United States Northerners Essays - American Civil War, Free Essays

United States Northerners Essays - American Civil War, Free Essays United States Northerners 1850, Northerners never dreamed of war against south, why public opinion change?: North wanted to stay unified and as a country but the south was concerned that Lincoln would emancipate (set free) the slaves & it wasn't the emancipation of slaves that concerned the South, but fact that if Lincoln were to free slaves it would be denying the states their rights; northerners sought that to be like a rebellion against us and were determined to keep the Union together, N believed if S seceded both would fall apart economies dependent on factories in N and agriculture in S Historians say Mexican war was 1st battle of civil war, a/d: Agree, bc in many ways, the Mexican War (184648) was, indeed, the forerunner of the Civil War, for most of the great warriors of 186165 actually had their first taste of battle & tested their character in Mexican War. More importantly a direct result of the Mexican War the US gained control over lands that nearly doubled its previous size; future states of Texas, New Mexico, Colorado, Utah, Nevada, Arizona, & Cali were all obtained as a direct result of the war. Much of the future economic wealth of the USyes, its very status as a truly world powermust be attributed to this huge land acquisition. It changed the course of Amer. history and should be more widely recognized. It revived intense and heated debate about the expansion of slavery in the West. What was Britains role in the civil war: South expected the British to help them in the war since they were in a partnership (traded with each other) but Britain preferred to stay neutral instead of starting a war with the northern side of the US; union set up the blockade that did not allow these things to continue to take place; Britain sold weapons and war materials to both sides; Britain had suffered through many bad harvests around that time and desperately needed the northern wheat. They got cotton from Egypt and India instead of the south. Britain mostly tried to remain neutral

Definition and Examples of Stasis in Classical Rhetoric

Definition and Examples of Stasis in Classical Rhetoric In classical rhetoric, stasis is the process of, first, identifying the central issues in a dispute, and next finding arguments by which to address those issues effectively. Plural: staseis. Also called stasis theory or the stasis system. Stasis is a basic resource of invention. The Greek rhetorician Hermagoras of Temnos identified four major types (or divisions) of stasis: Latin coniectura, conjecturing about the fact at issue, whether or not something had been done at a particular time by a particular person: e.g., Did X actually kill Y?Definitiva, whether an admitted action falls under the legal definition of a crime: e.g., Was the admitted killing of Y by X murder or homicide?Generalis or qualitas, the issue of the quality of the action, including its motivation and possible justification: e.g., Was the murder of Y by X in some way justified by the circumstances?Translatio, objection to the legal process or transference of jurisdiction to a different tribunal: e.g., Can this court try X for a crime when X has been given immunity from prosecution or claims the crime was committed in another city? See Examples and Observations below. Also see: ArgumentationDissoi LogoiExigenceInventionJudicial RhetoricMetastasisTopoi EtymologyFrom the Greek, stance. placing, position Examples and Observations Although he recognized the need to define the question at issue in a trial, Aristotle did not develop a theory to cover the various possibilities, nor did he use the term stasis. . . . The word literally means stand, standing, stance, describes the stance of a boxer toward an opponent, and perhaps was transferred from that context to the stand taken by a speaker toward an opponent. Quintilian (3.6.23) saw the influence of Aristotles dialectical categories of substance, quantity, relation, and quality on concepts of stasis, which in Latin is called constitutio or status.(George A. Kennedy, A New History of Classical Rhetoric. Princeton University. Press, 1994)Hermagoras was the most important contributor to stasis theory before the 2nd century AD and made stasis theory a much more important part of the rhetorical curriculum. However, only fragments of the works of Hermagoras have been preserved. Modern knowledge of the evolution of stasis theory is derived primarily from Rhetorica ad Herennium and Ciceros De Inventione.(Arthur R. Emmett, Hermogenes of Tarsus: Rhetorical Bridge From the Ancient World to the Modern. Rediscovering Rhetoric,  ed. by Justin T. Gleeson and Ruth C. A. Higgins. Federation Press, 2008) The Stasis SystemIn Book One of De Inventione, Cicero discusses a system for thinking through a judicial case, called the stasis (struggle or stopping point) system. An aspiring rhetorician could learn the skill by analyzing a case by dividing the debate into the likely issues of conflict, or stopping points. . . .Students studying a stasis system learned to think through cases by following the points at which disagreements were likely to arise. These points of stasis, or struggle, . . . divided a complex case into its component parts or questions. Arguments relevant to questions of fact, definition, and quality were rehearsed and thus integrated into the students pattern of thinking.(James A. Herrick, The History and Theory of Rhetoric. Allyn Bacon, 2008)The Stasis Doctrine: Three QuestionsThe stasis doctrine, a procedure for determining relevant issues, was a staple concept for the Roman rhetoricians. According to the simplest interpretation of this doctrine, three questions are i nvolved in the crux of a given case: (1) Did anything happen? a conjectural question answered by physical evidence; (2) What name should be applied to what happened? a question answered by precise definitions; (3) What sort of an action was it? a qualitative inquiry allowing the orator to specify mitigating circumstances.Additional material could be adduced by employing the topics.(Donovan J. Ochs, Ciceros Rhetorical Theory. A Synoptic History of Classical Rhetoric, 3rd ed., by James J. Murphy and Richard A. Katula. Lawrence Erlbaum, 2003) The Stasis Doctrine Applied to Yogi BearTo return for a moment to Jellystone Park, conjectural stasis would have us ask whether Yogi Bear was responsible for the disappearance of the picnic basket, definitional stasis whether he grabbed it and snaffled the contents, qualitative stasis whether the bylaws of Jellystone Park prohibit the theft of picnic baskets, and translative status whether the alleged theft should be tried in a human court or whether this thieving wild animal should be summarily shot by a park ranger.(Sam Leith, Words Like Loaded Pistols: Rhetoric From Aristotle to Obama. Basic Books, 2012)Stasis theory has to this day exercised important influences on the development of Western law, even if the level of explicit attention to the doctrines of stasis in the rhetorical as well as the legal literature has fluctuated greatly.(Hanns Hohmann, Stasis, in Encyclopedia of Rhetoric, ed. Thomas O. Sloane. Oxford University Press, 2001) Pronunciation: STAY-sis Also Known As: stasis theory, issues, status, constitutio Alternate Spellings: staseis

Rhetorical Essay about the book SULA by Toni Morrison

Rhetorical about the book SULA by Toni Morrison - Essay Example Overall, the story revolves around Nel and Sula and how their friendship transforms over years. The main arguments presented include those regarding friendship, faithfulness, disloyalty, and forgiveness. Over time, the forms of friendship are shown to change. Initially, the book presents Nel and Sula to be very good friends. Nel is brought up by her mother so that she is well mannered and an obedient daughter. Nel does not like the way her mother treats her. It is mentioned in the book that Nel likes Sula’s house better as her mother is not scolding or screaming at her (Morrison 29). On the other hand, Sula does not like her mother as she sleeps with other men, and doubts her mother even likes her. One day Sula finds out her mother does not like her either. She feels sad and channels her grievance to Nel whom she feels really close to. In an attempt to be someone different than her mother – who sleeps around with many different married men – Sula eventually becom es more like her mother later on. Sula did not like her mother’s attitude and talks to Nel about it. After Nel gets married to Jude, Sula leaves the Bottom and returns after years. Initially, it seems as if Sula is very happy to meet her again and they are good friends until Nel finds Sula and her husband cheating on her. Nel who already has three children from Jude is extremely sad at seeing her very good friend with her husband. Jude decides to leave Nel after being caught with Sula (Morrison 105). Nel feels devastated and feels like crying, but the way she had been brought up does not allow her to show her emotions openly. The way Nel and Sula’s friendship slides as a result of the sudden change in Sula’s personality after years seems hurtful and illustrates the impermanence of friendship. Another argument made is that regarding betrayal and disloyalty not only in the conventional sense but also inadvertently happening and resulting in the characters getting hurt. Betrayal is obvious at various places. After Sula hears her mother saying that she does not like her, she feels said and betrayed. Her communication with Nel is good and she is able to share her thoughts with Nel. Nel and Sula had always been really good friends and after Sula returns 20 years later to the Bottom, Nel seems to be betrayed by Sula for being selfish and taking her husband away from her. Later, when Sula dies, Nel feels guilty of not having been a good friend and not having understood Sula. The story ends with a grieving Nel who finally forgives Sula. In another part of the book, Nel and Sula experience the death of a little boy named Chicken Little. Both Nel and Sula were swinging Chicken Little by the river when his hand slipped and he went underwater (Morrison 170). In a desperate need for help, Sula runs to Shadrack, but all he has to say is â€Å"always.† She gets afraid and both girls decide not to tell anyone about what happened. Sula feels guilty, but Nel reassures her that it was not her fault but was merely an accident. However, Sula seems to have taken the blame, and this causes her to change for good. Years after Sula’s death, Nel goes to visit her grandmother who says that she saw Nel letting Chicken Little drown. Sula’s grandmother blames both of them for his death. Later Nel does realize that it was really her fault as she enjoyed watching him drown rather than

What does the Government, Local Community and Employers Want from Essay

What does the Government, Local Community and Employers Want from Colleges - Essay Example In that line, one can clearly tell that colleges are very fundamental institutions in modeling any country’s economy. The better the training offered by colleges the more the surety of good economic contributors. It is evident that communities and employers have to maintain close and detailed watch of the various colleges to scrutinize the kind of graduates they produce to the community and production plants. The governments also have some stakes in the operations and output of colleges in terms of the quality of graduates they release into the market. Communities’ Expectations from Colleges Colleges are not only centers for learning but also employment sectors that offer job opportunities to service providers to the students and learners. Keller reports that colleges are grouped into two different levels depending on the driving body. Keller indicates that there public colleges, which are specifically driven and monitored by governments of different regions. The other division of colleges according to Keller is the private colleges, which are actually monitored and managed by private bodies or organizations and not governments. The listed division of colleges recruits workers from the societies and offers different portions of wages to the employees at different levels of operations. Communities have it as a routine that private colleges will always offer higher incomes to it workers at different levels of operation (Keller). Public colleges on the other hand are institutions that offer lower income margins as compared to the private counterparts. However, Keller provides clarity that public colleges with the low salaries offered to employees have well established retirement pension schemes that rewarded to the retired workers. Communities therefore will always keep careful look at the public colleges to reward pensions to their former workers within a certain period. The fact is contrary to the private colleges, which do not initiate in long-ter m pension plans. In addition, communities expect that workers in the public sectors will comply with the national retirement age and retire at the exact age indicated in the legislations of a country. Private colleges on the other hand do not have close sensitivity on the retirement age of its employees and could at times contract aged and highly skilled professionals to continue serving the institutions. For that matter, members of the community who happened to work in the public colleges and have attained the retirement age will call back to the private colleges in search of employment (Keller). In the views of Anna, communities keep watch on colleges to lower the costs of learning in order to accommodate particular individuals who never got the opportunities to advance their education to university levels. Furthermore, communities view colleges as the appropriate avenues for undertaking lifelong learning that is essential for long-term success of individuals. Anna further states that communities expect colleges to produce graduates who can challenge and compete with individuals who underwent degree programs. Additionally, communities expect colleges to offer high standards of education guaranteed by highly qualified and hardworking teachers (Gladden). In addition, communities expect colleges to act as crossing bridges to universities for individuals who never performed better in the high schools (Gladden). Due to the perceived small numbers of students in college, communities expe

Harrison Bergeron Essay Example for Free

Harrison Bergeron Essay Kurt Vonnegut’s fictional society adopted the theories of Social Contract and Social Justice to establish a new social and legal order. The people amended the constitution to attain equality for all. With the amendments, they created laws to make a uniform citizenry out of their people and in the process stripped them of their individuality. These laws were also intended to make them think and act alike which was their idea of equality. As to who is benefited from such extreme version of social control depends on whose viewpoint it was coming from. Despite their unrestricted freedoms no one was ultimately benefited in this kind of system. It was no guarantee of peace and absolute control, as in the case of Harrison. His physical and mental states were no match for the handicaps. Once both powers were unleashed and unrestrained what resulted was a blending and coordination that produced a beautiful symphony of dance and music. It was symbolical of the good things that can happen or that can be achieved if we let our natural gifts, talents and skills work for the common good. There can be unity in diversity and peaceful co-existence may be possible. In a controlled society as this fictional one, there were no norms, values, and culture that may identify them. For norms, values and culture were what will set them apart. This was a robotic society where the norms were that which are forced upon them because of the handicaps some were made to wear. Acceptable norms were absent because the standard (equality) was built into the system. In effect one had a common standard to follow in which to comport oneself, no less and no better that the others. There was only one value that stood, no one was above the other in appearance and in the treatment he gave and he got. Culture should define who and what this society was, but what would make it truly unique? There was nothing neither appealing nor interesting in it because everything went against the natural ways of man. People followed rules not out of their volition. How were they to know the good was turning bad, and worse was turning worst, if something in their brains signaled a censure. This restraint was basically against their good and benefit, but they had no choice but to obey what was programmed in their system. Once, this was a society that had reached the extreme end of the balance with their all-out freedoms and unchecked rights of individuals. The situation had reached unmanageable proportion that they had to resort to dramatic crisis control which brought them to the other extreme end by way of the encroachment on their rights and freedoms. This society took not only the people’s freedoms but their right senses as well. In what they figure to be the correct moves to effect change, their agitation towards a freak of nature was alarming, like when â€Å"some things about living weren’t quite right †¦ April not being Springtime† (Vonnegut, 1961). Law and society have interchangeable attributes. Law may change a society and society may change the law. In the case of Harrison Bergeron, society had made 3 amendments to their constitution out of desire for and necessity to change. They wanted to regulate and curb freedoms to a comfortable magnitude. The change in the law made this society a strictly tempered one. Lawyers and the legal system do not have a place in this society anymore. The Handicapper General proceeded to punish without trial law breakers. The only crime that can be committed was taking one’s handicaps off and that did not need investigation and defense. The crime and the criminal are self-evident. The fictional society does not have any direct similarities in today’s time. However, the inference to the curtailment of freedoms is plenty. When a society does not allow an artist to express his heart in his art, the Harrison Bergerons to criticize the government which should be for, by and of the people, and ease the fear of ordinary citizens, they are the translations of Vonnegut’s transgressions of freedoms in his fictional society. Instead of seeking for equality in the extreme, working with diversity might be the better option.

Essay --

Amy Herrera Instructor Ram Athavale ACA 090 16 December 2013 Zoology: A Career Goal Why is Zoology a career goal I would like to pursue? Why not go for a career as a doctor, or a lawyer? Well ever since I was a child I have enjoyed being around animals. I have always found them interesting. Interesting in the sense of how they react to certain things or how they behave in their nature habitat. When animals are injured they need people to help them out. It is like a fifty-fifty percent chance the animal will make it out alive if the injury is severe. That is how some animals become endangered or maybe even instinct. Ever since I was in middle and high school I have always had in mind that I would study to become a Veterinarian; helping and healing dogs and cats. However that was a past dream of mine; I changed that dream to become a Zoologist. I want to become a Zoologist because I enjoy learning about wild life animals; finding them more interesting compared to the original pets at home. The thing I love the most about these two careers is that they both help anim als, domestic and undomesticated. To become a Zoologist I need to fully understand what Zoology is, how I would get my career started also making sure there will be no bumps on the road, and finally being successful. What exactly is Zoology? Zoology is a branch in biology that deals with animals and animal life. Zoologist studies the behaviors of the animals as well as their habitats. For example they would go out in the wild life searching the animal, once found they would observe from a far distance and take notes of what the animal is doing or how the animal reacts to certain things. I compare Zoology with being a doctor. There are many different types of doctors... ... of success is doing what you love the most in life; either in career or in a hobby. For me it would have to be the love of animals and photography. I have wanted to become a Veterinarian but then changed it to become a Zoologist. I think that Zoology is more interesting and exciting; being able to be so close up with a wild animal, an animal that you would never thought about being so close to. To get that career goal train started I will go to community college then transfer to North Carolina State University. Having to overcome my two challenges of financial and academics; overcoming financial by applying for financial aid, grants, and student loans. Overcoming my academics by studying more often, having study groups, attend tutoring, and quizzing me with flash cards. Overall I think this career goal of mine will be a success; only if I overcome my challenges.

On the Road Essay

Response: Chapters 1-2 From the very first pages of the book it becomes clear that the book is a novel of characters rather than a novel of plot. I think the novel captures the audience due to unexpected movements of the main characters. First chapters show that the whole plot centers on the character of Dean Moriarty. The novel starts with Sal’s descriptions of his life before Dead. He has just split up with his wife, has recovered from serious illness and, we see that he simply doesn’t know where to move and how to arrange his life. Sal seems to be weaker personality than Dean, who manages to direct Sal’s actions the way he likes. Sal feels tired and depressed and I think that he has lost sense of life. It is Dean that sparks Sal’s personality into motion. It is possible to say that Dean is personification of Sal’s dreams. Sal has always dreamed of moving to the West and Deans arrives from there. Dean lives in San Francisco, travels across the country. Dean drinks a lot, uses drugs and has many women. Moreover, he is a father of four children from two different women. In the first two chapters Kerouac juxtaposes the ideas of the East and the West. The East is presented as old, intellectual, critical, saddened and stagnant, whereas the West is presented as passionate, wild, young and exuberant. Sal and Dean are described with attributes of the places they are from. The West is a new horizon for Sal, and the East is a new horizon for Dean. The novel is told from Sal’s perspective and we are allowed only to see and to feel through Sal. In the first chapters Sal remain unchanged; he is only sparked with the idea of something new and unexplored. Sal is impressed by Dean’s impulsiveness and recklessness. I think that Sal is willing to have the same qualities as Dean, he realizes that he may change his life, to introduce something new and wild in his bored lifestyle. Response: Chapters 3-4 We see that Sal’s adventure with Dean begins. Sal is very excited as he will become acquainted with places he has never been to. Thus, his descriptions of the passing places are exuberant and vivid. I think Sal fees younger, stronger and more confident. Through the long sentences and paragraphs, Kerouac shows that Sal’s exciting feelings are constant, they are rolling in motion. Sal reminds a child who is allowed to something secret, forbidden, something he has never been allowed to do. Relative lull occurs in the Des Moines hotel, when Sal awakes in the morning and can’t understand where he is, who he is and what he is doing. He realizes he is somewhere halfway across America, between the East and West. I think Sal realizes he is halfway from his long-awaited dream. Sal’s emotions are paralleled with surrounding geography. Through geography Sal manages to provide his emotions, ideas and dreams with definite forms. Sal’s emotions are changing and geography is changing as well. Interestingly, Sal feels when approaching the west everything is better and bigger. Even the ice cream and apple pie are testier. All the characters Sal meets on the road are individuals, they are epitomes of the region, embodiments of better living standards. To signify all events and characters, Sal describes everything in superlatives – the best, the prettiest, the hugest, etc. It shows that he is really fascinated with his journey and really obsessed with the West. For Sal, Denver is the Promised Land, Nebraska resembles the Nile Valley, and San Francisco is the greatest among them. Sal visits Denver, where Dean was born. Again Sal thinks Dean is envisioning the West. These chapters are the climax of Sal’s compassion, excitement and clear-eyed tolerance. We see Sal simply follows Dean in everything; he even reshapes his values and beliefs. Response: Chapters 5-6 Sal’s adventure with Dean continues: new impressions, new acquaintances, new ideas and new dreams. Sal realizes that the West is approaching, and he feels more confident that his dream will come true. Nevertheless, we see that Sal remains modest about himself, although he envisions place and people in grand terms. Sal is constantly pleased, and, at the same time, he seems not to believe that he may approach the West. He has been dreaming of the West for many years, and I think it is difficult for him to understand that his dream may be accomplished. He is thankful to Dean for opportunity of self-expression and self-realization. In my opinion, I can’t say that Dean is positive character. Yes, he has influenced Sal showing him new opportunities and new horizons, but Dean is too wild and mad. Sal didn’t understand yet possible outcomes of their so-called friendship. Dean is zealous and wild personality, though he is captivating as well. And his wildness and craziness attracts Sal who used to live a calm life. Sal begins picturing himself in the eyes of his new friends. He stumbles into Denver considering the city mysterious. Nonetheless, we know that Sal is too earnest and infatuated to affect something or someone. Sal is the person who is affected, not the one who affects. Despite Sal is with his friends, he feels less- confident. When he gives a cryptic answer, he is criticized and, instead of defending his position, he explains that he doesn’t know what they try to get at. In these chapters Kerouac shows that Sal is more an observer rather than performer. He faces new world and he doesn’t know how to cope with it, how to behave, what to expect from it. I think that the majority of Sal’s idealistic visions are nothing more than facades, and in future they will definitely result in sadness and disillusionment. However, Sal is mot aware of that fact.

African Americans: Fighting for Their Rights Essay

During the mid 1950s to late 1960s African Americans started responding to the oppressive treatment shown to them by the majority of white people in the country. They responded to the segregation of blacks and whites during that time and the double standards the African Americans were held to. African Americans responded to their suppression by participating in boycotts, marches, sit-ins, and trying to get legislation passed so that they could overcome their degrading situation. They were successful in many of these actions and through them brought around more rights for African Americans. Boycotts were a major way that the African Americans got their voices and wants heard. The most famous boycott was probably the Montgomery Bus Boycott. After the arrest of Rosa Parks for refusing to give up her seat to a white man, Martin Luther King Jr. , urged the people of Montgomery to boycott the bus system. African Americans didn’t want to be considered substandard to white people, and they didn’t want to be forced to be subservient to them on buses. They didn’t think it was fair that they had to sit in the back of buses and give up their seats to white people. As King put it, â€Å"[†¦] there comes a time when people get tired of being trampled over by the iron feet of oppression† (King 347). Because African Americans were ready to do something to support their rights they followed King’s advice to â€Å" [†¦] work with grim and firm determination to gain justice on the buses in this city [through boycotting]† (King 348) The Montgomery bus boycott made the public transportation system realize how important African Americans were to the transportation system. The combined effect of loss of money and pressure from around the country created a victory for the African American Civil Rights movement. The boycott lasted 382 days, until the law allowing racial segregation on buses was lifted and white people and African-Americans were able to sit wherever they wished to on buses. There were also boycotts of businesses where the segregation of African Americans was still very prevalent. Many of these boycotts were successful. The boycotts caused enough financial difficulties that the segregated businesses either had to close or integrate. Diners where African Americans had to sit separate from white people or where African Americans weren’t served at all were boycotted against as well until that diner served African Americans and allowed them to sit wherever they wanted and with whomever they wanted. Diners also faced the difficulty of sit-ins if they refused to serve African Americans. In Greensboro, North Carolina, a black college student named Joseph McNeill was refused service at the counter of a restaurant. The next day he and three of his friends came and sat at the lunch counter waiting to be served. They weren’t served that day. The four of them returned to the lunch counter each day, but were never served. The students were aware each day that they came to the lunch counter that they would probably not be served, but â€Å"they were also aware that this form of nonviolent protest could be a powerful method in accomplishing the desegregation of lunch counters† (McElrath 1). Then, an article in the New York Times, brought notice to this sit-in and many other students joined in on the sit-in. This started a chain of sit-ins around the country to protest the ill-treatment of African-Americans. Despite many hardships, including being beaten and doused with Ammonia, more people kept showing up at these demonstrations. The sit-ins were effective in the fact that restaurants either served the African-Americans at the counter, or closed down. In one case a restaurant took out all of the chairs in the restaurant so that no one could be served anywhere, which ended up causing him to have to close down. In addition to sit-ins, there were also kneel-ins at churches where African-Americans were not allowed to worship due to race. Sit-ins and kneel-ins were very effective. As John F. Kennedy said, â€Å"[the protestors] have shown that the new way for Americans to stand up for their rights is to sit down† (Kennedy 1). Marches were also a prevalent way in which African Americans showed their discontent and fought out for their rights. Black leaders like Martin Luther King Jr. led marches on major cities, trying to voice their support of the Civil Rights movement. One of the first marches in support of Civil Rights was the protest march led by three ministers, including Martin Luther King Jr. , in Birmingham, Alabama. The march was met by policemen and dogs and the three ministers were put into jail. This was where King wrote his inspiring, â€Å"Letter From Birmingham Jail,† which set forth the need for the non-violent protest against unjust laws. This call for non-violent protests was one of the major factors that induced people to take the path of non-violent protests in order to promote Civil Rights. Perhaps the most famous march in favor of Civil Rights was The March on Washington. Civil Rights leaders, Bayard Rustin and Philip Randolph, were the chief planners of the March on Washington for Jobs and Freedom. They wanted â€Å"to embody in one gesture civil rights as well as national economic demands. † (Randolph 1). The march was held on August 28, 1963, and more than 200,000 demonstrators gathered in front of the Washington Memorial to protest against the ill treatment of minorities, primarily African Americans, and to listen to many speakers, including Martin Luther King Jr. , who gave his famous â€Å"I have a dream† speech. The march had six official goals, but the major one was the passage of the civil rights law that the Kennedy administration had proposed after the problems in Birmingham. The march gained its purpose, but not without much controversy and struggle. The African American voice could not be ignored though, and many advances for Civil Rights were gained through the March on Washington, a march that would â€Å"go down in history as the greatest demonstration for freedom in the history of our nation† (King 1) Another very effective response to the degradation of African Americans was to try to get legislation passed. One of the landmark cases for Civil Rights was Brown v. Board of Education. This case over-turned the ruling in Plessy v. Ferguson which said that schools could be segregated as long as they were equal in education and facilities. Brown v. Board of Education explicitly said that there is no way that separate can be equal and that by having â€Å"separate but equal† schools, the government was blatantly ignoring the 14th amendment which states, â€Å"No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State [†¦]deny to any person within its jurisdiction the equal protection of the laws† (Congress 1). This court case caused the schools to be integrated, which was one of the first steps to racial equality. Another important ruling in the fight for Civil Rights was the Civil Rights Act of 1964. The Civil Rights Act of 1964 states that, â€Å"All persons shall be entitled to the full and equal enjoyment of goods, services, facilities, privileges, advantages, and accommodations of any place of public accommodation [†¦] without discrimination or segregation on the ground of race, color, religion, or national origins† (Congress 350) This meant that. African Americans couldn’t be turned down from jobs due solely to race, their voting rights couldn’t be taken into question due to race, and they couldn’t be denied service in any public facilities. This piece of legislation had a far reaching impact, and furthered along the Civil Rights movement. Another very important piece of legislation was the Voting Rights Act of 1965. This outlawed the use of literacy tests to determine the right to vote. This gave more African Americans the ability to vote and to have a say in the government that was ruling them. The ability to vote allowed African Americans to have a voice in government and to elect people that they thought would further their rights. The ability of African Americans to get legislation passed that supported their rights was a major step in the improvement of the treatment of African Americans and made it so that legally people could not discriminate against, segregate, or deny voting rights to them. The different responses of the African American Community, including boycotts, marches, sit-ins, and fighting for legislation, changed civil rights in the United States. The African Americans fought out against injustice, just as our founding fathers fought out against the injustice of the British. Their efforts helped create a more integrated and accepting society where race is not the only thing people see when looking at a person. Although the society today is not perfectly accepting of all races, society is much more accepting than it was half a century ago, and that is due largely to the African American movements in favor of Civil Rights. Works Cited â€Å"Brown v. Board of Education. † Wikipedia. Wikipedia. 2 Feb 2007 . â€Å"African-American Civil Rights Movement (1955-1968). † Wikipedia. Wikipedia. 29 Jan 2007 . â€Å"Brief Timeline of the American Civil Rights Movement (1954 – 1965). † Timeline of the American Civil Rights Movement. 29 Jan 2007 . King, Martin Luther. â€Å"Reverend Martin Luther King Jr. Defends Seamstress Rosa Parks, 1955. † Major Problems in American History Volume II. Edited. Edited. Boston: Houghton Mifflin Company, 2002. â€Å"The March on Washington. † The Civil Rights Movement. 2 Feb 2007 . McElrath, Jessica. â€Å"African American History. † Lunch Counter Sit-Ins. About. 2 Feb 2007 .

3 Important Ways of Being Healthy

3 Important Ways of Being Healthy Free Online Research Papers There are certain good habits that a person must have to maintain good health body. By having a healthy diet, proper hygiene, and doing daily exercise. Keeping these three things accomplished every day you may have a happy and healthy life. Having a healthy diet is one of the main points, having a healthy diet is when you watch what you eat and you are sure that it is healthy for your body. Eating lots of fruits and vegetables is a good, healthy habit. This way you can get a lot of vitamins and fiber. Your diet should always be low fat and no cholesterol. Doing daily exercise keeps your body in shape and healthy as well. A normal person should do 30 minutes of medium anaerobic activity. This is recommended by doctors doing exercise keeps your joints and muscles working properly. By being an active person your metabolism will be more active, your body will burns more calories and work more efficiently. Keeping a proper hygiene is what every person should do. Always having your body clean not only helps you to smell good but also healthy skin and fewer germs. Always try to take showers after you work hard or sweat. Going to a once a year dentist and doctor check-ups is also having a proper hygiene. Washing your hands is a big one. People use there hands to do everything. Hands have to be washed after you do something like work and before you eat. Being clean and well-kept will reduce your exposure to bacteria and viruses that cause sickness. The key to a good healthy life is having these habits; healthy diet, proper hygiene and daily exercise. As my opinion, by completing these three basic easy steps will make your life happier and healthier. Research Papers on 3 Important Ways of Being HealthyMarketing of Lifeboy Soap A Unilever ProductGenetic EngineeringThe Spring and AutumnEffects of Television Violence on ChildrenUnreasonable Searches and SeizuresPersonal Experience with Teen PregnancyHarry Potter and the Deathly Hallows EssayIncorporating Risk and Uncertainty Factor in CapitalThe Effects of Illegal ImmigrationDefinition of Export Quotas

How to Organize Compare-Contrast Paragraphs

How to Organize Compare-Contrast Paragraphs Organizing two compare-and-contrast paragraphs is just a mini version of creating a compare-and-contrast essay. This kind of essay examines two or more subjects by comparing their similarities and contrasting their differences.  In the same way, compare-contrast paragraphs compare and contrast two things in two separate paragraphs. There are two basic methods for organizing compare-contrast paragraphs: the block format and a format where the writer separates similarities and differences. Block Format When using the block format for a two-paragraph comparison, discuss one subject in the first paragraph and the other in the second, as follows: Paragraph 1: The opening sentence names the two subjects and states that they are very similar, very different or have many important (or interesting) similarities and differences. The remainder of the paragraph describes the features of the first subject without referring to the second subject. Paragraph 2: The opening sentence must contain a transition showing you are comparing the second subject to the first, such as: Unlike (or similar to) subject No. 1, subject No. 2... Discuss all the features of subject No. 2 in relation to subject No. 1 using compare-contrast cue words such as  like,  similar to, also, unlike, and on the other hand,  for each comparison. End this paragraph with a personal statement, a prediction or another enlightening conclusion. Separating Similarities and Differences When using this format, discuss only the similarities in the first paragraph and only the differences in the next. This format requires careful use of many compare-contrast cue words and is, therefore, more difficult to write well. Create the paragraphs as follows: Paragraph 1: The opening sentence names the two subjects and states that they are very similar, very different or have many important (or interesting) similarities and differences. Continue discussing similarities only using compare-contrast cue words such as like, similar to and also, for each comparison. Paragraph 2: The opening sentence must contain a transition showing that you are pivoting to discussing differences, such as: Despite all these similarities, (these two subjects) differ in significant ways. Then describe all the differences, using compare-contrast cue words such as differs, unlike, and on the other hand, for each comparison. End the paragraph with a personal statement, a prediction, or another compelling conclusion. Create a Pre-Writing Chart In organizing compare-contrast paragraphs, using either of the above methods, students may find it helpful to create a compare-contrast-prewriting chart. To create this chart, students would create a three-column table or chart with the following headers topping each column: Subject 1, Features, and Subject 2. Students then list the subjects and features in the appropriate columns. For example, a student might compare life in the city (Subject No. 1) vs. the country (Subject No. 2). To start, the student would list Entertainment, Culture, and Food, in the rows under the Features header. Then, next Entertainment, the student could list theaters, clubs under the City header and festivals, bonfires under the Country header. Next might be Culture in the Features column. Next to Culture, the student would list museums in the City column and historic places under the Country column, and so on. After compiling about seven or eight rows, the student can cross out the rows that seem least relevant. Crafting such a chart helps the student create an easy visual aid to help write the compare-contrast paragraphs for either of the previously discussed methods.

Street Gangs in America Essay Example | Topics and Well Written Essays - 1000 words

Street Gangs in America - Essay Example The social relationships of gangs provide teenagers a sense of belonging, an especially important need for developing adolescents. In many neighborhoods, youths are actively recruited or intimidated into joining gangs and seemingly have little choice. â€Å"A few [teens] are virtually born into gangs as a result of neighborhood traditions and their parents’ earlier and perhaps continuing gang participation or involvement in criminal activity† (Moore, 1978). The gang offers disenfranchised youths experiencing feelings of isolation that are also wavering between their native and adopted cultures and connected to neither, a family-like affiliation. These are many reasons that young people join gangs, all of which are relatively easy to understand. Therefore, this discussion will focus on the gangs themselves, their motivations, characteristics, general make-up and current trends concerning street gang activity in America. The typical age range of gang members is 12 to 24 years old with an average age of about 17 to 18 years, but this average is generally older in cities such as Chicago and Los Angeles where gangs have been in existence longer (Curry & Decker, 1998). While the numbers of younger gang members are growing, the average age of members is also increasing. Gangs are progressively becoming proportionately older as they increase in total size throughout the country. Not surprisingly, male gang members well outnumber women by a large percentage, a disparity that widens as the members become older. Gangs differ in size depending on the types of criminal activity associated with the gang. â€Å"Traditional (large, enduring, territorial) gangs average about 180 members, whereas specialty (e.g., drug trafficking) gangs average only about 25 members. In large cities, some gangs number in the thousands and even tens of thousands† (Block & Block,

Roman Britain Essay Example | Topics and Well Written Essays - 1750 words - 1

Roman Britain - Essay Example Others historians evidence the long-term effect of the Roman presence in Britain for three and a half centuries. Client kingdoms were established to speed up the process of Romanisation, whilst units of the army (legions and auxiliaries) were put in place at intervals to defend the frontiers from outside attack and to look inwards as ‘police forces’ and to act in the role of a ‘pioneer corps’ 2. Caesar’s incursions and Claudius’ invasion saw many successful changes in the relationship between Rome and the British tribes, which were largely based upon the inescapable fact that neither side could afford to ignore the other. Rome wanted at least a balance of pro- and anti-Roman forces in southern Britain, if for no other reason than to sustain conditions which would allow unimpeded progress towards Romanisation. Client kings were appointed or dismissed at the whim of the current emperor. The institution provides a good illustration of Rome’s traditional readiness to adapt to circumstances. Usually the king’s task was to form a buffer between Roman territory and potential enemies; within the borders of the imperial, however, he might be appointed to rule areas whose terrain made them difficult to police, as in Cilicia in Asia Minor, where a mountainous area known as Rough Cilicia seems to have been administered by client-kings through most of the Julio-Claudian period 3. Rome’s interest in these outer barbarian lands was confined at this time to the safety of their new province. The practice, continued from an earlier period, had been to seek protection of frontiers through friendly states. A special arrangement under the Roman method of patronage visualised the creation or recognition of kingdoms, the rulers of which had a client relationship with the Senate and people of Rome and, after Augustus, with the Emperors. It was the primary duty of the client rulers to prevent people beyond the frontier from