The Long Girl essays

The Long Girl essays Many novels are so successful in selling that producers can't wait to put the story onto the big screen. Most of times, the original novel is way better than the movie because its able to capture and let the reader know the exact emotions of each individual character, and all the symbols and events that happen throughout the book. In the novel the reader is able to use their imagination. This is what the author William Golding was trying to do in the novel "The Lord of the Flies." Overall, the novel is better then the movie because it has better description of the characters feelings, and symbols that has a true meaning in the story. First of all, the classic movie, "The Lord of the Flies," seems to be missing some things involving the characters. I think the reason to this is the time they have for the movie, so the character's role and his true feeling are not real or believable unlike the novel. In the novel, the readers can see how Piggy really feels and that he was being treated as an "Outsider" but, in the film version the audience doesnt clearly see the true feelings of Piggys emotion. Other characters in the movie such as Simon and Roger are so like no there in the movie so it puzzles the viewers because the movie doesnt show their roles. The movie failed in showing Simon as a "Christ" figure and Roger's evil nature. On the other hand, the novel has all these ideas and allows the reader to use their creativity and most of all their imagination. So, since the movie wasnt able to give the audience more information about the characters, their role, and their emotions, the novel is much more effective and ha s more information. Secondly, the novel gives the reader more insight into the story with the authors use of symbols. The novel is able to do this because it in depths the most important messages and serious incidents. For example, Piggy's glasses represent civilization, but once ...

Ancient Egyptian Cuisine and Food Habits

Ancient Egyptian Cuisine and Food Habits Among the ancient civilizations, Egyptians enjoyed better foods than most did, thanks to the presence of the Nile River flowing through most of settled  Egypt, fertilizing the land with periodic flooding and providing a source of water for irrigating crops and watering livestock. The proximity of Egypt to the Middle East made trade easy, and hence Egypt enjoyed foodstuffs from foreign countries as well, and their cuisine was heavily influenced by outside eating habits.   The diet of the ancient Egyptians depended on their social position and wealth. Tomb paintings, medical treatises, and archaeology reveal a variety of foods. Peasants and slaves would, of course, eat a limited diet, including the staples of bread and beer, complemented by dates, vegetables, and pickled and salted fish, but the wealthy had a much larger range to choose from. For wealthy Egyptians, available food choices were easily as broad as they are for many people in the modern world.   Grains Barley, spelt,  or emmer wheat provided the basic material for bread, which was leavened by sourdough or yeast. Grains were mashed and fermented for beer, which was not so much a recreational drink as a means of creating a safe beverage from river waters that were not always clean. Ancient Egyptians consumed a great deal of beer, mostly brewed from barley.   The annual flooding of plains alongside the Nile and other rivers made the soils quite fertile for growing grain crops, and the rivers themselves were channeled with irrigation ditches to water crops and sustain domestic animals. In ancient times, the Nile River Valley, especially the upper delta region, was by no means a desert landscape.   Wine Grapes were grown for wine. Grape cultivation was adopted from other parts of the Mediterranean in about 3,000 BCE, with Egyptians modifying practices to their local climate. Shade structures were commonly used, for example, to protect grapes from the intense Egyptian sun. Ancient Egyptian wines were primarily reds and were probably used mostly for ceremonial purposes for the upper classes. Scenes carved in ancient pyramids and temples show scenes of wine-making. For common people, beer was a more typical drink.   Fruit and Vegetables Vegetables cultivated and consumed by ancient Egyptians included onions, leeks, garlic, and lettuce. Legumes included lupines, chickpeas, broad beans, and lentils. Fruit included melon, fig, date, palm coconut, apple, and pomegranate. The carob was used medicinally and, perhaps, for food. Animal Protein Animal protein was a less common food for ancient Egyptians than it is for most modern consumers. Hunting was somewhat rare, though it was pursued by commoners for sustenance and by the wealthy for sport.  Domesticated animals, including oxen, sheep, goats, and swine, provided dairy products, meat, and by-products, with blood from sacrificial animals used for blood sausages, and beef and pork fat used for cooking. Pigs, sheep, and goats provided most meat consumed; beef was considerably more expensive and was consumed by commoners only for celebratory or ritual meals. Beef was eaten more regularly by royalty.   Fish caught in the Nile River provided an important source of protein for poor people and was eaten less frequently by the wealthy, who had greater access to domesticated pigs, sheep, and goats.   There is also evidence the poorer Egyptians consumed rodents, such as mice and hedgehogs, in recipes calling for them to be baked. Geese, ducks, quail, pigeons, and pelicans were available as fowl, and their eggs were also eaten. Goose fat was also used for cooking. Chickens, however, seem to have not been present in ancient Egypt until the 4th or 5th centuries BCE.   Oils and Spices Oil was derived from ben-nuts. There were also sesame, linseed and castor oils. Honey was available as a sweetener, and vinegar may have also been used. Seasonings included salt, juniper, aniseed, coriander, cumin, fennel, fenugreek, and poppyseed.

Operations and Supply Chain Management Essay Example | Topics and Well Written Essays - 2500 words

Operations and Supply Chain Management - Essay Example His model had classified government policies and regulations, corporate policies and firm size as moderating variables. Literature Review: Australian Manufacturing and Service Market Studies carried out to survey the service delivery have shown that the public sector has undergone significant reforms to meet public expectation on its performance. The government had addressed this through microeconomic reforms that were characterized by financial deregulation, improved monetary and fiscal policy, tariff reforms, labor market reform, and trade liberalization amongst others (Shergold, 1996, p. 18 and James, 2003, p. 96). In the later years, however, there was a shift to privatization of service delivery to NGOs and private sector (Tang, 1997, p. 98; Productivity Commission 1999. p. 6; Lyons, 1994, p. 182; James, 2003, p. 105 and Rapper, 2000, p. 23). Surveys carried out in Australia to determine whether government should outsource health services for an improved service delivery found o ut that there is the likelihood of poor performance in terms of quality, cost, and other externalities (Boardman and Hewitt, 2004, p. 921). This had left the house undecided on whether to privatize service delivery in this sector or not. Surprisingly, studies conducted to determine delivery speed and delivery reliability found transportation is very fast and reliable but quite expensive. The study shows that Australian gross value added of the transport and storage sector was $ 34, 496 million in 1999-2000. This was 5.6% of GDP. On comparison to other logistic costs, transportation occupies 29.4% of logistics cost, exceeding even warehousing cost, packing cost, management cost ordering cost and movement cost (Chang, 1998, p. 15 and BTRE, 2001, p. 9). Similarly,... Study has shown that the public sector has undergone significant reforms to meet public expectation on its performance. The government had addressed this through microeconomic reforms that were characterized by financial deregulation, improved monetary and fiscal policy, tariff reforms, labor market reform, and trade liberalization amongst others. In the later years, however, there was a shift to privatization of service delivery to NGOs and private sector. Surveys carried out in Australia to determine whether government should outsource health services for an improved service delivery found out that there is the likelihood of poor performance in terms of quality, cost, and other externalities. This had left the house undecided on whether to privatize service delivery in this sector or not. Surprisingly, studies conducted to determine delivery speed and delivery reliability found transportation is very fast and reliable but quite expensive. The study shows that Australian gross value added of the transport and storage sector was $ 34, 496 million in 1999-2000. This was 5.6% of GDP. On comparison to other logistic costs, transportation occupies 29.4% of logistics cost, exceeding even warehousing cost, packing cost, management cost ordering cost and movement cost. Similarly, studies conducted on new product introduction in the Australian market suggested that the rate of success of new products depends on the following: management style, marketing strategies, staff expertise, senior management support, available resources, organization size and distribution channels.

Critique of the play How I Learned to Drive by Paula Vogel Essay

Critique of the play How I Learned to Drive by Paula Vogel - Essay Example This expresses much more broadly Bits character: When she is drunk, she is cynical but also deeply afraid; her childhood experiences, the warnings her parents gave her, ring out through her at a highly internalized level. This helps inform us how they will interact when it comes to the more serious issue of Uncle Peck. This line, uttered by the Teenage Greek Chorus, says that Bits father is ruled by his stomach and his superiors in life. This is a critical expression of how the play and the people within it tend to view men, and will help to give an understanding of the developments of the plot. This quote is literally Bit telling her friend that sex is painful, especially before marriage. But it is also a sign into how Bit, thanks to her uncles treatment of her, views sex. She has been molested, and she realizes the degree of the trauma to her. It is similar to another quote, Quote #4, which shows that Bit thinks that men are monsters that cannot control their urges. Quote 4: â€Å"Lucy, you’d better not be filling Mama’s head with sex! Every time you and Mary come over and start in about sex, when I ask a simple question like, â€Å"What time is dinner going to be ready?† Mama snaps my head off!† This quote has Bit literally asking someone not to talk with sex to her mother. But the quote is showing two things about Bits psychology. First: She views sex as something beyond the purview of control, something that people are just forced into by their urges (and, in her case, others). Second: It demonstrates that she has to talk about sex enough to irritate her mother, which is caused by her

Schools Killing Creativity Essay Example for Free

Schools Killing Creativity Essay In this â€Å"TED talk† segment by Ken Robinson, an English born professor explains why the educational system in the U.S. is remaining stagnant and unfulfilling to students needs. Robinson begins his arguments by stating, â€Å"The educational system of the United States has been accompanied by the same curriculum for the past 125 years†. Schools are unknowingly turning creative minds into memorizing machines to meet the criteria of acceptance for colleges across the nation. The educational system has labeled failure as inexcusable; in return generations of children become afraid to take a risk. Robinson implies, â€Å"Failure is essential to success, when a student looks at failure as no option, they neglect their ability to grow and think for themselves†. In many parts of the nation, high school dropouts exceed the number of graduates by a 60% margin. Robinson also states that, â€Å"the current educational system is robbing students of the creative minds we are all born with†. Research proves your brain’s imaginative and creative lobes are most active during childhood years. Replacing this creativity with standardization, results in a disengaged classroom. Standardized testing produces a false evaluation of a child’s capabilities, only basing statistics on the core subjects of math, science, and literacy. The average high school dropout rate in the United States remains a staggering 60% in the majority population. Within minority populations as much of 80% of students will fail to obtain a high school diploma. Unaccounted for in these statistics are students who are disengaged in the classroom, and will get nothing out of it. America stands as a global leader in money spent on education, yet we are displacing this investment of would-be graduates within our economy, to even more money spent on repairing the result of a dropout generation. An estimated one trillion dollars of revenue within our economy could be salvaged if we could take the nationwide 60% and reduce this number to 30%. Professor Robinson touches on the fact that we as humans are instinctively creative. Creativity is essential for a child to achieve something that is  new, distinct, and imaginative. Education professionals are being forced to follow specific guidelines of standard testing, resulting in a conclusion of what a child is capable of conforming to. Without a broad spectrum of testing we are limiting the student to his or her adaptability rather than what they naturally excel at. Good teaching habits, such as engaging students to think for themselves and motivating them to be creative, are being jeopardized by core curriculum. Robinson refers to education as a result of learning. Educating the students on how to learn, creates any environment the student is capable of thriving in. The system is lacking a variety of studies that engage creativity. Subjects such as the arts, humanities, social sciences and even things such as dance are not being recognized as crucial to a well rounded educ ation. Studies show overall test scores are substantially lower in schools that lack a variety of exploratory classes. Robinson argues, â€Å"to fully understand math science and literacy, one must explore a diverse culture of learning. Without a variety of knowledge and creativity the information taught in these core classes becomes meaningless†. The subjects focused on by standard testing cannot be accurately measured as a generalization of a child’s capabilities. He tells a story of girl who couldn’t focus in school. She was unable to sit still long enough to do any work she was being assigned. This behavior resulted in her being clinically classified as suffering from ADHD. While doing homework alone one afternoon, her parents examined her behavior unknowingly to her. After just minutes of sitting at her desk she would get up and begin to move around in a dancing fashion. Her parents then realized that there was nothing wrong with her at all, she was meant to be a d ancer. She went on to have one of the most successful dance careers of her generation. Robinson reinforces this story with the notion that all of us are created differently with unique talents; here stands the flaw of standardization. In all of the world’s greatest educational systems, there are similarities within the education culture that America has lacked. In these countries educators are being held to a higher standard and looked at as an investment. Here in the United States teachers are often looked at as a transportation of information. Throughout countries that thrive in education, it is realized that students are only as good as the teachers. Teaching curriculum is acknowledged at the school level where learning is actually taking place; in  comparison to state and government regulated districts, which are essentially disengaged with what is going on inside the classroom here in the US. Without the pressure to meet the demands of a set curriculum, students are able to become engaged in interests and talents individually. Throughout the entire lecture, Robinson invokes the point that Americas educational system is in need of reform. Our system of testing should accompany an overall goal of learning and not be held as primary evidence of a student’s potential. There are many variables that accompany a student’s capabilities besides what is being focused on as a means of evaluation. The standard testing should be held as partial review of capabilities, not as an entirety. Subjects that individual stud ents find spark their interests are being deemed unimportant, leaving the student to feel as though they are incapable of success. Courses that students find passion in will create a sense of curiosity in learning. When the light of curiosity becomes a student’s motivation is when true self learning takes place. The tragedy is that more than 60% of Americans drop out of high school feeling that they are unable to meet the requirements of life. Robinson makes clear of the fact, â€Å"Not any-one human is built the same; we are a world full of individuals†. School systems should give students the tools necessary to find what they are best at and pursue those areas they excel in. The lecture is ended by a request that we start changing the way we approach education. Begin to put learning before standards; with this movement we can tap into brilliant minds that otherwise would be ignored. Once this movement has begun we can in turn, start a revolution. Works Cited Robinson, Ken. Ted Talks.Ken Robinson: How to Escape Educations Death Valley.YouTube. YouTube, 10 May 2013. Web. 17 Sept. 2013. Robinson, Ken. Ted Talks. Sir Ken Robinson: Do Schools Kill Creativity? YouTube. YouTube, 06 Jan. 2007. Web. 17 Sept. 2013.

Appearance Versus Reality in Tennessee Williams The Glass Menagerie Es

Appearance Versus Reality in Tennessee Williams' The Glass Menagerie In any Tennessee Williams' play, nothing is as it seems. Everything represents more than itself. Williams' creative use of symbols creates a drama that far exceeds the apparent or surface level. Williams himself admits that "art is made out of symbols the way your body is made out of the vital tissue," and that "symbols are nothing but the natural speech of drama [. . . ,] the purest language of plays [. . . ; S]ometimes it would take page after tedious page of exposition to put across an idea that could be said with an object or a gesture on the lighted stage" (Demastes 174). The reader must engage not only what appears to be just a needed prop or dialogue, but also the reader has to project beyond the obvious to understand the full impact of the symbols Williams uses. He controls every aspect of his plays by giving very precise stage directions. He is the god of his work. He directs every aspect as if he is afraid to turn lose any control unless it becomes something else than he wi lls it to be. In The Glass Menagerie, Williams uses many symbols that cannot fully be retained by the reader in just one reading of the play. The Glass Menagerie is a play about a dysfunctional family during the 1930s and how they survive in their own world of reality. Even the characters themselves are symbols of a deeper meaning; for example, Amanda Wingfield's name itself is revealing. Amanda contains the word man, and she has to play the role of the man and the woman of the house since the father deserted the family long ago. Close examination of the last name Wingfield gives the reader additional clues. The Wingfields are actually taking life as it comes to them, or, in... ...orks Cited Demastes, William D. Realism and the American Dramatic Tradition. Tuscaloosa, AL: U of Alabama P, 1996. Kolin, Philip. Tennesse Williams: A Guide to Research and Performance. Westport, CT: Greenwood, 1998. Scanlan, Tom. Family, Drama, and American Dreams. Westport, CT: Greenwood, 1978. Sievers, W. David. Freud on Broadway, A History of Psychoanalysis and the American Drama. New York: Hermitage House, 1995. Weales, Gerald. "Tennessee Williams 1914-. Contemporary Literary Cristicism. 21 Vols. Ed. Dedria Bryfonski and Phyllis Carmel Mendelson.Detroit:Gale,1978.471. Williams, Tennessee. The Glass Menagerie. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Ed. Michael Meyer. Boston: Bedford/St. Martin's, 1999. 1864-1908. Work Consulted Williams. Edwina Dakin. Remember Me to Tom. New York: Putman, 1963.

1987 Constitution of the Republic of the Philippines Bill of Rights Essay

Article III enumerates the fundamental rights of the Filipino people. The Bill of Rights sets the limits to the government’s power which proves to be not absolute. Among the rights of the people are freedoms of speech, assembly, religion, and the press. An important feature here is the suspension of the privilege of the writ of habeas corpus which have three available grounds such as invasion, insurrection and rebellion. PRINCIPLES Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor shall any person be denied the equal protection of the laws. – no person shall be deprived of life or principles and dignity without due Process of law or guidelines should be fair then all the protection of each. Section 2. The right of the people to be secure in their persons, houses, papers, and effects against unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable, and no search warrant or warrant of arrest shall issue except upon probable cause to be determined personally by the judge after examination under oath or affirmation of the complainant and the witnesses he may produce, and particularly describing the place to be searched and the persons or things to be seized. – human rights and protection to their property and themselves against the search warrant without evidence against them except to prove that when probable caus e to determine personally the judge after examination under oath or affirmation the complainant and the witnesses he may produce, and particularly describing the place to be searched and the persons or things to be taken. Section 3. (1) The privacy of communication and correspondence shall be inviolable except upon lawful order of the court, or when public safety or order requires otherwise, as prescribed by law. – The private communications and correspondence shall be inviolable except by court or when public safety requires otherwise as prescribed by law. (2). Any evidence obtained in violation of this or the preceding section shall be inadmissible for any purpose in any proceeding. -If there is evidence that violation of this or in the next section that is impervious to any purpose. Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the press, or the right of the people peaceably to assemble and petition the government for redress of grievances. – no law can be passed or people can assemble and petition or said to the government for redress of grievances that can be able to abridging the freedom of speech or expression. Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof. The free exercise and enjoyment of religious profession and worship, without discrimination or preference, shall forever be allowed. No religious test shall be required for the exercise of civil or political rights. -There is no law to prevent an establishment of religion, or prohibiting the free exercise of its civil or political rights. Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall not be impaired except upon lawful order of the court. Neither shall the right to travel be impaired except in the interest of national security, public safety, or public health, as may be provided by law. – The liberty of abode and of changing the same within the limits prescribed by law shall not be made except when disabled according to the law of the court, which may not be impaired except in the national or public man safety as maybe that has been provide by the law. Section 7. The right of the people to information on matters of public concern shall be recognized. Access to official records, and to documents and papers pertaining to official acts, transactions, or decisions, as well as to government research data used as basis for policy development, shall be afforded the citizen, subject to such limitations as may be provided by law. -the human right of the information and on public concern shall be recognized, based on the records pertaining to official acts basis to government use for research documents detailed on policy development afforded by the citizen subject to such limitations as may be provided by law. Section 8. The right of the people, including those employed in the public and private sectors, to form unions, associations, or societies for purposes not contrary to law shall not be abridged. -the people including those who are employed to the private sector will form a union or associations to the built a negotiation for them that is not against the law. Section 9. Private property shall not be taken for public use without just compensation. -the private property shall not be used for public use without paying anything or allowed by the owner. Section 10. No law impairing the obligation of contracts shall be passed. -There is no law that can pass impairing to the obligation of contracts. Section 11. Free access to the courts and quasi-judicial bodies and adequate legal assistance shall not be denied to any person by reason of poverty. -any person should not be denied by reason of poverty of adequate legal assistance in court. Section 12. (1) Any person under investigation for the commission of an offense shall have the right to be informed of his right to remain silent and to have competent and independent counsel preferably of his own choice. If the person cannot afford the services of counsel, he must be provided with one. These rights cannot be waived except in writing and in the presence of counsel. -any person that is been under investigation of any offence has a right to inform his right and remain silent and have competent and independent counsel on his choice, if the person cannot afford the service of counsel he must be provided with one and this right must be raised in the court. (2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will shall be used against him. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. (3) Any confession or admission obtained in violation of this or Section 17 hereof shall be inadmissible in evidence against him. (4) The law shall provide for penal and civil sanctions for violations of this section as well as compensation to the rehabilitation of victims of torture or similar practices, and their families. Section 13. All persons, except those charged with offenses punishable by reclusion perpetua when evidence of guilt is strong, shall, before convict ion, be bailable by sufficient sureties, or be released on recognizance as may be provided by law. The right to bail shall not be impaired even when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be required. -all persons except those charged with offenses punishable by reclusion perpetua and when evidence is that he/she is guilty strong shall be bailable, has the right to bail. Section 14. (1) No person shall be held to answer for a criminal offense without due process of law. (2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the witnesses face to face, and to have compulsory process to secure the attendance of witnesses and the production of evidence in his behalf. However, after arraignment, trial may proceed notwithstanding the absence of the accused: Provided, that he has been duly notified and his failure to appear is unjustifiable. Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of invasion or rebellion, when the public safety requires it. Section 16. All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-judicial, or administrative bodies. Section 17. No person shall be compelled to be a witness against himself. -no person can be a witness against himself. Section 18. (1) No person shall be solely by reason of his political beliefs and aspirations. -No person only by reason of his political beliefs and aspirations. (2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof the party shall have been duly convicted. -no person is excepted by the punishment of the crime by only involuntary servitude he should be duly convicted. Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment inflicted. Neither shall death penalty be imposed, unless, for compelling reasons involving heinous crimes, the Congress hereafter provides for it. Any death penalty already imposed shall be reduced to reclusion perpetua. (2) The employment of physical, psychological, or degrading punishment against any prisoner or detainee or the use of substandard or inadequate penal facilities under subhuman conditions shall be dealt with by law. Section 20. No person shall be imprisoned for debt or non-payment of a poll tax -No man is a prisoner just because tax debt Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an act is punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar to another prosecution for the same act. – Nobody was twice put in jeopardy of punishment. Section 22. No ex post facto law or bill of attainder shall be enacted. – No ex post facto law or bill of attainder is legislation. Searches – To make a thorough examination of; look over carefully in order to find something; explore. Seashore – The coast of the sea; the land that lies adjacent to the sea or ocean. Warrantless Arrest -Under the Rules of Court, Rule 113, Section 5, a warrantless arrest, also known as â€Å"citizen’s arrest,† is lawful under three circumstances: 1. When, in the presence of the policeman, the person to be arrested has committed, is actually committing, or is attempting to commit an offense. This is the â€Å"in flagrante delicto† rule. 2. When an offense has just been committed, and he has probable cause to believe, based on personal knowledge of facts or circumstances, that the person to be arrested has committed it. This is the â€Å"hot pursuit† arrest rule. 3. When the person to be arrested is a prisoner who has escaped from a penal establishment. In flagrante delicto warrantless arrest should comply with the element of immediacy between the time of the offense and the time of the arrest. For example, in one case the Supreme Court held that when the warrantless arrest was made three months after the crime was committed, the arrest was unconstitutional and illegal. Warrantless Searches -Our law on search and seizure has essentially been de,-eloped and refined from the injunction in our Constitution that† [t]he right of the people to be secure in their persons, houses, papers, and effects against unreasonable ~earc es and seizures of whatever nature and for any purpose shall not be violated.†]’ The injunction, however is qualified in terms: what is proscribed are only unreasonable searches and seizures. The Constitutional prohibition therefore readily translates itself into a â€Å"reasonableness† test. search warrant or warrant of arrest shall issue except upon probable cause to be determined by the judge, or such other responsible officer as may be authorized by law, after examination under oath or affirmation of the complainant and the witnesses he may produce, and particularly describing the place to be searched, and the persons or things to be seized.† Definition of bail- the temporary release of an accused person awaiting trial, sometimes on condition that a sum of money is lodged to guarantee their appearance in court: (he has been released on bail money paid by or for someone in order to secure their release on bail:they feared the financier would be tempted to forfeit the  £10 million bail and flee) Philippine Writ of Amparo Definition and nature: The writ of amparo is a remedy available to any person whose right to life, liberty, and security has been violated or is threatened with violation by an unlawful act or omission of a public official or employee, or of a private individual or entity. The writ covers extralegal killings and enforced disappearances or threats thereof.(Sec. 1, Rule on the Writ of Amparo, A.M. No. 07-9-12-SC, 25 September 2007), The word â€Å"Amparo† is a Spanish term which means â€Å"protection†. Writ of Habeas Corpus – is a writ (legal action) which requires a person under arrest to be brought before a judge or into court.[1][2] This ensures that a prisoner can be released from unlawful detention—that is, detention lacking sufficient cause or evidence. The remedy can be sought by the prisoner or by another person coming to the prisoner’s aid. This right originated in the English legal system, and is now available in many nations. It has historically been an important legal instrument safeguarding individual freedom against arbitrary state action. Double jeopardy -is a procedural defence that forbids a defendant from being tried again on the same (or similar) charges following a legitimate acquittal or conviction. In common law countries, a defendant may enter a peremptory plea of autrefois acquit or autrefois convict (autrefois means â€Å"previously† in French), meaning the defendant has been acquitted or convicted of the same offence. Self-incrimination -is the act of accusing oneself of a crime for which a person can then be prosecuted. Self-incrimination can occur either directly or indirectly: directly, by means of interrogation where information of a self-incriminatory nature is disclosed; indirectly, when information of a self-incriminatory nature is disclosed voluntarily without pressure from another person.