Press on Trial: Crimes and Trials as Media Events, ed. Chiasson, Lloyd Westport, 15-22. CT:Greenwood Press, 1997, 15.

Critique of a Toy Essay

The toy I have chosen is the LEGO 750 BRICKS BOX TOY This toy is good for children of ages 2 to 6 years, it allows for free play and helps children to be creative, it helps develop their learning skills and is good for their hand to eye co-ordination which also which also increase their physical and intellectual development ( Ellis flood 2010 Child Development for students in Ireland Dublin Gill & Macmillan ) Margaret Macmillan approach to the curriculum was designed around toy which develops a child’s fine and gross motor skills and manual dexterity and she regarded free play as an important aspect of a child’s development (Josephine Donohue & Frances Gaynor 2011 Education & Care in the Early Years 4th edition Dublin Gill & Macmillan). Its also a learning toy that teaches the children numbers by counting the bricks and creates the things they see around them, they come in different sizes, shapes and colours which gets the children thinking on what to build with it, which could be a house, car, farms etc. COST AVAILABILTY They are available in the following stores and cost: Argos â‚ ¬19.99 Smiths â‚ ¬32.99 Toy master â‚ ¬39.99 Tesco â‚ ¬39.99 Toy city â‚ ¬24.99 Supersavers â‚ ¬29.99 SAFETY OF TOY The toy is safe for the children as there are no small parts that can be swallowed or put in the nose or ears as they are block sizes which are relatively handy. They can be washed in soapy water since they are plastics and can also be sanitised with disinfectant. PLAY VALUE OF TOY My Lego Bricks allows the children to explore the environment by constructing their own house, cars, farms, trucks etc. My Lego bricks helps develop  language skills through verbal communication with the Lego man by pretends play, talking to their toys or moving them from one house to another. My Lego bricks help the children to build and extend their knowledge, understanding and skills in a way that makes sense to them My Lego bricks allow the children to develop their own ideas in the construction world. My Lego bricks foster the development of their social skills by interacting with one another as they build their houses or cars. It also helps the children’s physical development as they put so many hours into the play. DURABILITY OF TOY: The Lego bricks is durable because its made out of plastic rubbers. The plastics are very strong so they can withstand a lot of impact, rough handling, throwing, kicking and still not break. The Lego bricks are very durable as its thick coating of plastic rubbers makes it strong and its washable which is important for hygiene reason especially in a pre school where we have lots of children from different homes. STORAGE OF TOY: The Lego bricks comes in a box, which makes it easy for storage which can be placed on the shelve or under the table or bed. VALUE OF TOY IN RELATION TO THE CHILD’S OVERALL DEVELOPMENT: PHYSICAL DEVELOPMENT: The physical development of the children’s is enhanced as their gross motor skills and fine motor skills improves. It also helps their eye to hand co-ordination as they require a higher concentration level in the construction or bringing of their imagination to life of what they see themselves creating. INTELLECTUAL DEVELOPMENT: Playing with the Lego bricks, a child can be introduced to maths through abacus numbers, letters on blocks/bricks also height, weight, matching, sorting and their vocabulary skills can be developed. Creativity play can also be developed as Lego bricks allow a child to be imaginative with their  various construction and pretend play too can be played with the animals and Lego man. Their problem solving skills is developed too as they would want to make sure the outcome of their constructed blocks is perfect and their concentration skills is improved because they are engrossed by their play as they put in a lot of hours to achieve their goals. LANGUAGE DEVELOPMENT: This is a form of communication which is either written, spoken, signed language or body language. The child is able to communicate with an adult or to pretend play with the Lego man, as the adult talks to the children in a group playing with the Lego helps improve their understanding of languages. Playing with the Lego bricks help the child develop their language skills by naming the structured he/she have constructed and interaction between the children is encouraged as they were able to share with one another and communicate as they build their house, car, living rooms, kitchens, farms, gardens, place, letters, animals will teach children vocabulary and help them make a constructive sentences. They help the child count numbers, letters and the images on the Lego is clearly stated for the child to pronounced with the help of an adult if he/she needs it. EMOTIONAL DEVELOPMENT: Playing with the Lego bricks help the children develop their emotional development as the children will be anxious to build their house, car, trucks, farms and also help the child’s growth, ability to feel and express an increasing range of emotions. Play with the Lego bricks can be rewarding and promote a sense of achievement for the child as the out come of what they have built will boost their ego and self esteem and can also help to release aggression as all their energy is put into it. SOCIAL DEVELOPMENT: Social development can be defined as the ability to interact effectively with others or developing a sense of right or wrong (their morals development) â€Å"Ellis Flood 2010 Child Development Gill Macmillan† A group of children can play with lego bricks which helps them interact with one another and the children also get to interact with an adult which will help their social development. RECOMMENDATIONS FOR CHANGES/IMPROVEMENT TO THE ITEMS: I would recommend that the cost be reduced and quality improved so as to make it affordable and more durable by getting the value for your money. I would also recommend that the bricks/blocks be moulded in numbers/alphabets and the colours more brighter.

Song of Myself

In Walt Whitman’s poem Leaves of Grass, first published in 1855, the poet explores themes of the idea of the self, the recognition of self in relation to other people and the poet’s connection nature and the universe. For example, Whitman’s use of tangible objects such as the houses and the rooms symbolize the society. Another example is his use the perfume which embodies the self of one being; lastly, he use the atmosphere to describe the entire self. For Whitman, the self is regarded as mystical and remains constant throughout life. The self includes thoughts, experiences, conscious and subconscious states, and the individual’s spirituality. The theory of self is important in Whitman’s work because it is where his intellect and art is reflected. Walt Whitman sees the self as an individual and also as nature or the entire universe. The poet wants to preserve his own self while fusing with the entire universe. This means that the poet recognizes his need to associate with others and to commune with God. His reference to sex is a metaphor for spiritual experience. The poet’s pleasure stems both from the physical and the spiritual. Whitman demonstrates his individualistic style in â€Å"Song of Myself†. I consider it as one of the greatest poems I’ve read. His experiment with words is just breath taking. As one reads through his verses, one is lost in trance through his vivid imagery. The poem opens with the celebration of the self. The poet rejoices with the experience of communing with the universe as described in Section I lines 1-9: â€Å"I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you.  I loafe and invite my soul, I lean and loafe at my ease observing a spear of summer grass. My tongue, every atom of my blood, form'd from this soil, this air, Born here of parents born here from parents the same, and their parents the same, I, now thirty-seven years old in perfect health begin, Hoping to cease not till death†. In section 2 of the poem, Walt Whitman asserts his independence from society and at the same time declaring his connection with nature. â€Å"Houses and rooms are full of   perfume†, as stated in line 1 of section 2; the perfume is a representation of the individual selves and the atmosphere denotes the universe. The poet is enticed to be with the other selves but he wants to keep his freedom and independence. The poet delights in experiencing all of his five senses. His use of his sight, his hearing, his taste, his smell and his touch gives him an intoxicating pleasure.  Sections 3 and 4 of the poem, the poet reproaches the â€Å"talkers†, the â€Å"trippers† and the â€Å"askers† for discussing things that is of shallow importance. Whitman describes his spiritual communion with God in section 5 of the poem by stating, â€Å"And I know that the promise of God is the promise of my own, And I know that the spirit of God is the brother of my own†Ã¢â‚¬ ¦ In section 6 of the poem, a child asks the poet â€Å"What is the grass?† The poet stops and thinks and finally explains that the â€Å"grass† is a metaphor for life and death. The grass grows and eventually dries up and dies. In section 7 of the poem, the poet describes his universal nature. The universal self discovers that he is surrounded by everything good and he is a part of them. In sections 8-16, the poet depicts everything he encounters, genders, all young and old alike, people from different places. He is drawn to them and he considers himself as one of them. The poet acknowledges his similarity with mankind as illustrated by section 17. The poet addresses the entire humanity from section 18-19.   In sections 20-25, Whitman expresses his divine experience by the fusion of the physical reality and universal reality. The poet listens to everything around him as depicted in Section 26. The poet is amazed by the sense of touch and what joy it brings to him as it is described in section 27-30 where he asks â€Å"Is this then a touch? Quivering me to a new identity†. The poet believes that all small things are essential. He cites that â€Å"a leaf of grass is no less than the journey-work of the stars†, as portrayed in sections 31-33. The poet makes reference to every person in existence and the ones who died; he also gives an account of his experiences in the history of America (Section 34-36). He further explains in sections 37-38 that through his connection to all things dead and living, he feels empowered by the experience. Sections 39-41 states that the poet is transformed to a hero that he would save people from falling he would stop â€Å"the descending man from and raise him with resistless will†¦/By God you shall not go down! hang your whole weight upon me†. In section 41, the poet accepts religion as universal. He believes that all men are divine. Whitman sees the inequality, injustice and corruption in society as described by section 42. The poet embraces all religion as explained in section 43. The idea of death and eternity is expressed in sections 44-49. He explains that everything will eventually unite with God in the end. Whitman feels that there is something greater than death and yet he could not explain it as cited on section 50 of the poem. Finally, in sections 51-52, the poet bids farewell â€Å"The past and present wilt—I have fill’d them, emptied them, /And proceed to fill my next fold of the future†¦Missing me one place search another, /I stop somewhere waiting for you.† Walt Whitman believed that the poet has a role of exposing the truth by using his poems. The use of metaphors not only enhances the reader’s imagination but also becomes an eye opener. It makes a person stop and think. It creates a sort of awakening of the senses that may not be seen, heard or felt before. Works Cited Whitman, Walt. â€Å"Song of Myself†. Leaves of Grass. New York: Bantam Books, 1998.

Constructing A Good Human Being Ethics By Aristotle

Constructing a Good Human Being: Ethics by Aristotle Aristotle’s philosophy of ethics reflects the complexity of human action, deliberation, and human life in general. His philosophy provides a flexible basis for integrating the subjective and the objective. In the books Nicomachean Ethics, Aristotle describes five intellectual virtues that help man to be a good human being: technical knowledge, scientific knowledge, philosophical wisdom, intuitive reasoning, and practical wisdom. These intellectual virtues are important aspects of Organizational Behavior, my current major. In this paper, I will argue how the core values of Organizational Behavior were developed and connected with Aristotle’s ethical ideas. I will begin by elucidating my major, Organizational behavior. Organizational Behavior (OB) is defined as the study of human behavior in the workplace, of the interaction between people with the organization, and the organization itself (DuBrin, 2016, pp.3). 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