| adept_maneuver |
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Edited by: adept_maneuver Feb 4, 12, 10:13AM
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I joined an essay writing company in November 2011 and wrote a number of essays assigned by the company. They paid me for one month only and in December, they disappeared. Initially, the company representative kept saying they would pay me in few days. Now it's been over a month since they contacted me for more work. They have completely forgot me and don't even receive my phone calls.
The essays might have been used by the students who ordered them. I don't know posting essays here will work or not. I am just going for it. :(
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| adept_maneuver |
Writer |
Edited by: adept_maneuver Feb 4, 12, 10:36AM
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Threads: 1
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Subject: Education
Topic: A Critical Analysis of Examination in Assessing Psychology Students at University
Instructions:
course name is Designing Assessment for Learning
The module is assessed through a written assignment of 3000 words (maximum) in which you critically analyse and evaluate the design and implementation of a form of assessment. You may focus on a method of assessment drawn from you experience as a learner or as a teacher. (THIS IS GIVEN IN THE MODULE GUIDE)I CHOSE THE EXAMINATION METHOD !
CRITICALLY ANALYSE AND EVALUATE ASSESSMENT OF EXAMINATION:
WHAT IS EXAMINATION METHOD?
STRENGTHS AND WEAKNESSES
ADVANTAGES AND DISADVANTAGES
RELIABILITY
VALIDITY
IS EXAMINATION GOOD WAY ASSESS TO PSCHOLOGY STUDENTS AT THE UNIVERSITY ?
Pages:- 3000 words
Format:- Harvard
Sources:- 10
Here is the written paper.
A Critical Analysis of Examination in Assessing Psychology Students at University
Introduction
In order to enhance learning of students, their assessment by examination is significantly important in education process. The work undertaken by the students during the course and their approach to learning the subject matter are identified as well as affected by the assessment of such activities through examination. Students are assessed for a variety of reasons such as for motivation of students, producing learning opportunities, enabling feedback to students and teachers, grading and for improving quality of education provided and institutions (Rust, 2002). Teachers design assessment and examination techniques to facilitate learning of students and give feedback of the conduct of the students during the course. It is essential to fully understand the real purpose of assessment and the assessment method used should be critically analyzed and evaluated, for the assessment technique to be effective in achieving its purposes. As according to Broadfoot (1994), "Assessment is on the agenda because change is on the agenda; because there is growing pressure in many countries for the education system to do more and different things; because it is felt that assessment is key to achieving these changes" (Broadfoot, 1994).
This paper identifies the purpose of the assessment and indicates what should be assessed. It further analyzes the attributes of an efficacious assessment. There are more than one examination methods used in assessing students at educational settings, and this paper analyzes those methods and further describes the strengths and weaknesses, and advantages and disadvantages of the examination method to assess the students. Finally, this paper critically analyzes and evaluates the assessment of psychology students at the university.
Analysis and Evaluation of Assessment of Examination
The basic principles and issues which are required to be employed in designing assessment strategies for any module are necessary to be clarified. To achieve this objective, assessment is defined as evaluation or appraisal or making a judgment on student examination and even simply on overall conduct of the students during the course. For and effective assessment method, its strengths and Weaknesses should clearly be identified. Assessment of examination can include giving grades as a part of it, but it does not limited to this act. It is a subjective process of evaluation as well as objective one (Rust, 2002).
The main purpose of assessment of students is the most important consideration before analyzing and evaluating the assessment and examination methods. Assessment through examination is considered as a dynamic process having multiple aspects and diverse intentions. Such diverse intents include providing the examination criteria on the basis of which students are graded and promoted to next higher level. In assessing students, proper feedback is enabled so as to highlight the quality of student learning, and also teachers are capable to evaluate the the extent to which their teaching is effective. The assessment through examination method is crucial in maintaining academic standards (Brown et al., 1996). The deep understanding of purpose of assessing students facilitates the teacher in establishing a model which defines the assessment method to use in particular educational setting. But before moving to that step of developing assessment framework, the facets of student learning that are to be assessed or examined should be considered. The assessment content majorly depends on the course objectives as both of these assist to achieve the same educational goals for student learning. This is the basic element of an effectively-designed curriculum. The extensive classification of educational and learning objectives covers three critical areas that are knowledge, skills, and attitudes. For the knowledge domain, Harden has illustrated that cognitive measures are addressed by knowledge objectives (Harden, 1979).
Categories or Types of Assessment
Assessment is categorized as summative and formative assessment. Summative assessment evaluates the features and quality of student learning, and accumulates information on the basis of these characteristics which is used to take pass/fail or grading decisions. The summative assessment ensures whether the course objectives are met, and it is considered at the end of the module through examination. In short, summative assessment is undertaken to achieve purposes of making pass, fail or grading decision, promoting students to study further, assuring students' suitableness for work and anticipating success in future study and employment. It is argued that the student learning is affected in an adverse manner by summative role of assessment which progressively prevails mostly in educational programs. Unlike summative assessment, formative assessment is, in fact, associated with learning processes of students and assists them in studies. The main purpose of formative assessment is to motivate students and enable feedback regarding students' learning which encourages the students to demonstrate desired learning results. Formative assessment helps in diagnosing strengths and weaknesses of students, and assists them in developing self-awareness. There can be another category of assessment which facilitates evaluation of the strengths and weaknesses of programs and betterment of the quality of learning delivery. The purpose of this assessment regarding quality assurance is to provide student learning feedback to instructors essentially for the improvement in teaching methods and practices. This type of assessment ensures whether the module is creditworthy, and monitors the teaching and assessment standards over time (Miller, n.d.). The attributes that are desired for an effective assessment tool are next important consideration.
Attributes of Assessment Methods
Such attributes include the fundamental concepts of validity and reliability, the understanding of which facilitate the assessment objectives.
Reliability
A totally reliable assessment enables evaluators to use the same criteria and marking system for a particular work, even when they are applying it in different time periods and under same settings. Every time the criteria for a particular work will provide same judgment about the particular work. It is recognized that total objectivity of an assessment is impossible to attain, thus reliability of an assessment is a deserving objective in terms of quality assurance, standards and candor in summative assessment. In short, reliability refers to the preciseness, constancy and the quality of being reproducible of an assessment tools' outcomes (Rust, 2002).
Validity
The concept of validity has the same importance level as the reliability. The basic attribute of an assessment method is that it assesses what it aims to assess (Rust, 2002). In outward appearance, the concept of validity testing frequently necessitates the approachability of other models to which the outcomes of the benchmark assessment can be compared. There are multiple facets of validity associated with a test. The overall validity of a specific assessment method is established by compiling all these aspects. Various criteria have been formulated in the educational literature to evaluate the validity of an assessment method to justify its multiple facets. Such These standards are content, construct, face, and criterion validity (Downing, 2003).
According to Turnbull, for an assessment tool to be ideally effective, some other characteristics should be possessed by the assessment method such as flexibility, accountability, feasibility, timeliness, comprehensiveness and relevance to both the teacher and student (Turnbull et al., 1998).
Assessment Methods
According to Brown and Glasner (1999), time-constrained unseen written examinations, and essays and reports marked by instructor during a degree program are given the maximum weight in process of evaluation of student learning. The traditional approach to assessment requires students to write answers to a series of questions which have been discussed during the class through lectures by instructors. The instructor has provided the course material from which the exam questions are to be answered. During the module, students are required to submit a report on any topic chosen from a list of topics that are relevant to the course. The final marking is mostly based on the unseen examination that is taken at the end of the module or program. The questions that are to be answered in an unseen examination are pretty broad in nature but essentially relevant to the tutor lectures and course books. These questions are to be answered in essay form usually (Miller, n.d.). There are many other assessment methods that can be used for different purposes with differing levels of importance.
It has been argued that the selection of the method of assessment should be based on and associated with learning results. The method chosen is necessarily determined by the purpose, validity and relevance of the assessment process. It would not be wrong to say that each of the assessment tools has advantages and also disadvantages to some extent. Apart from the traditional approach of assessment tool, there is a range of assessment methods to choose from, which includes essay, assignment, individual project, group project or assignment, dissertation, viva and examination. This paper analyzes examination method of assessment in detail.
Examination Method of Assessment
Two wide categories of testing through examination can be used for evaluating student progress. The first and the most widely used category involves locally developed or faculty generated tests and examinations. These are designed by tutors responsible for setting the educational objectives and teaching the students, and are the best approach for assessing the validity of an academic program. Various departments at research institutions such as English, mathematics, physical education, and psychology mostly use locally designed tests and examinations. The other category involves testing through commercially developed standardized examinations. These examinations are taken under controlled conditions and greatly used to evaluate student competencies. Commercial tests are used to ascertain the level of learning that students have gained in specific fields of study and generated and judged on national level. Standardized testing is mostly used to demonstrate external validity of an academic program (Outcomes Assessment).
The examination method is time-constrained and is conducted in such settings where an invigilator is appointed to observe students to ensure that the written content in the paper is the student's own work. A variety of examination methods are available for assessment of students. Seen examination is a form of examination method in which students are aware about the test and the subject matter of the test ahead of time. The purpose of this sort of examination is to enhance the stress on learning, reducing anxiety of students. Open book exams allow students to refer to some specified book and course material or any notes of their choice during the exam. This can reduce anxiety of students occurred due to exams, and emphasize conning concepts and information related to course material. MCQ is an objective form of examination which allows students to choose from given range of possible answers. Marking MCQ is very easy as it can even be marked by a computer, and also students can easily revise the complete syllabus. Unseen exams are a form of examination which requires the questions to be answered made from any topic of the syllabus of the module (Rust 2002).
Strengths of Examination Method
In order to examine student achievement regarding knowledge and learning associated with a course program, tests and examinations are generally used, associating with cognitive goals (Outcomes Assessment). Assessment of student learning through examination method encourages strategic thinking as students are given the chance to plan for their examination. Students are provided with the capability to formulate exam strategies with respect to the topics studied during the module and the questions that are to be answered. They may also develop strategic capacity regarding the material presented in the exam so as to present effectively their point of view of the topic discussed. Students are able to respond to time constraints and can develop ability to tolerate pressure. It promotes an extensive knowledge base and a number of learning results (Miller, n.d.).
Weaknesses of Examination Method
Examination method is often criticized for being taken in comparatively short time interval and the answers provided in the written form may be trivial. A single examination cannot assess all the learning results and the purpose of assessment cannot be fulfilled in this way. Rote learning may also be encouraged for possible answers. Some authors even argue that the exams discourage learning as because of the evidence that graduates are able to deal with problem using their problem solving skills and logically, rather they try to memorize material which can deteriorate their abilities and cognitive thinking (Entwistle, 1981; Gibbs, 1992; Boud, 1992 cited in Miller, n.d.). Such danger can be avoided by designing the examination by including question regarding the application of what is learnt by the students. The exam should contain previously unseen content and scenarios that require student's ability to answer to the question asked through personal problem solving skills. It is also argued that the examination practice is too narrow in goals (Miller, n.d.).
Advantages of Examination Method
Following are the advantages of locally developed examination method.
Examination papers are easy to be prepared, adjusted according to the course module, and capable to meet institutional objectives.
Exams can help in developing significant standards of paper pattern that students are familiar with, and are usually embedded in a particular course of study.
Through examination method, quick results can easily be obtained in terms of academic learning of students.
These are relatively cheaper than other forms of assessment.
Following are the advantages of commercially developed standardized examination method.
They can be conveniently adopted and implemented quickly in program.
Standardized exams reduce staff time demands in development of exams and then grading students.
These exams are scored objectively and offer external validity.
Disadvantages of Examination Method
Following are the disadvantages of locally developed examination method.
Psychometrically valid exams are complex and need a considerable period of time to develop. Exams are considered as more expensive in terms of time and efforts to design them. Significant leadership and coordination is required in formulating exam pattern.
Revising exams is not relatively easy as they are based on curriculum and may obstruct change in that curriculum.
Exams are unsafe in terms of threat of being stolen and distributed.
The outcomes of locally developed examination cannot be inferred outside the curriculum and institution.
Following are the disadvantages of commercially developed standardized examination method.
They evaluate relatively trivial student learning, and sometimes cannot match the specific objectives of a program.
These exams usually produce norm-referenced data which may be less useful than criterion-referenced data for some institutions or study modules.
These are more summative than formative, so can cause difficulty in tracking changes in program.
Results may not be received in a timely manner using such exams.
(Source: Advantages and Disadvantages of Various Assessment Methods)
Examination Method for Assessment of Psychology Students at University
The American Psychological Association has described various perspectives of psychology such as cognitive, behavioral, humanistic, socio-cultural, psychodynamic, biological and evolutionary. According to the association, the nature of psychology is characterized as a discipline. The APA department has constituted and demonstrated broad knowledge and complete understand of various fields of psychology which include the history of psychology, theory and research, relevant levels of analysis, and ethical issues. Psychological developments have been explained by using concepts and theories of discipline and proper language.
Summative performance assessment takes place at the end of psychology module or program, but the extent of effectiveness in assessing the learning of students may vary. However, it is difficult to measure extensive knowledge with respect to psychological discipline in some cases where profound factual and cognitive information is required. The Summative performance assessment has overall mixed potential. Together with the demonstration of content and fields of psychology, the APA has described different assessment methods used for evaluating psychology students at university. Among others, tests and examinations are also constructed for psychology students. Mainly, there are two types of standardized exams taken for assessing psychology students as described by APA: the Academic Concentration Applied Test (ACAT) and the Major Fields Test by ETS. Though both of these standardized exams assess perceptions, learning and reasoning of students in different disciplines of psychology, but overall performance of psychology students on either method of examination can adversely be affected by student course selection. Interpreting the results based on such tests requires sound care by the evaluator. These exams provide opportunity for comparison of quality of education across institutions and assist in considering modifications in order to achieve overall educational goals. The standardized examinations and tests have overall mixed or moderate potential in terms of program achievement for psychology students. Some colleges, universities and graduate schools use another standardized testing method that is called GRE (Graduate Record Examinations). The GRE is widely used to appraise student achievement verbally and also quantitatively. Among many other discipline-specific programs, psychology study and programs offer GRE method to assess student performance. Educational Testing Services, Princeton, New Jersey is responsible for publishing and administering the GRE examination (Outcomes Assessment).
Though developing tests locally within a department is a time-consuming approach for many institutions, but according to American Psychological Association, department examinations and tests are evidenced to be an effective way to observe undertaken alteration in psychology student knowledge over time. However, it does not allow for normative comparison with other institutions and programs, and also in addition to it, the locally development examination practice is comparatively complex due to test security and changes in content knowledge of psychology discipline students. The standardized examinations and tests have overall strong potential in terms of program achievement for psychology students, and can effectively achieve assessment objectives.
Conclusion
Summing up above discussion, it can be concluded that the assessment is a dynamic process which has multiple aspects to take into consideration. Appraisal methods, however, are apparently complex, but effective assessment methods and techniques are focused on fundamental principles of assessment that directs the evaluator to achieve the purpose of the assessment. The suitable method of assessment should be selected keeping in consideration the advantages and disadvantages of the method. The most widely used approach in most of the institutions is the examination method for evaluating the student performance and knowledge of the content. Psychology students are also evaluated on the basis of their scores in examination. However, only examination method should not be given maximum weight, and other methods which are more reliable and valid should be used to appraise psychology students at university for the effective assessment of learning aspects.
References
Advantages and Disadvantages of Various Assessment Methods (2006) Morningside College, Assessment Handbook. Retrieved 11 Dec 2011.
Advantages and Disadvantages of Various Assessment Methods. Retrieved 11 Dec 2011.
American Psychological Association. Applying Assessment Strategies in Psychology. Washington, DC. Retrieved 12 Dec 2011.
Broadfoot (1994). Assessment in Education, Editorial, 1: p. 3-10.
Brown S, Race, P and Smith, B. (1996). 500 Tips on Assessment. London. Kogan Page.
Downing, SM. (2003). Validity: on meaningful interpretation of assessment data. Med Educ, 37(9) p. 830-7.
Harden, R. (1979). How to Assess Students: An Overview. Medical Teacher, 1(2); p. 65-70.
Miller, Alternative Forms of Formative and Summative Assessment: The Handbook for Economics Lecturers Nigel University of York. Houston, John and Whigham, David (ed), Glasgow Caledonian University. Retrieved 11 Dec 2011.
Outcomes Assessment, (2009). Assessment Instruments and Methods Available to Assess Student Learning in the Major. University of Wisconsin. The Board of Regents of the University of Wisconsin System. Retrieved 12 Dec 2011.
Rust, Chris. (2002). Learning and Teaching Briefing Papers Series; Oxford Centre for Staff and Learning Development OCSLD Oxford Brooks University. Retrieved 11 Dec 2011.
Turnbull J, Gray J, MacFadyen J. (1998). Improving in-training evaluation programs. Journal General Internal Medcine, 13(5), p. 317-23.
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| adept_maneuver |
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Feb 4, 12, 10:46AM
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Subject: History and Political Science
Topic: Take a current public policy issue in the United States and break it down in detail.
Instructions:
The issue I have chosen is GUN CONTROL. Here are the specific instructions provided by my professor:
What is the issue and why is it an issue in the first place?
What are the different sides of the issue? (the arguments for and against).
What position do you take on the issue?
How would you go about 'solving it?
Imagine yourself a member of United States Congress. As a member how would you go about balancing the different constituencies within your district, your personal feelings about the issue and your desire to get re-elected in trying to develop a solution to the issue
1500 words
Format:- MLA
Sources:- 4
Here is the written paper.
Gun Control
Citizens are allowed to carry guns as keeping arms is considered a right of people for personal safety. Gun control debate is not easy to tackle with as both sides of the battle are strong at their part to argue for and against gun control. In the United States, this issue has been a conflict between the public safety and personal freedom. Owing guns had not been restricted for about 160 years for the second amendment which assures that the people have the right to hold guns. Later on, people realized the horrible consequences of holding a gun and the debate began to this right in year 1934. The national firearms act was the first act that restricted the rights to own guns. The guns were then provided to the people after complete background checking and assuring as if they really needed the gun for a fair use. Federal act of gun control was introduced in 1968, and as per this act, each gun is provided with a unique serial number that is held by the gun buyer. 1990s' amendment then proscribes the criminals to become a gun owner and makes it essential to check the criminal record of buyer during the sales time. Gun control opponents argue that people bearing handguns are able to defend themselves from criminal offense assuring personal safety. Whereas, the advocates of gun control suggest that increase in crime rates is an outcome of widespread ownership of gun and ultimately bring negative consequences both in terms of private and public (Gun Control Debate 2011). This paper depicts both the arguments for and against gun control and proposes some ways the issue can be resolved. Since it gun control debate is greatly considered to be a political issue, this paper also highlights the laws and acts from the state government's point of view to prevent serious harms resulted from gun ownership.
Since 1934, various federal laws have been acted out to promote federal regulation of firearms and ammunition, the constitutionality and efficacy of which is continued to be a strong debate. Gun control proponents argue that laws and regulation to control gun ownership and holding can prohibit convicted felons, mentally challenged and other individuals who are not safe to the society to misuse guns to create harm. The advocates of gun control also suggest that accessibility of guns to these high-risk individuals can successfully be reduced by only the federal regulations and policies for gun usage. Some people even sought for extensive modifications in gun control policy such as non-police handgun possession and the registration of all firearm owners or firearms should be prohibited almost exclusively. For this prohibitive act regarding firearms, they insist that such regulation is not barred by constitution and it does not incur any substantial social costs. Some proponents do not consider such strict policies rather they go for moderate policy alternatives such as the ones which would not hinder legitimate possession and transfer of firearms.
The opponents to such federal policies have much stronger arguments. They refuse to accept that federal regulation can prevent firearms access by high-risk persons. They argue against the gun control acts indicating that such controls often disturb law observant citizens by creating burdens on them. Some people consider these policies as a violation of constitutional rights catered by the Second Amendment. They even give reasons for their opposition to gun control by demonstrating that they consider the widespread possession of gun as one of the best impediments to criminal offences and to likely despotism as well, whether through the use of guns by gangs or by government. Some opponents may also criticize the impression of enhancing federal powers as opposed to state and police forces (Gun Control 2002).
Gun control had been considered a prominent issue neither in the 2004 Presidential campaign nor in the 2008 campaign. 3% of people of the United States considered "gun control" to be a significantly major issue but the ratio of these people has now declined to 1% only. In general, very few Americans are now in support of gun control. Though the general public is less concerned about the issue, but it is still a major issue of concern for politicians. Gun control is considered to be a subject of federal, state and also local legislation like many other prospects and facets of public policy in the United States. Many opponents of the issue in gun control debate are impassioned and enthusiastic about their right to unrestricted gun possession. These individuals may even make voting decisions based solely on this issue. The Second Amendment provides citizen of the United States the right to own firearms which is affirmed by the 2008 Democratic Platform, but the platform also holds the prolongation of prohibition of weapon which can cause aggressive assault and bans the gun show by the citizens. While the Republican Platform strongly supports the right to own and keep guns and defends the June 2008 Supreme Court decision which is in affirmation of the right. It can be inferred that Democrats overwhelmingly are in support of gun control measures and policies, and the Republicans are divided on the issue and some Republicans even do not affirm gun control proposals at all.
Up till now, the White House has not initiated any legislation on gun control issues. Keeping in mind the increasing crime rates, gun control should be supported by congress to an extent that does not violate the right of public to own weapons for their safety. Trigger lock background checks requirement at gun shows are good options along with raising the age limit to hold guns to prohibit misuses of weapons. In 1999, voting for the regulation of gun shows and specifically trigger locks was narrowly attempted by the Senate, but the White House had not taken any action with respect to either proposal. Again in April 2004, the Senate voting for handgun locks was undertaken but this time too the House did not consider the proposal so the issue has not lately been upraised. On the contrary, gun control regulation advocates bear the defensive attitude because gun rights have been increased rather than restrained by more recent Congressional votes (Gun Control Policy Issues 2009).
Several gun control-related proposals had been presented in Possible Issues for the Congress, for instance, background checks requirement at gun shows, firearm safety trigger locks requirement, decrease the use of assault firearms and handguns, etc. One of those proposals was approved by the committee members. The measure included the requirement of increasing federal and state records that are appropriate to regulating firearms possession and transfer eligibility which can only be made approachable through the National Criminal Instant Background Check System (NICS). The performance and validity of NICS was challenged as an emerging issue in such circumstances when proposals involving the requirement of background checks for weapons transfers at gun shows by people without licenses, were a big concern. In addition to this measure, the White House narrowly voted out a discharge petition on another measure which would provide relief to definite qualified former and current law enforcement officers from state laws who prohibited concealed containing of weapons. The other proposals for prohibiting dire use of weapons that can cause fear, dread or terror, should be encouraged by Congress. Congress attempts to undertake such measures as Congress stated in Gun Control Act of 1968 that the assistance of federal, state, and local law enforcement in the current campaign to cut down crime and violence to a greater extent is the purpose of federal firearm regulation. It is also stated in the same act that the regulation does not aim to place any unneeded, unjustified, or undue loads on law observant citizens, and citizens have the right to the legitimate acquisition, ownership, or usage of weapons for personal protection, trapshooting, target shooting, hunting, or any other legitimate activity (Gun Control 2002).
Most of the people assume that there are two options regarding the gun control that are either to oppose or to support gun control. But in reality there is a range of alternatives. The people who defend holding guns and are against the abolishment and extensive restrictions have issues of violation of ''serious right to bear arms'', while the people who are in support of far-flung abolishment and more significant restrictions are considered to be ''gun control advocates.'' (LaFollette 2000). To solve the gun control issue, the main reason of gun usage in society should be considered as the use of weapons has been increased due to the menace to the society from people who are provoked by any kind of depression or bad circumstances in their lives, those who suffer from mental illness and drug addicted children and adults. Despite the fact that using gun has many benefits, it can cause extremely harmful situations in the society even a threat to social security if the gun is held by a wrong hand. Each and every citizen of the world is responsible for settling this issue by deciding what use the gun should be put to, so that can brought good to the society rather than causing harm to it (Gun Control Debate 2011).
"We challenge the culture of violence when we ourselves act in the certainty that violence is no longer acceptable, that it's tired and outdated no matter how many cling to it in the stubborn belief that it still works and that it's still valid." - Gerard Vanderhaar
Works Cited
"Gun Control" Almanac of Policy Issues 2002. [Available Online] cited 8 Dec 2011.
"Gun Control Debate" WordPress & Green Park 2 by Cordobo 2011. [Available Online] cited 8 Dec 2011.
"Gun Control Policy Issues" New Batch 2009. [Available Online] cited 9 Dec 2011.
LaFollette, Hugh. "Gun Control" The University of Chicago 2000. cited 9 Dec 2011.
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| adept_maneuver |
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Feb 4, 12, 10:56AM
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Joined: Feb 4, 12
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Slavery in 1800s
African-American slavery was started in 16th century and it ended till the end of the Civil War in America. Black Americans' existence is marked by Fort Monroe, Va. and it served as the source of their freedom too. The Fort continued to be used as an operating military base defending the harbor known as Hampton Roads for more than four centuries. Fort Monroe has been more than a Cape Coast Castle or Gorée Island of America as it is a place which marked the beginning as well as ending of slavery. Today, it is suggested to be declared as a National Monument by many Americans. In 1619, the first imprisoned Africans held by ship were brought to this place which had been an outpost of the Jamestown colony in that era. The ship carried a cargo of 20 Africans enslaved by the first English colony in North Virginia. It is said to be a singular and noteworthy coincidence that this spot ended the concept of slavery in the Civil War era when southern states' slaves began to escape from the Confederate army to northern states. The Confederate army was formed from people who were slaves and ordered by their masters to fight with the Unions from south side. These men were even threatened to be shot if they made an attempt to run toward north for Union. Southern countries of Virginia near Fort Monroe invaded by Union had been denser with plantations and slaves as compared to that of northern countries of Virginia. The Confederate people were seen as loyal gentlemen of Virginia and their slaves had built the munitions without getting wages for their work. Such gentlemen and their work were appraised by the Confederate General Pierre T. Beauregard in an official report on the battle at Bull Run. The General mentioned in the report that without any doubt, the constructions by those slaves had not only saved and parted with the white volunteers from that laborious and arduous military service but also gave them more time to train as soldiers. Confederate military apotheosis was revolved about this strategy as they had wanted a valor army of white men backed by the unsalaried labor of African American slaves. Similarly, the Union Army also had a fresh understanding of the importance of slave labor to the war in the wake of Bull Run. As reported by the soldiers, thousands of slaves had been working for the Confederate. Some Neo-Confederate writers have argued that African Americans volitionally worked and fought for the Confederacy by referring it in a selective manner from some enslaved men's stories who worked for the Confederacy. Some of those slaves narrated with confidence that their owners deliberately and forcefully made them fight with the Union Army. The Confederates committed to give them money for their efforts and hard work, and promised to free them after the defeat of Unions. The promises of southern considered fake by the slaves and they just fought for the cause of Confederate as they had no other option. On May 23, 1861, some Virginians cut and ran from the slave-owner who was a Confederate colonel, and looked for shelter and security at the Union-held bastion. These slaves had been forced to work for their Confederate master in constructing rebel fortifications. Some escaped after the Confederate leaders left for war and some joined Unions after their arrival at south. Later, the owner of those slaves was refused to get their slaves back under fugitive-slave laws as the Union Gen. Benjamin F. Butler stated the escaped men being contraband of war, and declared it a legitimate seizure. For that reason the slaves were classified as conquered goods which had been used for military purposes by the opponent in war. The first black slaves broke away from their owner giving courage to others to take the same step toward freedom and within days more than hundred African Americans flew from south and arrived at the Fort for safe harbor. The fort soon began called as Freedom's Fortress by the escaped slaves. Butler's decision of capturing them had been sanctioned as official policy by Congress and the Lincoln administration soon. After that these refugees set out to be known as contrabands and they started to serve for the Union cause infinitely. They even joined the federal troops to fight against the Confederate.
Slavery in United States had not been the issue during the Civil War. Its beginnings have been pertained to the time far before that era. Mostly black people were enslaved by whites in the beginning of slavery in America. However, some Native Americans and free blacks also had slaves. A small number of whites held as slaves as well. Slavery was banned with the adoption of new Constitution in 1787 by the time of the American Revolution. By 1808, the founders agreed to end the importing of slaves into the United States which had become a part of the compromises that allowed the Constitution to be written and adopted. However, African American slavery was once again became an expanding institution by 1800 or so, especially in the Southern United States. In early 1800s, America faced growing demand for cotton commodities which led many plantation owners to move to west in search of desirable and worthy land. In this case, one of the basic reasons for the reintroduction of slavery was the invention and rapid far-flung adoption of the cotton gin. Different invention took place regarding methods of efficient plantations which caused development and boom in cotton economies in the Deep South, and also well suited to the climate of South. For the purpose of growing cotton crops, a large supply of labor were needed to tend the fields in order to remove the seeds from the cotton fibers as growing cotton had been very labor intensive. This labor supply was provided by African American slaves. However, it is significant to consider the fact that not all slaves worked on large cotton plantations. African American slaves also worked in growing other types of agricultural products such as tobacco, hemp, corn, and livestock. Many of those slaves also worked in southern cities as skilled as well as common laborers.
This boom led to a large scale movement of slaves westward and southward. According to estimates by historians, approx one million slaves were migrated westward and southward between 1790 and 1860. Most of the slaves developed from Maryland, Virginia, and Carolina, where demand for slaves because of changes in agriculture. Before 1810, the slaves moved to destinations at Kentucky and Tennessee. But after 1810, they started migrating toward Georgia, Alabama, Mississippi, Louisiana and Texas.
This forced migration was called by the historian Ira Berlin as the "Second Middle Passage" as this was horrible to the same extent as the transportation of slaves from Africa to North America which was given the name the "Middle Passage". The Second Middle Passage of was so large that it broke up many families and caused much hardship. Another historian, Peter Kolchin indicated that this large scale migration repeated horrible circumstances of the Atlantic slave trade by breaking up current families and pressuring slaves to move far from everyone and everything they were familiar to. This had been characterized as the "central event" in the life of a slave between the American Revolution and the Civil War. According to Berlin that despite the concept that the slaves were directly eradicated or lived in fear that they or their families would be moved against their will, the monumental expatriation and transportation shocked black people, both slave and free.
Professors Franklin and Moss (2000) have described in their book named "From Slavery to Freedom" the time and causes of beginning of slavery, and the development of a distinguished and discrete culture among slaves and free blacks. The historians analyzed the role played by blacks in the nation's wars, the rise of an articulated and ungratified free black community by the end of the 18th century, and the growing opposition to slavery among segment of black population which had been increasing.
This was really strange for the slaves working in the cities to get free by giving money demanded by their owners. Southern and many North cities in fact, had heavy population of free black. A slave usually worked for long hours of physical labor in a day and for working in field, the slaves worked from before dawn to well after sunset, and frequently with a two hour break for the lunch. White farmers worked for long hours too but they could control their time of work as they worked for themselves. African American slaves did not have such control and they worked under constant pressure by owners and even threatened to get physical punishment by their overseers. The conditions had been mostly abrasive for the powerless slaves, and the absence of freedom made them helpless victims of their owners and the slave system.
The slaves were even forcefully used for military purposes. This situation of slavery invigoration was ended by the Civil War era with the declaration of the President Abraham Lincoln's Emancipation.
Works Cited
Berlin, Ira. "Generations of Captivity: A History of African American Slaves" (2003). cited 4 Dec 2011.
Franklin, John Hope; Moss, Alfred A. "From Slavery to Freedom: A History of African American" Knopf Doubleday Publishing Group (2000) cited 4 Dec 2011.
Frazier, Edward Franklin; Platt, Anthony M. "The Negro family in the United States" University of Notre Dame Press (1939). cited 4 Dec 2011.
Goodheart, Adam. "The Future of Freedom's Fortress" Fort Monroe, Va., 2011. The New York Times Company. [Available Online] cited 4 Dec 2011.
Masur, Kate. "Slavery and Freedom at Bull Run" The New York Times Company (2011). [Available Online] cited 4 Dec 2011.
Middle East
The undemocratic, politically instable situations and a number of social and economic issues have been prevailing in the Middle East today. The region is confronting with issues regarding stability, security, Islamism, and migration, according to many analysts and opinion makers. These issues are not focused to address European and American interests rather to point out the upcoming trends in demographic and social characteristics. People have now demanded more than what they have been getting in terms of democracy and equal opportunities, in short change. They want now corruption, nepotism and all the ill wills of the societies to be halted. Importance of connections with the rest of the world and a sense of fell of proud for being citizens to their countries have been recognized by people. This can show a picture of wrong policies that have been pursued based on historic evidences which often neglected the perspectives of modernization and change (Meral 2011).
This paper analyses the issues prevailing in the Middle East today and importance of such issues to the United States. It is also argued hereby whether the United States' policy agenda will address the Middle East issues in favor of the US interests, and what role can Europe play in order to take advantage of social and economic opportunities. All these issues will help to have an idea of future of the Middle East in terms of stability and democracy.
The United States' dominance in the Middle East and North Africa is not a new phenomenon. It has been determined by examining that the United States has been the unrivaled power in the region since the end of the cold War. Today the Arabs are becoming more independent which has caused the situation of power of the United States in the region to change as that was before. The evidence of the changing situation in Middle East can be provided by Egypt's decision to establish relations with Iran and Hamas which cannot even be altered by the United States. A new democratic Arab world is soon to be emerged now. The revolutions in Tunisia and Egypt have been the most peaceful in the Middle East region. There are other examples of this kind also such as an upholding rebellion in Yemen, an insurgence against Muammar Gaddafi's dictator rule in Libya and a serial of protestations in Syria. Almost nobody could have foreseen the changes to come. Good evidence has been provided from the current circumstances that these situations will continue to boil up in the Middle East and may take more months or even years to get settled down.
The United States, for more than the past 10 years, is not willing and capable enough to maintain its status and dominance in the Middle East. This is because of the recognized fact that President George W. Bush and President Barack Obama's administrations, together with the incompetent backing of the United States for Arab dictators, had engendered a core anti-American ultra terrorist crusade. The United States has been supporting Arab regimes more specifically and tentatively. However, the US has faced two major wars along with the financial upheavals and a deep recession in the US economy, which has caused the United States to become incapable to cope up with the situations prevailing in the Middle East. This has also resulted in conflicts in the Arab world. Now the time has allowed such forces which led disputes in the region to vanish through revolutions. Though, some rich countries and sheikhdoms in Arab world have yet not brought that change in their regimes, but apart from those almost all the societies the Middle East have started to deal with the present and upcoming change. Some governments in the region have even tried to suppress the protests in their countries, for instance in Bahrain. The Bahrain government succeeded to control the raising protests by its people but it hugely cost them to shut down such dissents, and even the impacts of government acts are not long lasting, endangering long-term stability of the country. Other examples of countries facing such protestations from the people include Libya, Syria and Yemen. These countries probably will undertake a huge change in their societies regardless of the current positions of the countries. A good example of an unfeigned pre-emptive reform is the current situation in Morocco, where the King has agreed to cede many of powers to the elected Prime Minister. A desired and positive outcome will present a powerful framework to stimulate the Gulf monarchies and Jordan to imitate the same model.
The importance of these reforms for the United States can be judged by considering the 1975 time when the United States had four major allies namely Egypt, Iran, Saudi Arabia and Turkey in the Middle East. Such alliances have become troublesome today for every state engaged in the relationships, also showing the United States dominance in the region. Today, the United States strongly need to make effective alliances with a more advanced and democratic Middle East. Such relationships have to be ensured with reality and stability for long term. It will be significantly difficult but critically important for the United States. It is seen that the United States will continue to include the Middle East issues in its foreign policy agenda because of strategic importance of the region (Zakaria, 2011).
Europe had also been connected with the Middle East, but these associations have been meaningless and unclear. European leaders have appraised the modified and audacious uprising of Arabs. The reason behind the evaluation by the European leaders may be to show their little but concerned endeavors of supporting the people of the Middle East. European governments have also been competing against one another for their interests in the region. Though, there is no example to provide the evidence of effective and stable relations between European and the Middle East countries. But it would not be wrong to say that European leaders had dealings with shady leaders of Egypt, Libya, Tunisia, Iran and Saudi Arabia. The Europe and the Middle East regions have been in tough and almost destroyed involvement with each other and this will continue to be the same until and unless the EU develops a proactive and sturdy foreign policy that is essentially multi-layered and integrated with other policies of the countries. Now, European countries should seek to relinquish the outlook of being omitted from updated and favorable political and economic opportunities in the Middle East and North Africa. For these policies to be effective and contributed the desired outcomes for the Europe's interests, the EU has not only to compete with an impregnable American existence in the region, but also with Turkey and Iran who have always been extremely diplomatic and taking economic special advantage by creating intense influence on the other countries of the Middle East. The Europe has to confront potent and substantial civil societies and domestic public opinion.
It is still a big question mark whether the Europe will be successful in marking its potentiality to be stable and create strong impact on the Middle East countries. At present, the Europe is not capable enough to gain advantage of potential social and economic opportunities from penetrating in the region. But, the strength of the European power can evidence to believe that the Europe can bring revolutions and change in policy framework to get strategically benefitted. It can then compete with all the threats present in the Middle East (Meral 2011). All the above discussed issues cannot lead to draw any conclusion for the future of the Middle East. Though, it should be enough to speak out that the future of the current prevailing circumstances in terms of change and protestations for undemocratic and instable regimes in the Middle East is unknown to everyone. But what one can do is hope for the best.
Works Cited
Meral, Ziya. "Europe must change its attitude in the Middle East" Public Service Europe. 2011 [Available Online ] cited 7 Dec 2011.
Zakaria, Fareed. "A New Middle East" Time Magazine U.S. 2011 [Available Online ] cited 7 Dec 2011.
History of the Number Zero
The story of zero refers to 'something can be made out of nothing'. This story is such a history of the development of an idea that has brought up the imaginativeness of many great minds across the globe throughout centuries (Kaplan and Seife, 2002).
Zero can be used for two purposes which are reasonably different from one another, and it has different aspects within the two uses for being a concept, a notion, a notation and a name. First, it can be used as a symbol to indicate an empty place in today's place value number system to describe the correct positioning of other numbers. For instance, the numbers 2011 and 211 represent two different numbers and have completely different sense. Secondly, zero is used in its form as a number itself i.e. 0. Both the above mentioned uses of zero have been exceedingly important. Yet, the two above described uses of zero cannot report historical evidence of creation of zero. It would not have been so easy for the term and idea behind the invention of the number to be widely accepted and used. The number and term zero has not been spontaneously derived concept. It took a huge period to develop the concept and use of zero as a name and a symbol (O'Connor and Robertson, 2000).
Zero as a number, symbol and a concept has been indeed important and is known possibly worldwide for its significant usage. The recognition, apprehension and functioning of zero has been the fundamental of the world now that today, zero fulfils a key role in mathematics as the real numbers, additive identity of the integers, and a lot of other algebraic structures. In addition, the concept of zero can be employed in calculus, accounting, finance, statistics, computers, and particularly in today's connected world. The development of zero from being merely a placeholder to the driver of calculus has crossed centuries, and involved diverse and extensively great cognitive thinking, both in extent and scope globally (Kaplan and Seife, 2002).
As a concept, zero indicates 'nothing' or 'naught'. "How can nothing be something?" is a question that ancient Greeks asked themselves. Records have shown that they seemed to be uncertain about the interpretation of zero as a number. The creation and status of zero has led to philosophical and religious arguments by Middle-ages (Bourbaki, 1998). As a matter of fact, today's Arabic number system has originated in India, but is comparatively newly developed. From the beginning, people have been labeling amounts and measures with a variety of figures and symbols throughout centuries, while facing difficulties in performing most elementary arithmetic computations with those number systems. A counting system had been first developed by the Sumerians as they wanted to mark and keep the accounts of the quantities of their goods such as cattle, horses, and donkeys. The drawback regarding the Sumerian system was that the system was positional which means that the positioning of a specific symbol as compared to others denoted its value. Around 2500 BC, Akkadians handed down The Sumerian system and in 2000 BC, the same was done by the Babylonians. The evolution of zero seems to have initiated from the Babylonians which has crossed may centuries and was very different from the symbol know to us today. Babylonians were the first to ideate a mark to to make it realized that a number had been missing from a column. For instance, 0 in the number 2011 expresses that there are no hundreds in that number. By that time zero did not have any symbol to denote the space.
Although Ancient Greeks have brought many famous mathematicians who learned the basic principles of their mathematics from the Egyptians and they had a number system, but that system lacked a placeholder like the one of Babylonians so they could not suggest a name to indicate that empty space. They might have contemplated the name to denote that place between numbers, but there is no such evidence to draw conclusion that the symbol even included in their language. So it shows that primitively, the Indians began to realize zero both as a symbol and as an idea (Kaplan and Seife, 2002). Whereas some suggest that in Ancient Greeks times, astronomers had used symbol O for recording their astronomical data (O'Connor and Robertson, 2000).
For the first time around 650 AD, Brahmagupta validated arithmetic operations with the application of zero. The mathematician practiced dots beneath numbers to point the presence of a zero. Such intended dots were alternately called as 'sunya' or 'kha'. (Sunya means empty and kha means place) (Kaplan and Seife, 2002). In Indian Culture, a dot (.) was used to denote zero between numbers (O'Connor and Robertson, 2000). Brahmagupta set up basic principles and standardized rules for getting to zero through with summation and subtraction as well as the outcomes of mathematical operations involving zero. The rules established by the Indian mathematician lacked in one aspect which was 'division by zero error'.
Later on, zero got to be known to Middle East by the attempt of great Arabian voyagers who traded spices and other unusual foreign items. They brought the texts of Brahmagupta and his colleagues back from India to Middle East. By 773 AD, Zeros arrived at Baghdad and modernized and developed there by Arabian mathematicians, who had founded their number systems on the basis of Indian system. For the first time in the ninth century, when zero came to be known in Middle East, Mohammed ibn-Musa Al-Khwarizmi worked on equations that were equivalent to zero and on algebra. The person was the founder of algorithm which was a straightaway method for multiplying and dividing numbers and the name algorithm was formulated as a corruption of the mathematician's name. Al-Khwarizmi was the first who called zero 'sifr', which the word 'cipher' is derived from. Zero was completely known and written in the form which it is present today like oval shaped 0, by 879 AD, but it was a bit smaller than the other numbers.
By the middle of the twelfth century, zero arrived at Europe through with the conquest of Spain by the Moors and transformations of Al-Khwarizmi's body of work on algorithms had also migrated to England where the work was undertaken and progressed by an Italian mathematician, Fibonacci. In 1202, The Italian Mathematician reposed on Al-Khwarizmi's work with algorithms in his book named Liber Abaci, or "Abacus book". Till that time, the abacus had been the most predominant instrument to perform arithmetic functioning and processes. Soon, many Italian merchants and German bankers observed and considered useful Fibonacci's developments, especially the function of zero. These development helped accountants to balance their books in a way that the positive and negative totals of the assets and liabilities equaled zero.
Rene Descartes was the founder of the Cartesian coordinate system and served as the next great mathematician to use zero. The mathematician developed Descartes' origin is (0,0) for use in graphs for drawing triangles or parabolas. By that time, zero had become common to a greater extent. The division by zero error which confused Brahmagupta and development of calculus were undertaken as a challenge by Isaac Newton and G.W. Leibniz after that. Newton and Leibniz solved the problem of division by zero at their own and unfolded enormous hypotheses to the world regarding the use of zero, in the 1600's. The mathematicians approach to zero has led tremendous working with numbers which resulted in formulation of calculus concept on the basis of which major fields such as physics, engineering, finance and economics have developed.
By the twenty-first century zero has become commonly and widely used and so familiar that today talking about it seems like talking about nothing. Precisely, it is the apprehension and working of renowned mathematicians with this nothing that has provided civilization to progress to become rich and developed. Zero has been made one of the keenest achievements of human society by the creation and development of zero across centuries, minds, and continents. In today's world of technology and globalization, zero is extant and put to use everywhere as math is a global language and field, and calculus its crowning accomplishment. However, its function as a symbol and a concept has meant to refer to absence of something. This reasoned that zero may still appear to be like nothing at all (Kaplan and Seife, 2002).
Works Cited
Bourbaki, Nicolas. Elements of the History of Mathematics. Berlin, Heidelberg, and New York: Springer-Verlag. 46 (1998) Retrieved on 1 Dec 2011.
Kaplan, Robert. The Nothing that Is: A Natural History of Zero. New York: Oxford University Press. (2000).
O'Connor J J and Robertson E F., A history of Zero (2000). Retrieved on 1 Dec 2011.
Seife, Charles. Zero: The Biography (2000).
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| adept_maneuver |
Writer |
Feb 4, 12, 11:06AM
| #5 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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I will post more essays later.
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| WritersBeware |
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Feb 4, 12, 12:19PM
| #6 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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adept_maneuver: I joined an essay writing company
Dude, just name the company!
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| adept_maneuver |
Writer |
Feb 4, 12, 12:44PM
| #7 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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Writers Sphere Company
I could only communicate with the company representative of Writers Sphere. I don't know the real name of the company he works for. They told me it was an American-based company, and wrote essays and research papers for American students. I asked them several times about their company name and location, and they told me nothing but this very name "writers sphere". I asked about their website, and they told me they were going to develop one in few months. They used to send me paper details through emails. I joined them just because I believed they were running a legit writing company. And see, I was fooled by them.
Most of the essays I wrote were urgent orders which had to be done in few hours. They wasted my time and efforts. :( It is good to work independently as a freelance writer.
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| MeoKhan |
Writer |
Feb 4, 12, 01:32PM
| #8 |
Joined: Jan 9, 11
Threads: 4
Posts: 1,117
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Wondering how so very easily you started doing work on behalf of just a "company rep". Today, things are so messy. I hope you will be careful next time.
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| adept_maneuver |
Writer |
Feb 4, 12, 01:54PM
| #9 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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Yes. I made a big mistake. I got an email from the company with a test paper to work on. I passed the test and they hired me. I talked on phone with the company representative only and no one else, but I am sure there must be other people engaged in the same business. I should not have put my trust in the company.
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| MeoKhan |
Writer |
Feb 4, 12, 01:56PM
| #10 |
Joined: Jan 9, 11
Threads: 4
Posts: 1,117
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adept_maneuver: in the same |
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| WritersBeware |
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Edited by: WritersBeware Feb 4, 12, 02:16PM
| #11 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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adept_maneuver: They paid me for one month only
Please provide me with ALL of their payment details.
adept_maneuver: my phone calls
Please provide me with their phone number.
adept_maneuver: They used to send me paper details through emails.
Please provide me with a list of ALL email addresses through which they contacted you.
This will aid in my investigation.
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| adept_maneuver |
Writer |
Feb 4, 12, 03:06PM
| #12 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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Email address: writersphere@gmail.com
Phone numbers: +92 (333) (5003339), +92 (345) (3555559)
They deposited money in my bank account.
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| WritersBeware |
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Feb 4, 12, 03:21PM
| #13 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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"Writers Sphere" is a blatant ripoff scam from Pakistan.
The "writersphere@gmail.com" email address is associated with numerous ads (in barely legible English) that offer to "pay" writers for academic writing.
The "+92" in the phone numbers is the country code for PAKISTAN.
NEVER provide foreign scumbags with bank account information of any kind.
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| adept_maneuver |
Writer |
Edited by: adept_maneuver Feb 4, 12, 03:51PM
| #14 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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I wonder how students place their orders with the company, when it does not have any website. I think the company runs different websites under different names which it hides from its writers. I wish I could know the names of the companies Writers Sphere is associated with. It was my first experience with a writing company which dragged me to hell, because I put sincere efforts to my work and did not get what I deserved. This is, however, an alert for other genuine writers.
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| MeoKhan |
Writer |
Feb 4, 12, 03:56PM
| #15 |
Joined: Jan 9, 11
Threads: 4
Posts: 1,117
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adept_maneuver: I wonder how students place their orders with the company
It is the same as you work for them. The sharpers employ sophisticated tactics to deceive anyone they can. After all, it is how they're earning money. I am just thinking if you did not notice the company rep's accent while he talked to you.
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| adept_maneuver |
Writer |
Feb 4, 12, 04:07PM
| #16 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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I noticed the accent, but I thought he was just a company representative who had been employed by the company to communicate with their writers. He told me the company had hired writers from different countries and they worked for other writing companies also. I did not know much about writing companies at that time, which is why I got scammed so easily.
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| MeoKhan |
Writer |
Feb 5, 12, 03:37AM
| #17 |
Joined: Jan 9, 11
Threads: 4
Posts: 1,117
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adept_maneuver: much about writing companies at that time, which is why I got scammed so easily.
I am sure that was NOT a company rep. He was the swindler himself. However, this incident has had a practical lesson for you. I hope you'll be careful next time. I am sorry for you being scammed.
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| adept_maneuver |
Writer |
Feb 5, 12, 10:47AM
| #18 |
Joined: Feb 4, 12
Threads: 1
Posts: 11
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Yes. I really got disappointed. :(
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| amnateeb |
Writer |
Feb 6, 12, 09:11AM
| #19 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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WritersBeware: This will aid in my investigation.
What investigation did you undertake, btw? What else did you do except revealing the "hidden truths" what google informed you about? Thicko.
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| WritersBeware |
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Feb 6, 12, 12:32PM
| #20 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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amnateeb: What investigation did you undertake, btw? What else did you do except revealing the "hidden truths" what google informed you about? Thicko.
Don't you have some goats to herd?
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| amnateeb |
Writer |
Edited by: amnateeb Feb 6, 12, 12:55PM
| #21 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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WritersBeware: Don't you have some goats to herd?
Hmm... So you are being racist now. No problem, nitwit. The answer to your question is: No!
By the way, you herd pheeleaks? Unlike you, I have far better things to do, which I am happy with. Doofus.
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| WritersBeware |
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Edited by: WritersBeware Feb 6, 12, 01:03PM
| #22 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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amnateeb: So you are being racist now.
How, exactly, is it "racist" to ask if you have goats to herd? That claim highlights your ignorance, stupidity, and lack of education.
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| amnateeb |
Writer |
Feb 6, 12, 02:40PM
| #23 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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WritersBeware: How, exactly, is it "racist" to ask if you have goats to herd? That claim highlights your ignorance, stupidity, and lack of education.
Ohh! So you are now trying to conceal your intentions? Did you really think I could not get what you meant by asking goats to herd? If so, then you must be the biggest idiot in the world. Idiot, pheeleaks herder.
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| WritersBeware |
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Feb 6, 12, 03:06PM
| #24 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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amnateeb: Ohh! So you are now trying to conceal your intentions? Did you really think I could not get what you meant by asking goats to herd? If so, then you must be the biggest idiot in the world.
Answer the question, moron.
WritersBeware: How, exactly, is it "racist" to ask if you have goats to herd? |
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| amnateeb |
Writer |
Feb 7, 12, 01:24AM
| #25 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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Pheeleaks herder, you are afflicted with paranoia. Everyone knows what you have in mind, when you go on like this.
Essay Writing Websites that ARE Legit??
Care to answer my question now.
amnateeb: What investigation did you undertake, btw? What else did you do except revealing the "hidden truths" what google informed you about? Thicko. |
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| WritersBeware |
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Feb 7, 12, 11:37AM
| #26 |
Joined: Apr 19, 07
Threads: 152
Posts: 8,669
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F*ck you and answer the question.
WritersBeware: How, exactly, is it "racist" to ask if you have goats to herd? |
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| amnateeb |
Writer |
Edited by: amnateeb Feb 7, 12, 12:25PM
| #27 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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Don't f*ck with me, WildBoar. I am not here to accept your f*cking service offers.
WritersBeware: answer the question.
I have answered your question. Now, kindly let your fingers type the answer to the question, yo-yo.
amnateeb: What investigation did you undertake, btw? What else did you do except revealing the "hidden truths" what google informed you about? Thicko.
Don't try to let this thread go off-topic. You are a looser. Idiot, Wildboar.
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| pheelyks |
Writer |
Feb 7, 12, 12:35PM
| #28 |
Joined: Jan 20, 09
Threads: 8
Posts: 3,796
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amnateeb: You are a looser. Idiot
Uh huh...
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| amnateeb |
Writer |
Feb 7, 12, 12:40PM
| #29 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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Oh wow! The goat bleats. Hey, what happened to your voice? Did your herder (WildBoar) not feed you? LMAO!
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| pheelyks |
Writer |
Feb 7, 12, 01:06PM
| #30 |
Joined: Jan 20, 09
Threads: 8
Posts: 3,796
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What a lucid and on-point assertion of your superiority. Thank you for sharing it with us.
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| amnateeb |
Writer |
Feb 7, 12, 02:33PM
| #31 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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pheelyks: What a lucid and on-point assertion of your superiority. Thank you for sharing it with us.
Pheeleaks idiot. Lol!
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| pheelyks |
Writer |
Feb 7, 12, 02:35PM
| #32 |
Joined: Jan 20, 09
Threads: 8
Posts: 3,796
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You grow more eloquent with each and every post.
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| amnateeb |
Writer |
Feb 7, 12, 02:48PM
| #33 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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pheelyks: You grow more eloquent with each and every post.
You need take care of your eloquence. Stop posting useless remarks.
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| pheelyks |
Writer |
Feb 7, 12, 03:11PM
| #34 |
Joined: Jan 20, 09
Threads: 8
Posts: 3,796
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Oh, amadweeb, thank you for pointing out my own need to mind the potential for verbosity in my missives! I will indeed cease the practice of making public any comments not of clear utility.
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| amnateeb |
Writer |
Feb 7, 12, 03:21PM
| #35 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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Good for you, imbecile.
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| pheelyks |
Writer |
Feb 7, 12, 05:37PM
| #36 |
Joined: Jan 20, 09
Threads: 8
Posts: 3,796
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I appreciate your congratulatory sentiments.
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| amnateeb |
Writer |
Feb 8, 12, 09:06AM
| #37 |
Joined: Dec 22, 11
Threads: 1
Posts: 315
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And I appreciate your moxie to keep posting in this forum despite getting dissed through derogatory remarks by many people and your dissatisfied customers. Keep yelling, poor soul.
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| sibrena |
Student |
Edited by: sibrena Feb 28, 12, 03:41AM
| #38 |
Joined: Feb 28, 12
Posts: 3
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adept_maneuver: Slavery in 1800s
How can I contact you? Please, PM me. I want you to write an essay for me.
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