Suchergebnisse

Proposes to establish an academy there; describes his system of education; lists teachers he has solicted for services; would Partridge write a letter to the general public introducing him and his qualifications and expressing confidence in him and his plan?; would also like Partridge to write letters to South Carolina's congressmen expressing same. ; Transcription by Megan Liptak. Transcriptions my be subject to human error.

Can Partridge supply the Richland School with 25 small muskets? ; The Richland School operated in Rice Creek Springs, South Carolina from approximately 1828 to 1831.

Please call on Mr. Marsh when Partridge next goes to Windsor, Vermont, as he has a son he would like to place at the Academy. ; Letter is undated.

From the Richland School, Bailey inquires about a shipment of 25 small muskets supposed to have been sent them from Middletown; Partridge need not send cartridge boxes and bayonet belts. ; The Richland School operated in Rice Creek Springs, South Carolina from approximately 1828 to 1831.

Asks for a letter of recommendation from Partridge; left the Academy on 1 December. ; Transcription by Joseph Byrne. Transcriptions may be subject to error.

Mediaeval man lived in a marvellously ordered and disciplined universe. Both reason and faith taught him that God was in His heaven, and if all was not well with the world, it was the fault of man and his revolt, of sin and moral evil, not the fault of God. Through all the ranges of created being, from prima materia to the very infinitude of God Himself, there was a necessary order and hierarchy, for the simple reason that God had so disposed all things. Only man was capable of violating that natural order and its concomitant law. The tradition of philosophy supported this pervasive thesis of revelation, at least without contradiction; and the fact of sin was selfevident: not man's irredeemable corruption and futility, as in the great heresies of Manichaeus, the Albigenses and later of Calvin, but his tragic tendency toward evil and moral disintegration unless sanctified by supernatural aid. This aid would be forthcoming with absolute certainty if man assumed his personal responsibility for the evil in his own life and if he cooperated in an intimate way with the scheme of divine redemption. Time and the secular order therefore could be redeemed, from generation to generation, because God had intervened in time and had interfered with the natural state of man in the climactic events of the Incarnation and the Crucifixion. But the redemption of society must depend inevitably on the redemption of the individual human person; St. Paul's "redeem the time for the days are evil" meant "redeem one's self, and the days will be better." Any other philosophy of reform must lead, as we know now, to the subjection of the human person to slavery, whatever the complexion of the particular totalitarian "ism." On the other hand, the Christian hope and desire for moral improvement, and thus for social betterment, was and no doubt continues to be the basis for the ultimate optimism of Western civilization.

Report of recitations at the American Literary, Scientific, and Military Academy in moral philosophy (ethics) for the Winter of 1822.

Undated note by Rufus Bailey advising Alden Partridge that Cadet Dana should be confined to the house due to ill health. ; Transcription by Raymond Bouchard. Transcriptions may be subject to error.

Report of recitation of cadet Woodbridge in moral philosophy (ethics) in Autumn 1821. Woodbridge merited the rating of "mediocrity."

ABSTRACT: This case, which is derived from an actual fraud occurrence, provides an opportunity for students to employ fraud theory and assess the three conditions generally present when fraud occurs, i.e., incentive, opportunity, and ability to rationalize. Specific applications include the major provisions of SAS No. 99 (American Institute of Certified Public Accountants [AICPA] 2002), e.g., professional skepticism, brainstorming, risk assessment, and communication of findings. The case is designed with a scientific perspective, proceeding through the five sequential steps of a fraud examination (validate the suspicion, create a hypothesis, test, refine, and communicate). The case also provides an opportunity for students to employ financial statement analysis, journal entry testing, indirect methods of income reconstruction, and other evidence-gathering techniques in a realistic context. Additional topics include business valuations, ethics, professional standards, types of engagements, internal control, agency theory, and alternative dispute resolution. This case is suitable for use in an upper-level undergraduate or graduate course in auditing or forensic accounting, as well as practitioner education.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- List of Illustrations -- Acknowledgments -- Introduction The Rape of Rufus? Sexual Violence against Enslaved Men -- Chapter 1: "Remarkably Muscular and Well Made" or "Covered with Ulcers" Enslaved Black Men's Bodies -- Chapter 2: "No Man Can Be Prevented from Visiting His Wife" Manly Autonomy and Intimacy -- Chapter 3: "Just Like Raising Stock and Mating It" Coerced Reproduction -- Chapter 4: "Frequently Heard Her Threaten to Sell Him" Relations between White Women and Enslaved Black Men -- Chapter 5: "Till I Had Mastered Every Part" Valets, Vulnerability, and Same- Gender Relations under Slavery -- Conclusion Rethinking Rufus -- Appendix: Full Text of WPA Interview with Rose Williams -- Notes -- Bibliography -- Index.