Civil Rights Movement Essay

The civil rights movement in the United States was a political, legal, and social struggle that was organized primarily by black Americans with some help from white America. The civil rights struggle was aimed at gaining full citizenship and racial equality for all Americans, particularly the most discriminated group, African Americans, and was first and foremost a challenge to segregation. Segregation was deeply embedded in the South and was used to control blacks since the reconstruction of the South following the American Civil War. During the civil rights movement, individuals and organizations challenged segregation and discrimination by using a number of methods that included protests, marches, boycotts, and refusing segregation laws. Most historians agree that the civil rights movement began with either the Brown v. Board of Education in 1954 or the Montgomery bus boycott in 1955 and ended with the Voting Rights Act of 1965; however, there is a lot of debate on when it began a nd ended. There were civil rights issues well into the 1980s. The main tool of discrimination against blacks in the United States was segregation, often called the Jim Crow system. Segregation became common in the South after the Reconstruction when the Democratic Party had gained control of the South and started to reverse black advances made during reconstruction. Jim Crow laws emerged and effectively segregated every aspect of life for blacks in the South. This segregation included, but was not limited to, separate schools, transportation, restaurants, and parks, many of which were inferior to white establishments. In theory, the black and white establishments were to be equal. The denial of voting rights, known as disfranchisement, is how the South controlled segregation. Between 1890 and 1910 virtually all the Southern states passed laws imposing requirements for voting that kept the black voter out. Some of these requirements included, the ability to read and write, property ownership, and paying poll taxes; all these tactics were in direct violation of the Fifteenth Amendment to the Constitution. Blacks were virtually powerless, because they could not vote there was nothing they could do to prevent the segregation of the South. Conditions in the North were slightly better, blacks could vote but there were so few blacks in the North before World War II that their votes barely counted, furthermore, even though segregated facilities in the North did not exist legally, most blacks were denied access to the more affluent facilities. There were civil rights movements prior to the 1960s. The National Afro-American League was formed in 1890 followed by the Niagara Movement in 1905, and then the National Association for the Advancement of Colored People (NAACP) was founded in 1909, the NAACP was to have a great impact on the civil rights movement of the 1960s and still continues to exist today. The NAACP became one of the most important organizations that championed civil rights in the twentieth century and relied on a legal strategy that challenged segregation and discrimination against blacks by using the American legal system. There were many cases that the NAACP fought in court that set the precedence for the legal battles during the civil rights movement that would take place twenty to thirty years later. Although the legal battles fought by the NAACP in the 1920s and 1930s did little to change discrimination against blacks they did lay the foundation for a legal and social challenge to the system the South had built. After two world wars and a nationwide depression the civil rights movement that most Americans are familiar with began to emerge. The great depression which devastated the United States in the late 1920s caused a migration of black Americans from the South to other parts of the country, this migration exposed many of them to different views on segregation and discrimination, many of these blacks from the South became the civil rights activist of the 1960s. World War II also caused migrations of large number of blacks within the United States as many blacks found themselves moving up the social ladder as they took over war essential factory jobs. On the other hand, the return of black soldiers that had a new outlook on social and racial equality in the United States most likely was one of the biggest factors that caused the civil rights movements of the 1960s. Not just black Americans were affected by these events; there were many white Americans, even in the South that felt a change was needed. One such white southerner, Harold Fleming wrote: It wasn’t that I came to love Negroes; it was that I came to despise the system that did this. I mean, the nearest thing you could be in the army to being black was to be a company officer with black troops, because you lived and operated under the same circumstances they did, and they got crapped all over . . . You were sort of a second-class officer or a second-class white because of your assignment. Fleming was a conventional white southerner born in Atlanta, Georgia, after he became involved in civil rights issues and according to Fleming, many of his white southern contemporaries would say, â€Å"You ought to know better, being a native-born Georgia white.† With all these factors in place, the civil rights movement in America emerged around the mid 1950s. On 17 May 1954, after hearing arguments on five cases that challenged elementary and secondary school segregation, the United States Supreme Court issued a landmark ruling in Brown v. Board of Education that stated racially segregated education was unconstitutional. Although this was an historic ruling that essentially voided the Plessy v. Ferguson ruling of 1896 that established the separate but equal doctrine which was so prevalent in the South. The fundamental problem with the Brown v. Education was that the U.S. Supreme Court did not have a plan to enforce this ruling. The ruling stated that the school cases were class actions and that left the states with the enforcement of this ruling, the court wrote, â€Å"because of the wide applicability of this decision, and because of the great variety of local conditions, the formulation of decrees in these cases presents problems of considerable complexity.† At first white Southerners received this ruling with shock, however, by 1955 white opposition had grown into a massive resistance with organizations like the White Citizens Council; this council called for the economic coercion of blacks and whites who favored integrated schools. Schools in the South remained desegregated; this desegregation became a national issue when the governor of Arkansas, Orval Faubus openly defied a federal court order to admit nine black students to a Little Rock high school on 2 September 1957. The media dramatized the seriousness of desegregation by showing the nation pictures of an American high school being patrolled by federal troops so that black students could be protected from angry white mobs. The civil rights movement quickly moved beyond school desegregation to challenge other unjust institutions in the South. It was Rosa Parks, a member of the Montgomery, Alabama NAACP, who refused to give up her seat to a white person on 1 December 1955; the Montgomery bus boycott that brought the city of Montgomery, Alabama to its knees had begun. Parks was arrested and the black community leaders rallied local blacks to protest segregated buses; this local protest evolved into a national boycott that involved support of over 50,000 blacks and lasted over a year and showed the American public the determination of the blacks to end segregation. During the Montgomery bus boycott the most influential civil rights leader emerged; Martin Luther King, Jr. of the Southern Christian Leadership Conference (SCLC) became, undeniably, the most important figure throughout the civil rights movement. It was King who seemed to have a master plan for the boycott, he emphasized keeping the struggle within the law and advocated nonviolence to achieve the goals of the civil rights movement. During the Montgomery bus boycott, King stated: We are not asking for an end to segregation, that’s a matter for the legislature and the courts. We feel that we have a plan within the law. All we are seeking is justice and fair treatment . . . We don’t like the idea of Negroes having to stand when there are vacant seats. We are demanding justice on that point. King’s and other black leaders along with the protestors of the Montgomery bus boycott hard work eventually paid off, in November 1956, a federal court ordered that Montgomery’s buses desegregate. The Montgomery bus boycott was one of the milestones of the civil rights movement because it established a national civil rights movement that recognized King as the leader and showed that nonviolent protest would work. Four black college students from North Carolina A & T University sat at a white only lunch counter on 1 February 1960 in Greensboro, North Carolina to protest racial segregation; within weeks, these student â€Å"sit-ins† had spread across the South to many cities as a form of protest. In April 1960, The Student Nonviolent Coordinating Committee (SNCC) was founded to help organize and direct the student â€Å"sit-in† movement; SNCC would eventually move into other areas of the civil rights movement. Because SNCC focused on making changes at the local level rather than the national level, many of the accomplishments of this organization did not become nationally known. The â€Å"sit-ins† did make the national news media and it was the New York Times that brought it to a national level. The New York Times published an article that interviewed the store superintendent and the students, the article also told of how white teenagers and Ku Klux Klan (KKK) members tried to bar the way on the fifth day of the Greensboro â€Å"sit-in.† It was the well spoken black student Ezall Blair who told the newspaper on the second day that the students had been â€Å"complacent and fearful† the previous day and that they decided that morning that is was time for black students to â€Å"wake up and change the situation.† By November 1960, one hundred and fifty-five communities across the South had television crews that were filming the demonstrations and the injustice that the students faced, white America, through the use of the mass media was seeing the same scenes over and over and for the first time witnessed segregation in the South; the scenes shown were of students patiently waiting to get served, angry white hecklers, and carloads of students being taken to jail by police. White students joined in, and in the North, many students boycotted the larger stores in the North that had lunch counters in the South, such as Woolworths. The culmination of the â€Å"sit-ins† occurred in Nashville, Tennessee, when, surprisingly, an unlikely ally emerged for the â€Å"sit-ins.† The mayor of Nashville, Ben West, announced that lunch counters in Nashville would not be segregated. When asked why he made that decision, West replied, â€Å"I could not agree that it was morally right for someone to sell them merchandise and refuse them service . . . It was a moral question that a man has to answer, and not a politician.† The â€Å"sit-ins† clearly demonstrated to America that young blacks and whites were determined to reject segregation openly and together. After the â€Å"sit-ins† many of the SNCC members began to participate in freedom rides that started in the summer of 1961, these â€Å"Freedom Riders,† both black and white, traveled the south in buses to test a 1960 Supreme Court decision that stated segregation was illegal in bus stations that were open to interstate travel. These freedom rides were organized by the Congress of Racial Equality (CORE) and started in Washington, D.C., as the buses moved south more violence was directed towards them. This violence peaked when in Birmingham and Montgomery, Alabama, buses were burned and the riders beaten. As a result of the freedom rides, the Attorney General’s Office realized that the Supreme Court decision in the Boynton v. Virginia was not enough to end discrimination on the Interstates and bus stations. In November 1963, the Interstate Commerce Commission and the administration of President John Kennedy intervened and regulations were issued. By 1963, the Attorney General was able to say, â€Å"Systematic segregation of Negroes in interstate transportation has disappeared.† While the freedom rides and â€Å"sit-ins† were happening, SCLC leaders, under the guidance of King, were planning a series of protest campaigns that would happen throughout Southern cities, these campaigns were to be highly publicized and were to break the barriers of age, social status, and race. The demonstrations were to be against racial injustice and required the mobilization of thousands of peaceful demonstrators, both black and white, who were willing to participate in protest marches as long as necessary and who were also willing to be arrested and go to jail to achieve their goals. The first direct action protest took place in the spring of 1961 at Albany, Georgia. The presence of King and other SCLC leaders escalated the Albany protests by bringing national attention to Albany, however, after months of protests the police continued to jail protestors without a show of police violence and the protests ended in failure. The protests continued across the South with see mingly little success. In the spring of 1963, SCLC’s direct action protests finally saw success; sadly, this success was at the expense of many protesters of whom some were elementary age school children. After mass demonstrations had been conducted for several days in Birmingham, Alabama, SCLC begin to send children in to the protests, some of them as young as six. The Birmingham police chief, Eugene Connor, jailed thousands of them and provoked the outrage of parents and caused the media to give undivided attention to the Birmingham protest, this is what King needed to be successful. The next day more children marched and Connor reacted with violence; photographs of high pressure fire hoses and police dog attacks released on peaceful demonstrators appeared on national and international media, producing an international outcry. Eventually some protestors began to fight back and the state police were called in, King called for a twenty-four hour truce. The next day, On 9 May 1963, King announce an agreement with some white business leaders of Birmingham; they agreed to the desegregation of some public facilities within ninety days, progress in hiring and promotion, the release of arrested protestors, and a biracial committee. Birmingham mayor, Art Hanes called the white negotiators â€Å"a bunch of quisling, gutless traitors,† King stated that the settlement was â€Å"the most significant victory for justice we’ve ever seen in the Deep South.† The civil rights movement direct action marches, for the most part, ended with the march on Washington D.C. In August 1963, over 200,000 civil rights supporters conducted a peaceful march in Washington, D.C.; it was at this demonstration that King gave his famous â€Å"I Have a Dream Speech.† Because of this march, President Kennedy proposed a new civil rights law; after Kennedy was assassinated, President Lyndon B. Johnson pushed the Civil Rights Act of 1964 through Congress as a tribute to Kennedy. The Mississippi Freedom Democratic Party (MFDP), SNCC, SCLC, CORE, and NAACP all joined forces in 1964 to work towards establishing voter’s rights for blacks, particularly in the South. Voting rights issues have always been an objective of the civil rights movement, in fact, after the â€Å"sit-ins† and freedom rides, SNCC focused most of their attention on establishing voter’s rights and educating blacks on how to vote. It was most likely the combination of a series of deaths of civil rights workers in the South, and the MFDPs arrival at the Democratic National Convention of 1964 that caused all the different civil rights organizations to work together towards voting rights; It may also have been that simply voter’s rights was the last major obstacle to overcome. It was on 22 August 1964, during the Democratic National Convention, that MFDP member Fannie Lou Hamer, who was from a Mississippi sharecropper family, addressed the nation on national television. Hamer’s sincere and articulate speech made supporters for black voting rights all over the nation. President Johnson, who did not support the MFDP, tried to detract attention from Hamer by conducted a last minute press conference on national television as Hamer was giving her testimony; his ploy did not work. President Johnson recognized the support Hamer was getting and was willing to compromise and recognized the predominately black MFDP. It was the Selma, Alabama march on 7 March 1965 that was the final event to cause the Voting Rights Act of 1965 to happen. SCLC employed direct action techniques in a voting rights protest initiated by SNCC in Selma, when these protest were unsuccessful the protesters began a march to Montgomery, Alabama. As the marchers were leaving Selma, mounted police used tear gas and batons to beat down marchers and others who were not part of the march, this became known as â€Å"Bloody Sunday.† Because the march was televised, the violence shocked many Americans and caused a much-needed national support for a law to protect the Southern blacks’ right to vote. On 15 March 1965, President Johnson announced that he would send a voting rights bill to Congress. In a televised address to a joint session, Johnson spoke on racial injustices and stated, â€Å"Their cause must be our cause, too. Because it’s not just Negroes, but really it’s all of us, who must overcome the crippling legacy of bigo! try and injustice,† then he shocked the nation by saying, â€Å"And we shall overcome.† Two days later a voting rights bill went to Congress. On 6 August 1965, President Johnson signed the Voting Rights Act of 1965 and the civil rights movement, according to most historians, ended. Bibliography: Albert, Peter J. and Hoffman, Ronald, eds., We Shall Overcome: Martin Luther King, Jr., and the Black Freedom Struggle. New York: Pantheon Books, 1990.

Nurse Practitioner Schooling How Long Is It What Do You Learn

Nurse Practitioner Schooling How Long Is It What Do You Learn SAT / ACT Prep Online Guides and Tips Are you thinking about becoming a nurse practitioner? It can be a great way to make more money and have more responsibility at your job.But what options are there for nurse practitioner schooling? How long does it take to become a nurse practitioner? How do you apply, and what do you do once you begin a nurse practitioner program? In this guide, we answer those questions and give you all the information you need to know about nurse practitioner school. What Are Nurse Practitioner Schools? To become a nurse practitioner, you’ll need to get one of two graduate degrees: a Master’s of Science in Nursing (MSN) or a Doctor of Nursing Practice (DNP).In this section we analyze both of the degrees and give advice on which program you should pursue. Master’s of Science in Nursing Degree The MSN is a master’s program, and the coursework will often be similar to the coursework required to become an RN, although more specialized and at a higher level. You’ll learn the skills needed for patient care and case management so that you’re prepared to handle patients on your own and prescribe medication (if the state you live in allows NPs to write prescriptions). There are MSN programs for all the main nurse practitioner specializations, such as neonatal, family, psychiatric, and women’s health nurse practitioner specializations, among others.The coursework is a mixture of core classes all nurse practitioners take, courses in your field of specialization, and clinical practicum hours. Doctor of Nursing Practice Degree The DNP program covers all the information and skills you’ll learn in an MSN program, but you’ll take additional courses that teach you more about leadership, health care policy, and using evidence-based care in clinical practice, among other areas. According to the American Association of Colleges of Nursing (AACN), all DNP programs must have courses that prepare students in the following eight core areas: Scientific underpinnings for practice Organizational and systems leadership for quality improvement and systems thinking Clinical scholarship and analytical methods for evidence-based practice Information systems/technology and patient care technology for the improvement and transformation of health care Health care policy for advocacy in health care Interprofessional collaboration for improving patient and population health outcomes Clinical prevention and population health for improving the nation’s health Advanced nursing practice DNP students must also complete an original scholarly work, often known as the DNP project, that shows they can apply the knowledge they learned to an actual issue affecting nursing. The DNP is a doctorate and a terminal degree, and it provides a broader area of skills than an MSN degree. In addition to learning the skills needed to be an effective nurse practitioner, those who graduate from a DNP program also are better prepared for leadership positions because they have more background in health care policy and better understand how hospitals and other healthcare facilities are run. Which Nurse Practitioner Program Should You Do? Both programs will qualify you to be a nurse practitioner, so you can really do either. Additionally, there isn’t much of a salary difference between nurse practitioners who have their MSN versus those with their DNP (the average annual salary of nurse practitioners across the country is just over $100,000.) MSN programs are shorter and are typically offered by more schools, including more online programs, which can make balancing school and other commitments easier.However, if you’re looking to achieve the top level of nursing education and/or learn more leadership and management skills, a DNP is the better option.Additionally, the AACN recommends that nurses hoping to become nurse practitioners get their DNP instead of their MSN, but they accept both as proper qualification. The choice depends on which program you think works better for your schedule and career plans. Also, you get your MSN, you can later go back and get your DNP in a two-year program if you later decide that’s what you want. How Long Do Nurse Practitioners Go to School? How long does it take to become a nurse practitioner? This answer depends both on your background and which NP degree you want to get, though you can become a nurse practitioner in as little as two years. The length of the two NP programs are as follows: Master’s of Science in Nursing: 2 (sometimes 3) years Doctor of Nursing Practice: 3-4 years However, you need to be a registered nurse (RN) to begin nurse practitioner school. If you already have a Bachelor of Science in Nursing (BSN) or an Associate’s Degree in Nursing (ADN) and have worked for several years as an RN, then you can go directly into either of the graduate programs. If, on the other hand, you don’t have a background in nursing, nurse practitioner schooling will take significantly longer.A BSN degree can take four years, although if you already have a bachelor’s degree in another field, there are often shorter programs that only take about two to three years, while an Associate’s Degree in Nursing usually takes two years to complete. This means it could take you up to eight years to become a nurse practitioner, depending on which combination of degrees you get. There are also a few programs that combine either a BSN or an ADN with a nurse practitioner program (often known as â€Å"bridge programs†), which will take less time to complete. These are often about five years, although the exact length of each program will vary based on the school. How Do You Get Into Nurse Practitioner Schools? As mentioned above, to apply to nurse practitioner schools, you need to be an RN with either a BSN or (sometimes) an ADN degree.There are a few nurse practitioner schools that accept students without a nursing background and offer a combined BSN and NP program, but these are uncommon and will take significantly longer than standard nurse practitioner schooling. If you don’t have a background in nursing, you will likely have to complete prerequisites in several course areas before you can begin a joint BS/RN program. Prerequisites will often be in the following areas: Biology Biochemistry Chemistry Human biology Microbiology Nutrition Psychology Statistics If you are an RN, you will also need to have passed the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam administered by the National Council of State Boards of Nursing (NCSBN) (which you’d need to pass anyway to work as an RN). Most nurse practitioner programs also require you to have some experience working as a nurse before you start your nurse practitioner degree. One to two years of experience is generally the minimum amount required, but, on average, nurses have ten years of experience before they go to school to become nurse practitioners. You’ll need solid grades, but they don’t need to be as high as they would be if you were applying to med school. Generally, a college GPA of 3.0 or higher is enough to get you into many nurse practitioner programs. Your grades in human biology/anatomy and other classes related to nursing will be the most important. Applying to nurse practitioner school is like a combination of applying to college and applying to a job. Similar to applying to other schools, you'll need to submit transcripts, letters of recommendation, GRE test scores, and personal statements. However, like a job, you'll also need to provide a resume and contact information for references, and you'll likely have at least one interview per school during which you'll discuss your employment history. What Do You Do at a Nurse Practitioner School? Many nurse practitioners describe nurse practitioner school as similar to getting their RN, but faster-paced and with less hand-holding than you may have experienced in undergrad.You’ll generally divide your time between three areas: core classes, classes that focus on the specialtyyou’ve chosen, and clinicals. The core classes will typically focus on issues all nurse practitioners face or need to know how to deal with, such as using evidence-based practices, advanced nursing practices, statistics, pharmacology, and community health. Specialized classes will vary depending on which area you choose to focus in. There are many specialties nurse practitioner students can choose, including acute care, family medicine, neonatal care, oncology, psychiatry, and women’s health.You’ll also typically have to complete 500-800 clinical hours to graduate. Your class grades will usually be based on your scores on both papers and tests, although you’ll likely write more papers in grad school than you did in undergrad.Online nurse practitioner programs as well as hybrid online/in-person programs are also growing in popularity, and more students are choosing this option since it allows for greater flexibility when studying and completing coursework. License requirements for nurse practitioners vary by state but, in general, once you’ve completed your classes, you can then sit for the nurse practitioner exam and, after passing, begin work as a nurse practitioner. Summary: Nurse Practitioner Schooling A nurse practitioner degree allows nurses to make more money and have more responsibilities.In order to become a nurse practitioner, you need to get one of two degrees: a Master’s of Science in Nursing (MSN) or a Doctor of Nursing Practice (DNP).Both qualify you to become a nurse practitioner, but the DNP is a terminal degree and makes you more qualified for leadership positions. How long does it take to become a nurse practitioner? If you already have your BSN, getting your nurse practitioner degree will take about two to four years, depending on which degree you get.If you don’t have your BSN, it’ll often take longer, up to eight years, to become a nurse practitioner. The application process for nurse practitioner schooling is similar to when you applied for college, although you’ll need to provide more information, such as a resume and references from past employers.Once you start the nurse practitioner program, most students find it similar to nursing school, but faster-paced and with more papers. After you’ve completed nurse practitioner school, you’re able to take your certification test, and, once you pass, you can begin working as a nurse practitioner. What's Next? Are you studying clouds in your science class? Get help identifying the different types of clouds with our expert guide. Writing a research paper for school but not sure what to write about?Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you. Have trouble understanding what dynamic equilibrium is?We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium. (coming soon)

ESL Holiday essay Essay Example

ESL Holiday essay Essay Example ESL Holiday essay Essay ESL Holiday essay Essay ESL Holiday essay BY KLtn Essay: Relationships and experiences shape an individuals sense of belonging. To what extent do the texts that you have studied support this idea? Relationship and experiences are two of the most common things in peoples life; they can shape peoples sense of belonging. A sense of belonging is the bond between people or something. Relationship like the brotherhood between brothers can form a strong sense of belonging between them. Experience such as life experience or Just a talk with someone can also shape peoples sense of belonging to something. Both of them ake place to such a great extent that happens to anyone, which can be seen from the film Billy Elliot by Stephen Daldry, the play Educating Rita by Willy Russell and the fiction Enders Game by Orson Scott Card. A sense of belonging between brothers is usually shaped by the brotherhood. In the orientation of Enders Game, Ender and his old brother Peter are playing a wrestling game where Peter obviously dominates Ender. After he beats Ender down on the floor he puts his toe against Enders groin and puts more and more weight on Ender, Ender can hardly breathe. Then Peter ays l could kill you like this. The emotive verb kill tells us that Peter tends to rule over his younger brother. Peters lack of mercy on Ender shows a bad relationship between the brothers. Similarly, in Billy Elliot, during the orientation of the story, when Tony finds out Billy has played his record, he asks aggressively: you have been playing my record? You little twat. The use of abusive language twat towards his younger brother shows their brotherhood lacking harmony. This is further emphasized as Tony takes Billys book, whacks on Billys head and calls Billy nob- ead However, as the proverb Blood is thicker than water goes, the true brotherhood love between brothers is unbreakable. It may be not that peaceful, but the sense of belonging between them shaped by their brotherhood will last forever. The night after Peter beats Ender, he sneaks to Enders bedroom and kissed him on his forehead and whispered Ender, Im sorry I love you, the comparison between the emotive words kill in the previous and the emotive word love conveys that no matter how unhappy brothers have been, the sense of belonging between them can lways call love back. The same idea is shown in the Billy Elliot when Jackie and Tony go to London to see Billys performance. Through a series of long shots showing Jackie and Tonys movement, Stephen gives us a comparison between the two characters. Jackie moves slowly, whereas Tony is in a hurry all the time. He runs in every single shot, and urges Jackie to hurry up with imperative tone, such as Dad! , Come on! and We are gonna be late. While they are on the escalator, through a high angle shot, both of them are depicted vulnerable in comparison to the big city. Jackie is fully shocked by the magnificence, as we can see he stands still and looks up at the ceiling; however, Tony is not impressed by anything. Although he also hasnt seen the great city before, his sense of belonging to Billy urges him to see Billys performance as early as possible. Relationship, the brotherhood, between the two brothers forms strong sense of belonging between them respectively. The sense of belonging to brothers shaped by their brotherhood is unbreakable as displayed in both texts. Moreover, peoples experience can also shape their sense of belonging. In er life experience. During one of the setbacks, Ms. Wilkinson and Billy are waiting on the bridge. When Ms. Wilkinson tells Billy the story Swan Lake, she is implying a metaphor for her own life. She was once a ballet dancer like the girl who was the princess; she was entrapped in the town like the princess who was turned into a swan; she used to have a strong sense of belonging to ballet but now it is dead, Just like the wrong ending she tells Billy shes dead ts Just a ghost story. Her sense of belonging is dead because of her life experience. Through a long shot at bottom ngle, the composer shows the magnificent steel bridge, which is like a huge cage exerting a massive depression to both characters. Audience can also experience the pressure, from Billys point of view. The bridge is the symbol of the town which entraps both of them. The next shot shows Billy is looking up the bridge like a bird who wants to break the cage, whereas Ms. Wilkinson Just smokes and doesnt even bother looking at anything. This indicates that Billy wants to break the cage and see the outside world, whereas Ms. Wilkinson has lost all motivation to chase her dream nd accepts what she has now. Her sense of belonging to ballet is re-shaped by her life experience in Everington where ballet dance is not valued. While in the play Educating Rita, Ritas sense of belonging to education is shaped through a talk with her mum. During the setbacks of the story in Scene7 Actl, Rita goes to pub with her mother and husband. Her mother explains why she cried: because we could sing better songs than those. The songs are metaphor for life. The use of subjunctive mood clearly shows that Ritas mother is regretting she didnt get educated when she was young. Rita also sees her mother as a mirror for her life, as she says:thats why I came back and thats way Im staying. The use of repetition further stresses that she doesnt want to be the image in the mirror of her mother. She wants to be educated; she wants to sing better songs. Her sense of belonging to education is not only shaped but also strengthened by it. Both characters sense of belonging have been shaped through their personal experience as demonstrated above In conclusion, relationship between people and their experience have such a great impact on peoples sense of belonging that they can shape peoples sense of belonging.

Justice in the American South From Atticus Finch

Justice in the American South From Atticus Finch Atticus Finch is the hero and principal  character of both of American writer Harper Lees novels, the beloved classic novel To Kill a Mockingbird (1960), and the achingly painful Go Set a Watchmen (2015). In To Kill a Mockingbird, Atticus is a strong, fully developed character:  a man of principle who is willing to risk his life and his career in the pursuit of justice for wrongly accused Tom Robinson. Atticus cares deeply about the rights of individuals regardless of race, making him an important role model for his daughter, Scout, from whose perspective the novel is written. To Kill a Mockingbirds Atticus is one of the best-known and most beloved father figures in American literature. Atticus Finch Quotes on Justice You never really understand a person until you consider things from his point of view....Until you climb into his skin and walk around in it. The one thing that doesnt abide by majority rule is a persons conscience.   Which, gentlemen, we know is in itself a lie as black as Tom Robinsons skin, a lie I do not have to point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are immoral, some Negro men are not to be trusted around women- black or white. But this is a truth that applies to the human race and to no particular race of men. There is not a person in this courtroom who has never told a lie, who has never done an immoral thing, and there is no man living who has never looked upon a woman without desire. â€Å"But there is one way in this country in which all men are created equal- there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest JP court in the land, or this honorable court which you serve. Our courts have their faults as does any human institution, but in this country, our courts are the great levelers, and in our courts, all men are created equal.† As you grow older, youll see white men cheat black men every day of your life, but let me tell you something, and dont you forget it- whenever a white man does that to a black man, no matter who he is, or how fine a family he comes from, that white man is trash. Courage Courage is not a man with a gun in his hand. Its knowing youre licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do. Mrs. Dubose won, all ninety-eight pounds of her. According to her views, she died beholden to nothing and nobody. She was the bravest person I ever knew.† Best way to clear the air is to have it all out in the open.   â€Å"You just hold your head high and keep those fists down. No matter what anybody says to you, don’t you let ‘em get your goat. Try fighting with your head for a change.† Raising Children When a child asks you something, answer him, for goodness sake. But dont make a production of it. Children are children, but they can spot an evasion faster than adults, and evasion simply muddles em. â€Å"Are you proud of yourself tonight that you have insulted a total stranger whose circumstances you know nothing about?† â€Å"Theres a lot of ugly things in this world, son. I wish I could keep em all away from you. Thats never possible.† Its never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesnt hurt you. Mockingbirds dont do one thing but make music for us to enjoy. They dont eat up peoples gardens, dont nest in corncribs, they dont do one thing but sing their hearts out for us. Shoot all the bluejays you want, if you can hit em, but remember its a sin to kill a mockingbird.† Quotes About Atticus Finch in  Go Set a Watchman The best and most ringing quotations from Go Set a Watchman are not those of Atticus, but rather about him, particularly words from his brother, Uncle Jack Finch. Jack Finch is instrumental in making the young adult Scout, Jean Louise, recognize that although her father is not the perfect saint she remembered from her childhood, he is still a fair man. Go Set a Watchman is a hard read for those of us who loved the ideal Atticus in To Kill a Mockingbird, but understanding the history of the novel explains why she couldnt write another word. She had written an ideal man of justice in the American South, and she knew that wasnt a perfect thing to be. Both novels define and describe Harper Lees coming of age. â€Å"Every man’s island, Jean Louise, every man’s watchman, is his conscience. There is no such thing as a collective conscious.† The Souths in its last agonizing birth pain. Its bringing forth something new and Im not sure I like it, but I wont be here to see it. You will. Men like me and my brother are obsolete and weve got to go, but its a pity well carry with us the meaningful things of this society- there were some good things in it. â€Å"As you grew up, when you were grown, totally unknown to yourself, you confused your father with God. You never saw him as a man with a man’s heart, and a man’s failings- I’ll grant you, it may have been hard to see, he makes so few mistakes, but he makes ’em like all of us.† The law is what he lives by. Hell do his best to prevent someone from beating up somebody else, then hell turn around and try to stop no less than the Federal governmentjust like you, child.   You turned and tackled no less than your own tin god. But remember this, hell always do it by the letter and by the spirit of the law. Thats the way he lives.

The Goblin shark , the retractable jaw, shape and colour of body as Research Paper

The Goblin shark , the retractable jaw, shape and colour of body as well as the electro-sensitive organs for finding prey - Research Paper Example Sharks are mostly found in tropical to warm-temperate waters, and can live in depths as deep as 2000 meters. The most common shape that is associated with sharks is the fusiform shape, such as the one seen in the Great White Shark. However, in reality sharks have various shapes and sizes to suit their prey and environment. The most well-known example of these is the hammerhead shark, from the family Sphyrnidae, which have a flattened structure on their heads that also houses the eyes, making it look like a hammer (Compagno, 1990). There are also other well-known sharks that seem to resemble rays due to their flat bodies, or those that resemble whales with regards to their body and mouth shapes. In this paper, a poorly-known but also one of the most unusual-looking species of sharks, the goblin shark would be discussed as to how its adaptations have lead to its unique body shape, skin color, and jaws. Goblin Shark Descriptions and Physiological Adaptations The goblin shark, (Mitsukuri na owstoni Jordan, 1898) is a deep-dwelling shark that is established as one of the sole extant species of its family, Mitsukurinidae, order Lamniformes, with the rest to be only known from collected fossils (Parsons, Ingram, & Harvard, 2002). It is a poorly- known, elusive deepwater fish, with only around 33 established literatures about its studies, 22 of those are from the vicinity of the Izu Islands, and the rest are scattered across the globe (Duffy, 1997). Thus, until now it is a species that is not well-understood, including its other feeding habits, growth and development patterns, as well as its reproductive cycle. What also makes it harder to study is that once caught off-shore and brought to aquariums, it dies within a span of a week (Compagno, 2000 as cited in Grijalba-Bendeck & Acevedo, 2009; Yano, Miya, Aizawa, & Noichi, 2007). The holotype of the species was captured in 1898 somewhere in the Bay of Tokyo, and most of the other early specimens that were subsequently ca ught were also found near that part of Japan (Jordan, 1898 as cited in Bean, 1905; Dean, 1903; Duffy, 1997; Hussakof, 1909; Parsons, Ingram, & Harvard, 2002). The shark seems to be a well-known species along the coasts of Izu, where the locals call it Tengu-zame, translated as elfin or goblin shark (Bean, 1905). Its large liver is used as an oil source, and the flesh is used as fertilizer. While being seen as rare in most parts of the world, the species seems to be a common bycatch in long line and bottom trawling nets, which suggests that it prefers to live near the meso-pelagic to near-benthic zones (Duffy, 1997; Grijalba-Bendeck & Acevedo, 2009). Other areas where the species are also seen and collected are in Australia, the Indian Ocean, South Africa, French Guiana, Europe, the Gulf of Mexico, and New Zealand (Duffy, 1997; Parsons, Ingram, & Harvard, 2002). The goblin shark has a flat, elongated blade-like snout called the rostrum, small eyes, flabby body, slender teeth and a ca udal fin that has no ventral lobe and resembles that of the thresher shark (Yano, Miya, Aizawa, & Noichi, 2007). This rostral appendage is shorter in adult sharks as compared to younger ones (Bean, 1905; Duffy, 1997; Grija

Agriculture and the European Union Essay Example | Topics and Well Written Essays - 3500 words

Agriculture and the European Union - Essay Example The European Union (EU) has undergone a great deal of renegotiations over the past several decades, indeed changing its own titles and formats until finally it resembled the EU of today; a European-wide economic organization focused on the homogenisation of the European economic state. The purpose of this supranationalism has been simply to increase trade throughout Europe and to facilitate this goal it has been the duty of EU government officials to closely monitor agricultural policies in member states. In 2004, the European enlargement agreement was drafted so that the organisation might have some framework from which to actually govern the growing EU, with member states reaching from Great Britain right into eastern Europe as ex-Soviet states bid for entry1. In terms of the established Common Agricultural Policy (CAP) of the EU, the enlargement has directly affected original EU members in that CAP subsidies arranged prior to the expansion were immediately lessened and a new level of standardisation was created as new countries gained access to EU funding and official economic policies. Because of the enlargement, EU nations are currently facing reforms in terms of trade prices, environmental agendas, animal welfare and the further industrialisation and eventual commercialisation of member states. How the EU deals with modernised agricultural policies will directly affect the stability of the EU in general and the position of its influence in world affairs. In terms of the CAP today, it seems that this nearly 60 year old agreement is failing when it comes to the best economic options for EU members.Negotiations have been happening for years to organise a European-wide marketplace, and so far the EU is the only large-scale organisation of this sort in the world. To enhance failing economies within the continent and ultimately to create a strong market that was viable on the world stage, European nations thought it in their best interests to band together and develop trade laws that would benefit each nation in the long run. This organisation meant the standardisation of various levels of economy so that prices could be stabilised and producers might receive the government aid needed to keep working. Jonsson and Elgstrom explain how the term 'multi-level governance' is used in terms of the EU to encompass the awkward arrangement of government officials and local policy2. Essentially, this multi-level government is exactly what the EU legislation is based upon and it's the largest economic organisation of its kind in the entire world. EU officiates must tend to supranational matters while still leaving an allowable measure of sovereignty to each member state in terms of national law and municipal issues. In terms of agriculture and human rights, however, ultimately the EU holds precedent over national level government if a committee or individual does approach it. It is the wish of the EU organisation that each of its member countries adhere strictly to trade and practical agreements in such a way that promotes equality between citizens and fair standards of living and economics for individuals and businesses throughout the realm. If a state is found to be acting in a manner not i n keeping with these principles of human rights, animal rights and safe practices then it faces sanctions by EU legislature. EU Enlargement Before 2002, the EU had a stable 15 members and it wanted more. In terms of membership, there was no shortage of interested nations, particularly in the eastern half of the continent, but officials realised that if they were to suddenly expand their numbers it would become necessary to share their current supranational income with poorer countries. Cowles and Smith explain that at the turn of the new millennium, it was expected of EU officiates to work towards two basic goals; monetary

Pick one of the poems from this module and EXPLICATE it Essay

Pick one of the poems from this module and EXPLICATE it - Essay Example is crucial in communicating the meaning of the poem in that it allows the audience to read the poem not only as a account of the African – American suffering but also as a racial statement aimed at restoring the pride of the African –American. The narrative voice, stanzas, figures of speech and the diction in the â€Å"Negro† are orchestrated to communicate one or more of the following tones: pride, sad and hopelessness. The resultant mood of these tones makes the tone the most important element of the poem than the words used to describe the events of the poem. The tones of pride, sad and hopelessness are established through the element of the narrative voice. The first person point of view establishes the speaker’s intimate relationship with the narrated events. However, the narration of events is marked by underlying tone; this tone can be established from the narrative voice. The voice does not lay much emphasis on the description of events yet it has a profound effect on the feelings of the audience, this is the effect of tone. The events are stated without too many details yet the effect is achieved. The effect of the tone on the audience is meant to align their feelings with the specific moods created. Langston capitalizes on tone to convey meaning of words. â€Å" I am a Negro/ Black as the night is black/ Black like the depths of my Africa† (1-3). Without factoring the role of the tone, the stanza would be reduced to a mere explanation of the narrator’s color and origin. The bold tone in which these words are c onveyed are crucial in understanding the meaning of these words as an affirmation of the Negro’s pride in his color and heritage. It is clear the speaker is stating what the audience already knows. (Campbell 65) argues that the mention of Negro is enough for the audience to imagine his color and place his roots making it irrelevant in deducting meaning in this context. The relevance of the tone in deducting the intended message renders