The Epic Portraits Of Eve English Literature Essay

The Epic Portraits Of Eve English Literature Essay Renaissance literature has a wide range of genres with an assortment of sonnets, plays, epic poetry and more; however, the meaning lying within the stories is what catches the readers attention. In some, it is about desiring a woman or man who is unattainable or has a hidden political meaning, both of which can tell the reader about the time period. One of the greatest and most curious themes or characters portrayed is Eve from the book of Genesis. With Eve, the author can take a religious stand point of how it was a womans fault mankind fell to evil or it could pertain to womens roles within society. Either way it is looked at there is a further meaning which can be deceived as to how the authors of certain works look at society or the societal standards of the time. In Aemilia Lanyers Eves Apology in Defense of Women and John Miltons Paradise Lost, they convey two different yet intriguing views of women both relating back to the way in which Eve in the Book of Genesis is described. In a quick summary, Adam and Eve were forbidden to eat the fruit off of the Tree of Life and Eve was the first to create this sin, but is it really her fault the situation occurred? In Eves Apology in Defense of Women by Aemilia Lanyer, Lanyer produces an excuse as to why women are sinful through Eves character relating her primary sin back to eating from the garden. Eve is the first women on Earth who gave birth to all the children on Earth and is the main role model for women. Lanyer describes Eve as innocent and unknowledgeable. She was made simply good because God made her that way, therefore; through Him she does not know any better (Lanyer, ll. 21). Eve being unknowledgeable wanted to know more and was extremely curious. She was easily deceived or misled by the snake that was Satan in disguise because of her curiosity and ate from the forbidden tree for knowledge sake not out vengeance or direct violation. However, Lanyer points out that Adam, representation of all men, ate the fruit out of pure pleasure and therefore, directly disobeys God out of selfishness (Lanyer, ll. 53). Therefore, through curiosity Eve was pressured into finding out more in the life she was living. Further on in the poem, Lanyer reinforces that Eve was made from Adam as a result, the source of evil comes from and resides in him as well (Lanyer, ll. 65-66). Lanyer is continually trying to show man that women are not the problem in society but that it is man. She sees man as creating the greatest sin, pointing out that man had betrayed Gods son through crucifixion out of pure wickedness and deceit. However, Eve was an innocent mistake and through an individuals weakness not all women should be held accountable for her mistake because lessons can be learned (Lanyer, ll. 73-77, 85-88). Eves Apology in Defense of Women is a way for Lanyer to defend all women through defending Eves mistake by comparing it to the greater malice which man has done over the centuries. It seems as if Lanyer is asking how you can possibly blame Eve when it is mans fault for executing the Savior and is that not alone the worse crime? This poem illustrates the feminist view defending womens rights and fight ing for an overall equality for women in society through Eves story. Eve, as presented through Lanyer, is just a woman that was misled by man and is continually being punished for her mistake. However, through John Miltons perspective Eve is a woman unequal to man and for that she is in her rightful place. John Milton first introduces Adam and Eve through Satans perspective. This perspective is a first impression of the characters and how they are perceived by other beings. Satan first describes that they are lords of all, meaning that they are above all other creatures within this paradise (Milton, b. 4; ll. 290). The description goes further into stating that the two individuals are however, not equal in sex (Milton, b. 4; ll. 296). It relates back to the fact that women come second to men and answer to them, therefore; giving men a higher status than women. Eve is further described as being soft, sweet, and gracefully attractive compared to Adam and only serves God through Adam and by his word (Milton, b. 4; ll. 298-299). Furthermore, Eves complete appearance is described as naturally beautiful with a slender waist, natural golden hair that made her seem untidy yet prom iscuous, she yields to Adam, but seems modest sweet and reluctant (Milton, b. 4; ll. 304-311). Although, she seems to be a wanted and willing woman, Eve is still curious and capable of wondering onto the wrong path with her lack of knowledge. As the story progresses, Eve does not seem to enhance her role in Miltons work but continues a downfall in character. Continuing in book 4 lines 449-491, Eve begins to describe her awakening to Adam. She describes it as waking up under a covering of flowers within the shade and that she wonders amongst the gardens territory. In other words, she is born in darkness by a veil of beauty. It than explains that she is a wonderer which could be a foreshadowing event that there is evil in her and that there is a possibility of her getting on the wrong path falling to deceit. She finds a lake and appearing into it sees her reflection which memorizes her. She makes the comment that she was startled by it at first but then was pleased by it. Upon its return she was delighted, thus showing she was entranced by her own beauty in vain desire. She later admits that God speaks to her telling her that it is her reflection that she sees but he never presents himself to her unlike he does when Adam aw akens. Milton compares Eves turning back to her reflection to the myth of Eurydice explaining that if she were to turn back to her image she would be drowned in despair and anguish. Eve is easily compelled by her beauty and seen as being vain however; Satan does not succeed when trying to persuade her this way (Milton, b. 9; ll. 216). However, later she was easily swayed by Satan because he was able to make her feel equal to Adam and connecting her directly to God (Milton, b. 9; ll. 538-548). She is filled with narcissistic pleasure through herself not needing Adam anymore; without the connection to Adam she feels free to do whatever, including eat from the tree. In fear of death and Adam finding someone else like her, Eve tells Adam about eating from the garden. Adam than eats the fruit as well so Eve does not have to go down alone in consequence (Milton, b. 9; ll. 830-833). John Milton perceives Eve to being superficial and easily swayed. He does not place any good implications on her character making her out to be one of the villains but main characters of the story. Eve through Milton acts as a representation of women during his time period. While both Lanyer and Milton use Eve as a main character who is seen as unknowledgeable, curious, and swindled, they use her to tell two completely different stories with completely different meanings. Lanyer is compelled to use Eve as a reason for why women are treated unequally and how man is the problem creating the most malevolence. However, Milton is showing that women are unequal for multiple good reasons, one dealing with vanity consuming them and being unable to follow order. Each provides a viewpoint of that time period on how women were perceived and how sex roles played a huge part in society. Renaissance literature is able to take religious, political, and social standards and twist them in a way that the reader is able to gather an understanding of what life was like during that century. Aemilia Lanyer and John Milton took to describing their societies through the character of Eve in two different ways which were extremely compelling.

Arundel Partner

The questions in this sample exam are mostly quantitative, but you should also expect some qualitative ones, such as true/false questions, on the exam. I did not include any here, as each true/false will require a different reasoning than others. Question 1: Consider a project with the following risk-free cash flows: t = 0t = 1t = 2 -40 20 25 Suppose that one year zero-coupon bonds yield 6% and two year zero-coupon bonds yield 8%. 1a) Find the NPV of the project. 20/(1+6%)+25/(1+8%)^2-40=0. 3014 1b) Describe the tracking portfolio for this project. FV=25 and 20 c) Describe how you could finance the project to make arbitrage profits at t = 0 (i. e. , a sure cash inflow at t = 0 without any future obligation). Please be explicit about what assets you would invest in, how much each would cost at t=0, and what each would pay at t=1 or t=2. (Hint: You will have to consider investing in the project and a portfolio at the same time). Short sell bond by 40. 3014, 18. 8679 and 21. 4335 1d) Su ppose now that instead of the zero coupon bonds described above, there are two risk-free bonds in the market (Bond A and Bond B) that can be described as follows: )  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bond A pays a $10 coupon at t=1 and matures at t=2 when the bondholders will receive $110. Today (i. e. , at t=0) the market price of the bond is Ba = $104. 743. b)  Ã‚  Ã‚  Ã‚  Ã‚  Bond B pays a $20 coupon at t=1 and also matures at t=2 when the bondholders will receive $95. Its price today is Bb=$100. 790. Calculate the NPV of project X. (Hint: Note that the interest rates in the economy may have changed. To solve this question, you will need to form a tracking portfolio of the project). Question 2: A lot is suitable for either six or nine condominium units.Assume: †¢ Risk free rate is 10% †¢ Per unit construction costs (now or next year): $100,000 for building with six units $110,000 for building with nine units †¢ Assume that construction does not take any time; i. e. , if we d ecide to build (either now or next year), we can do so and sell the condos immediately †¢ Current price of each unit is $140,000 †¢ Per year rental rate is $10,000 per unit (to be received at the end of the year) †¢ Next year, if market conditions are: Favorable, condos sell for $186,000 Unfavorable, condos sell for $116,000 a) Suppose we decide to build this year and sell immediately. Should we build six or nine units? What is the value of the lot given that we build this year? 6*(140-100)=240 9*(140-110)=360 build 9 units 2b) Suppose we decide to wait and make the construction decision next year. Calculate the value of the lot now. 2c) Suppose that as in part a, we decide to build today, but we do not sell immediately. Instead, we rent out the condos for a year, and sell them next year. How does the value of the lot change relative to your answer in part a?Please answer without doing any calculations. Question 3: A gold mine will produce all of its output two years from now. The mine has a reserve of 100 pounds of gold. The gold can be extracted at no cost and sold in year 2. We have the following data: †¢ The two-year forward price of gold is $10,000 per pound today. †¢ In year 2, gold price will be either $14,000 per pound, or $8,000 per pound. †¢ The one-year risk-free rate is 10%. The risk-free rate will remain at 10% next year too. 3c) Now suppose that there is some uncertainty about the reserves of the mine.The mine’s reserves are either 100 pounds or zero, with each outcome equally likely. In year 1, we will learn whether the reserves are 100 pounds or zero. We receive an offer today for the mine that is conditional on the reserves. The bidder offers $1. 1 million if reserves prove to be 100 pounds, but only $55,000 if the reserve turns out to be zero. The offer is valid for two years. In either case, the payment is to be received in year 2 if the offer is accepted. What is the value of the mine today? Question 4: A diversified firm consists of two divisions, industrial equipment and beer roduction. A year from now, the industrial equipment division will produce either $150 if the economy is in expansion, or $50 if the economy is in a recession. The beer division will make $30 if the economy is in expansion, but $170 if the economy is in recession. Each state of the economy is equally likely. The firm has outstanding bonds with face value $120 to be repaid a year from now, and 100 outstanding shares. Assume that the risk-free rate is zero, all investors are risk-neutral, there are no taxes, and no bankruptcy costs. a) What is the current market value of the debt? What is the current share price? 4b) Now suppose that the firm decides to sell the beer division, and pay the proceeds to its shareholders as a dividend. How much will the beer division sell for? Immediately after this decision is announced, but before the actual sale and the dividend takes place, what is the market value of the bond s? What is the per share price? 4c) Suppose now that rather than directly selling the beer division, the firm spins it off.Specifically, for each outstanding share of the original company, one new share representing an ownership claim in the newly created beer firm is issued and is given to shareholders. The new beer company assumes half of the face value of the outstanding debt. After the spin-off, the original shares keep trading (now representing a claim only on the industrial equipment business), while the newly issued beer shares start trading separately. Immediately after this spin-off takes place, what is the market value of the debt of the industrial equipments firm?What is the market value of the debt of the beer production firm? What are the per share prices of each company? 4d) Show that the Modigliani-Miller Proposition holds, i. e. , that the total firm value is independent of the capital structure decisions of the firm in parts a, b, and c. Question 5: Hollifield Inc. has a current market value of $10,000,000, which is composed of $3,000,000 perpetual risk-free debt and $7,000,000 equity with 500,000 shares outstanding. Hollifield plans to announce that it will issue an additional $2,000,000 of perpetual bonds (also risk-free) and use these funds to repurchase equity.The bonds will have a 6-percent coupon rate, which is the risk-free rate. After the sale of the bonds and the share repurchase, Hollifield will maintain the new capital structure indefinitely. The corporate tax rate for Hollifield is 40% and there are no personal taxes. 5a) What will the stock price be immediately after Hollifield announces its plan to issue bonds and repurchase equity? What will the total market value of the firm's equity be immediately after Hollifield announces its plan to issue bonds and repurchase equity? 5b) How many shares will Hollifield repurchase?What will be the market value of Hollifield's equity after the new bond is issued and the shares are repurchased ? 5c) Suppose that after the firm announces its intention to recapitalize but before the pricing and the issuance of the new bond take place, unexpectedly, the president announces that corporate taxation will be immediately removed. Find the effect on the stock price and on the price of the current debt right after the president’s announcement is made. (Note: Assume that removal of taxes is permanent and has no other effects on the firm’s investment policy or in the economy). ———————– [pic]

Glorious Revolution

Factsheet G4 General Series August 2010 House of Commons Information Office The Glorious Revolution Contents Introduction 2 Events of 1685 – 1689 2 1685: succession of James II 2 1686: repeal of the Test Acts 2 1687: Declaration of Indulgence 3 1688: the Glorious Revolution 3 1689: Bill of RIghts 4 Historical Interpretations 4 Appendix A 6 The Declaration of Rights: February 13 1689 6 Further reading 8 Contact information 8 Feedback form 9 The term Glorious Revolution refers to the series of events in 1688-89 which culminated in the exile of King James II and the accession to the throne of William and Mary.It has also been seen as a watershed in the development of the constitution and especially of the role of Parliament. This Factsheet is an attempt to explain why. This Factsheet is available on the internet through: http://www. parliament. uk/about/how/guides/facts heets1/ August 2010 FS No. G4 Ed 3. 2 ISSN 0144-4689  © Parliamentary Copyright (House of Commons) 2002 May b e reproduced for purposes of private study or research without permission. Reproduction for sale or other commercial purposes not permitted. 2 The Glorious Revolution House of Commons Information Office Factsheet G4Introduction The Glorious Revolution is a term used to describe the peaceful way in which Parliament asserted its rights over the monarchy in 1688. This Factsheet begins with a chronology of the events that took place between 1685 and 1689 starting with the death of Charles II and culminating in the Bill of Rights in 1689. The Factsheet then looks at some historical interpretations of these events. Events of 1685 – 1689 1685: succession of James II On 6 February Charles II died and was succeeded by his brother, the Catholic James II.In spite of widespread fears of Catholicism, and the previous attempts which had been made to exclude James II from the throne, the succession occurred without incident. In fact on 19 May, when James's Parliament met, it was overwhelmin gly loyalist in composition. The House voted James for life the same revenues his brother had enjoyed. Indeed after the suppressed invasions by the Dukes of Argyle and Monmouth1, the Commons voted additional grants, accompanied by fervent protestations of loyalty.However, this fervour did not last. When the House was recalled after the summer, James asked the Commons for more money for the maintenance of his standing army. He further antagonised them by asking for the repeal of the Test Acts. These were the 1673 Acts that required office holders to prove that they were not Catholics by making a declaration against transubstantiation2. Between 12 and 19 November Parliament declined to repeal the Acts and refused the extra money.In their reply to the King's speech parliament made it clear that the King's employment of Catholic officers was â€Å"of the greatest concern to the rights of all your Majesty's dutiful and loyal subjects† and begged him to allay their â€Å"apprehens ions and jealousies†. On 20 November, James prorogued Parliament, realising that they would not agree to repeal the penal laws against Catholics. 1686: repeal of the Test Acts In April, in a collusive law case, Godden v Hales, the judges ruled that James II could dispense with the Test Acts without the consent of Parliament in individual cases.The King began to introduce Roman Catholics and some dissenters into the army, universities, and even posts within the Anglican Church. On 15 July an Ecclesiastical Commission was set up, to which the King's powers as Governor of the Church of England were delegated. This Commission could deprive the clergy of their functions, and one of its first acts was to suspend Henry Compton, Bishop of London, because he had refused to suspend a London clergyman who had preached against Roman Catholicism. A papal envoy was even received with honour in Whitehall.In Scotland, the Marquis of Queensberry was dismissed as Royal Commissioner when the Sco ttish Parliament also failed to repeal the Test Acts: He was replaced by a largely Roman Catholic administration. In these circumstances, it was not surprising that throughout 1686 a growing fear manifested itself among the King's subjects that James was plotting to impose his own religious views on the country. The author John Evelyn wrote in his diary, â€Å"The Lord Jesus defend his little flock and preserve this threatened Church and nation. Meanwhile, to secure a House of Commons that would support his policies, James began a campaign to appoint sympathetic electors. Deputy Lieutenants, Justices of the Peace and members of municipal corporations (who had the right to vote) were asked whether they would support candidates willing to repeal the penal laws and 1 2 the Duke of Monmouth was the illegitimate son of Charles II The Roman Catholic belief that bread and wine are changed into the body and blood of Jesus Christ 3 The Glorious Revolution House of Commons Information Office Factsheet G4Test Acts. On the basis of their answers, many were turned out, to be replaced with Roman Catholics and dissenters. 1687: Declaration of Indulgence On April 5 the King published a Declaration of Indulgence, which suspended all the religious penal laws: â€Å"We cannot but heartily wish, as it will easily be believed, that all the people of our Dominions were members of the Catholic Church, yet we humbly thank Almighty God that it is †¦ our opinion that conscience ought not to be constrained nor people forced in matters of mere religion. These were brave words, but James's heavy-handed insensitivity to the fears of the majority of his subjects, and his use of the Royal Prerogative without Parliamentary approval were causing deep unease.In July the King received Ferdinando d'Adda as official Papal Nuncio to the Court of St James. Throughout the rest of the year, the Lord Lieutenants were instructed to call together prominent local people and ask them, if they were t o be chosen as Members, whether they would approve the repeal of the penal laws, and other questions esigned to the same end. Most of the existing Lord Lieutenants refused to put these questions, and in August, nine were dismissed by the King. In any case, the surviving answers to the King's questions show an almost unanimous opposition among the prominent and influential local men who had been canvassed. 1688: the Glorious Revolution The Declaration of Indulgence was reissued by James on April 27 1688, and in an act of gross miscalculation he ordered Anglican clergy to read it from the pulpit to their congregations on two consecutive Sundays.On 18 May the Archbishop of Canterbury and six other bishops refused to read it and petitioned against the order, thus entering Whig history as the Seven Bishops. The petition requested the King to withdraw the order on the grounds that the foundation of his declaration of indulgence was illegal, being based on his suspending power, actions tha t had often been condemned by Parliament. On June 8 the Seven Bishops were arrested and sent to the Tower to await trial; two days after this, with very poor timing, the Queen gave birth to a son, James Francis Edward, Prince of Wales, who was baptised according to the Roman Catholic rite.The prospect of an unending Catholic dynasty ruling without Parliament gave rise to ugly rumours that the baby was no true prince but a substitute smuggled into the Queen's bed in a warming pan. When, a few days afterwards, on 30 June the Seven Bishops were acquitted by jury, huge crowds celebrated in the streets, burning effigies of the Pope, and attacking Catholic establishments. The same day, a â€Å"letter of invitation† was signed by seven prominent politicians (Shrewsbury, Devonshire, Danby, Lumley, the Bishop of London, Henry Sidney and Edward Russell).This invited William of Orange, Protestant son-in-law to James, to intervene to save both Church and State. In fact William had alread y made his decision to intervene, and on October 1 issued his manifesto from the Hague, listing at length the allegedly illegal actions of the last three years: â€Å"†¦ Therefore it is that we have thought fit to go over to England, and to carry with us a force sufficient, by the blessing of God, to defend us from the violence of those evil councillors ; and we, being desirous that our intention in this way may be rightly understood, have prepared this Declaration†¦ William landed at Torbay in Devon with about 15,000 (mostly Dutch) troops on November 5; the only successful large-scale landing in England since 1485. James still had his standing army, but the enthusiasm with which William was welcomed and the defections from James's 4 The Glorious Revolution House of Commons Information Office Factsheet G4 army strengthened William's hand. He entered London on December 19, and a few days later James II was allowed to escape for France. 1689: Bill of Rights On 22 January a new Parliament first met.This was known as the Convention Parliament although as it was summoned by William of Orange and not the King, was not strictly speaking a Parliament at all. On February 12, the Convention Parliament issued a Declaration of Rights (see Appendix) which sharply condemned the actions of James II and asserted what it described as â€Å"certain ancient rights and liberties†. The same day, Princess Mary, William's wife and James's elder daughter, arrived in London. Lord Halifax, the leader of the Lords, read the Declaration to both William and Mary on the next day, and then offered them the crown.The declaration was later embodied in the Bill of Rights passed by Parliament in December 1689: this further stipulated that the throne be occupied by a Protestant only and that the succession was to rest with (1) the heirs of Mary (2) the heirs of her sister Anne. Historical Interpretations The traditional Whig view of the Glorious Revolution is embodied in Thomas Babington Macaulay's The History of England from the accession of James the second, 1849-61. For Macaulay the revolution was â€Å"a vindication of our ancient rights† in which it was â€Å"finally decided †¦ hether the popular element, which had, ever since the age of Fitzwalter and de Montfort, been found in English polity, should be destroyed by the monarchical element, or should be suffered to develop itself freely and to become dominant. † Macaulay's view was that because England had had a preserving revolution in the seventeenth century she had been spared a destroying revolution in the nineteenth.As the contemporary philosopher John Locke had written, James II was guilty of breaking the â€Å"original contract† between sovereign and people, and had therefore suffered the just wrath of Parliament and people. The Whig view of the Glorious Revolution is therefore simply that it was a triumph for the purity of constitutional law over an outrageous attem pt at its perversion, a reaffirmation of the liberties of the English people. However, this interpretation of the Glorious Revolution has not gone unchallenged. To some twentieth century historians it has appeared as a respectable revolution, (e. g. Lucile Pinkham, William and the Respectable Revolution, 1954), involving just the ruling classes and leaving the monarchy in most respects unaltered, hardly a proper revolution at all.For example, the constitutional historian Mark Thompson wrote that apart from determining the succession, the Bill of Rights (which contained the clauses submitted for acceptance by William and Mary) did â€Å"little more than set forth certain points of existing laws and simply secured to Englishmen the rights of which they were already legally possessed†. 4 Others have been even more dismissive: the Russian historian, Viktor F Semenov, regarded it as a mere coup d'etat in its conservatism, its bloodlessness and its legalism5.This Marxist interpreta tion is given some weight by the fact that (for example) a point-by-point analysis of the Bill of Rights does reveal that in several aspects it is indeed a rather conservative document. It is a declaratory Act, reasserting ancient rights and restoring the monarchy with 3 4 5 in Two Treatises of Government 1688-89 Constitutional History of England, London, 1938 Perevorot 1688 [The Coup of 1688] in The English Bourgeois Revolution of the 17th century, Moscow, 1954 5 The Glorious Revolution House of Commons Information Office Factsheet G4 imitations which (it is possible to argue) differed in no major or significant way from the traditional ones. It is quite tempting to see the events of 1688 as a mere codicil to the interregnum6, of no major importance in themselves. However, this is misleading. The civil wars cannot be regarded as finally settling England's political future as a parliamentary monarchy. Neither, of course, can the Glorious Revolution of 1688. However, before 1688 it i s possible to see England as beginning to move towards absolutism on the French model.After 1688 this is stopped. The obvious cause of the Glorious Revolution was the stupidity and impatience of James II, who not only frightened the Anglican Church and laity by his moves towards a restoration of Popery, but managed to unite a wide variety of interests in opposition to his clumsy policies. However, it must be remembered that the Prince called in to save the situation had no desire for a weakened monarchy: the agreements of 1688-89 are not, therefore, obviously radical documents.But the fact they exist at all is of great importance. Any move towards popery or absolutism was stopped. Also the Declaration and Bill of Rights restricted the King's dispensing powers and his standing army, and insisted on the rights of a free Parliament. One development which did result from the Glorious Revolution was the transformation by William III of England's place in Europe and the wars that this inv olved, which led to a crucial loss of royal power and establishment of parliamentary supremacy.For instance the Triennial Act of 1694 required Parliaments to be summoned every three years , and thus prevented future monarchs from ruling without a parliament, a favourite practice of the Stuarts – but this is a development seen with hindsight. â€Å"Constitutional government has endured because it became a habit in the eighteenth century, not because it was established by revolution (great or small) in the seventeenth. â€Å"7 6 7 A period between monarchs, i. e. Charles II and William III J Western, Monarch and Revolution, 1972 The Glorious Revolution House of Commons Information Office Factsheet G4 Appendix A The Declaration of Rights: February 13 1689 Whereas the late King James the Second, by the assistance of divers evil counsellors, judges, and ministers employed by him, did endeavour to subvert and extirpate the Protestant religion and the laws and liberties of the kin gdom. 1. 2. 3. 4. 5. 6. 7. 8. 9. By assuming and exercising a power of dispensing with and suspending of laws, and the execution of laws, without the consent of parliament.By committing and prosecuting divers worthy prelates for humbly petitioning to be excused concurring to the said assumed power. By issuing and causing to be executed a commission under the Great Seal for erecting a court called the Court of Commissioners for Ecclesiastical Causes. By levying money for and to the use of the Crown by pretence of prerogative, for other time and in other manner than the same was granted by parliament.By raising and keeping a standing army within this kingdom in time of peace without the consent of parliament and quartering soldiers contrary to the law. By causing several good subjects, being Protestants, to be disarmed at the same time when papists were both armed and employed contrary to the law. By violating the freedom of election by members to serve in parliament. By prosecutions in the Court of King's Bench for matters and causes cognizable only in parliament; and by divers other arbitrary and illegal courses.And whereas of late years, partial, corrupt, and unqualified persons have been returned and served on juries in trials, and particularly divers jurors in trials for high treason, which were not freeholders. Excessive bail hath been required of persons committed in criminal cases, to elude the benefit of laws made for the liberty of the subjects. And excessive fines have been imposed; and illegal and cruel punishments inflicted. And several grants and promises made of fines and forfeitures, before any conviction or judgment against the persons, upon whom the same were to be levied. 0. 11. 12. All which are utterly and directly contrary to the known laws and statutes and freedom of this realm. And whereas the said late King James the Second having abdicated the government and the throne being thereby vacant, his Highness the Prince of Orange (whom it hat h pleased Almighty God to make the glorious instrument of delivering this kingdom from popery and arbitrary power) did (by the advice of the lords spiritual and temporal, and divers rincipal persons of the Commons) cause letters to be written to the lords spiritual and temporal, being Protestants; and other letters to the several counties, cities, universities, boroughs, and Cinque Ports, for the choosing of such persons to represent them, as were of right to be sent to parliament, to meet and sit at Westminster upon January 22, 1689 . ..And thereupon the said lords spiritual and temporal and Commons . . . do in the first place (as their ancestors in like case have usually done) for the vindicating and asserting their ancient rights and liberties, declare: 1. . That the pretended power of suspending of laws, or the execution of laws, by regal authority, without consent of parliament, is illegal. That the pretended power of dispensing with laws, or the execution of laws, by regal aut hority, as it hath been assumed and exercised of late, is illegal. 7 The Glorious Revolution House of Commons Information Office Factsheet G4 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. That the commission for erecting the late Courts of Commissioners for Ecclesiastical Causes and courts of like nature are illegal and pernicious.That levying money for or to the use of the Crown, by pretence of prerogative, without grant of parliament, for longer time, or in other manner than the same is, or shall be granted, is illegal. That it is the right of the subjects to petition the King, and all commitments and prosecutions for such petitioning are illegal. That the raising or keeping a standing army within the kingdom in time of peace, unless it be with consent of parliament, is against law. That the subjects which are Protestants may have arms for their defence suitable to their conditions and as allowed by law.That election of members of parliament ought to be free. That the freedom of speech and debates or proceedings in parliament ought not to be impeached or questioned in any court or place out of parliament. That excessive bail ought not to be required, nor excessive fines imposed; nor cruel and unusual punishments inflicted. That jurors ought to be duly impannelled and returned, and jurors which pass upon men in trials for high treason ought to be freeholders.That all grants and promises of fines and forfeitures of particular persons before conviction are illegal and void. And that for redress of all grievances, and for the amending, strengthening and preserving of the laws, parliaments ought to be frequently held. And they do claim, demand, and insist upon all and singular the premises, as their undoubted rights and liberties; and that no declaration, judgments, doings or proceedings, to the prejudice of the people in any of the said premises, ought in any wise to be drawn hereafter into consequent of example.To which demands of their rights they are particularly enco uraged by the declaration of His Highness the Prince of Orange, as being the only means for obtaining a full redress and remedy therein. Having therefore an entire confidence that his said Highness the prince of Orange will perfect the deliverance so far advanced by him, and will still preserve them from the violation of their rights, which they have here asserted, and from all other attempts upon their religion, rights and liberties.The said Lords Spiritual and Temporal, and Commons, assembled at Westminster do resolve that William and Mary, Prince and Princess of Orange be, and be declared, King and Queen of England, France, and Ireland, and the dominions thereunto belonging, to hold the Crown and royal dignity of the said kingdoms and dominions to them the said Prince and Princess during their lives, and the life of the survivor of them; and that the sole and full exercise of regal power be only in, and executed by the said Prince of Orange, in the names of the said Prince and Pr incess, during their joint lives; and after their deceases, the said Crown and royal dignity of the said Kingdoms and dominions to be to the heirs of the body of the said Princess; and for default of such issue to the Princess of Anne of Denmark and the heirs of her body; and for default of such issue to the heirs of the body of the said Prince of Orange. And the Lords Spiritual and Temporal and the Commons do pray the said Prince and Princess to accept the same accordingly.

My Education Philosophy - 1511 Words

Personal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of the different world and education philosophies. Metaphysics Metaphysics is defined as the branch of philosophy that examines the true nature of reality whether visible or invisible. Metaphysics includes the relationship between mind and matter, substance and attribute, and, fact and value. Idealists believe that only the mental is ultimate reality and that the mental world of ideas is permanent, regular and orderly (Berumen, 2014). They affirm that reality is essentially spiritual or mental and denies the possibility of knowing anything except ideas. Idealists theorize that ultimate reality is solely in the mind and argues that the universe is an expression of highly generalized intelligence and will (Gutek, 1997, p. 18). In summary, Idealists believe that what exists really exists, and cannot be changed because it is permanent, and cannot be new because it is regular. In contrast to Idealists, Pragmatists believes that there are no unchanging or eternal truths. Pragmatists rejectShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure t hat my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Philosophy On Philosophy Of Education852 Words   |  4 PagesMy Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteriaRead MoreMy Philosophy Of Education As A Education864 Words   |  4 Pagesdifferent philosophy of education, and what purpose education serves in a child’s life. The five philosophies of education that we recognize are: Essentialism, Perennialism, Progressivism, Social Reconstructionism, and Existentialism. I would most recognize my philosophy of education as Essentialism. Essentialism has been a dominant influence in American education since World War II. It focuses on core curriculum of traditional academic topics. I believe that the purpose of education is teachingRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Philosophy Of Education And Education1038 Words   |  5 PagesMy Philosophy of Education When trying coming up with a personal philosophy of education, I had to ask myself what the purpose of education is. To me, the purpose of education is to teach students knowledge that is needed to make it through school and to succeed in the world after graduation. Anyone can go into teaching, but not every teacher can teach. Teachers go above and beyond to introduce methods, philosophies, and strategies to help their students learn, as well as, retain the informationRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachersRead MoreMy Philosophy Of Education And Education864 Words   |  4 PagesPhilosophy of Education Children are the future and their education is the key to our society’s success. When considering this, I realize I have an immense responsibility as an educator. The main focuses of my teaching are active learning, building character within students, and providing meaningful curriculum. I want to create a comfortable setting where every student feels safe to learn. In many ways, my philosophy agrees with the holistic approach to education. I feel this challenges the studentRead MoreMy Philosophy on Education814 Words   |  3 PagesMy Philosophy of Education I think when I made the decision to become a teacher I was not thinking the seriousness of this decision. When we become teachers we also become the molder that will shape our student to be successful in life. But when you decide to become a teacher in a Christian school you are not only shaping this student to be successful in life but we are also shaping their Christian mind to do things with a feeling knowing that they are shape and where made by the image of GodRead MoreMy Philosophy Of Education1015 Words   |  5 Pagesimmediately sparked my interest in becoming an educator and share my personal beliefs on the important aspects of education. In addition to this, I will present various traits I believe are essential and critical for teachers to successfully fulfill their role as an educator. During my elementary years, I developed an urge to frequently ask many questions during the school day. Being able to question anything was astonishing to me. This was because my parents were unable to answer my questions and help