Essays --

Robert Miyoshi Dr. Conti CPRL 110-04 15 December 2013 The Religious Journey of Malcolm X Malcolm X is widely known as one of the most influential figures in the movement of Civil Rights. Although his views did change over time, he was always very sincere about his beliefs and stood by them one-hundred percent. He was born Malcolm Little, to a Baptist lay speaker and a Grenada-born homemaker, Malcolm’s family had to be relocated several times because of constant death-threats toward his father. At the age of six, Earl, Malcolm’s father was killed in a streetcar accident that the family believed was the work of a white supremacist group called the Black Legion. At thirteen, Malcolm’s mother was institutionalized at a mental hospital, leaving her children to be separated into foster homes. Although an excellent student in junior high school, Malcolm dropped out of school when a white teacher told him that his dream of practicing law was â€Å"no realistic goal for a nigger†. After a youth of petty crime and a young adulthood of larger infractions, Malcolm found himself in jail for larceny and breaking and entering. While serving his eight to ten year sentence at Charlestown State Prison, Malcolm began reading and furthering his education through reading. Also while in prison, Malcolm’s brother, Reginald visited him bearing news of a religion called the â€Å"Nation of Islam†. This belief system fit well with Malcolm’s views of white people: that they are devils and that black men and women are truly the superior race. While still in prison, Malcolm maintained correspondence with Elijah Muhammad, the leader of the Nation of Islam. The ‘X’ in Malcolm’s name began appearing in 1950 and replaced his surname â€Å"Little† because, â€Å"[his] ‘X’ replac... ...s as they saw that Nation as only a role-reversal of the white/black conflict in the United States. The Nation of Islam was labeled as hatemongers, black supremacists, racists, violence-seekers, segregationists, and a threat to improved race relations. Malcolm X went even as far as to denounce the civil rights movement and called Martin Luther King Jr. a â€Å"chump† and other civil rights leaders â€Å"stooges† of the white establishment. While in the height of his popularity among the Nation of Islam and as numbers of blacks in the United States joined the Nation, Malcolm had internal conflicts. These were because he had found out that Elijah Muhammad had had extramarital affairs with other members of the Nation of Islam; a huge sin within the religion. Muhammad had had as many as six women that he had slept with and Malcolm X was deeply affected by his leader’s actions.

Animal Farm Study Questions Chapter 6-10 Essay

1. The animals are doing a lot of work because they have to get the windmill done. 2. Napoleon decides to trade with the neighboring farms because the can’t afford to let the windmill go undone and the animals are starving. 3. The animals’ reaction is that they are shocked but decide it is necessary that Napoleon trades with the neighboring farms. 4. The windmill is destroyed by the wind that knocked it over. Napoleon blames Snowball because he wants to make Snowball seem like an even worse person. 5. Napoleon orders that the hens’ eggs be sold because the farm needs more grain and for hundred eggs a week is what they need to get the grain they need to survive until the summer. 6. The way Napoleon acts is that he makes it where anyone who takes the hens food or any supply will be punished and he needs the eggs. 7. The animals confess to being traitors because they believe that they deserve what the other animals got from them. Chapter VII and Chapter IX 1. The purpose is to show that the animals are not living off worse than before they rebelled against Jones. 2. Napoleon is becoming more and more like a typical dictator because he is taking over the animals’ natural rights and he is making it where they can’t do certain things. He’s becoming just like Jones. 3. Napoleon outwits himself by making sure he had money up front aside from a pay-me-back and when he does that, he gets counterfeit money instead. 4. What makes the battle against Frederick’s men different from the Battle of the Cowshed of that Frederick’s men had guns this time and were able to kill more animals than last time. 5. The whiskey incident is when Napoleon drinks too much alcohol and is on his deathbed but he soon recovers. 6. The living conditions are harsh considering the pigs and dogs can take what they want because they have to vicious dogs to control the other animals. 7. Napoleon allows Moses to come back and tell his stories because it keeps the animals working hard and it keeps them from realizing what a jerk and over powerful man Napoleon is becoming and it keeps them from having thoughts of rebellion. Chapter X 1. The changes that the years have brought to the farm are that Jones has died and it may not be as bad as Jones’s time but it’s well on it’s way there. 2. Orwell makes fun of bureaucracy by exaggerating the way Napoleon is becoming human. 3. The animals feel that their farm is better off than it was before the rebellion but they are still not getting what they deserve from the upper animals. 4. They kill off the animals because they betrayed them. 5. The new commandment is All animals are equal. But some are more equal than others. It has been true from the beginning because the pigs took over in the beginning and they started taking more and more of the animals’ rights away as they went . They started to believe that they were better than everyone else. 6. The pigs’ appearance starts to change when they start walking on their hind legs and at the end, the pigs become human; their faces change completely. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=†Ã¢â‚¬ ,o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "studymoose.com"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

Major causes of French Revolution Essay

Introduction French Revolution was the period that stirred the imagination of Europeans, both participants and observers sensed that they were living in a pivotal age. There were many causes that led to the French Revolution, but the primary cause was the social structure and others were maladministration, financial disorder, enlightenments, and interference in the American war of independence and poverty. This essay is going to focus more on these factors. Social structure Primary cause of the French Revolution was social structure. The old Regime refers to the measures of governance based on Monarchy/king and whose powers was despotic call authority vested on the Monarchy. During despotism the French society divided into three estates, the first estate, second estate, and the third estate. The first estates were the clergy and priests, the second estate were the nobilities or nobles, and the third state were the bourgeoisie, urban labours and peasants. The first estate or the clergy were enjoying privileges and the clergy did not pay tax instead determined the amount. The second estate enjoyed some privileges, they owned between one-quarter and one third of the land. The third estate were not enjoying any privileges, however, its success depended on the support given by the rest of the third estate. There was a vast inequality which caused the problem. ENLIGHTENMENT In general, it can be said that there is no instrumental relationship between the philosophers of the Enlightenment and the outbreak of the French Revolution. Writtings of the Philosophers influenced French society. Few philosophers, if any, advocated revolution and the reason is fairly clear. No philosopher advocated the violent overthrow of the existing order of things because violence was contrary to human reason. But because the philosophes of the Enlightenment attacked the established order together with authority of any kind, their ideas helped to produce what can only be called a revolutionary mentality. Most people used the work of philosophers to Question the French society using the ideas of philosophers as to seek reforms INTERFERENCE IN AMERICAN WARS Monarchy waged wars on other European countries including America, assisting in American war of independence. These wars shattered the economy of the state. Consequently, the state was either poor or bankrupt The American war of independence cost France a lot while the country already had a huge debt. As it became bankrupt it demanded heavy taxation on peasants and peasants realized that it was time to take action MALADMINISTRATION France had no Parliament. However, the country did have an Estates General which was a semi-representative institution. The way the French administered the country was through an overstuffed bureaucracy of officials. By 1750, the bureaucracy had overgrown itself – it was large, corrupt and inefficient. Too many officials had bought and sold their offices over the years. This led to corruption and over taxation. France had no single, unified system of law. Each region determined its own laws based on the rule of the local Parliament. Most govt official were characterized by incompetency and inefficiency, There was corruption in the govt Most officials had earned their positions in the govt through bribery, no qualification or talent, or competency to provide good governance FINANCES By 1789, France was bankrupt. The country could no longer pay its debts, debts that were all the result of war. One example says a great deal about this situation. By 1789, France was still paying off debts incurred by the wars of Louis XIV, that is, wars of the late 17th and early 18th century. Furthermore, a number of social groups and institutions did not pay taxes of any kind. Many universities were exempt from taxation as were the thirteen Parliaments, cites like Paris, the Church and the clergy, aristocracy and numerous members of the bourgeoisie. POVERTY Poverty was first caused by King Louis XIV because he had entered many wars and spent most of France`s money on Versailles. Another cause was King Louis XVI who sent out troops and money to help out in their American revolution. Marry Antoinette`s lavish living also contributed to poverty. Peasants were starving. This led to bread riots and protests in Paris That led revolutionary actions of July 1789; the Tennis Court Oath and the declaration of the National Assembly/ Constituent Assembly- 1791;the Storming of the Bastille and the great march to Versailles; France declared a Republic; the Declaration of the Rights of Man and the Citizen; Reforms introduced and constituted on the ideals of the Enlightened Philosophies.

America’s Role in Egypt’s Democracy

In an online article entitled Aiding and Abetting Egyptian Repression, Shadi Hamid, the author, discussed how the United States is able to influence the state of democracy in Egypt. According to this article, the U. S. with its foreign aid has long been funding President Hosni Mubarak's regime. Being America's closest ally in the Middle East, Egypt is actually the second-largest recipient of U. S. aid (Hamid, 2007). However, since January of 2007, Mubarak has been making serious assaults against opposing political parties, particulary the Muslim Brotherhood, which is the largest opposition group in Egptian parliament (Hamid, 2007). This crackdown on opposition party members and organizations strongly contradicts the idea of democracy. In this article, Hamid calls for the U. S. Congress to consider reducing its aid to Egypt or making aid conditional. He points out that the Bush administration has been generous to autocrats for too long and it should start taking serious measures in addressing this threat to democracy (Hamid, 2007). This article can be interpreted in numerous of ways depending on which perspective a reader may be coming from. Based on various analysis tools and different paradigms, a reader can develop his or her own opinion about the article that may agree or disagree to what the author is saying. The author presents a very compelling argument. Although he is clearly not in favor of the Bush administration, this article discusses the issue in Egypt objectively. However, by exposing practices of neglect by the Bush administration, this article may indirectly influence its reader's view of the said administration. Personally, I agree with Hamid. If the U. S. claims to be at the vanguard in upholding democracy, then it should not sit idly while its closest ally and second-largest recipient of its aid curtails the democratic rights of its ctitizens. Regardless whether a person is a republican or a democrat, a person who believes in human rights would never allow such practices of repression should to be tolerated.

Relationship between Theory and Practice Essay

Cognitive development indicates growth of the ability to reflect and explain. Lev Semionovich Vygotsky and Jean Piaget were greatly contributed to the cognitive development section of Psychology. The way small kids discover surrounding environment and psychologically develop plays a key role in their learning processes and skills. By learning the process of cognitive development supervisors give themselves a chance to great extent meet the requirements of the individual demands of each separate child. Vygotsky and Piaget were considered to be constructivists. Constructivism is a method of training and learning based on the idea that cognition is the consequence of â€Å"psychological construction†. To put it differently, children obtain knowledge making compatible their previous experience and new fresh information. Constructivists believe that learning is influenced by the situation in which a concept is delivered also by children’s attitudes and values. Another common feature between Vygotsky and Piaget is that they both think that the limits of cognitive development were set by societal influences. Unfortunately, this is the point where the correspondence between Vygotsky and Piaget comes to an end. There is a great difference between both theories of highly indicated scientists. Piaget claimed that mental growth came from activity. He believed that students learn by means of communicating with their surroundings and that learning takes place after growth. On the other hand, Vygotsky held that knowledge takes place prior to the growth that can occur and that children learn because of history and symbolism. Vygotsky also claimed that students appreciate effort from their surrounding environment and from other people such as teachers and parents as well. Piaget did not consider the latter to be true. Vygotsky’s and Piaget concepts on cognitive development also have different attitudes. School systems and teachers have been practicing the cognitive development theories of Vygotsky and Piaget for quite a while. A good illustration of Piagentian training could be arranged in a preschool environment. Through the preschool period Piaget considers students as being at the Preoperational level and as a consequence they are more likely to be self-centered. Consequently, it would be fair to discuss things with preschool age children from their own points of view as they will feel their experiences are unique and precious. During classroom activities one student might say the glass of milk that another student brought to classroom to share is half empty while the student who brought the glass may consider the glass to be half full. Neither student is wrong in this example, the glass can be characterized by both descriptions but they may believe it due to the fact that each accordingly likes or dislikes milk. Application of Vygotsky’s cognitive development theory could occur in a first grade classroom. First grade children are frequently characterized by having varying stages of knowledge. Some students may already know letters and how to read while others are still making attempt to improve this process. An optimal option to assist the students who are not reading as well as the others includes ensuring these children aid speaking out a word when they get stuck while reading a text. With these preliminary considerations in mind it would be well to conclude that cognitive development plays a central part in learning and thinking approaches of students. Vygotsky and Piaget provide valuable knowledge and data into the possible ways students learn and by employing these concepts it is possible to design a more advantageous learning context for each student. To get deeper understanding of Vygotsky’s theory it would be useful to visit the web-site http://www. newfoundations. com/gallery/Vygotsky. html. It suggests a number of approaches provided by in-depth studies and research of the scientist. Vygotsky tries to find answers to questions such as â€Å"What is a human being? †, â€Å"What is knowledge? †, â€Å"What is learning? †, â€Å"What is society? †, or â€Å"Who is to be educated? †. One more web resource that provides valuable insight into the researches conducted by Piaget is http://webspace. ship. edu/cgboer/piaget. html. To apply theory into practice we may observe that preoperational stage includes symbolism which means that the child already understands parallel notions of objects. For instance, to develop business skills from the early age it would be very useful to set an activity where objects replace real things: paper instead of money, books instead of TV-sets to be sold, etc. These two particular web-sites were chosen because besides the theory itself they also include practice and illustrations. They describe how the results of the studies may be applied in learning and teaching processes.

Different Generations Speak Different Languages Essay

Different generations in the same country speak different â€Å"languages†? Sounds impossible, but it is indeed the case. Consider situations in which your mother does not understand what you say to your classmates, situations in which you cannot figure out what your mother refers by a simple abbreviation and situations in which your father cannot reflect your undertone of some words. Different generations speak different â€Å"languages†, causing conflicts and misunderstandings. According to the passage â€Å"What can words do and cannot do†, words have denotative meanings and connotation meanings. Denotative meanings are meanings defined by the dictionary, which cause little misunderstandings. On the other hand, connotative meanings are associated with personal experiences and are likely to cause conflicts. But in the context of communication between different generations, there are both likely to evoke misunderstandings. Some connotative meanings of words are so widely recognized by a certain generation or group of people, that they consider these meanings as denotative meanings. But these meanings are unknown to other groups and are not included in the dictionary. The word, â€Å"net†, for example, may mean â€Å"a trap made of netting to catch fish or birds or insects† in your grandfather’s dictionary but means â€Å"a computer network consisting of a worldwide network of computer networks that use the TCP/IP network protocols to facilitate data transmission and exchange† when you talk to your friends meet on the â€Å"net†. From this aspect, language of different generations do differ in the conception of words. Different generations may be confused by denotative meanings, not to mention by connotative meanings. â€Å"The connotative meaning of a word is the associations and overtones people bring to it. †¦When we hear a word, the thoughts and feelings we have about that word and about the person using it determine what that word ultimately means to us. † (â€Å"What can words do and cannot do†,Weaver, Understanding Interpersonal Communication, pp. 230-333 ) Consider the word â€Å"news† perceived by different generations. Your grandfather may reflect news as titles in printed newspaper or radio messages while your father form in his head the television correspondent and you, a teenager thinks of web-sites. These difference in language is brought by the development of social and technology. Words and phrases have their life cycle, there are times when certain words and expressions thrive and time when they die. It is not uncommon that older generations tend to use words, phrases and expressions that are seldom used by younger generation. Moreover, young people have the tendency to make expressions short. For example, instead of saying â€Å"good morning†, they say â€Å"morning†, instead of â€Å"lots of laughs†, they type â€Å"LOL† and so on. So next time when talking to your grandmother, use less abbreviations. Difference languages spoken by different generations giving rise to unavoidable misunderstanding, so bearing in mind that different person has varied perception of words and may not understand what you mean. Don’t be bothered to interpret in detail what you mean to be fully understood by other generations.

Family dynamics Essay Example | Topics and Well Written Essays - 1500 words

Family dynamics - Essay Example It is obvious that alcoholism has to be tackled in ways that are unique to each addict. While basic theories may be used to treat the underlying causes of the disease, it is necessary to address the issues that are unique to every alcohol addict in order to stem the excess use of alcohol by that particular individual. Demographics of Families affected by Alcohol In America today, there are approximately 15 men and women who are addicted to alcohol and use it on a regular basis. These alcoholics come from diverse religions and ethnic backgrounds, and can be found in all age groups. According to Babor (2010) 43% of the American population has had to deal, at some time or other, with an alcoholic within the family. Today, 18% of all American children live with an alcoholic in the family (Centers for Disease Control, National Center for Chronic Disease Prevention and Health Promotion, 2009). Of this figure, more than 55% are children who are still perceived to be dependants who rely on t heir parents for sustenance. According to Babor (2010), the consumption of excess alcohol kills more than 75,000 Americans on an annual basis. These deaths may result from binge drinking or simply continuous heavy drinking which wears down the body’s vital organs such as the liver. ... This is because there are pressures from peers that they have to deal with while also having to handle the pressure of starting new relationships as well as careers. The Effect on the Family The families of alcoholics are often greatly affected by their destructive addiction. They may have to live with the pressure of maintaining a facade of normalcy to the outside world while also having to bear the problems that the alcoholic causes. Alcoholics usually have short attention spans once they start to drink and can cause problems that they will not remember after the effect of the alcohol wear out (Joyce, 2011). The families of alcoholics may have to deal with violent behavior exhibited by the alcoholic, economic problems caused by the alcoholic’s use of family finances to support his or her problem, and low relationship satisfaction. Any children born into families where one of the parents is an alcoholic also learn quickly not to trust that parent (Joyce, 2011). Communication in such families is marked by constant criticism, blame, misplaced guilt, dissatisfaction in emotional relationships, and complaints (Babor, 2010). Chaos and conflict is common in families that have alcoholics. There is also a lot of unpredictability, and the breakdown of traditional family rituals. Physical as well as emotional abuse is also very common in such families. Theories of Alcohol Addiction There are different theories that seek to address the cause of alcoholism in people. The genetic theory holds that there are inherited mechanisms, particularly among people that had alcoholic parents, which predispose people to desiring alcohol or consuming it in excess (Hingson, Zha