Internet Jurisdiction Essay Example for Free

Internet Jurisdiction Essay In his article, Wolf (1999) explained how jurisdiction may be acquired through over persons who operate and use internet websites. By applying the rules enumerated in Wolf’s article to a popular bit torrent search engine based in Sweden called â€Å"thepiratebay. org†, we see that no jurisdiction may be acquired over the users or the operators of the website because 1) there is a minimal level of interactivity among the users; 2) the users and operators of the website do not engage in commercial activities; and 3) the website does not provide contact details that would allow future business transactions to take place. Personal jurisdiction is an issue because it allows the court to prosecute any criminal activity that occurs because of the use of the website. It also allows the court to impose civil liabilities on any user operator who might have caused damage to a resident of place where the court exercises jurisdiction. In ordinary procedure, personal jurisdiction is acquired by either the arrest of the culprit in criminal cases or the service of summons on the defendant in civil cases. In special cases where culprits are not residents of the forum state, the court would have to use this long-arm jurisdiction in order to punish those responsible for the illegal activity. The interactive-passive use test states that courts have to look into the nature of the transactions made by the users of the website. If the website allows users to have a â€Å"two-way online communication which fosters an ongoing business relationship†, the court may acquire personal jurisdiction over the operators of the website. However, is the website merely provides information without any other interaction, the court may not exercise jurisdiction. The key question to be asked would be: is the website operator doing business in the forum state? If yes, then the court has jurisdiction over the operator. Based on his analysis of Cybersell, Inc. v. Cybersell, Inc. , 130 F. 3d 414 (9th Cir. 1997), Wolf mentions that mere advertising is not enough to give the court jurisdiction over the operators of the website. It has to be shown that the operators â€Å"actually sold their products in the forum state†. Once again, we see that actual business must be performed before the court can claim jurisdiction over the website operator. This is because it is only the act of engaging in actual business where the website operator is deemed to purposely avail of or submit himself to the jurisdiction of the forum state.

Interpretation of the King in Shakespeares Hamlet Essay -- GCSE Engli

Interpretation of the King in Hamlet      Ã‚  Ã‚   Shakespeare’s tragedy Hamlet presents in the character of King Claudius an intelligent, cunning, but seemingly unselfish ruler. This essay will present both an external and internal consideration of Claudius.    For the duration of the drama an important mental contest ensues between Claudius and the protagonist. John Masefield discusses this mind battle in â€Å"Hamlet, Prince of Denmark†:    Justice, in her grosser as in her finer form, is concerned with the finding of the truth.   The first half of the play, though it exposes and develops the fable, is a dual image of a search for truth, of a seeking for a certainty that would justify a violent act.   The King is probing Hamlet's mind with gross human probes, to find out if he is mad. Hamlet is searching the King's mind with the finest of intellectual probes, to find out if he is guilty.   The probe used by him, the fragment of a play within a play, is the work of a man with a knowledge of the impotence of intellect--    "Our wills and fates do so contrary run That our devices still are overthrown"--    and a faith in the omnipotence of intellect--    "Our thoughts are ours, their ends none of our own."    To this man, five minutes after the lines have exposed the guilty man, comes a chance to kill his uncle.   Hamlet " might do it at"- while he is at prayers.   The knowledge that the sword will not reach the real man, since damnation comes from within, not from without, arrests his hand. (n. pag.)    The drama opens after Hamlet has just returned from Wittenberg, England, where he has been a student. What brought him home was the news of his father’s death and his ... ...ice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.          Interpretation of the King in Shakespeare's Hamlet Essay -- GCSE Engli Interpretation of the King in Hamlet      Ã‚  Ã‚   Shakespeare’s tragedy Hamlet presents in the character of King Claudius an intelligent, cunning, but seemingly unselfish ruler. This essay will present both an external and internal consideration of Claudius.    For the duration of the drama an important mental contest ensues between Claudius and the protagonist. John Masefield discusses this mind battle in â€Å"Hamlet, Prince of Denmark†:    Justice, in her grosser as in her finer form, is concerned with the finding of the truth.   The first half of the play, though it exposes and develops the fable, is a dual image of a search for truth, of a seeking for a certainty that would justify a violent act.   The King is probing Hamlet's mind with gross human probes, to find out if he is mad. Hamlet is searching the King's mind with the finest of intellectual probes, to find out if he is guilty.   The probe used by him, the fragment of a play within a play, is the work of a man with a knowledge of the impotence of intellect--    "Our wills and fates do so contrary run That our devices still are overthrown"--    and a faith in the omnipotence of intellect--    "Our thoughts are ours, their ends none of our own."    To this man, five minutes after the lines have exposed the guilty man, comes a chance to kill his uncle.   Hamlet " might do it at"- while he is at prayers.   The knowledge that the sword will not reach the real man, since damnation comes from within, not from without, arrests his hand. (n. pag.)    The drama opens after Hamlet has just returned from Wittenberg, England, where he has been a student. What brought him home was the news of his father’s death and his ... ...ice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000 http://www.bartleby.com/215/0816.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.         

My first day in an English speaking school Essay

I thought back, to everything, everything that had happened and where it all had started. Here, it had started here. Memories flooded back, memories of people, memories of places, memories of†¦ of everything. With one last look around I took a deep breath and boarded the aeroplane, I was ready. I arrived the day before the start of the second semester. Though my things had arrived almost a week before, but I had been content living out of a suitcase if it meant I could spend more time at home. I sighed and looked around; they had tried to make the room nice, though from what I was feeling, all I wanted was my bed, in my flat, in my country. Looking around once more, I saw framed pictures of words- English, of course- I could not really read them. I felt betrayed, like someone had mocking me by putting them there. I was crying, I couldn’t stop; everything felt like it was cracking, falling apart at the seams. I had never felt so alone; I wasn’t close to anyone, not to my dad, step mom, brother, I didn’t feel I would ever be close to anyone. I fell to sleep feeling hopeless, alone, and desperate. Almost an hour later, someone was knocking on my door, calling my name. The voice was soft and American, blending the syllables of my name; I was being called to dinner. When I arrived downstairs, I found the food prepared was not too different from that of my home, I was at least a bit comforted because of that. While having dinner, my step mother and brother tried to converse with me, because I had prided myself in knowing a bit of English. I soon found out this was not the case, when they would speak, it was slurred and natural; when I spoke, it was halted and awkward. My accent impeded some of pronunciation, I sounded like an infant. While the conversation was stilted, I felt at least a bit more at home. Before sleeping, my father informed me that I would be attending American school; I would have a translator until I could speak with more fluency. When I arrived at the school, my father couldn’t accompany me into it, so I had to try to find my way to the office, explain myself, and make homeroom before the bell; needless to say, I was a bit worried. I found the office after using a translating app on my phone. In order to make the women in the office understand me, I had to once again use my translating app, after understanding my situation; they called my translator, who I learned was  called Mary. When Mary and I had finally met, I felt a great relief at having someone to talk to, while Mary was still very American, it was nice to have a person who spoke French around. My first class was ironically English; I went in late because they had wanted to check that I could understand a bit of English, seeing as my first period was English. When I arrived in the class, the teacher asked me to introduce myself, before I had even reached my seat; not realising she was talking to me, I ignored her until Mary told me what she saying. I turned around and quietly tried to stammer out my name. The teacher didn’t understand why I wouldn’t speak up. When Mary explained my situation, the teacher understood and tried to apologise. I was so embarrassed and tired at that point, I didn’t even care, I just took my seat and tried to understand what was going on. Second period was at least a little bit better; I had maths, so I could actually understand what the teacher was saying (for the most part). Third period was different, because I had never had American history. Because I had come into the class in the middle of the year, I had to try to catch up to the rest of the class. In her between discussions of the twenties, the teacher would have to pause because Mary would have to translate for me. This whole process made the class seem very long, and tedious, and the teacher was annoyed by the end. At the very end of the class, the teacher came over to talk to me. I was very surprised when she started speaking French, even more so when she explained to me that she had grown up in France and was therefore fluent. She proceeded to tell me that in order to accommodate for my English as a second language, she would print out her lectures in both French and English. I was delighted, seeing as none of the other teachers had offered to accommodate for my situation. I went to my next class feeling much happier. Entering my next class, I found that it was actually a French class I had been signed up for. French was the highlight of my day, I could understand what the teacher was saying (even if she butchered the pronunciation), the people tried to talk to me, and I didn’t feel completely isolated. After French was lunch, in France we had assigned lunch tables, and when I turned to ask Mary where to sit, I found she had already taken her lunch break. When I entered the cafà ©, I found that people had already saved seats for me; I had the pick of the cafà ©. I finally sat with some people I recognised from French class; almost immediately they started  asking me where I was from, and why I not speak English. When I had settled in and tried to comprehend what they were saying, I tried to answer in English. When I finally figured out what I would say, I stammered out something like this, â€Å"France, en Paris, where I live.† Everyone thought it was just brilliant that I had an accent, and proceeded to try to imitate it. I was a bit overwhelmed, as it was a lot to take in; people were just talking away in English, while I was just there, smiling and nodding. When you don’t understand the language, everything gets very confusing, very fast. By the end of lunch, I had started to come to terms with using English instead of French, though I was still not completely comfortable. When lunch was over, I had to head to another building where my orchestra class was to be held. When I got there, I found that I was in a senior orchestra class, which I thought meant it would be simple and easy for me. I was surprised to learn that, there was no one my age, and that I was the youngest in the class. Ironically enough, the first song we would be playing was Offenbach’s Chanson de Fortunio, a very French piece to play. I learned later, the teacher had apparently picked it for me, because both it and I were French. After hearing me play just the Offenbach, the teacher had me moved to first chair, the best place to play cello. Orchestra was by far the best class for me, that day. After my double period of orchestra, I had natural science; science was a fine class to end the day with, because for me the Latin terminology and â€Å"learning† the metre system was a breeze. Science moved into an x period, for studying, or in my case, ESL help. All ESL help was, was help with English fluency. After the x period, it was time to go home. All in all, my first day at an English speaking school was not as bad as I expected.

Paleolithic

Our class will be going outside to try to help us understand Paleolithic times. We will experience the world as Paleolithic people did – bringing only what we can carry, having no permanent shelters, creating our own art from the materials around us and having to figure out the best place to stay. For this activity, we will assume that you are traveling in a small family group that Is part of a larger group of 31. You can be with either two other people or work with a partner, representing the core family group. It was typical of Paleolithic times that related core family groups would join together o form a larger group.This â€Å"family† would work together to gather food and protect each other. The group was usually between 15 and 30 people, though smaller and larger groups existed. As they traveled, different family groups would meet to exchange goods that they had made and they likely shared Information about the local environment. Young people likely moved between groups in order to share expertise (a group with several artists might exchange an artist for a skilled hunter) or to meet the needs of both groups (a group with extra males may send some to another group in exchange for goods or services).Over time, the larger group size allowed for some specialized roles to develop. The majority of people in the group would supply food for everyone, giving some people free time. For instance, a religious leader, artist or expert craftsman might supply the group's spiritual or technological needs rather than hunting or parenting. Women could take on a leadership role in the group. Women who gathered plants and hunted for small animals in many cases supplied most of the food for the group. In their role as mothers, they were protected from the most dangerous tasks, such as hunting or participating In battles with enemies.Instead, these types of tasks would be left to the â€Å"extra† males (the young and unattached men who were not yet In re ligious, artistic or craftsmen roles). Your task is to imagine yourself as part of Paleolithic times and to complete the following tasks. Your teacher will check that you are done at least Number 1 and Number 2 before the end of the period: 1. Use the map you have been given to decide where you will camp and have at least one person in your core family group record your reasons in the space provided. Consider the wants and needs of your group in addition to the geography of the area n your decision. . Using the tarp, sucks, butter knife and string, create a stable shelter. It will be 3. Using the modeling clay (which we are pretending is natural clay or soft stone), carve a Paleolithic figure and place it at the door of your shelter. 4. As a group or pair, explain what you think the daily life of Paleolithic people might have been like by creating a daily timeline to explain what your family would do at your campsite between the time you woke up and the time you went to sleep. Try t o include the challenges you faced today, such as weather, teamwork, etc. In your experience.

Free Essays on Hamlets Troubles

Hamlet’s Troubles William Shakespeare is a master mind when it comes to literature and writing plays. One of the greatest plays he wrote is Hamlet, Prince of Denmark. In the play, Hamlet’s mind is drawn in many directions at one time by different forces. The two forces are, his Father’s ghost forcing him to kill Claudius because he murdered him, and the second one is the force of his love for Ophelia. The force from Hamlet’s father on him is an obligated one. When the ghost says â€Å"But know, thou noble youth, the serpent that did sting thy father’s life now wears his crown,† (I, iv, 38-40) Hamlet realizes that his uncle Claudius, who is now king, killed his father and he knows that he must kill him in order to avenge his father’s death. This is a heavy obligation on Hamlet’s part and he feels he owes it to his father to kill Claudius. When Hamlet gets the chance to kill Claudius he does not, instead he says â€Å"When he is drunk asleep, or in a rage, or in th’ incestuous pleasure of his bed†¦then trip him, that his heels may kick at heaven, and that his soul may be as damned and black as hell†¦Ã¢â‚¬  (III, iii, 89-95) and vows to kill Claudius when he is in sinning somewhere. This only make him procrastinate Hamlet is left to brood over the killing more, which, he already he has been showing signs of going mad. If Ha mlet had killed Claudius right at that point in time, nothing else in play would have occurred. At the end of the play Hamlet forces Claudius to drink the poisoned wine and says â€Å"Here, thou incestuous, murd’rous, damned Dane, drink off this potion. Is thy union here?†¦Ã¢â‚¬  (V, ii, 313-314) and with that the king dies. Hamlet finally avenges his father’s death, but it is only minutes before Hamlet meets his fate and dies as well. No matter what, Hamlet stayed loyal to his father through think and thin, and the thick of it was his own death. In the case of Ophelia and Hamlet the force ... Free Essays on Hamlet's Troubles Free Essays on Hamlet's Troubles Hamlet’s Troubles William Shakespeare is a master mind when it comes to literature and writing plays. One of the greatest plays he wrote is Hamlet, Prince of Denmark. In the play, Hamlet’s mind is drawn in many directions at one time by different forces. The two forces are, his Father’s ghost forcing him to kill Claudius because he murdered him, and the second one is the force of his love for Ophelia. The force from Hamlet’s father on him is an obligated one. When the ghost says â€Å"But know, thou noble youth, the serpent that did sting thy father’s life now wears his crown,† (I, iv, 38-40) Hamlet realizes that his uncle Claudius, who is now king, killed his father and he knows that he must kill him in order to avenge his father’s death. This is a heavy obligation on Hamlet’s part and he feels he owes it to his father to kill Claudius. When Hamlet gets the chance to kill Claudius he does not, instead he says â€Å"When he is drunk asleep, or in a rage, or in th’ incestuous pleasure of his bed†¦then trip him, that his heels may kick at heaven, and that his soul may be as damned and black as hell†¦Ã¢â‚¬  (III, iii, 89-95) and vows to kill Claudius when he is in sinning somewhere. This only make him procrastinate Hamlet is left to brood over the killing more, which, he already he has been showing signs of going mad. If Ha mlet had killed Claudius right at that point in time, nothing else in play would have occurred. At the end of the play Hamlet forces Claudius to drink the poisoned wine and says â€Å"Here, thou incestuous, murd’rous, damned Dane, drink off this potion. Is thy union here?†¦Ã¢â‚¬  (V, ii, 313-314) and with that the king dies. Hamlet finally avenges his father’s death, but it is only minutes before Hamlet meets his fate and dies as well. No matter what, Hamlet stayed loyal to his father through think and thin, and the thick of it was his own death. In the case of Ophelia and Hamlet the force ...

Ken Folletts Master Class for Novelists

Ken Folletts Master Class for Novelists Ken Folletts Master Class for Novelists Ken Folletts Master Class for Novelists By Maeve Maddox According to Forbes Magazine, Ken Follet is one of the worlds ten most highly-paid novelists, with an annual income of $20 million. Follett wrote several not-so-great novels before Eye of the Needle made him rich and famous in 1978. Since then, every novel he publishes becomes a best seller. Many have been made into movies. You may have seen these film versions: 1981 Eye of the Needle (Donald Sutherland) 1985 The Key to Rebecca (Cliff Robertson) 1986 On the Wings of Eagles (Burt Lancaster) 1994 Lie Down With Lions (Timothy Dalton) Folletts historical novel about the building of a cathedral, The Pillars of the Earth (1989), has been translated into 30 languages and has sold 14 million copies worldwide. It didnt hurt that Oprah chose Pillars as her 60th Book Club selection in 2007. If your ambition is to write a sprawling historical novel, this is a good one to study. The sequel to Pillars, World without End (2007) spent 26 weeks on the NY Times Best Seller List. Follett has a generous spirit that makes him willing to share what hes learned about writing successful novels with other writers. You can examine Folletts changing outlines for The Man From Saint Petersburg in Albert Zuckermans Writing the Blockbuster Novel (1994). Online, you can take advantage of Folletts Master Class. Here youll find practical suggestions for: Starting out Putting pen to paper Research The outline The first draft Completing the novel Finding a Publisher Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictAt Your Disposal45 Idioms with "Roll"

Inside the Meltdown Essay Example | Topics and Well Written Essays - 500 words

Inside the Meltdown - Essay Example In this particular clip, on the meltdown that took place in the year 2008 in the United States of America, the theme economy has dominated the whole story. In this particular melt down, a lot of emphasis are made on the financial markets and the different economists who hold a number of high ranks are trying to react to this. Nearly all the departmental heads and the economists of this time, are advocating for the need to increase the oversight on financial markets. There is a liquidity threat and the economists are trying to analyze on how the availability of cash in the economy can lead to a solvency problem to some of the major financial institutions like banks. The whole story shows the high levels of risks that get evident as a result of funding long term liquid assets, which come along with liabilities that entails shorter durations of time. A lot of issues pertaining the levels of interest that need to get set on loans as well as the investments to get conducted arise in this meltdown. Responsibility as a theme has got the better part of this film. This is very evident by the number of state officials in the government dockets gets reacting towards this particular meltdown. A number of employees and other departmental heads from Bear Stearns Organization are reacting to this matter and everyone is trying to get more responsible by playing his or her part. No one wants to get pointed finger at as the one responsible for this particular economic depression, therefore ensures that his/her records are clean, and has undertaken all the duties expected of him/her. Another dominant theme in the story is media and information. In the clip, all the working places a number of televisions where the workers follow the news. Any of the latest information reaching the media gets anchored and spread to the public or citizens by use of the television media. This has made all