The Lost Duke of Wyndham Chapter Seventeen

Five days later, at sea This was not the first time Jack had crossed the Irish Sea. It was not even the second or the third. He wondered if the unease would ever leave him, if he would someday be able to look down at the dark, swirling waters below and not think of his father slipping beneath the surface, meeting his death. Even before he had met the Cavendishes, when his father was just a wispy figment in his mind, he'd disliked this crossing. And yet here he stood. At the railing. He could not seem to help himself. He could not be on the water and not look out. Out, and then down. It was a gentle voyage this time, although that did little to comfort him. It was not that he feared for his own safety. It was just that it all felt so morbid, skimming atop his father's grave. He wanted it done. He wanted to be back on land. Even, he supposed, if that land was Ireland. The last time he'd been home†¦ Jack pinched his lips together, and then he pinched his eyes shut. The last time he had been home was to bring back Arthur's body. It was the hardest thing he'd ever done. Not just because his heart had broken anew with every mile, and not even because he'd dreaded his arrival at home. How could he face his aunt and uncle, delivering to them their dead son? As if all that hadn't been enough, it was damned hard to move a body from France to England to Ireland. He'd had to find a coffin, which was surprisingly difficult in the middle of a war. â€Å"Supply and demand,† one of his friends told him after their first unsuccessful attempt to obtain a coffin. There were a lot of dead bodies strewn about. Coffins were the ultimate luxury on a battlefield. But he had persisted, and he'd followed to the letter the directions he'd been given by the undertaker, filling the wooden coffin with sawdust and sealing it with tar. Even then the smell eventually seeped through, and by the time he reached Ireland, no driver would take the cargo. He'd had to buy his own wagon to get his cousin home. The journey had disrupted his own life, too. The army refused his request to be allowed to move the body, and he was forced to sell off his commission. It was a small price to pay, to be able to do this one last service for his family. But it had meant that he'd had to leave a position for which he was – finally – a perfect fit. School had been a misery, failure after failure. He'd muddled through, mostly with help from Arthur, who, seeing his struggles, had come quietly to his aid. But university – good God, he still could not believe he'd been encouraged to go. He had known it would be a disaster, but Portora Royal boys went on to university. It was as simple as that. But Arthur was a year behind, and without him, Jack didn't have a prayer. Failure would have been too mortifying, so he got himself booted out. Not that it took much imagination to find ways to behave in a manner unbecoming of a Trinity College student. He had returned home, supposedly in disgrace, and it was decided that he might do well in the army. So off he went. It had been a perfect fit. Finally, a place he could succeed and thrive without books and papers and quills. It wasn't that he was unintelligent. It was just that he hated books and papers and quills. They gave him a headache. But that was all over, and now here he was, on his way back to Ireland for the first time since Arthur's funeral service, and he might be the Duke of Wyndham, which would ensure him a bloody lifetime of books and papers and quills. And headaches. He glanced off to his left and saw Thomas standing by the bow with Amelia. He was pointing toward something – probably a bird, since Jack could not see anything else of interest. Amelia was smiling, perhaps not broadly, but enough at least to ease some of the guilt Jack was feeling about the scene back at Belgrave when he had refused to marry her. It wasn't as if he could have done anything else. Did they really think he would roll over and say, Oh, yes, give me anyone! I'll just show up at the church and be grateful. Not that there was anything wrong with Lady Amelia. In fact, one could (and probably would) do much worse, if one were to be forced into marriage. And if he hadn't met Grace†¦ He might have been willing to do it. He heard someone approaching, and when he turned, there she was, as if summoned by his thoughts. She'd left off her bonnet, and her dark hair was ruffling in the breeze. â€Å"It's very pleasant out here,† she said, leaning against the railing next to him. He nodded. He had not seen much of her on the voyage. The dowager had elected to remain in her cabin, and Grace was required to attend to her. She did not complain, of course. She never complained, and in truth, he supposed she did not have reason to do so. It was her job, after all, to remain by the dowager's side. Still, he could not imagine a less palatable position. And he knew he could never have lasted in the post. Soon, he thought. Soon she would be free. They would be married, and Grace would never have to even see the dowager again if that was her desire. Jack did not care if the old bat was his grandmother. She was unkind, selfish, and he had no intention of exchanging another word with her once this was all through. If he turned out to be the duke, he would damn well buy that farm in the Outer Hebrides and send her packing. And if he wasn't, he planned to take Grace by the hand, lead her from Belgrave and never look back. It was a rather happy dream, to tell the truth. Grace looked down, watching the water. â€Å"Isn't it strange,† she mused, â€Å"how quickly it seems to move by.† Jack glanced up at the sail. â€Å"It is a good wind.† â€Å"I know. It makes perfect sense, of course.† She looked up and smiled. â€Å"It is just that I have never been on a boat before.† â€Å"Never?† It did seem difficult to imagine. She shook her head. â€Å"Not like this. My parents took me out rowing on a lake once, but that was just for merry.† She looked back down. â€Å"I have never seen water rushing by like this. It makes me wish I could lean down and dip my fingers in.† â€Å"It's cold,† Jack said. â€Å"Well, yes, of course.† She leaned out, her throat arching as she seemed to catch the wind on her face. â€Å"But I'd still like to touch it.† He shrugged. He ought to be more voluble, especially with her, but he thought he could see the first hint of land on the horizon, and his belly was clenching and twisting. â€Å"Are you all right?† Grace asked. â€Å"I'm fine.† â€Å"You look a bit green. Are you seasick?† He wished. He never got seasick. He was landsick. He didn't want to go back. He'd woken up in the middle of the night, stuck down in his small berth, clammy with sweat. He had to go back. He knew he did. But that didn't mean a very large part of him didn't want to turn coward and flee. He heard Grace's breath catch, and when he looked at her, she was pointing out, her face alight with excitement. It was quite possibly the most beautiful thing he'd ever seen. â€Å"Is that Dublin?† she asked. â€Å"Over there?† He nodded. â€Å"The port. The town proper is a bit farther in.† She craned her neck, which would have been amusing had he not been in such a wretched mood. There was no way she could have seen anything from this distance. â€Å"I've heard it is a charming city,† she said. â€Å"There is much to entertain.† â€Å"It's a pity. I don't expect we shall be spending much time there.† â€Å"No. The dowager is eager to be on her way.† â€Å"Aren't you?† she asked. At that, he took a breath and rubbed his eyes. He was tired, and he was nervous, and it felt as if he was being delivered to his downfall. â€Å"No,† he said. â€Å"To be honest, I'd be quite happy to stay right here, on this boat, at this railing, for the rest of my life.† Grace turned to him with somber eyes. â€Å"With you,† he said softly. â€Å"Here at this railing, with you.† He looked back out. The port of Dublin was more than a speck on the horizon now. Soon he would be able to make out buildings and ships. Off to his left he could hear Thomas and Amelia chatting. They were pointing out over the water, too, watching the port as it seemed to grow before their eyes. Jack swallowed. The knot in his stomach was growing as well. Good God, it was almost funny. Here he was, back in Ireland, forced to face his family, whom he'd failed so many years before. And if that weren't bad enough, he could very well find himself named the Duke of Wyndham, a position for which he was uniquely unqualified. And then, because no injury should ever be without insult, he had to do it all in the company of the dowager. He wanted to laugh. It was funny. It had to be funny. If it wasn't funny, then he'd have to bloody well go and cry. But he couldn't seem to laugh. He looked out at Dublin, looming larger in the distance. It was too late for laughter. Several hours later, at the Queen's Arms, Dublin â€Å"It is not too late!† â€Å"Ma'am,† Grace said, trying to be as calm and soothing as she could, â€Å"it is past seven. We are all tired and hungry, and the roads are dark and unknown to us.† â€Å"Not to him,† the dowager snapped, jerking her head toward Jack. â€Å"I am tired and hungry,† Jack snapped right back, â€Å"and thanks to you, I no longer travel the roads by moonlight.† Grace bit her lip. They had been traveling over three days now, and one could almost chart the progress of their journey by the shortness of his temper. Every mile that brought them closer to Ireland had taken a notch out of his patience. He'd grown silent and withdrawn, so wholly unlike the man she knew. The man she'd fallen in love with. They had reached the port of Dublin in the late afternoon, but by the time they collected their belongings and made their way into town, it was nearly time for supper. Grace had not eaten much on the sea journey, and now that she was back to standing on surfaces that did not pitch and roll beneath her, she was famished. The last thing she wanted was to press on toward Butlersbridge, the small village in County Cavan where Jack had grown up. But the dowager was being her argumentative self, so they were standing in the front room of the inn, all six of them, while she attempted to dictate the speed and direction of their journey. â€Å"Don't you wish to have this matter settled, once and for all?† the dowager demanded of Jack. â€Å"Not really,† was his insolent response. â€Å"Certainly not as much as I want a slice of shepherd's pie and a tankard of ale.† Jack turned to the rest of them, and Grace ached at the expression in his eyes. He was haunted. But by what, she could not guess. What demons awaited him here? Why had he gone so long between visits? He'd told her he had a lovely childhood, that he adored his adoptive family and would not have traded them for the world. Didn't everyone wish for that? Didn't he want to go home? Didn't he understand how lucky he was to have a home to return to? Grace would have given anything for that. â€Å"Miss Eversleigh,† Jack said, with a courteous nod. â€Å"Lady Amelia.† The two ladies bobbed their curtsies as he departed. â€Å"I do believe he has the right idea of it,† Thomas murmured. â€Å"Supper sounds infinitely more appealing than a night on the roads.† The dowager whipped her head toward him and glared. â€Å"Not,† he said with an extremely dry look, â€Å"that I am attempting to delay the inevitable. Even soon-to-be-dispossessed dukes get hungry.† Lord Crowland laughed aloud at that. â€Å"He has you there, Augusta,† he said jovially, and wandered off to the taproom. â€Å"I shall take my supper in my room,† the dowager announced. Her tone was defiant, as if she expected someone to protest, but of course, no one did. â€Å"Miss Eversleigh,† she barked, â€Å"you may attend to me.† Grace sighed wearily and started to follow. â€Å"No,† Thomas said. The dowager froze. â€Å"No?† she echoed, all ice. Grace turned and looked at Thomas. What could he mean? There had been nothing unusual about the dowager's order. Grace was her companion. This was exactly the sort of thing she had been hired to do. But Thomas stared down his grandmother, a tiny, subversive smile tugging at the corners of his mouth. â€Å"Grace will dine with us. In the dining room.† â€Å"She is my companion,† the dowager hissed. â€Å"Not anymore.† Grace held her breath as she watched the exchange. Matters between Thomas and his grandmother were never cordial, but this seemed to go quite beyond the usual. Thomas almost appeared to be enjoying himself. â€Å"As I have not yet been removed from my position,† he said, speaking slowly, clearly savoring each word, â€Å"I took the liberty of making a few last minute provisions.† â€Å"What the devil are you talking about?† the dowager demanded. â€Å"Grace,† Thomas said, turning to her with friendship and memories in his eyes, â€Å"you are officially relieved of your duties to my grandmother. When you return home, you will find a cottage deeded in your name, along with funds enough to provide an income for the rest of your life.† â€Å"Are you mad?† the dowager sputtered. Grace just stared at him in shock. â€Å"I should have done it long ago,† he said. â€Å"I was too selfish. I couldn't bear the thought of living with her† – he jerked his head toward his grandmother – â€Å"without you there to act as a buffer.† â€Å"I don't know what to say,† she whispered. â€Å"Normally, I'd advise ‘thank you,' but as I am the one thanking you, a mere ‘You are a prince among men' would suffice.† Grace managed a wobbly smile and whispered, â€Å"You are a prince among men.† â€Å"It is always lovely to hear it,† Thomas said. â€Å"Now, would you care to join the rest of us for supper?† Grace turned toward the dowager, who was red-faced with rage. â€Å"You grasping little whore,† she spat. â€Å"Do you think I don't know what you are? Do you think I would allow you in my home again?† Grace stared at her in calm shock, then said, â€Å"I was about to say that I would offer you my assistance for the rest of the journey, since I would never dream of leaving a post without giving proper and courteous notice, but I believe I have reconsidered.† She turned to Amelia, holding her hands carefully at her sides. She was shaking. She was not sure if it was from shock or delight, but she was shaking. â€Å"May I share your room this evening?† she asked Amelia. Because certainly she was not going to remain with the dowager. â€Å"Of course,† Amelia replied promptly. She linked her arm through Grace's. â€Å"Let us have some supper.† It was, Grace later decided, the finest shepherd's pie she'd ever tasted. Several hours later, Grace was up in her room staring out the window while Amelia slept. Grace had tried to go to sleep, but her mind was still all abuzz over Thomas's astounding act of generosity. Plus, she wondered where Jack had gone off to – he'd not been in the dining room when she and Thomas and Amelia arrived, and no one seemed to know what had happened to him. Plus plus, Amelia snored. Grace rather enjoyed the view of Dublin below. They were not in the city center, but the street was busy enough, with local folk going about their business, and plenty of travelers on their way into or out of the port. It was strange, this newfound sense of freedom. She still could not believe that she was here, sharing a bed with Amelia and not curled up on an uncomfortable chair at the dowager's bedside. Supper had been a merry affair. Thomas was in remarkably good spirits, all things considered. He had not said anything more of his generous gift, but Grace knew why he'd done it. If Jack was found to be the true duke – and Thomas was convinced this would be the case – then she could not remain at Belgrave. To have her heart broken anew, every day for the rest of her life – that, she could not bear. Thomas knew that she'd fallen in love with Jack. She had not said so, not expressly, but he knew her well. He had to know. For him to act with such generosity, when she'd gone and fallen in love with the man who might very well be the cause of his downfall – It brought tears to her eyes every time she thought of it. And so now she was independent. An independent woman! She liked the sound of that. She would sleep until noon every day. She would read books. She would wallow in the sheer laziness of it all, at least for a few months, and then find something constructive to do with her time. A charity, perhaps. Or maybe she would learn to paint watercolors. It sounded decadent. It sounded perfect. And lonely. No, she decided firmly, she would find friends. She had many friends in the district. She was glad she would not be leaving Lincolnshire, even if it did mean that she might occasionally cross paths with Jack. Lincolnshire was home. She knew everyone, and they knew her, and her reputation would not be questioned, even if she did set up her own home. She would be able to live in peace and respectability. It would be a good thing. But lonely. No. Not lonely. She would have funds. She could go visit Elizabeth, who would be married to her earl in the South. She could join one of those women's clubs her mother had so adored. They'd met every Tuesday afternoon, claiming they were there to discuss art and literature and the news of the day, but when the meetings were held at Sillsby, Grace had heard far too much laughter for those topics. She would not be lonely. She refused to be lonely. She looked back at Amelia, snoring away on the bed. Poor thing. Grace had often envied the Willoughby girls their secure places in society. They were daughters of an earl, with impeccable bloodlines and generous dowries. It was odd, really, that her future should now be so well-defined while Amelia's was so murky. But she had come to realize that Amelia was no more in control of her own fate than she herself had been. Her father had chosen her husband before she could even speak, before he knew who she was, what she was like. How could he know, looking upon an infant of less than one year, whether she would be suited for life as a duchess? All of her life, Amelia had been stuck, waiting for Thomas to get around to marrying her. And even if she did not end up marrying either of the two Dukes of Wyndham, she'd still find herself obliged to follow her father's dictates. Grace was turning back toward the window when she heard a noise in the hall. Footsteps, she decided. Male. And because she could not help herself, she hurried to her door, opened it a crack, and peered out. Jack. He looked rumpled and tired and achingly heartsick. He was squinting in the dark, trying to figure out which room was his. Grace-the-companion might have retreated back into her room, but Grace-the-woman-of-independent-means was somewhat more daring, and she stepped out, whispering his name. He looked up. His eyes flared, and Grace belatedly remembered that she was still in her nightgown. It was nothing remotely risque; in fact, she was far more covered than she would have been in an evening dress. Still, she hugged her arms to her body as she moved forward. â€Å"Where have you been?† she whispered. He shrugged. â€Å"Out and about. Visiting old haunts.† Something about his voice was unsettling. â€Å"Really?† she asked. â€Å"No.† He looked at her, then rubbed his eyes. â€Å"I was across the street. Having my shepherd's pie.† She smiled. â€Å"And your pint of ale?† â€Å"Two, actually.† He smiled then, a sheepish, boyish thing that tried to banish the exhaustion from his face. â€Å"I missed it.† â€Å"Irish ale?† â€Å"The English stuff is pig swill by comparison.† Grace felt herself warming inside. There was humor in his eyes, the first she'd seen in days. And it was strange – she'd thought it would be torture to be near him, to be with him and hear his voice and see his smile. But all she felt now was happiness. And relief. She could not bear it when he was so unhappy. She needed for him to be him. Even if he could not be hers. â€Å"You should not be out here like this,† he said. â€Å"No.† She shook her head but did not move. He grimaced and looked down at his key. â€Å"I cannot find my room.† Grace took the key from him and peered at it. â€Å"Fourteen,† she said. She looked up. â€Å"The light is dim.† He nodded. â€Å"It is that way,† she told him, pointing down the hall. â€Å"I passed it on the way in.† â€Å"Is your room acceptable?† he asked. â€Å"Large enough for both you and the dowager?† Grace gasped. He did not know. She'd completely forgotten. He had already left when Thomas gave her the cottage. â€Å"I'm not with the dowager,† she said, unable to conceal all of her excitement. â€Å"I – â€Å" â€Å"Someone's coming,† he whispered harshly, and indeed, she heard voices and footsteps on the stairs. He started to steer her back to her room. â€Å"No, I can't.† She dug in her heels. â€Å"Amelia is there.† â€Å"Amelia? Why would she – † He muttered something under his breath and then yanked her along with him down the hall. Into Room 14.

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Hydrology; Cleanup Surfactant - Research Paper Example The residual organic liquid facilitates for an aquifer contamination. This takes place as water dissolves in the soil to join the rest of the ground water (Brusseau et al., 2009). It is hence evident that the contaminants are stored in the soil. In other words soil is also contaminated. It had been long believed that pump and treat methods were helpful in cleaning up contaminated soil. However, it has been discovered that these methods are neither economical nor effective means of recuperating residual NAPL from the contaminated aquifers. The inefficiency is attributed to low aqueous solubility of most NAPL as well as large interracial tension that exist between NAPL and groundwater. These aspects prevent displacement of residual NAPL globules at realistic pumping velocities. Aqueous surfactant solutions have instead been approved as the best criteria of removing NAPL from the contaminated aquifers (McCray et al., 2001). BioSolve and PetroSolve are examples of the aqueous surfactant solutions used in cleaning up soil in the world today. Various aspects are linked to these products which imply why these products are recommendable in the clean-up process as the document discusses. There are two main reasons why aqueous surfactants are recommendable in soil clean-up process. One of the reasons is that they tend to increase the superficial solubility of NAPLs. Secondly, they reduce interracial tension available between organic and aqueous phases. These phases help in inducing the mobilization of the residual organic liquids. The BioSolve and PetroSolve surfactants cleanup facilitate the removal of deposited and sorbed polychlorinated biphenyls (PCBs), the diesel fuels from the soil as well as the polycyclic aromatic hydrocarbons (PAHs). These techniques have succeeded as a result of critical micelle concentration. This aspect dramatically enhances the aqueous solubility of the hydrophobic organic compounds (Carroll & Brusseau, 2009). BioSolve can be

Decision Making Paper Essay Example | Topics and Well Written Essays - 1500 words

Decision Making Paper - Essay Example As people age, their roles in life become diverse and more choices and decisions have to be made in the light of day-to-day endeavors and pursuits. It is in this regard that this paper is written to present a significant decision-making scenario recently undertaken at Exxon Mobile Security in my capacity as Shift Sergeant for the Security Department. The steps involved in the decision making process would be assessed in terms of its applicability to the scenario at hand. The decision, per se, would be critiqued in terms of its strengths and weaknesses. Other factors, such as the participation of supervisors, co-workers, and/or employees in the decision-making process would be assessed. Finally, an evaluation of any dissonance that possibly emerged from the decision making process would also be identified. Different studies present varying models of a typical decision-making process depending on their perspectives. Some models follow eight steps, others five. For purposes of making intuitive choices, I structurally follow six steps in decision making. The six steps of this natural, intuitive decision-making process, according to Ethics Resource Center (2009) are: â€Å"Step 1: Define the problem; Step 2: Identify available alternative solutions to the problem; Step 3: Evaluate the identified alternatives; Step 4: Make the decision; Step 5: Implement the Decision; and Step 6: Evaluate the decision†. Initially, I was faced with a situation where one of my subordinates, a security personnel, who was scheduled for regular work on a 10:00 PM to 6:00 AM slot, requested for a change in schedule due to emergency reasons. His wife called in early at 8:00 AM and informed the appropriate channels that the security personnel had to undergo immediate surgery for appendectomy. Therefore, he would be on emergency leave for five days. I was immediately informed of the situation and

European Union Law Essay Example | Topics and Well Written Essays - 2000 words

European Union Law - Essay Example On concern is the manner at which the individuals are identified for their tasks and the level of professionalism upon which they execute these missions. Evaluation and Analysis Upon placing the whole idea under the international sporting arena, a series of issues raise for the concern. Such issues are developed along the regions of concern, such as the accountability crisis, the aspects of infringe of the international human rights, and the suitability of the firms. Such concerns are further magnified when the provisions of the charter for fundamental rights are considered. However, the development in the international sporting arena across various states of Europe has lead to the invoke of this model of security. A paramount concern towards the adoption of this measure is the violent based riots that broke out in the autumn of 2010 across various sporting destinations in Europe. The event indicated the existence of a major loophole on the ability of the private military and securit y companies in providing security in this model of assignments (Reg A6-0471/2006). Various issues of concern were developed while considering this option. Amongst them is the efficiency of the responsible firms in addressing such crisis. Also considered was the policy that sees the involvement of the police when the crisis gets out of control. However, the first issue still remains much prominent in the whole debate. Subsequently, the other side effects that may be associated to the deployment of these private security firms are also eminent (Zarate 1998). The enactment of the legislation that foresees the deployment of the Private Military and Security Companies in offering security services in international sporting arena, across member states of the European Union, has series of loopholes for consideration (Krahmann 2005). Amongst them is the concern over the training of the staff involved in the execution of the security measures. Reading from the findings of the report on autum n of 2010 riots, the manner in which the Private Military and Security Companies entrusted with security handled the matter leaves much to be desired. This is with regards to the numerous concerns on the violation of the international human rights as well as the provision of the charter of fundamental rights. Illegal detentions, as well as the utilization of uncouth tactics in the interrogation of the suspects were highly highlighted (Avant, 2005, p56) On this regard, it is vital to analyze the wave of mandate accredited to the Private Military and Security Companies. Chief focus is laid against issues such as the detention and he interrogation of the suspects. Focusing on the policy in exercise, the key objectives are nested on the containing of the violence, apparently referred to as hooliganism. This is achieved via the evaluation of the weakness in the current system and establishing methodologies of sealing the loopholes. However, the process deployed by the legislation from th e European Union seems to undermine the imperial threat that lead to the crisis in the initial consideration. This reflects on the capability and the potential of the private military and security companies in addressing security crisis of the magnitude experienced in 2010. In effort to address such loopholes, the proposed act seeks to establish a mutual co-relationship between the law enforcement

MIDTERM EXAM Essay Example | Topics and Well Written Essays - 1500 words

MIDTERM EXAM - Essay Example The framers of the Constitution, most notably James Madison advocated the interrelated and interdependent systems of values, political structures and political processes. These interconnected systems are the very essence of a democratic government which derives its authority from its people which consequently makes it a government by the people. With these, it likewise carries the responsibility of safeguarding liberty and the prevention of tyranny, which can be inferred in the Constitution itself. . When the Constitution speaks of values it refers to popular consent and personal liberty among others. The United States Constitution was passed to preserve individual liberties against the incursions by the government. This preservation of individual liberties is all enshrined to what is termed as the Bill of Rights. The Bill of Rights is the set of prescriptions setting forth the fundamental civil and political rights of the individual; similarly, it imposes limitations on the power of government as a means of securing the enjoyment of the aforesaid rights. The Bill of Rights is distinctively designed to preserve the ideals of liberty, equality and security. The Bill of Rights is enshrined in the first ten amendments to the Constitution. With respect to political structures, the United States Constitution provides for the Separation of Power and the s... This is such, for the reason that no one branch had enough power to dominate the other. These branches of government were independent of each other, but necessitated to cooperate with each other to govern. In the Federalist No. 51, Madison wrote "the great security against a gradual concentration of several powers in the same department consists in giving those who administer each department the necessary constitutional means and personal motives to resist encroachments of the others." And as such, the separation of power prevents a concentration of authority in one person or one group which might lead to an irreversible error or abuse in its exercise to the detriment of the democratic institution of the country. Such separation of powers is designed to secure actions, preclude over action, and prevent despotism and to achieve efficiency. On the other hand, the Principle of Checks and Balances is a system by which the Constitution provides each department certain powers by which it may definitely restrain the other branch form improvident action, which in so doing, maintains the balance among the branches of government and accordingly preserves the will of the sovereign as expressed in the constitution. Political Processes encompasses free and fair elections, majority rules and freedom of speech among others. The free and fair elections are manifested in the constitution wherein it is provided that as a republican government, it is incumbent upon the people to select their representatives who will make decisions for them. Election is a form of participation wherein people engage in political processes of shaping the government's authority. And it is through election

Learning Science, Mathematics and Technology with Children's Essay

Learning Science, Mathematics and Technology with Children's Engagement in Play - Essay Example It will be learned that Science, Math and Technology concepts and skills are acquired while children engage in play. Math and Science are all around. Children usually see numbers on television channels, telephones, their house numbers, on tag prices, etc. They may also witness their mothers in the kitchen as they cook following recipes that specify the measured ingredients. Science is likewise ever-present as they discover how things work, observe change in things, use their senses in learning about their world. Technology is likewise accessible to them. This is not limited to what most adults know about technology as electronic gadgets or computerized contraptions. Technology includes processes people use to solve a problem deliberately. Adults should respect how young children want to try their hand in working with technology (Mortlock, 2005). It is for the children to discover how technology will work for them and make tasks more convenient such as using cups or buckets in the san dbox to create more defined mounds of sand instead of just a hump they shape out of their hands. The following will discuss how science, math and technology interplay in the messy play of infants, sand play of toddlers and block play of pre-schoolers. These activities come naturally for children that they do not need any specific instructions from adults. Messy But Busy Babies† In the Stages of Cognitive Development of Piaget, children from 0 – 2 years of age belong to the Sensorimotor Stage. This period is characterized by interactions with the environment based on the child’s reception of sensory input and muscular reactions. The task of this period is to develop the concept of object permanence, the idea that objects exist even when they cannot be seen or heard. (Brewer, 2001). Infants are sensorial learners and they are awed by the possibilities of the objects around them. When they engage in messy play, they get to touch things and feel its textures, see the object up close so details may be inspected. They even get to smell or in most cases, taste objects because it is in their nature to learn about things by putting it in their mouths. Science is at work when they notice changes in things, such as when a drop of paint blots on the paper when an object passes on it. They also get to notice tracks or prints of objects such as car wheels or rollers when these make impressions with paint on paper. They learn math when they see the colors and shapes of the toys they play with and get to feel the dimensions of shapes when they touch these with their hands. They would know that circles have no angles and that squares have 4 sides. When they are handed things like sponges or small rubber stamps for printing, they realize that these may serve as technology to leave imprints when dipped in paint. Allowed to explore paints and things during messy play gives them several learning opportunities about how things work in the world and what they can do with these things to cause an effect such as rolling a plastic care over paint and seeing the tracks they can make from it. Curious Tykes in the Sandbox Toddlers continue to enjoy sensorial play and they love playing with open-ended materials such as sand and water. They learn many scientific concepts with sand. Pouring various amounts of water on sand creates different textures and this dictates how firm the sand will mold into the

Diversity in the Hiring Practices of LoneStar Landscaping Essay

Diversity in the Hiring Practices of LoneStar Landscaping - Essay Example There should be a variety of questions to ensure the evaluation of the candidate with respect to various criteria pertinent to various aspects of the job. Diversity among judges should be encouraged because it ensures rational judgment of the candidates’ skills. â€Å"Sometimes what we consider to be appropriate or desirable qualities in a candidate may reflect more about our personal preferences than about the skills needed to perform the job† (UCSF, n.d.). Diversity management are the â€Å"organizational goals, policies, and practices that are put into place in order to help such benefits be realized† (Pizam, 2005, p. 280). Erica and Andrew should ensure maximum provision and display of the ad in the location which is abundant in the desired pool of applicants (â€Å"Advertising TAMU Jobs†, 2010). Erica and Andrew should first do a preliminary study on the requirements of various communities and conduct an in-depth analysis of their linguistic needs. Erica and Andrew should get the ad published in many languages. It should be clearly stipulated in the ad that the company strictly prohibits any kind of racism against any sect, religion, gender, language or sexual inclination of the candidates. The ad should clearly indicate that individualistic needs of employees from different ethnic and religious backgrounds will be addressed as per the need of hour. What an ad projects plays a fundamental role in fulfilling its purpos e. Erica and Andrew should customize their ad so as to make it favorable to attract a diverse pool of applicants in terms of culture, language and religion. This can be achieved by making use of images that show unity among people from different backgrounds. One such image can be of members from different races holding hand in hand. Erica and Andrew should make the workplace modified so as to accommodate culturally diverse employees.

The decline of the Great Muslim Empires Essay Example for Free

The decline of the Great Muslim Empires Essay From the middle of the fifteenth century and up to the end of the eighteenth century three Great Muslim Empires had been dominating in the Islamic zone of then world: the Ottoman Empire in Asia Minor, the Mughal Empire in India, and the Safavid Empire in Persia, forming the most rapidly expanding forces in world affairs (Kennedy 1989). They all failed sooner or later due to the internal factors such as weakening of centralized political control, excessive enlargement of the territories, religious diversity, and rulers conservatism resulted in failure to implement the modern technologies (Kennedy 1989). The prevailing factors of their sunset were not the same for each of them, although there were several common ones. But the major contribution to the process of their decay was made by the outer world. Internal weaknesses were enough to wreck the Muslim empires, but each also failed to recognize the threat to their dominance posed by the rise of the West. By the beginning of the seventeenth century the main world communication routes didnt pass through the Middle East any more and the European states dominated at sea turning a profit from their advances in science and technology and successfully carrying out the gunpowder policy as well as promoting their trade on the territories earlier controlled by the Muslim empires (Wells 1933). To find the factors which led to the decline of the Great Mughals, the Safavid Dynasty, and the Ottoman Empire, while the Europeans went ahead, we should investigate their features, compare them and draw a conclusion.   Considering chronology of their decline, one can find a certain similarity – the period of extinction went along by the reign of a certain leader: the Ottomans fell apart after Suleyman the Lawgiver rule, the Safavids – by the end of Abbas Is reign, and the Mughals – after Aurangzers rule. The timing of collapse for the Ottoman, Safavid, and Mughal empires substantially differ. While the Ottoman state declined for the period of three centuries, the Safavids drop was much faster as well as those of the Great Mughals. The reason of rapid Safavids decay noticeably lied in the uselessness to defend from the neighboring Ottoman Empire in the seventeenth century resulted in complacence of the Safavid Shans, their growing corruption and decadence. The Mughal Empires fall is owed to heavy hand rule and aggressive East India Company trade policy. Ottoman rulers in turn had a very short–term policy unwilling to develop their territory as well as to invest in it and mercilessly exploiting land and peoples, they relied on continuous expansion for stability, and when the empire did not grow, it gradually collapsed (Hooker 1999). The Ottoman Empire was the long–lived one in comparison with the Mughals and the Safavid dynasty (a short–lived one). It reached its peak by 1600 under the reign of Suleyman the Magnificent and then has been gradually declined up to the end of the eighteenth century, but even survived through the First World War, and was disbanded in 1918. The Mughal Empire survived until 1857, it, as Phillip Myers affirmed, lasted upwards of 300 years, – until destroyed by the English in the present century, but in fact its rulers after 1803 were the pensioners of the East India Company (Myers 1902). As for the Safavids their demise after the reign of Abbas I was too prompt, and internal disorder plagued the empire which resulted in Afgans successful conquest of its capital Isfahan in 1722 (Hooker 1999). The Ottoman Turks†¦ were to falter, to turn inward, and to loose the chance of world domination†¦ To a certain extent it could be argued that this process was the natural consequence of earlier Turkish successes: the Ottoman army, however well administrated, might be able to maintain the lengthy frontiers, but could hardly expand farther without enormous cost in men and money (Kennedy 1989). The latter thought by Paul Kennedy could be referred not only to the Ottomans – it also determines one of the main economic reasons underlying the nature of Safavids and Mughals sunset. It is very expensive business to run an empire encompassing vast territory and one day such empire becomes too big to be successfully governed. The rapid expansion of the Muslim Empires spread their governments and military administrations too thin. The enormous expenses impoverished them and built up long–standing hostility among the people towards the lavish emperors. This subsequently led to the frequent rebellions and instability in the society in all three concerned empires (Hooker 1999). The lack of flexibility in attitude to the newer weaponry and resistance to any military technology that threatened the dominance of the Muslim Empires caused them to fall behind Western nations. Backwardness of Janissaries, their hereditary membership since 1637 resulted in transformation of Ottomans powerful army into a mob of cobblers and weavers. In case of the Mughals the most dramatic effect was taken by the recruitment of slave armies that finally became to dominate their hirers and govern independently. Similarly to them the Safavid Shan Tahmasp I begun introduction of converted slaves into military since the middle of the sixteenth century who later would acquire positions of influence under Shah Abbas I. But after conclusion of the treaty delimitating frontiers with the Ottomans in 1639 the army got peace and declined in size and quality (Kennedy 1989). During the seventeenth century all three empires showed the signs of weakening centralized political control. At the same time vast corruption among the bureaucracy and local aristocracy became evident. In the Safavid Empire which was a theocracy unlike the Ottoman and Mughal nations a new class of wealthy religious aristocrats owed everything to the state, but plundered it. Later sultans in the Ottoman Empire reduced to puppets dominated by Janissaries and viziers. Venality and corruption run through all level of bureaucracy. The last Mughal powerful emperor Aurangzeb decided to extend the territory under his control to the entire Indian subcontinent, and this campaign although being successful emptied his exchequer and increased his enemies. He faced rebellions in the north, and throughout the empire Islamic invaders, Hindu separatists and Sikh revolutionaries caused centralized political control to break down. Furthermore the rebellions in all three empires were excited over economic reasons: the heavy tax burden posed on peasants, alienation of the non–Muslim merchant classes in the Ottoman Empire; land seizures from Quizilbash landholders by the Safavid ruler Abbas I; a punitive tax on Hindu subjects re–imposed by the Mughal emperor Aurangzeb (Hooker 1999). Religious diversity also contributed to the Great Muslims decay, although not so much as the above mentioned factors. Without religious tolerance the empires got a great many internal enemies disposed to the rebellions. The complexity of religion issue interrupted also the further development of the Muslim Empires. For example, Paul Kennedy stated with respect to the Mughals, that the system was weak at the core. The sheer rigidity of Hindu religious taboos militated against modernization (Kennedy 1989). The crisis in the Muslim Empires deepened also due to the external factors. They all were based on land routes, not sea travel, and this enabled the Europeans to dominate in trade by sea after discovering African water route to India by the Portuguese explorers. Muslim monopoly of trade with Asia ended then which unsettled the Ottoman economy and led to the inflation there. Although the English occasionally traded through Persia, the Safavids economy was weakened as well by the general loss of trade. Since the seventeenth century the trade routes in the world went through the oceans, which let the Europeans to have a great advantage controlling the trade by sea with India and the Far East. Having no seafaring skills, the Muslim Empires failed to resist to such domination, and they were to be reconciled with the presence of the Europeans in their cities (Wells 1933). In conclusion, the immense Muslim Empires were doomed to lose to the Europeans who advanced in science and technology, removed one of the sources of profit for the Muslim merchants having discovered new trade sea routes, and rose powerful nation–states able to gain territories not only due to gunpowder policy, but as the result of successful economic invasion. The Western Europeans, and particularly the Dutch, the Scandinavians, the Spanish, the Portuguese, the French and the British were extending the area of their struggles across the seas of all the world†¦ Great innovation, the ocean–going sailing ship, was inexorably extending the range of European experience to the further most limits of salt–water (Wells 1933). Bibliography Hooker, Richard. World Civilizations. Islam. Washington State University Web Site. 1999. http://www.wsu.edu:8080/~dee/MODULES.HTM Kennedy, Paul. The Rise and Fall of the Great Powers. London: Fontana Press. 1989. Pp. 10–16. Myers, Phillip V. N. A General History for Colleges and High Schools. Boston, U.S.A., and London: CINN Company Publishers. 1902. Pp. 460–464. Wells, Herbert G. A Short History of the World. London: Waterlow Sons Ltd. Printers. 1933. Pp. 168–235.

Educational Broadcasting Essay Example for Free

Educational Broadcasting Essay Radio became highly popular in the 1930s in Canada. A heated debate in the parliament helped Prime Minister Mackenzie King to set up a commission to create Canadian broadcasting system. Canada’s first network broadcast was in 1927. King addressed the nation from Parliament Hill. His speech gave indication that radio could be a valuable way for communication. It also deeply influenced his political career. Educational broadcasting was developed both at the federal and provincial level. This was marked by tension between the two jurisdictions. This paper studies the history of educational broadcasting in Canada. In 1927 the University of Alberta’s Department of extension was given the license to operate the radio station CKUA. By 1944 the Department of Telephones purchased and operated the station with the university retaining the license. The university also provided the programming for a fixed number of hours a day. The federal government in 1946 stated that broadcasting would be the responsibility of the government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the Carnegie Foundation donated a grant of five thousand dollars to the B. C Department of Education. Its purpose was to study the use of broadcasting in rural education. A school broadcasting department was created which ran programs for Grades 1 through 8. The CBC provided the crews while the Department of education provided the creative elements of the program. The service offered programs in music, science and history. It was later expanded to include the Western provinces of Canada. Educational radio began in Ontario in 1949. The Announcing and Radio Production course at the Ryerson Institute of Technology was operating the CJRT-FM. The station provided educational services to schools and the public. The license was help up to 1972. The general university budget had the CJRT funded as a special budget (Samuel, 1975). The government recognized the importance of electronic communications in Quebec. A bill regarding radio broadcasting was passed on March 1945. However nothing could be achieved because of a serious dispute between the federal and provincial government. The Department of Education began producing two hour radio programs in Nova Scotia in 1928. This was done in association with Halifax station CHMS. English, French, History, Music and Drama were the subjects discussed in the broadcast. Performers and actors also participated in the program. The programs were intended to support teachers. Formal educational radio programs were broadcast in 1942 by a national advisory council. These educational programs were based on the provincial curricula. They were produced in cooperation with education authorities in the various provinces. These policies reflected the constitutional position regarding the division of powers between the federal and provincial governments. The first experimental educational television broadcasts began in 1954. The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta. Television broadcasts were designed to be used by students and teachers. They consisted of instructions and formal educational programs which were linked directly with the provincial curricula. These educational programs were beneficial for the provincial communities. The Metropolitan Educational Association was formed in 1959 to use television broadcasting to serve the educational needs of Toronto. The CBLT in Toronto and CHCH in offered Hamilton Formal university courses. General educational programs like Two For Physics and The Nature of Things were highly popular. CBC television also presented sixty half hours programs each year for in school use. A yearly series of half hour programs called University of the Air was broadcasted each week during the 1960s. Studios were also connected with classrooms and laboratories using closed circuit television (Toogood, 1969). Channel 19 in Toronto was reserved for educational purposes in 1961. An educational television section was established in 1965 by the Ontario Minister of Education. This section was within the Curriculum Branch of the Ministry. There were plans for educational television. Ontario’s department of education applied for a license to open an educational television station. However the federal government refused the license. However a compromise was reached between the CBC and Ontario government. The CBC was allowed to apply to the new regulatory agency for broadcasting license on behalf of the Ontario Department of Education. Audio visual materials were made by Radio Quebec which was an audio visual production house. During the late 1960s it expanded its production to distribution of its materials. The Calgary and Regional Educational Television Association was incorporated in 1967. Closed circuit channels from the Instructional Television Fixed Service Band were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial University in Newfoundland is a leading producer and distributor of educational television programs since the 1960s. It has produced programs for closed circuit use on university campuses. It has also produced programs for the university’s education division. It has contributed in using television for distance education and teleconferencing. Educational television programs were designed by the Nova Scotia’s Department of Education to teachers and students. Production facilities have been owned by the CBC. The Department of Education has produced the programs. Video tapes have been developed for provinces. Teachers have also been provided these video tapes for classroom use. Prince Edward Island and New Brunswick have used video tape and film for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the development of national educational television service. The Canadian Radio-Television Commission was established in 1968. Educational broadcasting came under the jurisdiction of the Commission. The Canadian Educational Broadcasting Agency was established by the introduction of bill C-179. The agency held licenses and operated educational broadcasting facilities. The provincial authorities were responsible for production and programming. The federal government was responsible for transmission of the programs. The bill was withdrawn due to provincial pressure. The Quebec Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The act proposed broader powers than the proposed Federal bill C-179. The federal bill was not passed. This ended the phase for the establishment of a national education service. Ontario and Alberta pressured the federal government for the establishment of a provincially owned and operated educational television service. An interim government specified that the CBC would provide educational facilities and provincial educational communications authorities provide the programming. Broadcasting received undertaking under the regulatory power of the CRTC. At least one channel was obliged to make available for educational programming (Twomey, 1978). Provincial educational television was developed by TVOntario and Radio-Quebec in the 1970s. The CBC was awarded a license to act as an agent for the Ontario Ministry of Education by the CRTC. This also led to Channel 19 to become the first UHF channel in Canada. Educational television services used any format and program. Entertaining broadcast schedules were developed by the provincial educational television. This led to them breaking out of the lecture format. There was much criticism and opposition from conventional broadcasters. The right of the provincial authorities to decide what is educational has been upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting license. The OECA is a crown corporation that reports to the provincial legislature through a minister. The policy is made by the independent Board of Directors appointed by the Lieutenant Governor in Council. There is no direct government involvement in policy or programming decisions. The OECA distributes programs through video tape and their utilization in class rooms. New electronic technologies have been developed and used in marketing and utilization. Services have also been extended since 1973. Programs have also been sent to cable systems. TVOntario has become a popular broadcasting service. It has provided British dram, classic movies, documentaries and talk shows. It has become an appreciated public broadcasting services for Ontario citizens. French language programming has also been a part of the TVO broadcast. A separate service for the French community was initiated during the 1980s. Advertising is not carried on the English and French service. Funding comes from government grants and sale of programs (Twomey, 1978). CJRT-FM also evolved in the 1970s. Ryerson’s funding was changed by the Ministry of Colleges and Universities. There was no allowance for the radio station. There were announcements that the CJRT would cease its operations. However political activity saved the station. In 1973 the CJRT-FM was established as a separate and independent corporation. The CJRT-FM was a private non profit corporation and had its own independent Board of Directors. The station provided some university level courses. However most of its program content was classical and jazz music. Radio Quebec distinguished itself from other television services. It adhered to the concept of educational programming but did not bind itself by any federal definition. Education was part of culture and its main objective was to influence the culture of Quebec. During the 1970s a schedule of television programs was distributed directly into the cable facilities in Quebec City. During this time two UFH television stations were also established. Over the years the use of satellite distribution to transmitters to cable was initiated. Tele-Quebec has tried to reflect the culture of Quebec in the province’s regional aspects. Quebec has its own educational television broadcasting. Program formats are offered without contextualization. The Alberta government announced the setup of an Alberta Educational Communications Corporation in 1972. Two local educational television projects were taken by the corporation. It reported directly to the government. The provincial government was responsible for funding the television service and CKUA radio. ACCESS Network radio broadcasted at least twelve percent of its programming for education. The service has provide mix of music, news and community oriented programs. Programs were mainly formal educational programs designed for classroom use. It also began to act as the purchasing and distributor of audio visual material for the education sector (Foster, 1982) The Saskatchewan Educational Communications Corporation was created in 1974. It became known as the SaskMedia. The corporation provided audio visual and distribution service to the Ministry of Education. The 1980s saw increase success for provincial educational television services. Signal distribution increased the coverage via satellites to cable. Formal and informal educational programs were delivered to cable companies throughout the province by ACCESS Network television. The schedule consisted of English language provincial services. There was a mix of children programs, school programs, British dramas, classic movies and talk. CKUA and CJRT-FM were educational radio services established themselves by mixing classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to sell advertising and use other sources for revenue generation. Saskatchewan in the 1980s still had no prospects of educational television. However in 1984 the University of Regina delivered credit courses to five centers. This instruction service was expanded in the succeeding years. They were offered by a new agency, Saskatchewan Communications Network. It offered two educational television services. Formal services for closed circuit from the University of Regina and traditional educational services were offered for the general public. The Knowledge Network of the West Communications Authority (KNOW) was established in 1980 by a Cabinet Minute under the Societies Act of British Columbia. This was a public television service. It provided institutional and formal education system. It provided services which were complementary to the system. All programs were supported and developed by educational institutions and the government. Atlantic Canada in the 1980s also saw pressure for the creation of educational television. The CRTC in 1980 called for extension of services to remote communities. The Atlantic Television Network established the ATV-2. This was an alternative service providing satellite for cable television in the Atlantic region. It would broadcast four hours of educational programs on weekdays. It has become a provider of post secondary learning opportunities in the region (Foster, 1982). Manitoba has seen little activity in the development of provincial educational television. The province has used the CBC as the main public broadcasting service. The department of education in Manitoba cooperated with the CBC in providing schools programming. The 1990s was a decade of steady growth for educational television. Direct to home satellites made educational services available to the entire populations. The services were extended to the entire country. Other provincial educational television services like ACCESS, the Knowledge Network and SCN also expanded their educational services in the provinces. TVOntario and Tele-Quebec faced some government cutbacks but this did not impact their educational broadcasting services. The 1990s changed the situation for educational television service in British Columbia. The Open Learning Agency of British Colombia was established. It dedicated its segments to the college, university and school learning. New electronic systems were used to effectively deliver distance learning services throughout the province. The Knowledge Network became part of the Open Learning Agency. It also maintained a connection with the formal courses. Traditional education television evolved with children’s programming, British drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed a program schedule which funded and broadcasted locally produced documentaries. This reflected the local character and priorities of the province. These services were distributed by satellite to cable systems across the province. Funding came from yearly government grants. In Atlantic Canada educational services were provided by the ATV-2 network. Various universities in Alberta Canada use formal credit course for broadcast on this service. In Alberta provincial educational television and radio changed in the 1990s. In 1995 a new ACCESS television was introduced. It provided a new programming and business model. The look and style were also modern and youthful. There was a broader range of popular programming. Revenues were generated through the sale of broadcast air time. Educational products and services were also sold. Non commercial pre school programming was broadcasted in the morning. There was also a mix of non commercial ministry programs and US produced drama and movies. Traditional documentaries and magazine shows were also shown in the evening. Programs from the US were also broadcasted (Rosen, 2002). Specialty television in the 1990s was undergoing some rapid extension. Development work for a Canadian national educational television service was begun in 1991. The Canadian Learning Television was established. It was an adult oriented educational service emphasizing lifelong learning. It included two provincial educational broadcasters. Canadian Learning Television is Canada’s only national educational television broadcaster. It was launched in September 1999. It has financed specialty services by cable subscriber fees and commercial advertising. It works with universities and colleges. It also works with provincial educational broadcasters (Rosen, 2002). The twenty first century has seen provincial educational television services, radio services and national educational television performing very well. Despite fears of privatization this has not yet materialized. Radio and Television have become an important part of Canadian life. They have offered entertainment and education for thousands of Canadians. Canada’s educational broadcasting services have provided programming to its varied audiences. There have been feelings of loyalty and connection with these services. The appeal of educational broadcasting has been increasing in Canada. High quality educational programming has been provided which has been instrumental in spreading literacy. It has also helped in providing distance learning services to remote communities. Educational broadcasting has helped in responding to specific provincial needs and realities. Educational broadcasting has come a long way since its genesis. Formal and informal educational services have helped spread knowledge and enlightenment to many communities in Canada. They are an essential part of Canada’s cultural policy.

Minorities In The Criminal Justice System Criminology Essay

Minorities In The Criminal Justice System Criminology Essay The importance of recognizing the fundamental concepts of issues in the Canadian criminal justice system is critical in the illustration of justice to minorities predominately Blacks and Aboriginal. Blacks and Aboriginals have been challenged socially, economically and politically. In examining the Canadian criminal justice system, it can be concluded there are many complications in attempting to justify the outcome of a case. It is imperative to recognize if the Canadian judicial system is simply responsible for the over representation of Blacks and Aboriginals in the justice system. This paper will further examine and critically analyze the flaws of the justice system. The processes of prosecuting an offender sometimes rely on the jurors. The importance of selecting jury needs to be further addressed. Thus, this paper will examine different aspects of the Canadian criminal justice system in relation to the existence of racial discrimination. The foundation of Canada was formed by the Aboriginals continuing to the colonial revolution to become a multicultural country. However the diverse races that are existent in Canada have been in conflict. Racism has lingered for countless years wherein complete abolishment will be unsuccessful providing marginalization and stereotypes are existent in society. It is noteworthy to recognize the race-related injustice minorities experience within the criminal justice system. Though the different systems and procedures in the criminal justice system are designed to protect society, minorities are often challenged with stigmatization. Evidence from the Canadian society indicates an over representation of minorities within the criminal justice system to the extent that there are concerns regarding wrongful convictions such as Donald Marshall, Jr. Prevalent oppression of these races lead to the failure of the justice system to be a reliable source of integrity to citizens, failing to build confidence. This paper will discuss the importance of fair and equal treatment in the justice system. The failure to recognize the injustice minorities encounter often results in the constant practice of systemic discrimination. Discriminatory practices such as racial discrimination and racial profiling are still prevalent within the Canadian Criminal Justice System. The significance of addressing this issue is having an impartial mindset in the judicial system when a minority is convicted. This issue can be addressed as systemic discrimination leading to the over representation of Black and Aboriginal in prisons in Canada. The key areas I will focus on are: the white dominated jury selection in trials involving minorities. I will examine if the criminal cases are a result of systemic discriminatory practices or if it is the complications within those cases. In addition I will also analyze the reason why there is an over representation of Blacks and Aboriginals within the Criminal Justice System and if Canada violates the legislated human rights identified under the Charter of Rights and Freedoms and possibly the Criminal Code. This paper will consist of various studies conducted to examine whether racial discrimination is existent in society. Many studies have been conducted to determine if racial prejudice is present through arrests and court systems resulting in the over population of the prisons. In this paper I will analyze various sources of literature review, reports, articles, cases, theories and studies to enhance my arguments and persuade the reader to implement solutions to help reduce the partial treatment in all levels of the criminal justice system. By addressing the fundamental issue in society it raises awareness of the possible solutions that can be addressed. This is a topic of interest as I can relate as a minority. I hope to limit the partial practices in the Criminal Justice System. The analysis of criminal court cases such as R. v. Williams (1998), R. v. Khan (2004), R. v. Marshall (1971) will support my arguments regarding existing mistreatment of ethnic minorities with the Canadian criminal justice system. I will also discuss that stigmatization of blacks and Aboriginals are still prominent in todays society in the arrest and court processes. In this paper, I will explore why such injustice is still occurring and what actions can be taken to minimize stigmatization. I will draw attention to the various forms of injustice within the Canadian criminal justice system. Through analysis of particular cases I will draw attention to the types of discriminatory practice that exist. I will also make recommendation on how to bet ter address the existing racism problems within the current justice system as addressing such mal practices are vital in improving the justice system. Historical Concepts of Race: It is vital to consider the historical background of the racial backgrounds that will be focused on in this paper. It determines the fundamental cause of the problem today that affects many lives. It is imperative to recognize the aspects that will facilitate for a better understanding of the outcomes of cases. In addition this will confirm the challenges minorities have faced are still present today. Mosher (1998) has proven, The analysis of racial inequality in diverse historical contexts allows us to establish a perspective from which to view contemporary problems (p.28). Blacks in Canada As a result of colonialism, Canada has attracted immigrants from all over the world including blacks. In 2006, data collected through surveys concluded the black population increased to over three quarters of a million approximate 783,000 (Wortley Owusu-Bempah, 2010). Though the population increased significantly from the earlier years, the representation of blacks within the Canadian population remains at 2.5%. The black population in Canada fails to be equally scatter in population distribution, as a result only concentrated in specific cities. The migration of the black population is diversified from the country of origin with different composition of cultures, values and beliefs. The survey concluded Canadas black population suffers from economic and social disadvantage (Wortley Owusu-Bempah, 2010). The progress of multiculturalism in Canada through the colonial revolution significantly affected the black population. Historically dated, the prominent severe practice of slavery of black individuals was practiced in the United Stated and the Caribbean. Nonetheless, Canada also had some sort of involvement. It has been evident in the ownership of slaves by six legislators of Upper Canadas first parliament (Wortley Owusu-Bempah, 2010). This illustrates the foundation of collectively placing the black population in social disparity from the beginning. Thus, the impact of disadvantage continues to the present day. The poor treatment of white elites towards the black population often denied the basic rights of individuals. The stigmatization of blacks led to segregation in school as well as public life along with limitations of owning properties (Winks, 2008). The hostile treatment of the white population towards blacks was very explicit in comparison to todays society. Although issues of racial discrimination have been addressed it is still implicitly prominent today. Stereotypical views The historical perspective of the blacks in Canada can further illustrate the root of the problem of society today. The beliefs and stereotypes that have been the first perspective of whites towards the black population have been instilled in individuals continuing to carry those set of beliefs. According to a recent survey, results have shown one third of the Canadian population report being at least slightly racist (Leger, 2007). The mentality that has been created about the black population being socially and economically underprivileged has found a way to make members of society believe they are continually being stigmatized. On the earlier years, whites have always had the upper hand in contrast to blacks, this has implicitly continued by examining the members of the criminal justice system from the police system to the members of the judiciary. As racial discrimination has formed in various ways from the beginning, it has had adverse affects on the black population of todays so ciety and the law. Thus, the mentality from the slavery days have evolved and integrated into the justice system, affecting the method of serving justice to blacks. The issue of racial discrimination in Canada is a controversial topic. In contrast, the most common explicit evidence of racial discrimination is racial profiling evident through anecdotal accounts. The debate in Canada consists of the scepticism of the general public with focus on systemic discrimination that exists in the justice system and if there is equal access to services offered within the Canadian criminal justice system (Wortley, 2003). Canada in comparison to the United States lacks the resources for empirical evidence to further assess the amount of racial discrimination in the justice system. However, the minimal research conducted has evidently illustrated the prevalence of discrimination within the black and First Nation group of minorities. Indigenous First Nations suffered through a devastating history however one may not assume it has been completely stopped. Surprisingly, in the present day the mistreatment of police forces or other authoritative figures have not simply justified fair and equal treatment. Many scholars have attempted to study the relationship of the treatments of the criminal justice system through the communication processes (Roberts, Doob, 1997). Historically, Aboriginals were seen as a barrier to colonization and progress, as an outcome they were subject to unjust treatment and were forced to assimilate into Canadian life. They were also subject to convert from red men to white this was accomplished by forcing them into residential schools where they suffered a tremendous amount of torture (Dickson-Gilmore, 2005). During this process, First nations have been stripped away of culture: they were forced to surrender land and degraded to the reserves while they were prohibited to have an Aboriginal model of family, social life and spirituality (Dickson-Gilmore, 2005). As Indigenous have been rejected culturally, socially and politically it is a contributing factor to why society has stereotypical views. As the mandatory placement of Aboriginals on reserves, it has resulted in the constant use of drugs and alcohol as they are excluded from the rest of society. Aboriginals have suffered through a disadvantaged past from being stripped of all kinds of identity and being put aside into the reserves. It is very easy to stereotypically judge an individual. Players in the criminal justice system are also humans and are aware of the historically disadvantaged past of the First Nations. The assumption all Aboriginals are the same can affect the outcome of cases wherein an Aboriginal is involved. The stigmatization that has been established about the Indigenous continues to prevail in society today as it is evident in the criminal justice system. Media The media has become a significant influence on the general public. From the television shows, movies and news it has managed to instil certain information, perceptions in the heads of its viewers and/or listeners. Prominently, the media will portray all the negative characteristics of a certain race which leads to the creation of stereotypes. Studies have shown the biasness of the Canadian media and the unfairness of media representations (Mahtani, 2001). Considerably, the media is a powerful medium to deliver knowledge to the public, selecting certain images of minorities to govern the publics perspective (Fleras and Kunz, 2001). As a result, pessimistic representation of minorities includes stereotypes and beliefs such as: threatening, deviant, and irrelevant to the construction of the nation. The negative traits of minorities depicted in the media automatically become the everyday perception of the public. It is rare to see minorities on a television show, however if they are fea tured on a show they are depicted as criminals or deviant (Mahtani, 2001). Thus, the images or the actions/role of a minority depicted in the media is considered one sided portrayals or articles become reality in the minds of Canadians (Fleras and Kunz, 2001) in addition to confirmation of the stereotypes already created. The media often creates a picture of poor black men involved in drugs or violence. Chances of a successful black man being featured in a news broadcast have decreased in the likelihood. The media generates a subliminal message of stereotyping black men. Focusing on a particular race stories emphasizing certain characteristics and eventually transfers those characteristics into a social norm (Fleras and Kunz, 2001). In addition, Aboriginals who have claimed the land of Canada primarily are also portrayed as alcoholics and violent individuals facilitating in the general stereotypes. These stereotypes are consumed in individual beliefs including the police and judicial system. According to Scot Wortley and Akwasi Owusu-Bempah (2010) media analyses have depicted Black people in Canada have a heightened chance of being portrayed as criminal offenders rather than victims. The Black population have often complained regarding the news media and other forms of popular culture (film, music, etc.) about the portrayal often enhancing the stereotypes that already exists. This depiction of the particular race usually places a strain on the treatment of the members of the criminal justice system. Scot Worley (2002) has performed extensive research within the Toronto star. In his findings, he discovered almost half of all stories depicting Black people are related to crime and violence, in comparison to 14% of its counterparts of white victims. In addition to the results, he also found that white victims received more media coverage than Black victims. These biases of large mediums affect an individuals sub consciousness. Treatments of minorities According to Nelson (2004), extensive research of the differential treatment of Aboriginals has been ongoing historically to present. A summarization of the results consists of similar cases of confrontations between first nations and the police due to harassment, racism or aggressiveness through force to restrain the fighting of Aboriginal groups for treaty rights and land claims. Government has imposed solutions in an attempt to reduce incarceration rates for First Nations. The method of restorative justice is encouraged to decrease the over representation of Aboriginals in the entire Criminal Justice System (Nelson, 2004). In addition, scholars have also studied the perception of police and interactions with the black community. Henry Hastings (1996) has conducted a research of how criminal activities are racialized resulting in the confirmation of negative perceptions affecting the treatment of blacks in the criminal justice system. Chart above (Wortley Owusu,-Bempah, 2009, Unequal before the law: Immigrant and Racial Minority Perceptions of the Canadian Criminal Justice system: http://www.springerlink.com/content/036768l1221r238m//fulltext.html#Fig2): Percent of respondents who believe that a black person would receive a harsher sentence than a white person convicted of the same crime The chart above is a depiction of the confidence of the general public in the justice system. As previously mentioned, the perceptions of society towards the Black population have not changed. As a result a survey has been conducted based on perception of three major ethnicities: White, Chinese and Black. The public beliefs of mistreating Blacks had forced the police enforcement to implement the idea of designing strategies to eliminate or reduce the belief of targeting racial minorities. An action plan of recruiting minority groups in the police force has been implemented. Evidentially, these anti-racism programs have not been well examined, due to the significant amount of increase still prevalent in this survey. Stenning (2003) has stated, if such efforts are effective, perceptions of racial bias in policing and the courts should have decreased significantly over the past 10 to 15 years. Racial Profiling A prominent form of racial discrimination is racial profiling. Evidence of surveys conducted still find racial profiling to be a common problem. An academic literature definition of racial profiling is defined as: significant racial differences in police stop and search practices, significant racial differences in Customs search and interrogation practice and particular under or sting operation which target specific racial/ethnic communities (Wortley Owusu-Bempah, 2010, p.17). Various studies conducted in the United States, Great Britain and Canada have all concluded that Black people have an increased chance of being stopped, questioned and search by the police (Tanovich, 2006). This issue has been brought to the attention of the Ontario Human Rights Commission in 2003 with a compilation of detailed testimonial from over 800 individuals in Ontario with a majority composition of black felt they have been a victim of racial profiling. If racial profiling exists it is evident that rac ial discrimination also exists and is somewhat visible in the justice system. Racial profiling within in the society by police, at every level of the justice system influences the statistical information of minorities in the Canadian criminal justice system. Players in the Criminal Justice System The explanation of the over representations of black and Aboriginals in the criminal justice system can simply be explained through the thorough analysis of the judicial system. Canada was originally established in a Eurocentric focus presently continuing justifying the flaws of the criminal justice system and the ignorance towards minorities. The limited representation of minority in the judiciary contributes to the factor of the lack of recognition of minority needs. Essentially, it is vital to implement affirmative action in the courts to avoid stigmatization of race (Crenshaw, Gotanda, Peller, 1995). In addition, in the event of final decisions in court, majority of jurors selected are of a white decent while the criminal offender is often black or Aboriginal with programmed stereotypes. As a result, jury decisions often incarcerate blacks and Aboriginals creating the over representations in prisons. By examining the judicial system it is easy to conclude the racial consistency is prominently white males. This reflects not only the European colonization in early years but the current patriarchal society. According to Hamalengwa (2003), a white lawyer had stated, bringing the racial animus in a criminal case will alienate the judge, police, prosecutors and the jury, all of whom are most likely White and will likely ensure a conviction (p.9). The credibility of this statement is accurate as it is a primary source. When the issue of race is raised in the court systems, it is often denied the attention and action for equal justice of minority groups such as Aboriginals and Blacks Police According to Parker et al (2005), there has been sufficient evidence to conclude police have an increased likelihood of making arrests in cases involving whites compared to non white victims as well as scenarios with a white victim and a black offender. These results show that whites are much more favourable within the justice system emphasizing on the higher value placed on them in comparison to blacks. Further analytical examinations of police biasness of whites during arrests have been studied. In Toronto during the period of 1996 throughout 2001 there have been 10,000 arrests involving drug possessions which was composed of 38% of black suspects and 23% whites. All accused persons were taken to the police station for report processes. However accused white individuals were likely to be discharged in contrast to black individuals who were most likely to be detained overnight for a bail hearing. As there is an overwhelming over representation of Aboriginal people in the criminal justice system, over and under policing contribute to these statistics (Rudin, 2005). Over policing refers to the practice of policing targeting people of particular ethnic or racial backgrounds or people who live in particular neighbourhoods (Rudin, 2005, p.1). This results in the police structuring a different approach towards Aboriginals with the assumption they are violent, dangerous and more likely to be involved in criminal activity. In contrast to the over policing, Aboriginals are underrepresented to being victims by police. This a reflection of the government who often disregard the Aboriginal rights claims and ignore the suffering they continue to experience (Rudin, 2005). Though there have been collective efforts to strategically reduce racial bias in the justice system, it is still questionable whether it is actually effective. One of the approaches that has been recently been put in effect is minority recruitment. It is the idea of hiring minorities to diversify policing and the other sectors of the justice system (Stenning, 2003). Results of this strategy have improved in diversifying the police. In 1994, the police force was composed of 6% minority members compared to the significant increase in 2009 to 19% (Wortley McCalla, 2008). Diversity has evidentially been proven to exist as the two out of the four Deputy Chiefs are black as well as the September 2009 graduates reported to have been the most multicultural class of recruits (Wortley Owusu-Bempah, 2010). As the police are creating a racially diversified environment there is no guarantee that minority members are free of racial discrimination in the work force. The problem of racial discrimination will be difficult to completely eradicate, considering the historical aspects of Canada and the existence continuing into the workforce. Police are a vital variable to consider when dealing with the racial background of one of the primary source for arrests and convictions. As mentioned previously, the police force had been historically composed of a majority of white racial background until recently creating bias to those minorities from internalized beliefs. Jurors Critical Race Theory was created in the 1970s acknowledging racism adopting the ideology from the United States. It is a socially constructed concept attempting to show the structure of law including antidiscrimination law accommodating and facilitating racism (Aylward, 1999). The implication of the Critical Race Theory intensifies the application of power within the criminal justice system. Initially, the aims and objectives of the Critical Race Theory emphasizes on race and power. It fundamentally deconstructs society by categorizing racial hierarchies. However, the recognition of racism reproduces inequality, further minimizing minority rights. The concept deconstructs position of minorities while reconstructing juror bias (Aylward, 1999). In the Canadian context critical race theory is often applied to the races that are more prominent to racial discrimination, Blacks and First Nations. Jury Selection In addition, the jury selection process is most likely to reflect the judiciary representation. National Law Journal conducted a study containing a sample of 800 jurors, 42% were White jurors in contrast to the 25% of Black jurors teaming up with the police officers rather than defendant present in the case (Hamalengwa, 2003). In circumstances of cases wherein race is involved, it is often a minority attempting to indict a representative of the criminal justice system such as the police with an all white jury. The study observed that jurors are more biased by empathizing with victims of their own race and lenient of defendants of the same racial background (Hamalengwa, 2003). Thus, to achieve an equal administration of justice it is essential to select a racially mixed jury. In the case of R. v. Williams jury selection depicted the flaws of the criminal justice system. Victor Daniel Williams, an Aboriginal accused of a robbery charge denied accusations. At the primary trial, the judge permitted questions posed to potential jurors. As a result of this, the Crown had applied for a mistrial on the basis of procedural errors and the unfortunate publicity of the jury selection process (R. v. Williams, 1998). At the second trial the judge had dismissed any motion from the accused. In conclusion of this trial the court had admitted to the widespread of discrimination against First Nations within the community. In cases where the defendant believes the jury might have prejudiced towards the particular race such as Aboriginal, the prosecution and defence have the right to challenge potential jurors for cause on the ground of partiality (R. v. Williams, 1998). Questions the defendant may ask the potential jurors whether they have already possess a prejudice towards the racial group altogether if so, if it is possible for the jurors to make decisions without the bias they posses. The case was a lengthy process of arguing why the jurors were questioned as it is presumed that jurors will function without biasness. Counter arguments have stated it if the prejudice of society is widespread how are the jurors able to remove it for the trial defeating the purpose of section 638(1)(b) (R. v. Williams, 1998). As the case concluded, extensive bias continues to uphold against Aboriginals. In contrast, British Columbia and the attending judge held the evidence was not sufficient to determine potential ju rors prejudiced. The R. v. Williams case has depicted the outcome of jury bias. However, this could be further prevented if the jury selection process was racially mixed with different backgrounds and a variety of perspectives. The outcome of the case would differ greatly. This case could be referred back to the stereotypes instilled in individuals. The general public assumes Aboriginals and prisons are constantly correlated. The implication of this stereotype can be further expanded to the uncivilized and lack social and moral order essential in society (R. v. Williams, 1998). In the case of R. v. Williams jury selection depicted the flaws of the criminal justice system. Victor Daniel Williams, an Aboriginal accused of a robbery charge denied accusations. At the primary trial, the judge permitted questions posed to potential jurors. As a result of this, the Crown had applied for a mistrial on the basis of procedural errors and the unfortunate publicity of the jury selection process (R. v. Williams, 1998). At the second trial the judge had dismissed any motion from the accused. In conclusion of this trial the court had admitted to the widespread of discrimination against First Nations within the community. In cases where the defendant believes the jury might have prejudiced towards the particular race such as Aboriginal, the prosecution and defence have the right to challenge potential jurors for cause on the ground of partiality (R. v. Williams, 1998). Questions the defendant may ask the potential jurors whether they have already possess a prejudice towards the racial group altogether if so, if it is possible for the jurors to make decisions without the bias they posses. The case was a lengthy process of arguing why the jurors were questioned as it is presumed that jurors will function without biasness. Counter arguments have stated it if the prejudice of society is widespread how are the jurors able to remove it for the trial defeating the purpose of section 638(1)(b) (R. v. Williams, 1998). As the case concluded, extensive bias continues to uphold against Aborginals. In contrast, British Columbia and the attending judge held the evidence was not sufficient to determine potential jur ors prejudiced. Though, the case itself was based on the conviction of robbery, it is imperative to note and understand the trials by judge and jury as there is an increased likelihood the outcome of the case is based on systemic discriminatory practices. Systemic Discrimination It is not surprising to see the prominent race in Canadian prisons consists of the minority groups that are often faced with obstacles. Both Blacks and Aboriginals have suffered through a disadvantaged history mirroring the result of how they function in society leading them to prison. However, as these groups are prone to committing more criminal activities in comparison to other races, the partial verdicts of judges and jurors are significantly influenced. Hence, it results in the over representation of Blacks and Aboriginals in Canadian prisons. Canadian Prison System The table below illustrates statistics of the composition of the Canadian prison system. It can be concluded through examination of the charts that Aboriginals and Blacks have the greatest amount of incarceration into prisons. The general population of Blacks and Aboriginals composed in society compared to the ratio that are incarcerated have significant differences and make up majority of incarcerated individuals. The over representations of these particular races in the prison system can cause the general population to question the justice system. Inevitably, factors to consider when analyzing this chart include the consideration of the actual crime committed or the injustice of the courts to properly provide justice to offenders due to racial bias or discrimination. The Representation of Ethno-Racial Groups in Canadas Federal Corrections System (2008) Racial Background National Population1 % of National Population Federal Correctional Population2 % Federal Correctional Population Odds Ratio Rate of Federal Correctional Supervision (per, 100,000) White 25,000,155 80.0 15,157 66.6 0.83 60.62 Aboriginal 1,172,785 3.8 3,894 17.1 4.50 332.03 Black 783,795 2.5 1,684 7.4 2.96 214.85 Asian3 2,090,390 6.7 668 2.9 0.43 31.95 South Asian 1,262,865 4.0 216 1.0 0.25 17.10 Other 931,040 3.0 1,127 5.0 1.67 121.04 TOTAL 31,241,030 100.0 22,746 100.0 1.00 72.80 1 Population estimates for each racial group were derived from the 2006 Census (Chui and Maheux 2008). 2 2008 Federal correctional statistics include those in prison and those under community supervision (Public Safety Canada 2009). 3 The Asian category includes people of Chinese, Japanese, South-East Asian, Korean and Filipino descent. 4 The Other category includes people with multiple racial backgrounds. R. v. Marshall (1971) Donald Marshall was an average seventeen year old. As a youth, it is more likely to get in trouble with the law for petty crimes such as consumption of alcohol or smoking. He was the typical young man who would break the law and