Single Mom and Going Back to School Free Essays

Single parent and Going Back To School I am in my mid-thirties and returning to class. I would need to state that my kids are the essential purpose for this choice. I am their good example and instructor and I expect to be the most ideal one. We will compose a custom paper test on Single parent and Going Back to School or on the other hand any comparable point just for you Request Now I need to show my kids the unlimited prospects of hard genuine work. I need to send them to school and live serenely. All through my own understanding, I have discovered that the sky is the limit even while I am adjusting a family, multi occupations and school. When I left secondary school in 1992, I went to the Sawyer School for Business. With class to complete, I discovered that I was pregnant and having issues. On account of my pregnancy issues, I needed to leave school. I didn’t graduate since I couldn't finish that one class. After, that I had no inspiration to return to class; a choice I generally lamented. A couple of years after the fact, I got hitched and had a delightful infant young lady named Dominique. Presently, she is eighteen and graduated secondary school. I got separated and went from working at a production line making blinds to being a security watch at the Convention place in Providence. During this a great time, I pondered internally, â€Å"I could stand to return and my children need me†. At that point, I met my sweetheart and more than two years after the fact, I was pregnant with my second little girl Selena; and she is currently twelve and in the 6th grade in center school. Subsequent to having Selena, I went from driving a school transport to being a police dispatcher for the Bristol Police Department. In the wake of working there for a long time, I contemplated internally, â€Å"I can’t work the third move and filling in as a police dispatcher was an extremely upsetting job†. In this way, I applied at the primary office for the school office to turn into a secretary, in spite of the fact that they were just employing a sub-secretary. I promptly accepted the position; I wasn’t in any event, thinking about school. At that point, a couple of months passed and I was pregnant again with a delightful child kid named Dennis. Dennis is presently six years of age and in kindergarten. At the point when he was conceived, I truly didn't have a vocation at the top of the priority list, so I chose to go into business by cleaning houses. This was the ideal employment for me at the time in light of the fact that having an infant, a multi year old, and a multi year old was a ton of work. It was advantageous for me to begin house keeping since I picked my hours. I was working a few hours every day was as yet accessible for my children. Now of my life that I still couldn’t return to class. At some point, I chose to go after a position on the third move since I required the additional cash and it would be helpful for my children and I. Working at Atria in Portsmouth expected me to watch out for old individuals. The most significant thing to me is thinking about the living arrangement. I appreciated working there so a lot and it made me believe that I could return to class to turn into a CNA, or even become an attendant. Throughout the late spring of 2012, I thought, â€Å"What am I doing with my life? † I was cleaning houses and dealing with the older. I out of nowhere understood that my young ladies were more established and my child was in kindergarten; it’s the ideal open door for me to achieve my fantasy. Along these lines, I made sense of my timetable so I would possess a lot of energy for work, school and my two most youthful youngsters. At long last, I pondered internally that I can go to class, get a degree, and perhaps take my children on an excursion. Guidance starting with one single parent then onto the next single parent the sky is the limit on the off chance that you have the heart and mentality. To start with, you have to choose what you need to accomplish for a profession. Second, discover where you can get help monetarily. Third, locate a sheltered spot for your youngsters. Subsequently, I realize it causes me to feel great that I am indicating my children that the sky is the limit on the off chance that you put your heart and psyche into it. The most effective method to refer to Single Mom and Going Back to School, Papers

10 Ideas to Make the Most Out of Thanksgiving Break

10 Ideas to Make the Most Out of Thanksgiving Break It’s that Thanksgiving Break season and you’re hoping to take advantage of it. You need a decent spread of thoughts to browse, so here are the most well known decisions among understudies nowadays. 1. Travel to a Small Town Right, so this is most likely probably the coolest thought ever. You get a gathering of companions together, pool your cash and travel to an unassuming community that truly pays attention to the Thanksgiving break. We’re talking day off, with designs all over the place. It tends to be expensive for lodges and inns, yet on the off chance that you know somebody nearby from one of those humble communities and it doesnt transform into a scam, at that point bounce on that! Some unassuming communities out there truly do things right. Everybody gets included. The entire town makes a thing of it. 2. Gather together the Family Thanksgiving Break is an opportunity to head home and be with the family. Nowadays it very well may be hard, and bunches of families get spread out when the children get into school. Also, back home with family and recognizable faces you can energize. 3. Remain on-Campus and Sleep Nobody says you need to leave or engage in any of the merriments. You can decide to simply rest all through the break and truly revive your batteries for winter quarter. Plus, the school consistently has something continuing for the understudies that stay. 4. Get ready for the Dreaded Black Friday It’s the cutting edge shopper world and somehow we’re all influenced by the greatest shopping day of the year. Regardless of whether you participate, work in the retail/administration ventures, or you simply prefer to wear sweats and watch the pandemonium on Live Streams†¦prepare. 5. Eat Tons of Delicious Food Thanksgiving is about the food when you get directly down to it. Furthermore, it’s all over the place on the off chance that you realize where to look. Gobble it up! Have a great time! Delve in! Without a doubt, you may increase a pound or two, however whatever. You can generally consume that off before the spring and summer at any rate. Plunge into the pies and old neighborhood rarities. Truly, you extremely just live once and Thanksgiving just comes around once per year. 6. Excel on Your Studies You comprehend what tests and classes are waiting to be dealt with. You could put the time in additional examination or looking over points that you’ll before long be tried on. Nothing amiss with that, however remember this is an occasion. 7. Go Check out a Nutcracker Show Have you at any point been to a genuine Nutcracker appear? These things are astounding! Tchaikovsky is an ace. For the better ones hope to address a good cost, yet it’s effectively justified, despite all the trouble. There’s the artful dance form and different sorts of musicals however the fact of the matter is to go see an occasion appear. What's more, it’s an extraordinary date thought too. 8. Partake in Sports Fanaticism In America, Thanksgiving Day is a uber day for football darlings. In certain circles football can without much of a stretch dominate any trace of Thanksgiving. On the off chance that you’re not so much into sports or football has never been your thing, get into it for once! Get into the abnormal ads, all the yummy football nourishments and bounce all over during large plays. It’s fun. Here’s the lineup as indicated by the National Football League for 2013 Thursday, November 28th (Thanksgiving Day) Packers versus Lions †12:30 PM (ET) Pillagers versus Cowhands 4:30 PM (ET) Steelers versus Ravens 8:30 PM (ET) 9. Watch Awesome Thanksgiving Day Movies It’s that season to watch the films that bring us back and spread some light and simple seasonal joy. There are such a significant number of to browse. After around twenty minutes of scanning around Google for the most well known top picks, here on the ones that make it onto most Thanksgiving Day motion pictures records. Planes, Trains and Automobiles Dutch A Charlie Brown Thanksgiving It’s a Wonderful Life Cranky Old Men Home for the Holidays Supernatural occurrence on 34th Street Pocahontas Child in Law Garfield’s Thanksgiving 10. Return it to Grade School Thanksgiving is a brilliant time, alongside Christmas and New Year’s, to get shrewd. Return to review school. It’s time to remove and shading some paper turkeys. It’s time to make Christmas enrichments out of popcorn. It’s time to make some caramel apples. Before you realize it Thanksgiving Break is finished and it’s back to the books. Should make its best, isn't that so? Hello, make a point to hear some out old style occasion music. Make some great memories and have a great time. In the event that you can, do the modest community thing however on the grounds that that will make for some long lasting Thanksgiving recollections. Do you have any designs for the Thanksgiving break? Offer your thoughts in remarks!

Brainstorming Quick Tip Call Your Grandmother

Brainstorming Quick Tip Call Your Grandmother Brainstorming Quick Tip: Call Your Grandmother Brainstorming Quick Tip: Call Your Grandmother Rifling through your memory to identify important events and enertaining anecdotes from the past seventeen years of your life can be a daunting task.  Where do you begin?  How could you possibly be expected to remember everything that ever happened to you?  It is often much harder to try and conjure these memories out of thin air than it is to talk about them with the people who know you best your family.  Sit down at the dinner table and ask your parents to dig up some of their favorite moments from your past.  Probe your siblings for the stories that make them belly laugh no matter how many times theyre told at holiday dinners.  And if youre lucky enough to have grandparents to talk to, call them up and see what they have to say.  After living very full lives, grandparents have often distilled their favorite stories down to a collection of the very best.  Believe it or not, your eighty-five year old granny probably remembers a gem you dont and it may make for a great essa y. About CEA HQView all posts by CEA HQ »

Hernando Cortez - Spanish Conquistador

Hernando Cortez was born in 1485 into a poor noble family and was educated at the University of Salamanca. He was an able and ambitious student that focused on a military career. With the stories of Christopher Columbus and the land across the Atlantic Ocean he became enamored with the idea of traveling to the territories of Spain in the new world. Cortez spent the next few years working as a minor legal official in Hispaniola before joining Diego Velazquezs expedition to conquer Cuba. Conquering Cuba In 1511 Velazquez’s conquered Cuba and was made governor of the island. Hernando Cortez was a capable officer and distinguished himself during the campaign. His efforts placed him in a favorable position with Velazquez and the governor made him clerk of the treasury. Cortez continued to distinguish himself and became a secretary to Governor Velazquez. During the next few years, he also became a capable administrator in his own right with responsibility for the second largest settlement on the island, the garrison town of Santiago. Expedition to Mexico In 1518, Governor Velazquez decided to give Hernando the coveted position of commander of the third expedition to Mexico. His charter gave him the authority to explore and secure the interior of Mexico for later colonization. However, the relationship between Cortez and Velazquez had chilled over a preceding couple of years. This was the result of the very common jealousy that existed between conquistadors in the new world. As ambitious men, they were continually jockeying for position and were concerned with anyone becoming a potential rival. Pedro de Alvarado, Francisco Pizarro, and Gonzalo de Sandoval were among the other conquistadors who helped to claim parts of the New World for Spain. Despite marrying the sister-in-law of Governor Velazquez, Catalina Juarez the tension still existed. Interestingly, right before Cortez set sail his charter was revoked by Governor Velazquez. Cortez ignored the communication and left on the expedition anyway. Hernando Cortez used his skills as a diplomat to gain native allies and his military leadership to secure a foothold at Veracruz. He made this new town his base of operations. In a severe tactic to motivate his men, he burned the ships making it impossible for them to return to Hispaniola or Cuba. Cortez continued to use a combination of force and diplomacy to work his way toward the Aztec capital of Tenochtitlan. In 1519, Hernando Cortez entered the capital city with a mixed force of disgruntled Aztecs and his own men for a meeting with Montezuma II the emperor of the Aztecs. He was received as a guest of the emperor. However, the possible reasons for being received as guest vary wildly. Some have reported that Montezuma II allowed him into the capital to study his weakness with an eye to crushing the Spaniards later. While other reasons given relate to the Aztecs viewing Montezuma as an incarnation of their god Quetzalcoatl. Hernando Cortez, despite entering the city as a guest feared a trap and took Montezuma prisoner and began to rule the kingdom through him. Meanwhile, Governor Velazquez sent another expedition to bring Hernando Cortes back under control. This forced Cortez to leave the capital to defeat this new threat. He was able to defeat the larger Spanish force and force the surviving soldiers to join his cause. While away the Aztec’s rebelled and forced Cortez to recapture the city. Cortez with the use of a bloody campaign and a siege lasting eight months was able to retake the capital. He renamed the capital to Mexico City and installed himself absolute ruler of the new province. Hernando Cortez had become a very powerful man in the new world. News of his accomplishments and power has reached Charles V of Spain. The intrigues of the court began to work against Cortez and Charles V was convinced that his valued conquistador in Mexico might set up his own kingdom. Despite repeated assurances from Cortez, he was eventually forced to return to Spain and plead his case and ensure his loyalty. Hernando Cortez traveled with a valuable horde of treasure as gifts for the king to demonstrate his loyalty. Charles V was suitably impressed and decided that Cortez was indeed a loyal subject. Cortez was not awarded the valuable position of Governor of Mexico. He was actually given lower titles and land in the new world. Cortez returned to his estates outside Mexico City in 1530. Final Years of Hernando Cortez The next years of his life were spent quarreling over rights to explore new lands for the crown and legal troubles related to debts and abuses of power. He spent a significant portion of his own money to finance these expeditions. He explored the Baja peninsula of California and afterward made a second trip to Spain. By this time he had fallen out of favor in Spain again and could barely even gain an audience with the king of Spain. His legal troubles continued to plague him, and he died in Spain in 1547.

Clif Bar Marketing Plan - 7165 Words

TABLE OF CONTENTS Executive Summary ...................................................................................................................................3 Situation Analysis - Background ...............................................................................................................5 SWOT Analysis ..................................................................................................................................7 Key Problem to be Solved ..................................................................................................................9 Key Strategic Campaign Decisions - Objectives .....................................................................................10 Target†¦show more content†¦Increasing international growth and commitment to the environment and their employees are major strengths for the company. Growth opportunities are present in the organic market, which is projected to grow 9% (Scott-Thomas, 2012), and the smoot hie market, which will see a potential growth of 1.6% through 2013 (Technomic, 2012). Some of the weaknesses facing the company are its narrow target market in the organic product industry and lack of traditional advertising. Major competition from Odwalla and Naked Juice are threats to growth and the volatile market for fruit and other natural ingredients may cause unpredictable price increases and as well as an unpredictable future. Also, shifts in popularity of the trendy organic product movement may cause a decline in future revenues. However, both the smoothie and the organic/health food markets are growing rapidly and Clif Bar can secure a larger share in these markets with the introduction of Simply Clif. 2 Advertising efforts for Clif Bar have traditionally focused on social media and event support. The company aligns itself with promotions and activities that involve being active and supporting the community and the environment. Social media, magazine advertisements, a billboard, and a responsive website will be the main media used to introduce Simply Clif to the target market of adults in the age range of 18-40 who are concerned about health and are not overly cost conscious. Campaign effectiveness will beShow MoreRelatedClif Bar Marketing Plan7190 Words   |  29 Pages...........................................................31 1 Executive Summary Clif Bar products are delicious, healthy, organic and convenient sources of nutrition. All of Clif Bar s products are at least 70% organic and free of trans fats, hydrogenated oils and high fructose corn syrup (Clif Bar Company, 2013). As the natural and organic food market continues to grow in popularity, Clif Bar has a promising opportunity for growth. Another important market in the health food categoryRead MoreIdentify A Need Or Opportunity For Program Development1488 Words   |  6 Pagesthat good or service is ideally what experience a customer really wants. By taking the unmet needs of the consumers and meeting their requests, it will help alleviate frustrations and you are going to have engaged and loyal customer. Implementation plan: In order to make the business more well know, we will start by implementing them in local businesses to spread info about the product. Is there a need for physical space? Yes there is a need for physical space. The needs include the central office/storageRead MoreVideo Notes29279 Words   |  118 PagesLean Systems |8 |65 | |Inventory and Textbooks |9, 12, 15 |70 | |Clif Bar: Supply Chain |9 |77 | |Sourcing Strategy at Starwood |10 |80 Read MoreGatorade : A Product Line Based For Athletes2770 Words   |  12 Pageskeep it’s popularity. Purpose The purpose of this paper is to research and analyze the business and corporation of Gatorade. I will analyze gatorade, its affects on the sports drink industry and how it has grown over the years, and lastly its marketing and innovations. Background Information Gatorade was the idea that launched an industry. In 1965, Dwayne Douglas asked Robert Cade, a kidney disease specialist, why his players would lose so much weight during season, but would hardly urinate

Racial Profiling Free Essays

Imagine driving home with your family, after enjoying a nice night out of dinner and a movie. All of a sudden you see flashing lights and are being pulled over by a police officer. Your children are asking what’s wrong and why you are pulling over, and you are wondering the same thing. We will write a custom essay sample on Racial Profiling or any similar topic only for you Order Now As if being pulled over was not enough, you are then pulled out at gunpoint in front of your crying children and detained for about 30 minutes. Eventually, the officer tells you to go about your way, without offering an apology or valid reason for pulling you over. As you sit by the roadside, in shock and utter disbelief about what just occurred, you feel totally violated and wonder if you are all alone with your feelings. Unfortunately, you are not because everyday countless others will experience some form of racial profiling, and many Americans do not have to imagine being in this type of situation, because it has been there reality for quite some time. Americans are being subjected to racial profiling by local law enforcement agencies, security guards, airport security and the federal government at alarming rates. In 2005, The Department of Justice released a report that documenting the disparity in regards to racial profiling by law enforcement. That report showed that African Americans and Latinos were 3 times more likely than Caucasians to experience force or threat during a police stop, and were also about 3 times more likely to be searched during a stop as reported on a fact sheet posted by the National Association the Advancement of Colored People (http://www. naacp. org/advocacy/research/facts/Criminal. Justice. 9. 07. pdf). In April of 2008, the ACLU of Arizona issued a report, based on Department of Public Safety (DPS) data, which showed that Minorities were usually stopped for longer periods of time than Caucasians and also 2. 5 more times likely to be searched after being stopped by DPS, even though they were less likely to be found with contraband (ACLU of Arizona, Driving While Black or Brown 3 (2008), available at http://www. acluaz. org/ DrivingWhileBlackorBrown. pd). These figures may seem small, but the effects of these instances are paramount. Racial profiling is an inexcusable and unethical intrusion of civil liberties, based solely upon a person’s innate condition and characteristics. Racial profiling, according to Dictionary. com, is â€Å"a form of racism involving police focus on people of certain racial groups when seeking suspected criminals. † Unfortunately this behavior is not new but a continuous problem that has been ongoing for decades nationally as well as locally. Operation Wetback as it was referred for example, was a U. S. government effort to wipe out Mexicans after the Bracero Program, a labor exchange program, which had brought thousands of Mexicans to work legally in agriculture. According to the Encyclopedia of Immigration and Migration in the American West, â€Å"in attempting to execute Operation Wetback, police and Border Patrol agents swept through Latino neighborhoods interrogating and otherwise harassing Americans of Mexicans descent or anyone who ‘looked Mexican. † Racial profiling in the past didn’t only involve Latinos but other races and ethnic groups as well. Profiling has also been proved to exist among Asian Americans also. During World War II, after Japan had bombed Pearl Harbor, U. S. government officials began secluding approximately 120,000 Japanese Americans, two-thirds of whom were U. S. Citizens and done solely on race. According to Cathy Young, a Boston Globe columnist â€Å"this is almost universally regarded as a shameful blot on America’s history, a cautionary tale of racism†¦Ã¢â‚¬  These are just a few examples of racial profiling in our country, an issue that just about every race has dealt with one time or another. References ACLU of Arizona, Driving While Black or Brown 3 (2008), available at http://www. acluaz. org/ DrivingWhileBlackorBrown. pdf. Lacey, Michaels. (2009, March 19) Are Your Papers in Order? Phoenix New Times. Retrieved September 17, 2009, from ProQuest. Document ID:  1663646261) NAACP, African American Criminal Justice Fact Sheet 2 (2007), available at http://www. naacp. org/advocacy/research/facts/Criminal. Justice. 9. 07. pdf â€Å"Operation Wetback. † Encyclopedia of Immigration and Migration in the American West, 2009. SAGE Publications. Retrieved September 17, 2009. http://sage-ereference. com/immigration/Article_n231. html. Racial profiling. (n. d . ). Dictionary. com’s 21st Century Lexicon. Retrieved September 29, 2009, from Dictionary. com website: http://dictionary. reference. com/browse/racial profiling How to cite Racial Profiling, Papers Racial Profiling Free Essays string(94) " could make airports and flying safer, but it’s not the way that they should be made safer\." Argumentative Essay: Should Racial Profiling be Practiced? Ever since the September 11th attacks on the World Trade Center, America has been on high alert because of terrorists. People are hesitant to get on airplanes because of the other people that they sometimes see on the planes. They sometimes see persons of the same race of those who attacked on September 11 and are skeptical of them. We will write a custom essay sample on Racial Profiling or any similar topic only for you Order Now This is known as racial profiling, judging a book by its cover. Law enforcement should not be able to use racial profiling as a practice of capturing criminals or illegal immigrants. There are so many different cultures that have had people from that culture do something wrong, and now others become wary of people of that ethnic background. Besides being morally wrong, racial profiling is in violation of federal laws and can cause harm psychologically. This is not right because we all have equal chance of being someone who we are not. As stated from the Oxford English Dictionary, racial profiling is originally and chiefly  U. S. selection for scrutiny by law enforcement based on race or ethnicity rather than on behavioral or evidentiary criteria; discrimination or stereotyping on racial or ethnic grounds. People are sometimes judged by their race or ethnicity because of what others of the same race or ethnicity have done. What gives us the right to judge someone just because of their race or their ethnic background? Everyone should be treated the same no matter what ethnic background they come from. We all know that Middle Eastern persons were responsible for the attacks on September 11th, but that was only a specific group of them. Just because some people did this, it does not mean that the whole race has the same intentions. Let’s say A is a certain race and B is another. When a certain number of people of A perform a significant, heinous act towards B, should others in A be judged the same way? No, not all people are going to be the same. Daily, people are judged because of the color of their skin, where they came from, or their religious beliefs. One example of racial profiling that is fairly recent is the law that was enacted in Arizona. The law states that state and local law enforcement are required  to reasonably attempt to determine the immigration status of a person involved in a lawful stop, detention or arrest in the enforcement of any other local or state law or ordinance where reasonable suspicion exists that the person is an alien  and is unlawfully present, except if it may hinder or obstruct an investigation (Morse). This is pretty uch saying that if there is a person who looks like they can be an illegal immigrant, they may be asked for papers proving their citizenship when stopped for an illegal action, i. e. traffic violation, parole violation, etc. Although, the law also states that law enforcement cannot consider race, color, or national origin when implementing these provisions, except as permitted by the U. S. or Arizona Constitution (Morse). If the officers aren’t allowed to consider race, they should be asking all people, when stopped, for proof of citizenship. Most, if not all, unauthorized immigrants along the U. S. -Mexico border come from Mexico. According to a Department of Homeland Security report, in 2011 there was an estimated population of 6,800,000 Mexicans who were unauthorized immigrants. The total estimated number of unauthorized immigrants in the United States in 2011 is 11,510,000 (Hoefer). That means that the percentage of Mexicans that make up the total unauthorized immigrants is 59%. This is a very large percentage compared to all other countries that have illegally immigrated to the U. S. There is very little chance that you will see a person of Caucasian ethnicity and American background trying to sneak into the U. S. Police officers will have more of an inclination to ask residents who look of a Latin decent because of how many Mexicans come here. This is not right and this law that was enacted in Arizona is racially profiling most Mexicans as illegal aliens. It is not fair to those who have legally come here and have the right to stay. On September 11, the world witnessed one of the most heinous acts committed against the U. S. Nineteen Arab men hijacked four planes and aimed them at major civilian areas. Two planes were flown towards the World Trade Center, one was flown towards the Pentagon, and the last was taken down near Shanksville, Pennsylvania (Lee). Since that day, airports have greatly tightened up there security. In response to the attacks, â€Å"Bush signed into law the Aviation and Transportation Security Act (ATSA), This act established a new Transportation Security Administration (TSA), which consolidated security efforts inside the Department of Transportation (DOT)† (Blalock 2). In the airports, the number of screening agents was increased to about 56,000 workers by the end of 2002 (Blalock 5), and the number of hours needed for training was increased from twelve to one hundred hours (Blalock 6). Along with this and more thorough baggage screenings, airport security was also able to use airport profiling. â€Å"Airport profiling ‘permits investigators to correlate a number of distinct data items in order to assess how close a person . . . comes to a predetermined characterization or model of infraction. The modal characteristics and behavior patterns of known violations . . are determined relative to the characteristics of others presumed to be non-violators’† (Macdonald 132-33). Furthermore, the only people who have hijacked airliners for the purpose of mass murder have been Arab men. So the FTSA should incorporate gender, race, and age into profiling procedures (Macdonald 134). They shouldn’t, the only people to hijack planes for mass murder of others may have been Arab men, but every one of us has an equal chance of doing the same thing. Airports are technically targeting one specific group of people because of what they did what anyone could have done. Airport profiling could make airports and flying safer, but it’s not the way that they should be made safer. You read "Racial Profiling" in category "Essay examples" Along with being morally wrong, racial profiling also interferes with peoples constitutional and legal rights. In the U. S. Constitution, Section I of Amendment XIV says that no state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws (U. S. Const, amend XIV). Racial profiling procedures could have an influence on any person whose combined characteristics, such as gender, race, age, etc. , could permit closer examination. Along with Amendment XIV, â€Å"the Equal Protection Clause ‘prohibits selective enforcement of the law based on considerations such as race’ and is the ‘the constitutional basis for objecting to intentionally discriminatory application of laws’† (Macdonald 116). Racial profiling is blatantly in violation of the Fourteenth Amendment and the Equal Protection Clause and we cannot change that. This country was founded on the fact that we all wanted to be free and all to be treated equally, why should we be discriminating against others because of their ethnicity? The only people who should be targeted are those who have actually done something wrong, or those of which we have evidence to prove them to be immoral. Throughout the years, there have been several smaller incidents of racial profiling. A lot of them have been traffic stop related or minor confrontations. In May 1992, Robert Wilkins, a Harvard-trained African American attorney, was pulled over ecause he and his other family members fit the profile developed and used by Maryland State Police to uncover drug-running activity along the highway. They were male, black, and were driving a rental car. In 1993, two 15-year old Asian-American girls, Minhtran Tran and Quyen Pham, were shopping in a strip mall in Garden Grove, California. While they were leaving the mall, they were stopped by the police. The police had said that the girls were dressed in â€Å"gang attire. † The articles of clothing that they were wearing were form fitting shirts and baggy pant, what all American teens wear. The Orange County police had specifically identified Asian youth as being involved in gangs. On September 14, 2001, an Indian-American and his family members were stopped and cited for a broken taillight. The officer then began asking them questions about their nationality and had asked for their proof of citizenship. The motorist told the officer that their papers were at home and the officer replied, â€Å"You are lying. You are Arabs involved in terrorism. † He ordered all of them out of the car and he searched the vehicle. When he found a knife inside a toolbox, hand cuffed the driver and later reported that the driver â€Å"wore and carried a butcher knife, a dangerous deadly weapon, concealed upon and about his person† (Lawson 9-10). All of the people mentioned above were targeted because of their race, none of which had actually done something terribly wrong. Officers assumed that minorities were more likely than others to be involved in certain types of criminal activities. There are several types of racial profiling, â€Å"driving while Black,† being the most widely known. The case of Robert Wilkins demonstrates this. Law enforcement has viewed the black minority as being involved in illegal drug activity. Hispanics have also caught the attention of law enforcement because of their involvement in drug activity and illegal immigration. This is known as â€Å"driving while Brown. † Since September 11th, Arabs have begun to also grab the attention of law enforcement in what is called, â€Å"driving while Arab† (Lawson 11). A study in Los Angeles showed that only 10 percent of the population of LA was Blacks, but 18 percent of the traffic stops were Blacks. Broken down further, â€Å"22 percent of Blacks who were stopped were asked to step out of their cars, as compared to only seven percent of Whites stopped. Once out of their cars, 67 percent of Blacks were patted down and 85 percent subjected to a body search. Fifty-five percent of Hispanics removed from their cars were patted down and 84 percent searched. By contrast, only 50 percent of Whites were patted down and 71 percent searched† (Lawson 12). That is only in Los Angeles; there are many other cities in the U. S. that experience this kind of discrimination. Other forms of racial profiling include â€Å"stop and frisk† tactics and customs service profiling. Along with racial profiling, there are the consequences. When law enforcement stops and interrogates one based on race, and then later on the person is let go because they were found completely innocent, that can be kind of humiliating. Officers go around and stop people and happen to find the few that are criminals and they deserve to go to jail, but there are far more of those who are innocent and do not deserve to be picked out just because of their race. A 1999 Gallup Poll revealed that 42 percent of African Americans, and 72 percent of African American males between the ages of 18 and 34, believe they have been stopped by police because of their race (Lawson 19). Law enforcement has taken their privileges a little too far in just having a hunch that that man/woman may be involved in some sort of criminal activity just because others of their race tend to be criminally involved. All in all, racial profiling is not going to go away, but that still does not make it okay to practice it. There are so many more innocent people of minorities compared to the guilty. Whether it is driving while Black, Brown, or Arab, not all are going to be criminally involved. Airport security has been heightened since 9/11. Although airport profiling may make airports and flying safer, it still is not morally right. Racial profiling is also in violation constitutional and legal rights. â€Å"A social problem is one that concerns the way in which people live together in one society. A racial problem is a problem which confronts two different races who live in two separate societies, even if those societies are side by side† (Pauline Hansen) Works Cited Blalock, Garrick. â€Å"The Impact of Post? 9/11 Airport Security Measures on the Demand for Air Travel. †Ã‚  The Journal of Law and Economics  50. 4 (2007): 1-42. Print. Hoefer, Michael. â€Å"Estimates of the Unauthorized Immigrant Population Residing in the United States: January 2011. †Ã‚  Department of Homeland Security. Mar. 2012. Web. http://www. dhs. gov/xlibrary/assets/statistics/publications/ois_ill_pe How to cite Racial Profiling, Essay examples Racial Profiling Free Essays This paper is going to review recent studies on racial profiling and critiques many of their methods. I will be using the conflict theory to review a number of ways that may explain racial disparities in the rates of crimes. Also I will be using conflict theory to review how it affects people in society. We will write a custom essay sample on Racial Profiling or any similar topic only for you Order Now It addresses the major problem of inequality that exists in society today. Racial profiling in America is where those in authority use race factor when arresting citizens. Racial profiling occurs when the police target someone for investigation on the basis of that person’s race, origin, or ethnicity. It has led police agencies across the world to start collecting information about traffic and pedestrian stops. The controversy over this is that all assumptions are race based. One example of this research states that police face the use of race to make decisions during traffic and pedestrian stops. The public is concerned that these decisions reflect racial prejudice, and racism. Many researchers continue to defend theses profiles, saying that they are based of accurate facts (Hersezenhorn, 2000; Kennedy, 1997; Taylor ;amp; Whitney, 1999). Other experts have tested the accuracy of these profiles, and still have argued that even if accurate, all decisions based off race is inappropriate (Harris, 1997, 1999a; Kennedy, 1997). There are two meanings to racial profiling. â€Å"Hard† racial profiling uses race as the only factor. E. g. an officer sees a black person and pulls him over for a search and pat-down. â€Å"Soft† racial profiling is using race as one factor among others in criminal suspiciousness. E. g. a report says that a Jamaican drug lord is driving a Jeep, so troopers pull over black males who are speeding in Jeeps. Even though the driver was speeding, the reason the officer pulled him over instead of the other cars, was due to his race. Minorities are usually the ones affected by racial profiling. According to the public, the war on drugs immediately became a war on minorities. There is evidence for racial profiling. One is anecdotal, which is a limited value. The other is statistical, which research is entirely worthless. Any evaluation of the evidence for the use of race profiling in policing must keep the contexts distinct. Today, skin color makes you a suspect in America. You are more likely to be topped, searched, be arrested or imprisoned. Racial profiling does not only exist in crime but in our society. People are segregated by race and ethnicity. A certain race may think that they are wealthier than others. They also believe that they have more power and education than other races. This creates a conflict between different races and ethnic groups. Class rank also conflicts when it comes to racial profiling. Upper class ideally has more power than middle and lower class. Thus, resulting in a group conflict. Lower and middle class want equal protection and power. Whites are usually in the higher rank, and blacks are in lower ranks. Stereotypes also fall into the category of racial profiling. When we see someone who is black we automatically assume they are African. When we see someone who is Hispanic we automatically assume their Spanish. When we see an Asian person we automatically assume their Chinese, and when we see a white person we assume their American. It’s the little things like this that are considered racial profiling. Most of us don’t think that it’s bad but someone could take it offensively. Another way we use racial profiling is when we meet people. When you see a nice dressed white male you assume he’s wealthy and intelligent. When you meet a black male, who is not dressed as nicely, you assume he’s a thug, or has dropped out of school. The saying â€Å"Don’t judge a book by its cover† not only works for books but for people as well. The labor laws state that no one should be turned down for a job due to disabilities or their age. Shouldn’t this be the same with race, ethnic, and skin color? In conclusion racial profiling still exists in the United States because we allow it too. It must be stopped, before crimes go up. We should not make decisions off skin color or ethnic backgrounds. We’ve come a long way and everyone should be seen as equals. Even though racial profiling exists in crimes and police stops, we should make an effort to change this. There are other ways to go about making an arrest or sentencing someone to jail. Skin color, ethnic background, and religion should not be factors when deciding to arrest or pull someone over. I believe that if we make an effort to let everyone know that racial profiling is still happening today we can make a difference to prevent it. References Robin Shepard Engel, Jennifer M Calnon, Thomas J Bernard. Justice Quarterly: JQ. Highland Heights: Jun 2002. Vol. 19, Iss. 2; pg. 249, 25 pgs Katy Hurst (2008). http://www. mightystudents. com/essay/conflict. theory. explain. 70034 Heather Mac Donald (Spring 2001). The Myth of Racial Profiling: http://www. city-journal. org/html/11_2_the_myth. html John Reitzel, Alex R. Piquero. Does It Exist? Studying Citizens’ Attitudes of Racial Profiling: http://pqx. sagepub. com/content/9/2/161. abstract How to cite Racial Profiling, Papers Racial Profiling Free Essays Racial Profiling Racial profiling has been around for hundreds of years and it’s still around, but not as bad as it use to be. Racial profiling is wrong for many different reasons and here is why. For example, racial profiling is wrong because you can’t judge somebody just because their skin color isn’t white. We will write a custom essay sample on Racial Profiling or any similar topic only for you Order Now Police officers were often pulling over people of color just for the fun of it. It was humiliating to the people because it made them feel like they were nothing more than a piece of garbage. The police officers didn’t take colored people seriously and just did what they wanted. They asked permission to search the car and when he refused they searched it anyway† clearly states that the police had no respect for colored people and their feelings. Furthermore, racial profiling is wrong because it really does not matter what color skin you have, you can still be a good person at heart. â€Å"Virtually everybody is innocent, and virtually everybody is not white† is a true statement because it’s not just black and hispanic people who are in gangs, rob stores, steal cars etc.. it’s white people to. It makes people feel sad and unloved, and sometimes pushes them to a point to where they want to commit suicide. Also, it starts fights and arguments and if it goes to far, you end up getting arrested. In reality, everybody makes mistakes. All in all, I feel racial profiling is wrong because if you think about it enough and try and understand what it feels like to be constantly harassed and humiliated, you wouldn’t like it either. Hopefully in the future, people stop being racist and just know everybody is human and everybody has feelings. How to cite Racial Profiling, Essay examples

Free Animal Rights Essay Example For Students

Free Animal Rights Essay Animal RightsAs Doctor Zola-Morgan stated in a speech to animal right activists,Ive seen the impact of the animal rights movement. I believe this is anattack on science of the worst kind. If we allow it to prevail it willtake us back to the dark ages. Too much of the public has come to thinkof medical researchers as tormenters rather than healers. The good isoverlooked and the bad is exploited. Although many people think thatanimal research is morally wrong, animal research should continue becauseit is critical to continued progress in human health and alternatives to research animals are not available. Animal rights activists feel that animal research is immoral. They donot see where we as human beings see or feel that we are the dominantspecies. They often assert that research with animals causes severe painand that many research animals are abused. The activists do not feel theneed to put the animals through such pain. Many of the experiments arereplicated also which causes an unneeded demand for animals to performexperiments. Experiments which have already been proven are still beingexperimented with. However, animal research is an integral part of todays society whenthinking of how much progress we have gained in human health with the useof animal experimentation. To date some forty-one Nobel prizes have beenawarded to scientists whose achievements depended on laboratory animals. Vaccines against polio, diphtheria, mumps, measles, rubella, and smallpoxwould not have been possible without such experiments. There also wouldnot be such important techniques such as open heart surgery, brain surgery,coronary bypass, microsurgery to re-attached limbs, organ transplants, andcorrection of congenital heart defects. The list goes on about the medicaladvances that required animal research. Insulin to control diabetes andmedications important in the management of asthma, epilepsy, arthritis,ulcers, and hypertensions are a few more to add to the list. To takeanimal research away would also be to halt our societys advancement ofmore procedures and more medicines to enhance the better living of humans. In addition, there are no alternatives to animal experimentation thatcan give the same results that it can. In certain research investigations,cell, tissue, organ cultures, and computer models can be used at least inthe preliminary phases of the investigation. However, in many experimentalsituations, culture techniques and computer models do not capture thephysiological complexity of the whole animal. Some examples of whereanimals are necessary in research include the development of a vaccineagainst HIV and improvement of methods to relieve mental stress andanxiety. These challenges can only be addressed by research with animals. Computer models and cultures cannot get the whole body effect of anexperiment. Humans are the only alternatives to animals for this and whenfaced with this alternative, most people prefer the use on animals as theresearch model. Anthropology

binge drinking Essays (433 words) - Drinking Culture, Alcohol Abuse

A driver's license for your teenager is a milestone and one of the biggest events in their young lives. The independence it gives them is wonderful, but can be quite frightening to a parent and can cause friction among the ranks. Teaching your teen to drive safely is a big undertaking and should not be taken lightly. Your teen?s life and the other driver?s lives may depend on how well you get your teen ready for this responsibility. Your child will have to handle a lot of instructions and rules of the road. While learning these new skills he will be stressed, yet he may try to appear cool under pressure. While some kids are confident and can?t wait to get started, others are anxious and may have to be nudged a little. Either way, arguments may ensue so plan your strategy accordingly. Obviously, make sure that the vehicle they will be using is in tip-top condition regarding brakes, good tires, a well charged battery and an emergency kit on board. Establish rules ahead of time. If they will listen to you, there will be less yelling on both ends. Limit conversation strictly to the task at hand. Remember that you are their teacher, not their friend, allowing you to be more productive and clearer when establishing the rules. Aside from the basics of how to drive, such as how to steer, park, and how to use their mirrors, here are some iron-clad rules before they can be allowed on the road. Depending upon what your weather conditions are in your state should determine if you?re teen can drive in them. Even some adults have trouble driving in adverse conditions, so don?t let them drive until you feel they are capable of driving in the rain, snow and ice. Stress the importance of wearing a seat belt. It is not only safer, but it is also the law. You would think that warning your teen against driving and drinking would be a no brainer, but do it anyway. If they do get into a situation of this nature, make sure they know that they should still call you. You cannot stress this enough. No headphones, no texting, and no driving when they are tired. If there are passengers in the car, they must still concentrate on driving. If they see that they are running late from school or their job, they must immediately call. It is a good idea for them to have a cell phone. This also insures that there will be no excuses!

Using the Keyword Final with Inheritance in Java

Using the Keyword Final with Inheritance in Java While one of Javas strengths is the concept of inheritance, in which one class can derive from another, sometimes its desirable to prevent inheritance by another class. To prevent inheritance, use the keyword final when creating the class. For example, if a class is likely to be used by other programmers, you may wish to prevent inheritance if any subclasses created could cause problems. A typical example is the String class. If we wanted to create a String subclass: public class MyString extends String{ï » ¿} We would be faced with this error: cannot inherit from final java.lang.String The designers of the String class realized that it was not a candidate for inheritance and have prevented it from being extended. Why Prevent Inheritance? The main reason to prevent inheritance is to make sure the way a class behaves is not corrupted by a subclass. Suppose we have a class Account and a subclass that extends it, OverdraftAccount. Class Account has a method getBalance(): public double getBalance(){ return this.balance; } At this point in our discussion, subclass OverdraftAccount has not overridden this method. (Note: For another discussion using this Account and OverdraftAccount classes, see how a subclass can be treated as a superclass). Lets create an instance each of the Account and OverdraftAccount classes: Account bobsAccount new Account(10); bobsAccount.depositMoney(50); OverdraftAccount jimsAccount new OverdraftAccount(15.05,500,0.05); jimsAccount.depositMoney(50); //create an array of Account objects //we can include jimsAccount because we //only want to treat it as an Account object Account[] accounts {bobsAccount, jimsAccount}; //for each account in the array, display the balance for (Account a:accounts) { System.out.printf(The balance is %.2f%n, a.getBalance()); } The output is: The balance is 60.00 The balance is 65.05 Everything appears to work as expected, here. But what if OverdraftAccount overrides the method getBalance()? There is nothing to prevent it from doing something like this: public class OverdraftAccount extends Account { private double overdraftLimit; private double overdraftFee; //the rest of the class definition is not included public double getBalance() { return 25.00; } } If the example code above is executed again, the output will be different because the getBalance() behavior in the OverdraftAccount class is called for jimsAccount: The output is: The balance is 60.00 The balance is 25.00 Unfortunately, the subclass OverdraftAccount will never provide the correct balance because we have corrupted the behavior of the Account class through inheritance. If you design a class to be used by other programmers, always consider the implications of any potential subclasses. This is the reason the String class cannot be extended. Its extremely important that programmers know that when they create a String object, its always going to behave like a String. How to Prevent Inheritance To stop a class from being extended, the class declaration must explicitly say it cannot be inherited. This is achieved by using the final keyword: public final class Account { } This means that the Account class cannot be a superclass, and the OverdraftAccount class can no longer be its subclass. Sometimes, you may wish to limit only certain behaviors of a superclass to avoid corruption by a subclass. For example, OverdraftAccount still could be a subclass of Account, but it should be prevented from overriding the getBalance() method. In this case use, the final keyword in the method declaration: public class Account { private double balance; //the rest of the class definition is not included public final double getBalance() { return this.balance; } } Notice how the final keyword is not used in the class definition. Subclasses of Account can be created, but they can no longer override the getBalance() method. Any code calling that method can be confident it will work as the original programmer intended.

The Art Of The Rapanui Essay Example | Topics and Well Written Essays - 250 words

The Art Of The Rapanui - Essay Example Art has for a lengthy time, been used to make political statements among the Rapanui. The art of the Rapanui, in particular, the statues of Moai, are the last part of the ancient history of these people and because of this, they still have a special impact on then Rapanui. When the Spanish colonized the Easter Islands, they discovered the importance of these statues to the Rapanui and in order to make a political statement, these giant statues were toppled from their pedestals, to show that the Spanish were dominant on the islands. While this may have been the case, these statues have come to be recognized as a unique part of the Rapanui heritage and attempts have been made by the Chilean government, which governs the islands, to restore them. The Rapanui have made these statues their rallying point when agitating for political independence from Chile, which they consider an oppressive colonizer (Romero). A similar political statement was made in the past by the English in a bid to e stablish their dominance over the Scottish people. The English, after defeating the Scots in battle, took the important Stone of Scone, which was an essential part of the Scottish coronation ritual, from Scotland to England ("Stone of Scone due Back in Scotland Today" 5). This was used as a symbol of English dominance of the Scots, but in this instance, it does not seem to have worked since Scotland came to regain its independence later.  

Diplomatic history of the us since 1914 Essay Example | Topics and Well Written Essays - 500 words - 1

Diplomatic history of the us since 1914 - Essay Example Many ammunition manufacturing corporations sprung up in the United States to meet this demand. The only way such a large industrial base could survive is by creating more demands for ammunition, combat vehicles, etc. The military industry in America is so big that they can sway and influence the decisions taken in the executive branch of government. In effect, since the conclusion of the Second World War, the United States had seen a virtual â€Å"war economy†. Such an economic system can only thrive in an atmosphere of international tension and hostility, which is a bad result for humanity at large. Eisenhower was a shrewd statesman and an admirable leader (in the capacities of a General and a President). He understood this nexus between the weapons manufacturers and its employers in the American military. Eisenhower understood the vicious nature of this symbiotic relationship between a government agency and a commercial enterprise and warned his citizens to be wary of its consequences. In other words, he cautioned his fellow countrymen to mobilize themselves in curbing this negative development in post war America. Looking back at the recent history of American military intervention across the globe, one cannot stop wondering if those were the manifestations of Eisenhower’s nightmares. Furthermore, the general d issent and disapproval that the United States attracts in the third world countries is another indication of the military-industrial complex’s existence. What’s ironic about this message from Eisenhower is the fact that he himself was part and parcel of this military-industrial nexus. During the early months of 1962, hordes of demonstrators took to the streets in protest against the social and economic policies of the Guatemalan government headed by General Miguel Ydigoras Fuentes. The protesters were also disappointed with the level of corruption and election malpractices under the leadership of General Fuentes.

Role of Technology for English Language Learners

Role of Technology for English Language Learners Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), â€Å"the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning†. This thesis aims to reach the following objectives: to make the reader aware of new learning strategies and possibilities for all types of learners; to discover students views on the feasibility of videogames for language learning and instruction; to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that â€Å"virtual pet†, simulation and â€Å"RPG† (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yetbe able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the â€Å"level of involvementin a task†, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that â€Å"videogames allow learners to analyze and decode language at their own pace†. During game play learners may use one input channel to decode the other because videogame players have a great deal of controlover the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. â€Å"Dornyei Clement (2001, p.399) claimed that â€Å"one of the main premises for using video games to educate has been to harness learners motivation†. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is presentin video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that â€Å"a videogame provides players with a useful kinesthetic link to its language† resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR)activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making thelanguage easier to grasp, which is quite similar in videogames where players perform on-screenactions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that â€Å"video games are a new form of interactive media worthy of academic multidisciplinary study† regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term ‘mod means modification, in videogame terms ‘mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, â€Å"The Sims 2† does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. â€Å"Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience† (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, â€Å"the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be†. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like â€Å"Civilization III† relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is â€Å"The Sims 2†. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/)whohave put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. – Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire – refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquirelanguage, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire – refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) â€Å"students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text† while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. – Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from â€Å"Lunar: the Silver Star† for the â€Å"Playstation† could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done. Questions could range from reading comprehension (Example: Who does Tidus fight against at the end of Final Fantasy X?) to essay type questions (Example: In Final Fantasy X, do you think Tidus resents his father? Why / Why not?) 8. Suggested Games for Classroom Use The following list contains several classroom-safe video games that can be used to teach English. This compilation is best aimed at being used with students between the ages of eighteen and twenty five in mind. They have cartoon-like visuals, an excellent score, funny characters and interesting plots. Atelier Iris 2 (Sony Playstation 2): A RPG about an alchemist out to prove himself and make use of his awesome skills. Atelier Iris 2 focuses on two main characters whom you can assume at will. One character embarks on adventures in distant worlds, facing off against enemies via a turn-based battle system. The other character stays behind at home and creates items and weapons. Arc the Lad (Sony Playstation): The first game in the series that really redefined what a Strategy/RPG could be, introduces players to a magical world teetering on the edge of destruction. Only the young Arc possesses the power to stop the impending destruction, a

Mississippi style by Erle Johnson

The Mississippi State Sovereignty Commission was enacted by an act of the Mississippi legislation in 1956. Its objectives was to protect the sovereignty of the state, and her sister state. The commission is run by four ex-official; the governor (who was the chairman of the commission), the president of the state (vice-chairman of the commission), the attorney general, and the speaker of the house. Other members of the commission includes: two members from the senate, appointed by the president and the senate; and three members from the house representatives who are appointed by the speaker. Various leaders in Mississippi had either credited or criticized the performance of the Commission. Coleman acknowledges the work that was being done by the Commission and asserted that the Commission was useful in abolishing the racial conflict and violence. Ross Barnett on the other hand complained about the method used by the Commission, he directed the Commission to create the speaker’s bureau to present the Mississippi views. The investigation team were also expanded which were in charge of investigated individuals and the organization that were challenging the racial status quo. Another key leader who contributed towards creating and shaping the new image of the Commission was Erle Johnston. Erle took measures to clean up the Commission, removing all discrimination reports especially those which meant to barred African and Americans from voting. He was born in 1917, in Garyville, Louisiana. Erle attended Grenada High School, where he played several roles ranging from participated on the baseball team, being a member of the band, and a newspaper writer. However, Erle did not go further with education due to financial problems, and hence after completion of High School in 1935, he started working part-time with Daily News, the Jackson-Leader, and the Memphis Commercial Appeal up to 1937 when he secured a full time job with the Clarion-ledger. Johnson Erle thereafter managed to serve in several capacities ranging from a mere newspaper reporter and the state editors to being the State Director of the Office of War Information in 1943. He was also called to serve in the U.S Army in 1945. His reputation as a respected newspaper writer and editors as well as a political reporter enabled Erle emerged into public arena and participated in the Mississippi political campaigns. In 1960, Erle was appointed as Director of Public Relations by Barnett and began to work with the Mississippi State Sovereignty Commission where he develops a public program that would counter criticism from the civil rights activist. He led the Commission in conducting investigation on those who challenged racial segregation, and directing on how to avoid civil rights legislation. Johnson also redefined the Commission name into Mississippi Information Agency in order regain its recognition. In 1966, a meeting was called to approve a new policy redefining the Commission as the watch dog in an effort to combat the threat of integration. Erle continued to hold the Executive Director of the Sovereignty Commission until his resignation in 1968. After his resignation John became Mayor of Forest from 1982-1985 where he alert on the advancement and development of the city’s industry. The success of the development of the city’s industrial led to the creation of many jobs opportunities. He later take over to a new career as an author of Mississippi politics where he before his death he wrote three books. He continued holding different position and engaging in various activities such as civic, religious, and community’s events. John was selected as Co-Chairman of Tougaloo College’s Committee on the prevention of the Civil Rights Activities in 1992. He later received recognition into the Mississippi Press Association Hall of Fame before his death which occurred as a result of heart attack in 1995. He left three children. Conclusion Johnson Erle born in 1917 was one of the leaders whose contribution led to a great success of the Mississippi State Sovereignty Commission. His reputation well known as the respected journalist and political reporters gave him an edge into political arena. He served several position during his life and always been struggling for the abolition of the racial segregation. Reference: 1. Erle Johnston memo, June 24, 1965, SRC ID # 9-31-4-3-1-1-1. 2. General Laws of the State of Mississippi, 1956, Chapter 365, 520-524. 3. Mississippi’s Defiant Years, 1953-1973: An Interpretation Documentary with Personal Experiences (Forest, Miss: Lake Harbor Publishers, 1994). 4. Politics: Mississippi Style (Forest Miss: Lake Harbor Publishers, 1993) 5. Rolled with Rose: A Political Portrait (Baton Rouge: Moran, 1980). Â   Â   Â   Â   Â   Â   Â  

The Key to Successful Graduate Scholarship Essay Topics

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