Introduction Of Leadership And Mentoring Management Essay

Introduction Of Leadership And Mentoring Management Essay According to Northouse, P, leadership is defines as a process whereby a person influences a group of persons to achieve a destination. In simple terms, leadership is a transactional event that occurs between these individuals instead of a characteristic that resides in the leader. This definition also includes goals attainment and these goals are pursuit by the leader and the followers. Another great definition is given by Batten (1989) who defines the leadership as a development of a complete system of expectations in order to determine evoke and implement the strengths of all resources the most important of which is people. 1.1 Definition of Mentoring According to Garvey (2004), mentoring is defines as a human interaction which depends on an intended purpose of the relationship between the individuals. It involves two people talking with a purpose for the main benefit of one of the individual. Mentoring also is a term that describes a confidential relationship between two people in making improvement in work or knowledge and through this process enhancing their capacity (Clutterbuck, D Megginson, D . 1995). 1.2 Characteristic of a Good Leader As Cox, D (1996) has stated leadership is a position that must be earned day by day. Effective leaders are foremost effective people in an organization. Thus, the characteristics of the leaders are very important. The following list five of characteristics that seem especially important to make up a good leader: Integrity Good leaders who possess the higher standard of integrity will make their followers trust them. A leader who is centered in integrity will meet his or her commitment and will be honest in all dealings. Therefore, followers will find them reliable and trustable. George, M.D (2005) has written that integrity requires the ability to understand oneself honestly and acceptance of ones self. Confidence Building self-confidence is always the preliminary to become a good leader. Having confidence in leaders is about having belief that they will act in effective and efficient way to accomplish goals. As Vojta (2010) stated, leader who possess confidence in himself or herself has the ability to influence an organization internally and externally. However, Adair (1997) agrees that confidence is essential but overconfidence will lead to arrogance. Vision A good leader possesses great vision to foresee a variable future state for the organization. Leaders need to be able to makes vision tangible and communicate the vision clearly to organization in a way that gains commitment. According to Bennis, W (2009), vision is an important characteristic to be an effective leader because lack of a clear vision will lower the effectiveness of a leader. Respect Respect should not be restricted only from the team members to the leader. As a good leader, he or she must treats all team members with respect and dignity all the times. Respect is simply treating team members as leader wish to be treated. This is a vital characteristic of an effective leader. Shriver, S (2011) suggests that leader must make sure they treat all human beings with respect regardless of differences. Locus of control Lee, Don Tsang and Eric (2001) state that a successful leader shows a high standard of internal locus of control. Leaders high on the internal locus of control are more likely to experience success and they also believed that their success is due to their personal efforts that they implement. 1.3 Characteristic of a Good Mentor To be a good mentor, mentor need to display certain characteristics. Although not all successful mentors will displays every characteristics listed as below, but these characteristic are highly desirable characteristics for all mentors. There are certain key characteristics a good mentor should possess: Enthusiastic A successful mentor believes that the mentee will enthusiastically share the knowledge and skills with the mentee. Mentor allows mentee to explore their feelings and thoughts openly with them. A good mentor possesses enthusiastic attitude are interested in and willing to listen with care and concern (Starcevich, Matt. 2005). Patience Effective mentors are patient by nature. They allow the person being mentored to make mistakes and encourage them learn from the mistakes. A good mentor will know how to respond with patience and grace. Honest A good mentor is the one who willing to provide honest feedback to the mentee. Good mentor thinks that it is their responsibilities to be honest to the mentee. They believe that there are huge lessons for mentee to learn as they speak the truth, transparent about their past experience and share with honesty (Cate, R. 2012). Supportive In order to be an effective mentor, he or she has to be supportive rather than critical. Good mentor are willing to give moral support and encouragement to help mentee to improve their performance. Most of the mentors have already achieved success and they are now giving support to mentee to meet the goal (Campbell, M.J. 2006). 1.4 Leadership Roles and Responsibilities There are several roles and responsibilities that a leader has to consider. Firstly, the world renowned business trainer, Tracy, B.S (2002) suggests that the role and responsibility of a leader is to solve problems and make decision. Leader has to make sound decisions that help the organization to achieve its target. To make a suitable decision, leader need to ensure that all discussion is productive and solve all the greater problems, in order to lead the team toward the decision. Secondly, leader has the role and responsibility to set a good example for the followers. Leader must strive for a good ethic and traits which leader wants his or her followers to follow. Thirdly, according to Fayol, H (1949), delegation of tasks is an important role and responsibilities of leadership. Leaders have to recognize the abilities of their subordinates by assigning them with important task. Leaders must understand the strengths and weaknesses of subordinates so that they may assign the task to a proper person. Lastly, leaders possess the role and responsibility to motivate their followers to produce effective result. To do so, leaders should encourage them by giving recognition awards, remind them the desire to achieve and give support in their work (Rampur, S . 2011). 1.5 Mentoring Roles and Responsibilities The mentor plays certain roles and responsibilities. Firstly, according to Byington, T (2010), mentor has the role and responsibilities to provide guidance and feedback to mentees on task progression. A mentor should provide guidance based on their experience and give constructive feedback which is in connection to the established target. Secondly, mentor has the role and responsibility to actively listen to their mentees problems. The mentor need to show respect by listening attentively to the problems of the mentee (Marquardt,M.J and Loan,P. 2006). Thirdly, as a mentor, he or she possesses the role and responsibility to generate motivation with the mentee. Mentors can motivate the mentee through encouragement or rewards, to drive a mentee to meet the ambitious goal. Lastly, mentors have the role and responsibility to act as a positive role model for their mentees. In order to set a good role model for the mentee, mentor must demonstrates a positive attitude and strive for a good wo rk ethics. This can helps to sets an example for their mentees to follow (Parkinson, L. 2010). 1.6 Benefits of Leadership According to Bennis (1999), the benefit of leadership is that it helps to increase productivity. Leaders have the role to provide guidance to their team members, to motivate team members and to solve any problems. Thus, team members are empowered to succeed and increase the productivity. Robert Zemsky and Susan Shaman of the University of Pennsylvania have conducted a research of 3,200 U.S. companies, the research showed that a 10 percent increase in spending for development leadership will increase an 8.5 percent in productivity. Besides that, leadership also helps to develop a better vision which simplifies in solving problem and also creating a mission statement and actionable goals. This statement and goals will be used to lead the team member to success. In addition, one of the benefits of leadership is limits employee turnover. This is because leadership encourage leader to motivate the employees, respect them and provide support to them to make them stay on the job. As a resul t, companies get to keep talented employees while reducing the recruitment costs (Jones, P.B. 2008). Leadership can also help a company maintain focus on its business. In large companies, there are many managers attempting to make decision. Leadership can get managers and staff on the same page and let them focus on the original company vision (Vitez, O. 2009). 1.7 Benefits of Mentoring According to Makin, L (2010), mentoring can benefit the organization by retaining the business knowledge and practical experience from long-term employees. This is because mentor will transfer their insight, knowledge and past experience of the company with the mentee so that mentee can gains potential knowledge about the organisation from the mentor. Besides that, mentoring can benefit the organization to become more productive. Mentor will provide guidance and help employee to seek solution to overcome the problem. Hence, employee can accomplish the task quickly, accurately and increase the productivity of the business. Organisations may incur additional cost problems when employee solves their problems inaccurately without a mentor. Moreover, mentoring allows organization to enhance professional development through sharing of skills, information and behaviors. Lastly, mentoring also can help to improving skills such as communication, listening and questioning skills. This could he lp mentee to gain better understanding of how to interact with others now and in the future (Morley, M. 2012). 1.8 Principles of Leadership Sugar, B (2008) has demonstrated that there are several principles linked to leadership. They are : Be technically and tactically proficient Leader must be technically proficient by demonstrate the ability to accomplish the mission and able to answering the questions. Technically competent leader will earn the respect of their followers.   Seek self-improvement Leaders must have a clear understanding of themselves through determine their strong and weak personal qualities. Self-improvement can be achieved by questioning and observing. Leader can seek for honest evaluation of others of their leadership ability. This could help them to understand their strengths and weaknesses. Make a sound and timely decision As a leader, he must be able to make a sound and timely decision through practicing estimates of the situation. To make a sound decision, leaders need to consider the effects of the decisions in the organisation and also accept the suggestions of the subordinates. Set an example Set the example to followers is considered one of the leadership principles as leadership is taught by example. If leaders can keep a positive attitude and high personal standards, then leaders can get the same attitude and same personal standard of their followers. This is because leader is an inspiration to all the followers. 1.9 Principles of Mentoring Rolfe, A (n.d) has written that mentoring is underpinned by several key principles that must be understood by mentor. They are : The professional relationship Mentor and mentee must maintain a professional relationship through acknowledge the one anothers contribution and celebrate their achievements. Other than that, mentee and mentor need to develop mutual trust and respect each other to maintain a professional relationship. Needs and Goals This principle drives the relationship between mentor and mentee. The mentor helps mentee by determining the desire goal, giving feedback and formulating steps to achieve the goal. Then mentee will consider the steps given by the mentor and implements the action to achieve the desire goal. Active Listening Mentors often act as sounding boards for the mentee. Mentor must be able to listen the mentees questions, ideas and plans. Therefore, their conversation becomes a dialogue where ideas and plans are shared. Limitations Mentee can seek for the idea and information from mentor. However, mentee must also refer to other resources such as professional counselling services. A mentee must recognize the limitations of a mentor and cannot demand a mentor to know everything. Part 2 : Discussion on the Competencies needed Introduction of Competencies Dubois, D (1998) defines competencies as certain personal characteristics, knowledge, skills, mindsets, skills and thought patterns that applied whether in singularly or in combinations of these, to bring a great performance. 2.1 Competencies needed by leaders The first key competency needed by leaders is self-awareness which allows leaders to have a clear understanding of their personality including strengths and weaknesses, reactions to problems and sources of frustration (Schein, E.H. 1978; Goleman, D. 1998). Both Schein (1978) and Goleman (1998) suggest that leaders having a clear perception of their personalities can help them to regulate of their emotions and make a change they want. It also enables leaders to understand their followers so that they can maintain an effective relationship with their followers. The second competency needed by leaders is engagement in personal transformation. Brake (1997) describes this competency as a desire to enhance personal skills and knowledge and stay up to date. The reflections of personal transformation are strong, willing to learn new things, re ¬Ã¢â‚¬Å¡ective learning and no limit assumptions. The leader who possesses the competency of engagement in personal transformation will accept the criticism and learn from the criticism (Spreitzer, 1997). Engagement in personal transformation is also includes items such as being open to change (Jordan and Cartwright, 1998) and willing to change personal perceptions (Harris and Moran, 1987). The third competency is visioning thinking. Frank (2005) describes this competency as the ability to provide a vision, foresee the future within the organisation. To create a best vision requires leader to get many ideas and supports from others. Hence, leaders can partnering with their team members, key employees or executive members throughout the organisation. 2.1 Competencies needed by mentors Building Rapport is one of the most fundamental mentoring competencies needed by mentors. Kram (1983) defines building rapport as the skills of the mentor to recognize and manage positively a lack of rapport. An inappropriate balance of common ground and dissimilarity will lead to weak common bond between mentor and mentee. Mentor can use open-ended questions to find some common ground between them to help establish an instant rapport between mentor and mentee. The second competency needed by mentors is active listening. An efficient mentor has to listen on all levels and understand what is the mentee body language message tells, what messages do mentors get through observing their facial expressions. These elements tell clearer than the words alone (Rogers, C.R. 2009). Rogers (2009) also suggests the balance of power is one of the competencies that are found in the most mentors. This competency enables mentor to determine the balance of power between mentor and mentee and to be understand about their desire achievements. Mentor has to empower his or her mentee to work out the skills at mentors disposal and impose his own agenda in order to achieve mentors goal. Part 3 : Mentoring at Work During February 2011 to November 2011, researcher worked as a senior accounting assistant for an accountancy firm Wezmart International Company, before taking up a degree in Teesside University. During that working period, researcher has encountered many mentoring opportunities. Researcher has applied several roles and responsibilities, characteristics and skills as a mentor. It also helped researcher to gain lots of valuable experience and knowledge in the mentoring scheme. While researchers works involved a range of mentoring tasks, there are several characteristics of a mentor that researcher has displayed in mentoring the beginning accounting juniors. Firstly, researcher has to exhibit the patience and tolerance in mentoring juniors to accomplish their task. Kanaskie (2006) suggests that mentor must possessed patience as all tasks take time and learning a new knowledge requires repetition. Therefore, researcher allows her juniors to make mistakes and she believed that her juniors will learn from the mistakes. For example, researcher showed patience by invested time to teach juniors how to use accounting software to generate financial statements of the company. Secondly, researcher was very supportive to coach beginning accountants to improve their accounting knowledge wherever their knowledge level. Researcher provided her juniors with helpful instructional support, direction and encouragement to support her juniors to provide accurate and timely acc ounting reports of the companies. Thirdly, researcher has to display the characteristic of empathy. Card Rogers (1985) describes empathy as accepting others without making judgments. For example, researcher accepted the new accounting staff as a developing accountant and did not judge the accounting reports prepared by them as being poorly prepared. Empathy allows the researcher to gain clear understand the perspective of the mentee. During that time, researcher has possessed certain roles and responsibilities of a mentor to maintain a successful relationship between her juniors. One of the roles and responsibilities is provides development feedback to the juniors. Researcher, as senior of her juniors, understood that she had an obligation to offer guidance and feedback on her juniors works. This allowed her juniors to identify their strengths or weaknesses about their accounting works and then motivate them to work on areas of weakness. Besides that, the researcher also assisted the juniors to build self-confidence. Juniors may feel lack of confidence to navigate challenging accounting tasks as they were still new in the career. Therefore, researcher encouraged juniors to take risks, accept any challenges situation and overcome difficulties to meet their achievement. Researcher also suggested juniors to have a realistic expectation and make a positive decision in order to help them build self-confidence. Moreover, researcher also possessed the mentors roles of listen actively and be sensitive to the mentees needs. Researcher had to listen without judgment and interruption to enable juniors to bring their problems or concerns to the surface (Ryan, V. 2012). Last but not least, researcher also set a positive example to her juniors by showing good personal attitudes (Loretto, P. 2012). For example, researcher followed all the instructions given by accounting executive and prepared timely financial reports so that researcher can demand the same positive behaviour from juniors. In order to assess researchers potential to mentor others, researcher has summarised the researchers competencies in a theoretical framework which suggested from Clutterbuck (2000) within Figure 1 below. click to expand Figure 1:  The 10 mentor competencies suggested from Clutterbuck (2000). Researcher believes that mentoring requires a whole range of competencies to meet a desire goal. These competencies are include self-awareness, communication competence, good humour, interest in developing others, goal clarity, behavioural awareness, conceptual modeling, professional savvy, commitment to own learning and relationship management. First of all, researcher possessed the self-awareness in order to understand and control their emotions, strengths and weaknesses. For example, researcher handled her own impatience and tiredness appropriately when giving suggestions to her juniors. This helped juniors to understand the effects emotions may have on behavior and also maintain a good relationship with the juniors. Researcher also developed the communication competence to meet the needs of juniors. Researcher practiced effective communication competence with juniors by understand the juniors interpersonal style and using active listening. For an instance, researcher listened to a junior described his confusion of unable to determine which accounting methods will be best suited for accounting task. Researcher then provided constructive suggestion to help juniors overcome her confusion. This could optimize the communication between their both. Besides that, researcher also practiced good humour to boost the morale of her juniors. Researcher believed that it is the best method to relieve stress and tiredness from the juniors (Clutterbuck, D. 2000). For example, researcher tried to relieve tension of juniors during the tough times, especially the accounting report submission period. Other than that, researcher also possessed the high interest in developing others. Researcher is interested to assist her juniors to achieve their potential. By providing encouragement and supports, such as encourage juniors to participate in accounting update seminar that will improve juniors accounting knowledge. Moreover, researcher developed goal clarity to help the juniors understand and determine the achievable goal. Researcher need to discuss the goal with the juniors and set a dateline to juniors to reach the goal, such as complete the ABC company financial reports within one week, to ensure that the juniors can accomplish the goal within the deadline (Adrian, Z. 2010). Researcher also practiced behavioural awareness to have a clearer understanding of juniors personal behaviours. For an instance, if researcher noticed her junior is an impatient person, researcher will makes quick decision and try to shorter her speech when communicating with the junior. This helped researcher to maintain a good relationship with accounting juniors in the organisation. In addition, researcher also achieved the conceptual modelling competence. The models can be self-created, drawn from elsewhere or created on the spot (Clutterbuck, D. 2000). In order to help juniors easier to understand the models of strategic planning, company structure or career planning, researcher has created a portfolio of models and shared the models to the juniors. Researcher also gained professional savvy through participates in various professional seminars such as IFRS for Accountants In Industry and Practice seminar, pay attention to all the information given by the seminar lecturer and then combined it with her own accounting experience. Researcher believed these can helped her to develop professional savvy and make sound judgement. Furthermore, researcher also committed to self-learning as a role model for accounting juniors. Researcher must improve her own growth if she wants to help juniors develop (Mind Tool Ltd, 2012). Researcher took the opportunities in new experiment such as taking on challenging tasks assigned by accounting executive. This opportunities assisted researcher for powerful learning and helped researcher to enhance her knowledge. Last but not least, researcher also possessed the competence of building relationship management. In order to maintain rapport with juniors, researcher has to develop trust, give respect the juniors and determine some common ground between juniors such as both attended the same high school or same hobbies. Researcher also showed concern for mentee and remembered some personal information of the juniors background such as academic background and birthday date. This helped researcher to establish instant rapport with her juniors. Conclusion

Preparation for Writing an Essay Essay

Before you start writing an essay, you need to decide three things. What are you writing about? Who do you imagine will be reading your essay? What do you want to tell them? A popular kind of essay is to offer your reader an opinion or argument. You can write a successful essay by starting off with a plan. The key to doing a successful essay is to break the writing down into short, simple steps. Pre-writing for your essay Begin by brainstorming. Brainstorming doesn’t involve writing complete sentences or paragraphs. Brainstorming involves coming up with ideas in words or short phrases. Main idea for your essay Write down the main idea of your essay. To express your main idea, write only a few words. Brainstorming â€Å"for† your main idea Write a word or a phrase that relates to your main idea. This should be something about your main idea that you agree with. Next, write another word or phrase relating to your main idea. This should also be something about your main idea that you agree with. Now, write a third word or phrase relating to your main idea that you agree with. Brainstorming â€Å"against† your main idea Write a word or a phrase that relates to your main idea. This should be something about your main idea that you disagree Try writing a second or phrase relating to your main idea. This too should something about your main idea that you disagree with. Now, write down a third word or phrase relating to your main idea that you disagree with.

How to Trace Your Family Tree in US Land Deeds

Most Americans owned at least some land prior to the twentieth century, making individual land records a treasure trove for genealogists. Deeds, legal records for transferring land or property from one individual to another, are the most prevalent and widely used of the U.S. land records, and can provide a fairly reliable method of tracking ancestors when no other record can be found. Deeds are relatively easy to locate and often provide a wealth of information on the family members, social status, occupation, and neighbors of the named individuals. Early land deeds are especially detailed and predate most other record sources, increasing the importance of land records the further back a researcher goes.   Why Land Deeds?Land records are an especially powerful genealogical resource, especially when used in conjunction with other records, for breaching brick walls or in building a case where no one record provides a record of relationship. Deeds are an important genealogical resource because: U.S. land deeds often involve more people than other genealogical sources - providing a potential source for information on family members, neighbors, and even friends. Land deeds help to locate a person in a particular area at a particular time. Deed books at the county courthouse are only copies of the original land deeds, so land records are especially useful in areas where a courthouse fire has destroyed most of the records prior to a certain date. Because property was valuable, most people would bring their original deeds back to the courthouse following a fire or other catastrophe so that they could be re-recorded.Deeds can be used to distinguish two men with identical names by locating one or both on a particular piece of property.Deeds that transfer property by will or estate may name all children and their spouses.Deeds, in conjunction with tax lists, can often help to reconstruct an entire neighborhood - making it easier to find potential migration patterns Deed versus GrantWhen researching land deeds it is important to understand the difference between a grant or patent, and a deed. A grant is the first transfer of a piece of property from some government entity into the hands of an individual, so if your ancestor acquired land by grant or patent then he was the original private land owner. A deed, however, is the transfer of property from one individual to another, and covers pretty much all land transactions following the original grant of land. Types of DeedsDeed books, records of property transfers for a particular county, are usually under the jurisdiction of the Registrar of Deeds and can be found at the local county courthouse. In the New England states of Connecticut, Rhode Island, and Vermont, land deeds are kept by the town clerks. In Alaska, deeds are registered at the district level and, in Louisiana, deed records are kept by the parish. Deed books contain records of a variety of land sales and transfers: Deed of SaleDeed of GiftStrawman SaleLease ReleaseMortgage SaleEstate Settlement Next How to Locate Land Deeds Land transfers between individuals, also known as deeds, are typically recorded in deed books. The original deed was retained by the land owner, but a full copy of the deed was recorded by the clerk in the deed book for the locality. Deed books are kept at the county level for most U.S. states, though in some areas they may be kept at the city or town level. If youre researching in Alaska, then the county-equivalent is known as a district, and in Louisiana, as a parish. The first step in searching for land deeds and deed indexes is to learn about the locality where your ancestors lived. Begin by asking yourself the following questions: Do land records exist for your area and time period of interest?What county had jurisdiction at the time period (the present-day county where the land is located may not have always had jurisdiction due to changing county boundaries)? Are deed records still in county custody or have they been moved to some other location?What is the county seat and what is the name of the deed office (Register of Deeds is the most common name used for the office)? Once you have determined where to search for land deeds, the next step is to search the deed indexes. This can be a bit more difficult than it sounds because different localities may have their deeds indexed in different formats and many deed indexes have not been computerized. Searching the IndexMost U.S. counties have a grantor index, otherwise known as a sellor index, of their land deeds. Most also have a grantee, or buyer, index. In cases where their is no grantee index, you must read wade through all of the entries in the seller index to locate the buyers. Depending upon the locality, a number of different seller and buyer indexes may be in use. The easiest ones to use are alphabetized lists which cover, in order of recording, all deeds recorded within a particular county. A variation on this type of deed index is a list indexed by first initial of the surnames within a selected period of time (about fifty years or more). All A surnames are grouped unalphabetized in the page order in which they are found, followed by all B surnames, and so on. Sometimes surnames which are very common in the area will be grouped by themselves. Other indexes commonly found used to index deeds includ Paul Company Indexes, the Burr Record Index, the Campbell Index, the Rus sell Index, and the Cott Index. From Deed Index to DeedMost deed indexes provide a substantial amount of information including the date of the deed transaction, the names of the grantor and grantee, plus the book and page number where the deed entry can be found in the deed books. Once you have located the deeds in the index, it is a relatively simple task to find the deeds themselves. You can either visit or write to the Register of Deeds yourself or browse the microfilm copies of the deed books at a library, archives, or through your local Family History Center. Next Deciphering the Deeds Although the legal language and old handwriting styles found in old deeds may seem a bit intimidating, deeds are actually organized into predictable parts. The exact format of the deed will vary from locale to locale, but the overall structure remains the same. The following elements are found in most deeds: This IndentureThis is the most common opening for a deed and will frequently be found written in larger letters than the rest of the deed. Some earlier deeds dont use this language, but instead will start with words such as To all to whom these presents shall come greeting... ...made and entered into this fifteenth day of February in the year of our Lord one thousand seven hundred and seventy five.This is the date of the actual deed transaction, not necessarily the date it was proved in court, or recorded by the clerk. The date of the deed will often be found written out, and may appear here at the beginning of the deed, or later near the end. ...between Cherry and Judah Cherry his wife...of the one part, and Jesse Haile of the county and state aforesaidThis is the section of the deed that names the parties involved (the grantor and grantee). Sometimes this section includes details which added to make it clear which William Crisp or Tom Jones was meant. Additionally, this section may also indicate relationships between the involved parties. Specifically, watch for details on place of residence, occupation, seniority, name of spouse, position relating to the deed (executor, guardian, etc.), and statements of relationship. ...for and in consideration of the sum of ninety dollars to them in hand paid, the receipt of which is hereby acknowledgedThe term consideration is usually used for the section of the deed which acknowledges payment. The sum of money which changed hands is not always specified. If it is not, be careful not to assume that it indicates a deed of gift between family members or friends. Some people just liked to keep their financial matters private. This section of the deed is usually found immediately after the names of the parties to the deed, though sometimes it may be found mentioned between the parties. ...a certain tract or parcel of land situate lying and being in the State and County aforesaid containing by estimation one hundred acres more or less butted and bounded as follows Beginning in a Cashy Swamp at the mouth of a Branch then up said branch...The statement of property should include the acreage and the political jurisdiction (the county, and possibly the township). In public-land states it is given by the rectangular survey coordinates and in subdivisions it is given by lot and block number. In state-land states, the description (such as in the example above) includes a description of the property lines, including waterways, trees, and adjoining land owners. This is known as a metes and bounds survey and usually starts with the word Beginning written in extra large letters. ...to have and to hold the above said bargained premises to him the said Jesse Haile his heirs and assigns foreverThis is typical beginning for the final section of the deed. It is usually full of legal terms and generally covers items such as possible encumberances or restrictions on the land (back taxes, outstanding mortgages, joint owners, etc.). This section will also list any restrictions on use of the land, payment terms for mortages if it is a deed of mortgage, etc. ...whereof we have set our hands and fixed our seals this fifteenth day of February in the year of our Lord God one thousand seven hundred and seventy five. Signed Sealed and delivered in presence of us...If the deed wasnt dated at the beginning, then you will find the date here at the end. This is also the section for signatures and witnesses. It is important to understand that the signatures found in the deed books are not true signatures, they are just copies made by the clerk as he recorded from the original deed.

Essay American History Liberty and Equality - 1084 Words

Though this nation claims to have been founded on the ideals of liberalism, a political ideology that promotes liberty and equality, in practice many laws implemented by our Founding Fathers are ridden with racism and elitism. In effect, the American Revolution was nothing but a shift in power from one group of rich white men to another. Fortunately, great strides have been made to expand franchise; between the ratification of the fifteenth amendment and the Voting Rights Act of 1965. Du jur, all legal citizens over the age of 18, that do not have felonies, have the right to vote, regardless of age, class, gender, race or sexual preference. With the increase of attention to the national debate regarding voter identification laws, the de†¦show more content†¦The â€Å"American Experiment† put the power of the government in the hands of a small group of men that were elected to represent their constituencies, for the first time since the fall of the Roman Empire. Thoug h it was a sign of progress by the standards of the late eighteenth century, laws established in this government limited accessibility to voting to the common man. Mechanisms were put in place to protect from the tyranny of the majority yet, in effect; it protected the rule of the minority that held much of wealth. Article I of the Constitution clearly dictates that state Senators are to be appointed by the state legislator with the intention of protecting the rights of those who built the country, property owning white males. Institutions such as the electoral college were also originally intended to safeguard the presidency from being taken over by the least economically advantaged, the poor. Those deemed beneath property holding men were treated as such; in a political system claiming to be â€Å"for the people, by the people.† It was not until sixty years after the ratification of the United States’ Constitution, 1850, that franchise was expanded from property hold ing white men to all white men. Politically motivated systems and laws hindering American citizens from voting have been prevalent throughout the history of the nation and voter identification laws, however unbiased they may be worded, haveShow MoreRelatedThe Ideas On Social Reform1072 Words   |  5 Pagesacknowledgment to the very first radical: from all our legends, mythology, and history (and who is to know where mythology leaves off and history begins — or which is which), the first radical known to man who rebelled against the establishment and did it so effectively that he at least won his own kingdom- Lucifer† (Alinsky, Personal Acknowledgement). 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