Legal Problems Essay Example | Topics and Well Written Essays - 1000 words

Legal Problems - Essay Example The major issue which arises is therefore, negligence on the part of Kowloon Bank and whether they had a duty of care towards Lester and their employees. The salient principles of tort law establishing injury and harm to plaintiffs have been derived on the basis of judgments which have been set out in various cases such as Donaghue v Stevenson1, Anns v Merton Borough London Council2, Murphy v Brentwood DC3 and Caparo v Dickman4, which form the basis for the duty of care that forms the foundation of tort law. All of the above cases have established the â€Å"good neighbour† principle, wherein a person owes another a duty of care and this would especially be the case with employees having a duty of care towards their employees. The prevailing standard for medical negligence has been established in the case of Bolam5, i.e, the question of whether negligence has occurred must be assessed based upon whether a body of medical staff finds negligence to have occurred. McNorrie argues that the standards established in Bolam were bad in principle.6 He cites the case of Cavanagh v Ulster Weaving Co Ltd7 where employers were held to be liable for not taking good care of their employees. It must be noted at the outset that Lester had a disability and would have been responsible for equipping himself with necessary aids, such as a crutch in moving around the premises of the bank. Alternatively, he could have also requested such aids from the bank to enhance his mobility. The bank itself did all it could, i.e, providing him an ergonomic chair, etc. On the issue of not putting up signs that the floor was wet, the person liable would be the individual employee/cleaner who failed to post signs to state that the floor was wet, rather than the bank itself. Secondly, the magnitude of Lester’s injuries might not wholly have been caused by the wet floor, because he was already disabled with a limp. Secondly, the delays which occurred were mainly because of the

The Tellâ€Tale Heart Essay Example for Free

The Tell–Tale Heart Essay Although the narrator in â€Å"The Tell–Tale Heart† insists that he is not insane, I believe that he is insane. The madman hears unrealistic sounds. Moreover, he murders an old man with nonsensical reason. The narrator kills the old man because the old man’s eye frightens him. As the narrator says, â€Å"One of his eyes resembled that of a vulture a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye forever. † This conveys that the narrator decides to kill the old man because he does not like the old man’s eye. Sane people do not kill others without an appropriate reason. The narrator, on the other hand, kills the old man with an inappropriate reason, thus proving his madness. The narrator hears sounds that sane people do not hear. In paragraph 1 sentence 3, the narrator says, â€Å"I heard all things in the heaven and in the earth. I heard many things in hell.† Later, after he kills the old man, while he sits with the police who had come to the old man’s house because of a suspicious noise, the narrator says, â€Å"My head ached, and I fancied a ringing in my ears; but still they sat, and still chatted.† He hears delusionary sound of the dead old man’s beating heart. These tell me that he is insane because he hears what sane people do not hear. He says he hears a sound of the thing that is not real. In conclusion, I believe the narrator is definitely mentally ill. He murders the old man with thoughtless reason. He hears auditory hallucinations which the sane do not hear. Although the narrator does not believe he is insane, his actions and expressions in the Tell-Tale Heart are proves that he is completely insane.

The Moon is Down :: essays research papers

Throughout known history the system of democracy seems to be the most just, the most logical and the fairest of all ruling systems. Its ability to adjust to changing times is only one reason for its perseverance. In John Steinbeck’s The Moon is Down, this durability is displayed through the townspeople led by Mayor Orden, under the oppressive heels of their conquerors.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most obvious examples of democracy’s endurance is the resistance displayed by the townspeople against their invaders. The oppression and invasion of the conquerors arouse, instead of crush, the desire in the defeated for freedom. These people, who have lived with the idea of a free rule of democracy, refuse to be chained down under the oppressive rule of the conquerors. It is for this reason that they strike back at their invaders. As said by Mayor Orden to Colonel Lanser of the aggressors, â€Å" ‘The people don’t like to be conquered, sir, and so they will not be. Free men cannot start a war, but once it is started, they can fight on in defeat. Herd men, followers of a leader, cannot do that, and so it is always the herd men who win battles and the free men who win wars.’ † [pp. 185-186] Thus, it is because of their freedom that people believing in the free rule of democracy do not let down and die when conquered, do not accept their being robbed of their rights, and fight against what is unjustly done to them.   Ã‚  Ã‚  Ã‚  Ã‚  The townspeople fight on again, perhaps with even more resolve, after the execution of Alex Morden, instead of their spirits being crushed, as was the intent. The entire purpose of Alex Morden’s public execution was to dissuade potential upstarts, but the result was the exact opposite of what was desired. The public display only empowered the townspeople’s resolve to fight back. To put it in Mayor Orden’s words, â€Å" ‘Our people are invaded, but I don’t think they’re conquered.’ † [p 139] Consequently, these people refuse to be put down, and, when faced with situations like Alex’s death, are not deterred but continue on with strengthened resolve.   Ã‚  Ã‚  Ã‚  Ã‚  While resistance is one aspect of democracy’s endurance, determination is another powerful ability it has, as it is shown in the Anders boys’ escape to Britain for help. Because of their overwhelming desire for freedom, the townspeople were willing to, and did, try anything possible to rebel against their invaders.

Child Study Paper Essay

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoe’s personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Perspectives: US and Iraq Essay

Globalization has paved the way for technology to thrive. Economic growth is rooted in a country’s ability to expand on technologies that would productively utilize its resources. As a catalyst for capitalism, technology has often been used as a benchmark for nations to determine their status of development. Among the developed countries, the United States of America (USA) is one of the leading industrial powers of the modern world. Its contributions to the scientific community have improved the lives of millions of people due to their open economy and democratic identity. However, for most Arab countries like Iraq, technological advancement is a struggle since the interplay of religion and culture in its political history has slowed down its economic progress. This paper aims to offer an insight into the glaring differences of technological advancement from the perspective of a developed and developing country. The USA is flowing with scientific innovations that cater to the different needs and wants of each individual. This is due to the fact that its educational system fosters creativity and encourages competition as scientific projects and programs are supported by both the public and the private sectors. Since it is a country that flourishes in an open economy, the government is able to allocate the country’s resources to fund projects/programs that it deems necessary to maintain the status quo. With regard to Iraq, its violent history under a tyrannical ruler has hampered its progress in the realm of technology. While it is one of the oil producing countries, advances made towards scientific innovations were slim to none. Its previous government under the late Saddam Hussein had control over most of the telecommunication systems as well as transportation and electricity so citizens were deprived of such amenities. The education system is also inadequate as the country struggles to deal with the on-going war on terror after the fall of Hussein’s regime. At present, the Iraqi government is renovating its local and foreign policies to incorporate the expansion of Science and Technology into their development plan. The government is currently in an agreement with the UN Conference on Trade and Development (UNCTAD) on a development strategy that would support scientific innovations for institutions and businesses. In addition, an education plan was also created in the hopes of expanding the scope of science-driven educational institutions within the community as well as strengthening the workforce. The plan also supports student exchange programs with Universities from top schools in developed countries. The government has also opened its doors to foreign support in advancing knowledge in the field of Information Technology, Medical and Electricity. Conclusion: In all aspects of life, the use of technology is inevitable. Regardless of whether a country is considered developed or developing, technology will always be the driving force that propels a country to succeed in their aspirations for economic progress.

King Cobra Snake Facts

King Cobra Snake Facts The king cobra (Ophiophagus hannah) is a snake known for its deadly venom and impressive size. Its not truly a cobra (genus Naja), although both species belong to the famiy Elapidae, which includes venomous cobras, sea snakes, kraits, mambas, and adders. Its genus name, Ophiophagus, means snake eater. It is the king because it eats other snakes. Fast Facts: King Cobra Scientific Name: Ophiophagus hannahCommon Names: King cobra, hamadryadBasic Animal Group: ReptileSize: 10-13 feetWeight: 13 poundsLifespan: 20 yearsDiet: CarnivoreHabitat: India and Southeast AsiaPopulation: DecreasingConservation Status: Vulnerable Description The king cobra is the worlds longest venomous snake. Adults typically measure 10.4 to 13.1 feet in length, but one individual measured 19.2 feet. King cobras are dimorphic in size with males larger than females (the reverse of most snake species). The average adult of either sex weighs about 13 pounds, with the heaviest recorded individual weighing 28 pounds. The snake is brown or deep olive green with black and either yellow or white crossbands. Its belly is cream-colored or yellow. King cobras can be distinguished from true cobras by its two large scales on the top back of the head and chevron neck stripes instead of eyes. A king cobra may be identified by the two scales on the back of its head and the chevron pattern on the back of its neck. gaiamoments, Getty Images Habitat and Distribution King cobras live in India, Southeast Asia, and southern East Asia. The snake prefers forests near lakes or streams. Diet and Behavior A king cobra hunts using its eyes and tongue. Because it relies on keen eyesight, it is most active during the daytime. The snakes forked tongue senses vibration and transfers chemical information to the Jacobsons organ in the snakes mouth so it can smell/taste its surroundings. King cobras primarily eat other snakes, but will take lizards, rodents, and birds if necessary. When the snake is threatened, it tries to escape. If cornered, it rears its head and the top third of its body, extends its hood, and hisses. A king cobras hiss is lower in frequency than that of most snakes and sounds like a growl. Cobras in threat posture can still move forward and may deliver multiple bites in a single strike. Reproduction and Offspring King cobras breed between January and April. Males wrestle each other to compete for females. After mating, the female lays between 21 and 40 leathery white eggs. She pushes leaves into a pile over the nest so that decomposition provides heat to incubate the eggs. The male remains close to the nest to help guard it, while the female stays with the eggs. While normally not aggressive, cobras readily defend their nests. The eggs hatch in autumn. Juveniles are black with yellow bands, resembling a banded sea krait. Adults leave the nest after the eggs hatch, but may mate for life. The average life span of a king cobra is 20 years. A baby king cobra hatches from its egg. R. Andrew Odum, Getty Images Conservation Status The IUCN classifies the king cobra conservation status as vulnerable. While its difficult to gauge the number of remaining snakes, the population is decreasing in size. King cobras are threatened by habitat loss from deforestation and are heavily harvested for skin, meat, traditional medicine, and the exotic pet trade. As venomous snakes, cobras are often killed out of fear. King Cobras and Humans King cobras are well known for use by snake charmers. Cobra bites are extremely rare, but most cases of bites involve snake charmers. King cobra venom is neurotoxic, plus it contains digestive enzymes. The venom can kill a human within 30 minutes or even an adult elephant within a matter of hours. In humans, symptoms include severe pain and blurred vision which progresses to drowsiness, paralysis, and ultimately coma, cardiovascular collapse, and death from respiratory failure. Two types of antivenom are produced, but they are not widely available. Thai snake charmers drink a mixture of alcohol and turmeric. A 2012 clinical study verified turmeric confers significant resistance to cobra venom. The mortality rate for untreated cobra bites ranges from 50 to 60%, implying the snake only delivers venom about half the time it bites. Sources Capula, Massimo; Behler. Simon Schusters Guide to Reptiles and Amphibians of the World. New York: Simon Schuster, 1989. ISBN 0-671-69098-1.Chanhome, L., Cox, M.J., Vasaruchapong, T., Chaiyabutr, N. and Sitprija, V. Characterization of venomous snakes of Thailand. Asian Biomedicine 5 (3): 311–328, 2011.Mehrtens, J. Living Snakes of the World. New York: Sterling, 1987. ISBN 0-8069-6461-8.Stuart, B., Wogan, G., Grismer, L., Auliya, M., Inger, R.F., Lilley, R., Chan-Ard, T., Thy, N., Nguyen, T.Q., Srinivasulu, C. Jelić, D. Ophiophagus hannah. The IUCN Red List of Threatened Species 2012: e.T177540A1491874. doi:10.2305/IUCN.UK.2012-1.RLTS.T177540A1491874.enWood, G.L. The Guinness Book of Animal Facts and Feats. Sterling Publishing Co Inc., 1983 ISBN 978-0-85112-235-9.

Free Essays on The First Crusade And The Idea Of Crusading

The First Crusade, a Holy Expedition Peace and tranquility in the eastern Mediterranean seemed secure for years to come in or around the eleventh century, but little did anyone know what loomed on the horizon. Jonathan Riley-Smith, a professor and specialist in ecclesiastical history at the University of Cambridge depicts in detail the holy war fought on Christ’s behalf in an attempt to liberate the people and the baptized members of the churches under Muslim rule, as well as the liberation of a place, that place being Jerusalem. The word crusade, which is derived from the Latin word crux, or cross, is in reference to the crusaders who were motivated by God, and in turn accepted the vow proposed by Urban II by bearing the cross on their skin or sewn onto their clothing in show of faith to the man they all believed in, Christ. At a gathering in Clermont, France in November of 1095, Pope Urban II preached the Crusade, known throughout France as the via Dei or way of God, to a mostly clerical assembly. It is made apparent to the reader that this concept of divine war for Christ introduced by Urban II, was not the first time a proposition like this had arisen. In fact, Pope Gregory VII sought to control this very same movement in 1074 by calling for the milities Christi, or knights of Christ to go to the aide of the Byzantine Empire. According to Riley-Smith, there was no apparent difference between the movement proposed by Pope Gregory VII and Urban II; accept the fact that it was now popular, twenty years later. The council in Clermont inspired the churchmen that were present, but in using a false sense of imagery, Pope Urban II essentially put these men in danger by presenting a very intricate set of ideas, in fundamentally simple terms. Nonetheless, it is said that the first bands of crusaders, mostly unskilled peasants and women left in the spring of 1096, before the order of Urban II, which was said to be on the Feast... Free Essays on The First Crusade And The Idea Of Crusading Free Essays on The First Crusade And The Idea Of Crusading The First Crusade, a Holy Expedition Peace and tranquility in the eastern Mediterranean seemed secure for years to come in or around the eleventh century, but little did anyone know what loomed on the horizon. Jonathan Riley-Smith, a professor and specialist in ecclesiastical history at the University of Cambridge depicts in detail the holy war fought on Christ’s behalf in an attempt to liberate the people and the baptized members of the churches under Muslim rule, as well as the liberation of a place, that place being Jerusalem. The word crusade, which is derived from the Latin word crux, or cross, is in reference to the crusaders who were motivated by God, and in turn accepted the vow proposed by Urban II by bearing the cross on their skin or sewn onto their clothing in show of faith to the man they all believed in, Christ. At a gathering in Clermont, France in November of 1095, Pope Urban II preached the Crusade, known throughout France as the via Dei or way of God, to a mostly clerical assembly. It is made apparent to the reader that this concept of divine war for Christ introduced by Urban II, was not the first time a proposition like this had arisen. In fact, Pope Gregory VII sought to control this very same movement in 1074 by calling for the milities Christi, or knights of Christ to go to the aide of the Byzantine Empire. According to Riley-Smith, there was no apparent difference between the movement proposed by Pope Gregory VII and Urban II; accept the fact that it was now popular, twenty years later. The council in Clermont inspired the churchmen that were present, but in using a false sense of imagery, Pope Urban II essentially put these men in danger by presenting a very intricate set of ideas, in fundamentally simple terms. Nonetheless, it is said that the first bands of crusaders, mostly unskilled peasants and women left in the spring of 1096, before the order of Urban II, which was said to be on the Feast...