Abraham Lincoln: The Great Emancipator? Essay

Abraham Lincoln, the 16th president of the United States of America, was the man who rose to the presidency and took the steps needed to end the situation of separation by making sure the South didn’t secede from the Union and continue to be a slave-owning population. An emancipator frees people from bondage or oppression, Lincoln’s main priority in his term in office was to re-unite the North and South, not to free the slaves. He believed that white people were superior to African-Americans and he was ‘playing politics,’ in the sense that he wanted to please the majority of the population, not the slaves he was freeing. President Lincoln did sign the Emancipation Proclamation, but that didn’t make him â€Å"the Great Emancipator.† In the end, the South was defeated, slavery was dissolved, and the United States of America lived, but President Abraham Lincoln was inaccurately labelled as the hero. While in office, Abraham Lincoln’s main objective was to re-unite the North and the South, which had seceded. Although many believed the Civil war was started to free slaves, it was mainly started so the South would become part of the Union again. If Lincoln did nothing, the Union would be permanently severed, the war was to save the Union (1). He would do anything to save the Union. In a letter in 1862, he proclaimed that everything he did with slavery and the Blacks, he did because he believed it would help save the Union (2). He lead the population to believe that the Civil war was all about the freedom of slaves. Lincoln just figured that the South would back down if there was the threat of freeing slaves (3). Abraham Lincoln could have cared less about the freedom of slaves, his goal was to get the confederacy to re-unite with the Union. Abraham Lincoln felt that African-Americans were inferior to white people. Lincoln stated the there was a distinguishing difference between white people and African-Americans in general. In the Lincoln-Douglas Debate, Lincoln presented his views on how Blacks are not equal in colour and moral or intellectual endowment (4). He often stated the African-Americans were not equal in social or political aspects. He stated his opposition to Blacks becoming voters, jurors, office holders, or intermarrying with white people (5). Lincoln felt that the Republicans were wrong in thinking the  Declaration of Independence included all men. He felt it didn’t include Blacks, therefore stating that Blacks aren’t people (6). Abraham Lincoln believed that whites were superior to African-Americans, thus they were not treated equally. Lincoln wanted to please the majority of the population, not the African-Americans he was freeing. One of Lincoln’s concerns was to keep slavery out of the territories. He wanted to preserve that land for poor white people in North and in Europe, who wanted cheap land (7). He proceeded to make a personal strategy to benefit some states. The gradual, compensated emancipation provided financial aid to any state which took that approved that idea (8). Lincoln also had ideas that he thought the bulk of the population would approve of. He persuaded a large group of Blacks to set up colonies in Panama, Haiti and Liberia (9). President Lincoln didn’t care about the slaves and their reactions and feelings towards his actions, he was playing politics and pleasing his people. The Emancipation Proclamation was signed by Abraham Lincoln on September 22, 1862, ensuring the freedom of slaves. He issued it so that all slaves in the confederate, controlled by South, would be free (10). Blacks should have the right of life, liberty, and the pursuits of happiness (11). The Emancipation Proclamation was the first law about freeing slaves that was written down on paper. Lincoln had always verbally stated his ideas on how to free slaves, this was the first idea in ink (12). The slaves had something to finally look forward to in their lives. The Civil War filled them with high hopes for freedom and prosperity (13). Abraham Lincoln took the steps needed to encourage the possibility of freedom of slaves through the Emancipation Proclamation. However, even thought the Emancipation Proclamation was endorsed, it didn’t make him â€Å"the Great Emancipator.† Blacks within the confederacy were still slaves. The Emancipation Proclamation would not come into action for three months after it was signed (14). He only signed it as a bribe towards the South to save the Union. He confirmed that the would do anything to saved the Union, â€Å"What I do about slavery, and the coloured race, I do because I  believe it helps save the Union.† (15). He didn’t have the authoritative power to just go ahead and free the slaves. The Congress was the only group that had the power to pass and make the Emancipation Proclamation into a legitimate law (16). Lincoln’s actions may have gave hope to slaves, but it was false hope, therefore just by signing the Emancipation Proclamation didn’t make him â€Å"the Great Emancipator.† Abraham Lincoln was not â€Å"the Great Emancipator.† Throughout his time in office, he worked harder trying to re-unite the Union, rather than free the slaves. He felt that white people were superior to African-Americans and ‘played politics’ in the sense that he wanted to please the majority of the people rather than the blacks he was supposedly freeing. Lincoln did however sign the Emancipation Proclamation, ensuring the slaves in the South would become free, but it gave slaves false hope and didn’t make him â€Å"the Great Emancipator.† Lincoln may have been named the hero for the work he did in uniting the Union, but not with freeing slaves. Although I believe that President Lincoln was not â€Å"the Great Emancipator,† he was the man who rose to presidency to take on the roll of bringing the Union back together. Also, even though he didn’t actually free the slaves, eventually they were free through the steps he started to make. I think the moral of this story is just that â€Å"its better late than never† and that you should take a stand in what you believe because it could possibility turn out for the best in the future.

Banneker Argument Essay

Banneker Rough Draft #2 Decades before the Civil War, even when the nation was but a few years old, slavery played quite a controversial role in the United States. While writing the Declaration of Independence, exclusions of all references made to slavery avoided conflict in an attempt to hold the fragile young nation together during the critical period leading up to its independence. However, the leaders of the country knew the subject would pop up again. Just a few short years later, as the country began to envision its future, the issue of slavery made another appearance.Many people, including free African-Americans such as Benjamin Banneker, argued against slavery. In his letter to Thomas Jefferson, Banneker argues in favor of abolition with respect and passion through his mastery of powerful diction, impassioned and reverent tone, and emotional appeal. Throughout the piece, Banneker reminds Jefferson of the struggle for independence. He recalls for Jefferson how discontented the colonies felt with King George’s tyranny. He supports his argument with key words from the Revolution, speaking of the â€Å"rights and privileges† bestowed upon the former colonists.He quotes Jefferson himself, pulling an excerpt from the Declaration of Independence which states that â€Å"all men are created equal. † However, many thought slaves simply property and not men, so did not seem applicable to the situation in their eyes. Banneker warns against hypocrisy, stating with loaded words such as â€Å"groaning captivity and cruel oppression† that Jefferson and the others would be just as tyrannical as King George should they just stand by and let slavery continue. Banneker feels quite passionately about this, something reflected by his tone.He feels obligated to act, because â€Å"so numerous a part of [his] brethren† were experiencing carnal treatment and abhorrent horrors and all he could do to help included sending a strongly-worded, yet m ost likely ineffective, letter to a political official. Banneker knows that unfortunately, despite his pedantic diction due to his extensive education, he holds less credibility than a white man during this point in time. So despite his passionate argument, the letter as a whole reflects respect.Banneker addresses Jefferson as â€Å"sir,† uses panegyrics, and towards the end of the letter he attempts flattery by stating â€Å"your knowledge of the situation†¦ is†¦ extensive. † This respect played a key role in Banneker’s letter being seriously considered. Banneker’s tone fuels his use of the appeal pathos. Banneker speaks of the times when â€Å"human aid appeared unavailable† to the colonies, when they seemed to have no hope. He attempts to evoke feelings of altruism from Jefferson by insisting that he possesses the ability to do what the French did for the colonies- help win the fight for freedom.Banneker reminds Jefferson how much he e njoys his freedom from England, something undeniable and labeled by Banneker as a â€Å"blessing of Heaven. † Banneker uses Jefferson’s intense value and love for liberty and equality to point out the urgency with which his brethren should be given rights and privileges â€Å"equal and impartial† to those of white men. Banneker’s fervent desperation for the freedom of his brethren seems almost tangible. The hypocrisy of the situation must have been understandably frustrating, but eventually, despite almost a century of waiting, slaves became emancipated in the United States. Word count: 536

Dupage County Needs Assessment

Dupage County needs assessment U OM LTH C A E TUS ENT H A T ESM S S AS ITY N DUPAGE COUNT Y HEALTH DEPARTMENT Everyone, Everywhere, Everyday Community Health Status Assessment DuPage County Health Department 2010 Prepared By Mary Lally, RN, MPH Crystal Reingardt, MPH Peggy Iverson, BS Stacey Hoferka Jensen, MPH, MSIS Elizabeth Barajas, MPH Table of Contents Section 1 Leading Causes of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Top Ten Leading Causes of Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Crude Mortality Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Top Ten Leading Causes of Death by Gender . . . . . . . . . . . . . . . . . . . . Top Five Leading Causes of Death by Age Group . . . . . . . . . . . . . . . . . Years of Potential Life Lost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographic and Socioeconomic Characteristics . . . . . . . . . . . . . DuPage County Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Birth Statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statistics. Mortality Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Immigrant Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unemployment. Unemployment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poverty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Uninsured . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1 1-1 1-2 1-3 1-4 1-5 2-1 2-1 2-7 2-8 2-9 2-1 0 2-11 2-12 2-13 2-13 3-1 3-7 3-8 3-22 3-23 3-24 3-25 3-25 3-28 3-29 4-1 4-1 4-7 4-8 4-12 4-13 4-14 5-1 5-1 5-4 5-7 5-7 5-10 6-1 6-1 6-2 6-3 6-6 Section 2 Section 3 Chronic Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diseases of the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cancer. Cancer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stroke. Stroke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chronic Lower Respiratory Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arthritis. Arthritis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osteoporosis. Osteoporosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Diabetes. Diabetes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Asthma. Asthma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EndDisease. End-Stage Renal Disease. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infecti Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VaccineVaccine-Preventable Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexually Transmitted Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . HIV/AIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tuberculosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rabies . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 4 Section 5 Maternal and Child Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infant Deaths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prenatal Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Factors. Risk Factors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Low Birth Weight and Very Low Birth Weight . . . . . . . . . . . . . . . . . . . . . . Adolescent Pregnancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity Nutrition, Physical Activity and Obesity. . . . . . . . . . . . . . . . . . . . . . . . Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity. Physical Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Obesity. Overweight and Obesity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FORWARD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 6 Section 7 Environmental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Outdoor Air Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Water Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Waste. Toxics and Waste. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communities. Healthy Homes and Healthy Communities. . . . . . . . . . . . . . . . . . . . . . . Infrastructure and Surveillance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Foodborne Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mental Health Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ment al Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alzheimer ’s disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Substance Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alcohol Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tobacco Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Illicit Drug Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Injury and Violence Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unintentional Unintentional Injuries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accidents. Motor Vehicle Accidents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Falls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Drowning. Drowning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deaths. Firearm Related Injuries / Deaths. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Homicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Child Abuse and Neglect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Domestic Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-1 7-1 7-3 7-4 7-6 7-6 7-8 8-1 8-1 8-3 8-5 8-6 8-7 8-10 8-12 9-1 9-1 9-2 9-3 9-4 9-5 9-6 9-7 9-9 1010-1 1010-1 1010-2 1010-2 1010-4 1010-5 10-5 101010-8 1111-1 11-1 111111-2 1111-4 1111-5 1111-6 1111-6 Section Section 8 Section 9 10 Section 10 Minority Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DuPage County Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DuPage County Mortality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethnicity. Cause Specific Deaths by Race and Ethnicity. . . . . . . . . . . . . . . . . . . . . Top Five Leading Causes of Death by Race and YPLL . . . . . . . . . . . . . Motor Vehicle Accidents, Homicides, and Suicides . . . . . . . . . . . . . . . . Maternal and Infant Health Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Infectious Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Access to Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Health Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preven tive Clinical Preventive Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ongoing Sources of Primary Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inadequate Prenatal Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sentinel Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Section 11 Introduction In order to meet State requirements for health department re-certification, Illinois Administrative Code requires that every five years, each Local Health Department must assess the health needs of its community through a systematic process known as the Illinois Project for Local Assessment of Needs (IPLAN). IPLAN is grounded in the core functions of public health and ddresses public health practice standards. One of the required documents of the IPLAN process is a Community Health Status Assessment. The Community Health Status Assessment is intended to answer th e question, â€Å"What is the health status of the residents of DuPage County? † The results of this assessment will provide the IPLAN Steering Committee with an understanding of the community’s health status and ensure that the IPLAN priorities include specific health status issues. The Community Health Status Assessment is developed through the systematic analysis of health status data from primary and secondary sources.The following DuPage County Health Department Community Health Status Assessment is a compilation of data from these sources. The Institute of Medicine defines a community health profile as a set of health, demographic and socioeconomic indicators which are relevant to most communities. It is intended to provide a broad strategic view of the population’s health status, and the factors that influence health in the community. The IPLAN Steering Committee will use this document to identify and support approximately ten health status issues. Method ologyThe DuPage County Health Department has created this Community Health Status Assessment to identify specific health needs as part of the IPLAN process. Our intent is to develop an accurate, comprehensive picture of health status of DuPage County residents. Content areas covered focus on physical, mental and environmental health. This assessment will follow a structure similar to the U. S. Healthy People 2010 (HP 2010) document, providing the most current data available, and indicating how DuPage County compares to the HP 2010 target whenever possible.Incidence, prevalence and trends are shown when available. Objectives without HP 2010 targets have been included where appropriate based on public health impact. Direct HP 2010 comparisons were not always available. Finding current, comparative data on specific health objectives consistently remains a challenge. Many data sources have been used in an attempt to provide accurate data for analysis. Data reliability must always be con sidered, as in some instances, occurrence of morbidity or mortality may be so low that a valid rate or percent cannot be calculated or, if calculated, would be meaningless.These occurrences are noted throughout the document. Data derived in the Community Health Profile is a compilation of many sources. Frequently when discussing national health statistics or trends, direct HP 2010 text was quoted. The IPLAN Data System was a primary source for Illinois and DuPage County specific indicators, as this system contains a wealth of data on births, mortality and chronic illnesses. Illinois Department of Public Health birth and death files were frequently used as a data source, along with sources from specific DuPage County Health Department service areas.Other data and information sources include Access DuPage, American Cancer Society, American Heart Association, American Psychiatric Association, Behavioral Risk Factor Surveillance System, Centers for Disease Control and Prevention, DuPage County Environmental Committee, DuPage County Sheriff’s Office, DuPage Federation on Human Services Reform, Family Shelter Services, Illinois Attorney General, Illinois Council Against Handgun Violence, Illinois Department of Children and Family Services, Illinois Department of Employment Security, Illinois Department of Public Health, Illinois Department of Transportation, Illinois Environmental Protection Agency, Illinois State Board of Education, Kaiser Commission on Medicaid and the Uninsured, Kaiser Family Foundation, National Adolescent Health Information Center, National Alliance on Mental Illness, National Cancer Institute, National Diabetes Information Clearinghouse, National Heart, Lung, and Blood Institute, National Institute of Mental Health, National Institutes of Health, National Osteoporosis Foundation, National Safety Council, National Stroke Association, Nationally Highway Traffic Safety Administration, Safe Kids USA, SEER*Stat (Surveillance, Epidemiology an d End Results statistical software), Substance Abuse and Mental Health Services Administration, Suicide Prevention Resource Center, The Alan Guttmacher Institute, The Joint Commission on Accreditation of Healthcare Organizations, U. S Census Bureau, U. S.Centers for Disease Control and Prevention, U. S. Department of Commerce, U. S. Department of Health and Human Services, U. S. Department of Housing and Urban Development, U. S. Department of Justice, U. S. Environmental Protection Agency, and World Health Organization. Section 1: Leading Causes of Death and Mortality in DuPage County A good place to begin our study of the health status of the population is by reviewing the leading causes of death in DuPage County residents. Presenting, ranking, and comparing leading causes of death data is a common method of showing mortality statistics, and is useful for illustrating the relative burden of disease-specific mortality.The DuPage County death data presented in this section were obtai ned from death files provided by the Illinois Department of Public Health. In 2006, there were 5,703 deaths in DuPage County and 102,122 deaths in Illinois (1). Ninety-four percent of DuPage deaths were White, three percent were Asian, and two and one half percent were Black. Three percent of DuPage deaths were Hispanic. Minority Health will be addressed in Section 10 of this Community Health Profile. See Table 1. 1 for a comparison of the 2006 Top Ten Leading Causes of Death in DuPage County and Illinois (2)(3). See Table 1. 2 for the 2004 and 2005 Top Ten Leading Causes of Death in DuPage County (2). Table 1. Top Ten Leading Causes of Death in DuPage County with Illinois Comparison, 2006 DuPage County Rank Cause of Death All Causes 1 2 3 4 5 6 7 8 9 10 1 Illinois Number of Deaths 102,122 27,002 24,052 5,974 4,725 4,401 2,792 1 Number of Deaths 5,703 1,419 1,384 347 260 192 183 158 109 107 93 Percent of Deaths 100. 0 24. 9 24. 3 6. 1 4. 6 3. 4 3. 2 2. 8 1. 9 1. 8 1. 6 Percent of De aths 100. 0 26 24 6 5 4 3 1 Diseases of the Heart Cancer Cerebrovascular Disease Chronic Lower Respiratory Disease Accidents Alzheimer’s Disease Pneumonia Diabetes Mellitus Nephritis and Nephrosis Septicemia 2,794 2,501 2,001 3 2 2 Pneumonia is not in the top ten leading causes of death in Illinois Source: Illinois Department of Public Health (2) (3) 1-1 Table 1. Top Ten Leading Causes of Death, DuPage County, 2004-2005 2004 Percent of 2005 DuPage Total DuPage Deaths Deaths Deaths All Causes 5,444 100. 0 5,761 Diseases of the Heart 1,326 24. 4 1,455 Cancer 1,395 25. 6 1,440 Cerebrovascular Disease 385 7. 1 388 Chronic Lower Respiratory 252 4. 6 274 Disease Accidents 208 3. 8 181 Pneumonia 137 2. 5 177 Alzheimer’s Disease 166 3. 0 179 Nephritis and Nephrosis 116 2. 1 138 Diabetes Mellitus 119 2. 2 116 Septicemia 102 1. 9 89 Source: Illinois Department of Public Health (2) Percent of Total Deaths 100. 0 25. 3 25. 0 6. 7 4. 8 3. 1 3. 1 3. 1 2. 4 2. 0 1. 5 Since 1908, Dise ases of the Heart has been the first or second leading cause of death in the United States (4).Since 1921, Diseases of the Heart has remained the number one cause of death (4). While DuPage County historical mortality data dating back to 1921 is unavailable, one can extrapolate national patterns to County mortality. The increase in 2004 total Cancer can be seen as an anomaly. The transposition between Diseases of the Heart and Cancer in 2004 should be monitored. Crude Mortality Rate Table 1. 3 Crude Mortality Rate, DuPage County and Illinois, 2000-2006 Year DuPage County Illinois 2000 617. 1 855. 8 2001 620. 6 840. 1 2002 616. 1 842. 9 2003 615. 6 829. 2 2004 586. 3 805. 0 2005 618. 0 812. 1 2006 611. 3 795. 8 Source: Illinois Department of Public Health (2) 1-2Crude Mortality Rate in DuPage County and Illinois 2000 – 2006 Rate per 100,000 Population 1,000 800 600 400 200 0 2000 2001 2002 2003 2004 Illinois 2005 2006 Year DuPage County Graph 1. 1 Source: Illinois Department o f Public Health (2) As can be seen from Graph 1. 1, between 2000 and 2006 the DuPage County and Illinois mortality rates remained relatively stable. The DuPage County crude death rate ranges from 586 deaths per 100,000 population to 620 deaths per 100,000 population. The Illinois mortality rate is higher and has a greater range than DuPage County. It ranges from 796 deaths per 100,000 population to 843 deaths per 100,000 population (2). Top Ten Leading Causes of Death by Gender Table 1. DuPage County Leading Causes of Death, All Ages by Gender, 2006 Male Female Rank Cause Number Rank Cause 1 Cancer 681 1 Heart Disease 2 Heart Disease 661 2 Cancer 3 Accidents 130 3 Cerebrovascular Disease (CVD) 4 Cerebrovascular Disease 128 4 Chronic Obstructive (CVD) Pulmonary Disease (COPD) 5 Chronic Obstructive 99 5 Alzheimer Pulmonary Disease (COPD) 6 Pneumonitis 81 6 Pneumonitis 7 Diabetes 51 7 Accidents 8 Nephritis 47 8 Nephritis 9 Alzheimer 44 9 Diabetes 10 Septicemia 43 10 Septicemia Source: Illinois Department of Public Health (2) Number 758 703 219 161 139 77 62 60 58 50 1-3 Gender Differences The 2006 top ten leading causes of death are the same for oth males and females, though the ranking of causes varies by gender. The first and second cause of death for males is Cancer, followed by Heart Disease. This order is reversed for females. Accidents (Unintentional Injuries) are the third leading cause of death for males, but the seventh leading cause for women. This category includes motor vehicle accidents and any other unintentional injury death that occurs as a result of a fall, drowning, firearm or other accidental cause. In DuPage County, the number of male Accident deaths is more than twice the number of female Accident deaths, which is attributed primarily to higher numbers of male motor vehicle deaths.This discrepancy between male and female accident deaths is a trend that is also seen nationally (5). CVD and COPD are the fourth and fifth leading causes for males , but the third and fourth causes for women. Alzheimer’s disease is the fifth leading cause for women, but the ninth cause for men. Pneumonitis is the sixth leading cause of death for both males and females. Diabetes was the ninth leading cause of death for females and the seventh in males. Nephritis was the eighth leading cause of death in both females and males and Septicemia was the tenth leading cause of death for both genders. Top Five Leading Causes of Death by Age Groups Table 1. 5 Five Leading Causes of Death by Age Group in DuPage County, 2006 Rank

American and Chinese Retail Market Research Proposal

American and Chinese Retail Market - Research Proposal Example What are the differences in the consumers What are the hindrances What are the benefits attached What are the implications of Economic and financial policies The issue of understanding the differences in the economic policies and the consumer market between the established markets like U.S. and emerging markets like China is of immense importance. Many multinational enterprises view China as a vital market and one with tremendous potential for growth in the future. The successful expansion of most multinationals depends upon the strategies and policies designed by keeping in view these economic and social differences. After taking a review of the researches for the problem through different aspects I will try to find out and underline the differences in both the markets and Governmental policies of both countries. A primary component of extensive theories of consumer behaviour is product assessment where consumers evaluate the characteristics of numerous product offerings. Such assessment is undertaken for their own decision making and for finalising purchasing decisions. In this phase of consumer behaviour, products are assessed on numerous characteristics, in regard to what consumers consider as their priority - as an outcome, product attitudes determining purchase decisions are developed. A significant body of empirical research has determined the importance which Chinese consumers attach to various product characteristics. Results suggest that a wide array of intrinsic criteria including style, comfort, colour, workmanship, and either fabric, fabric content, and fibber comfort were considered as top factors (Forsythe et al., 1999; Zhang et al., 2002). While the extrinsic criteria of either price or brand were evaluated as somewhat less significant than either attribute in two of the studies (Zhang et al., 2002), Forsythe et al. (1999) purport that price, along with design and quality, strongly influenced the purchase intentions regarding a jacket. Since economic and cultural factors have been associated with consumers' distinct use of country of assembly information when assessing and buying products (Low & Corkindale, 1998; Zhang, 1996), and outsourcing production is prevalent, there are studies which have studied the influence of country of assembly in more depth. Several studies have asserted that Chinese consumers' buying choice, perceptions of

Macro Essay Example | Topics and Well Written Essays - 1500 words

Macro - Essay Example This can be thought of as a result of the rise in price levels. However, because of the price rise, the SRAS curve shifts out to SRAS2. As a result the short-run equilibrium in period 2 is E2, Output falls to Y2 and the price level shoots down to P2. Hereon, the aggregate demand curve remains stationary, and the SRAS gradually climbs along the AD curve back to the initial equilibrium level. The price climbs up back to P0 and the output level converges to its long run level over the long run. Thus, in the long run there are no effects of the positive demand shock since it is temporary. However, there are short-and medium run effects. 2. To answer this question it is important to understand what the role of MPC is in the construction of the IS curve. In the diagram above, we show how an increase in investment affects the goods market equilibrium. Suppose initially the interest rate was fixed at r0 and the investment expenditure was I0. The Effective demand was E0 = C+I0+G. As shown in the above part of the diagram, the effective demand intersects the 45 degree line at output level Y*. Thus, the combination (r0,Y*) ensures equilibrium in the goods market. It is thus a point on the IS curve. Now suppose the interest rate falls to r1. As a result investment rises to I1. So, there is an increase in effective demand as well. Consequentially, Y** is the new equilibrium point. Therefore (r1,Y**) is another equilibrium combination of interest and real income. Joining these we get the IS curve in the lower half of diagram 2. The crucial point to note here is that the slope of the IS curve depends crucially on the slope of the effective demand curve, which is the MPC. Evidently if the Effective demand curve was steeper implying a higher MPC, then the increase in equilibrium income would have been smaller. Thus, we understand that higher the MPC, steeper will be the IS curve. The increase in equilibrium income following an autonomous increase in investment follows a multipl ier mechanism. The value of the multiplier is equal to: . Therefore if the mpc = .75, multiplier is equal to 4 and if mpc = 0.25, the multiplier is equal to 1.33. Therefore, the increase in the income will be equal to 4*60 =$ 240 million in the first case while it will be only $79.8 million in the latter case. The reason for a smaller increase in income when the mpc is smaller lies in the definition of the mpc. It stands for the additional spending on consumption from each additional dollar earned. The higher this value, the higher will be the increase in effective demand following every increase in income. The propagation will be greater, greater the mpc. 3. Obama selling hard on economic stimulus plan AGENCIES,  Jan 25, 2009, 07.49pm IST WASHINGTON: President Barack Obama relentlessly pressed his sales pitch for $825 billion in government spending to halt the US economic slide, dispatching his vice president and top economic adviser for appearances on Sunday television interview programs. Vice President Joe Biden and Larry Summers, the economic chieftain, will be emphasising the message outlined by Obama in his first Saturday radio and Internet address from the White House. The new president touted the benefits of the huge spending program, telling Americans it would produce better schools, lower electricity bills and

Socialization Article Example | Topics and Well Written Essays - 500 words

Socialization - Article Example I agree with the statement that though children learn socialisation from many sources, the interaction with peer groups has the most significant influence on the development of social skill in them. The validity of this notion can be evidenced from the article, Socialisation, by Jonathan Blundell, in which the author contends that peer groups including classmates and friends â€Å"exert very strong pressures† on children (8). The article, referring to other evidences, further suggests that young children closely observe their peers and attempt to â€Å"learn† from them â€Å"how they should behave† (8). Since children spend most of the time in their classroom or with their friends, it can be construed that peer group is the most influential factor in determining the socialisation aspect of children. 5. I would first write an introduction, where I would identify the topic and provide a brief definition of the term socialisation, and identify the sources from where children learn social skills. In the body passages I would offer an explication of each how source and illustrate how they impact the socialisation of children. In the last body passage I would identify one among the sources as the most significant and explain why I believe so, with supporting evidence from published literature that are credible. Does environment or nature not play a role in socialisation of children? For example, a child may be interacting with another in a homely environment. But he may not do so in a park or other social gathering. Similarly, nature is also a source from where children learn the skill for socialisation. For example, when the child observes a flock of birds, it makes the child think why they are all going together. The article overlooks this aspect. The article has been written by a single male author and there appears to be no bias on

Philosophy (Socrates) Essay Example | Topics and Well Written Essays - 1750 words

Philosophy (Socrates) - Essay Example At the end, he refused to leave the city, to moderate his uncompromising stance, or to suggest a reasonable counter-penalty. By this point, the jury had no real choice but to deliver the death penalty. The context of recent political events in Athens, and the official charges brought against Socrates forced the issue, but he died because his strong personal religious conviction placed him radically outside mainstream society, prevented him from making his behavior more acceptable to his fellow citizens, and prevented him from seeing any alternative to death. Socrates had been resented in the city for decades. The nature of his defense at the trial may have had little bearing. From the mid-fifth century, professional teachers, or Sophists, appeared, and charged fees for an education. They believed in questioning traditional values – ‘the eternal verities’, and modifying or rejecting them as appropriate. This bred concerns over the threat to established systems. Alt hough Socrates did not charge fees, and there were fundamental differences of opinion between he and the Sophists, there was a link in the public mind. Aristophanes’ The Clouds makes this plain. ... It was not just The Clouds either, as quotations from other comedies suggest a similar attack on Socrates. Aristophanes’ choice of Socrates to represent the new thinkers is telling. He insisted on pushing his opinions on the streets of the city. Socrates seemed to understand this. Many of the other teachers were from outside of the city, and only visited infrequently. He spent his time in the most public places, especially the Agora, while his poverty and physical ugliness might also have made him stand out. For the nearly fifty years during which he chose to live thus, the Athenians had had to tolerate his impertinent questions. A quarter century of attacks on Socrates must have biased the jurors in 399 BCE. In Plato’s Apology, Socrates acknowledges this, even mentioning the Clouds to the jury. He says ‘You have seen it for yourselves in the play by Aristophanes, where Socrates is lifted around, proclaiming that he is walking on air, and uttering a great deal of nonsense’ (39). Nevertheless, the fact that they tolerated his existence for so long suggests that a unique conjunction of other circumstances also must have precipitated the trial in 399. Socrates’ political ideas, and the fact that he allowed rich young men to listen to them, was considered to be a cause of instability in the polis. As Hypereides reminded the Athenians in his speech against Antokles, they had punished Socrates epi logois, for his words, rather than for his actions. However, these words had a distinctly anti-democratic quality. He considered that only the virtuous should govern. He believed that by nature and training, each person was suited to a particular task in life,

Mexican History Essay Example | Topics and Well Written Essays - 2250 words

Mexican History - Essay Example In the following paper we focus on, "the radical changes that took place in the political platform of Mexico and the people who were responsible to bring about those changes, at the end of eighteenth century and the beginning of the nineteenth century." By the end of the eighteenth century, Mexico, known as New Spain was governed under the viceroyalty of Spanish authority for around three hundred years and was one of the most densely populated areas of North America. In the overheated military activities at the end of eighteenth century, Spain suffered a number of military defeats in Europe and the Spanish monarchy determined to sort out ways to improve the defenses of its empire. To provide the treasury with large funds which can ultimately help in building up a stronger defense mechanism, the monarchy of Spain decided to revise the structure of taxes collected from New Spain. There were also serious administrative changes undertaken to check the growing amount of corruption in the bureaucratic system. The Bourbon reforms were implemented primarily to generate revenues for the improvements in military strengths of Spain. However it also attempted to check the inefficiency of local administration as well as to reduce the increasing cases of corruption in the bureaucracy of its colonial governments. In 1778 significant reforms were established which resulted into a loosening of the laws framed for colonial trade with other American colonies. This was aimed to help the colonist develop better trades with other colonies in the North American region and generate funds which could help in maintain a large army. In the administrative mechanism of the colony, reforms were introduced aiming at centralizing the powers of government and placing the Peninsulares (individuals with Spanish birth and upbringing) at important administrative positions. The strength of the colonial armies, which can be deployed elsewhere to check emergencies and prevent the demobilization of Spanish forces, were co nsiderably increased and local militia were reinforced. New taxes were imposed upon the Mexican masses and this was largely unwelcomed by the public with cases of denial of tax. The forceful efforts to bring about reforms and collect taxes resulted in increased grievances against the government and ultimately resulting in disordered conditions like riots and the antigovernment protests. The efforts by Spain to strengthen its political hold over the colony with the administrative changes was fiercely opposed by the Mexicans and these protests were efficiently popularized by the Criollos (the Spanish Mexicans who were born and brought up in Mexico) as they were now excluded from the administrative positions in viceroyalty. The economic prosperity which the Spanish had achieved generated resentment against it and the Mexicans increasingly felt that if provided with independence and allowed to control their own economic affairs, they would benefit more out of this business. The Development of Aggression The monarchy of Spain considered the church to be an economic and political rival as it had cumulated large amount of wealth and exercised great power on the society with the system of education at its control . With intentions

Prejudice Vs. Tolerance, God And Religion, Violence And Creulty Themes Essay

Prejudice Vs. Tolerance, God And Religion, Violence And Creulty Themes in A Good Man is Hard to Find - Essay Example "A Good Man Is Hard to Find," the title selection of O'Connor's 1955 collection, has received a great deal of critical attention. The story serves as an excellent introduction to O'Connor's fiction because it contains all the elements that typify O'Connor's work: a combination of humor and horror, grotesque characters, and an opportunity for characters to accept God's grace. Here the author narrates the story in juxtaposition with predominantly three prime themes viz. Prejudice vs. tolerance, God and religion and over all violence in relation to cruelty. To deal with the story it should be remembered that first the circumstantial evidences prevailing at the point of time. The socio-economic context is the most important scenario to understand the narrative of the story. The Civil Rights Movement Fueled with the speeches of Reverend Martin Luther King, Jr. and with the deaths of several African-American activists, the civil rights movement was at its peak in 1955. (Brinkmeyer, 18-22). The story unfolds in this context. O'Connor's story is told by a third-person narrator, but the focus is on the Grandmother's perspective of events. The first and very important theme of this story is the conflict between prejudices vs. tolerance. The Grandmother proclaims "Here this fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward Florida and you read here what it says he did to these people. Just you read it. I wouldn't take my children in any direction with a criminal like that aloose in it. I couldn't answer to my conscience if I did." (O'Connor, 137) on a different occasion she is dressed up "in case of an accident, anyone seeing her dead on the highway would know at once that she was a lady" (O'Connor, 138) shows the conservative nature of the woman which is nothing but an extended ego of her prejudices. Time and again her exclamations and statements narrates that she is not color blind in any sense. But once confronted with Misfit she appears more open and avant-garde with dialogues like "you shouldn't call yourself The Misfit because I know you're a good man at heart. I can just look a t you and tell" (O'Connor, 147) or when she tells him "I just know you're a good man, you're not a bit common!" (O'Connor, 148) This is a nice gesture to overcome her prejudice and convey herself as an open minded lady who is in the heart a tolerant person by nature. The second theme of this story is the underlying faith in God and religion. The theological discussion at the end of the story, between the grandmother and The Misfit, has gotten a lot of attention from critics. Is she serious about him being her child Does he really believe in Jesus' miracles, since he believes there is no pleasure in life Religious beliefs, invoked only at a moment of dire need are nothing like the beliefs that people live by--or are sudden realizations the actual crux of religious belief There might not be any direct answers to these questions, but there is plenty of room for discussion. The "good man" of the title reverberates off the "good woman" of the last lines. The grandmother would have been a good woman, but during the earlier course of the story, the term "good man" is used quite loosely: the grandmother calls just about anyone she wants to please a "good man." She bemoans, with others, the lack of any real respect or goodness in the present day--people make this complaint all the time. (Gordon, 87) At the same time, she lies, and manipulates, and is generally a pain to everyone--she gets her entire family killed. At the same time, The Misfit does have some points: do punishments fit crimes What is "good" And what did Jesus really do, exactly Dialogues between Grandma and Misfit reveal in entirety the friction between them in terms if faith and a subdued inclination towards religion like "Pray, pray," the grandmother began, "pray, pray . . ." To this Misfit relies "I never was a bad boy that I

Question 3 Assignment Example | Topics and Well Written Essays - 3500 words - 1

Question 3 - Assignment Example The aim of this research is to review and critically evaluate secondary sources for insights into discrimination in organizational hiring practices. The following objectives will mark the scope of this study: This study will evaluate important elements and features of conducting literature reviews. To this end, the paper will examine some important secondary sources and how they work together with other aspects of research in order to define a core and a key concept. The process will involve amongst other things, the critique of literature and how these forms of literature work together to help in understanding theories and making inputs into various ideas and concepts. The analysis of the literature review will involve the critical assessment and evaluation of core concepts from recent scholarly articles. This will include peer-reviewed articles that were published over the past five years. This will involve the assessment of insights on discrimination in the workplace and how efforts have been made to deal with it. From thence, the study will propound a theory on how to develop human resource management theories and strategies for reducing discrimination in organizations. A literature review is a systematic review of scholarly sources and similar materials in order to identify important concepts and theories that are integrated into a given study (Rocco & Hatcher, 2011). A literature review is concerned with the analysis of critical points of current knowledge and substantive findings in order to draw a theoretical and methodological structure for the conduct of a given research or study (Collins, Onwuegbuzie, & Jiao, 2010). This therefore gives the framework for explaining and drawing the parameters of a given research. Concerning this study, there is the need to draw the context and framework for concepts like organizational hiring practices, discrimination practices and other elements and aspects of constructively dealing with the situation and

The Cause of Drug Abuse Essay Example | Topics and Well Written Essays - 1000 words - 1

The Cause of Drug Abuse - Essay Example Additionally, it is possible to treat drug addiction and enable people to go back to their normal lives. Drug addiction can be considered as a chronic disease that causes obsessive behavior in spite of the negative consequences to the individual and those around them. It leads to changes in the structure and functioning of the brain (Allen 67). Many individuals indulge in drug abuse voluntarily at first, and lose self control overtime, thus negatively influencing their lifestyle. Some root causes of drug abuse include curiosity, exposure to drug addiction from media and friends, genetic predisposition to addiction, lack of self-esteem and depression. According to a famous saying, â€Å"curiosity killed the cat.† This is true in the case of drug abuse (Lowinson 48). People addicted to drugs are curious about its effect on them. They think that drugs can be so much fun. With it, they can be someone else because they can do things they cannot do when they are not under the influence of drugs. The media serves as one of the most influential factors to the way people behave nowadays. According to Castillo (48), the media portrays drug abuse as similar to being cool. For instance, pop artists who have the most number of fans are those who look or were reported to be drug users (e.g., Britney Spears, Miley Cyrus, Rihanna, etc. Conversely, there are a few people who can serve as role models in the contemporary society. Peer pressure is also among the leading causes of drug abuse in the contemporary society (Lowinson 48). This is especially true for young people who use drugs to feel cool, fit in a certain group and impress their friends. For example, if one’s friends smoke marijuana or engage in alcoholism, there is a big chance that the person will take part in similar behavior just to be accepted. Peer pressure is the urge to do what one’s friends are doing is very common among teenagers who are desperate to impress their friends and be accepted in a

Fun Loving Girl Essay Example for Free

Fun Loving Girl Essay I have a grown daughter that is on her own with a very special little girl that has stolen my heart. They are most important in my life and always will be. Family is very important to me and I want to be with someone who also values family. This fun loving girl is ready to start taking care of her social life. I keep myself busy as a foster parent and sometimes forget that I need to get out and have some fun. I am a small town country girl who just likes to keep things simple. I work at a hunting lodge so stay very busy during the season. I love what I do and don’t consider it a job. I’ve grown up around guns and like to shoot at the range. Never been out hunting, but would like to see what it is all about†¦.. test the ‘if it flies, it dies’ theory. I shot clays for the first time last fall and really enjoyed it, so looking forward to doing that again. Love to go fishing (and yes, I can bait my own hook), just kicking back and taking it easy, spending time around the fire with friends having a few drinks and lots of laughs. I’d rather look at the stars and kiss in the rain than go to the mall. I like NASCAR and hope to get to a race someday. I think it would be awesome to take a car for a spin around the track too. Demo derbies, stock-car races, dirt track†¦. love the atmosphere. I haven’t been on the back of a bike in a very long time and have always wanted to learn to ride myself, so if you are into that, I am not opposed to having the wind in my hair. I enjoy rock from the 70’s, 80’s and 90’s and country. Never had much opportunity to learn how to two step but would like to learn. I like to go to out of the way places to look at the history, the old buildings and structures and remnants of the past that have been left behind. Antique stores and such are fun to explore and I like going to the local country auctions. I can always find something from the past that catches my eye. Im looking for someone to enjoy life with. Start out slow but have no limits to where it may go. I am a very affectionate girl who loves holding hands in public and giving hugs and kisses because that is how I like to show you that I care and I am really into you! I dont have time to play games†¦.. unless, of course, they are mutually agreed upon. I am adventurous and passionate, so intimacy and romance is a must. You should know that I give like I want to get back and am looking for that special guy that does the same thing. You must have a great sense of humor! I love to laugh and can find humor in just about anything. I believe you have to laugh at yourself before you can laugh at someone else. And I laugh at myself every day! Laughter is a great healer and I try to surround myself with people who laugh at the smallest most ridiculous thing, and can also create their own humor. I am looking for someone to build a relationship with, that special friend to stand by my side through it all†¦the good and the bad. I want someone who also tries to keep a positive attitude in all things. I am determined to be happy, regardless of what life throws at me. I have learned through experience that the greatest part of my happiness will depend on my disposition, not my circumstances. I choose to be happy. I want someone to enjoy life with. I dont need someone to change me or someone to change for me. I am who I am, Im not perfect but I work through my imperfection to be a better person. Life is not certain so I live life with no regrets, I am who I am because of my life and dont live in the past. I look forward to each new day and the adventure it brings. So if there is someone out there who is up to the task, I am ready to have fun. Here is our chance to maybe finding that spark for more. I am looking forward to meeting new people, forming lasting friendships, exploring life and the possibility of ultimately finding my soul mate. If you get what I’ve said here, then hit me up and we can get to know each other.

Cognitive Approaches to Language and Grammar

Cognitive Approaches to Language and Grammar 1. Introduction of This Section Cognitive grammar is a cognitive approach to language developed by Ronald Langacker, which considers the basic units of language to be symbols or conventional pairings of a semantic structure with a phonological label. Grammar consists of constraints on how these units can be combined to generate larger phrases which are also a pairing of semantics and phonology. The semantic aspects are modeled as image schemas rather than propositions, and because of the tight binding with the label, each can invoke the other. Cognitive Grammar belongs to the wider movement known as cognitive linguistics, which in turn is part of the functional tradition. Besides cognitive grammar, important strands of cognitive linguistics include construction grammar, metaphor theory, the study of blends and mental spaces, and various efforts to develop a conceptualist semantics. Among other major components of functionalism are discourse-pragmatic analyses, the study of grammaticalization, and universal-typological investigation via crosslinguistic surveys. Naturally, terms like cognitive linguistics and functionalism are fluid in reference and subsume a diverse array of views. There is at best a broad compatibility of outlook among the scholars concerned, certainly not theoretical uniformity. Cognitive Linguistics grew out of the work of a number of researchers active in the 1970s who were interested in the relation of language and mind, and who did not follow the prevailing tendency to explain linguistic patterns by means of appeals to structural properties internal to and specific to language. Rather than attempting to segregate syntax from the rest of language in a syntactic component governed by a set of principles and elements specific to that component. The principal focus of functional linguistics is on explanatory principles that derive from language as a communicative system, whether or not these directly relate to the structure of the mind. Functional linguistics developed into discourse-functional linguistics and functional-typological linguistics, with slightly different foci, but broadly similar in aims to cognitive linguistics. Language is traditionally considered to open the gate into the world around us. However, language is viewed by cognitive linguistics as the product of cognition as well as a means of cognition, a means that helps reveal human beings mental world and secrets of cognitive processes. Language structure is the product of our interaction with the world around us. The way we build discourses and develop linguistic categories can immediately be derived from the way we experience our environment and use that experience in speciesspecific communication (Heine, 1997) . As its name implies, Cognitive Grammar is first and foremost a theory of grammar. Rather surprising, therefore, are statements to the effect that Langacker doesnt believe in grammar- everything is semantics. Rest assured that cognitive grammar neither threatens nor denies the existence of grammar. Grammar exists. The issue is rather the natureof grammar and its relation to other dimensions of linguistic structure. 1.1. What is Cognitive Grammar? Cognitive Grammar belongs to the wider movement known as cognitive linguistics, which in turn is part of the functional tradition. Besides Cognitive Grammar, important strands of cognitive linguistics include construction grammar, metaphor theory, the study of blends and mental spaces, and various efforts to develop a conceptualist semantics. Naturally, terms like cognitive linguistics and functionalism are fluid in reference and subsume a diverse array of views (Langacker, 2008). 1.2. What is about Cognitive Grammar in general? Language is part of cognition and that linguistic investigation contributes to understanding the human mind-that much is shared by many approaches, both formal and functional. Within functionalism, cognitive linguistics stands out by emphasizing the semiological function of language. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. In this part, Ive considered cognitive grammar as an approach to explain the phenomena of languages. As for cognitive grammar in particular, care is taken to invoke only well-established or easily demonstrated mental abilities that are not exclusive to language. We are able, for example, to focus and shift attention, to track a moving object, to form and manipulate images, to compare two experiences, to establish correspondences, to combine simple elements into complex structures, to view a scene from different perspectives, to conceptualize a situation at varying levels of abstraction, and so on. Can general abilities like these fully account for the acquisition and the universal properties of language? Or are specifi c blueprints for language wired in and genetically transmitted? Cognitive Grammar does not prejudge this issue. We are evidently born to speak, so it is not precluded that language might emerge owing to substantial innate specification peculiar to it. But if our genetic endowment does make special provisions for language, they are likely to reside in adaptations of mo re basic cognitive phenomena, rather than being separate and sui generis. They would be analogous in this respect to the physical organs of speech. 2. Some reasons for selecting cognitive grammar to explain the phenomena of languages 2.1. Cognitive Grammar and Cognitive Linguistics 2.1.1. What is Cognitive linguistics? Cognitive Linguistics is a new approach to the study of language which views linguistic knowledge as part of general cognition and thinking; linguistic behaviour is not separated from other general cognitive abilities which allow mental processes of reasoning, memory, attention or learning, but understood as an integral part of it. 2.1.2. The relationship between Cognitive Grammar and Cognitive Linguistics Idea from Cognitive Grammar now widely held in Cognitive linguistics. And Cognitive linguistics, provide good evidence that doing linguistics from a cognitive perspective leads to rich insights into many linguistics phenomena, ranging from studies in phonology, to those in semantics pragmatics, and psychological aspects of language use. In addition, language and culture are inseparable. Language is part of a certain culture, therefore acquiring a language, being a member of a language community, inevitably means absorbing certain cultural aspects of that community. Culture and the lifestyle of the community where one grows up influence their habits and world views and it was these factors that have decided awareness of the language of each individual, from which formed the phenomena of languages. Cognitive Linguistics, recognizing the mutual influence between cognition and language, naturally accords these crucial aspects of human life, and thereby cognition, their share of reciprocity with language. According toBielack and Pawlak (2013) suggested that in cognitive linguistics and cognitive grammar the relationship between language and cognition is considered to be dialectic; not only does human cognitive functioning tell us something about the language faculty, but also our insight into language provides important clues to understanding cognitive processes. Although this claim is reminiscent of the formalist understanding of the term cognitive as used with reference to language study, in cognitive linguistics this term is, as has just been explained by referring to the formative linguistic role of cognitive processes, understood much more broadly. In brief, cognitive grammar represents a specific practical and theoretical approach to language within the broader discipline of cognitive linguistics. Cognitive linguists view all forms of language as rooted in the same basic cognitive mechanisms involved in other areas of experience in our wider encounters with the world. For cognitive linguists, language is embodied; it is grounded in our physical, bodily experiences as human beings. Furthermore, this embodied experience has an important social and cultural dimension. Cognitive linguists recognise the specific uses to which language is put within a sociological context, and their role in shaping the linguistic system. 2.2. The status of linguistic cognition For a cognitive linguist, linguistic cognition simply is cognition; it is an inextricable phenomenon of overall human cognition. Linguistic cognition has no special or separate status apart from any other cognition. This means that we expect patterns of cognition observed by psychologists, neurobiologists and the like to be reflected in language. Furthermore, the various phenomena of language are not cognitively distinct one from another. Although it is often useful and convenient for linguists to talk about various levels or modules of language, these distinctions are perceived by cognitive linguists to be somewhat artificial. The truth is that all the parts of language are in constant communication, and indeed are really not parts at all; they are a unified phenomenon operating in unison with the greater phenomena of general consciousness and cognition. Linguists have frequently observed that the borders between traditional linguistic phenomena can be crossed. Phonology, for exampl e, can be affected by morphology, semantics, syntax, and pragmatics; and syntax has likewise been shown to be vulnerable to the workings of phonology, semantics, and pragmatics. The fact that these items are not pristinely discrete is perhaps not news, but for a cognitive linguist this type of evidence is expected, pursued, and focused on rather than being relegated to the status of something marginal and unimportant. 2.3. The status of meaning All the various phenomena of language are interwoven with each other as well as with all of cognition because they are all motivated by the same force: the drive to make sense of our world. Making sense of what we experience entails not just understanding, but an ability to express that understanding, and indeed these two projects inform each other: our experience is formative to expression, but it is also the case that our expressive resources have some influence on how we perceive our experiences. Of course language does most of the heavy lifting (and the finer handiwork) in this job of expression that is so important to cognition. All phenomena of language are mobilized for this task, and all are therefore driven by the need to express meaning. Meaning underwrites the existence of all linguistic units and phenomena, none of which are semantically empty. Meaning is therefore not tidily contained in the lexicon, but ranges all through the linguistic spectrum, because meaning is the very energy that propels the motor of language. Grammar is an abstract meaning structure that interacts with the more concrete meanings of lexicon. Grammar and lexicon are not two discrete types of meaning, but rather the extreme ends of a spectrum of meaning containing transitional or hybrid types (functor words like prepositions and conjunctions are examples of hybrids that carry both lexical and grammatical semantic freight). From the supra- and segmental features of phonology through morphology, syntax, and discourse pragmatics, all of language shares the task of expressing meaning. This includes even idioms and dead metaphors, which remain motivated within the system of a given language, and whose motivation can be made explicit. 2.4. The conceptualist view of meaning From a cognitive linguistic perspective, the answer is evident: meanings are in the minds of the speakers who produce and understand the expressions. It is hard to imagine where else they might be. A conceptualist view of meaning is not as self-evident as it might first seem and has to be properly interpreted. The platonicview treats language as an abstract, disembodied entity that cannot be localized. Like the objects and laws of mathematics (e.g. the geometric ideal of a circle), linguistic meanings are seen as transcendent, existing independently of minds and human endeavor. And more reasonable is the interactivealternative, which does take people into account but claims that an individual mind is not the right place to look for meanings. Instead, meanings are seen as emerging dynamically in discourse and social interaction. Rather than being fixed and predetermined, they are actively negotiated by interlocutors on the basis of the physical, linguistic, social, and cultural contex t. Meaningis not localized but distributed, aspects of it inhering in the speech community, in the pragmatic circumstances of the speech event, and in the surrounding world. 2.5. Foundation of meanings A considerable progress is that meanings are being made in cognitive linguistics,in the broader context of cognitive science. Conceptualization resides in cognitive processing. Having a certain mental experience resides in the occurrence of a certain kind of neurological activity. Cognitive grammar embodies a coherent and plausible view of conceptualization, allowing a principled basis for characterizing many facets of semantic and grammatical structure. Meaning is equated with conceptualization. Linguistic semantics must therefore attempt the structural analysis and explicit description of abstract entities like thoughts and concepts. The term conceptualization is interpreted quite broadly: it encompasses novel conceptions as well as fixed concepts; sensory, kinesthetic, and emotive experience; recognition of the immediate context (social, physical, and linguistic); and so on. Because conceptualization resides in cognitive processing, our ultimate objective must be to characterize the types of cognitive events whose occurrence constitutes a given mental experience. Cognitive semantics has focused on the former, which is obviously more accessible and amenable to investigation via linguistic evidence. Cognitive semantics claims that meaning is based on mental imagery and conceptualizations of reality which do not objectively correspond to it but reflect a characteristic human way of understanding. Thus, one of the basic axioms of cognitive semantics is that linguistic meaning originates in the human interpretation of reality. It is part of the cognitive linguistics movement. Semantics is the study of linguistic meaning. Cognitive semantics holds that language is part of a more general human cognitive ability, and can therefore only describe the world as people conceive it.It is implicit that there is some difference between this conceptual world and the real world. An imaginative phenomena prove essential to conceptualization and linguistic meaning. A primary means of enhancing and even constructing our mental world is metaphor, where basic organizational features of one conceptual domain usually more directly grounded in bodily experience are projected onto another. In (4), aspects of the source domain, pertaining to the manipulation of physical objects, are projected metaphorically onto the target domainof understanding and communicating ideas. (Riemer, 1972) (4) (a) I couldnt grasp what she was saying. (b) We were tossing some ideas around. (c) The message went right over his head. (d) He didnt catch my drift. A linguistically appropriate characterization of meaning should accommodate such differences. Cognitive grammar defines the meaning of a composite expression as including not only the semantic structure that represents its composite sense, but also its compositional path: the hierarchy of semantic structures reflecting its progressive assembly from the meanings of component expressions. For example, that the composite semantic values of pork and pig meat are identical. As an unanalyzable morpheme, pork symbolizes this notion directly, so its compositional path consists of the single semantic structure [PORK]. However pig meat is analyzable, that is, speakers recognize the semantic contribution of its component morphemes. The meaning of pig meut therefore incorporates not only the composite structure [PORK], but also the individually symbolized components [PIG] and [MEAT] together with the relationship that each of them bears to the composite value. The two expressions arrive at the s ame composite value through different compositional paths (a degenerate path in the case of pork), with the consequence that they differ in meaning. 2.6. Metaphor and metonymy and semantic domains in cognitive grammar The example discussed in this section returns to an issue raised earlier (section 2) and demonstrates that sameness versus difference of semantic domain should not be taken as the basis on which to distinguish metaphors from metonymies. Slap in (17) can be paraphrased as make move by slapping, which reveals its nature as a metonymic extension from the verbs basic meaning to the result of the verbal action: (Raymond W. Gibbs Steen, 1997) (17) Louise is coming to-night to see me slap the masked fellow to the dust. (OED slap 1b. vt. 1889 drive back, beat down, knock to the ground, etc. with a slap.) Slap here is analyzed as x make y move by slapping, but it is unlikely that a slap, or even a series of slaps, in the sense of a blow, esp. one given with the open hand, or with something having a flat surface (OED slap sb.) would be enough to achieve this result: in order to knock someone to the ground a more forceful type of P/I with a more rigid impactor than the hand, which is jointed and thus weakened at the wrist, would be necessary (except in the case of an exceptionally strong agent and an exceptionally weak patient). There is thus a mismatch between the inherent semantics of the verb slap and the context in which it appears. One way to describe this situation would be as understatement: slap in (17) plays down the effort needed to overcome the opponent. I propose that the understating effect of (17) derives from its nature as a metaphorical application of the initial metonymic extension. The physical actions needed to bring down the masked fellow presumably a whole repertoi re of aggressive moves taking place in the context of a struggle are represented as equivalent to a different class of physical actions, slapping. The effect of this metaphor is to treat the metaphorical target (the actions that do in fact take place) in a way that makes it seem minor and inconsequential. The present meaning of slap can therefore be derived through a two-step process. First, slap is extended metonymically from its root meaning to the meaning make move by slapping; secondly, this newly created meaning is applied in a metaphorical fashion to a situation which does not actually involve any slapping, but which is imagined as doing so in order to conceive of the event in a certain perspective (i.e. as unstrenuous and trivial). The fact that both the action really needed to down the opponent and the action of slapping are in the same general semantic domain of contact through impact or some such is not relevant and certainly does not make (17) an example of metonymy, as it would for those analysts who define m etonymy as intra-domain meaning extension. (17) counts as a metaphor (a metaphorical application of the initial metonymic extension to make move by slapping) because it uses one class of events as a conceptual model for another class, thereby imposing a particular understanding of the second class. The fact that both target and vehicle of the metaphor share the same general semantic domain issues not in a classification of the figure as metonymic, but simply as an understatement. Metaphor is an interesting linguistic phenomenon which has attracted the attention of many linguists. Metaphor has traditionally been viewed as one of the figures of speech, a rhetorical device, or a stylistic device used in literature to achieve an aesthetic effect. Metaphor in the light of cognitive linguistics is not only used in poems and prose but also in daily life language. In short, metaphor in cognitive linguistics is considered not merely a means of communication but also a means of cognition, reflecting the mechanism by which people understand and explain about the real world. In short, the meaningfulness of grammar becomes apparent only with an appropriate view of linguistic meaning. In cognitive semantics, meaning is identified as the conceptualization associated with linguistic expressions. This may seem obvious, but in fact it runs counter to standard doctrine. A conceptual view of meaning is usually rejected either as being insular entailing isolation from the world as well as from other minds or else as being nonempirical and unscientific. These objections are unfounded. Though it is a mental phenomenon, conceptualization is grounded in physical reality: it consists in activity of the brain, which functions as an integral part of the body, which functions as an integral part of the world. Linguistic meanings are also grounded in social interaction, being negotiated by interlocutors based on mutual assessment of their knowledge, thoughts, and intentions. As a target of analysis, conceptualization is elusive and challenging, but it is not mysterious or beyond the scope of scientific inquiry. Cognitive semantics provides an array of tools allowing precise, explicit descriptions for essential aspects of conceptual structure. These descriptions are based on linguistic evidence and potentially subject to empirical verification. Analyzing language from this perspective leads to remarkable conclusions about linguistic meaning and human cognition. Remarkable, first, is the extent to which an expressions meaning depends on factors other than the situation described. On the one hand, it presupposes an elaborate conceptual substrate, including such matters as background knowledge and apprehension of the physical, social, and linguistic context. On the other hand, an expression imposes a particular construal, reflecting just one of the countless ways of conceiving and portraying the situation in question. Also remarkable is the extent to which imaginative abilities come into play. Phenomena like metaphor (e.g. vacant star) and reference to virtual entities (e.g. any cat) are pervasive, even in prosaic discussions of actual circumstances. Finally, these phenomena exemplify the diverse array of mental constructions that help us deal with and in large measure constitute the world we live in and talk about. It is a world of extraordinary richness, extending far beyond the physical reality it is grounded in. Conceptual semantic description is thus a major source of insight about our mental world and its construction. Grammatical meanings prove especially revealing in this respect. Since they tend to be abstract, their essential import residing in construal, they offer a direct avenue of approach to this fundamental aspect of semantic organization. Perhaps surprisingly given its stereotype as being dry, dull, and purely formal grammar relies extensively on imaginative phenomena and mental constructions. Also, the historical evolution of grammatical elements yields important clues about the meanings of their lexical sources and semantic structure more generally. The picture that emerges belies the prevailing view of grammar as an autonomous formal system. Not only is it meaningful, it also refl ects our basic experience of moving, perceiving, and acting on the world. At the core of grammatical meanings are mental operations inherent in these elemental components of moment-to-moment living. When properly analyzed, therefore, grammar has much to tell us about both meaning and cognition. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. Compared with formal approaches, cognitive linguistics stands out by resisting the imposition of boundaries between language and other psychological phenomena. 3. Conclusion In a nutshell, as their names suggest , cognitive linguistics and Cognitive Grammar view language as an integral part of cognition. Conceptualization is seen (without inconsistency) as being both physically grounded and pervasively imaginative, both individual and fundamentally social. Being conceptual in nature, linguistic meaning shares these properties. It fully acknowledges the grounding of language in social interaction, but insists that even its interactive function is critically dependent on conceptualization. Compared with formal approaches, cognitive linguistics stands out by resisting the imposition of boundaries between language and other psychological phenomena. Grammatical meanings are schematic. At the extreme, they are nothing more than cognitive abilities applicable to any content. The more schematic these meanings are, the harder it is to study them, but also the more rewarding. Grammatical analysis proves, in fact, to be an essential tool for conceptual analysis. In grammar, which abstracts away from the details of particular expressions, we see more clearly the mental operations immanent in their conceptual content. These often amount to simulations of basic aspects of everyday experience: processing activity inherent in conceptual archetypes is disengaged from them and extended to a broad range of other circumstances. In this respect, grammar reflects an essential feature of human cognition. References Bielack, J., Pawlak, M. (2013). Applying Cognitive Grammar in the Foreign Language Classroom. Heine, B. (1997). Cognitive Foundations of Grammar. Langacker, R. W. (2008). Cognitive Grammar: A Basic Introduction. Raymond W. Gibbs, J., Steen, G. J. (1997). Metaphor in Cognitive Linguistics. Riemer, N. (1972). Cognitive Linguistics Research: The Semantics of Polysemy

The Press In Mauritius

The Press In Mauritius Introduction For the health of democracy, access to information is really essential. In any democracy, citizens have the rights and responsibilities to participate in public matters. Knowledge about a society is obtained through free debates, newspapers, magazines, television and radio. All these are possible when there exist a free and independent press. In all democratic countries, freedom of the press has been a treasured right. Press freedom is a pillar of democracy  [1]  . Often, the press is referred as the fourth pillar of a country  [2]  . Such freedom should be free from interference of the state. The preservation of the freedom of the press may be done through constitutional or legal protections. In the present chapter, the definition and the importance of the press freedom will be analyzed first. Then, the evolution and development of the written and audio-visual press in Mauritius will be examined before considering the constitutional foundation of the freedom of the press of the country. Section 1: Freedom of the press Definition of Freedom of the Press Everywhere in the world, the meaning of press freedom differs. Different countries possess different degrees of freedom of the press  [3]  . This suggests that freedom of the press is not absolute in the world  [4]  . In universal terms, defining freedom of the press is difficult. Various definitions to freedom of the press have been attributed by different scholars and in many text books. Lieberman (1953) defined freedom of the press as the right to serve, without government interference and with police protection, and the most fundamental right of freedom of information  [5]  . As for Dennis and Merrill (1996), freedom of the press is the right to communicate ideas, opinions, and information through the printed world without government restraint  [6]  . For both authors, the right to share information and no government intrusion is among the main elements of this freedom. For other scholars, free press is an independent adversary  [7]  performing the function of watchdog preventing the State from aggrandizing and abusing the rights of its citizen. Freedom of the press is not only the right of media; it is the right of the citizens also. Going back to history, in 1791, freedom of the press was legally guaranteed by the U.S Constitution, congress shall make no lawà ¢Ã¢â€š ¬Ã‚ ¦abridging the freedom of speech or of the pressà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [8]  . Freedom of the press was recognized by the National Assembly of France in the Article 11 of the Declaration of the Rights of Man and of the Citizen. This freedom was considered to be a fundamental right in Europe and in the United States. In 1948, the United Nations declared it a universal right and adopted Article 19 of the UDHR  [9]  . Freedom of the press is derived from the fundamental right of freedom of information. The latter is a human right and the touchstone of all the freedoms. It implies the right to gather, transmit and publish news anywhere and everywhere without fetters  [10]  . The rights to seek and to disseminate information are of particular importance to the press. Along with freedom of information, freedom of expression also plays an essential role in press freedom. In Hossenbaccus v. Le Mauricien  [11]  , it was held that Freedom of expression is fundamental. It is an essential instrument for the advancement of knowledge and must indeed be well guarded to enable the press to fulfill its social obligation to inform the public. Freedom of expression comprehends the freedom of propagation, publication and circulation of ideas  [12]  Ã‚  [13]  . Freedom of circulation and distribution of the matter are also included in press freedom. So freedom of expression and freedom of press are in tertwined. The Importance of Freedom of the Press Press freedom is considered as the most important freedom by informal writers, jurists and political philosophers  [14]  . Freedom of the press has always been the most effective instrument for the functioning of a democratic society. It helps in human development and good governance. The role that press freedom plays in our society will determine its importance. An independent media sector acts as watchdog on the government, holding it accountable to the public as well as helping citizen to have a better knowledge on political choices. It focuses on social problems and also provides a public forum, for several voices in public debate. On behalf of the public, the press serves as a watchdog to avoid government wrongdoings. Government officials are not always accountable and transparent to the people. So the fourth estate investigates in the States records to examine and evaluate, and hold the officials accountable for their actions. The press keeps the public officials responsible to the public as they are expected to serve them  [15]  . In countries like Taiwan, Brunetti and Weder, free press has helped in reducing corruptions  [16]  . There are eight purposes that the press should look forward in a democratic society: supervision on the political environment, determined agenda-setting, floors for a responsive and illuminating advocacy, channel for dialog on various range of views, safeguarding the rights of citizen and ensuring they are heard, inducements for people to be involved, respecting the citizens and promoting equality  [17]  . However, these goals often have to face obstacles. In a democratic society, the citizens need to be well-informed in order to make and exchange opinions on the actions of government officials and the elected representatives. A central purpose of press freedom is to build up an educated and well-informed electorate  [18]  that will form opinions on public maters and on their political leaders. Politicians also will have the opportunity to comment on the publics opinion. Thus, everyone will participate in a free political debate which is a core concept of a democratic society  [19]  . Freedom of the press is important in the way that the liberty of the press is essential in arousing public spirit and this can be used against the ambition of autocratic authority; this is apparent with independent newspapers because they have a tendency to be aware of public discontents and changes. In short, press freedom acts as an agency which controls arbitrary power. A free press can be said to be a market of ideas  [20]  which helps people to evolve, mobilize and form new ideas in the public area. For the working of democracy, public criticism is fundamental  [21]  . Section 2: Evolution and Development of the Written and Audio Visual Press in Mauritius 2.1 Written Press The history of the printed press in Mauritius can be traced back to 1767 with the first printing materials which Pierre Poivre introduced in the island. One year after, the Imprimerie Royale was created. However, the oldest printing was claimed to be an almanac printed in 1457. Isle de France, now known as Mauritius, was among one of the first colonial countries, which owned a newspaper industry. On 13th January 1773, Nicolas Lambert issued the first newspaper Annonces, Affiches et Avis Divers Pour Les Colonies des Isles de France et Bourbon. As the chief editor was a Government officer and the newspaper was printed by the Government press, this shows that the issue was barely a free one. The second newspaper started in 1786 under the name Journal des Isles de France et de Bourbon by two young lawyers named Durrans and Brun. This one was absolutely literary compared to the third paper, Journal Hebdomadaire de la Colonie, issued in 1791, which was partly political. On the 5th January 1792, the Colonial Assembly published two weekly papers, one which contained the minutes of its proceedings and its administrative committee. This one was known as Journal des Assemblà ©es and the other one as Gazette de Isle de France which contained public notices, advertisements and the other matters of public interest. The first political paper was lObservateur which appeared only in 1816. Nearly one thousand newspapers and magazines have appeared namely Annales des Modes des Spectacles et de Littà ©rature Rà ©crà ©atives, Dà ©dià ©es aux Dames  [22]  but most of them had a short life-span. There was censor on the press in the colonies at that time. Article XI  [23]  of the decree of human rights provided that La libre communication des pensà ©es et des opinions est lun des droit les plus prà ©cieux de lhomme. Tout citoyen peut donc, parler, à ©crire, imprimer librement (à ¢Ã¢â€š ¬Ã‚ ¦). This was attempted by the French revolution to put an end to censor. During the English colonization, Adrien DEpinay was the first one to bring Freedom of the Press to Mauritius. In 1832, He was the first one to use the freedom by publishing Le Cà ©rnà ©en. It was the oldest French white-owned newspaper and it survived until 1982. Another landmark in the history of the press is the publishing of La Sentinelle. It was founded by Rà ©my Ollier, a coloured man, in the 1950s. The coloured ownership of the media helped this community in legitimizing their rights in the colonial times. The term coloured changed to the label Creole and in 1920s, a creole family took over Le Mauricien, a white-owned paper which was established in 1908. As from the 1960s, newspapers like Action and LExpress  [24]  were introduced and at that time, the Mauritian press modernized and international standards were adopted. Techniques like reports and personal enquiries were brought in. They are nowadays the bedrock of every press whether written, spoken or visual. Between 1832 and 1973 the general format of newspapers was four pages with mostly advertisements. In the local news, there were parliamentary meetings of the Government and of the sole Municipality of the island, Municipality of Port Louis. From this it can be understood that parliamentarians, mayors or politicians were head of the publishing houses. Today, Lexpress changes to 24 pages as compared to before it were only 4 pages and for Le Mauricien it is 48 pages as compared to earlier it was 16 pages. They are the daily papers one in the morning and the second in the afternoon. Nowadays we have Le Dà ©fi Quotidien which is a daily paper also. There are also a number of w eekly papers in Mauritius such as, 5 Plus Dimanche, Bollywood Massala, LExpress Dimanche, Le Dimanche/LHebdo, Le Dà ©FI Plus, Le Matinal, Samedi Plus, Week End , Star and Sunday Times. A number of papers in oriental languages were also published. Anjuman Islam Maurice was the first one which appeared on 1st March 1883 firstly. Mirza Ahmode was the founder and the paper was published in Hindustani and Gujurati. From 1906 to 1914 a weekly paper, LIslamisme appeared in French, Gujurati, and Urdu. The eminent Indian lawyer, Manilall Maganlal Doctor, launched The Hindustani on 15th March 1909 in English and Gujurati. Mauritius Arya Pratika was edited by Pandit Acshinath Kistoe from 1924 to 1940 and it appeared in English and Hindi. From 1929 to 1973 two papers appeared namely Arya Vir and Zamana with the last one which was launched in 1948. They appeared in English, Hindi, French and Tamil. On 11th August 1932, Chinese Daily was launched and it was the first daily Chinese paper. Then the China Times came in 1953 by Long Siong Ah Keng. Other Chinese language papers were launched; Chinese Newspaper (1953-1975), Central Daily News (1960-1967), The Mirror and LAurore. The evolution of the written press has been noted in terms of availability, varieties, content and style of reporting. With changes like technology, nowadays papers are printed with the use of computers as compared to before where printing was done in led. As seen above, there was only reporting about news, local and abroad, only. Nowadays, a number of articles have been introduced in the press like editorials on sports, women and children. Concerning accessibility, a wide range of newspapers and magazines are available on the market, locally. Each one differs from each other in order to capture a maximum of readers. Newspapers is said to be our key companion in our everyday life and it will continue to be so. 2.2 Audio Visual Press The press is not limited to written only; there is the audio visual press. Audio visual plays a great role in communication. It was on the 9th of August 1927 that Mauritius experienced its first radio broadcasting, which was done by Charles Jollivet. It was then called Radio Maurice. The station was situated in Beau Bassin and later moved to the Plaza Theatre in Rose hill. Music and news were broadcasted for only 2 hours every day. In 1937, a second station came into existence under the name Socià ©tà © des Radiophilles by Mr P.Adam. It was located at Mr. Adam residence in Forest Side and later transferred to the Town Hall in Curepipe. The station was used to transmit message to the members of the Socià ©tà © mainly. At the beginning of the 2nd World War in 1939, these two stations were controlled by the British Ministry of Defense. Information that was broadcasted was done locally only. By the end of the 2nd World War, another station was set up in Curepipe Town Hall under the aegis of Radio France Libre DOutremers. This station was merged with Socià ©tà © des Radiophilles and this gave birth to the national broadcasting station as from 1st July 1944 under the name Mauritius Broadcasting Service (MBS). The studio was situated in Plaza, Rose Hill until 1946 when the station moved to Pasteur Street, Forest Side. As from 2011, MBC was transferred to Moka. After the radio, the TV broadcasting was introduced on a pilot basis on the 8th June 1946 as the Mauritius Broadcasting Corporation (MBC). The inaugural broadcast was launched on 8th February 1965 with a transmission of about 3 hours every evening. The MBC was set up in order to build a sense of nationhood and for islanders to welcome independence (that change in 1968). The first outdoor TV live broadcast was on the royal visit of Princess Alexandra in 1968. Later, in 1973, the process of black and white television occurred. During that year, news editor were engaged to record press conference and other local events. On 7th November 1987, television was welcomed in Rodrigues and the duration of 3 hours changed to 13 hours daily. In the 1990s, the two main channels  [25]  were implemented. Liberalisation of broadcast media was done in 2002 and this gave the Mauritian audience the choice between the MBC and three other private radios. Radio One was launched on 13th March 2002, Radio Plus on 13th April 2002 and Top FM on 31st December 2002. The MBC radio now consists of 7 stations; RM1, RM2, Kool FM, Taal FM, World Hit FM, Best FM and Music FM. The MBC has evolved in digital switchover, thematic channel (Knowledge channel, Movie channel, Tourism and Culture channel) and language channel (Marathi, Tamil, Urdu, Telegu and Mandarin). Mauritian audiences nowadays have a variety of information and different coverage and views of the same stories. Throughout history, the Mauritian press has gained a lot and more is expected to come with, the liberalisation of television channels in the forthcoming years. Section 3: Constitutional Foundation of Freedom of the Press Mauritius has a written constitution in which certain fundamental rights are guaranteed as specified in Chapter Two of the Constitution. Of these, Section 12 relates to freedom of expression. It would be useful to refer to the text of these causes of section 12 at once: (1) Except with his own consent, no person shall be hindered in the enjoyment of his freedom of expression, that is to say, freedom to hold opinions and to receive and impart ideas and information without interference, and freedom from interference with his correspondence. (2) Nothing contained in or done under the authority of any law shall be held to be inconsistent with or in contravention of this section to the extent that the law in question makes provisionà ¢Ã¢â€š ¬Ã‚ ¦ Compared to countries like the U.S.A, there is no separate provision guaranteeing the freedom of the press in our constitution. Our supreme court has held in Duval v The Commissioner of Police  [26]  and in London Satellite Systems Ltd. V State and ors  [27]  that freedom of the press needs not to be mentioned separately as it is already in the guarantee of freedom of expression. The latter comprehends the freedom of propagation, publication and circulation  [28]  . The scope of press freedom is circumscribed by the interpretation given by S12 because there is a link between freedom of press and freedom of expression. The arguments for and the limitations upon both freedoms should be compatible. For instance in Cie de Beau Vallon Ltà ©e v Nilkomol  [29]  it was held that freedom of expression referred to, (in the Constitution), cannot override legally established norms to which it is subordinated and which must be respected: the use of words like public order, public morality and rights and freedoms of others. The same applies to press freedom in the press industry. Fundamental Rights and Freedoms that are found in our Constitution are modeled on the European Convention for the Protection of Human Rights and Fundamental Freedoms and our Section 12 was borrowed  [30]  from its Article 10  [31]  . The rights of privacy and free expression are treated as fundamental rights having equal status. According to this view, the two rights must be proportionate. One will not inevitably trump the other  [32]  . Freedom of the Press rests on the same cornerstones as Freedom of Expression. It can be argued that there is simple iteration since protection of freedom of expression is already been catered for in our Constitution. This can give rise to the introduction of a separate press clause in our Constitution. Under Mauritian Law, press freedom gives journalists a right to obtain information from private sources on a voluntary basis only. The press cannot compel citizens to release information about themselves which they are unwilling to disclose. A separate press clause may provide this privilege.