Frederick Douglass And President Lincoln - 1524 Words

Thesis: Douglass and President Lincoln agreed that slavery needed to be abolished and the Nation needed to be united as one. Lincoln realized that he needed to bring in Frederick Douglass; the combination of a strong and influential black leader and the President of the United States could now create a cohesive group of abolitionists and the Union. Frederick Douglass realized that President Lincoln’s own personality and political judgment would help him free slaves across the country. Realizing each other’s strengths, both men were able to be effective through the use strong actions and powerful words of one another; their relationship played a key role in changing the nations views on slavery and race. I. Introduction a. Frederick Douglass and President Abraham Lincoln were the two most influential men during the Civil War. Both had their struggles in life; Lincoln born into a poor white family in Kentucky and Frederick Douglass born as a slave in Maryland. b. Despite their disadvantages and slow start, both achieved spectacular accomplishments. Lincoln did not have formal schooling or any type of help on political stages and still rose to become one of the most influential and greatest presidents the world has ever seen. Douglass was a twenty-year slave; escaping in 1837. He was a self-taught man who became educated and the most influential black man in the world during that time. c. Abraham Lincoln’s election was the constructor that built the civil war and theShow MoreRelatedEssay about Lincoln and Douglass Contributions to the End of Slavery570 Words   |  3 Pagesabout slavery, and the influence of two man that have progressed to its conclusion in this nation and to explain how Lincoln and Douglass contributed to ending slavery in the United States. †¢ Second, I will describe the life of the two protagonists, who have contributed in changing lifestyles in a better way for slaves, despite the difficulties of Abraham Lincoln and Frederick Douglass. Both men were born in a very poor family, they also lived in the same period, and that both have lost their mothersRead MoreFrederick Douglass Cuts through the Lincoln Myth to Consider the Man1301 Words   |  6 PagesFrederick Douglass goes on a journey to help stop the people who are being taken away from their families. Frederick Douglass continues the movement of Antislavery. Frederick Douglass resumed the Antislavery movement on February 1818 – February 20, 1895. Frederick Douglass, Anna Murray, African Americans, and slaves were the type of people to go on to follow this movement. This movement was to help stop the people that were being stolen from their family. Frederick Douglass Cuts through the LincolnRead MoreAfrican American Leaders Post- Reconstruction Essay132 0 Words   |  6 Pages In 1854 Abraham Lincoln gave his Peoria, Kansas speech opposing slavery stating the Kansas Act had a declared indifference, but as I must think, a covert real zeal for the spread of slavery, I cannot but hate it. I hate it because of the monstrous injustice of slavery itself. I hate it because† it deprives our republican example of its just influence in the world†. Abraham Lincoln became the sixteenth President of the United States in 1861. Growing up in non-slave territories as a child and disapprovingRead MoreFrederick Douglass As A Hero Essay885 Words   |  4 Pagesperseverance to do extraordinary tasks. They sacrifice their needs for others. Frederick Douglass was a brave, honorable and bold abolitionist, his heroism was impactful and it changed the mindset of many people. The life of Frederick Douglass was as horrible and miserable as any other slave. However, since bravery was his most dominant trait Frederick’s life became the life of a hero. Born into slavery on the year of 1818, Frederick never really got to know his family and was separated at birth. GrowingRead MoreThe Impact Of Frederick Douglass And Abraham Lincoln1161 Words   |  5 Pagescontain a percentage of racial superiority, it is up to those who have opinions far ahead of their current time to change history. Frederick Douglass and Abraham Lincoln are considered those forward thinkers. Douglass’s experiences as a black man and a slave gave him the knowledge of the ways Southerners, and even whites in the North, had mistreated his people. Lincoln was a man who, although he had touched upon the idea of anti-slavery, was more concerned with finding a way for his country to stopRead MoreFrederick Douglass and the Abolition of Slavery600 Words   |  3 PagesFrederick Doug lass and the Abolition of Slavery There were many influential people who fought for the abolition of slavery in the 1800s. Among these people are Harriet Tubman, William Lloyd Garrison, and our sixteenth president, Abraham Lincoln. Frederick Douglass is one of these people. As a former slave, Frederick Douglass believed he could not enjoy his freedom while the rest of his people suffered under the burden of slavery. Therefore, he spent much of his adult life working to abolishRead MoreFrederick Douglass Research Paper1165 Words   |  5 PagesUnit VII: Frederick Douglass Relevance in the 21st Century Born into a life of slavery, Frederick Douglass overcame a boatload of obstacles in his very accomplished life. While a slave he was able to learn how to read and write, which was the most significant accomplishment in his life. This was significant, not only because it was forbidden for a slave to read due to the slaveholders wanting to keep them ignorant to preserve slavery, but because it was the starting point for Frederick to think moreRead MoreBiography of Fredrick Douglass1294 Words   |  5 Pagesof the many presidents we have had, others think of inventors, but what about the people that are in between – the people that fought for equality. Fredrick Douglass arguably had the greatest impact on American society, especially African American society, in the nineteenth century. Douglass is credited as being an abolitionist, author, editor, and diplomat. He used literature, books, newspapers, and even speeches, to leave a long lasting mark on our society. Douglass advise d presidents and lecturedRead MoreFreedom Is An Innate Right1407 Words   |  6 PagesAbraham Lincoln was a dynamic president of United States stating freedom by eliminating slavery throughout the country to get a nation free. In particularly the idea of Lincoln â€Å"all men are created equal† allowed him to argue, beyond the shadow of doubts, that slavery was wrong. Lincoln explore the thought on American Union, for him union was not just a structure to govern the national interest of American states but also represented consensus the future freedom in America. At last Lincoln signedRead MoreCompare and Contrast Harriet Beecher Stowe and Frederick Douglass740 Words   |  3 Pagesand new ideas about human rights are what prompted this anti-slavery movement. Abolitionist literature began to appear around 1820. Abolitionist literature included newspapers, sermons, speeches and memoirs of slaves. Harriet Beecher Stowe and Frederick Douglass were two abolitionist writers. The y were similar in some ways and different in others (â€Å"Abolition†). Harriet Beecher Stowe was born in Connecticut in 1811 as the daughter of Reverend Lyman Beecher who was active in the anti-slavery movement

The Death Of Marilyn Monroe - 1491 Words

â€Å"Marilyn Monroe dies, pills blamed†, which as you can see here is the headline for the Los Angeles Times, August 6, 1962, 2 days after Marilyn Monroe’s death and just one of many conspiracy theories surrounding her death. With the an autopsy report providing no clear indication of what happened in the early hours of August 5, it has left the door open for public debate and an outbreak of conspiracies. Although her death occurred over half a century ago, it is still relevant and there are operations still undergoing investigating what happened on that fateful night, where one of the most inspirational women of our time came to her untimely death. As stated by Alison Lynch â€Å"In death, Marilyn Monroe is every bit as fascinating as she was in life. And the mystery surrounding her final hours has led to endless speculation – was it suicide, a cover-up or murder?† Change slide To say that Marilyn Monroe’s life was hard, is an understatement. As shown in this primary source of Marilyn Monroe’s birth record she was born as Norma Jean Mortenson, and she grew up in a loveless family, missing a father and with a mother that was unable to properly look after her. After her mother was hospitalised, Marilyn lived in many foster homes, which resulted in a lack of a proper education and the love and care that is supposed to be provided by a family. She was married at the age of 16 to James Dougherty to avoid living in more foster homes and orphanages. Marilyn Monroe through her failedShow MoreRelatedDeath of Marilyn Monroe1044 Words   |  5 Pages â€Å"The Death of Marilyn Monroe† by Edwin Morgan The poem â€Å"The Death of Marilyn Monroe† by Edwin Morgan explores the themes of isolation and loneliness throughout. The poem does this by adding in the use of imagery and tone. This poem by Morgan examines the theme of isolation by looking at the situation that Marilyn Monroe was in at the height of her fame. The poet looks at how Monroe was treated and how desolate she was even though she was surroundedRead MoreThe Death Of Marilyn Monroe2155 Words   |  9 PagesThe famous Marilyn Monroe was found dead in her bed but was it suicide? It was a murder that was unsolved at the time of the death and spread through the news to become one of the most talked about murder mysteries. Was it really a mystery? Through an enormous amount of research and the analysis and synthesis of the victim, crime scene, suspicious behavior, and evidence, it is clear that the murderer has been identified. Marilyn Monroe was found dead in her bedroom from a possible overdose on AugustRead MoreMarilyn Moroe Conspiracy Theory795 Words   |  3 Pages The way Marilyn Monroe died still brings up a plethora of questions that have no answers. Autopsy’s reveal she died from an acute barbiturate poisoning due to ingestion of overdose (Marilyn Monroe-Autopsyfiles). Conspiracy theories of the most desired woman of this era are suicide, accident and murder. So what caused Monroe to perish and meet her end? Was it a heightened mood swing after rejection, prescription mix-ups along with doctoral malpractice, and the government’s way of shutting her upRead MoreEssay On Norma Jeane Mortenson1679 Words   |  7 PagesThe Unsolved Murder of Marilyn Monroe â€Å"Give a girl the right pair of shoes and she ll conquer the world†, this is one of the many quotes from Marilyn Monroe during her successful career. Unfortunately, the shoe did not fit Monroe on the date of August 5, 1962. Marilyn Monroe, or Norma Jeane Mortenson, was found naked and lifeless in her bed around five in the morning at her home in Los Angeles. The cause of her death is indoctrinated to be probable suicide. However, evidence and extensive researchRead MoreThe Conspiracies Of Marilyn Monroe1497 Words   |  6 Pagesconspiracies around her death dealt with the Kennedy’s; almost every conspiracy involves the Kennedy’s in one way or another. Over the years Marilyn Monroe had relationships with a handful of different men. Many of those men had high ranking public statuses like her, so their relationships with her were protected until her death. Some of the men that Marilyn was involved with included: her ex husband Joe DiMaggio, President John F. Ke nnedy, Robert Kennedy, and Frank Sinatra. Marilyn had trouble stickingRead MoreThe Heart Of American Secrets, Scandal, And Celebrities Lies The Thing That Can Make Blood Boil1355 Words   |  6 Pages In 1962, Marilyn Monroe was found dead lying face down, with a bottle of pills next to her hand. But, like all good stories, things are never like they seem on the surface. From examining further evidence, one will understand Marilyn Monroe was murdered by Bobby Kennedy to keep the secret of Monroe’s scandal with JFK. This further shows the extreme measures Bobby Kennedy went to cover up this murder that will last throughout the next 50 years. Norma Jean Mortenson, or Marilyn Monroe was born JuneRead MoreMarilyn Monroe: Impact on Popular Culture1652 Words   |  7 Pagesâ€Å"Marilyn Monroe† (1926 - 1962) Popular Culture Legend Before Hollywood loved her†¦ Probably the most celebrated of all actresses, Marilyn Monroe was born Norma Jean Baker on June 1, 1926, in Los Angeles General Hospital, to Gladys Baker. Gladys had been a film cutter at RKO studios, but psychological problems prevented her from keeping the job and she was eventually committedRead MoreMarilyn Monroe s Life And Accomplishments1034 Words   |  5 Pageseven beautiful but because I had never belonged to anything or anyone else.† Marilyn knew what her life was when she gave up her life for her career. Following this will be the real life of Marilyn Monroe, what she went through in her childhood and her professional life, her career, her affair, her death, and her legacy. Marilyn Monroe (born Norma Jeane Mortenson) was born in Los Angeles, California on June 1st, 1926. Marilyn faced a difficult childhood; she spent most of her time in an orphanage. Marilyn’sRead MoreMarilyn Monroe s Role Model1176 Words   |  5 Pagesadmired Marilyn Monroe s beauty, unsure of who she was, I was impressed by her glamour. I vividly remember Monroe s beautiful face features, painted in many frames, clothing and accessories of many of the stores where I would go. She always showed confidence with her half-opened red rose lips and her alluring looks. As I grew older, I learned that Marilyn Monroe was an actress, model and one of the most popular sex symbols of the 1950s. Later I learned that the Hollywood celebrity Marilyn Monroe wasRead MoreEssay on Journey Into the Mind of Marilyn Monroe844 Words   |  4 PagesWatching Marilyn Monroe as she moves across the large silver screen with her signature sensual grace in the 1961 film The Misfits, it is hard to believe that by this point in her career, she had lost virtually all sway over her impulsivity. Her day to day existence had become a series of endless crises that grew more frantic and destructive. She was in a desperate and losing struggle within herself. In retrospect, the wrenching dilemmas she faced off the set gave her portrayal of Roslyn a surreal

Anarchy Essay Example For Students

Anarchy Essay Anarchism seems to be defined many ways by many different sources. Mostdictionary definitions define anarchism as the absence of government. A leadingmodern dictionary, Websters Third International Dictionary, defines anarchismbriefly but accurately as, a political theory opposed to all forms ofgovernment and governmental restraint and advocating voluntary cooperation andfree association of individuals and groups in order to satisfy theirneeds. Other dictionaries describe anarchism with similar definitions. TheBritannica-Webster dictionary defines the word anarchism as, a politicaltheory that holds all government authority to be unnecessary and undesirable andadvocates a society based on voluntary cooperation of individuals andgroups. William Godwin was the first proclaimed anarchist in history andthe first to write about anarchism. Godwin published a book called PoliticalJustice in 1793 which first introduced his ideas about anarchism, Godwin wasforgotten about, however, and after h is death Pierre Joseph Proudhon became aleading anarchist figure in the world. His book What is Property? incorporatedgreater meaning to the word anarchism; anarchism became not only a rejection ofestablished authority but a theory opposing ownership of land and property aswell. Anarchism fully blossomed as a defined theory when Russian anarchistsMikhail Bakunin (1814-1876) and Peter Kropotkin (1842-1921) started to write andspeak. Bakunin had a major influence in the world and introduced anarchism tomany people. Kropotkin was one of the many people inspired by Bakunin. Kropotkinwrote many books on anarchism, including Muitual Aid, Fields Factories andWorkshops, and The Conquest of Bread, and greatly aided in the evolution of thetheory of anarchism. As the 20th century emerged anarchism began to peak and thedefinition of anarchism became concrete with the growth of new anarchist writersand movements. The execution and imprisonment of eight anarchists in Chicago in1886 sparked anarch isms growth in the United States. The HaymarketEight flourished anarchists such as Voltairine de Cleyre and Lucy Parsons. Today all but the most doctrinaire of scholars see a role for so-called soft law-precepts emanating from international bodies that conform in some sense to expectations of required behavior but that are not binding on states (the World Banks Guidelines on the Treatment of Foreign Direct Investment, for example). Soft law principles also represent a starting point for new hard law, which attaches a penalty to noncompliance. Whether in the case of hard or soft law, new participants are making increased demands for representation in international bodies, conferences, and other legal groupings and processes. They include both recognized and unrecognized substate entities (Hong Kong and Tibet, for example); nongovernmental organizations; and corporations. Scholars accept that these other actors have independent views that do not fit neatly into traditional theories of how law is made and enforced. Most states comply with much, even most, international law. But without a mechanism to bring transgressors into line, international law is law in name only. The traditional toolbox to secure compliance with the law of nations consist of negotiations, mediation, countermeasures, or, in rare cases, recourse to supranational judicial bodies such as the International Court of Justice. For many years, these tools have been supplemented by the work of international institutions, whose reports and resolutions often help mobilize shame against violators. But today, states, NGOs, and private entities have striven for sanctions. And the UNs ad hoc criminal tribunals for the former Yugoslavia and Rwanda show that it is at least possible to devise institutions to punish individuals for human rights atrocities. Nonetheless, the success of these enforcement mechanisms depends on the willingness of states to support them. When global institutions do not work, regional bodies may offer more influence over member conduct in economics, human rights, and other areas. In addition, domestic courts increasingly provide an additional venue to enforce international law. Even with a defined international law and a world government to enforce it, cooperation in general, in international politics, is troubled. Research on international regimes moved from attempts to describe the phenomena of interdependence and international regimes to closer analysis of the conditions under which countries cooperate. How does cooperation occur among sovereign states and how do international institutions affect it? Indeed, why should international institutions exist at all in a world dominated by sovereign states? This question seemed unanswerable if institutions were seen as opposed to or above, the state but not if the y were viewed as devices to help states accomplish their objectives. The new school of thought argued that, rather than imposing themselves on states, international institutions should respond to the demand by states for cooperative ways to fulfill their own purposes. By reducing uncertainty and the costs of

Thomas Aquinas Life And Works Essays - Scholasticism,

Thomas Aquinas: Life And Works Thomas Aquinas: Life and Works Thomas Aquinas, born in 1225 in Roccasecca Italy, began his studies as early as age five. His parents enrolled him in a monastery where he would receive education in grammar, rhetoric, and logic.(McInerny, 2) His instruction was complemented with a r orous studying of the Bible. Several years later Aquinas transferred to Naples where he pursued his thirst for knowledge with the works of Aristotle.(McInerny, 2) At the university Aquinas entered a program of scripture study and oration, which genera y required 10-15 years before one was granted mastery in the field. After completing a thesis on the Sentences, written by Lombard in the 12th Century, he was granted the seal of approval from the university and allowed to give his inaugural lecture wh h is a feat of great accomplishment.(McInerny, 3) From this point Thomas Aquinas no longer spent his days as a student at the university but he did not stop studying Catholic history. When Aquinas had finished his stint in Naples he went to Rome in 126 During the next 6-7 years he studied the works of Aristotle. He wrote many commentaries, including On the Soul(McInerny, 3) At this point Thomas Aquinas begins his works on the Catholic doctrine which gave him much fame and accreditation.(McInerny, Although Aquinas was also well known for his philosophical works and studies, his works on Catholic dogma are ever-present in all his works.(McInerny, 2) ?At the time of his death in 1274 he was under a cloud in Paris and in 1227 propositions were con mned by a commission appointed by the Bishop of Paris, among them tenets of Thomas (Aquinas). This was soon lifted, he was canonized and eventually was given the title of Common Doctor of the Church. But the subtle and delicate assimilation of Aristot that characterized his work in both philosophy and theology did not survive his death, outside the Dominican Order, and has experienced ups and downs ever since.?(McInerny, 3) When Aquinas attacked the Dominican House of studies in his propositions, f their lack of logic and reasoning, he was scornfully looked upon by his contemporaries, but soon after his death his works were recognized for their insight and intellectualism which allowed for his canonization. In Aquinas's seminal work Summa Theolo ca the author asks the question ?Whether providence is suitably assigned to God(Pegis, 229-Vol 1) and provides the following answer ?It seems that providence is not becoming to God. For providence, according to Tully, is a part of prudence. But sinc according to the Philosopher, prudence gives good counsel, it cannot belong to God, Who never has any doubt for which He should take counsel. Therefore providence cannot belong to God.?(Pegis, 229-Vol 1) This article focuses on the ideological value free will and how Catholics believe that free will was given from God to human's and thus allows them to act of their own valition. Aquinas also based some of his works on the belief of the soul, and whether or not is an actual ?material body or more the metaphysical?(Kenny, 129) type of being. ?The soul, he concludes, which is the primary principle of life, is not a body, but an tuality of the body, just as heat, which is the principal of heating, is not a body, but a certain actuality of a body.?(Kenny,130) Aquinas tackles the concept of the actual tangibility of the soul, and thus states that the soul is not a being, but wit ut the soul the body wouldn't exist. ?Aquinas's accomplishment was immense; his work marks one of the few great culmination's in the history of philosophy. After Aquinas, Western philosophers could choose only between humbly following him and striking off in some altogether different di ction. In the centuries immediately following his death, the dominant tendency, even among Roman Catholic thinkers, was to adopt the second alternative. Interest in Thomist philosophy began to revive, however, toward the end of the 19th century. In the cyclical Aeterni Patris (Of the Eternal Father, 1879), Pope Leo XIII recommended that St. Thomas's philosophy be made the basis of instruction in all Roman Catholic schools. Pope Pius XII, in the encyclical Humani Generis (Of the Human Race, 1950), affi ed that the Thomist philosophy is the

History of the Classic Teddy Bear

History of the Classic Teddy Bear Theodore (Teddy) Roosevelt, the 26th president of the United States, is the person responsible for giving the teddy bear his name. On November 14, 1902, Roosevelt was helping settle a border dispute between Mississippi and Louisiana. During his spare time, he attended a bear hunt in Mississippi. During the hunt, Roosevelt came upon a wounded young bear and ordered the mercy killing of the animal. The Washington Post ran an editorial cartoon created by the political cartoonist Clifford K. Berryman that illustrated the event. The cartoon was called Drawing the Line in Mississippi and depicted both state line dispute and the bear hunt. At first, Berryman drew the bear as a fierce animal, the bear had just killed a hunting dog. Later, Berryman redrew the bear to make it a cuddly cub. The cartoon and the story it told became popular and within a year, the cartoon bear became a toy for children called the teddy bear. Who Made the First Toy Bear Called Teddy Bear? Well, there are several stories, but this is the most popular of teddy bear lore. Morris Michtom made the first official toy bear called the teddy bear. Michtom owned a small novelty and candy store in Brooklyn, New York. His wife Rose was making toy bears for sale in their store. Michtom sent Roosevelt a bear and asked permission to use the teddy bear name. Roosevelt said yes. Michtom and a company called Butler Brothers began to mass-produce the teddy bear. Within a year Michtom started his own company called the Ideal Novelty and Toy Company. ï » ¿However, the truth is that no one is sure who made the first teddy bear.

Verb Conjugation Instructions for ESL Students

Verb Conjugation Instructions for ESL Students Learning how to conjugate verbs in English is not as difficult as many think. The key to learning how to conjugate verbs in English is to focus on how to conjugate the auxiliary verb. What are auxiliary verbs? Auxiliary verbs are also called helping verbs. They are verbs that help the main verb. All tenses in English conjugate using an auxiliary verb. Only the present simple and the past simple in the positive form takes no auxiliary verb! Follow these easy steps on how to conjugate verbs, and youll conjugate verbs in English with ease. Learn how to identify the main verb in a sentence. Verbs express what someone or something does. Look for the verb that expresses the action of the sentence.Decide on when the action takes place. Does it take place in the present, the past, or the future?Once you have discovered the general time, find out the specific time. Is the action happening at the moment? Does the action happen every day? Has the action happened up to a point in the past, present or future?If the action happens regularly or is a habit, use the present simple verb form: For example: He doesnt work on Saturdays. They play football after school. etc.If the action happens once in the past at a specific point in time, use the past simple. For example: They went to school when they were young. Did Mary visit you last week?If the action happens up to a point in time use a perfect form: present perfect, past perfect, or future perfect. For example: She has worked her for many years. They had finished lunch by the time he arrived. Mary will have finished the report by five pm. If the action is happening at a specific moment in time use a continuous form: present continuous, past continuous or future continuous. For example: She is working at the moment. They will be playing tennis at 5 pm. Tom was eating when she arrived.Now that you know WHEN the action happens, and in what time frame, learn your helping verbs. Present simple or past - do, perfect forms - have, continuous forms - be.Learn to conjugate the helping verbs: I, you, we, they do / she, he, it does | I am / you, we, they are | I, you, we have / he, she it hasLearn which form the main verb takes for each form. Simple forms verb without to (i.e. play, walk, eat, work, etc.). Continuous forms verb ing (playing, walking, eating, working, etc.) Perfect forms past participle (verb in the third form, i.e. bought, understood, played, etc.)Conjugate the verb. Here is the thinking process: 1) Whats the general time? - past 2) Whats the specific time? - at a specific moment 3) Aha! continuous in the pa st OR past continuous 4) conjugate the helping verb - She was 5) Use the continuous form of the main verb: doing 6) Conjugate the verb: She was doing Remember these simple steps: Time? Action Happening? Simple, Continuous or Perfect? Auxiliary verb? Main Verb? Conjugate Example 1 Time? PresentAction Happening? Up to the presentSimple, Continuous or Perfect? PerfectAuxiliary verb? haveMain Verb? liveVerb Form? livedConjugate We have lived here for ten years. Example 2 Time? FutureAction Happening? happening at a specific momentSimple, Continuous or Perfect? continuousAuxiliary verb? beMain Verb? watchVerb Form? watchingConjugate She will be watching TV at nine. Example 3 Time? PastAction Happening? one day in pastSimple, Continuous or Perfect? simpleAuxiliary verb? didMain Verb? playVerb Form? playConjugate Did you play the piano yesterday? Tips Be patient with yourself when learning how to conjugate verbs.Remember that the present simple and past simple do NOT take auxiliary verbs in positive forms.Changes occur in the auxiliary verb, not in the main verb EXCEPT for the present simple.

Alternative Recruitment Methods in HR Practice Essay

Alternative Recruitment Methods in HR Practice - Essay Example References Carlson, K.D, Connerley, M.L and Mecham, RL. 2002. Recruitment evaluation: The case for assessing the quality of applicants attracted. Personnel Psychology. 55(2): 461-490. Taylor, S. 2005. People resourcing. 3rd ed. London: CIPD Publishing. 2. Why do employers persist with the selection interview when more accurate alternatives are available? Selection interviews are the most widely used methods of selection because of the clarity and simplicity as well as cost-effectiveness. Most organisations do not opt for alternative selection procedures because of their complexity in interpretation as well as costs; usage of alternative methods requires training for the managers or selectors whereas the traditional methods do not require any special training other than understanding the job requirements and matching them with the candidates’ skills. However, research indicates minimal or no correlation between future job performance and selection interview (Lunenburg, 2010). I nterviewers do not bother to test the effectiveness of selection interviews. Moreover, managers’ perception of their intuitive abilities rule over structured interview testing; managers tend to have strong belief in their judgmental abilities. Managers believe that selection interviews help to assess the candidates in a variety of situations, which also provides a comprehensive idea of the candidate and his/her fit to the job. Selection interviews do provide opportunities for manipulating the answers by the candidates. Besides these, selection interviews highlight certain skills that may or may not be relevant to the job requirements. Such skills include intangible characteristics such as candidate’s confidence, speaking abilities, positive attitude, presentation, and... Selection interviews are the most widely used methods of selection because of the clarity and simplicity as well as cost-effectiveness. Most organisations do not opt for alternative selection procedures because of their complexity in interpretation as well as costs; usage of alternative methods requires training for the managers or selectors whereas the traditional methods do not require any special training other than understanding the job requirements and matching them with the candidates’ skills. However, research indicates minimal or no correlation between future job performance and selection interview (Lunenburg, 2010). Interviewers do not bother to test the effectiveness of selection interviews. Moreover, managers’ perception of their intuitive abilities rule over structured interview testing; managers tend to have strong belief in their judgmental abilities. Managers believe that selection interviews help to assess the candidates in a variety of situations, which also provides a comprehensive idea of the candidate and his/her fit to the job. Selection interviews do provide opportunities for manipulating the answers by the candidates. Besides these, selection interviews highlight certain skills that may or may not be relevant to the job requirements. Such skills include intangible characteristics such as candidate’s confidence, speaking abilities, positive attitude, presentation, and enthusiasm. Many organisations have understood the drawbacks of selection interviews.

Hinduism Essay Example | Topics and Well Written Essays - 500 words - 9

Hinduism - Essay Example Such is the her greatness that the kings and all other men seek help from her as she is the one praised by all the gods; Goddess Lakshmi holds a dominant position in the hierarchy of Hindu gods. She is called many things such as; the sacred fire, the golden one, the one garlanded in silver and gold, are some of her attributes. Her arrival means good news for the people and her procession brings good luck and happiness for them. When the goddess approaches the poet it brings them comfort. Her sacred fire looks fierce but it glistens like smooth cool water. She herself is very content and also bestows contentment on her people. She is also the protector of people; the poor seek refuge in her presence. Her arrival is glorified in the original Sanskrit poems so much so that it appears that the concept of happiness and comfort is her creation. The poem tells that worldly pleasures like gold, cattle, horses and even loyal friends become the destiny of her followers when she arrives. It is as if when the goddess gives attention to the one invoking her she bestows contentment, love, satisfaction and worldly p leasures onto that person; Be it the common people or the king, everyone bows before the goddess Lakshmi and seeks her help. The poem praises her beauty and calls her the ‘sun brilliant’. The poem says that through her austerity the bilva tree springs up and gives fruits that has the power to dispel Alaksmi (the goddess of misfortune). Later the poem also asks the goddess to bestow fame and give wish fulfilling jewel. The fame and fortune is also in her powers to bestow upon the common people. Goddess Lakshmi does not only provide worldly pleasures and wealth. She also gives the peace of mind, the pleasure and the truthfulness in speech. When goddess Lakshmis daughter, Kardama, dwells in a person it will make Lakshmi dwell in his home. The Lotus garlanded Shri is also her title.

Why Beloved Should Still Be Taught in Schools Essay Example for Free

Why Beloved Should Still Be Taught in Schools Essay The concept of having Beloved banned in public schools is just a ludicrous idea and should be removed by the schools that currently enforce it. Although many students may not like reading, the book helped me realize the importance of the things I take for granted after reading the book. Beloved should still be taught in schools because of the major values it teaches including racism, family, and the true meaning of freedom. Beloved helps recognize the true meaning of freedom due to the many past experiences that are played out in the story. An example of freedom in the book is how harsh and cruel schoolteacher was to all of the slaves on the plantation. From Mr. Garner to schoolteacher, the conversion was horrific. Mr. Garner treated his slaves with respect and even gave his slaves last names, something that they had never had before. The chokecherry tree is a significant piece in the story because it is a collection of scars from all the whippings that Sethe had and is a memory of everything that she wen t through when she was still a slave. All the whippings that she received from schoolteacher align into the shape of a chokecherry tree. A final point of slavery is how Halle worked to buy Baby Suggs her freedom. After many years on the plantation and excruciating pain, Halle thought it was only right to free Baby Suggs from Sweet Home. Another important lesson that the story teaches is the value of family through the events that occur at 124. For example, the character Paul D is a character that falls in and out of the story. In the beginning of the book, Paul D temporarily stays with Sethe setting the tone that Paul D, Sethe, and Denver could all work together as a family. â€Å"The shadows of three people still held hands. (Morrison 49) As explained in the quote, the three of them held hands via shadow when they went to the carnival and seemed like everything would work out in harmony, all until Beloved was brought into the picture and throws off the balance in the house. The importance of family is also explained when Denver, Beloved, and Sethe develop a relationship upon each other developing the concept of she is â€Å"mine†. â€Å"You are mine†,( repeated three times by each character)( Morrison217) A final example of love for family is the point in the book when Sethe killed Beloved for her wn benefit to protect Beloved from being raised into slavery. A final example of why Beloved should still be taught in schools is because of the various points of views that it has on racism which is what connects all the characters in the story together. Sethe had been raped, robbed of her milk, and conditions forced her to kill her daughter Beloved. Paul D had been imprisoned in a cube in an all blacks prison after attempted murder, and Stamp Paid was forced to give his wife away to another white man who took his wife away for over a year. One of the racist events that occurs in the book is when Sethe was branded, lashed out, and thought of as a baby mill to her master thus putting her in inhumane conditions where she is treated and worked like an animal. Another incident of racism is when Sethe is at work and a woman is making racist remarks towards Sethe. A final example of racism in the book, is a time with Paul D where he is muzzled and gagged so he cannot speak or make any comments, putting him in poor work conditions and under schoolteacher’s rule, being treated like an animal. The poor memories that Paul D does not want to remember are stored in his â€Å"tobacco tin†.

Military Ethics †Humanitarian Aid in Somalia Essay -- Somalian Histor

In August of 1992, President George Bush Sr. sent US soldiers into Somalia to provide humanitarian relief to those Somalis suffering from starvation. The major problems in Somalia started when President Mohammed Siad Barre was overthrown by a coalition of opposing clans. Although there were several opposing groups, the prominent one was led by Mohammed Farah Aidid. Following the overthrow of Barre, a massive power struggle ensued. These small scale civil wars led to the destruction of the agriculture in Somalia, which in turn led to the deprivation of food in large parts of the country. When the international community heard of this, large quantities of food were sent to ease Somali suffering. However, clan leaders like Aidid routinely hijacked food and exchanged it for weapons leaving thousands to starve to death. An estimated 300,000 Somalis died between 1991 and 1992 (Clancy 234-236). US soldiers were later sent into Somalia to capture Aidid, but when the operation got bloody, dis pleasing the American public, Clinton withdrew troops (Battersby 151). In The Morality of War, Brian Orend outlines ethical guidelines that should be followed in all three stages of war: jus ad bellum, jus in bello, and jus post bellum. Orend states that a nation can be moral going into war, but immoral coming out of one. Did the US act justly in all facets of the Somali conflict? The United States espoused all the guiding principles of jus ad bellum but right intent, upheld the principals of jus in bello, and clearly failed to uphold several aspects of jus post bellum during the armed humanitarian intervention in Somalia. Jus ad bellum is defined as â€Å"justice of war† and is recognized as the ethics leading up to war (Orend 31). Orend contends that an... ...ed to uphold to the standards of jus post bellum. It is evident when one looks at Somalia today. Somalia still lacks a strong central government and several thousands, if not millions, of Somalis are at risk of starvation due to drought. Again, the United States entered the conflict failing to adhere to all the principals of jus ad bellum, espousing the principles of jus in bello, and inadequately upholding those of jus post bellum. The US entered the war an unjust nation, and left the conflict in a rather unjust manner. As a result, Somalia faces hardship over two decades later with no signs of a hasty recovery. Even worse, with the problem lingering and the international debt crisis, few countries are willing to intervene in Africa to cut out a solution. How long will the world let Somali people starve and whose job is it to intervene if America is unwilling?

Prevalence of One Party Rule in African States Essay

Africa, often known as the ‘Dark Continent’ rightfully occupies its place as the ‘Cradle of Civilization’ as the first humans have been known to originate from this continent of diverse ethnicities, tribes and clans. Since ancient times, the very nature of African society predicated formation of kingdoms and states centered on ethnicities and clans. Later, the advent of colonialism brought to Africa new forms of governance, which included democratization, socialism, communism and dictatorships. One enduring feature of African style of governance has been the prevalence of one party rule in most African countries. This paper examines why there is such a preference for such single party model of governance in Africa. To fully examine the subject, this paper shall first provide a historical overview of the progression of styles of governance in Africa and then examine the trends in major countries that make up the African continent. The paper will argue that the intrinsic nature of the African society and the effects of colonialism predispose them to following a one party rule. Historical Overview Africa is the world’s second largest continent both in terms of size and population and has 54 countries many of which are struggling democracies, a few communist regimes, and a number of authoritarian regimes bordering on dictatorship. Since ancient times, Africa had its indigenous systems of governance based on tribes and ethnic affinities. Africa also had great civilizations like the Egyptian civilization in 3300 B. C (Martin & O’Meara, 1995, p. 79). The earliest foreign influence came in 814 B. C. with the founding of Carthage in present day Tunisia under the Roman Empire which was followed by Persian domination of Egypt. In 332 B. C. , Alexander the Great replaced the Persian domination of Egypt and Roman rule continued in much of North Africa till the advent of Islam in the early 7th century (Martin & O’Meara, p. 99). In all these cases, the style of governance was centralized, as exercised by the emperor based in Rome or Persia through an appointed sovereign. The influence was limited mostly to North Africa, while the rest of Africa was considered too difficult to traverse due to thick jungles. Thus even in North Africa, from ancient times, the focus was on one –man rule and that more or less ‘conditioned’ the North African people to accept models of ‘uni-power’ in those times. Since the jungles were impassable and large number of tribes and ethnicities abounded, it was natural that rest of Africa had thousands of small kingdoms, states and at times independent nomadic tribes who dominated a particular territory. Each tribe had its own set of rules, customs, traditions and styles of governance, which again was predicated on the rule of one man or a tribal elder. The concept of Greek ‘city-state’ like democracy complete with a senate and an executive was non-existence. Over time, some of the tribes became more powerful and evolved into larger settled kingdoms that coalesced around similar ethnicities and language such as the Ghanaian empire that existed in 790-1076 A. D. followed by the Mali Empire from 1230 to 1600 A. D. (Martin & O’Meara, p. 70) The significant changes in style of governance came with the advent of colonialism. From the 18th century and by the late 19th century, most of Africa was divided up between the colonial powers; France, Britain, Portugal, Germany, Belgium, Spain, Italy and Netherlands. Under colonial rule, the African people had to undergo centralized rule of the colonial powers and the brutal suppression of any African revolt reinforced this submissiveness to a one-man rule. During the colonial period, the colonial powers brought with them their systems of governance, jurisprudence and legislation (Martin & O’Meara, p. 8). Colonialism lost its vigor in the early 20th century and by 1980, most ex-colonies in Africa gained independence. The former colonial powers before exiting from the continent tried to put into place systems of governance in ‘their own image’. Thus across Africa, a variety of ‘democratic’ systems took hold. Most of these ‘democratic systems were basically presidential forms of government, being the closest approximation to what they were used to both as per their pre-colonial experience and their colonial experience. The end of the Second World War gave rise to the Cold War and the Soviet Union tried to expand its influence in Africa also. This gave rise to numerous socialist-communist regimes in Africa that were opposed by the U. S. leading to proxy wars. Having examined the broad trends of the historical period of Africa till the advent of independence, the paper will now examine specific examples of how prevalence of one party rule exists in Africa. It is not intended to cover all 54 countries, but few sample countries that typify the various regions of Africa. For the ease of comprehension and brevity, Africa will be discussed under the heads North Africa, West Africa, East Africa, Central Africa and Southern Africa. North Africa North Africa because of its proximity to Asia had significant influence of Asian and Islamic traditions superimposed on ethnic African traditions and cultures. It is because of the spread of Islam in the 7th century, most of North Africa is Islamic. Islam, an egalitarian religion is considered as a complete body of work wherein all aspects of human life including politics and governance can be practiced through the Quran, the Holy book and the Hadith, the Islamic interpretation of Jurisprudence. Under Islamic law and Islamic political systems, an Islamic state is governed by a Caliph and where a Caliph no longer exists, then by a monarch or a ruler. Ideas such as secularism and democracy have very little congruence with the practice of political Islam. When such a system is overlaid over ancient tribal culture of a village head, it becomes natural that a state be ruled by a monarch or an authoritarian head and if not, the nearest approximation, a single grouping or party. Take for example, Egypt. Egypt, since ancient times was a land ruled by the Pharaohs, then the Persians, Greeks, Romans, Ottomans and the Arabs. In the colonial era, Egypt was ruled by Britain but the largely Islamic populace got independence from Britain in 1922 (Pateman & El-Hamamsy, 2003, p. 28). Egypt was initially a constitutional monarchy and had adopted the British parliamentary system of government but constant political interference from Britain led to internal turmoil that finally resulted in a military coup in 1952 (Pateman & El-Hamamsy, p. 28) in which the monarchy was overthrown and Egypt declared itself to be a Republic under General Muhammed Naquib. Colonel Gamal Abdel Nasser overthrew Naguib in 1954 to become the Egyptian President. Nasser, on assuming power banned all political parties and created a one party named the Liberation Rally to run the government. This move helped him consolidate his power and rule Egypt till his death in 1970 after which he was succeeded by Anwar El-Sadat, the vice President (Pateman & El-Hamamsy, p. 29). Sadat carried out political reforms and reverted to a multi-party system (Pateman & El-Hamamsy, p. 31); creating one of the parties called the National Democratic Party and remained the President till he was assassinated in 1981 by a group of Egyptian army officers during an army parade (Pateman & El-Hamamsy, p. 29). Sadat’s successor, Hosni Mubarak is still in office since 1981 and is the present leader of the National Democratic Party. Though by the Egyptian constitution, multi-party system is allowed, due to sustained state patronage, the National Democratic Party is the only party which has the necessary financial and political clout to win elections. There are other smaller parties that have virtually no chance of winning a single election and till to date Egypt is essentially ruled by a single party. Libya, a British colony was declared as a monarchy under King Idris in 1951 but was overthrown by a revolution led by Colonel Muammer al-Gaddafi in 1969 (Wright, 1981, p. 130) who has ruled the country ever since. Political parties were banned by Gaddafi in 1972 and the country is ruled by the ‘revolutionary leader’, Gaddafi aided by a Revolutionary Committee also called as the People’s Congress. Tunisia was a French protectorate that became independent in 1956 and adopted a Presidential form of government, copying the French model, except that it rapidly turned into an authoritarian police state where most ‘Presidents’ have been military personnel. The present incumbent, President Zine El Abidine Ben Ali is a former military officer (Perkins, 2004, p. 7). On paper, political parties are allowed but in reality, it is only the President’s party, the Constitutional Democratic Rally that gets almost all the seats. The rest of the political parties are usually browbeaten into submission by the state’s security system and there is virtually no free press. The farcical nature of Tunisian ‘democracy’ can be gauged by the fact that in the 2009 presidential election, Ben Ali received 89. 62% votes to continue as the President (Lowe & Amara, 2009, p. 1). The ancient kingdom of Morocco, a French and Spanish Protectorate gained independence in 1956 as a constitutional monarchy, a system that continues till to date. Though the King of Morocco has a prime minister, a parliament and a multi-party system, the style of governance continues to be – rule by one man, the King (Forum, 2008, p. 49). West Africa In West Africa, the situation is slightly different. Here more than Islamic influence, it was the effect of local dynamics, ethnic rivalries, Christian missionaries and communist influence that has determined the preference for single party rule. Take for example Liberia, the only other country other than Ethiopia which has an American connection rather than a European past. Liberia was created through a private American enterprise to house freed African American slaves and became independent in 1847. Since, the project was American led; Liberia adopted a presidential form of system. However, the American backed Liberian elite who ruled the country came in conflict with 16 other indigenous ethnicities living in Liberia. Since the regime was thrust ‘top down’ from the Americans, tensions quickly developed and a coup by a group of ethnic military soldiers led by Samuel Doe took place in 1980. Doe replaced the presidential republic with his authoritarian regime. Political parties were allowed to exist but their freedom remained curtailed by the regime which furthered the hold of its own party, the National Democratic Party of Liberia. The 1985 election results in which the opposition Liberal Action Party won were declared invalid by Doe, which led to the Liberian Civil War in 1989. Doe was killed and the power passed into the hands of Charles Taylor (Moran, 2008, p. 106), who continued his dictatorial regime which again led to another civil war in 1999 that continued up to 2003 and only came to halt with Charles Taylor being forced into exile in Nigeria. From 1847 till 2003, Liberia was ruled by the Americo-Liberian elite and their single party. Since 2003, a transitional government was put into place with international intervention, which because of corruption was dissolved and fresh presidential elections were again held in 2005 and was won by Ellen Johnson Sirleaf, the head of Unity Party who became the first woman President of an African country (Polgreen, 2005, p. 1). Nigeria got its independence from Britain in 1960 and had numerous political parties. These political parties were sharply defined along ethnic lines comprising of three main ethnicities; the Hausa, the Igbo and the Yoruba (Rotberg, 2007, p. 19). The Yoruba dominated Nigerian National Democratic Party won the elections in 1965, which led to political dissensions and instability resulting in two military coups in 1966. This did not resolve the problem as the Igbo, dominating the Eastern region of the country declared independence from Nigeria leading to the Nigerian civil war 1967-1970 that led to over a million deaths. The civil war ended but not the ethnic strife and the military continued to rule Nigeria with coups and assassination of the presidents being a regular feature. For thirty years, Nigeria continued under military rule till 1999 when it finally elected Lusegun Obasanjo, a former military dictator as its President. Obasanjo was re-elected in 2003 (Rotberg, p. 13) as the President amidst allegations of rigging. Obasanjo was replaced by Umaru YarAdua of the People’s Democratic Party in 2007 and on his demise now been replaced by Goodluck Jonathan (Nossiter, 2010, p. 1). So while the American model was adopted, the actual functioning of a presidential type of government has been a recent development in Nigeria’s history. At present there are two main parties in Nigeria, the ruling People’s Democratic Party and the opposition All Nigeria People’s Party with numerous smaller parties. What must be noted is that a democratic political system in Nigeria is still nascent and fragile and should ethnic differences arise again it will not be long that another military coup will take place in the interests of ‘national security’. Angola became independent in 1975 after having been a Portuguese colony from the 16th century. Angolan independence came right in middle of the Cold War where Soviet influence in Africa was rising. The independent country was immediately plunged into a civil war between the Soviet backed Communist MPLA faction and the American backed anti-communist UNITA rebels (Sheehan, Yong, & Lin, 2010, p. 38). The Angolan civil war continued for 27 years (Sheehan, Yong, & Lin, p. 43) till declaration of ceasefire in 2002 by which time over 500,000 people were killed. The ideological factions had an ethnic base too wherein the MPLA comprised basically Angolans of the Kimbundu clan and the UNITA, the Ovimbundu tribe. Presently, the Communist MPLA holds power in Angola. As can be deduced, this being a communist regime with no legitimacy, the concept of political parties in a democratic system does not apply. East Africa East Africa including the Horn of Africa portrays a region of extreme instability with a few deceptively stable nations. Sudan, the first country being analyzed, after gaining independence from Egypt and Britain in 1956, was gripped by a civil war till 1973 (Barker, 2008, p. 16). This civil war was basically because of ethnic differences between the people of Northern Sudan (Islamic of Arabic lineage) and Southern Sudan (non-Islamic of non-Arab lineage). While the civil war raged, Khartoum was ruled by the Sudanese military. A ceasefire in 1973 negotiated through granting autonomy to Southern Sudan kept the peace till 1983 when the military general, and the de-facto President, Nimeiry unilaterally decided to incorporate Southern Sudan into a federation. The civil war continued (Barker, p. 18), Nimeiry was ousted in 1983 and replaced by a democratic government under Prime Minister Al Sadig Al Mahdi which was not recognized by the Sudan’s People Liberation Army (SPLA) of Southern Sudan. Civil war continued anew. In 1989, Colonel Omar al-Bashir over threw Prime Minister Al Mahdi, abolished political parties and established an Islamic code on entire Sudan. Al-Bashir formed the Revolutionary Command Council for National Salvation and allied his group with National Islamic Front to consolidate Islamization of firstly, Northern Sudan and then the rest of the country. In the subsequent military action by the Sudanese army, the SPLA were defeated in Southern Sudan by 1994. Having achieved consolidation, Bashir dissolved the revolutionary council in 1993. In the 1996 election Bashir declared himself to be the only candidate eligible to run for President. All other political parties were disbanded and Bashir converted Sudan into an Islamic state with single party at its helm – the newly created National Congress Party (NCP). Meanwhile, Bashir unleashed a brutal war of suppression on the non-Arab ethnic minorities in the Darfur region using proxy militia known as the Janjaweed that has resulted in deaths of over 400,000 Darfuris (Kessler, 2005, p. 1) leading to an indictment of Al-Bashir by the International Criminal Court for war crimes and genocide. At the tip of the Horn of Africa lies the failed state of Somalia where no functional government exists. Somalia was never formally colonized by any power and had come under a variety of influences ranging from Islamic influence during the Ottoman Empire, Fascist influence under Mussolini’s Italy and then British military administration from 1941 that was replaced by the formation of a republic of Somalia in 1961 with a parliamentary form of government (Lewis, 2008, p. 33). This brief democratic interlude was shattered in 1969 when President Shermake was assassinated and replaced by a military government. The military created the Somali Revolutionary Socialist Party in 1976 and ruled the nation till 1990. Meanwhile, various Islamic factions and clans grew in size and potency that overthrew the military government leading to a series of skirmishes through the period, 1990-1991. The long standing military dictator, Siad Barre was ousted in 1991 and President Ali Muhammed was installed, yet the civil war continued. The UN Security Council approved the United Nations Operation in Somalia (UNOSOM) in 1992 that has since been replaced by UNOSOM II with no success. Presently, a Transitional Federal Government (Lewis, p. x)is the internationally recognized government of Somalia whose writ does not even run through the entire city of Mogadishu, the capital of Somalia. In the dismal narrative so far, Kenya appears to be a bright democratic spark in the African continent. After achieving independence from Britain in 1963, Kenya adopted a semi-presidential form of government albeit, with the peculiar African preference for single party rule. The Kenyan constitution mandated formation of only a single party in Kenya. Governments continued to be formed under the single party system until 1992 when electoral reforms were introduced to allow a multiparty system. The elections since then have been held in generally free and fair manner. The 2007 elections were marred by allegations of rigging in which the main opposition party, the Orange Democratic Freedom accused the ruling Party of National Unity for stealing the election. In the ensuing rioting, over 1000 Kenyans lost their lives (Raghavan, 2010, p. 1) and hundreds of thousands were displaced. Peace was restored through international mediation in 2008 and the country is presently being run by a grand coalition of members of both the parties under a new constitution (Raghavan, p. 1). Kenya’s relative stability is attributed to the British colonial era, where unlike the rest of Africa, the colonists set up educational institutions and government infrastructure. Also, unlike the other African countries, 78% of Kenyans are Christians while 10% are Muslims, 10% indigenous and the rest 2% are Asian immigrants (CIA World Factbook, 2010, p. 1). Central Africa In Central Africa, the Republic of Congo has been in the news for decades for all the wrong reasons. Congo received independence from France in 1960 and adopted the French presidential model of governance. However, the first President, Fulbert Youlou was ousted in 1963 by a military coup, which then installed a puppet civilian government (Rorison, 2008, p. 225) and also adopted communist ideology. In 1965, the Congo republic formally joined hands with the Soviet Union, firmly coming into the soviet bloc (Rorison, p. 226). This alignment did not bring about political stability as the original French democratic influence clashed with the ‘uni-power’ Soviet ideology leading to a series of coups and dictatorship under Denis Sassou. During his first spell of rule from 1979 to 1992, Sassou ruled Congo under a single party rule of the Congolese Labor Party (PCT) (Rorison, p. 227). When external pressures grew strong, he introduced multiparty system in 1990 and was defeated in the 1992 Presidential election. Sassou’s ouster led to a civil war between the supporters of Sassou and his competitor Pascal Lissouba. Sassou, a former colonel won the civil war and proclaimed himself as the President in 1997. In 2009, Sassou was sworn in for another seven-year period (Amnesty International, 2010, p. 1). In Congo’s case too, for most of its independent history, the country has been ruled by a single party and now despite a multi-party ‘democracy’ in place, the original political party, the PCT continues to rule the country. Southern Africa In Southern Africa, any discussion regarding Africa would remain incomplete without illustrating the case of Zimbabwe. Zimbabwe, originally Rhodesia became independent after a violent struggle with the British in 1980. Throughout the period, 1965-1979, the country was engulfed in a civil war between British government forces and the Zimbabwe African National Union (ZANU) led by Robert Mugabe and the Zimbabwe African People’s Union (ZAPU) led by Joshua Nkomo as also a number of smaller splinter groups (Raftopoulos & Mlambo, 2009, pp. 141-165). In the 1980 elections, Robert Mugabe won by a wide margin but fighting with opposing parties and groups continued. The two main parties the ZANU and ZAPU fought bitterly until 1988 when ceasefire was declared and the two parties merged into ZANU-PF thus starting Zimbabwe’s slide into single party dominated system (Raftopoulos & Mlambo, p. 179). Till to date the ZANU-PF has won every single election by force. Mugabe’s policies of throwing out the white farmers and forcibly occupying lands and giving it to the poor black resulted in economic sanctions by the West and a meltdown of the economy. Owing to his bad economic policies, hyperinflation struck the country and created political space for Morgan Tsvangirai of the Movement for Democratic Change to challenge him in the 2008 elections. The results were rigged but could not conclusively establish Tsvangirai’s claim of having won the elections. In September 2008, Mugabe maintained his power as the President by agreeing to share power with Tsvangirai who became the Prime Minister (Raftopoulos & Mlambo, p. xxxii). Yet again, the single party rule dominates Zimbabwe. Finally, a discussion of Africa would be incomplete without examining its most prosperous and advanced state – South Africa. In South Africa, the colonial power, the Dutch did not relinquish their hold over the country and continued in the form of Apartheid, which was once again predicated on the dominance of a single party – the White minority party thereby conditioning the people of South Africa to rule by a single party. However, the violent suppression of the minorities could not continue indefinitely and ever since 1961, when South Africa left the British Commonwealth (Berger, 2009, p. 166) the white minority National Party faced constant protest from the black majority for equality. Till 1993, the National Party had banned other political parties (Berger, p. 166) and it was only in the face of sustained international pressure and internal struggle by the black and colored populations that the ban was lifted in 1993 and the African National Congress (ANC) led by Nelson Mandela was allowed to participate in elections. In Mandela, the South Africans found a charismatic leader who exuded the moral authority and statesmanship, which promised to build a future for the suppressed races. Mandela delivered on his promises but also led to consolidation of the ANC as the only party of choice for the people of Africa. The National Party chose to merge with the ANC and this yet again showed the propensity of Africans to prefer single party rule. Conclusion In conclusion, it can be reiterated that analysis of all the regions of Africa shows a remarkable similarity of circumstances that seemed to have shaped their preference for single party rule. The ethnic make up into tribes and clans were at the most basic level, the building blocks for adhering to the instructions of the clan leader or village headman. This obedience in turn was further conditioned by brutal colonial rule, where the colonial masters used every suppressive means to keep the Africans submissive. Suppression and exploitation itself became the rallying point for the African clans to unite and fight for their independence. Since most of the colonial powers only exploited Africa and did not build institutions, the succeeding indigenous governments had no infrastructural back up to employ their people or give immediate succor; naturally, the people fell back to tribal and clan loyalties as rallying forces. Since these points of opposition had to be formed clandestinely, they became sort of secret societies that formed oligarchic groups to fight for independence. On attaining independence the basic dynamics of the groups did not change and they continued as a closed ‘in-group’, which only heightened social inequalities and strife broke out in most cases. As democratic institutions had not been allowed to mature under the colonial period, people tended to cluster around the ‘village headman’, in other words, any leader with some charisma and since one institution that always has a clearly defined leader is the army, most governments became victims of military takeovers. The populace conditioned by colonial repression now became victims of military repression. Military forces needed a ‘democratic fig leaf’ to govern nations and so they set up political parties which were then headed by serving or former military officers to perpetrate the rule of a single party in the states. Parts of Africa that had predominantly Islamic influence adopted Islamic laws, which ideologically are not compatible with democratic secularism. Therefore, these countries by default became ruled by a king or a dictator or by a single party. Where the Cold War intruded the African political space, communist regimes under laid by African tribalism became the dominant feature. In these cases, the political ideology required the rule of the state by a single party. Later, when communist regimes fell, the old habit of single party rule lingered on. Thus the assertion that there is prevalence of one party rule in African states is emphatically proved. However, as can be seen from the examples of African states discussed, the hold of one party system is slowly changing. Multiple parties are emerging as the African people are becoming more aware of the wider world through the process of globalization. They are also realizing the need for multiple choices for governance as a panacea against corruption and despotism. So while the one-party prevalence in Africa may seem predominant at the present, political evolution of the African polity is taking place that will, in time transform into a more inclusive political process across the continent. References Amnesty International. (2010). Congo (Republic of). Retrieved August 11, 2010, from http://www. unhcr. org/refworld/country,,,,COG,,4c03a835c,0. html Barker, G. (2008). Sudan. NY: Marshall Cavendish. Berger, I. (2009). South Africa in World History. Oxford: Oxford University Press. CIA World Factbook. (2010, August 3). Kenya. Retrieved August 11, 2010, from https://www. cia. gov/library/publications/the-world-factbook/geos/ke. html Forum, A. P. (2008). An Audit of Police Oversight in Africa. Cape Town: African Minds. Kessler, G. (2005, April 27). State Dept. Defends Estimate Of Deaths in Darfur Conflict. Retrieved August 10, 2010, from Washington Post: http://www. washingtonpost. com/wp-dyn/content/article/2005/04/26/AR2005042601397. html Lewis, I. (2008). Understanding Somalia and Somaliland: Culture, History, Society. NY: Columbia University Press. Lowe, C. , & Amara, T. (2009, October 26). Tunisian President Wins Fifth Term in Office. Retrieved August 11, 2010, from Reuters: http://www. reuters. com/article/idUSTRE59P03M20091026 Martin, P. M. , & O’Meara, P. (1995). Africa. Bloomington: Indiana University Press. Moran, M. H. (2008). Liberia: The Violence of Democracy . Philadelphia: University of Pennsylvania. Nossiter, A. (2010, February 9). Nigerian Parliament Names Acting President. Retrieved August 11, 2010, from New York Times: http://www. nytimes. com/2010/02/10/world/africa/10nigeria. html Pateman, R. , & El-Hamamsy, S. (2003). Egypt. NY: Marshall Cavendish. Perkins, K. J. (2004). A History of Modern Tunisia . Cambridge: Cambridge University Press. Polgreen, L. (2005, November 12). In First for Africa, Woman Wins Election as President of Liberia. Retrieved August 10, 2010, from New York Times: http://www. nytimes. com/2005/11/12/international/africa/12liberia. html Raftopoulos, B. , & Mlambo, A. (2009). Becoming Zimbabwe: A History from the Pre-Colonial Period to 2008. Harare: Weaver Press. Raghavan, S. (2010, August 6). Kenyans Celebrate Approval of New Constitution. Retrieved August 10, 2010, from The Washington Post: http://www. washingtonpost. com/wp-dyn/content/article/2010/08/05/AR2010080500525. html Rorison, S. (2008). Congo. Guilford: The Globe Pequot Press Inc. Rotberg, R. I. (2007). Nigeria: Elections and Continuing Challenges. NY: Council for Foreign Relations. Sheehan, S. , Yong, J. L. , & Lin, Y. J. (2010). Angola. NY: Marshall Cavendish. Wright, J. (1981). Libya: A Modern History. Beckenham: Croom Helm Ltd.

Encephalitis Lethargica Compared to the Movie Awakenings

Encephalitis lethargica is a rare disease which is an atypical form of encephalitis that can cause symptoms that range from headaches to coma like states. Other potential symptoms include things such as double vision, high fevers, lethargy, and delayed physical and mental reactions. The treatment of the illness was the main focus of the movie awakenings and the book it was based upon. The cause of the illness even today still remains much of a mystery with successful treatment also following suit, thankfully however since a large outbreak of the illness in the late 1960’s there have been very rare reported cases of the disease since.When the movie Awakenings begins we find one of the main characters, Leonard Lowe, as a child. In the movie the viewer sees young Leonard begin to suffer from early symptoms of encephalitis lethargica, he quickly becomes unable to keep up in school and is taken out so he can be watched and also presumably to prevent the disease from potentially spr eading. The movie then jumps to 1969 where the viewer is Dr. Sayer apply for a job in Bronx, his experience up to that point had been all research but the hospital being underemployed hires him anyways.Dr. Sayer soon becomes determined to improve the quality of life for his patients and begins to look for a way to alleviate there illness, despite the skepticism of his peers. After investigating into several of his catatonic patients he finds out that many of them had suffered from encephalitis lethargica at one point or another in their past. Soon after discovering this Dr. Sayer proceeds to learn more about them by consulting a doctor who had treated many patients with the disease.He learns that many patients who survived the outbreak would seem to have periods where they would appear to recover from the illness for a time but after an amount of time would fall back into a state of catatonia. Shortly after learning this probably due to the simple fact that the catatonic behavior of his patients was similar to that of Parkinson's patients, he chooses to pursue the latest advances in Parkinson's treatments.He then attends a conference on Parkinson's treatments, there Dr. Sayer first learns about Levodopa (also known as L Dopa) Sayer proposes that L Dopa should be tested as a treatment for one of his catatonic patients, his superiors express doubts that he will be successful but in the end agrees to let him proceed to try it on one patient. He selects Leonard Lowe to be treated with L Dopa. After some period of time Leonard awakens, after this success Dr.Sayer then tries to lobby the patrons of the hospital for more funding to expand this treatment to other patients and after donations from staff members and after showing Leonard to the hospitals investors he gets the required funding and puts the rest of the patients on L Dopa. They, like Leonard, soon awaken after treatment and appear to all make a full recovery from their catatonic states.It’s not long before Leonard begins to suffer side effects from L Dopa, he experiences convulsions, paranoia, and psychotic behavior which are all real symptoms of L Dopa treatment; Leonard also begins to build a tolerance to the drug and he soon has his symptoms of his illness slowly return. The rest of the patients ultimately experience the same course of events and eventually all return to a state of catatonia. The movie ends with Dr. Sayer giving a speech about what he learned from his patients.The symptoms experienced by the patients and the side effects shown in the movie from L Dopa are extremely accurate with those experienced in real life, such as Leonard extreme emotional state and However the research Dr. Sayer, whose real name was Dr. Oliver Sacks, was similar but wasn’t exactly what occurred during the summer of 1969. Rather than starting the L Dopa treatment with just one patient and then expanding the treatment to the rest of the patients as was depicted in the film, Oliver Sacks actually began his study as a double blind procedure with a placebo group and with a treatment group.He also originally intended to only let the study last for 90 days however once he saw that fifty percent of his patients were showing improvement, Sacks went ahead and began giving the rest of the patients L Dopa and dropped his 90 day window for the study. Within the film Dr. Sayer is depicted going from one patient to his whole group of patients, apart from this the movie appears to be completely in line with the events of real life. Works Cited Micromedex, Drug Information Provided By:. â€Å"Levodopa (Oral Route). †Ã‚  Mayo Clinic.Mayo Foundation for Medical Education and Research, 01 Nov. 2011. Web. 14 Feb. 2013. â€Å"Awakenings. †Ã‚  Wikipedia. Wikimedia Foundation, 14 Feb. 2013. Web. 14 Feb. 2013. â€Å"Side Effects of Carbidopa-Levodopa. †Ã‚  Side Effects of Carbidopa-Levodopa. N. p. , n. d. Web. 14 Feb. 2013. â€Å"NINDS Encephalitis Lethargica Information Page. †Ã‚  Encephalitis Lethargica Information Page: National Institute of Neurological Disorders and Stroke (NINDS). N. p. , n. d. Web. 14 Feb. 2013. â€Å"Awakenings. †Ã‚  Oliver Sacks MD RSS. N. p. , n. d. Web. 14 Feb. 2013.

single sex education Essay Example

single sex education Essay Example single sex education Essay single sex education Essay Single Sex Education Single sex education consists of separating males and females and putting them in different classrooms or buildings in order to teach them differently. This type of schools relieves some of the pressure that parents have due to the stories they hear about the kids in co-education schools. Single sex education is psychologically, educationally and socially more effective than co-education due to scientific researches that have been held over more than a 100 elementary schools. Many people look at the idea of single sex schooling as a negative way of teaching. They ctually dont look at all the facts that have been proven scientifically. Scientific researches have concluded that there are brain differences between both boys and girls. They both need different teaching styles that will benefit each one academically in a specific way. For example, in an only-girls class, talking and discussing is used as a learning tool which results in an observation. While in a boys class, talking mainly results in a punishment. Other studies by David Chadwell have also proven that The composition of the male eye makes it attuned to motion and direction. Boys interpret the world as objects moving through space, he says (as mentioned in Kaufmann, C. ,n. d. , para. 4). This is why its suggested that the teacher should keep moving while explaining to keep them concentrated. However, girls are oriented towards shapes with a lot of details so to get their attention; the teacher sits them in a circle. David Chadwell also stated that the male eye is attracted to cool colours like blue, silver, grey, brown and black, while the female eye is attracted towards warm colours like red, yellow and orange. In addition to the sight, they also hear differently. Girls have a more finely tuned aural structure; they can hear higher frequencies than boys and are more sensitive to sounds,(as mentioned in Kaufmann, C. , n. d.. Para. 7) for example, girls get annoyed when a teacher raises her voice, while boys enjoy it as they find it exciting. Another reason for supporting single sex schooling is that it is more comfortable for the students to share their opinions and respond to questions in class. This causes them to become more competitive. They also act freely and arent afraid to be themselves as there is no pressure of trying to impress the opposite sex. Students choose the subjects they would like to study without having to think how theyd appear in front of the opposite sex. For example, girls can study math, science and technology subjects without the fear of appearing as tomboys; boys can study arts, poetry, music and advanced subjects without being afraid to be called a nerd or a freak. Scientists also found out by tests that girls mature earlier han boys and this might be the reason for the different thinking ways of the two sexes. Finally, an important factor found in single sex schools more than the co- educational ones is the fairness factor. In 1993, two professors in the American University, Myra and David Sadker, published a research that noted student-teacher interactions. They reached a conclusion which stated that in co-educational schools, female teachers always prefer male students and male teachers prefer female students. For example, when boys keep calling out answers and yell, the teacher oesnt remind them that they have to raise their hands first. While if a girl yells out Proponents of single sex schooling claim that the amount of academic improvement in this type of education is more than that in co-education. The idea of separating both genders eliminates any distractions that can be caused due to the relationships that could occur between them or the way both genders care about what the opposite sex thinks. When only one sex is available, it is easier for the teacher to find the most suitable technique for teaching her students. She becomes more effective due to the time spent trying to engage with the students through physical activities. Its also easier to explain topics that might embarrass girls when taught in front of boys, for example, the menstruation cycle. Opponents think that the social skills of students are affected by this type of education in a negative way. They assume that they wont know how to handle and socialize with the opposite sex. However, this idea can be easily refuted by scientific researches that have interviewed people who were n single sex schools and now are working and socializing normally. When interviewed, they totally disagreed with this assumption. They also said that single sex education tends to break social stereotypes that can be found in most of the co- educational schools. One of the most important social advantages of single sex schools is that the amount of bullying is very low. This is very important because some children who go through bullying eventually end up having socializing problems or becoming criminals. In single sex schools, students arent Judged by what they study, how they dress or how they look. They are accepted the way they are. It is a new experience that everyone should try. A new feeling not everyone gets the chance to feel! The school eventually becomes like a second home to the students and the people in the school are considered as a second family. People against this type of schooling should reconsider the idea and try it because there is a big possibility they will change what they think of it!

Freedom of the Press and Student Newspapers

Freedom of the Press and Student Newspapers Generally, American journalists enjoy the freest press laws in the world, as guaranteed by the First Amendment of the U.S. Constitution. But attempts to censor student newspapers- usually high school publications- by officials who dont like controversial content are all-too-common. Thats why its important for student newspaper editors at both high schools and colleges to understand press law as it applies to them. Can High School Papers Be Censored? Unfortunately, the answer sometimes seems to be yes. Under the 1988 Supreme Court decision Hazelwood School District v. Kuhlmeier, school-sponsored publications can be censored if issues arise that are reasonably related to legitimate pedagogical concerns. So if a school can present a reasonable educational justification for its censorship, that censorship may be allowed. What Does School-Sponsored Mean? Is the publication supervised by a faculty member? Is the publication designed to impart particular knowledge or skills to student participants or audiences? Does the publication use the schools name or resources? If the answer to any of these questions is yes, then the publication can be considered school-sponsored and can potentially be censored. But according to the Student Press Law Center, the Hazelwood ruling doesnt apply to publications that have been opened as public forums for student expression. What qualifies for this designation? When school officials have given student editors the authority to make their own content decisions. A school can do that either through an official policy or by simply allowing a publication to operate with editorial independence. Some states - Arkansas, California, Colorado, Iowa, Kansas, Oregon and Massachusetts - have passed laws beefing up press freedoms for student papers. Other states are considering similar laws. Can College Papers Be Censored? Generally, no. Student publications at public colleges and universities have the same First Amendment rights as professional newspapers. The courts have generally held that the Hazelwood decision applies only to high school papers. Even if student publications receive funding or some other form of support from the college or university where they are based, they still have First Amendment rights, as do underground and independent student papers. But even at public four-year institutions, some officials have tried to smother press freedom. For example, the Student Press Law Center reported that three editors of The Columns, the student paper at Fairmont State University, resigned in 2015 in protest after administrators tried to turn the publication into a PR mouthpiece for the school. This occurred after the paper did stories on the discovery of toxic mold in student housing. What About Student Publications at Private Colleges? The First Amendment only bars government officials from suppressing speech, so it cant prevent censorship by private school officials. As a result, student publications at private high schools and even colleges are more vulnerable to censorship. Other Kinds of Pressure Blatant censorship isnt the only way student papers can be pressured to change their content. In recent years many faculty advisers to student newspapers, at both the high school and college level, have been reassigned or even fired for refusing to go along with administrators who want to engage in censorship. For instance, Michael Kelly, faculty adviser to The Columns, was dismissed from his post after the paper published the toxic mold stories.

Response 2 Essay Example | Topics and Well Written Essays - 250 words - 2

Response 2 - Essay Example For this reason, followers of the religion are the least westernized. In addition, Appiah (2006) recognizes the importance of religion is retaining the cultural and social balance. In an example, he cites that the superior nature of man over women is today recognized as a religious teaching. However, this is important in cultural or social setting. However, Appiah is correct to argue against the use of violence to retain social balance or cultural purity. Generally, the article portrays the role of religion as a mandatory way of retaining the purity of cultures and humanity. However, this approach to humanity cannot be effective in the modern humanity. People have the freedom to explore other cultures and social paradigms without being held back by religious customs or untimely religious interpretations. In the response by India Ferguso’s post, I agree with the argument that the religious view of one person should not be universal. This is based on that each religion or person may have different perception of religion, culture and social life. Regardless of the cultural or religious affiliation, a person may always explore culture that they perceive as appropriate for them. However, I disagree with the assumption that westernization has increased the disregard of culture and religion. The western culture is part of the paradigm of a changing world. If people, mostly leaders, enhanced their teaching on religion and tradition the world population would not be easily westernized. Westernization may be a failure on cultures and religion to remain stern and resist being versatile to suit the need and beliefs of every person. For instance, religions like Islam remain less corroded from the fact that they retain the original provisions of the religion regardless of the global

Champion of the world by maya Angelou chapter 19 Essay

Champion of the world by maya Angelou chapter 19 - Essay Example Chapter 19 gives a full description of small southern town of Stamp residents who are present in Momma’s store. These people are fully engaged to the ongoing championship boxing in the radio. This fight is between Carnera, who is Caucasian and Joe Louis representing the African American. In the event of the fight, Louis almost loses the fight but at the end of the fight he manages to win the fight. The win for the world champion title triumphs both the fighter and the whole race. In this respect, there is an indication that people can be united by a common belief or desires in the major events like this one. The fully crouched bodies in the store listening attentively to the prize fight indicate the coincidental placing of individuals with a common goal (Angelou 133). The reason behind the occurrence of the story is to create hope. The strong hope is then shaken when Louis indicates a sign of losing. Despair is uttered by the abrupt switch of confidence and hope. The author also uses the story to induce a sense of desperation where he points the fear of retreating to slavery for the African American people in the case of Joe losing the fight (Angelou 135). Another factor contributing to the happening of the story is the induction of the mood of greatness after the depression point uplift. In the story, Angelou plans the story events to empower rejoice mood in contrast with the desperation mood. The whole chapter narrates a story in the target for the deliverance theme immediately after the change of scene from the cool air in the night (Dungy and Whitaker 76). The story unfolds at the store full of people keenly listening to the main fight for Joe Louis on the radio. Joe is fighting the white man hence wins majority of the supporters in the store due to the black identity. Joe’s victory determines many factors amongst the black race. In accordance to the African American, Louis win gives supporters a

Zara Term Paper Example | Topics and Well Written Essays - 3750 words

Zara - Term Paper Example However, in order for the IT systems to offer all their benefits, it is necessary for new management techniques to be introduced within the organization. Canon case study can be reviewed for understanding the management of change due to the improvement of the firm’s information systems 2. IT changes our life In this class I can learn how IT can change our life. In the terms of social life, IT systems have promoted communication among people worldwide, meaning especially the social networking sites and the microblogging sites. When used in various industrial activities, IT systems have helped to improve existing manufacturing processes. Also, through IT systems, the development of daily financial transactions becomes easier and safer. Examples indicating the influence of IT on our lives are: a) Facebook (social networking site), b) mobile gadgets used by mobile users daily, c) teleworking, d) teleconference and so on. 3. IT benefits on newspaper or book and video In this class I can learn how IT systems can benefit newspaper or book and video. Using IT systems, editors in newspapers can have quick access to news worldwide and check demographics and statistics, which cannot be available otherwise. Through IT systems,

Linking American Indian Communities With Veteran Services

Linking American Indian Communities With Veteran Services Richard Downs I’m choosing to focus on helping to inform Minnesota American Indian Veterans on their opportunities for higher education and to help increase educational attainment rates, completion rates, and self-efficacy. I think it is important to raise awareness on the unique barriers faced by American Indian Veterans, especially those who live outside the metropolitan area or on reservations. Veterans are a very important part of American Indian communities. They are highly regarded, and honored in many different ways. Serving in the military is common and highly regarded in the American Indian community. â€Å"Native Americans have the highest record of service per capita when compared to other ethnic groups† (defense.gov). During powwows, veterans carrying eagle feather staffs, tribal flags, the American flag, as wells as flags representing all branches of the military are the first dancers in the arena. After the first Grand Entry song, a flag song is sung, which is comparable to the Star Spangled Banner, followed by a victory song honoring the veterans. At community events, veterans do not get their own meals; rather other community members serve them. There are benefits and services available to American Indian veterans. Currently, tribal veteran service officers visit reservations in Minnesota on a monthly basis. For example, in the Upper Sioux community, veterans learn about the visits via monthly newsletters. The veterans who attend enjoy a lunch, and the representative meets with them during this time about any concerns or needs they have. This also occurs in the Twin Cities urban area. These representatives are beneficial in that they connect American Indian veterans to services and resources that they might need. However, not everyone who is eligible takes advantages of these services. Veterans may be disconnected either by communication or location and therefore not be aware of these opportunities. They may live in rural areas, but not near their home reservation. Another barrier may be lack of information. They may hear about these services, but not know everything that is available and do not attend, because they think it may not be beneficial to them. Some veterans may be aware of these opportunities and want to utilize them, but not be able to attend, possibly due to lack of transportation or funds. Some reservations such as the Upper Sioux Community have transportation services available for its members, but not all reservations may be able to offer this. A combinatorial organization may be beneficial in linking American Indian communities with veteran services. This model has successfully worked in other areas. For example, the American Indian Cancer Foundation implements programming work to lower the burdens of cancer in American Indian communities. Many times, funding for these programs comes from grants from the government, such as the Centers for Disease Control. The CDC would be unable to implement programs directly to American Indian communities for many reasons, including knowledge of the communities and cultural competency, and lack of the trust in the government by Americans Indians. A linking organization, like AICAF, is necessary, because they have expertise working with and in American Indian communities, as well as extensive education and experience with public health. American Indians are more likely to participate in programs when they are familiar with the people implementing them and can relate to them. Using such a non-profit organization might be the answer to preventing American Indians from falling through the cracks and helping them to overcome life’s obstacles or barriers that cause them to either abstain from participating in educational degree programs or to complete them. In this approach to prevention, the purpose will be to devise a way to build collaborations between multi-cultural student departments, in conjunction with student-veteran offices at college/universities and link them directly to state and federal veteran liaisons or departments, while at the same time keeping in sync with the veteran’s community or tribal affiliation. Moreover, with suicide and substance abuse being major problems in the American Indian community, not to mention similar issues in the diverse aggregate veteran community, feelings of well-being will also likely increase as a result of such a program being successful. A combination of websites, both private and government, such as the United States Census Bureau, will be used to obtain statistics and some background information. A multitude of books will be used to better understand the mindset and culture of American Indians such as Fixico’s (2003), â€Å"The American Indian mind in a linear world: American Indian studies traditional knowledge†, whereas books like Bandura’s (1997) â€Å"Self-Efficacy: The Exercise of Control† will be used to understand veterans self-efficacy. The class’s text books will be used along with Kettner, Moroney, Martin’s (2008) Designing and Managing Programs: An Effectiveness-based approach.† Additionally, relevant material from peer reviewed journals will be introduced and used to support the research. References Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company. Barsh, R. L. (2001). American Mosaic: Social Conflict and Cultural Contract in the Twentieth Century. Journal of American Studies, 35(3), 371-411. Retrieved from http://www.jstor.org.ezproxy.metrostate.edu/stable/pdfplus/27557003.pdf Bureau of Labor Statistics US Department of Labor. (2014). The employment situation — December 2014. Retrieved from http://www.bls.gov/news.release/pdf/empsit.pdf Cohen, L., Chavez, V., Chehimi, S. (2010). Prevention is primary: Strategies for community well-being (2nd ed.). San Francisco, CA: Jossey-Bass Conyne, R. K. (2008). Prevention program development and evaluation: An incidence reduction, culturally relevant approach. Las Angeles, London, New Delhi, Singapore, Washington DC: Sage. Data.gov. (n.d.). Education. (2014). Retrieved from http://www.data.gov/education/ Data.gov. (n.d.). Inventory. (2014). Retrieved from https://inventory.data.gov/dataset/032e19b4-5a90-41dc-83ff-6e4cd234f565/resource/38625c3d-5388-4c16-a30f-d105432553a4 Fixico, D. L. (2003). The American Indian mind in a linear world: American Indian studies traditional knowledge. New York, NY: Routledge. Kettner, P. M., Moroney, R. M., Martin, L. L. (2008). Designing and managing programs: An effectiveness-based approach (3rd ed.). Las Angeles, London, New Delhi, Singapore: Sage. Minnesota Department of Veterans Affairs. (n.d.). Retrieved from http://www.minnesotaveteran.org http://www.mn.gov/mdva Minnesota Department of Veterans Affairs: Tribal Veterans Service Officers. (n.d.). Retrieved from http://www.mnveteranservice.org/maps/tvso/index.html National Congress of American Indians. (2014). Education. Retrieved from http://www.ncai.org/policy-issues/education-health-human-services/education National Native Veterans Association. (2011). The voice of the Native American Veteran. Retrieved from http://www.nnava.org/ Reyhner, J. Eder, J. (2004). American Indian education: A history. Norman, OK: University of Oklahoma Press. United States Census Bureau. (2014). Education. Retrieved from http://www.census.gov/geo/education/ United States Department of Veterans Affairs. (n.d.). Education and training. Retrieved from http://benefits.va.gov/gibill/school_resources.asp United States Department of Veterans Affairs. (2014). National Center for Veterans Analysis and Statistics. Retrieved from http://www.va.gov/vetdata/Report.asp U.S. Department of Defense. (n.d.). American Heritage Month: 20th Century Warriors: Native American Participation in the United States Military. Retrieved from http://www.defense.gov/specials/nativeamerican01/warrior.html Westermeyer J, Canive J, Thuras P, Thompson J, Crosby R, Garrard J. (2009). A Comparison of Substance Use Disorder Severity and Course in American Indian Male and Female Veterans.American Journal on Addictions, 18(1), 87-92. Retrieved from http://www.jstor.org.ezproxy.metrostate.edu/stable/pdfplus/27557003.pdf

My Math Teacher, Mrs. Ladd Essay -- Personal Narratives Mathematics Es

My Math Teacher, Mrs. Ladd When thinking back and remembering all of the teachers that I have had in the past, there is one in particular that comes to mind. Her name was Mrs. Ladd. She taught math at the junior high school. Mrs. Ladd was not the most popular, funniest, hardest, easiest, nicest, nor the meanest teacher. I remember her for some other reasons. When I think of Mrs. Ladd, I think about how hard she made me work. But I also think about how she made me challenge myself. Most of all, I remember how she influenced me. To begin with, Mrs. Ladd gave us homework every night. Even if there was a holiday or a weekend, homework was assigned and due the following school day. She would collect it and grade it. If a student had forgotten it at home or in their locker, that meant a homework grade of zero. She was tough. She always told us, "If you do your homework, then you can ask questions. When you ask questions and participate in class, you will learn more." Normal Normal Default Paragraph Font Default Paragraph Font Line Number Line Number LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd When thinking back and remembering all of the teachers that I have had in the past, there is one in particular that comes to mind. Her name was Mrs. Ladd. She taught math at the junior high school. Mrs. Ladd was not the most popular, funniest, hardest, easiest, nicest, nor the meanest teacher. I remember her for some other reasons. When I think of Mrs. Ladd, I think about how hard she made me work. But I also think about how she made me challenge myself. Most of all, I remember how she influenced me. To begin with, Mrs. Ladd gave us homework every night. Even if there was a holiday or a weekend, homework was assigned and due the following school day. She would collect it and grade it. If a student had forgotten it at home or in their locker, that meant a homework grade of zero. She was tough. She always told us, "If you do your homework, then you can ask questions. When you ask questions and participate in class, you will learn more." Normal Normal Default Paragraph Font Default Paragraph Font Line Number Line Number LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd When thinking back and remembering all of the... ...tp://www.prigsbee.com/Musiacls/shows/lesmis.htm http://www.prigsbee.com/Musiacls/shows/lesmis.htm Normal Normal Heading 1 Heading 1 Heading 2 Heading 2 Default Paragraph Font Default Paragraph Font Line Number Line Number Hyperlink Hyperlink LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd LeGrand 2C:WINDOWSTEMPAutoRecovery save of Document1.asd LeGrand "C:My DocumentsLes Miserables.docà ¿䀃老à ­ Times New Roman Times New Roman Symbol Symbol Debra LeGrand Debra LeGrand LeGrand LeGrand LeGrand LeGrand Debra LeGrand LeGrand Normal LeGrand Microsoft Word 8.0 Debra LeGrand _PID_GUID _PID_HLINKS {4EF525CA-CC4B-11D5-8CE0-CD426C5AD85F} {4EF525CA-CC4B-11D5-8CE0-CD426C5AD85F} http://www.prigsbee.com/Musiacls/shows/lesmis.htm http://www.prigsbee.com/Musiacls/shows/lesmis.htm http://www.stageagent.com/cb/info.pl/ti/les_miserables http://www.stageagent.com/cb/info.pl/ti/les_miserables Root Entry 1Table 1Table WordDocument WordDocument SummaryInformation SummaryInformation DocumentSummaryInformation DocumentSummaryInformation CompObj CompObj ObjectPool ObjectPool Microsoft Word Document MSWordDoc Word.Document.8