Friendship Between Male and Female Cant Exist

Friendship between two people of different genders may sound commonplace, in fact there are people who are great colleagues who share something in common, but †¦ you can call it friendship? Although we are used to socially friendships only exist between same sex and that the friendship between a woman and a man is hiding something more, in fact friendship is a relationship that builds over time and is based to share tastes, experiences, and other affinities that go beyond the sex of the person.Friends should be chosen based on the similarities and not based on sex. But it should be noted that a friendship between a man and a woman can lead to form a couple, if both are willing to risk that may imply, because if the relationship does not work can never back to maintain a friendship as they had previously. Moreover, many people think there may be only friendship between man and woman if you first had a different relationship between them.That is, we cannot get along as a couple bu t we have enough in common to be friends. It goes without saying that this type of situation is not comfortable with the current partner who is one of those friends who were couples so surely that must eventually do away losing the bond of friendship that united them. It could happen if one of them is willing to sacrifice his new love .When it comes to friendship between men and women line that separates this love relationship seems to be fine and easy to pass, even to cause confusion in any of the two when it begins to assess what would happen if were a little further. But also the friendship between man and the woman also has positive aspects It can make us see things from a different perspective. It teaches us to have a different view of relations between man and woman, and therefore a broader vision.It helps us be more tolerant of the other sex. There is no rivalry or jealousy because these feelings are peer. Men tend to be more competitive with them and women tend to be more je alous. Also you can achieve a better understanding of the opposite sex, contributing to greater understanding and appreciation of the opposite sex.. A friend from the opposite sex can be very beneficial to understand our partners and enhance our relationship.

Teaching of an aspect of mathematics and english education essay

Appraisal for larning ( AfL ) has become slightly of a cant and has been an involvement in instruction for over 20 old ages. Harmonizing to Braodfoot and Black ( 1994 ) appraisal sits at the nucleus of acquisition and serves as a communicative device between the universe of instruction and that of wider society. Since the Education Reform Act ( 1988 ) and coinciding debut of the National Curriculum ( NC ) , the Government has put important accent on appraisal. The NC in England and Wales was created to standardize acquisition, so that the quality of end product in schools could be measured ( Murray, 2003 ) . Therefore the impression of appraisal in order to mensurate criterions was cardinal to its development. In this essay I will critically analyze the beginnings and intent of AfL and so travel on to research how I, as a trainee instructor, implement AfL into my ain instruction. There are a figure of AfL devices that can be used within the schoolroom, from larning aims, ego and peer appraisal, formative usage of summational trials and feedback. Given the restraints with word count I will measure one specific country of AfL that I used during a sequence of three literacy lessons based around Instructions ; oppugning. Subsequent to the debut of the NC, the Task Group for Assessment and Testing ( TGAT ) was developed in order to construct on the NC, planing a system of national testing and instructor appraisal ( DES/WO,1988 ) . The undertaking group study distinguished between summational and formative appraisal: â€Å" Formative, so that the positive accomplishments of a student may be recognised and discussed and the appropriate following stairss may be planned. Summative, for the recording of the overall accomplishment of a student in a systematic manner † ( DES/WO 1988: parity. 23 ) The TGAT argued that formative appraisal was rule in raising criterions ( DES/WO, 1988 ) . However, as Black ( 2000 ) notes, their statement was considered ‘weak ‘ and was mostly ignored in pattern. The usage of summational appraisal prevailed due to the demand for schools to show high criterions of instruction ( Black, 2000 ) . Wiliam ( 2001 ) adds that as a consequence, appraisal became divorced from larning and the immense part that appraisal could do to acquisition was mostly lost. Under the new Labour Government the NC was revised and the Qualifications and Curriculum Authority ( QCA ) determined that students would be assessed and a study would be written at the terminal of each Key Stage. Although there is still a demand for summational appraisal, the comprehensiveness of survey offered by the NC suggests that formative appraisal has an increasing function in back uping acquisition ( NC 2008 ) . More late formative appraisal has been labelled as ‘Assessment f or Learning ‘ ( AfL ) . It was non until Black and Wiliam ( 1998 ) published conclusive grounds that AfL significantly improved students larning that there was a considerable push for execution in schools and hence became an indispensable constituent of schoolroom work ( Black and Wiliam, 1998 ) . As Black et al province few enterprises in instruction have had such a strong organic structure of grounds to back up a claim to raise criterions ( 2004: 9 ) . In its simplest signifier, AfL is described as: â€Å" The procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place † . ( Assessment Reform Group, 2002 ) The Qualifications and Curriculum Authority ( QCA ) enhance this thought of construing grounds by presenting the impression that AfL enables students to be responsible for their ain acquisition. They add that students will better most if they understand the purpose of their acquisition, where they are in relation to this purpose and how they can accomplish the purpose ( or shut the spread in their cognition ) ( QCA, 2008 ) . Therefore one could reason that AfL encourages independent larning which increases self efficiency beliefs and the capableness to execute ( Pintrich and De Groot, 1990 ) . This relationship is supported by Deci and Ryan ‘s ( 1985 ) Self-government Theory ( SDT ) which purports that if a individual ‘s demand for liberty is satisfied so the motive to better will be intrinsic instead than extrinsic ( Vansteenkiste et al, 2006 ; Deci and Ryan, 2002 ) . Furthermore this correlates with the societal constructivist theory of acquisition and the humanistic do ctrine of larning. Inspired by such theoreticians as Abraham Maslow ( 1954 ) and Carl Rogers ( 1951 ) AfL encourages pupils to hold the ‘freedom to larn ‘ , understand and be cognizant of one ‘s strengths and failings with an built-in belief to win. Maslow ( 1954 ) and Rogers ( 1951 ) argue that intrinsic motive is a more healthy signifier. Reinboth and Duada ( 2004 ) agree, saying that intrinsic motive and desire is associated with increased ego regard, enjoyment, continuity ( Deci and Ryan, 1985 ) and more effectual acquisition ( Gottfried, 1990 ) . The supposed benefits of AfL run throughout instruction, with deductions that kids from a primary age benefit from holding self awareness around their ain acquisition through to those in higher instruction, at College and University. Indeed the Dearing Report ( 1997 ) provinces: â€Å" The universe of work is in continual alteration: persons will progressively necessitate to develop new capablenesss and to pull off their ain development and acquisition throughout life † . ( Dearing, 1997: 12 ) However as Swaffield ( 2008 ) notes assessment is multifaceted and complicated, it comes in a assortment of pretenses, takes many signifiers and fulfils many intents ( 2008: 11 ) . It would look that through the procedure of AfL there is an outlook that scholar ‘s become more confident, independent and independent ( Taras, 2002 ) and therefore the duty for the pupils ‘ acquisition is shared ( Black et al, 2004 ) . Whilst it may look an wholly positive intercession and one that lends itself to a ego reflective, dynamic and empowered larning experience I do question how genuinely realistic AfL is in the schoolroom? Indeed AfL may be desirable, but as Webb and Jones ( 2009 ) inquiry how easy is it for instructors to accomplish? Successful execution of AfL certainly depends on the acquisition attack and instructors ‘ cognition, accomplishments and schemes that they use to transport out complex pedagogical procedures ( 2009: 167 ) . Furthermore is our instruction system is set up for an environment to the full centred on the demands of the person? As Taras ( 2002 ) provinces, do our current patterns maintain gait with our ideals of pupil centred acquisition? ( 2002: 508 ) . Taras raises a valid statement. Is it possible to to the full encompass AfL when our instruction system is designed to fix kids for summational testing at the terminal of each stage of schooling? Given that our instruction system is based upon summational trial scores one could reason that there are assorted messages ; empower scholars so that they understand the roots of their acquisition and take duty for this acquisition yet guarantee that all scholars pass trials on a national degree. On the one manus by promoting AfL it would look that we are accepting and so encompassing the fact that all scholars are different ; larn in different ways and at different velocities. Yet on the other manus, we continue to prove all scholars on a mainstream, national degree and systematically generate degrees and numerical marks for every student. Black and William ( 1998 ) promote the formative usage of summational testing, so instead than seeing proving as a agency of mensurating, ‘it can be used to supply an indicant of students ‘ strengths and development demands, particularly at of import phases of their academic calling ‘ ( Smith, 2010: 4 ) . However one might hold with Taras ( 2002 ) ; our current patterns within instruction certainly do non suit with the ideals upon which AfL are based. Hargreaves ( 2008 ) concurs ; saying that the Government has put in topographic point a ‘debased version of the Black and Wiliam theoretical account of AfL ‘ due to our constricting theoretical account of instruction ( 2008: 1 ) . Although the execution of AfL may be criticised the intent and possible acquisition results are widely accepted. Feedback is important to successful acquisition ( Swaffield, 2008 ; Black and Wiliam, 1998 ) and is arguably one of the most effectual signifiers of educational intercession ( Hattie, 2007 ; Wiliam, 2007 ) . Oral feedback, through inquiring, is less developed than written feedback but can be a powerful manner of giving instant formative feedback to pupils. Furthermore oppugning can work both ways and besides provide instant feedback from the pupil to the instructor. Effective inquiring goes beyond inquiring simple ‘open ‘ inquiries ( as opposed to closed ‘yes ‘ or ‘no ‘ inquiries ) and can be a hard tool to seamlessly implement into the schoolroom. However despite any troubles the DfES ( 2007 ) province a overplus of grounds as to why oppugning offers the chance for a extremely effectual schoolroom where AfL is obviously active. The most outstanding ground cited is that of oppugning holding the ability to enable students to gain what they know and, more significantly, what they partially know and guide them to farther develop their apprehension ( 2007: 2 ) . Black et Al ( 2004 ) agree, adding that oppugning can go portion of the synergistic atmospher of the schoolroom and can supply an priceless chance to widen pupils ‘ thought through immediate feedback on their work ( 2004:12 ) . Crowe and Stanford ( 2010 ) further add that the effectual usage of oppugning creates a ‘dynamic and synergistic duologue ‘ and so utilizing higher degree oppugning and believing ‘predicates the use of information and thoughts which, in bend, provide an chance to develop new thoughts and apprehensions ‘ ( 2010: 36 ) . Mentioning to the lesson sequence overview at appendix 1 ( page 2 ) it is apparent that I intended to utilize oppugning as an imperative appraisal tool as I felt that it would give me an instan t overview and apprehension of the kids ‘s acquisition and how they may be able to come on farther. In add-on I decided to do usage of the single whiteboards ( see appendix 2a and 2b ) when utilizing oppugning as this would let me to measure the category as a whole, instead than merely an single kid that answers a directed inquiry. The usage of oppugning is perceived to hold many advantages. As the Northern Eastern Education and Library Board ( NEELB ) ( 2008 ) and Trinkle ( 2009 ) note set uping the correct schoolroom clime is important to effectual inquiring. Black et Al ( 2004 ) concur ; adding that in order for oppugning to be an effectual AfL device the instructor needs to accommodate a ‘risk taking civilization ‘ and a ‘community of question ‘ ( 2004: 11 ) . Through my ain pattern I strived to make this inclusive community, guaranting that I included all kids and made them experience valued and comfy to portion their ain ideas and thoughts. I was happy for kids to give a ‘wrong ‘ reply and by researching why the reply may non be right, as opposed to merely stating ‘no ‘ , I felt that this contributed to a supportive and encouraging schoolroom environment. Rae and Nelson ( 2010 ) agree, emphasizing the importance of making a collaborative acquisition environm ent otherwise the fright of acquiring a inquiry incorrect and looking like a failure in forepart of their equals will deter scholars from seting their manus up or replying a inquiry if selected. As shown on my programs in appendix 2a, 2b and 2c I pre-empted inquiries that I felt would be relevant to the kids and would foreground whether or non the kids had listened, understood and interpreted the information given about instructions. I thought approximately unfastened inquiries yet was really cognizant of the age of my category and was hence witting non to inquire inquiries that may confound them. Looking at the inquiries I had planned at appendix 2a, Rogers and Abell ( 2008 ) would knock me for non incorporating multi degree oppugning. On the most basic degree inquiries such as ‘what are instructions? ‘ , ‘how are they used? ‘ and ‘what happens if the instructions are non in the right order ‘ are all unfastened inquiries and do so necessitate the scholar to believe about an reply which goes beyond merely ‘yes or ‘no ‘ . However they are all comprehension inquiries. Whilst comprehensive inquiries demonstrate that the kids show apprehension of information callback and can set this information in their ain words ( Crowe and Stanford, 2010 ) on a more holistic degree I have non utilised the different types and degrees of inquiries ( cognition, comprehension. application, analysis, rating, and synthesis ) to back up my systematic development of oppugning schemes ( Hill and Flynn, 2008 ) . As Anderson and Krathwohl ( 2000 ) province I have fallen in to a common trap ; teacher ‘s frequently do non gain the types or qualities of inquiries that they use. To better upon this in the hereafter, Costa ( 2000 ) suggests that developing a broad scope of oppugning schemes that include a diverseness of inquiry types will heighten the acquisition environment and let for distinction within the learning procedure. There are a figure of ways in which this may be achieved. Clarke ( 2005 ) proposes utilizing Edward De Bono ‘s Six Thinking Hats, with each chapeau being linked to a different thought scheme and therefore a different manner of oppugning. For illustration White Hat believing involves informations and information presented neutrally, so inquiries would include ‘what information is losing? ‘ Black Hat believing involves being defensive and cautious, so inquiries would include ‘why would this non work? ‘ I could besides hold thought about Blooms Taxonomy ( 1956 ) to develop a broader scope of oppugning types. The foundation work of Bloom ‘s taxonomy divides educational aims into three separate spheres, cognitive, affectional and psycho-motor and hence encourages a focal point towards a more holistic position of instruction. Using Bloom as a stimulation would promote one to believe about the different spheres and how to integrate these into the types of oppugning used. As Black et Al ( 2004 ) recognise, utilizing a assortment of inquiry types allows scholars to go more active participants and come to gain that acquisition may depend less on their capacity to descry the right reply and more on their preparedness to show and discourse their ain apprehension ( 2004: 13 ) . Upon farther contemplation of my ain usage of oppugning I noticed that I tended to inquire a inquiry and so merely wait for a few seconds before either inquiring another kid or, on occasion, replying the inquiry myself if that kid had non responded. Rowe and Hill ( 1996 ) note that this is a common happening in the usage of inquiring, and in fact their survey on oppugning concluded that on norm instructor ‘s waited less than a 2nd before they intervened. Black et Al ( 2004 ) argue that the effect of such short ‘wait clip ‘ is that the lone inquiries that ‘work ‘ are those that can be answered rapidly, without idea ; that is, inquiries naming for memorised facts. As a consequence the duologue is at a superficial degree ( 2004: 11 ) . Harmonizing to the NEELB ( 2008 ) there are a figure of schemes that I could set in topographic point which would supply scholars with critical thought clip and therefore they would be better placed to react. Immediately, one scheme would be to increase the wait clip ( Black et al, 2003 ; Taras, 2009 ; Crowe and Stanford, 2010 ) . Swaffield ( 2008 ) explains that this would let scholars the critical clip they need to reply the inquiry, would ensue in fewer ‘I do n't cognize ‘ , would bring forth more thoughtful and originative replies and would profit all scholars, no affair their ability. Black et Al ( 2004 ) note that many instructors find it difficult to make this, for it requires them to interrupt their established wonts. However once they change, the outlooks of their pupils are challenged ( 2004: 11 ) . Other schemes, supported by Trincani and Crozier ( 2007 ) and the NEELB ( 2008 ) , include affecting the whole category instead than merely one person, walking around the room whilst inquiring inquiries ( this takes the force per unit area off an person ) , utilizing a ‘no hands up ‘ attack ( this would promote all scholars to remain engaged for longer ) and eventually utili zing the ‘think, brace, portion ‘ scheme to affect the whole category and give those scholars who are somewhat shyer the chance to take part. As Taras ( 2009 ) states incorporating these schemes create a displacement in the inquiring model. Learning moves from a behavioristic theory where factual callback was prioritised, to a societal constructivist position taken from cognitive psychological science, where a complex model of factors within a given context permits scholars to research their ain apprehension ( 2009: 64 ) . Atkins et Al ( 1993 ) agree, observing that this would besides look to match to ‘deep ‘ larning as opposed to ‘surface ‘ acquisition ( 1993: 50 ) . To reason AfL plays a polar function in the schoolroom, and so literature emphasises the importance of AfL as a procedure to increase students ‘ duty for their ain acquisition ( DfES 2007 ) . This essay has critically explored the intent of AfL, foregrounding the disagreements between the Government push for AfL to be used throughout instruction yet within a system which still relies to a great extent on summational testing. I have analysed my ain usage of one component of AfL ; oppugning, and can reason that it is a powerful device that has several benefits for the instructor. Questioning has the ability to arouse kids ‘s ‘ understanding, make an environment that encourages hazard pickings, contributes to classroom interaction and promotes larning and enthusiasm. However in order to to the full accomplish these benefits one must carefully see and reflect upon the nature of inquiries used and actively program to implement the usage of multi flat inquiries as portion of their lesson planning ( Anderson & A ; Krathwohl, 2000 ; Hill & A ; Flynn, 2008 ) . As I progress as a instructor I will now take more clip to see the usage of oppugning so that I guarantee that I am maximizing its full potency.

Saint Augustine and Friedrich Schleiermacher Research Paper

Saint Augustine and Friedrich Schleiermacher - Research Paper Example This paper will provide biographical examination of Saint Augustine as well as Friedrich Schleiermacher, comparing and contrasting their legacy, analyzing their significance in general and to Christianity in particular. The first prominent figure that will be discussed in this paper is Saint Augustine. This Christian saint was born in the middle of fourth century in the territory of the modern Algeria1. It must be noted that his mother is recognized as a saint, namely Saint Monica, but his father remained to be a pagan until his death, when he finally decided to be baptized. Augustine had a wonderful education, especially in rhetoric which is considered to be the strong part of his individuality; despite this, he was never fluent in Greek, one of the major languages of the time. During his youth, he experienced all the pleasures of life, not being very pious. He also adopted various worldviews, which he later claimed to be false. At the age of thirty he was baptized by his close frie nd Ambrose of Milan and since they became a significant figure in the Christian world. The next individual whose legacy will be examined is Friedrich Schleiermacher. He was born many centuries after Saint Augustine and in a completely different cultural background. He was born in the middle of eighteenth century in Prussia into a family of a Christian pastor2. Quite early Schleiermacher adopted love for religion and was genuinely interested in pursuing this path. However, he always rejected blind faith into dogmas and rebelled against orthodoxy.

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Week 4 question Essay Example | Topics and Well Written Essays - 1000 words

Week 4 question - Essay Example As a service provider to the community as a whole, healthcare organizations must consider their role as socially responsible organizations. In other words, the primary objectives of strategic planning in healthcare organizations should include the goal of maintaining healthy communities and a healthy nation. Community health is a serious concern for healthcare leaders in terms of developing and implementing healthcare strategies. For instance, access to care is a basic right for all individuals of a community or a society. In case of wide and diverse communities, community collaboration or integration is required to implement successful strategic planning. Community organizing involves three approaches - locality development, social planning and social action (McKenzie et al, 2008). Healthcare organizations should be focused on the issue of health maintenance of the whole community including the various economic classes and sub-classes of the community. In order to make healthcare accessible to all people in the community including the indigent and uninsured, healthcare professionals adopt a number of strategies such as (McKenzie et al, 2008, p. 129), In this context, community health education programs are significant to create health awareness among people. Community health education is strongly associated with the concepts of cultural awareness, cultural sensitivity, cultural competence and multiculturalism. Especially in the United States, increasing diversity in its population has caused the need for multicultural awareness in health education. In order to promote multicultural health education, certain steps are required to take by healthcare organizations: 2. Discussion Question #2: In health care today, there are public and regulatory concerns about fraudulent billing, kickbacks for referrals, differential marketing for health plan enrollees, and even broader issues regarding unavailability of care or unaffordable care for many persons

LEGALIZATION OF MARIHUANA IN USA Research Proposal

LEGALIZATION OF MARIHUANA IN USA - Research Proposal Example Cannabinoids is the scientific name that refers to marihuana. It is a collective term to refer to a variety of compounds which can be extracted from the cannabis plant. It can also be produced synthetically to mimic the effects of natural cannabis compounds (Solowij 1998, p. 4). Cannabis preparation is derived from the female plant of cannabis sativa, in which marihuana is prepared from the flowering tops and leaves. It may be smoked in the size of a cigarette called "joint" or in a water pipe. Deep inhalation is usually done, in which smokers hold their breath in order to maximize absorption of the tetrahydrocannabinol (THC), a psychoactive constitution of the substance (Hall and Solowij 1998, p. 1611). Cannabis may also be eaten; however, users prefer it to be smoked since this is easier in achieving the desired psychoactive effects (ibid). The purpose of this paper is to explore the possibilities of marihuana being legalized in the United States. In order to do this, it is important to determine both its positive and negative effects on the physical aspects of the user, as well as the social aspects of society. Legal changes are predicted to impact the use of marihuana through changes in full use price. Related effects on the use of substitute or complement goods must also be considered. It is inferred that marihuana use and other intoxicating substances will be affected by changes in marihuana policy (Model 1993, p. 737). These would happen if marihuana use is legalized in the United States. Should the Use of Marihuana be Legalized The legalization of marijuana has been a major topic of controversy in several countries, not only in the United States. The passage of a legislative bill legalizing the medicinal use of marihuana creates an intensified focus on the subject. Despite the medical benefits that the weed can bring to a patient, several people strongly oppose its general use even medically, claiming that the level of impairment it can potentially induce on a person is dangerous. However, those in favor of the legalization point out that this beneficial usage of marihuana in the medical field should be merited and given due attention to. They further argue that in fact, the use of alcohol and tobacco does not have any beneficial results either, yet their consumption is legal. In the United States, the use of marihuana for medicinal purposes is known as "compassionate use" in which the drug is currently classified as a Class I controlled substance. This would mean that the substance, once found to occupy three categories is subject to strict federal regulation. These categories are high potential for abuse, lack of an accepted medicinal purpose and unsafe use even with medical supervision (Brown and Dobs 2002). Although these arguments seem to have good grounds, this paper posits that marihuana should not be legalized in the United States. Reasons Why Marijuana Usage Should not be Legalized Marihuana should not be legalized in the United States because of the adverse physical effects it induces on the user, whether the substance is purportedly used for medical purposes or not. Prolonged usage of the marihuana substance causes negative effects on the body. Among these are the effects on reproductive hormones in males. There have been conflicting human

Knowledge and Competence and Professional Practice Essay

Knowledge and Competence and Professional Practice - Essay Example The essay will also discuss issues related to accountability as a nurse as well as factors that affect the decision making process and how this translates into professional practice. Analysis of the theories of knowledge, competence and professional practice The concept of knowledge is closely related to the theory of knowledge creation. Knowledge creation is not only concerned with dealing with objective information but it also takes into consideration insights that are highly subjective from members of the organisation and these are tested in order to be used by the other employees (Robbins, 1993). Basically, â€Å"knowledge creation is defined as the process of making available and amplifying knowledge created by individuals as well attempting to connect it with the organization’s knowledge system,†( Nonaka, Krogh & Voelpel 2006). New ideas are generated and these are helpful in the operations of the organisation as a whole. Having generated the required knowledge, i t becomes imperative to formalise a continuous improvement of the knowledge through different management systems for the benefit of the organisation as a whole. ... It can also be noted that knowledge creation is not a preserve for influential people in an organisation alone but it ought to include input from all members within that particular organisation. In case of a clinical setup, through knowledge creation, the nurses are given the autonomy to make informed decisions in their operations especially with regards to post operative recovery. Practice theory is applicable in this particular case where I will use my knowledge to offer appropriate treatment to alleviate pain. This also entails transformation of knowledge into practical skills. Decision making that is enhanced through knowledge creation is essential to the operations of every organisation (Schultz, 2003). This concept is also applicable in the area of practice of health care professionals as they are likely to develop a sense of belonging to the hospital which is a basic tenet for practice development. I strongly believe that my duties can be enhanced through making decisions with regards to administering treatment to the patients. According to Nonaka, Krogh & Voelpel (2006) the success of other conventional organisations is mainly influenced by their ability to keep pace with changes that may be obtaining in the business environment at that particular period and it can be seen that knowledge creation plays a pivotal role. This concept can also be applied to a clinical setup where the operations of different hospitals are moulded on the same business principles with other conventional businesses. Performance is also enhanced through knowledge creation and sharing given that the health care professionals are in a better position to make informed decisions that may affect their operations. Decisions made by an individual often shape his

Select a historic building that you consider to be at-risk and Assignment

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Religious Cult Case Study Example | Topics and Well Written Essays - 2000 words

Religious Cult - Case Study Example In order to better identify Heaven's Gate with the new religious movement, essentially a cult, in general terms as well as the unexpected consequences of its termination in specific, a sociological analysis is essential. This paper aims at illustrating the history of Heaven's Gate movement along with their belief system in particular in reference with the methods of organization by applying theories and models of new religious movements and a detailed analysis of the impact on wider society and culture as a whole. During 1972, the onset of the Heaven's Gate movement began when Marshall Herff Applewhite congregated with Bonnie Lu Trousdale Nettles, a nurse working in the hospital and an active member of . The belief system had been structured by these two individuals consisting of several unusual elements such as alien, new age movements, higher plane of consciousness, Christianity, theosophy as well as popular cultural myths and legends. Heaven's Gate also referred to as Human Individual Metamorphosis (HIM), was actually a millenarian movement, integrating the ideologies behind the traditional biblical analogy in association with the conception of space travel and reality from additional dimension whatsoever. The cult group's belief system essentially transformed through several manifestations during two decades of their subsistence. As the time passed by, the group's belief system had been matured with the belief that the leaders Applewhite and Nettles, later also known as Bo and Peep or Do and Ti, had been sent into "The Human Level" from "The Next Level" in order to organize and direct fellow individuals in their journey for being united with higher evolutionary existence. The leaders believed in the metaphorical ideas taken from metaphysics and UFO subcultures that the extraterrestrials provided the human beings another chance to move forward to the plane of higher consciousness - the ideology in essence was amalgamated the Christian significance of sin and liberation in combination with the components taken from Eastern religious philosophy primarily focusing on the termination of the cycle of death and reincarnation. However, the heavenly monarchy that Applewhite and Nettle used to describe was not only spiritual but it had literal base as well. They used to preach that the journey towards higher plane would be conducted by using a spacecraft. The term Human Individual Metamorphosis (HIM) was coined to make individuals or essentially followers to understand about the bodily metamorphosis, a literal transformation of a being's physiological existence, resembling to the life-cycle of a caterpillar to butterfly through the method of self-discipline. To identify their gradual process of revelation to higher dimension, various folk wisdoms depending on the regular and usual physiological changes had been employed in order to build the confidence in between. Examples may include the explanation of 'headaches' as the proof for "explosion of consciousness" or menstrual cycle as the active working of androgyny. Moreover, the ideology of the group asserted that all human beings possess the ability to trans cend to the higher state of consciousness in order to become graduated to the 'Next Level' which was

The Ivory Coast Essay Example for Free

The Ivory Coast Essay Giving money for a positive cause is always a good thing especially when they create favorable long term effects. There are numerous countries suffering for several different reasons all around the world, one of these countries being The Ivory Coast. The Ivory Coast is failing in different aspects because of certain social, economic and political issues. One of the biggest problems to date is the poor education system. We plan to repair the countries damaged education system by rebuilding schools and supplying people with the necessary resources needed to pursue a decent education. With help from the World Bank, Oprah Winfrey and any others willing to contribute to our cause, we are confident that the Ivory Coast can be put on a steady path to success. The Ivory Coast is located on the South coast of West Africa. Surrounding countries include Guinea, Liberia, Burkina Faso and Ghana. The country is about 322,463 sq. Kilometers. Today, there are over 20 million people living in the Ivory Coast. There are about 39 people per sq. Kilometer. There is a pretty even number of males to females, 51% males, to 49 % females. The life expectancy age is approximately 59 years old. People of the Ivory Coast practice many different religions. These religions include traditional beliefs practiced and developed in certain varying villages, Christianity, Roman Catholicism and Islam. The current president is Alassane Ouattara. The official language of the Ivory Coast is French, but there are multiple languages spoken in the country including Dioula, Baloule, Dan, Anyin and Cebaara Senufo. The capital of the country is Yamoussoukro and Abidjan serves as the administrative center. The flag of the country is composed of three bold, vertical strips all different colors. The orange color on the flag represents the rich and generous land, it also is a symbol for the blood of young people who fought for emancipation. The white strip represents peace, and the green exemplifies hope for a better future. Common Cuisine consists of a dish called aloko, a popular snack that is served with fried banana, onions and chilies. Popular music includes Zoblazo, Zouglou and Coupà ©- Dà ©calà ©. When traveling to the Ivory Coast, All visitors require a passport and a visa is necessary, except for nationals of USA and ECOWAS countries. It is hard to determine when existence first began in the Ivory Coast due to the fact that human remains have not been well preserved. But with discovery of old weapon fragments and tools, life of the Ivory Coast seems to have begun during the upper Patheolithic period (15,000 to 10,000 BC). Research indicates that the early inhabitants of the Ivory Coast seem to be scattered, leaving historians to come to the conclusions that the ancestors of present Ivory Coast Inhabitants were displaced. The earliest recorded history of the Ivory Coast is found within the trade caravan condu cted by North African traders from early Roman times. A caravan of salt, slaves, gold etc. was conducted across the Sahara. After independence from France in 1960, the Ivory Coast economic success story was built on cocoa, and other agricultural products including coffee, cotton and fruits. But many laborers, who originally came from neighboring countries, and their descendants, increasingly felt marginalized. This contributes to a rebellion in 2002 which split Ivory Coast in two. The Ivory Coast is currently suffering due to ongoing social and economic issues. The major economic issue today in Ivory Coast is the rebuilding of Ivory Coast infrastructure, main roads, cocoa farm and reducing their deficit which is about us$2.3 million. As the political impasse persists in divided Ivory Coast, the West Africa country, which was once the region’s economic powerhouse, faces further decline. Residents and analysis are very worried about the quickly dissolving economic situation there. After the political crisis a lot of banks were shot down, cocoa farms which is one of the major resources in Ivory Coast were destroyed, shortage of cooking gas, roads were damage and the price of food raised. Socially, the health of the country is extremely poor. Malaria, a virus caused by parasites infects a high percentage of the country and is a leading cause of death in children and is the second highest cause of morbidity and mortality in the Ivory Coast. Symptoms of malaria include fever, body aches, nausea, vomiting, fatigue and sweating. Unfortunately, Malaria is not the only deadly disease which affects many in the Ivory Coast. The AIDS epidemic is preoccupying; over 3.9% of the adult population is HIV-positive. Around 500,000 persons are living with HIV. HIV/AIDS is the highest cause of morbidity and mortality in Cote dIvoire. Aside from diseases, Water pollution is an environmental problem in the Ivory Coast. Due to chemical waste from agricultural, industrial, and mining sources: about 92% of the countrys city dwellers and 72% of the rural population have safe water. Water pollution is a massive problem in the Ivory Coast that is causing struggle and delaying the process to achieve peace. Sadly, there are other issues in the Ivory Coast aside from health concerns. Poor education has not always been a problem, but the topic has become increasingly significant in recent years. Most people do not continue school after the primary level. There are multiple factors that contribute to such a low number of educated individuals. One of the main reasons that education is at such a decline now, is because of the current political crisis. The 2010 presidential election between incumbent Laurent Gbagbo and opposition member Alassane Ouattara resulted in a political standoff and violent conflict after Gbagbo refused to honor the results that declared Ouattara the winner. Two elections were held. The initial election did not yield a winner and a second electoral round was held on November 28, 2010. The polling results were released on December 2, 2010 and declared Ouattara the new president of Cà ´te d’Ivoire after he received 54.1% of the vote. The political stalemate turned violent and caused the decline of state security, threatened regional stability, and resulted in gross human rights violations and violence against civilians. The UN reported in March 2011 that over 1000 people were killed in clashes, and the UN High Commissioner for Refugees stated that over 500,000 Ivorians were forcibly displaced, and 94,000 Ivorians fled to neighboring Liberia out of fear of violence. The country seemed to be divided. Forces loyal to Gbagbo and Ouattara were accused of gross human rights against civilians which could amount to crimes against humanity including enforced disappearances, sexual violence, and extrajudicial killings. After months of defying the outcome of the presidential election, Laurent Gbagbo was arrested by Ouattara forces on 11 April 2011 following an attack o n his residence in Abidjan. Alassane Ouattara immediately called for the establishment of a truth and reconciliation commission. Cà ´te d’Ivoire now faces many challenges as a result of the far reaching effects of the crisis, including the restoration of peace and security, the prevention of further human rights abuses, and the delivery of humanitarian aid. Alassane Ouattara’s government must now foster peace and reconciliation in Cà ´te d’Ivoire and insure that those responsible for gross human rights violations are held accountable. After the 2010 presidential crisis there were nearly 800,000 children out of school due to the crisis and some are still waiting to get back to learning. â€Å"We arrived at school at 7:30 a.m. as we always do on a school day. At exactly 8:30 we could hear shooting coming from the direction of a neighbouring village,† recalls Pafait Guei, a 14-year-old boy who attended primary school in the western area of Ivory Coast. Instead of being in school, youn g children are seen selling goods on road sides in attempt to earn very little money to support themselves and their family. In a venture to try and help the Ivory Coast education system we have devised a plan that will ultimately rebuild the Ivory Coast education system. Our plan is to obtain a minimum of $10,000,000 dollars from the world bank and Oprah Winfrey to help at least 100,000 children by distributing school bags filled with supplies such as textbooks, pens, pencils, eraser, pencil sharpener to support families in need. We also want to re-open/re-build many schools that were affected by the crisis. Even the ones that have re-opened have a shortage in desks, chairs, and supplies. We plan on hiring more teachers. Most of the schools have 1 teacher per 50 students. We will use all of the money to help the government pay for the teacher’s salaries and hopefully the country will move in the right direction and will be able to afford and continue our efforts once the money finishes. We feel as though Oprah would be a good choice as a financial contributor because of her stand on education, especially after building the school in South Africa, she was quoted saying: â€Å"I think the reason not just Africa but the world is in the state that it is because of a lack of leadership on all levels of government and particularly in regard to schools and schooling for poor children. The best way to effect change long term is to give children exposure and opportunity and nurture them to understand their own power and possibility.† We hope that she would be willing to aid us with a significant amount of funds to move the Ivory Coast forward in the right direction. There are many commendable reasons to donate money to the Ivory Coast. Donating money to the Ivory Coast would only result in positive effects. Only about half of the population is illiterate and many children are not enrolled in school (between the ages 6-10). By donating money to the Ivory Coast, we will be able to begin to change the statistics by creating more education opportunities. We also will make educational resources more accessible to everyone. Those who have some form of education can have the opportunity to extend their education, and those who have no or very little education would have the chance to receive one. Having better education opportunities would not only benefit those going to school, but it would also create jobs. There is usually about one teacher to every fifty children, but with the money we receive, we plan to hire more teachers. Less children in the classrooms means that the children could receive better and more direct attention. This can ensure that the material being taught is actually getting across to each student, and it will become easier to give one on one attention to those who need i t if there are more teachers available to help. Not to mention the fact that the employment rate will increase providing more individuals with a source of income. If anyone were to decide to donate or contribute money to the Ivory Coast you would be a part of our plan to help to build a stronger economy. One of the many reasons Africa is suffering as a whole is because of the lack of necessary resources needed to obtain a good paying job. If we do not invest in education, the education system will continue to fail. Majority of people in The Ivory Coast do not continue schooling after primary school because they do not have the funds for college and feel that it more important to get a job barely making ends meats. But if we can provide money for schooling and education, this can create a better future not just for the Ivory Coast but for Africa as well. If people were to have the credentials needed to land a decent job, this could slowly start to increase income in households. Donations could also help begin to restore order in the Ivory Coast. Because people were displaced, had to flee, or were forced out of their homes, many people of all ag es could not continue to go to school. If we can focus in on trying to get people of the Ivory Coast back in school, this can be a stepping stone to help the country prosper. In the 1980’s education was named one of the country’s main priorities and the plan has proven successful . Education received about one-third of the national budget. Because education was so greatly emphasized, The Ivory Coast education rate changed dramatically. An overall 43% literacy rate increase, 53% for men, and 31% for woman. Nearly 15% of the country was enrolled in some sort of educational institution. If we attempt this once again, we are confident that we can get the same, if not better results than we had in the 1980’s. The fact that a similar plan was put into effect and carried out with positive results gives us more motivation to believe that our approach will be effective. Education is extremely significant when trying to make a country prosper. If we try to make education our main focus, the things that are important become relevant again and the Ivory Coast can continue to flourish positively. Giving the children a chance at a better education can ensure a better future for the country’s entirety. The flight from JFK airlines to Abidjan through Air France i s approximately $1513. You would be staying in one of the best hotels in the Ivory Coast, The Ibis Abidjan Plateau (located in Abidjan), which is $1137 for 7 days 6 nights; it includes breakfast and a car rental. While in the Ivory Coast, there are many interesting places and landmarks to visit. The Basilica Notre Dame de la Paix, also known as Basilica of Our Lady of Peace of Yammousoukro is one of the greatest prides of the Ivory Coast. It is considered as the tallest and largest church in the whole world. The basilica is specifically located at Yammousoukro, Ivory Coast. Its construction started in 1985 and was finished four years later. It cost $300 million to complete the basilica. The Taà ¯ National Park is a national park in Cà ´te dIvoire containing one of the last areas of primary rainforest in West Africa. It was inscribed as a World Heritage Site in 1982 due to the breadth of its flora and fauna. There are a few of the animals found on the Taà ¯ National Park that are on the red list of threatened species such as the pygmy hippopotamus, leopards, and chimpanzees. The rainforest is located in Abidjan. There is also a beach called Bassam, it is about 45 minutes away from Abidjan city, so its possible to do a day trip from the city. This country has the potential to become prosperous and peaceful. All it needs is good leadership and unity within the country. Ivory Coast has good natural resources and it has been proven to have the capacity to do well economically. Hopefully now with the new president the country will continue in the good direction and he will focus on the major issues facing this country such as political stability, addressing the health issues, and most importantly, not forget the importance of an education, and all the benefits it will bring to the country as a whole if at least the literacy rate of the country goes up. Bibliography unicef.org http://www.unicef.org/infobycountry/cotedivoire_59009.html http://www.unicef.org/infobycountry/cotedivoire_57879.html wikipedia.org http://en.wikipedia.org/wiki/Oprah_Winfrey_Leadership_Academy_for_Girls http://en.wikipedia.org/wiki/Ivory_coast responsibilitytoprotect.org http://www.responsibilitytoprotect.org/index.php/crises/crisis-in-ivory-coast ttp://www.voanews.com http://www.geopolitical-info.com http://traveltips.usatoday.com/famous-places-ivory-coast-58979.html http://www.virtualtourist.com/travel/Africa/Cote_DIvoire/Things_To_Do-Cote_DIvoire-TG-C-1.html http://www.netglobers.com/africa/cote-d-ivoire-main-health-risks-for-cote-d-ivoire.html

Properly Format An Apa Style Paper English Language Essay

Properly Format An Apa Style Paper English Language Essay In this paper we will explore how to properly format an APA style paper. This example will be of use to introductory psychology students who have never had any exposure to APA format. For senior students, this paper may serve as a useful reminder of the key elements of APA style. Learning APA Format for Psychology Students Frequently, students are required to write psychology papers. However, in doing so, there are two broad skills that need to be learned. The first skill is related to the content of the paper. For example, a student writing a paper about dreaming is likely to incorporate the ideas of Freud (1953) or even Hobson and McCarley (1977). The second skill is tied to properly formatting the paper. In psychology, we make use of the format developed by the American Psychological Association (APA: 2001). Therefore, the purpose of this paper is to discuss the various aspects of APA format for psychology students. In psychology, there are two types of APA style papers. One format, which I call the quantitative paper, includes a method, results and discussion section. In statistics and research methods courses, you will tend to adopt the quantitative approach. I have published a number of articles in this format (e.g., Dyce OConnor, 1994). In this course you are not collecting and analyzing data, therefore, you do not include subtitles for the methods, results and discussion sections. The paper that you are going to write is a qualitative paper. This style of paper does not involve statistical analyses, rather, it involves a synthesis of ideas (e.g., Dyce, 1994). 1) Title Page The first thing students need to learn how to master in APA format is the title page. First, you will notice that the title page is numbered in the upper right corner. In fact, all page numbers are marked in the upper right hand corner. Please note the margins are one inch all the way around and the entire content is double spaced with 12 point font. As well, a good suggestion is to use Times New Roman for the text font. Second, you will notice something called Running head. To access the header in Microsoft Word 2007, at the top of Word select Insert. Under the tab Insert you will find something called Header. Select Header and click on the first option called BLANK. Click on the greyed area and then type in the following Running head: LEARNING APA FORMAT. However, when you get to page two of your document, click on the head in the document. When you do so, look to about the center of tab section of Word and find DESIGN. Under this tab, select Different first page. Then type the words LEARNING APA FORMAT (of course, your words will be differentà ¢Ã¢â€š ¬Ã‚ ¦) and click on the red X in the upper right hand corner of the document. If you do so, this will bring you back to your regular document. Finally, on the title page of your article, your name, and institution are located in the center. In my case, the title of the paper is Learning APA Format for Psychology Students. Just below the title you will put your name. For many academic papers, there are multiple authors. The question isà ¢Ã¢â€š ¬Ã‚ ¦ who goes first? A natural answer to this question would be to put the names in alphabetical order. However, in academic papers, the individual who does most of the work is often the lead author. Below your name, you will put your institution, and in our case it will be Universal University. 2) Abstract The second page is called the Abstract. The word abstract is centered and placed at the top of the page. The abstract itself is a short summary of the paper. In fact, you might be wise to write the abstract after you have finished your paper. The publication manual suggests that the abstract has a number of characteristics. The abstract is accurate as it does not include information that does not appear in the body of the paper. It is concise (i.e., 120 words or less). The purpose of the abstract is to report, not to evaluate. A well-prepared abstract can be the most important paragraph in your article (APA, 2001, p. 12). 3) Body of the Paper The third page is where you start the body of your paper. The title that you used on the first page of your paper is also used at the very top of the third page. In fact, the titles that appear on the first and third page are exactly the same. The title is centered. In the first paragraph, you will want to broadly introduce your topic. Authors often begin with the broad strokes of the research area they are about to describe. Next, you describe more specifically what you are going to talk about. You may take a paragraph or two to introduce your topic. On the third and subsequent pages of the paper, there will be numerous opportunities to discuss other authors ideas. Simply stated, you do not necessarily need to have an entirely original idea for a psychology paper (particularly a student paper). Making reference to another authors ideas can be done in two ways. You can either paraphrase an idea or cite the author directly. When you paraphrase, you are taking another individuals ideas and then putting them into your own words. If you paraphrase, you will have to indicate where the idea came from. For example, lets consider the following paragraph. There many views on dreaming. On the one hand, there is the Activation Synthesis Hypothesis (ASH: Hobson McCarley, 1977). Proponents of the ASH believe that dreams are largely physiological, starting with bursts of electrical energy from the pons, with the cerebral cortex later trying to make sense of this energy. In sum, Hobson and McCarley (1977) do not believe that dreams are meaningful. On the other hand, individuals such as Freud believe that dreams are loaded with meaning. Freud (1953) suggested that there are two components to dreams. The manifest content is the storyline, whereas the latent content is the underlying meaning. According to Freud, blah blah blah (1900, p. 52). You will notice that in this paragraph, I am paraphrasing and directly quoting authors. To avoid plagiarism, you will need to use one or more of these strategies. For example, in the above paragraph I paraphrase the ideas of Hobson and McCarley. In doing so, I do not directly lift these authors ideas (i.e., I am not using their ideas word for word). In brief, when using an idea from some source, you need to indicate where this idea came from. Not only is this proper formatting, but it also gives readers the opportunity to check the original source for themselves. You may be saying to yourself, how do readers know where to look? This is why we have a reference section that is found at the very back of the paper (we will talk more about this in a moment). You will also notice that in the bolded paragraph that I directly quote Freud. I am sure Freud never said blah blah blah but you get the idea. Whenever you directly (exactly) use someone elses ideas, you need to indicate the author, the year that the article/book was published and the page number from where the idea came from. It is very important to master this formatting otherwise you might be accused of plagiarism. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud (1900) suggests that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud, 1900, p. 25). Freud suggested that dreaming is the royal road to the unconscious (1990, p. 25) You will note that in all three examples, the quote is exact, and the author, year and the page number are listed. If an article/book has multiple authors, the authors names must appear in the body of the paper in the order that they are listed in the original work. Consider these factitious examplesà ¢Ã¢â€š ¬Ã‚ ¦ Freud and Dyce (1900) suggest that dreaming is the royal road to the unconscious (p. 25). Dreaming is the royal road to the unconscious (Freud Dyce, 1900, p. 25). Freud and Dyce suggested that dreaming is the royal road to the unconscious (1990, p. 25) Notice the difference between the use of and and. The (shift 7 on your keyboard) is called ampersand. Ampersand is used when you source or quote within parentheses, whereas the word and is used outside of parentheses. For example, in the first example above, I use Freud and Dyce (1900) whereas in the second example I use Freud Dyce, 1900, p. 25. Lets suppose you want to paraphrase my lecture ideas (or email) in your paper. The way to do so is as followsà ¢Ã¢â€š ¬Ã‚ ¦ It has been suggested that classical conditioning was developed by Pavlov in the early 1900s (J. A. Dyce, personal communication, October 5, 2005). However, personal communications will not appear in the reference section. In fact, it is one of the few exceptions where a cited author does not appear in the reference section. In general, an author that is listed in the body of paper must appear in the reference section, and vice versa. Use personal communications when the data is not recoverable. I have noticed in recent years that many students use YouTube for presentations. If you use this kind of source for your paper, list it as follows in the body of your paperà ¢Ã¢â€š ¬Ã‚ ¦ The date (2009, October 10) refers to the date when the video was watched. Dyce (2009, October 10) indicates thatà ¢Ã¢â€š ¬Ã‚ ¦ 4) References The final page of your paper is the reference page, and it occurs on an entirely new page. The reference page lists all of the references that you used in your paper. The word References appears at the top and is centered (see my example at the end of this paper). The authors are listed in alphabetical order according to the first author of the paper. For example, consider these factious articles. Freud, S., Dyce, J. (2001) Flinstone, F., Rubble, B. (2001) Cat, T., Dogs, J., Fish, T. (2001) With this particular collection, the Cat article would appear first, then Flinstone and then Freud. You would not reverse the names in the references list. For example, it might be tempting to reverse the names Freud and Dyce, because they are in improper alphabetical order. However, for a single article, the order must remain the same way as it does in the original article. The lead author must remain the lead author. The various sources that you use can take the form of books, journal articles, or a chapter from a book. The following are some examples of formatting that are loosely taken from the APA manual. One author, journal article Dyce, J. A. (2000). The psychology of rats, cats, and wild dogs. Journal of Animal Behavior, 34, 35-45. Two authors, journal article Dyce, J. A., Kulak, A. (2000). The psychology of selling a house. Journal of Selling, 50, 56-89. Magazine Article Dyce, J. A., Kulak, A. (2000, October 10). Whats another word for thesaurus? Science, 450, 445-446. Newspaper article Dyce, J. (2005, October 1). The marital benefits of the expression You are right and I am sorry. The Washington Post, pp. A4. Book Dyce, J. (1900). How to live more than 100 years and not show your age. Washington, DC: American Publication Press. Encyclopedia Dyce, J. (1980). The merits of procrastination. In the new encyclopedia Britannica (Vol. 25, pp. 50-51). Chicago: Encyclopedia Britannica. YouTube Dyce, J. A. (2009, October 10). What is psychology? [Video file]. Retrieved from You will notice for these references that the first line is flush to the left, and every other line is indented. In other words, the first line overhangs the other lines. You will also notice that there are a variety of ways in which material can be cited. Pay close attention to the location of periods and spacing. There are other sources that you could use for your paper, and the APA manual is filled with different ways in which material is cited (see chapter 4 of the 5th edition). If you have other questions about APA format, you could take a look at the manual. As of 2009, the 6th Edition has been published. In my opinion, the 6th edition is better organized than the 5th edition. Alternative, you might conduct a Google search using the key words APA format and see what you come up with. Although there are many nuances to APA format, following the examples in this paper should give you a very good start on how to write a psychology paper. 5) Final Comments K.M.S Throughout this paper, I have discussed the basics of APA style. However, formatting is only one part of proper writing skills. More importantly, students need to learn how to write. Learning how to write academic papers is not an easy task and takes years to master. The three most important words for good writing are edit, edit, edit. The goal of which is to be as clear and concise as possible. Often when composing something, it is difficult see our mistakes, and we often blur by them when reviewing. For this reason, it is useful to put your paper down for a day and then reread your work (alternatively, get a friend to proof your paper). Allow yourself enough time to write as rushed work is easily identifiable. As an example, it took about one day to put this sample paper together. If you consider that I am familiar with APA style and write fairly well, the process of putting your paper together is likely to take longer. Heed this advice and you should receive a good grade on your paper. Additions provided by A.E. Finally, if you feel that more needs to be added to this paper or there are mistakes, I would ask that you download the paper, make the changes, initial the changes with a textbox (see below), and then email the paper back to me ([emailprotected]). I will then repost the sample paper to the website.

Duplicitous Characters in Shakespeares Othello :: GCSE English Literature Coursework

Duplicitous Characters in Othello Throughout Shakespeare’s play Othello, I’ve noticed that a couple of the characters in the play are duplicitous because they act one way when they are encountered with another person and act differently when the other person isn’t around. A duplicitous person is someone who can act like a friend to your face but when they aren’t around that person they tend to talk behind their backs, and don’t act like a friend. Duplicitous people are fake because you never really know if they are your true friends because friends don’t act like that when you aren’t around them. I don’t think there should be duplicitous people in the world because they are hurtful people. Now that you are familiarized with what a duplicitous person is, it is obvious that a couple of the characters in this play fit that category. Iago is a very duplicitous person. He is a villain and is Othello’s ancient. Iago seems to be everyone’s friend but all he really wants is to hurt and destroy the lives of people. Iago uses both Cassio and Roderigo to help him destroy Othello. From the very beginning Iago dislikes Othello because he gave Cassio the job as a lieutenant instead of him. In Act 1 scene 1 lines 10-27 just states how he dislikes Othello because of what he did. Since Roderigo also dislikes Othello because he had eloped with Desdemona his lover, Iago will use Roderigo to help him get back at Othello. Iago wants to notify Brabantio who is Desdemona’s father of what his daughter has done and he as asked Roderigo to help him. Iago says " Call up her father. Rouse him, make after him, poison his delight, proclaim him in the streets; incense her kinsmen, and though he in a fertile climate dwell, plaque him with flies. Though that his joy be joy, yet throw such changes of vexation on ‘t as it may lose color. (Act 1 scene 1 lines 61-75) Iago is using Roderigo hatred towards Othello to help him notify Brabantio of what is going on between his daughter and Othello, thus causing him to be upset and doing something to Othello. Another thing Iago does to Roderigo is make it seem like he was the only one who told Brabantio about what is going on so Iago wouldn’t get in trouble but Roderigo will.

The Lady Her Porch And Her Chair :: essays research papers

The Lady,Her Porch, and Her Chair Once there lived an old lady named Clair Higgins. Every summer day she would sit out on her porch in her rocking chair drinking lemonade and reading a book. She looked like a nice person, but rumor had it that she was a mean old lady. Some people say that she killed her husband, others say that her husband ran away from her. It was so hard to believe though. Clair didn't look anything like a mean person. She looked so gentle and kind. She hair fair skin and rosy cheeks. Her hair was a shinny silver-gray,and it was fairly long. Her lips were plush and pink,all this surprising at her age. Most women her age have thinning gray hair and lots of wrinkles. That was another thing that was weird about her, she had few wrinkles. She doesn't look all that tall and she's fairly skinny. I've never seen her smile, she looks so lonely. Or maybe the book she is reading is just sad. Even though she doesn't smile, I still think that she is kind at heart. Just because her husband isn't around doesn't mean she killed him. Maybe he died of old age or is in a nursing home. Wherever he is, people have no right talking about her and saying stuff that they don't even know is true. Her porch is in pretty good condition. It looks like a comforting place to sit out on nice days. Except for the few cobwebs that have gathered in the corners it looks nice. The steps are cement and there are flower beds surrounding the porch, with beautiful flowers in them. They were so pretty that they lit up the whole house,and you would just want walk up to them and smell each one. It makes me wonder though, how do those flowers get there? Clair is always reading her book or looking out into the sky. What am I saying, there probably annual bulbs. Her porch had a roof, protecting her from the sun on hot days and it protected her from the rain on rainy days. One the roof is a light so she can read in the dark. The porch made a silent creaking sound as she rocked back and forth. On the porch was a table where she set her lemonade down each day. It also held her blanket and a candle for when she got a chill.

Molecular Biology Paper

Lab Report #1 Introduction A cell’s plasma membrane is known to be selectively permeable. This implies that the membrane is selective on what substances can pass in and out of the cell. There are two methods of transport that occur through the plasma membrane. One method of transport is called active process which uses ATP energy to transport substances through the membrane. The other method is called passive process which does not require the use of ATP energy. During passive processes, molecules are transported through the membrane by differences in concentration or pressure between the inside and outside of the cell. Two important types of passive process are diffusion and filtration. Every cell in the human body uses diffusion as an important transport process through its selectively permeable membrane. During diffusion, molecules that are small enough to pass through a membrane’s pores or molecules that can dissolve in the lipid section of a membrane move from an area of higher concentration to an area of lower concentration. The kinetic energy that all molecules possess is the motivating force in diffusion. Facilitated diffusion occurs when molecules are too large to pass through a membrane or are lipid insoluble. In this process, carrier protein molecules located in the membrane combine with solutes and transport them down the concentration gradient. Filtration is another type of passive process and, unlike diffusion; this is not a selective process. The pressure gradient on each side of the membrane as well as the membrane pore size depends on the amount of solutes and fluids in the filtrate. During filtration, water and solute molecules pass through a membrane from an area of higher hydrostatic pressure to an area of lower hydrostatic pressure. This means that water and solutes would pass through a selectively permeable membrane along the pressure gradient. To gain a better understanding of a cell’s selectively permeable membrane and the passive processes of simple diffusion, facilitated diffusion, and filtration, three experiments were conducted. Materials and Methods Activity 1: Simulating Dialysis (Simple Diffusion) Materials: ? two glass beakers ? four dialysis membranes: 20 (MWCO), 50 (MWCO), 100 (MWCO), and 200 (MWCO) ? membrane holder ? membrane barrier ? four solutes: NaCl, Urea, Albumin, and Glucose solution dispenser ? deionized water ? timer ? beaker flush This experiment was conducted first by placing the 20 (MWCO) dialysis membrane into the membrane holder. The membrane holder joined the two glass beakers; one on the left side and one on the right side. Then, 9. 00 mM of NaCl concentration was dispensed into the left beaker. Deionized water was dispensed in the right beaker. When the timer was started, t he barrier that surrounded the membrane holder was lowered to allow the contents of each beaker to come in contact with the membrane. After the 60 minutes of compressed time elapsed, results were read and recorded. Finally, each beaker was then flushed for preparation of the next experiment run. These exact steps were followed using each dialysis membrane size (20, 50, 100, and 200) as well as with each solute (NaCl, Urea, Albumin, and Glucose). There were a total of sixteen runs in this experiment. Activity 2: Simulating Facilitated Diffusion Materials: ? two glass beakers ? membrane builder ? membrane holder ? glucose concentration ? solution dispenser ? deionized water ? timer beaker flush In this experiment, the first step was to adjust the glucose carrier to 500 in order to correctly build the membrane. Next, a membrane was built in the membrane builder by inserting 500 glucose carrier proteins into it. Then, the newly built membrane was placed into the membrane holder that joined the two glass beakers. The two glass beakers were joined on the left and right sides of the membrane holder. After that, 2. 00 mM o f glucose concentration was dispensed into the left beaker. The right beaker was filled with deionized water. The barrier around the membrane holder dropped when the timer was started. After 60 minutes of compressed time elapsed, the results were read and recorded. Finally, both glass beakers were flushed to prepare for the next experimental runs. The above mentioned steps were repeated by increasing the glucose concentration to 8. 00. Both the 2. 00 mM and the 8. 00 mM glucose concentration solution were tested using membranes built with 500, 700, and 900 glucose carrier proteins. There were a total of six experimental runs. Activity 4: Simulating Filtration Materials: ? two glass beakers membrane holder ? 4 dialysis membranes: 20 (MWCO), 50 (MWCO), 100 (MWCO), and 200 (MWCO) ? 4 solutions: Na+Cl? , Urea, glucose, and powdered charcoal ? solution dispenser ? pressure unit ? timer ? filtration rate indicator ? membrane residue analysis analyzer ? beaker flush In the final experiment, the two glass beakers were placed one on top of the other with the membrane holder between them. The pressure unit that rested on the top beaker was used for forcing the solution from the top beaker through the selected membrane and into the bottom beaker. The bottom beaker contained nothing; however, the filtration rate indicator was attached to it from one side. The experiment began by placing the 20 (MWCO) dialysis membrane into the membrane holder. Then, 5. 00 mg/ml of each of the following solutions: Na+Cl? , Urea, glucose, and powdered charcoal were dispensed into the top beaker. The pressure unit was adjusted to 50 mmHg of pressure. The timer was set to 60 minutes of compressed time and when the timer started, the membrane holder retracted. The solution then flowed through the membrane and into the beaker underneath. When the timer stopped, the membrane was then placed in the membrane residue analysis analyzer. The results were read and recorded and the beakers were flushed for the next experimental runs. All the above steps were repeated using the 50 (MWCO), 100 (MWCO), and 200 (MWCO) membranes. Results Table 1: Activity 1: Simulating Dialysis (Simple Diffusion) Key: Solutes that were able to diffuse into the right beaker are indicated by a â€Å"+†. Solutes that were not able to diffuse into the right beaker are indicated by a â€Å"-â€Å". Membrane (MWCO) Solute (9. 0 mM) |(Pore Size) |NaCl |Urea |Albumin |Glucose | |20 |– |– |– |– | |50 |+ |– |– |– | |100 |+ |– |– |– | |200 |+ |– |– |+ | Graph 1: Activity 2: Simulating Facilitated Diffusion Glucose Transport Rate (mM/min) [pic] Table 2 and 3: Activity 4: Simulating Filtration Table #2: Solute Residue Presence in the Membrane Key: If solute residue wa s present on the membrane, it is indicated by a â€Å"+†. If solute residue was not present on the membrane, it is indicated by a â€Å"–â€Å". Membrane (MWCO) |Solute |20 |50 |100 |200 | |NaCl |+ |+ |+ |+ | |Urea |+ |+ |+ |+ | |Glucose |+ |+ |+ |+ | |Powdered Charcoal |+ |+ |+ |+ | Table 3: Filtration Rate and Amount of Solute Detected in Filtrate Membrane (MWCO) |Solute |20 |50 |100 |200 | |Filtration Rate (ml/min) | | | | | | |1 |2. |5 |10 | |NaCl in filtrate (mg/ml) | | | | | | |0 |4. 81 |4. 81 |4. 81 | |Urea in filtrate (mg/ml) | | | | | | |0 |0 |4. 74 |4. 74 | |Glucose in filtrate | | | | | |(mg/ml) |0 |0 |0 |4. 9 | |Powdered Charcoal (mg/ml) | | | | | | |0 |0 |0 |0 | Discussion The first lab experiment, Simulating Dialysis (Simple Diffusion), demonstrated how only certain molecules pass through a selectively permeable membrane down its concentration gradient. The four membranes utilized in this experiment consisted of each one being different in pore size (MWCO). The smallest pore-sized membrane was 20 (MWCO), and the largest was 200 (MWCO). The solutes that were tested in this experiment were NaCl, Urea, Albumin, and Glucose. The first solute tested, NaCl, showed that with a 20 (MWCO) membrane, no diffusion occurred into the right beaker. (Table 1) The NaCl molecules were evidently too large to pass through the 20 (MWCO) membrane because its pores were too small. Membranes 50, 100, and 200 (MWCO) did allow the NaCl to pass through. (Table 1) One of the reasons this occurred is because the pores in the above mentioned membranes were large enough to permit the passage of the NaCl molecules. The other reason diffusion occurred is because the NaCl molecules moved down its concentration gradient and into the beaker filled with deionized water. For all three membranes, equilibrium was reached in ten minutes at an average diffusion rate of 0. 0150 mM/min. As for the solute Urea, the experiment conducted showed that no diffusion occurred with all four membranes. (Table 1) Urea should have passed through membranes 100 (MWCO) and 200 (MWCO) for the reasons that its molecules are small enough and Urea is also soluble. This experiment showed that none of the Albumin molecules diffused through any of the four membranes tested. (Table 1) This is because the Albumin molecules were too large to pass through the pores of all four membranes. The final solute tested in this experiment, Glucose, showed that the molecules only diffused through the 200 (MWCO) membrane. (Table 1) Equilibrium was reached in thirty-seven minutes at an average diffusion rate of 0. 0040 mM/min. The Glucose molecules were too large to diffuse through the 20 (MWCO), 50 (MWCO), and 100 (MWCO) membranes. The second experiment, Simulating Facilitated Diffusion, explained how carrier protein molecules in the membrane effectively transported molecules that are too large or are insoluble to diffuse through the membrane. The carrier proteins in this experiment were glucose carriers and the solution was a 2. 00 (mM) and an 8. 00 (mM) glucose concentration. The 2. 00 (mM) glucose concentration was tested first with the 500 glucose carrier protein membrane then the 700 and 900 glucose carrier protein membranes. The glucose transport rate for the membrane with 500 glucose carrier proteins was 0. 0008 (mM/min). Graph 1) The membrane with 700 glucose carrier proteins showed a rate of 0. 0010 (mM/min) and the 900 glucose carrier proteins membrane had a rate of 0. 0012 (mM/min). (Graph 1) The 8. 00 (mM) glucose concentration also showed and increase in glucose transport rate with membranes that contained more glucose carrier proteins. The membrane with 500 glucose carrier proteins showed a rate of 0. 0023 (mM/min). (Graph 1) Membranes that had 700 and 900 glucose carrier proteins showed a rate of 0. 0031 and 0. 0038 (mM/min). (Graph 1) These results show that with an increase in amount of glucose carrier proteins in the membranes, transport of the glucose molecules in the concentration is more effective. A higher concentration of glucose (8. 00 mM) also increases the rate of glucose transport in a membrane with the same amount of glucose carrier proteins as a lower glucose concentration (2. 00). The final experiment, Simulating Filtration, four different solutes were forced through four membranes that contained separate pore sizes by the use of hydrostatic pressure. After each experimental run was conducted, the membrane analyses showed that residue from all four solutes were detected on each membrane. (Table 2) This indicates that some solutes did not filter through the membrane. The filtration rate (ml/min) increased as membranes with larger pores were utilized. This happened because the solute molecules were able to transport through a particular membrane at a faster rate being that the membranes’ pores were larger. The filtrate in the bottom beaker was analyzed and no solutes were detected with the 20 (MWCO) membrane. (Table 3) With the 50 (MWCO) membrane, only NaCl was detected in the filtrate at 4. 81 (mg/ml). (Table 3) The 100 (MWCO) membrane showed to have NaCl at 4. 81 (mg/ml) and Urea at 4. 74 (mg/ml) present in the filtrate. (Table 3) Glucose and powdered charcoal were not present. The last membrane with pore size 200 (MWCO), had the solutes NaCl at 4. 81 (mg/ml), Urea at 4. 74 (mg/ml), and Glucose at 4. 39 (mg/ml) detected in the filtrate. (Table 3) Powdered charcoal was not detected in this filtrate. Table 3) The molecules in powdered charcoal were too large to pass through any of the membranes tested. The 20 (MWCO) membrane pores were too small to allow any solute molecules to pass through. The membranes that contained lar ger pores allowed the solutes with larger pores pass through. The amounts (mg/ml) of the same solute detected in the filtrate were the same for each membrane. (Table 3) This is because the pressure that was released into the top beaker remained at 50 (mmHg) for all experiment runs. References Marieb, Elaine N. , Mitchell, Susan J. (2008). Exercise 5B. Human Anatomy & Physiology Laboratory Manual Ninth Edition (pp. PEx-5 – PEx-13). San Francisco, California: Pearson Benjamin Cummings.

Causes of World War One Essay

On Sunday 28th June, 1914 Franz Ferdinand, and his wife, were assassinated part of a Serbian Terrorist Group, called the Black Hand. This event and the tension between Europe was a trigger that set off declarations of war and resulted in the â€Å"Great War†. Tensions had been building up in Europe for decades through Nationalism, Imperialism, Militarism, and Alliances, and these tensions had reach such a point that an event was needed to break these tensions. This was the assassination of the Archduke. Therefore the assassination and alliances were causes of World War One. Australia was involved in the war because of the fact that it was part of the British Empire therefore having duties towards Britain, and also growing patriotic support for the mother country. This patriotism was a main factor in deciding Australia’s fate in World War One. In 1914, when Britain declared war, it also declared war on behalf of the British Empire. Being a part of the British Empire, it was Australia’s duty to assist Britain in the war, and to assist Britain’s Allies. Due to the large loyalty existing in Australia towards the mother country, the decision, by the current time Prime Minister Joseph Cook, to send Australia against war with Germany and Austria, was met with spontaneous outpouring of patriotism. Thousands of mean came to enlist in the army, men and boys were eager to fight in the war, and tackle the great adventure of war. Few communities were against Australia joining the war. It was an opportunity for Australia to could demonstrate its loyalty, believing Australia would turn into a nation, and prove its strength as a nation. It was also a chance to develop Australia’s rank in the world and to be a part of the high-power nations. The assassination was the trigger, for what were causes of tensions brooding in Europe. Once the trigger occurred; Imperialism, Nationalism, Militarism and Alliances all played there part in shaping one of the world most devastating Wars. The assassination triggered countries to go to war, and then allies to go to war, and then colonies to go to war, such as the British Empire sending Australia to war and then result in jealousies between countries through imperialism and nationalism, Germany feeling that Russia and Britain had colonized to many countries and that it had a upper ight hand, with people from various countries feeling that their country is the best and therefore should there power through such things as their military power, therefore bringing in militarism. As you can see all these notions are intertwined and they together form the cause of why such a war like World War One occurred and why it was so devastating, and also why Australia joined the War.

Interview with Colleen

For the Interview, I chose to Interview my good friend Colleen. I chose to Interview her because we became great friends during the fall of 2009 during an MET class at Greenfield Community College. The interview took place on February 1 1, 2009 after school at the Greenfield Community College library. I asked her several questions about her life and goals, and I learned many interesting facts about her Growing up she began to have a passion for working with horses. At the age of eight, she began taking rolling lessons and hasn't let that passion die. Enjoy riding and feeling the movement of the horse beneath me. When I ride, I feel like nothing can touch me it's just me and my horse. † Being homesteaded let her explore different passions she had. It gave her extra time to spend learning farm management at a local farm, also allowing her to pursue her growing passion for emergency medical care. While In high school she joined her local fire departments Junior department. â€Å" I found that I had a lot to prove joining the Northfield Jar.Program, I was about to embark Into a field that's considered a male dominant field ND me being a female, I had more to prove to my fellow firefighters. † Colleen knew at a young age that she wanted to follow in her grandfather's footsteps and become a firefighter. When asked how her family feels about her chosen career she stated, â€Å"My family doesn't accept my chosen career path. They don't understand why their little girl would want to run into a burning building when others are running out. † I asked Colleen how she felt about this, â€Å"It's something that Eve come to accept with my family.Thought-out life my parents never really supported me In any of my decisions that I've made, I just take it with a grain of salt and do what's best for me. † An example of how her parents don't support her decision in the fire service is recently she learned of Wild Fire Course in Languorous, Mass that after completing this course she would have attained her wild fire red card, which would enable her to be part of the Massachusetts Wild Fire crew which travels to California and many other western states during the summer to help fight the wild fires.When she asked her mother if she could attend this class her mother replied, â€Å"There is no way in hell I'm going to let my daughter travel to California and fight wild fires, I don't support you being on the fire department as is and you should be happy that you're on the local fire department, that should be go enough for you. † Colleen wants nothing more than to further her training and skills in the fire service and with her parents holding her back, she wonders If she will ever get the chance. Colleen Is currently active In academics and beginning her career.Colleen Is currently a part-time student at Greenfield Community College majoring in Fire Science Technology with a minor in Emergency Medical Services. She is looking for ward to finishing her associates degree and advancing her career as a Firefighter and an Emergency Medical Technician. In April of 2009, Colleen achieved her goal of becoming a certified Massachusetts Eve wanted since I can't remember when. Every time my pager goes off call, I still find it hard to believe that when I step out that door, I'm the difference between that errors who called 911 living or dying and to me that's a feeling that I don't think I'll never get use to. Going though the MET basic class Colleen sometimes found herself questioning her career path she had chosen. She would find herself second guessing herself and wondering why she went down this road. She wanted to at times drop the class, but she knew that it would only prove to others that they were right and that she didn't belong in the manly male dominate field of emergency medicine. She would have dropped the class if it wasn't for her current boyfriend a allow met/if, telling her don't listen to what others have to say, I know that you're going to make a great met/if and don't let anyone else tell you differently.With the backing of her boyfriend, Colleen went on to achieving and becoming a Massachusetts MET-Basic. After completing her associates degree at ICC, Colleen hopes to actively pursue and find a full time Job as a firefighter/met. Eventually going on and continuing her Emergency Medical career and becoming a paramedic. After graduation Colleen would love to find a full time Job as a paramedic/ airfreight for a local fire department. At some point Colleen would like to attend the Massachusetts Fire Academy in Stow, Massachusetts.After talking and interviewing Ryan Eve learned that she's not your typical kind of girl. Most guys I know wouldn't run into a burning building as others are running out. I have a lot of respect for her pursuing a career that is male dominate. With Ryan can do attitude I know that she'll one day reach her ultimate goal of becoming a paramedic. I wish hi m the best of luck wherever him career in emergency medicine and becoming a firefight

Women Organizers in the Civil Rights Movement

Women organizers in the Civil Rights movement (1950's-1960's) Women have always been regarded as key parental figure in raising and developing children in the society. During the period of 1950 to 1970, many parts of the world were marred with civil rights movement. The movements were characterized with protests and civil resistance complaining about discrimination economic and political self sufficiency. Women took up the initiative to participate in these movements. This situation later led to serious confrontation between government authorities and activists.Thousands of people took part in the civil right movement of that period especially in the United States. The key leaders of the campaign, include; Martin Luther King, Malcolm X, Stokely Carmichael, Rosa Parks, James Meredith and Medgar Evers, played crucial roles for of the achievements of the Civil Rights Movement in America[1]. This paper covers factors that motivated women, the contributions they had, roles they played as well as the problems they encountered during the civil rights movement of 1950’s and 1960’s.Most of the women who were involved in these movements were born during the slavery period, hence the pain and suffering they experienced at that time stimulated them to speak out against oppression. One of the most vocal women who started to speak against oppression was Wells Barnett. She began her struggle in 1909, by travelling abroad to seek international attention on this issue[2]. She also formed National association for the advanced of Colored people. Her efforts were later joined by the struggle for gender sensitization by Mary Church Terrell. She was very vocal and spoke about segregation of the blacks in public eating joints.She led most of the citizens to boycotts and picketing to attract attention to racial injustice[3]. She established the black club movement that led to the formation of National Association of Colored Women similar to that of Barnett. She was also very instrumental in bringing up socially progressive institutions such as mother clubs and nursery schools. The three year struggles with authorities bow her fruits when the Supreme Court ruled that segregation of public eating places was unconstitutional[4]. Another very instrumental lady in these movements was Mary McLeod.She often worked together with both Terrell and Barnett. Mary became the president of National Association of Colored Women[5]. Being at the supreme of the organization, she became a good friend of Sara Roosevelt the mother of Franklin Roosevelt mayor of New York. She used the good rapport she had with this politically influential family to continue her struggle for social justice of the black[6]. She was later appointed to be the head of National Youth Council by President Roosevelt. Eleanor Roosevelt took the same path after being inspired by Terrell and Mary McLeod.After her husband was elected as the 32nd president Eleanor became instrumental in fighting inj ustice by calling for international and national attention to the effects of oppression and racial discrimination. She took a bold step and resigned from the Daughter of American Revolution since they had differed in ideologies. Ella baker was another activist who dedicated her time to speak out against oppression. She was regarded as the leader behind the scenes. She struggled to study due to the fact that her family was not well of. She graduated and became a teacher.She relocated to New York and quit her profession to engage in social change. She got involved with NAACP in the grassroots level in recruiting more people to the organization. She also was instrumental in the formation of other small organizations such as Student Nonviolent Coordinating Committee and the Mississippi Freedom Democratic Party. These movements later were used by Martin Luther King Jr. to organize his boycott and nonviolent movement. The wave of women participation in the civil movement was unstoppable. Rosa Park, who was famously regarded as the mother of the civil rights movement, was also contributed in this struggle.She is believed to have started the main struggle of these civil rights movement. She experienced difficulty in completing her education due to the strict regulations for the black children. The black children were meant to study for only five moths in a year and the rest of the year they spent time in the cotton fields as laborers. Rosa graduated from high school after she got married to Raymond parks[7]. This sparked her efforts to fight racial injustice. She joined National Association for the Advancement of Colored People Montgomery chapter as the only woman. She was very instrumental member of this organization and was elected secretary.Her active involvement in National Association of Advanced Colored People led to her arrest on 1955[8]. Rosa’s life as an African American continued to face challenges. The mistreatment she received from the whites while she was in a bus made her to launch a huge boycott of using Montgomery buses by the Afro-Americans. She decided to organize this boycott after she got arrested for refusing to give out her seat to a white passenger in the bus. The boycott lasted for 381 days prompting her to be absorbed by the Montgomery Improvement Association which was formed by Martin Luther King Jr[9].This act of boycott was followed by a series of escalating protest, movements and insurgencies by African Americans. During the time for boycott Rosa coordinated for the blacks to get rides from car pool ups and other whites who offered to help. The used the slogan ‘don’t use the bus today. Don’t use it for freedom. ’ The boycotters together with Mrs. Rosa Park took the case to court disputing the segregation in buses[10]. They later worn the case after the court ruled on their favor. After the successful boycott Rosa and her families were not secure in Montgomery. They relocated to Detro it where she worked for congressman John Conyers.She continued to raise her voice and incited the youth to take up the struggle for African American Social and American progress. After the women political council had initiated the boycott in Montgomery, Martin Luther king came to the limelight taking all the credit as the leader for the nonviolent resistance. Martin Luther King Jr. and Malcolm X traversed different sections of the country giving powerful speeches and mobilizing nonviolent movements. Sparks of none violent movements were seen in other parts of the country[11]. These nonviolent movements escalated to violent racial rebellion in major cities in the U. S. s the movement went militant it provoked the whites against pro-black policies and the police. The success of events of this decade was at the peak when the Supreme Court decides the case of brown v board of education ruling in favor of brown. The court declared that segregation of schools unconstitutional. In the 1960 ’s many women rights group were established to continue the fight against racial injustice and oppression. This was the decade that saw progressive women rights movement in the United States and world Wide. Most of these groups comprised of female students who advocated for equal employment opportunity for both men and women.They also lobbied for enforcement of equal rights laws. Later that decade national organization for women was formed to replace women commission and it continued with the fight against sexual discrimination. The commission was disbanded due to lack of funds. The women equity action league founded in 1968, sought to investigate inequalities in faculty pay and promotions of both men and women in education workforce. These remarkable women played an important role in inspiring other activists and grassroots leaders who in turn mobilized more and more people to join the struggle.These women also helped millions of women to gain their fundamental rights as wom en. They were mostly motivated by the mass followers they had. Motivation also came from the cases they had in courts which ended up favoring the blacks and declaring most of the segregation unconstitutional. They drew their inspiration from civil rights movement they had organized. The organizations they were involved with had a lot of confidence in them hence they elected these women to high posts which favored their situation and gave them an upper hand in organizing the struggle[12].To overcome the problems they encountered they formed organizations such as national Organization for women. National Organization of Women key mandate was to enlighten the women to fully participate in mainstreaming of American society. These organizations brought them together in unity and increased their awareness on critical issues that affect them. This enabled them to have a strong voice over the oppression and neglect they were facing and forced the federal government to enforce the law. The i deologies fomented by certain black power movement were destructive and fostered cultural conflict.This posed a challenge to the efforts of the women who organized movements before. The other major challenge that affected these courageous women is the fact that most of the influential leaders, who had followed suit to lead mass movement, ended up being arrested or assassinated[13]. A good example is the cases of Malcolm x and Martin Luther King. The women’s morale was undermined by these acts. The supremacy of the white also undermined their efforts in the sense that they seemed to bend the law on their favor and oppressed the blacks in all sectors.The civil war escalated by the Ku Klux Klan and the lynch mob in the south were meant to threaten the activists from pursuing further with their quest[14]. The vocal contribution of Martin Luther King Jr. was faced with bomb attacks to his church and residence. The mass movements in America were a vital process to transform America to its current state. The vibrant voices of these women led to signing of the civil rights act to law. The law protects all minorities and women from discrimination in voting employment and use of public areas. They were also rendered freedom of choice.This was viewed as victory for both blacks and women. The revival of the African American militancy was an exceptional progress to the realization of democratic ideals[15]. The shared commitment to take the risk and highlight injustice and press the course for change resulted to the change in attitude of many American citizens. They tore down the oppressive racial and segregation system that had dominated the country for a long time thus bringing a remarkable transformation of American life. Bibliography Bermanzohn, Sally Avery. â€Å"Violence, Nonviolence, and the Civil Rights Movement. New Political Science 22, no. 1 (March 2000): 31-48. Academic Search Complete, EBSCOhost (accessed April 15, 2011). Gates, Henry Louis Jr. Bearing witness: selections from African-American autobiography in the twentieth century. New York: Pantheon Books, (1991). Greenblatt, Alan. â€Å"Race in America. † CQ Researcher 13, no. 25 (July 11, 2003): 593-624. http://library. cqpress. com/cqresearcher/cqresrre2003071100. Hine, Darlene Clark. Hine sight: black women and the re-construction of of American history. Bloomington: Indiana University, (1994). Jost, Kenneth. â€Å"School Desegregation. † CQ Researcher 14, no. 5 (April 23, 2004): 345-72. http://library. cqpress. com/cqresearcher/cqresrre2004042300. Naylor Gloria. Critical Perspectives Past and Present. New York: Amistad, (1993). ———————– [1] Greenblatt, Alan. â€Å"Race in America. † CQ Researcher 13, no. 25 (July 11, 2003): 593-624. http://library. cqpress. com/cqresearcher/cqresrre2003071100. [2] Darlene, Hine Clark. Hine sight: black women and the re-construction of of American history. Bloomingt on: Indiana University, (1994). [3] Naylor Gloria. Critical Perspectives Past and Present. New York: Amistad, (1993). [4] Henry Louis, Gates Jr.Bearing witness: selections from African-American autobiography in the twentieth century. New York: Pantheon Books, (1991). [5] Darlene, Hine Clark. Hine sight: black women and the re-construction of of American history. Bloomington: Indiana University, (1994). [6] Sally Bermanzohn, Avery. â€Å"Violence, Nonviolence, and the Civil Rights Movement. † New Political Science 22, no. 1 (March 2000): 31-48. Academic Search Complete, EBSCOhost (accessed April 15, 2011). [7] Greenblatt, Alan. â€Å"Race in America. † CQ Researcher 13, no. 25 (July 11, 2003): 593-624. http://library. cqpress. com/cqresearcher/cqresrre2003071100. 8] Bermanzohn, Sally Avery. â€Å"Violence, Nonviolence, and the Civil Rights Movement. † New Political Science 22, no. 1 (March 2000): 31-48. Academic Search Complete, EBSCOhost (accessed April 15, 2011 ). [9] Gates, Henry Louis Jr. Bearing witness: selections from African-American autobiography in the twentieth century. New York: Pantheon Books, (1991). [10] Hine, Darlene Clark. Hine sight: black women and the re-construction of of American history. Bloomington: Indiana University, (1994). [11] Jost, Kenneth. â€Å"School Desegregation. † CQ Researcher 14, no. 15 (April 23, 2004): 345-72. ttp://library. cqpress. com/cqresearcher/cqresrre2004042300. [12] Jost, Kenneth. â€Å"School Desegregation. † CQ Researcher 14, no. 15 (April 23, 2004): 345-72. http://library. cqpress. com/cqresearcher/cqresrre2004042300. [13] Hine, Darlene Clark. Hine sight: black women and the re-construction of of American history. Bloomington: Indiana University, (1994). [14] Greenblatt, Alan. â€Å"Race in America. † CQ Researcher 13, no. 25 (July 11, 2003): 593-624. http://library. cqpress. com/cqresearcher/cqresrre2003071100. [15] Gloria Naylor. Critical Perspectives Past and Present . New York: Amistad, (1993).