Fatherhood Essay Example for Free

Fatherhood Essay Homer Simpson from The Simpsons, Peter Griffin from Family Guy, and Jerry from Wizards of Waverly Place, are just a few of the many youth television shows that present a dangerously distorted male figure. Or The Sweet Life of Zack and Cody, who run rampant throughout the hotel that they live in with their mother who was left to raise her children due to a dead beat father who left the family when the kids were young. Whether there is a Dad or there is not a Dad; they are presented as weak, childish, and brainless. These men are, at best, the whipping post for the strong-willed mothers who apparently have the real power and are the ones that essentially keep the home and the children from falling apart. It is clear that the role of Fatherhood has been distorted and watered down in the current century. Because of this, many modern day fathers fail to accomplish their duties towards their family, duties defined in Scripture, not because they do not want to but because they do not understand how crucial they are to their family, because society tells them that they are not really needed, and simply that they do not even know where to start. The task of being a father is of critical importance, and it has never been more so than in this day and age. A child’s relationship with Dad is a decisive factor in that young man or woman’s health, development and happiness. Stephen K. Baskerville, an American scholar of political science as well as a leading authority on divorce, child custody and the family court system, wrote, â€Å"A generation of fatherhood advocates has emerged who insist that fatherlessness is the most critical social issue of our time. In Fatherless America, David Blankenhorn calls the crisis of fatherless children â€Å"the most destructive trend of our generation† (1995, 1). Their case is powerful. Virtually every major social pathology issue has been linked to fatherless children: violent crime, drug and alcohol abuse, truancy, unwed pregnancy, suicide, and psychological disorders—all correlating more strongly with fatherlessness than with any other single factor, surpassing even race and poverty. The majority of prisoners, juvenile detention inmates, high school dropouts, pregnant teenagers, adolescent murderers, and rapists come from fatherless homes (Daniels 1998, passim). Children from affluent but broken families are much more likely to get into trouble than children from poor but intact ones, and white children from separated families are at higher risk than black children in intact families (McLanahan 1998, 88). The connection between single-parent households and crime is so strong that controlling for this factor erases the relationship between race and crime as well as between low income and crime (Kamarck and Galston 1990, 14)† (Baskerville, independent. org). These statistics bring forth something vastly different than what is seen in pop culture’s most-watched TV shows. Despite these staggering statistics, no attempt is being made to change this very prominent issue that American society faces every day. Instead of the government focusing on getting rid of poverty through public school systems, go to the true source of the issue which would involve eliminating one-parent families and teaching every young man the importance of fatherhood and should be preparing them to step up when that day comes. History also plays a key role in the downfall of Male leaders in the home. The Industrial Revolution came upon the world with great force. Women began entering the workforce and started becoming more and more independent. Feminists rose from this age and helped fuel the beginnings of what we see today: that being, more and more single family homes, often being run by the mother and not the father. Women think they can do it on their own but this is not always the case. There are some women out there who have been able to raise successful children but this is not the case for many other single family homes. The bible is very vocal when it comes to fatherhood. The concept of fatherhood begins with the one who created the universe. Derek Prince, an international Bible teacher, says that â€Å"The fact behind all other facts is that God created the universe as father. He left his imprint on every aspect of creation† (Prince, 57). God is indeed, the perfect father whom every earthly father should model themselves after and give their all to be the best father they can be. Proverbs 22:6-11 reads, â€Å"Train up a child in the way he should go: and when he is old, he will not depart from it† (English Standard Version). The father is the initial instructor of his children and therefore sets the path for how they are going to live their lives. Ephesians 6:4 is a summary of instruction to parents, represented by the father, in a negative and positive way which states, â€Å"and now a word to you fathers, don’t make your children angry by the way you treat them. Rather, bring them up with the discipline and instruction approved by the Lord† (English Standard Version). This is where the issue of discipline comes into play. The father should not discipline with the intention of frustrating their child or making their child feel less of themselves. Wanda L. Ball, an author, speaker, and teacher, writes, â€Å"A wise parent wants to make obedience desirable through love and gentleness. Christian discipline is needed to prevent children from growing up without reverence for God, respect for their parent’s authority, knowledge of Christian standards and self-control. 2 Timothy 3:16-17 says, ‘All scripture is given of God and is profitable for teaching, reproving, correcting and instruction in righteousness; that the man (or woman) of God may be completely equipped for all good works. ’ This is what the Bible says about being a father† (Ball-publications. com). With this being said, a solid framework for how a father should be is established. The tricky part is how to carry this all out. God is indeed the model father. As Josh McDowell writes in his book, The Father Connection, â€Å"He is a tender Father who invites us to address Him as ‘Abba’†¦He is a listening Father who bids us to approach him boldly as ‘our father in heaven’ He is a loving Father who freely and forcefully demonstrated his Father-love at the baptism of his Son, Jesus with a voice like thunder that said, ‘This is my Son, whom I love; with him I am well pleased. ’ He is a giving Father who gives good gifts to his children. He is the Father of all, the very definition of father-hood, the fount of everything that is good, moral, and worthy of imitation† (McDowell, 18). If this is not how a father would want to be then something is very wrong. Every man should be humble enough to model themselves to be like their Heavenly father who gave them the opportunity to even be a father. God is a wondrous God who is more to us than just a Creator. What follows will lay out all that a father should be towards his son, his daughter, as well as his wife. These will all be discussed separately and then related back to each-other in the end. For his son, a father must create an early bond with him, must be able to discipline his son, and lastly, must be a consistent example for his son in every aspect of life. For his daughter, a father must recognize that he is the first man in her life, must constantly encourage her, must exercise leadership and display perseverance, and needs to be there for his daughter by comforting her, being compassionate, and by supporting her. Lastly for a father, is his relationship with his wife, who is the source of his father-hood. How a husband treats his wife is crucial in raising children. A husband must be able to take input from his wife and be able to make decisions from that input, must love and cherish his wife at all time, and must also be able to give praise to his wife. A father’s children watch him constantly and one of the main ways children learn from their father is by observing how he treats their mother. The modern day man fails to accomplish his duties towards his son: to teach and guide him towards manhood. Fatherhood is not something to fool around with and take lightly. A father has the responsibility of properly raising members of the future generations. The job of a father is not just doing well in business but rather raising their son. A father’s main goal in raising his son should be to train the young boy throughout his early life how to be a man and to teach him what it means to be a man. Fatherhood is complex and requires hard work and commitment, as well as love. To start, manhood needs to be defined. Rick Johnson, a best-selling Christian author and speaker focusing on parenting, marriage, fathering, personal growth, character development, and masculinity, says that â€Å"authentic manhood is living for a cause bigger than yourself† (Johnson, 18-19). This means that one should not simply live for themselves but live for the benefit of others. A man needs to be a servant to others which includes, first and foremost, his wife and children; to be the protector and leader. When it comes to the son, he needs to be able to look at his father in a similar way to the way he looks at superheroes like superman and spider-man. In other words, his father needs to be able to look at his father and say, â€Å"I want to be like my dad when I grow up. † For a father, this type of respect must be earned. Relationships are hard work and take effort and care. As it says in Proverbs, â€Å"train a child in the way he should go, and when he is older he will not turn from it† (English Standard Version, Proverbs 22:6). A father needs to focus on his character because that is the best way to gain a young boys respect. A father could be courageous, compassionate, loving, strong, understanding, and so on. A son will notice this and seek to emulate it. To start out, a father must begin to bond with his son in his sons early years. This is much harder to do now than it did in the past. Before the Industrial Revolution, the father and son were with each other almost every moment of every day. The father would work the land at home and would train his son at an early age to do the same. Fathers did not have to take time out of there day to have â€Å"bonding time† with their son. It just happened because that’s how the times were (Johnson). Unfortunately, after the Industrial revolution, the men started to work outside of the home for hours and hours on end and were not home nearly as much. In current culture it becomes more and more difficult for fathers to bond with their sons in the early stages of life. Cheryl Erwin, a licensed marriage and family therapist who provides parent coaching, parent education, and professional training to help you develop both wisdom and skill wrote, â€Å"A fathers role in the raising of his children has changed dramatically over the past century or two. In generations past, sons expected to follow in their fathers footsteps, apprenticing in their work and in their approach to life. During the nineteenth century, however, fathers began to go out to work, and the measure of a mans success slowly changed. Rather than the closeness of his family and the strength of his family business, a mans worth could be measured in his income, the value of his house, and the size of his car. Parenting became womens work; fathers were just too busy earning a living. And generations of boys grew up hungering for closeness with a father they barely knew, someone who came home only to eat dinner, look over omework, hear about the days misbehavior, and watch a little television† (Erwin, life. familyeducation. com) Sons yearn for their fathers. In Proverbs it says, â€Å"The glory of sons is their fathers† (English Standard Version, Proverbs 17:6). Just as God’s people seek to worship him, a son seeks to worship his father. It’s clear that young boys seek to be like their father. They try to walk the same way, talk the same way, dress the same way. It is a part of our genetic makeup. Rick Johnson writes, â€Å"Our sons’ eyes are watching us constantly. They observe how we react to the many justices and injustices of the world† (Johnson, 20). They need to see a man’s ability to recover from mistakes and stay strong in tough times. A boy relies on his father to be there through all of what life brings forth. Next, a father needs to be able to discipline his son. Many men misunderstand the concept of discipline. They think that discipline should be used to instill fear in their children for what he might do to punish them for their wrongful actions. This however, is exactly the opposite of what disciplining is. Discipline is to be done in love and not anger. One does not discipline because he is angry that his child has overstepped his bounds. Instead, he should be committed to teaching the child what to do and what not to do; to know what is right and what is wrong. Dr. Lawrence Balter, a child psychologist and parenting expert wrote that â€Å"discipline is not just punishing, forcing compliance or stamping out bad behavior. Rather, discipline has to do with teaching proper deportment, caring about others, controlling oneself and putting someone else’ wishes before one’s own when the occasion calls for it. When disciplining, the focus needs to be on teaching and not on punishing. Over time, as a father bonds with his son and develops a deeper relationship with him, the son should not have to fear the wrath that is about to come but should instead fear disappointing him due to the deep respect the son has for the father. Lastly, possibly the most difficult of all, is the father being a constant example to his son. In order for the son to accept things that he is corrected about, he must see that the Father does those things that he is constantly instilling in his son. The most important of which is being respectful to everyone. In order for one’s son to respect him, they must see that the father respects everyone in all situations including his son. In order to get respect you must first give it . Respect is earned. In relation to having respect for others, the father must display self-respect. A boy must see confidence in his father. The father must know that no matter what people think of him his son will always think highly of him. This goes a long with the fact that boys yearn for their fathers love. Included in being an example is having respect for women. Chivalry, something that has been around for hundreds of years is becoming less and less implemented in young men by their fathers. One of the simplest ways a father can do this is by opening doors for women. This shows a young boy that we are willing servants of women in that we do the â€Å"dirty work. † A woman is delicate and should be treated as such. Chivalry is only the half of it. A father needs to be an example for his son by how he treats his wife. The bible calls men to be considerate of their wives and to treat them with respect. If a son sees his father disrespecting his wife he will more than likely treat women in a similar fashion and vice versa. In the end, the father plays the most crucial role in the development of a young man. It is easy for a man to become distracted with all of the things life throws at him and forget about how important he is to his son. A man needs to set his priorities straight from the moment he gets married and has children. In all things, God is first, family is second, and work is third. A man needs to, above all else, instill biblical principles in the family life. He needs to be the anchor of the family in Christ. He is the natural leader and needs to act as such. His job is to raise a son with the same values. Moving on to daughters, Meg Meeker, a Pediatrician, wrote, â€Å"Fathers, more than anyone else, set the course for a daughter’s life† (Meeker 1). Whether a father wants to believe it, he is the most important person in a young girl’s life, not the mother. The problem today is that fathers assume they do not have much of an influence on their daughters. A father automatically thinks that the mother has the bigger responsibility over the daughter because she can better relate to a girl’s problems. In media, it is very common for the father to cause their daughter to cry over an unimportant issue and then would send the mother after her to comfort her. Unfortunately, this is how it is in many homes. Fathers are becoming more and more distant from their daughters and are unaware of how detrimental this can be as they become more and more uninvolved in their daughter’s life. The modern day father fails to accomplish his duties towards his daughter and to realize how important he is to his daughter, not because he does not want to but because he does not know what to do or even where to start. A father needs to recognize that he is the first man in his daughter’s life, needs to be encouraging of his daughter, must display leadership and perseverance, and must be able to be compassionate and understanding towards his daughter’s emotions and problems.

Wavelet Packet Feature Extraction And Support Vector Machine Psychology Essay

Wavelet Packet Feature Extraction And Support Vector Machine Psychology Essay ABSTRACT- The aim of this work is an automatic classification of the electroencephalogram (EEG) signals by using statistical features extraction and support vector machine. From a real database, two sets of EEG signals are used: EEG recorded from a healthy person and from an epileptic person during epileptic seizures. Three important statistical features are computed at different sub-bands discrete wavelet and wavelet packet decomposition of EEG recordings. In this study, to select the best wavelet for our application, five wavelet basis functions are considered for processing EEG signals. After reducing the dimension of the obtained data by linear discriminant analysis and principal component analysis, feature vectors are used to model and to train the efficient support vector machine classifier. In order to show the efficiency of this approach, the statistical classification performances are evaluated, and a rate of 100% for the best classification accuracy is obtained and is compa red with those obtained in other studies for the same data set. Keywords- EEG; Discrete Wavelet Transform, Wavelet Packet Transform, Support Vector Machine, Statistical analysis, classification. 1. Introduction In neurology, the electroencephalogram (EEG) is a non-invasive test of brain function that is mostly used for the diagnosis and classification of epilepsy. The epilepsy episodes are a result of excessive electrical discharges in a group of brain cells. Epilepsy is a chronic neurological disorder of the brain that affects over 50 million people worldwide and in developing countries, three fourths of people with epilepsy may not receive the treatment they need [1]. In clinical decisions, the EEG is related to initiation of therapy to improve quality of epileptic patients life. However, EEG signals occupy a huge volume and the scoring of long-term EEG recordings by visual inspection, in order to classify epilepsy, is usually a time consuming task. Therefore, many researchers have addressed the problem of automatic detection and classification of epileptic EEG signals [2, 3]. Different studies have shown that EEG signal is a non-stationary process and non-linear features are extracted fr om brain activity recordings in order to specific signal characteristics [2, 4, 5, 6]. Then these features are used as input of classifiers [11]. Subasi in [7] used the discrete wavelet transform (DWT) coefficient of normal and epileptic EEG segments in a modular neural network called mixture of expert. For the same EEG data set, Polat and Gà ¼nes [8] used the feature reduction methods including DWT, autoregressive and discrete Fourier transform. In Subasi and Gursoy [9], the dimensionality of the DWT features was reduced using principal component analysis (PCA), independent component analysis (ICA) and linear discriminant analysis (LDA). The resultant features were used to classify normal and epilepsy EEG signals using support vector machine. Jahankhani, Kodogiannis and Revett [10] have obtained feature vectors from EEG signals by DWT and performed the classification by multilayer perceptron (MLP) and radial basis function network. Wavelet packet transform (WPT) appears as one of most promising methods as shown by a great number of works in the literature [11] particularly for ECG signals and relatively fewer, for EEG signals. In [12], Wang, Miao and Xie used wavelet packet entropy method to extract features and K-nearest neighbor (K-NN) classifier. In this work, both DWT and WPT split non stationary EEG signals into frequency sub-bands. Then a set of statistical features such as standard deviation, energy and entropy from real database EEG recordings were computed from e ach decomposition level to represent time-frequency distribution of wavelet coefficients. LDA and PCA are applied to these various parameters allowing a data reduction. These features were used as an input to efficient SVM classifier with two discrete outputs: normal person and epileptic subject. A measure of the performances of these methods is presented. The remaining of this paper is organized as follows: Section 2 describes the data set of EEG signals used in our work. In Section 3, preliminaries are presented for immediate reference. This is followed by the step up of our experiments and the results in section 4. Finally, some concluding remarks are given in Section 5. 2. DATA SELECTION We have used the EEG data taken from the artifact free EEG time series database available at the Department of Epileptology, University of Bonn [23]. The complete dataset consists of five sets (denoted A-B-C-D-E). Each set contains100 single-channel EEG signals of 23,6s. The normal EEG data was obtained from five healthy volunteers who were in the relaxed awake state with their eyes open (set A). These signals were obtained from extra-cranially surface EEG recordings in accordance with a standardized electrode placement. Set E contains seizure activity, selected from all recording sites exhibiting ictal activity. All EEG signals were recorded with the same 128 channel amplifier system and digitized at 173.61Hz sampling. 12 bit analog-to-digital conversion and band-pass (0.53-40 Hz) filter settings were used. For a more detailed description, the reader can refer to [13]. In our study, we used set A and set E from the complete dataset. Raw EEG signal Feature extraction: Energy, Entropy and Standard deviation from DWT and WPT decom-position coefficients Dimensionality reduction by LDA and PCA Classification and Performance measure Healthy Epileptic Figure 1 The flow chart of the proposed system 3. methods The proposed method consists of three main parts: (i) statistical feature extraction from DWT and from WPT decomposition coefficients, (ii) dimensionality reduction using PCA and LDA, and (iii) EEG classification using SVM. The flow chart of the proposed method is given in figure 1. Details of the pre-processing and classification steps are examined in the following subsections. 3.1 Analysis using DWT and WPT Since the EEG is a highly non-stationary signal, it has been recently recommended the use of time-frequency domain methods [14]. Wavelet transform can be used to decompose a signal into sub-bands with low frequency (approximate coefficients) and sub-bands with high frequency (detailed coefficients) [15, 16, 17]. Under discrete wavelet transform (DWT), only approximation coefficients are decomposed iteratively by two filters and then down-sampled by 2. The first filter h[.] is a high-pass filter which is the mirror of the second low pass filter l[.]. DWT gives a left recursive binary tree structure. We processed 16 DWT coefficients. Wavelet packet transform (WPT) is an extension of DWT that gives a more informative signal analysis. By using WPT, the lower, as well as the higher frequency bands are decomposed giving a balanced tree structure. The wavelet packet transform generates a full decomposition tree, as shown in figure 2. In this work, we performed five-level wavelet packet deco mposition. The two wavelet packet orthogonal bases at a parent node (i, p) are obtained from the following recursive relationships Eq. (1) and (2), where l[n] and h[n] are low (scale) and high (wavelet) pass filter, respectively; i is the index of a subspaces depth and p is the number of subspaces [15]. The wavelet packet coefficients corresponding to the signal x(t) can be obtained from Eq. (3), l (3,0) (3,1)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦(3,6) (3,7) h l h l h l h h l h l h l SIGNAL (0,0) (1,0) (1,1) (2,0) (2,1) (2,2) (2,3) Figure 2 Third level wavelet packet decomposition of EEG signal Table 1 gives the frequency bands for each level of WPT decomposition. Figures 3 and 4 show the fifth level wavelet packet decomposition of EEG segments, according to figure 2. We processed 32 WPT coefficients. Therefore, in this study, three statistical parameters: energy feature (En), the measure of Shannon entropy (Ent) and standard deviation (Std) are computed, (4) (5) (6) 3.2 Principal component analysis To make a classifier system more effective, we use principal component analysis (PCA) for dimensionality reduction. The purpose of its implementation is to derive a small number of uncorrelated principal components from a larger set of zero-mean variables, retaining the maximum possible amount of information from the original data. Formally, the most common derivation of PCA is in terms of standardized linear projection, which maximizes the variance in the projected space [18, 19]. For a given p-dimensional data set X, the m principal axes W1,†¦,Wm where 1≠¤ m≠¤ p, are orthogonal axes onto which the retained variance is maximum in the projected space. Generally, W1,†¦,Wm can be given by the m leading eigenvectors of the sample Table1 Frequency band of each wavelet decomposition level. Decomposition level Frequency band (Hz) 1 2 3 4 5 0-86.8; 86.8-173.6 0-43.5; 43.5-86.8; 86.3-130.2 ;130.2-173.6 0-21.75; 21.75-43.5; 43.5-54.375; 54.375-86.3; 86.3-108.05; 108.05-130.2; 130.2 130.2-151.95; 151.95-173.6; 0-10.875; 10.875-21.75; 21.75-32.625; 32.625-43.5; 43.5-54.375; 54.375-65.25; 65.25-76.125; 76.125-87; 87-97.875; 97.875-108.75; 108.75-119.625; 119.625-130.5; 130.5-141.375; 141.375-152.25; 152.25-163.125; 163.125-173.6 0-5.44; 5.44-10.875; 10.875-16.31; 16.31-21.75: 21.75-27.19; 27.19-32.625; 32.625-38.06; 38.06-43.5; 43.5-48.94; 48.94-54.375; 54.375-59.81; 59.81-65.25; 65.25-70.69; 70.69-76.125; 76.125-81.56;81.56-87; 87-92.44; 92.44-97.87; 97.87-103.3; 103.3-108.75; 108.75-114.19; 114.19-119.625; 119.625-125.06; 125.06-130.5; 130.5-135.94; 135.94-141.38; 141.38-146.81; 146.81-152.25; 152.25-157.69; 157.69-163.125; 163.125-168.56; 168.56-173.6 covariance matrix where is the sample mean and N is the number of samples, so that SWi= ÃŽ »iWi, where ÃŽ »i is the ith largest eigenvalue of S. The m principal components of a given observation vector xi are given by the reduced feature vector . 3.3 Linear discriminant analysis Linear discriminant analysis (LDA) projects high-dimensional data onto a low-dimensional space where the data can achieve maximum class separability [19]. The aim of LDA is to create a new variable that is a combination of the original predictors, i.e. the derived features in LDA are linear combinations of the original variables, where the coefficients are from the transformation matrix i.e. LDA utilizes a transformation matrix W, which can maximizes the ratio of the between-class scatter matrix SB to the within-class scatter matrix SW, to transform the original feature vectors into lower dimensional feature space by linear transformation. The linear function y= WTx maximizes the Fisher criterion J(W) [19], where xj(i) represents the jth sample of the ith of total c classes. k is the dimension of the feature space, and  µi is the Figure 3 Fifth level wavelet packet decomposition of healthy EEG signal (set A). Figure 4 Fifth level wavelet packet decomposition of epileptic EEG signal (set E). mean of the ith class. Mi is the number of samples within classes i in total number of classes. where is the mean of the entire data set. As a dimensionality reduction method, LDA has also been adopted in this work. 3.4 SVM classifier In this work, SVM [20] has been employed as a learning algorithm due to its superior classification ability. Let n examples S={xi,yi}i=1n, yià Ã‚ µ{-1,+1}, where xi represent the input vectors, yi is the class label. The decision hyperplane of SVM can be defined as (w, b); where w is a weight vector and b a bias. The optimal hyperplane can be written as, where w0 and b0 denote the optimal values of the weight vector and bias. Then, after training, test vector is classified by decision function, To find the optimum values of w and b, it is required to solve the following optimization problem: subject to where ÃŽ ¾i is the slack variable, C is the user-specified penalty parameter of the error term (C>0), and φ the kernel function [21]. A radial basis function (RBF) kernel defined as, was used, where ÏÆ' is kernel parameter defined by the user. 4. results and discussion Before we give the experimental results and discuss our observations, we present three performance measures used to evaluate the proposed classification method. (i) Sensitivity, represented by the true positive ratio (TPR), is defined as (ii) Specificity, represented by the true negative ratio (TNR), is given by, (iii) and average classification accuracy is defined as, (16) where FP and FN represent false positive and false negative, respectively. All the experiments in this work were undertaken over 100 segments EEG time series of 4096 samples for each class set A and set E. There were two diagnosis classes: Normal person and epileptic patient. To estimate the reliability of the proposed model, we utilize ten-fold cross validation method. The data is split into ten parts such that each part contains approximately the same proportion of class samples as in the classification dataset. Nine parts (i.e. 90%) are used for training the classifier, and the remaining part (i.e. 10%) for testing. This procedure is repeated ten times using a different part for testing in each case. As illustrated in Fig.3 and 4, feature vectors were computed from coefficient of EEG signals. Taking energy as feature vector, figure 5 shows that the features of both normal and epileptic EEG signals are mixed. The proposed analysis using wavelets was carried out using MATLAB R2011b. In literature, there is no common suggestion to select a particular wavelet. Therefore, a very important step before classifying EEG signals is to select an appropriate wavelet for our application. Then, five wavelet functions namely Daubechies, Coiflets, Biorthogonal, Symlets and Discrete Meyer wavelets are examined and compared, in order to evaluate the performance of various types of wavelets. Figure 6 shows accuracy, sensitivity and specificity from different wavelets. We see that the best wavelet giving good correct rate is the Db2, Db4, coif3 and Bior1.1.The choice of the mother wavelet is focused on daubechies where the length of the filter is 2N, while coifflet wavelet filter is 6N and biorthogonal wavelet (2N +2). After EEG signal Db2 wavelet decomposition and dimensionality reduction, results of correct rate classification are showed in Table 2. The classification accuracy varies from the optimum value (100%) to a lowest value (87%). The results using standard deviation are the best results obtained and using entropy is better than using energy in EEG signals classification. In this study, experimental results show that linear discriminant analysis based on wavelet packet decomposition improves classification and the optimum SVM results are obtained by using standard deviation feature computed from wavelet packet coefficient and LDA reduction method. For this proposed scheme, the accuracy of the classification is 100%. This method presents a novel contribution and has not yet been presented in the literature. Figure 7 shows the average rate of classification (accuracy, sensitivity, specificity) obtained with different methods of decomposition (DWT or WPT), two reduction methods (LDA or PCA) and three characteristic features (standard deviation, energy, entropy) using the four best wavelet (Db2, Db4, coif3 and Bior1.1). We see that the combination of LDA with standard deviation have an optimum average accuracy rate of 99.90% and combination of standard deviation with PCA reaches 99.50 %. Table 3 gives a summary of the accuracy results obtained by other studies from the same dataset (set A and set E) using extraction of features from EEG signal and their classification. 5. conclusion In this paper, EEG signals were decomposed into time-frequency representations using discrete wavelet transform, wavelet packet transform and statistical features were Figure 5 Energy feature vector coefficient D3versus D2 (adapted from [22]). Table 3 Epilepsy classification accuracies evaluation obtained in literature from the same data sets Authors Method Accuracy (%) [7] Subasi DWT + Mixture of Expert 94.50 [8] Polat and Gà ¼nes DWT+DFT+ Auto-regres-sive model + Decision Tree 99.32 [9] Subasi and Gursoy DWT+PCA+ LDA+ICA +SVM 98.75(PCA) 100(LDA) 99.5(ICA) [12] Wang, Miao and Xie WPT+ Entropy-hierarchical K-NN classification 99,44 [14] ÃÅ"beylà ¯ Burg autoregressive + LS-SVM 99.56 Our method WPT + Standard deviation+ LDA + SVM 100 computed to represent their distribution. The most suitable mother wavelets for feature extraction and classification were found. The selection of the suitable mother wavelet and using reduction methods lead to the improvement of performance of EEG signal classification. It has been shown by experiments that for the SVM and the combination of the standard deviation with LDA have the highest correct classification rate of 100% in comparison with other techniques. The interest in expert systems for detection and classification of epileptic EEG signal is expected to grow more and more in order to assist and strengthen the neurologist in numerous tasks, especially, to reduce the number of selection for classification performance. These promising results encourage us to continue with more depth our study and to apply it to other databases recorded with other diseases.

John Adams Essays -- essays research papers

David McCullough. John Adams. New York: Simon & Schuster, 2001. 656 pp. David McCullough was born in Pittsburgh, Pennsylvania, in 1933, and educated at Yale where he graduated with honors in English literature. McCullough lives in West Tisbury, Massachusetts with his wife, Rosalee Barnes McCullough. They have five children and fifteen grandchildren. He is the author of Truman, Brave Companions, Mornings on Horseback, The Path Between the Seas, The Great Bridge, and the Johnstown Flood. He has received the Pulitzer Prize (in 1993, for Truman), the Francis Parkman Prize, (this award promotes literary distinction in historical writing, and is presented annually for the best book in American history). He has also won the Los Angeles Times Book Award, and is twice winner of the National Book award, for history and biography. McCullough has lectured in all parts of the country and abroad, as well as at the White House, as part of the White House presidential lecture series. He is also one of few private citizens to be asked to speak before a joint session of C ongress. David McCullough has been an editor, essayist, teacher, lecturer, and familiar presence on public television- as host of Smithsonian World, The American Experience, and numerous documentaries including The Civil War and Napoleon. John Adams is a biography about the second president of the United States. McCullough originally set out to write a dual biography of Adams and Jefferson. David McCullough has successfully incorporated the life of Thomas Jefferson into this biography. The idea was to explore their interlocking lives and careers. The two men first met as fellow patriots united in the cause of independence in the mid-1770s. As fellow diplomats in Europe in the 1780s they became close friends. In the 1790s they became political rivals and didn’t speak to each other for more than ten years. They reconciled in their retirement years, and then launched into one of the great exchanges of letters in American history. They died on the same day- July 4th, 1826, fifty years after the Declaration of Independence. Though this began as a dual biography it quickly became an Adams biography. McCullough realized that after a year and one half of research that Adams was in every respect a more fully developed, three-dimensional, warm-blooded, and compelling character than Jefferson. McCullough wants his ... ...ams’s. I learned so much about the relationship between Abigail and John Adams. Their life together was a true love story. I also learned the contrasts between Adams and Jefferson. Jefferson was tall, lean, and youthful. Adams was short, stout, and eight years Jefferson’s senior. Adams kept no record of accounts, Jefferson, on the other hand, kept meticulous records, but the greatest difference between them was that Jefferson avoided conflict. He could not bring himself to argue with anyone, ever. In contrast, Adams embraced difficulty, conflict, and struggle. After reading this book I came away with a better understanding of the civil war, slavery, and other crucial issues facing America at that time. John Adams has given me an insatiable appetite to learn more about our founding fathers, I feel that I can never know enough about them. This was an absolutely fascinating book to read. I loved it! For me this was the history lesson that I needed. I enjoyed this book from a plain readers point of view; moreover I enjoyed the history lesson in rare form. David McCullough’s John Adams was, by far, the best written and most interesting book that I have ever read. (word count 1543)

Poor Richards Almanac Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  First published by Benjamin Franklin in 1732, â€Å"Poor Richard’s Almanack† was a guide to both weather forecasts and wise sayings. Franklin used the pseudonym Richard Saunders in writing the text, which became an annual publication up until 1757. Response to the almanac was tremendous, and it sold as many as 10,000 issues a year. Second only to the bible, â€Å"Poor Richard’s Almanack† was one of the most popular and purchased publications in colonial America. The almanac stressed the two qualities Franklin found to be essential to success, industry and frugality. Benjamin Franklin wrote this in hope of having a positive effect on the colonies.   Ã‚  Ã‚  Ã‚  Ã‚  Franklin wrote â€Å"Poor Richard’s Almanack† as a service to the American people, hoping to educate them and entice their intellectual cravings. Since it was extremely common for the almanac to be the only publication a person ever purchased, Franklin felt indebted to write as much as he possibly could. This important publication opened the discussion of many important issues people did not previously think about in their daily exchange (Giblin 24). From guidance on friendship to a prediction on the season’s weather, â€Å"Poor Richard’s Almanack† was a must-have on every colonists list.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Poor Richard’s Almanack† contained advice and readings having to do with many various subjects including women, marriage, economy, servants, wit, law, food, security, wealth, vi...

Duke basketball :: essays research papers

Duke Basketball If you want to talk about success stories, Duke basketball is the one to talk about. This miracle didn't just happen overnight, it took time. Krzyzewski became coach in 1980-81 with not a lot of talent. He makes big moves in recruiting in 1982. Some of the people he recruited included Johnny Dawkins, Mark Alarie, David Henderson, Jay Bilas and Weldon Williams. People looked at this new and approved team as one of the nations best team. This started the miracle the still lives on today. Joining this powerful team was guard Tommy Amaker in 1983. Duke won 24 games in 1984 and earned the first NCAA bid under Coach K. With the same boys, they were now seniors, the 1986 Duke team won an NCAA-record 37 games while claiming titles in the Big Apple NIT, ACC regular season, ACC Tournament and the NCAA East Regional. They made a school record with a 21-game winning streak during the year. They were undefeated at home, advanced to the NCAA Championship game in Dallas and played more games than any other team in college basketball history. With the loss of the five seniors, many expected Duke to start losing again. Coach Krzyzewski was going backwards, he wanted to keep moving forward. . The team won 24 games and advanced to the Sweet 16 of the NCAA Tournament before losing to eventual national champion Indiana in 1987. Amaker closed out his career as the National Defensive Player of the Year, while Coach K looks back at the season as the one that showed people how Duke was going to become a winning basketball program. The 1987-88 season began the school's amazing streak of five straight NCAA Final Four appearances as the Blue Devils won 28 games, again swept to the ACC title, won another East Regional championship and ended up in Kansas City. Senior Billy King followed Amaker by winning the National Defensive Player of the Year award, the second in a row by a Blue Devil. The role of leadership again fell to the senior class in 1988-89. This time it was the National Player of the Year Danny Ferry, Quin Snyder and John Smith taking the role. They lead the team to another trip to the NCAA Final Four with a win over favored Georgetown in the East Regional final. In 1989-90, seniors Alaa Abdelnaby, Robert Brickey and Phil Henderson again took a big role.

Motivation/Reward System

Essay 1: Motivation/Reward System by Blake P. Rodabaugh EDD 9100 CRN 35455 Leadership Seminar Nova Southeastern University January 15, 2012 Essay 1: Motivation/Reward System Employee motivation seems to be at the core of what defines leadership or more importantly a leader. The success or failure of an organization is dependent upon the ability of those in leadership positions and roles to motivate and inspire the members of the organization to high levels of performance.Leaders that are effective have the ability to increase the level of job engagement and organizational commitment on the part of employees. Particularly in the field of education, highly qualified and motivated faculty members are critical to the economic and academic success of the organization. Without them the organization at best stumbles along at a mediocre level and at worst fails (Siddique & Khan, 2011). There are two types of rewards when dealing with motivational factors of staff, extrinsic and intrinsic.Ext rinsic motivation is that which comes from outside of the individual such as money, promotion, coercion, grades, or the fear of punitive action. Intrinsic motivation is that which comes from within the individual through a feeling of enjoyment, pleasure, or interest in the task at hand. In investigating the type of reward system to be implemented whether extrinsic or intrinsic it becomes apparent that neither is the answer in itself. As with many aspects of leadership there appears to be no one style that works best all the times but rather is situational as to need.Extrinsic reward has been connected strongly with the encouragement of innovative behavior on the part of employees. This however needs to be taken on in moderation as there is a tendency for excessive motivation of an extrinsic nature to actually depress innovative behavior through the erosion of self motivation. Intrinsic motivation through the application of empowerment, development of human capital, recognition of ac complishment, learning and training support has shown to have a strong impact upon the level of employee innovation.When the two approaches are combined in a situation where extrinsic motivation is added to the aforementioned types of intrinsic motivation, the positive effects are amplified. The intrinsic aspects prevent the over-erosion effects often produced by extrinsic motivation. Thus, as with so much of leadership a combination of approaches is stronger than a single approach (Zhou, Zhang, & Montoro-Sanchez, 2011). A study designed to investigate the motivational factors that were of the greatest importance to faculty members in higher education found that there was a desire for a mix of intrinsic and extrinsic rewards.Results demonstrated that while employee compensation and the overall benefits package were of significant importance to faculty members there was an expressed need for non-monetary rewards as well. Key were concepts of empowerment, positive and supportive work environment, recognition, training, involvement in the decision making process, and a sense of value from the organization. Crucial to the successful implementation of this is clear and open communication between faculty and those participating in all roles of supervision (Rasheed, Aslam, & Sarwar, 2010).An additional view of the concept of motivation is through the application of equity theory. Through this lens motivation of individuals is dependent upon how they view their ratio of outcomes to inputs in comparison to their perception of the outcomes and inputs of their peers in the workplace. This then serves as the basis for the individual to judge whether or not they are being treated fairly in the workplace. They may perceive a situation of either under or over reward, with those workers perceiving an under-reward taking action to restore perceived equity.Typically this action resolves into either a reduction of effort on the part of the employee or a request for greater rewar ds. Typically, the end result of this being that, if the employee is unable to achieve a perception of equity through either a reduction of input or an increase in rewards, they will eventually change employment (Skiba & Rosenberg, 2011). Professor Edgar Schein of MIT’s Sloan School of Management emphasizes a need for behavioral change to take place at all levels of an organization if it is to be successful in the creation of a strong organizational culture.According to Professor Schein it is important to have more than an empowering process in place. Organizations need to have everyone at all levels of the organization actively working together to establish behaviors that lead to an environment in which equal partnerships and mutually helping relationships are the order of business (Kleiner & vonPost, 2011). A Brazilian study of nine administrative units, composed of three factories, two bank branches, a university, and a municipal office focused on the impact of wages upon motivation and employee job satisfaction.The results of this study were in opposition to several others in that the administrative offices with the lowest wages displayed the greatest amount of employee job satisfaction and overall motivation due to intrinsic factors present in the work environment. In opposition to this the offices with the highest wages showed the lowest level of overall satisfaction and motivation. In total there were 458 respondents of which 252 were male and 206 female.In all instances of this study correlations were apparent with respect to perceptions of satisfaction and motivation in connection with leadership’s attitude towards staff in areas other than extrinsic (Pinto, 2011). Analysis of the Writer’s Workplace At the writer’s place of employment there really does not exist any real system of positive motivation and rewards beyond that expressed in the contract signed at the beginning of employment. Some might equate it to a system whi ch utilizes a carrot and a stick except that there is no carrot.Overall leadership and organizational culture is reflective of leadership neglect with the occasional out lashing of reactionary and punitive actions on the part of senior administration towards staff. The culture is one that reinforces a perception that unless you are among the chosen ones, the inner circle, that the best you can do is to hole up in your classroom and not draw attention to yourself. Senior administration sees itself as enlightened and visionary. Staff sees it overall as untrustworthy, arbitrary, reactionary, and punitive.The next step down from the most senior of administrators is seen overall as clueless, out of touch and somewhat delusional in a benign way. Middle level administration and leadership is viewed as having their heart in the right place but with very little power or influence to shape things in a more positive direction. Overall the motivation and rewards system is dysfunctional at best, unless you happen to be one of the chosen ones. What is needed is a system wide change similar to that proposed by Professor Schein in which observation, inquiry, and leverage are applied.This would entail observation of the manner in which employees at all levels of the organization behave, inquiring or deducing the manner in which they think or believe, and then applying the leverage. The leverage in this instance is small incremental behavioral changes that lead the organization as a whole to think and act differently. The impact and role of management in this process is critical as the various subcultures within an organization exist within all levels and facets of the organization including the various levels of leadership (Kleiner & vonPost, 2011).References Kleiner, A. , & vonPost, R. (2011, January 19). A corporate climate of mutual help. Strategy & Business. Retrieved January 21, 2012 from http://www. strategybusiness. com/article/11102? pg=all&tid=27782251 Pinto, E. P. (2 011). The influence of wage on motivation and satisfaction. The International Business & Economics Research Journal, 10(9), 81-91. Rasheed, M. I. , Aslam, H. D. , & Sarwar, S. (2010). Motivational issues for teachers in higher education: A critical case of IUB. Journal of Management Research, 2(2), 1-23. Siddique, A. , & Khan, M. (2011).Impact of academic leadership on facultys motivation, and organizational effectiveness in higher education system. International Journal of Business and Social Science, 2(8), 184-191. Skiba, M. , & Rosenberg, S. (2011). The disutility of equity theory in contemporary management practice. The Journal of Business and Economic Studies, 17(2), 1-19,97-98. Zhou, Y. , Zhang, Y. , & Montoro-Sanchez, A. (2011). Utilitarianism or romanticism: The effect of rewards on employees innovative behaviour. International Journal of Manpower, 32(1), 81-98. doi:10. 1108/01437721111121242

Geggus, David Patrick. Haitian revolutionary studies. Essay

After the 1695 Ryswick Treaty between France and Spain, France took control of St. Domingue (Willie 2001, p 36). The legal rights bestowed upon the French gave them the jurisdictional capacity to reign over the western region of Hispaniola. Government officials from France took care of the administrative and governing bodies of St. Domingue. The Ryswick Treaty paved way for the French to colonize St. Domingue and take preeminence in virtually every fundamental aspect of the region. The social, economic and political realms of the people of St. Domingue were largely defined by the French colonial systems in place (Willie 2001, p 36). The weighty colonial systems of the French in St. Domingue led to a stratified social system, dividing the people into social classes. The Les Grand Blancs were the superior whites who consisted of the planters and royal officials of the colony. The Les Petit Blanc, considered as the lowest group of whites consisted of the artisans, shopkeepers and bookkeepers in St. Domingue. By 1789, the total umber of whites in St. Domingue was 30, 000. The Mulattoes or free coloreds, numbering 28,000 by 1789, consisted of children fathered by white French men with black women (Willie, 2012, p 38). Emancipation of the free coloreds gave them an opportunity to own slaves as their white counterparts. They possessed one third of the real estate in St. Domingue. The slaves, who numbered 450, 000 by 1789 were the least in the social ladder (Ghachem 2003, p 4; Willie 2001, p 38). They literally owned nothing and were devoid of any degree of liberty compared to the other social classes. The social stratification structure in St. Domingue resulted into social, economic and political disparities that constantly caused friction among the social classes in the social ladder. Every social class sought to defend its rights and freedoms; the quest for justice and liberty was deeply engraved in each of the social classes (Geggus 2002, p 14). A critical analysis of the perceived economic and social injustices experienced by the groups is ultimately significant in understanding the causes and aims of the St. Domingue Revolution. Indeed, a critical evaluation of the social ladder in the French colony is imperative in comprehending the causes and aims of the St. Domingue Revolution from 1791-1804. The economic demography of St. Domingue in the late 18th century               Ã‚  One cannot talk about the St. Domingue Revolution (1791-1804) without expounding on the economic demography of the then, largest French colony. Dominated by agriculture and trading relations, the French colony was indeed export motivated. The colonial economy maximized on sugar, coffee, cotton and indigo plantations. The colony had 3000 coffee plantations, 800 sugar plantations, 800 cotton plantations and 2950 indigo plantations (Willie 2001, p 36). The expansive plantations placed St. Domingue strategically among the French colonies; in fact, it was the richest plantation colony of the French. The second half of the 18th century saw St. Domingue expand to become the largest exporter of coffee and sugar in the world; this placed France at a strategic place in the world economy (Willie 2001, p 36). The increased growth and demand in the colonial economy in St. Domingue triggered the colonialists to continually restructure the plantation systems. A constant increase in the number of slaves in the colony by the colonialists fueled the destabilization of the social balance in St. Domingue. In a bid to maintain a robust and thriving colonial agricultural economy, the colonialists subjected the slaves into hard labor, which consequently eroded their state of freedom and liberties. The lowest social class in the French colony experienced social and economic deficiencies that exacerbated their poor living standards. The poor living standards meant that the mortality rate of the slaves, sky- rocketed and necessitated the capture of more slaves for the further expansion of the colonial economy. The complicated economy in late century St. Domingue saw an increase in the number of slaves, which led to slave insurrections prior to 1791(Marsh and Nicola 2011, p 21). The desire of the slaves to attain freedom and liberty precipitated the St. Domingue revolution that historians claim changed the landscape of world affairs, and contributed to the demise of slavery. Hence, the social imbalance created by the economic demography of St. Domingue led to the inception of the revolution. The economic and social disparities of the social groups               Ã‚  Economic and social disparities were at the height of the causes and aims of the St. Domingue revolution (Geggus 2002 p 14). The social classes often clashed with one another in a bid to secure their social, economic and political justices. However, this was not an easy endeavor; hence, precipitating repeated crises that brought social and economic imbalances in the colony. The colonial masters sought to maintain the colony’s economic valor, and for this to happen, the relentless friction among the social clashes continued inevitably. Certainly, the social ladder triggered disparities that heightened the imbalances in the colony. The Les Grant Blancs who were born in the colony expressed feelings of discontent against the whites born from France, their motherland. The whites from France took charge of the most important government offices in the colony. The whites born in the colony (creoles) expressed dissatisfaction because they wanted to participate effectively in the government (Geggus 2002, p 6). The inability of the Les Grant Blancs to have a greater autonomy in the running of the colonial administration affected their social status in the colony. The group perceived that being on top of the social ladder deemed it right to have autonomy over the affairs of the colony. The planters and wealthy members of the group perceived that the ceremonial positions they were given in the assembly was not tantamount to their social status. The reduction of their status to minor aristocrats precipitated their desire to command more grounding against the European-born colonialists. As a result, there was a social stru ggle and imbalance as the group sought to gain the legal rights of controlling the colony. The Les Grant Blancs also wanted to have the freedom of trade. As the plantation owners, they wanted to have more economic autonomy from the proceeds of their produce. Apparently, the colonialists controlled the produce from the island, which was its major asset because of the strategic economic benefits associated with it. The French government introduced the Exclusive trade system, which ensured that the control of goods had to come exclusively from France. Moreover, the high taxation levied on the colony did not auger well with the group. The white plantation owners continually sought to have economic independence from the French government and the colonial administrators. The economic struggles between the Les Grant Blancs and the royal French colonial administrators brought economic imbalances that often threatened the integration of the groups. The white planters saw that the economic advances were creating injustices that needed to be addressed. According to Willie (2001, p 39 ), the Les Grant Blancs believed that the colony officials wasted St. Domingue’s resources. Therefore, the plantation owners and members of the assembly constantly attacked the executive officials from France. It was widely acknowledged that the wealth of the French colonies was primarily meant to benefit France, but not the colonies. This brought mixed reactions in the colony, with the superior whites advocating for the abolishment of heavy taxes and a greater control of the colony’s trade relations. The Les Petit Blanc consisting of poor white men did not have good relations with their rich counterparts. The social disparities between the two groups caused sharp conflicts that often resulted into physical violence. The Les Petit Blanc did not like the fact that their rich counterparts had immense wealth, which they could only imagine. The privileges that the Les Grant Blancs enjoyed created a stratified social structure that made the Les Petit Blanc inferior. The Mulattoes or free coloreds were also inferior to the wealthy planters and civil officers. The interaction between the poor whites and the Mulattoes as well as the slaves made the rich whites to perceive them as less important in the economic status of the colony. The economic and social superiority of the rich whites resulted into strained relationships between them and the â€Å"Les Petit Blancs†. Undoubtedly, the strained relationships stemmed from the economic and social disparities of the colony’s stru cture. Of importance still, is the relationship between the whites and the Mulattoes/ free coloureds. The disparities between the social classes came because of the economic and social characteristics of the Mulattoes. The free coloureds were seen as extremely ambitious and a threat to the social and economic dominance of the whites. They were strong and showed great prospects of social mobility and capacity to compete with the whites. Additionally, most of the Mulattoes were highly educated; hence, posing challenges to the dominant whites. The whites did not like the fast-rising nature of the free coloureds; they wanted them to remain inferior to them and settle at the bottom of the social class ladder. The social and economic disparities between the groups caused numerous conflicts that destabilized the power of the colonial administration. Due to the massive influence of the Mulattoes/free coloureds, the colonial legislature introduced strict laws to limit their influence (James 1963, p 97). The enacted laws forbade them from holding public office, joining the colonial army, wearing European clothes, organizing social functions, marrying whites and residing in France. They were also forced to work for free for a certain number of days per year, according to the French law. The free coloureds were economically and socially deprived of their rights because of their race and their prospects of social mobility. The Mulattoes did not agree with the social and economic injustices committed against them; hence, they sought to find for their rights (Ott 1987, p 67). These factors caused tensions between the whites and the Mulattoes and consequently led to the intense fighting between the groups in 1791. The slaves, majorly from African origin were subjected to hard labor and deprivation of their rights as humans. They were the lowest in the social ladder, and yielded nothing in respect to their social and economic statuses. They experienced harsh conditions subjected to them by the superiors. The economic and social disparities between them and the other groups denied them the opportunity to enjoy their rights and dignity. In 1791, as the Les Blancs, Les Petit Blanc and free coloureds were fighting one another because of the prevalent social and economic disparities, the slaves maximized on the opportunity to start revolts in St. Domingue (James 1963, p 110). The slaves, favored by their numbers, fought against the whites and free coloureds because of the torments they faced as inferiors in St. Domingue. Undeniably, the social and economic disparities among the social classes in the colony contributed greatly in the St. Domingue Revolution. The Declaration of Rights of Men               Ã‚  The Declaration of Rights of Men of 1789 was an instrumental document of the French Revolution in the expression of human rights. The document played a vital role in the establishment of the fundamental human rights that have continued to influence the modern world. In the wake of the French Revolution, there was need for setting up of laws that recognized the basic human rights and the equality of all people before the law. The declaration came at a time when rights and liberties were highly violated at the merit of a few. The French Revolution sought to fight for liberty, equality and fraternity rights (Manigat 1977, p 420). Certainly, the Declaration of the Rights of Men played a dominant role in the start of St. Domingue Revolution. After the document brought the realization of human rights and universal laws in France, the social classes in St. Domingue sought to fight for their rights and privileges in a highly stratified colony. The Les Blancs wanted the right to makes laws, the abolishment of trading restrictions from France and wanted to have social equality with the French whites. They also wanted the scrubbing off, of royal bureaucracies in St. Domingue. The Declaration of the Rights of Men inspired the free coloureds to fight for social and political rights and the abolishment of discrimination. On the other hand, the slaves fought for their personal freedom from the oppression by the other social classes. Based on the discussion above, it is worth noting that the Declaration of the Rights of Men inspired the St. Domingue Revolution. Conclusion               Ã‚  In conclusion, it is notable to assert that the St. Domingue Revolution (1791-1804) was because of various factors. Social and economic disparities in the colony were a major factor in the start of the revolt that certainly ended slavery in the island. The social classes that lived in St. Domingue often clashed in respect to the economic and social factors defining them. The deprivation of rights and liberties among the social groups led to conflicts that often turned physical. The need for economic and social rights and the quest for justice in the late 18th century St. Domingue led to a successful slave revolt that resulted into the birth of the nation of Haiti. As historians put it, the St. Domingue Revolution was significant in defining the history of European colonialism. Indeed, the upheaval is significant in understanding the history of French imperialism. References Geggus, David Patrick. Haitian revolutionary studies. Bloomington, IN: Indiana University Press, 2002.Ghachem, Malick W. Slavery and citizenship in the age of the Atlantic revolutions. Alfred, N.Y.: Alfred University, 2003. Print. Ghachem, Malick W. The Old Regime and the Haitian Revolution. Cambridge: Cambridge University Press, 2012. Print. James, C. L. R. â€Å"Parliament and Property.† In The Black Jacobins; Toussaint L’Ouverture and the San Domingo Revolution. Second Ed. New York: Vintage Books, 1963 Willie, Doris. â€Å"Renaissance and Revolt.† In Lest you forget: a study and revision guide for CXC Caribbean History. Kingston, Jamaica: Jamaica Pub. House, 2001. 38-65 Manigat, Leslie F. â€Å"The Relationship between Marronage and Slave Revolts and Revolution In St. Domingue-Haiti.† Annals of the New York Academy of Sciences 292, no. 1 Comparative P (1977): 420-438.Marsh, Kate, and Nicola Frith. France’s lost empires: fragmentation, nostalgia, and la fracture coloniale. Lanham, Md.: Lexington Books, 2011.Ott, Thomas O. The Haitian revolution, 1789-1804. 1st ed. Knoxville: University of Tennessee Press, 1987. Source document