How to Find the Mean of a Set of Numbers Formula and Examples

Step by step instructions to Find the Mean of a Set of Numbers Formula and Examples SAT/ACT Prep Online Guides and Tips Is it accurate to say that you are taking the SAT or ACT and need to ensure you realize how to function with informational indexes? Or then again perhaps you’re hoping to revive your memory for a secondary school or school math class. Whatever the case, it’s significant you realize how to locate the mean of an informational index. We'll clarify what the mean is utilized for in math, how to figure the mean, and what issues about the mean can resemble. What Is a Mean and What Is It Used For? The mean, or number-crunching mean, is the normal estimation of a lot of numbers. All the more explicitly, it's the proportion of a focal or normal inclination in a given arrangement of information. Mean-regularly essentially called the normal- is a term utilized in insights and information investigation. Also, it's not surprising to hear the words signify or normal utilized with the expressions mode, middle, and range, which are different strategies for computing the examples and basic qualities in informational collections. Quickly, here are the meanings of these terms: Mode-the worth that shows up most regularly in an informational index Middle the center estimation of an informational collection (when orchestrated from most minimal incentive to most noteworthy) Range-the distinction between the most elevated and littlest qualities in an informational collection So what is the reason for the mean precisely? In the event that you have an informational collection with a wide scope of numbers, realizing the mean can give you a general feeling of how these numbers could basically be assembled into a solitary delegate esteem. For instance, if you’re a secondary school understudy preparing to take the SAT, you may be intrigued to realize the current mean SAT score. Realizing the mean score gives you an unpleasant thought of how most understudies taking the SAT will in general score on it. Step by step instructions to Find the Mean: Overview To locate the math mean of an informational collection, you should simply include all the numbers in the informational collection and afterward separate the total by the complete number of qualities. Let’s take a gander at a model. State you’re given the accompanying arrangement of information: $$6, 10, 3, 27, 19, 2, 5, 14$$ To locate the mean, you’ll first need to include all the qualities in the informational index this way: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14$$ Note that you don’t need to improve the qualities here (however you may on the off chance that you wish to) and can just include them in the request in which they’ve been introduced to you. Next, record the aggregate of the considerable number of qualities: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14 = o86$$ The last advance is to take this aggregate (86) and separate it by the quantity of qualities in the informational index. Since there are eight unique qualities (6, 10, 3, 27, 19, 2, 5, 14), we'll be partitioning 86 by 8: $$86/8 = 10.75$$ The mean, or normal, for this arrangement of information is 10.75. The most effective method to Calculate a Mean: Practice Questions Since you realize how to locate the normal in other words,how to compute the mean of a given arrangement of information it’s time to test what you’ve realized. In this area, we'll give you four math addresses that include finding or utilizing the mean. The initial two inquiries are our own, while the subsequent two are legitimate SAT/ACT questions; all things considered, these two will require somewhat more idea. Look past the inquiries for the appropriate responses and answer clarifications. Practice Question 1 Locate the mean of the accompanying arrangement of numbers: 5, 26, 9, 14, 49, 31, 109, 5. Practice Question 2 You are given the accompanying rundown of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The number juggling mean is 4. What is the estimation of $X$? Practice Question 3 The rundown of numbers 41, 35, 30, $X, Y$, 15 has a middle of 25. The method of the rundown of numbers is 15. To the closest entire number, what is the mean of the rundown? 20 25 26 27 30 Source: 2018-19 Official ACT Practice Test Practice Question 4 At a primate hold, the mean age of all the male primates is 15 years, and the mean age of every single female primate is 19 years. Which of the accompanying must be valid about the mean age $m$ of the consolidated gathering of male and female primates at the primate save? $m = 17$ $m 17$ $m 17$ $15 m 19$ Source: The College Board Instructions to Find the Average: Answers + Explanations Once you’vetried out the four practice inquiries above, it’s time to look at your answers and see whether you comprehend not exactly how to locate the mean of information yet in addition how to utilize what you think about the intend to all the more viably approach any math addresses that manage midpoints. Here are the responses to the four practice inquiries above: Practice Question 1: 31 Practice Question 2: 3 Practice Question 3: C. 26 Practice Question 4: D. $15 m 19$ Continue perusing to see the appropriate response clarification for each question. Practice Question 1 Answer Explanation Locate the mean of the accompanying arrangement of numbers: 5, 26, 9, 14, 49, 31, 109, 5. This is a direct inquiry that basically pose to you to ascertain the number juggling mean of a given informational collection. To start with, include all the numbers in the informational collection (recollect that you don’t need toarrangethem all together from most minimal to most noteworthy possibly do this if you’re attempting to locate the middle): $$5 + 26 + 9 + 14 + 49 + 31 + 109 + 5 = o248$$ Next, take this whole and separation it by the quantity of qualities in the information set.Here, there are eight absolute qualities, so we'll isolate 248 by 8: $$248/8 = 31$$ The mean and right answer is 31. Practice Question 2 Answer Explanation You are given the accompanying rundown of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The math mean is 4. What is the estimation of $X$? For this inquiry, you’re basically working in reverse: you definitely know the mean and now should utilize this information to assist you with unraveling for the missing worth, $X$, in the informational collection. Review that to locate the mean, you include all the numbers in a set and afterward separate the total by the all out number of qualities. Since we realize the mean is 4, we’ll start by duplicating 4 by the quantity of qualities (there are nine separate numbers here, including $X$): $$4 * 9 = 36$$ This gives us the whole of the informational collection (36). Presently, the inquiry turns into a variable based math issue, in which we should simply streamline and understand for $X$: $$4 + 4 + 2 + 6 + X + 1 + 3 + 2 = 36$$ $$33 + X = 36$$ $$X = 3$$ The right answer is 3. Careful discipline brings about promising results! Practice Question 3 Answer Explanation The rundown of numbers 41, 35, 30, $X, Y$, 15 has a middle of 25. The method of the rundown of numbers is 15. To the closest entire number, what is the mean of the rundown? 20 25 26 27 30 This precarious looking math issue originates from an official ACT practice test, so you can anticipate that it should be somewhat less immediate than your run of the mill number juggling mean issue. Here, we’re given an informational collection with two obscure qualities: 41, 35, 30, $X, Y$, 15 We’re likewise given two basic snippets of data: The mode is 15 The middle is 25 To illuminate for the mean of this informational index, we should utilize all the data we’ve been given and will likewise need to realize what the mode and middle are. As an update, the mode is the worth that shows up most often in an informational index, while the middle is the center an incentive in an informational collection (when the sum total of what esteems have been orchestrated from least to most noteworthy). Since the mode is 15, this must imply that the worth 15 shows up at any rate twice in the informational index (at the end of the day, a greater number of times than some other worth shows up). Subsequently, we can say supplant either $X$ or $Y$ with 15: $$41, 35, 30, X, 15, 15$$ We’re likewise told that the middle is 25. To locate the middle, you should first rearrangethe informational index all together from least incentive to most elevated worth. Sincethe middle is more than 15 yet under 30, we should put $i X$ between these two qualities. Here’s what we get when we revise our qualities from most reduced to most noteworthy: $$15, 15, X, 30, 35, 41$$ There are six qualities altogether, (counting $X$) implying that the middle will be the number precisely somewhere between the third and fourth qualities in the information set.In short,25 (the middle) must come somewhere between $X$ and 30. This implies $X$ must rise to 20, since that would take care of it 5 from 20 and 5 away from 30 (or somewhere between the two qualities). We currently have a total informational collection with no obscure qualities: $$15, 15, 20, 30, 35, 41$$ All we need to do currently is utilize these qualities to fathom for the mean. Start by including them all up: $$15 + 15 + 20 + 30 + 35 + 41 = 156$$ At last, separate the whole by the quantity of qualities in the informational collection (that’s six): $$156/6 = 26$$ The right answer is C. 26. Practice Question 4 Answer Explanation At a primate hold, the mean age of all the male primates is 15 years, and the mean age of every female primate is 19 years. Which of the accompanying must be valid about the mean age $m$ of the joined gathering of male and female primates at the primate hold? $m = 17$ $m 17$ $m 17$ $15 m 19$ This training issue is an official SAT Math practice question from the College Board site. For this math question, you’re not expected to fathom for the mean yet should rather utilize what you think around two intends to clarify what the mean of the bigger gathering could be. In particular, we're being asked how we can utilize these two way to communicate, in mathematical terms, the mean age ($i m$) forbothmale and female primates. Here’s what we know: first, the mean age of every single male primate is 15 years. Also, the mean age of every single female primate is 19 years.This implies that, in general,the female primates are more seasoned than the male primates. Since the mean age for male primates (15) is lower than that for female primates (19), we realize that the mean age for the two gatherings can't consistently surpass 19 years. Essentially, on the grounds that the mean age for female primates is more prominent than that for male primates, we realize that the mean age for both can't sensibly fall beneath 15 years. We are accordingly left with the understanding that the mean age for the male and female primates together should be more prominent than 15 years

Napolean Bonaparte Essay Research Paper Napoleon BonaparteNapoleon free essay sample

Napolean Bonaparte Essay, Research Paper Napoleon Bonaparte Napoleon Bonaparte, who is other than known as the # 8220 ; little Corsican # 8221 ; , was conceived on August 15,1769 in Ajaccio, Corsica. His family unit had moved at that place from Italy in the sixteenth century. His unique name was Napoleone. He had 7 siblings and sisters. His unique nationality was Corsican-Italian. He other than loathed the Gallic. He thought they were oppressors of his local land. His male parent was a lawyer, and was other than hostile to French. One ground Napoleon may hold been such an extraordinary pioneer and radical in light of the fact that was he was brought up in a family of gatherings. At the point when Napoleon was nine, his male parent sent him to Brienne, a Gallic military specialists school in Paris. While there he was constantly prodded by the Gallic students. Due to this Napoleon began holding longs for individual glorification and triumph. From 1784 to 1785 Napoleon went to the Ecole Militaire in Paris. It was at that place that he got his mi litary readiness. We will compose a custom article test on Napolean Bonaparte Essay Research Paper Napoleon BonaparteNapoleon or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page He concentrated to be an overwhelming weapon grown-up male and an official. He completed his planning and he joined the Gallic ground powers when he was simply 16 mature ages old. His male parent passed on after that and he needed to gracefully for his full family unit. Napoleon was positioned in Paris in 1792. After the Gallic government was toppled in August of that twelvemonth, Napoleon began to do a name for himself and go a decent known military pioneer. In 1792 Napoleon was elevated to skipper. In 1793 he was picked to coordinate the overwhelming weapon against the blockading in Toulon. Not long after that Toulon fell and Napoleon was elevated to brigadier general. Bonaparte was made leader of the Gallic ground powers in Italy. He vanquished numerous Austrian Generals. Not long after this Austria and France made harmony. A short time later Napoleon was mitigated of his offer. He had been associated with lese magnificence. In 1795 he separated an insubordination and spared the Gallic specialists. He had earned back respect and he was one time again give offer of the Gallic Army in Italy. He thought of a program that worked great. He would cut the adversary # 8217 ; s ground powers in to two sections, so pounce upon one side of them before the other side could help them. This worked great against the Sardinian military faculties, he crushed them multiple times in 11 yearss. After this Napoleon was about difficult to stop. This was the point at which he started stifling the vast majority of Europe. The primary state he crushed was Austria. He gathered tonss of cash and sent it back to Paris, this helped the powerless monetary arrangement of France. After he drew close to Vienna, the Austrians gave up, and made an agreement with France. This gave France the Netherlands, and it made the Rhine River the eastern limit line of France. He put forth a fruitless attempt to possess Egypt. What's more, in 1799 he came back to France to happen the Directory ( the Gallic Government ) was a muss. The toppled the Directory, and made another specialists, in which there were three emissaries, and he was the majority of import 1. At this clasp, everybody in France adored napoleon, and his capacity expanded. In 1802 France marked a harmony settlement with England and Germany, and was presently non at war with anybody. He restored the University of France, improved the guidance framework, and he established the Bank of France. He other than made the Napolionic Code: The principal clear, conservative proclamation of the Gallic law. The Napolionic Code has filled in as a base for lawful frameworks around the universe. He changed the specialists again and made himself swayer of the Gallic Empire. He separated from his wedded lady Josephine in 1809 and wedded Marie Louise, the young lady of the Emperor of Austria. He in a matter of seconds had a kid by his second hitched lady, and made him male ruler of Rome. He currently was the swayer of an incredible imperium, and he had 42 million individuals under his influence. After he attempted to involve Russia, his imperium started to fold. Furthermore, on April 6, 1814 he was constrained from the seat. He was ousted to the island of Elba. About a twelvemonth along these lines, he accumulated around 1,000 officers and went to Paris and recovered force. He managed for a short clasp, thus he gave up to the English. He was ousted to the island of St. Helena in the south Atlantic, where he remained until he kicked the bucket on May 5, 1821. He purportedly passed on of dangerous neoplastic infection, however there are gossipy tidbits that he was harmed.

Blog Archive MBA Career Advice The Awesome Email Introduction

Blog Archive MBA Career Advice The Awesome Email Introduction In blog series, our mbaMission Career Coaches dispense invaluable advice to help you actively manage your career. Topics include building your network, learning from mistakes and setbacks, perfecting your written communication, and mastering even the toughest interviews. For more information or to sign up for a free career consultation, click here. You are going to connect two friends via email. You are building your network, and that entails connecting people to one anothers networks. Sometimes the connections you facilitate for others are the ones that end up helping you the most. Imagine that you are connecting a subordinate, Laura, to a high-level manager, Jake, from your past job. Assume that you have already asked Jake if he is okay with your connecting him with promising professionals when you come across them, or even with Laura specifically. Consider these three options to make the introduction: Option 1 Email to: Laura Hey, Laura, here is Jake’s email address. He is expecting your email. Follow up at whim! Option 2 Email to: Laura and Jake Hi Laura and Jake, As promised, I am connecting you two. Enjoy! Option 3 Email to: Laura and Jake Hello, my dear friends. In my line of work, I get to meet a lot of extraordinary people, and it always gives me great pleasure when I can connect two of them to each other. Jake is a former financier turned social entrepreneur via Awesome University’s MBA. He is currently building a new social enterprise in India. Laura is a recent Amazing College grad who grew up in Uganda, speaks five languages fluently, and has very big, long-term social impact ambitions. She has already founded a successful nonprofit aiding education in her hometown. You are both award-winning photographers, which is why I have chosen Facebook as the means to connect you. Jake, will you please let Laura know everything you know about finding work in the social impact space and what if any opportunities there might be for her with your company, given that her own MBA is still at least three years away? Thanks, you two. Enjoy!!!! You should go with Option 3. Why? This email actually deepens your individual relationship with each of them, because it acknowledges what is great about them and shows your appreciation. It creates an instant connection between them by virtue of their values and strengths. These two will undoubtedly follow up and become useful connections to each other. You make connecting very easy for them. They do not have to figure out what they are supposed to doâ€"you have laid it out for them by suggesting the specific ways in which Jake can be useful to Laura. Be thoughtful when you connect people to each other. Do it not only because it is generous but also because it will someday serve you in ways you cannot possibly predict. Share ThisTweet MBA Career Advice

Should Parental Status Differentially Affects Men And...

Mothers compared to their childless counterparts encounter greater disadvantages in wages, benefits, and perceived competence in the workplace. This phenomenon, also known as the motherhood penalty, is a consistent pattern found in the literature examining judgments and evaluations of working mothers. The differences in pay, promotion, and workplace evaluations between women with children and women without children cannot be explained by differences in job qualifications. This finding suggests mothers are discriminated for having children. Surprisingly, the disadvantages that accrue to mothers do not apply for fathers. Therefore, women with children are doubly discriminated for their gender and parental status. It is important to understand why parental status differentially affects men and women in the workplace in order to implement strategies to combat employer biases. The purpose of the Correll, Benard, and Paik (2007) study was to determine the causal mechanism producing the mot herhood penalty. They hypothesized mothers are discriminated in the workplace because motherhood is a status characteristic. A status characteristic is a categorical distinction such as a personal attribute (e.g., race, gender) or role (e.g., motherhood) that have certain cultural meanings attached to them. According to status characteristic theory, people with the valued version of a status characteristic (e.g., white, male, non-parent) are privileged because they have qualities that areShow MoreRelatedDiscrimination Against Women in Pakistani Society2040 Words   |  9 PagesDiscrimination against Women in Pakistani Society International Women’s Day (IWD) is celebrated on eight March every year. The primary purpose of its observance is to honor women’s rights worldwide. 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Nigerian Human Rights - Free Essay Example

Sample details Pages: 11 Words: 3352 Downloads: 5 Date added: 2017/06/26 Category Law Essay Type Research paper Topics: Human Rights Essay Did you like this example? CHAPTER 1 1.1INTRODUCTION Human rights in most cases are discussed as synonyms with constitutional rights. This could be as a result of general conception is that every right can be enforced in law. The word à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ means that to which an individual has a just and valid claim, whether it be land, a thing or the privilege of doing something. Don’t waste time! Our writers will create an original "Nigerian Human Rights" essay for you Create order Thus, human rights are rights which all people (mankind) everywhere and mostly have by advantage of being mortal and coherent individual. These rights are characteristic in every mortal creature by advantage of his humanity. These rights hold a wide diversity of civil, political, economic, social, cultural, group unanimity and progressive claims which are considered indispensable to a significant actuality. While the constitution is a body of laws on the foundation of which a state (country) is governed. In Nigeria, the constitution is the highest law on the foundation of which the legitimacy of other laws is resolute. It is the grudnorm of the countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s body of law.[1] Rights in the constitution are enforceable in agreement with the requirements of the constitution unlike common human rights some of which are not justifiable and constitute mere aspirations of the citizens. In kuti and ors v. A.G Federation[2] Oputa Jsc emphasized that: à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã ¢â€ž ¢Not every civil or legal rights is fundamental rights. The model and notion of essential rights both derive from the premise of the unassailable rights of man-life, freedom and the pursuit of happiness. Developing nations with written constitutions have cherished in such constitutions some of the rudimentary human rights, to each right that is thus considered fundamental profoundly spelt out.à ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢ Thus in Nigeria, those rights that are considered vital to human beings is itemized in chapter IV of the constitution of Federal Republic of Nigeria which was accepted on May 1999. The constitution is the basic and ultimate law of the country and any supplementary law varying with its requirements is negated to the degree of its inconsistency[3]. In chapter IV the constitution assures vital rights such as the right to life, admiration for self-esteem of the individual, as well as the sanction of torture, right to personal liberty, right to privacy, l iberty of thought, integrity and religion, freedom of appearance, liberty of association, liberty of movement, right to non-discrimination as well as the right to assets. It also offers a right to a remedy in law for any violations[4]. 1.2BACKGROUND OF THE STUDY Based on the adoption of universal pronouncement of Human Rights and the incorporation of vital human rights in our constitution, basic fundamental human rights have been created and which should be respected by all men in the Nigerian society. Unfortunately, many people in our society face untold hardships day in day out because they are denied their basic rights which normally the constitution of Nigeria would enforce even though they are suspects but because they are unaware of these rights they are rarely or never claim them. However, those who are saddled with these responsibilities fail to do their work properly. In this respect, this thesis will discuss the basic rights of citizens in agreement with the 1999 con stitution of Nigerian and how such rights are infringed enforced and the challenges faced in the process of enforcement of human rights in Nigeria. 1.3AIM AND OBJECTIVES The fundamental human rights under the 1999 Nigerian constitution has one way or the other been infringed, which in some cases can be linked to citizens ignorant of their basic rights as provided for in the constitution. Therefore, the aim and objectives of this study is to state and expansiate the rights of the citizens and also the enforcement and challenges of such rights in accordance to chapter IV of the 1999 constitution. 1.4SIGNIFICANCE OF THE STUDY Ignorance as is been said is a disease, Nigerians generally are ignorant of their legal rights despite the fact that it has been boldly written and spelt out in the constitution of the country. Most Nigerians suffer civil wrongs and let it get away without anything be done to it. This is as a result of lack of knowledge of their basic rights. Thus, the purpose of this thesis is to shed more light on the awareness of basic fundamental human rights of citizens in accordance to the provisions of the 1999 Nigerian constitution. These rights can be found in chapter IV of the constitution which states the rights of the citizens of Nigeria. 1.5SCOPE OF THE STUDY The topic of this thesis is The Fundamental Human Right in Nigeria under the chapter IV of the 1999 constitution of the Federal Republic of Nigeria. This thesis is however divided into five chapters; chapter one of this thesis is an introduction to the thesis and it comprises of the background, the aims and objectives, the significance and the structure of the thesis. Chapter two talks about the concepts of human rights, the historical development of human right in Nigeria and the distinction between human rights and fundamental human rights. Chapter three expatiates further on the provisions of chapter IV of the 1999 constitution which are civil and political rights, e conomic, social and cultural rights, the right to sustainable development, peace and a protected environment, the right of women, children and young persons. Chapter four surveys the enforcement of fundamental human rights i.e. Individual and Institutional enforcement of fundamental human rights of citizens and Boko haram. Then finally, chapter five summarizes the thesis, makes observations, conclusions and recommendations if any. 1.6STRUCTURE OF THE STUDY This thesis will adopt a mixture of analytical and historical approach. It will be analytical in the sense that there will be an exploration of what is termed as the existing law as it relates to fundamental human rights in Nigeria. This will include the use of statute books, the judgment of superior courts and English law which are applicable in Nigeria, such as the rules of common law, Doctrine of Equity and status of general applications in force in 1900. It will be historical in the sense that evolution of fundamental hu man rights traced back so as to know the reasons behind the evolution of these rights. Also, this thesis will make use of primary and secondary sources of law. Primary sources refer to; Administrative decisions and ruling, constitution,, Judicial reports. Managerial rules and regulations among others, while secondary sources refer to constitution, convention and documents, law dictionaries, periodicals source books of historical documentation. CHAPTER 2 2.1CONCEPT OF HUMAN RIGHTS Human right in the world today is the most widely talked about issue which cannot be taken lightly. The word à ¢Ã¢â€š ¬Ã‹Å"Human Rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is specifically qualified as civil or legal, absolute or inalienable and fundamental or universal right. Talking about inalienable right, conferring to the dictionary are rights in accordance to common law that canà ¢Ã¢â€š ¬Ã¢â€ž ¢t be taken away, denied or transferred i.e. a right which is an integral part of an individual (human dignity) which cannot be taken away stricto-sensu[5] because the taking away of such rights would be tantamount to human degradement. In the case of Thomas others v. Timothy Olufosoye[6] it was held that; Literally,à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã¢â€ž ¢right à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã‹Å"means an action or conduct which Is morally good according to the law. so, whoever keeps the Law does right and whoever violates the law is said to have done wrong. Also, human right is based on the adoption of natural law that posits that there are certain unchangeable rights that belongs to man everywhere and pertaining to manà ¢Ã¢â€š ¬Ã¢â€ž ¢s security which should be secured and guaranteed to every person. Such rights are rights that naturally belongs to man simply because heà ¢Ã¢â€š ¬Ã¢â€ž ¢s a man[7]. The basic human rights can be found in chapter IV of 1999 constitution of the Federal Republic of Nigeria[8], which includes all the basic rights i.e the right to life, right to personal liberty ,right to fair hearing etc as ità ¢Ã¢â€š ¬Ã¢â€ž ¢s seen in chapter IV as earlier stated. Also, there are international instruments on human rights which are: Magno à ¢Ã¢â€š ¬Ã¢â‚¬Å"carta petition of rights 1628; Bill of Rights 1689; Virginia Declaration of Rights 1776; French declaration of Rights of Man and of the Citizens 1789;American Declaration of Independence 1776; Universal Declaration of Human Rights and Freedom 1950 ;American Convention for the protection Human rights and liberty 1959; Written Constitution of several independent contemporary states and states liberated from colonialism; African charter on Human and peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s rights 1981[9]. In the case of West African Examination Council(WAEC) v OmodoLapo Yemisi Adeyanju[10]fundamental human right is described as a right guaranteed in the Nigerian Constitution and can be found entrenched in a particular chapter therein : chapter IV of the 1999 constitution on Federal Republic of Nigeria. Hum an Rights as defined by blackà ¢Ã¢â€š ¬Ã¢â€ž ¢s law dictionary is somewhat that is due to an individual by just claim, legal guarantee, morality or ethics, legally implementable claim that another will or will not do to a specified act and a power privileged or immunity safeguarding a person by law[11]. According to Business dictionary,human rights are defined as fundamental rights which humans have by the element of being human, and that are neither spawned nor can be rescinded by any government[12].Also, according to John Locke (1632-1704)[13], human right was defined as ethical claims or prerogatives, to life, freedom, and property. The paramount known manifestation of human rights is the Virginia Declaration of Rights 1776 which declares that all mankind are by nature similarly free and independent and have positive characteristic rights, whereby, in the event that they enter a state of society, they canà ¢Ã¢â€š ¬Ã¢â€ž ¢t, by any deny their posterity (fundamental rights). T he notion of human rights has become a global issue with the beliefs of democratic societies that every human regardless of sex are created equal meaning that they possess equal rights. It has been observed that opinions of people based on race, personal belief or social standing also affect the structure of how human rights that is to be accepted. This has however made the accomplishment of equal rights to remain a constant struggle and the legitimacy and of human rights continue to be the focus of discussion in values and politics. In furtherance, the notion of human rights has however been viewed in different aspects, that is political, sociological and philosophical perspectives. When we talk about socio-politically, it regards human rights as universal rights, or status irrespective of legal jurisdiction and other limiting factors, such as nationality and culture which are naturally conferred on human beings. (Wikipedia 2006). From my own perspective, human rights are rights that human beings are naturally entitled to. For instance, the right to liberty of speech, where every person has the right to express themselves in as much as it is not infringing other persons rights of family and private life whereby, when one person is trying to express himself and thereby intruding in another personà ¢Ã¢â€š ¬Ã¢â€ž ¢s private matters through speech. Also, looking at the right to freedom of movement where every citizen is naturally entitled to move throughout a country freely and reside in any part of the country, and also right to dignity of person to mention but a few. à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã¢â€ž ¢Philosophical perspective of human rightsà ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢ There has been different theoretical approach towards the explanation of how human rights has turn out to be part of social expectations. According to Yusuf[14], he stated that the biological concept studies the related propagative benefit to human social conduct based on understand ing humanity in the perspective of natural selection. Other philosophies embrace that human rights classify ethical conduct, which is a human social invention established by a process of biological and social development, or as a sociological design of rule setting (the sociological theory of Weber). This approach according to à ¢Ã¢â€š ¬Ã‹Å"Rawlsà ¢Ã¢â€š ¬Ã¢â€ž ¢ comprises the notion that those in a society agree to take rules from genuine authority in exchange for security and economic benefit. The natural theory is built on natural moral order which is based on religious precepts, i.e. it is assumed that everyone has mutual understanding of justice, or the belief that moral behavior is a set of accurately valid remedies. When we look into legend, literature, religion and political thoughts, justice becomes socially constructed over time into complete webs of socio interaction striving toward a social order in which human beings are treated fairly. However, some religious soci eties still tend to justify human rights through religious argument. In furtherance, the social evolution concept is based on human requirements and struggle that co-joins an analysis of the norm creation process. Here, constitutive process of authoritative decision making takes place such that the norms may take the form of law through a particular form of authoritative decision making of institutions associated with a legal system. Through this progress, culturally bound behaviours that are inconsistent with contemporary human rights are weed out thereby making culturally particular norms adopt to evolving human rights values as provided for in the constitution and also international instruments. 2.2HISTORICAL DEVELOPMENT OF HUMAN RIGHTS IN NIGERIA In Nigeria ,Human Rights came into effect with the advent of colonial rule. Initially in Nigeria, human rights and basic freedom were recognized in the habitual Nigerian societies. The idea of rights was not conceived in the moder n notion. Values such as right to family, kin and clan membership, autonomy of thoughts, speech, belief and association, right to reveal in private property and right to participate in authority of the affairs of the society were carefully guarded. In the northern part of Nigeria where the sharia legal scheme was firmly rooted, human rights and fundamental liberties were precisely secure and guaranteed in agreement with the tenets of Islam which integrity and fairness are in high esteem. Imperialism basically eroded traditional values and deprived Nigerians of political and economic rights. In 1922 restricted permission was introduced for the first time in Nigeria by the British colonial political rights in the pre- independence constitutions terminating in the Lyttleton constitution of 1954 through the Clifford constitution. By 1958, the British colonial government inaugurated a commission headed by Sir Henry Willink to look into the fear of domination of the minority groups and how the fear could be dispelled. This and several other factors led to the entrenchment of justifiable rights in the countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s independence of 1960. In recent sense the creation of fundamental human rights in Nigeria could be traced to the 1960 Independence Constitution and those that followed it. Fundamental ideas and directive philosophies of state policy in chapter II [15]conjointly recognized Economic, Social and Cultural Rights. The basic aim of the protection of human rights provisions in our constitution was to create a society which guards political freedom as well as the social and commercial well-being of Nigerians. Regardless of Fundamental Rights and liberties in the Nigerian constitution since 1960, the country has had the adversity of military disruptions. This had profound and far-reaching effects on the promotion and protection of democratic values and fundamental freedoms among Nigerians. Before the emergence of democracy in Nigeria in 1999, successive military regimes systematically violated the rights of Nigerians claiming impunity. This ambiguous denial of human rights in Nigeria reached its peak between November 1994 and June 1998. The profound situation of human rights under this regime resulted in Nigeria becoming a pariah state at the international arena and the country was put on the agenda of the United Nations commission on human rights for the consecutive years. Nigerians, led by human civil society groups and professional bodies engaged the military in the struggle for a better society governed by constitutionalism, the rule of law, social justice and respect for human rights. This finally resulted in the 1999 constitution of the Federal Republic of Nigeria and the emergence of democracy and democratic institutions in 1999. 2.3THE DIFFERENCE BETWEEN HUMAN RIGHT AND FUNDAMENTAL HUMAN RIGHT. There has been a question asked severally whether thereà ¢Ã¢â€š ¬Ã¢â€ž ¢s really a difference between human right s and fundamental human rights. In Human right forum, part of the international law issues category, some stated that à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã¢â€ž ¢human rights are basic rights to which all humans have an entitlement. They are national and global in nature. On the opposite, fundamental rights are rights given to the people of a country by their constitution which are restricted to the country. Also, another stated that human rights are basically rights that are inherent to us i.e. rights that belong to us since we were born which nobody can impose restrictions on such right, while fundamental human rights are rights that are absolute and also rights that are being restricted. Another member also stated that human rights are entitlements one gets to enjoy once an individual is born. They are right to life and right to movement. Also Some human rights are considered as fundamental such as right to movement. The fact remains, fundamental rights have constraints, examples comprise l egal right like right to sue and to be sued economic rights such as right to fair wages. In my own opinion, fundamental human rights are rights that differentiate a citizen from a resident or a visitor. They are the basic rights necessary for your existence as a member of a particular state. They determine your relationship and responsibilities with the state and fellow citizens, residents and tourists including the confines of such relationships and duties. Human rights on the other hand are those inalienable rights that are possessed by human beings. Sometimes fundamental and human rights do overlap as the latter serves as foundation to the previous. The dispute of perspective cannot be detached in the determination of fundamental rights but human rights enjoy a sort of universal context. For instance the right to live is universal but the right to live in a state is fundamental according to the rules set up by the state to guide such right. However, fundamental rights are s imilar to human rights in a way but are different in the sense that they have legal sanction and can be enforceable in the law court. However, human rights donà ¢Ã¢â€š ¬Ã¢â€ž ¢t require such holiness and canà ¢Ã¢â€š ¬Ã¢â€ž ¢t be enforced in courts. Then there is difference of universal appeal because fundamental rights are country specific that have been made keeping in mind the history and culture of a country, however human rights are intended in such a way that they are even more basic in nature and apply to all human beings across the world without any discernment. The right to a noble human life is one such human right which cannot be questioned whether you are in us or in a poor African country. Also, according to Ignateiff[16], human rights itself concludes by bringing a moral obligation claim i.e. a deontological claim concerning that which we owe to human beings and which is also linked to a moral theory, and probably also to an anthropology[17]. A theory of à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã¢â€ž ¢fundamental rightsà ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢ in contrast obliges us to focus more on that which is capable of enhancing and contributing to the existence of a society or to recommend them as that which could or should do so. This thus involves analyses which are expressed in moral obligation terms, but in ethical terms. [1]S.1 (3) 1999 constitution of Federal Republic of Nigeria. [2] (1985)8 NWLR (pt 6) 211 [3] Section 1(3) of the constitution [4]Article 46(1) of the constitution. à ¢Ã¢â€š ¬Ã‹Å"Any person who alleges that any of the provisions of this chapter has been is being or likely to be contravened in any state in relation to him may apply to a high court in that state for redress. [5] Strict sensu means in a narrow sense. [6] (1966) 1 ALL NLR 178 [7] Human rights in Nigeria P.1 [8]1999 constitution of Federal Republic of Nigeria. [9]Obaseki A.O the judiciary and human rights (1992) Nigerian Institute of International Affairs, Victoria Island, Lagos part 1. [10] (2008) ALL FWLR (Pt 428) p. 206,209 [11] Black laws dictionary seventh edition p.1323-1324 [12] Business dictionary .com [13] Scottish philosopher [14]Department of Arts and social sciences Education, University of Ilorin, Nigeria. [15] Chapter II of 1999 constitution of the Federal Republ ic of Nigeria [16]Ignateiff, Human Rights as politics and idolatry. [17] This deontological status is in turn understood in different ways. For example, in the sense proposed by Michael perry for human rights: identifying à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã¢â€ž ¢what ought to be done and what ought not to be done for human beingsà ¢Ã¢â€š ¬Ã¢â€ž ¢Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢.( M. perry,The idea of Human Rights, oxford 1998,56)

Phi 2010 Essay - 712 Words

PHI 2010 1) Compare and contrast the views of Dualism, Materialism, and Idealism. Dualism is defined as the view that hold what exist is either physical or mental. (pg.98). Also dubbed the â€Å"two-realms view† by Plato, identifies some things as having both components, it is the most accepted idea since most believe that there has to be a mental connection with physical items. Materialism is the view that only the physical exist (pg.98). There is no connection mentally to the physical material; I believe this is stating that we did not have a real idea towards the material. Idealism is the view that only the mental exist. (pg.99). this is the most farfetched one of them all, that everything we know is a perception not a†¦show more content†¦Therefore, God must also exist in dimensions far beyond those of the visible world. 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Zeb Goes to disneyland Essay Example For Students

Zeb Goes to disneyland Essay I walk among you eating, eating I luv to eat, eating eating, SHIT!!! A bird flies, SHIT* SHiT!!!! a birrd fliesThe theme of the story Hatchet is determination, perseverance andsurvival. Brian Robeson, whose parents are divorced, flies to visit his father inCanadian wilderness. His pilot has a heart attack and dies. Brian managed toland the plane in a lake, and escape unharmed. Now comes the hard part,surviving in the wilderness until rescued. He does have one tool to help him, ahatchet that his mother had given him as a gift. He will have to use it, his owndetermination, imagination, perseverance and common sense to survive. Summary: This flight to see his father in the Canadian wilderness is Brains firsttime in an airplane. He explains this to the pilot and tells him that he is scared. The pilot feels sorry for Brian and decides to show him that flying is not verydifficult. He lets Brian take the steering control and direct the line of flight forawhile. Just when Brian thinks that everything is going well, the pilot has aheart attack and dies. Brian knows he must land the plane himself or die. Hetries to use the radio without success. He knows that if he hits the trees, hecan die, so he decides to land in the water of a lake. When the plane is in thewater, he gets out through a window. He lay on the bank of the lake for awhile to rest. Brian knew he needed food and shelter to survive so he set outto find both. He was very careful not to get lost or go too far from the lakewhere his water was. He found a cherry tree and because he was veryhungry, he ate his fill. He filled his windbreaker with cherries to eat later andthen managed to find a cave for shelter. He slept very well, but in the morningwhen he awoke, he saw a bear in the cave. He was terrified, because the bear was only about 20 feet away eating his cherries out of his windbreaker. The bear only looked at Brian and then left. The cherries must have beenenough to curb his appetite! The discovery of how to make a fire was veryimportant to Brains survival. He needed to have one at the mouth of the caveto protect him from wild animals, and to signal for help. He discovered it bymistake when a porcupine wandered into his cave! It was dark in the caveand he heard something moving. He knew it was alive, but not what it was. He kicked it. It was then, when the quills shot into his foot that he knew itwas a porcupine. He was in pain, and knew he could not touch it. He threwhis hatchet, and when it hit the rock of the cave instead of the porcupine, itmade a spark. He knew how to make the spark, now all he had to do wasfind the fuel. He knew he needed some type of meat to survive, so hedecided to catch fish. First he tried to catch them with his hands, but he soonknew he needed a better plan. He made a primitive bow and arrow. He wasvery proud of himself when he was able to use it to catch fish, or shoot abird. He would scoured them and cook them over his fire. He was becomingbetter all the time at survival. One day a tornado went through the area. Thetornado turned out to be a revelation. It moved the plane so that the tail wasnow sticking out of the water. It was then that Brian remembered that theplane contained a survival pack. It was very difficult to get to, and it took along time. He almost lost his hatchet while trying to cut a hole in the plane, buthe was able to retrieve it. When he finally got back on dry land, he found thatthe pack contained food, knife, rifle, and C. B. radio. He tried to use theradio, but he did not think it was working. He found out that he was wrongwhen a rescue plane showed up, it was working! Character Description:Brian Robeson is a typical 13 year old boy trying to cope with his parentsdivorce. He is not happy about his mothers new boyfriend, and he is veryexcited about going to visit his father. He wears the typical tennis shoes,jeans, and T-shirt with a windbreaker. He is not an outdoorsman, but he haswatched a lot of TV and always paid attention to how they survived difficultsituations. He is scared of flying, and tells the pilot this. As his situationchanges and he is faced with life or death in a survival situation, he chooses tobe brave and strong and survive. Review: I liked Hatchet because it isabout teenage adventure. When I was reading I w as trying to imagine what Iwould do if I were Brian. I think that he was very tough. He was alwaysthinking about what to do to survive. The thing that I did not like about thebook was that everything that he did seemed to take so long! It seemed totake a few days to start a fire or to catch a fish. I did not like the ending, itwas unrealistic to have a tornado go through and all of a sudden, the tail ofthe plane is sticking out of the water. Then, after all that time he miraculouslyBibliography: