Slave narratives free essay sample

Slaves comprised one-fifth or 20 percent of the total population of New York City, making it a city with one of the highest concentration of slaves in colonial America. (See the introductory section. ) 2. Which statement describes African American slaves views on the American Revolution? A. They viewed it as an opportunity to gain their own freedom. As the battle for political independence from Great Britain intensified in the late eighteenth century, the rhetoric of the day that freely referenced liberty and freedom of oppression was not lost on the slaves. They fought on both sides of the Revolution because they saw the Revolution as an opportunity to gain their own freedom. (See the introductory section. ) 3. What was the attitude of white New Yorkers regarding the abolition of slavery? c. Their attitude was not much different than their Southern counterparts. Though New Yorkers lived with a constant threat posed by rebellious slaves, they proved no more willing to relinquish their slaves as their Southern counterparts had been in earlier times. We will write a custom essay sample on Slave narratives or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (See section African American Life in Eighteenth-Century North America in your textbook.) 4. What led colonists to embrace slave labor more enthusiastically in the mid-eighteenth century? b. A diminished supply of European-born laborers Although demand for labor in the American colonies remained high, the supply of white labor from Europe diminished due to, among other factors, the Seven Years War of 1756-1763. (See section Slaves and Free Blacks across the Colonies in your textbook. ) 5. Which statement accurately describes the scope of slavery in mid-eighteenth-century New England? a. The use of slave labor expanded into occupational sectors where it had previously not existed By the mid-eighteenth century, slavery expanded into new occupational sectors and into new geographic areas. In both cases, the shortage of white immigrant labor prompted this changed dynamic. Enslaved Africans were employed as apprentices to skilled artisans and were used as laborers in grain-producing operations in southern New England. (See section Slaves and Free Blacks across the Colonies in your textbook. ) 6. How did the colony of Georgias relationship to slavery change in the1750s? b. The colonys ban on slave imports was lifted, allowing Georgia to become a slave society. Established as a military buffer between Britains lucrative Carolina colonies and Spanish Florida, Georgia did not permit slavery under the terms of its original charter. Succumbing to immense political pressure, the colonys trustees lifted this ban in 1751 and Georgia quickly transformed into a slave society, witne ssing an explosive increase in the slave population in less than thirty years. (See section Slaves and Free Blacks across the Colonies in your textbook. ) What sustained the black population in colonial New England? c. The continuous importation of slaves directly from Africa Domestic birth rates among slaves in New England remained extremely low. In response, colonial New Englanders relied on a brisk trade in slaves imported directly from Africa. By the early 1740s, 70 percent of all slaves imported into New England were brought directly from Africa, a reversal of a dynamic that existed earlier in the eighteenth century when 70 percent of all slaves imported into New England originated from Britains West Indian colonies. (See section Slaves and Free Blacks across the Colonies in your textbook. ) 8. What percentage of the total northern population did free blacks comprise? c. 10 percent In both the North and the South, black freedom contracted as the eighteenth century progressed. Free blacks represented a negligible portion of the total populations of any of the given Southern colonies. Although more common in northern colonies, their numbers never rose above 10 percent of the total population. (See section Slaves and Free Blacks across the Colonies in your textbook.) 9. How did New England blacks form a distinctive African American culture? b. Establishing their own rituals and celebrations Establishing new rituals and celebrations was one way in which the black population of New England created their own distinct culture that reflected the assimilation of the American-born population alongside the influence of recent African arrivals. Negro Election Day is one example of this phenomenon. This celeb ration was largely confined to New England and was an opportunity for blacks to cross cultural and linguistic divides. It also gave the powerless the opportunity to play the role of the powerful. (See section Shaping an African American Culture in your textbook). 10. What was the eighteenth-century revival movement that swept through colonial America called? d. The Great Awakening The Great Awakening refers to a religious revival movement of the eighteenth century that spread throughout the colonies and fostered a spirit of equality that appealed to both white and black Americans. Chapter 3 provides more in-depth information about its effects on the American slave population and how it influenced the American Revolution. (See section The Slaves Great Awakening in your textbook. ) 11. What was the name of the eighteenth-century intellectual movement that questioned traditional institutions, customs, and morals? a. The age of Enlightenment The age of Enlightenment was a time when thinkers in America and in Europe questioned traditional institutions, morals, customs, and values. American colonial leaders often framed their critique of their relationship with Great Britain through the lens this movement provided. (See section The African American Revolution in your textbook. ) 12. How did African Americans use the climate of the American Revolution in their efforts to bring about an end to slavery? b. They fought for both sides in the conflict. Slaves took advantage of the social disorder in the Revolutionary era to seize their freedom. Once the conflict with Great Britain began, fugitives could often secure freedom through military service. While more than five thousand African Americans fought alongside the patriots, approximately fifteen thousand black loyalists served with the British, who had promised freedom to those who would serve them. (See section The African American Revolution in your textbook. ) 13. What was the Somerset case? c. It was a lawsuit filed on behalf of a runaway African-born slave in a British court The Somerset case ultimately freed an American slave named James Somerset in 1772. Born in Africa, Somerset was later sold into slavery in Virginia, where he lived until his owner brought him to London while traveling on business. Somerset ran away, and was eventually apprehended when a British antislavery activist challenged his owners right to detain him. Ultimately, Somerset would gain his freedom as a result of the British courts ruling in favor of Somerset. (See section The Road to Independence in your textbook. ) 14. How did American patriots respond to African Americans demands for freedom during the Revolutionary Era? d. With indifference Although northern blacks tried hard to frame their appeals for freedom in the Revolutionary language of the era, with its emphasis on natural rights, equality, and freedom from tyranny and oppression, such appeals generally fell on deaf ears. Many leaders in the patriot cause, such as James Otis, chose not to link the struggle for their political freedom from Great Britain with the freedom struggles of the enslaved. (See section The Road to Independence in your textbook. ) 15. Who was Crispus Attucks? b. He was a runaway slave who became the first martyr of the American Revolution. Crispus Attucks was a free black man of African and Nantucket ancestry who had secured his freedom by running away from his master as a young man. He went on to join the ranks of Bostons working class, as a laborer on the citys docks. Attuckss resentment toward the British presence in the city of Boston, a resentment shared by his fellow dockworkers, ultimately led to his involvement in what would be known as the Boston Massacre. (See section Black Patriots in your textbook. ) 16. What was Lord Dunmores Proclamation? c. A document extending freedom to black men willing to fight for the British Issued in November 1775 by Virginias royal governor John Murray, the Earl of Dunmore, Lord Dunmores Proclamation promised freedom to blacks in exchange for their willingness to serve in the British army. (See section Black Loyalists in your textbook. ) 17. What ultimately convinced George Washington to allow black men to fight in the Continental Army? c. The idea that his own slaves could potentially fight for the opposing side The potential scenario in which Virginia slaves were fighting for the British convinced Washington to revisit his earlier prohibition against black troops serving under his command. The Continental Congress declared all blacks eligible for service in the army one week after Dunmore issued his proclamation. (See section Black Loyalists in your textbook. ) 18. What role did blacks play in Britains Revolutionary War southern strategy? a. They served as scouts and soldiers Blacks played pivotal roles in Britains southern strategy, serving as everything from scouts to soldiers. While their contributions would prove valuable, Britains southern strategy ultimately failed to bring forth the results the British had hoped for. Black participation in the British cause stiffened the resolve of southern patriots, an outcome the British had sorely underestimated. (See section American Victory, British Defeat in your textbook. ) 19. Where did black loyalists who sided with the British likely resettle when the Revolutionary War ended? b. The Bahamas Britains Royal Navy evacuated approximately fifteen thousand blacks at the conclusion of the Revolutionary War, and they were later resettled in Britains remaining colonies of Canada, Jamaica, South Africa, Australia, or the Bahamas. Some were transported to England itself. (See section The Fate of Black Loyalists in your textbook. ) 20. Where was the United States free black population concentrated after the Revolutionary War? b. In the Upper South and the North Free black communities in the Upper South and in the North grew substantially in the twenty years after the Revolutionary War. (See section Closer to Freedom in your textbook. )

Role of the Teacher in Obesity Prevention

Role of the Teacher in Obesity Prevention Introduction Obesity is a health condition that affects a person causing them to gain a lot of weight and body mass and subsequently causing a health risk in the individual due to related health implications. Research has proven that the risk of obesity has continued to increase especially for the younger generation in the society.Advertising We will write a custom essay sample on Role of the Teacher in Obesity Prevention specifically for you for only $16.05 $11/page Learn More According to the government statistics and previous researches, 61.4% of the Australian population is either obese or overweight, a point that raises a lot of concern about the health status of the population in Australia. Also, according to the Medical Journal of Australia, the rate of occurrence of obesity has increased to more than a double in the past decade. This information is also close to the data for the USA and the UK (Australian Bureau of Statistics, 2008). It has been note d that there is a large correlation between the occurrence of obesity and lifestyle, especially eating habits and physical activities. With the society decreasing its concentration from commitment to physical activities, it has become a major problem for many to engage in the activities that would aid in ensuring healthy living. This has been aggravated by the fact that there has been an emergence of a very dangerous trend in eating habits where most people have adopted the culture of eating processed foods and junk foods which are full of fats, chemicals and other hazardous components. This has resulted to a change in the formation of healthy bodies and as a result many people have become overweight and in extreme cases, obese (Sharma, 2011). Obesity and overweight are conditions that result to a high risk of health complications such as the victim being affected by type 2 diabetes, cardiovascular diseases, hypertension, physical deformity among other health problems. With these th reats being eminent, there is a need for everyone to put effort in trying to prevent the condition, and in places where it prevalent, to manage the condition (Robinson, 2001). This study seeks to identify how the society, especially teachers who interact the most with the young children, may be involved in prevention or management of the condition (Danielzik, Pust, Landsberg Muller, 2005).Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Importance of Physical Activity The group that the study considered constitutes of the young people in the community ranging from 5 to 17 years of age. Research has shown that about one in every four children in Australia is either obese or overweight, with obesity taking the larger percentage. The problem is that when the condition develops at this early stage, it is hard to cure or manage it later on hence it remains to be a health threat for the v ictim. However, research has also shown that the condition of obesity is best preventable and curable at this early stage since most obese people become obese at this age interval and hence preventing this trend would have almost long-term results except in extreme situations of hazardous lifestyle (Hawks Gast, 2000). One of the most reliable and effective methods to prevent or manage obesity is through involvement in physical activities especially at the early age. In prevention of obesity, physical activities ensure that an individual utilizes a lot of energy that is injected into the body while eating, a factor that ensures that there is no excess energy going unutilized and which would otherwise be stored in the body as fats. Through involvement in sufficient quality of physical activities, a person is able to check their weight hence avoiding occurrences of obesity or even becoming overweight. In addition, physical activities ensure that a person remains fresh due to proper ci rculation of blood hence being able to utilize energy from the food taken not only through physical activities but also through the brain (Piran, 1998). Through engaging in physical activities, those that already are obese may be able to manage their condition and even with a lot of discipline be able to eradicate their situation. This is mainly possible due to the fact that during physical activities, stored fats are broken down to form energy which is then utilized in the activity. Hence, for someone with obesity, it is possible to gradually ensure that the stored fats under the skin are broken down into energy hence helping the patient recover from the condition.Advertising We will write a custom essay sample on Role of the Teacher in Obesity Prevention specifically for you for only $16.05 $11/page Learn More However, in situations where the condition is impossible to treat, physical activities may aid in ensuring that excessive fats are broken down so a s to avoid them from getting deposited under the skin, a factor that may ensure prevention of other related diseases and conditions thus ensuring that the obesity does not pose a health threat to its victim (McDevitt Ormrod, 2010). Teacher’s Role in Obesity prevention and management The teacher is the person who spends most of the time with a child during the period between 5 and 17 years. The teacher hence observes a lot of the changes that take place in the child both physically and mentally (Robinson, 2001). The teacher therefore has the role of ensuring that he addresses all the issues involved in the proper and healthy growth of the child so as to ensure that the child grows up in the expected manner. The teacher may therefore be able to identify the possibility of onset of obesity in as child especially due to its weight gain and slow mental development. This may be a good point at which to react through engaging in preventive measures so as to overcome the probability of the child becoming obese. Involvement in physical activities as well as a change in eating habits may also be helpful (Meyers, Sampson, Weitzman, Rogers, Kayne, 1989). The teacher is at a good position to set time for the child to ensure discipline in engaging in physical activities. This may be done through integrating learning with co-curriculum activities with an equal emphasis on their importance such that children would not view the physical activities as optional but rather as part of the learning process. On the other side, the teacher is at a good position to be able to control the dietary part of the child’s eating habits so as to ensure that as much as possible the child takes healthy meals that would reduce the risk of becoming obese. Ways of addressing and helping prevent Obesity The teacher may be able to undertake a lot of activities so as to help manage and even prevent obesity in children. First, the teacher may be able to use their authority to control t he eating habits of the children.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Through emphasizing on healthy living ad as much as possible ensuring the children do not take junk and processed foods, the teacher may be able to help the child reduce the probability of becoming obese and for the obese ones, manage the condition and keep it at a low profile where the risk of related diseases and conditions is at its lowest. The teacher hence may be able to make decisions on the kind of food components tom include in the meals offered in the school while also educating the child on proper decision-making and consciousness so as to ensure they have a good and healthy choice for foods and beverages taken outside the school program (McDevitt Ormrod, 2010). The teacher may also be involved in formulation of a coordinated school health program (CSHP) which may be aimed at addressing the main aspects of life that may are associated to healthy growth including physical health, provision of physical, nutritional and health education, development of mental health through counseling sessions as well as involvement in activities carried out at the family and community level. All these activities may be able to engage the child in a manner that helps prevent or manage obesity (Meyers, Sampson, Weitzman, Rogers, Kayne, 1989). The teacher has the mandate to formulate and review the different policies endorsed by the school concerning healthy growth of a child. In cases where the school has laid more focus and emphasis on learning and neglected healthy physical growth promotion activities, the teacher may intervene to help ensure that there is a balance in all aspects of life so as for the child to grow up as an all-round healthy person and more so reduce the probability of getting obese (Kropski, Keckley Jensen, 2008). Through provision of nutrition studies, the teacher may be able to influence the decisions of the child in relation to their decisions pertaining to the kind of food they eat and also the physical activities they engage in so as to reduc e instances of obesity. References Australian Bureau of Statistics (2008). National Health Survey 2007-08. Melbourne: ABS. Danielzik, S., Pust, S., Landsberg, B. and Muller, J. (2005). â€Å"First lessons from the Kiel Obesity Prevention Study (KOPS),† International Journal of Obesity, 29(2) :78–83. Hawks, R. and Gast, J. (2000). â€Å"The ethics of promoting weight loss,† Healthy Weight, 14(1): 25-26. Kropski, A., Keckley, H. and Jensen G. (2008). â€Å"School-based obesity prevention programs: an evidence-based review,† Obesity, 16(5):1009-18. McDevitt M. and Ormrod, J. (2010). Child Development And Education (4th ed). Melbourne: Pearson. Meyers, A., Sampson, E., Weitzman, M., Rogers, L. and Kayne, H. (1989). â€Å"School Breakfast Program and School Performance,† American Journal of Diseases of Childhood, 143(10): 1234-1239. Piran, N. (1998). â€Å"The Last Word: Prevention of eating disorders,† Eating Disorders, 6(1):365-371. Robinson, E . (2001). Reducing Children’s Television Viewing to Prevent Obesity: A Randomized Controlled Trial. London: AMC. Sharma, M. (2011). Dietary Education in School-Based Childhood Obesity Prevention Programs. Available from: https://academic.oup.com/advances/article/2/2/207S/4591581

10 Ethnic Terms

10 Ethnic Terms 10 Ethnic Terms 10 Ethnic Terms By Mark Nichol The vocabulary of ethnicity identity is fraught with peril. It is unfortunate that humans must at times distinguish between various subgroups, but it’s best to keep up-to-date on which descriptions are considered valid or acceptable among those belonging to those populations. Here’s a guide: 1. African A person of African descent. Some people so described use this term even if they are US residents because, due to their recent arrival in the United States, they do not identify with black, or African American, culture. 2. African American An American of African descent. Most people answering this description have no problem with the term black, but some groups and publications prefer this term, and it’s useful, at least, as elegant variation. Unlike as with the case of people from Asia, African Americans are less likely to be identified by their specific country of origin, such as in â€Å"Kenyan American.† 3. Asian A person of Asian descent. 4. Asian American An American of Asian descent. More specific terms such as â€Å"Japanese American† are used when necessary; note, however, that immigrants from nations from which relatively few people come to America can also be identified by such a construction, even if the phrase is not common (such as â€Å"Pakistani American†). 5. Black An American of African descent; this term is generally lowercased but is capitalized by some groups and publications. 6. Chicano An American of Mexican descent. This is one of those terms best reserved for use by those it refers to. People of similar ethnic heritage from countries other than Mexico may share communities and philosophies with Chicanos, but they may prefer not to share the name. (The feminine form Chicana is used when referring specifically to women.) 7. Hispanic A person of mixed Spanish or Portuguese and Indian heritage. Some people of this description oppose the term because it emphasizes the European element at the expense of other identities. 8. Indian This term has two distinct meanings: a person descended from people who long ago immigrated to the Americas from Asia, or people of Indian descent (that is, from India). Many people in the first category so identified prefer this term to â€Å"Native American,† and some use â€Å"American Indian† only to distinguish themselves from people originating in India. (American Indians were originally misidentified as such by Christopher Columbus, who believed, in error, that he had reached India rather than the Western Hemisphere.) 9. Latino A person of mixed Indian and Spanish or Portuguese descent. This term, although no more etymologically valid than â€Å"Hispanic,† is preferable among many such people. (The feminine form Latina is used when referring specifically to women.) 10. Native American A person descended from people who long ago immigrated to the Americas from Asia. Many people adhering to this description prefer to be called simply Indians or to be identified by their tribal name. (Note that the terms indigenous and aboriginal are not strictly correct, because Indians did not evolve in the Western Hemisphere. Canadian Indians who call themselves the First Nations are more accurate.) Of course, many other descriptors for ethnic groups exist, including many broadly considered derogatory and even offensive. However, some people belonging to ethnic groups so labeled use such terms among themselves to reclaim them and diminish their painful associations. A final note: I use the term American (which need not be hyphenated to another proper name) to refer to US citizens, although Americans meaning people who live in the Western Hemisphere who do not reside in the United States outnumber those who do. This apparently arrogant appropriation of the term is objectionable to some people, but it is unrealistic to expect that it will be abandoned. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowBody Parts as Tools of MeasurementInspiring vs. Inspirational

Perceived Stress for Middle School Principals Essay - 1

Perceived Stress for Middle School Principals - Essay Example The climax of these sanctions is evident when considering the repercussions it places on school administrators. Such is the case that it provides parents with alternative schools away from those which fail to meet AYP. Here, parents are given permission to transfer their children to a school of their choice within the district that meets the requirements. The next set of AYP sanctions falls under the title corrective actions. The first section of correction action employs the same approach as that implemented in school improvement except for the major modifications realized in the areas of curriculum, leadership, or other strategies. In this premise, a principle leading a school that has consistently failed to meet the AYP for four years on account of low subgroup scores is at risk of losing his/her job even when the school is still better in all other tested areas. Under such kind of laws, that are well written, thousands of low performing schools could in theory lose their principles following the subgroup rule. Corrective 4 actions II addresses schools that fail to meet AYP in a consecutive five to six years. The remedy for such schools is total reconstruction of staff, privatization, charting and other related government changes (Decker, 2008). Schools that meet the AYP target for two successive years are exited from this cycle. As a measure to boost openness in the AYP and NCLB for two successive years, the federal lawmakers have authorized that respective states maintain their accountability to the public by publishing their school report cards. The report cards maintain information drawn from all schools in a particular district and incorporate information on proficiency/ AYP rates, teachers professional qualification , data by sub group, and establishes schools in dare need of improvement(McKinney, 2008). The NO Child Left Behind Act and its actual provision were passed to become a law

I Think, Therefore I Kant Essay Example | Topics and Well Written Essays - 1000 words

I Think, Therefore I Kant - Essay Example The essay "I Think, Therefore I Kant" overviews the philosophy works and the revolutionary thinking of Immanuel Kant at the turn of the 19th century and his philosophy of reason still resonates in the Western world. In his attempt to reconcile religion and science, he drew criticism from all sides. His works, often heavy and lengthy, have at times made Kant difficult to understand. Yet beneath the surface lies an eloquent approach to philosophy and morality. Whether being praised or criticized, he has been called the "finisher and conqueror of Illumination". A close examination of Kant's ethical theory reveals why it drew such controversy and why it continues to persist. Kant's individual uniqueness stems from his belief in what is called deontological ethics or the study of duty. According to Kant, an action's moral value does not stem from the consequences of the action, but rather from the motivation behind the will to act. When the action is universal and is motivated by only good will, it is a categorical imperative. In Kant's words, "Act only according to that maxim by which you can at the same time will that it should become a universal law". Thus an action that is motivated by good will is universally good. Kant criticized the Utilitarian theories that evaluate the action based on the happiness it produced. According to Utilitarianism, whatever produces the most happiness in the most people is the moral course of action. This could lead to the happiness of many at the expense of a few people's misery.

The Adventures of Sherlock Holmes Essay Example for Free

The Adventures of Sherlock Holmes Essay All typical detective stories have features in common. They all contain a detective, also the stories contain a crime and a criminal, also in typical detective stories the criminal usually has a motive. Another detail in a murder story is: the detective always begins an investigation and this leads to the discovery of the criminal.  The Adventures of Sherlock Holmes were set and written in Victorian England by Sir Arthur Conan Doyle. The Hound of the Baskervilles is about a big black vicious hound that is haunting the Baskerville Family and after the mysterious death of Sir Charles Baskerville; the legend of the hound was revived. A man goes to tell Holmes and Watson. Holmes and Watson take up the case. The Speckled Band is about a woman who tells Holmes that her sister has died. The woman thinks its her stepfather, Dr Roylott. She believes that he has killed her for her inheritance  The Man With The Twisted Lip is about a woman who sees her husband in a window of an opium den and goes in to see him but he isnt there. She asks Holmes to investigate.  Sherlock Holmes stories are unusual in that they are not written from the detectives point of view. It is written from Dr Watsons point of view. This means that the reader knows the events as they are happening and doesnt know what the detective is going to do next. This enhances the murder mystery quality because the reader wants to know what happens next and it builds suspense with the reader Typical Sherlock Holmes crime settings are normally dark, damp and gloomy places. These are normally places such as dark alleyways and streets. Also big stately homes made to look like eerie haunted places. Another setting is out on the moors in Hound of the Baskervilles, the moors are foggy and it is usually raining.  The Manor House settings used in the Hound of the Baskervilles and The Speckled Band contain large portraits on the walls of large old rooms. They also contain old wooden doors that creak as they open and the doors lead into large open passageways. A large wall surrounds the whole manor and at the entrance were two large iron gates. This enhances tension because it makes the reader feel the tension that the characters are feeling and it places a picture of the setting in their mind. The moors around the manor house in Hound of the Baskervilles are foggy and mysterious, they are barren and inhospitable. They seem abandoned and lonely. The moors contain dangerous quicksand. This creates tension, by the reader knowing, that something spooky or dangerous is about to happen. The opium den in The Man with the Twisted Lip is dark, dank and smoky. There are bodies spread all over the floor in different positions. The untypical story is the Hound of the Baskervilles because its set out of London, on a moor whereas all of his other stories are set in homes or London. The criminals in Sherlock Holmes are not typical because they have obscure ways of doing things. We know that Dr Roylott has a criminal nature because he is aggressive and shows his strength when he comes to see Holmes. This quote shows Dr Roylott when he bends the poker in Holmes apartment He bent it into a curve with his huge brown hands. This shows his strength and aggressive nature. Another quote that shows how everyone became scared of him, because when ever he went out he either got into brawls or quarrelled with the locals. He became the terror of the village  We doubt Hugh Boone as a criminal because he doesnt really commit a crime, he was a man in lots of debt so he ran away and disguised himself as a beggar and started life again. Which suggests he is a proud man but not a criminal

New Way To Spend A Holiday :: essays research papers

An experience in life that forces you to grow up and to take on responsibility, can only be rewarding and uplifting in the future. When you look back at all you came thru and the courage that possesed you at that most trying time. I only have one moment that really sticks out in my mind. Christmas on 1997 my family and I went to The Banquet which is a local food provider for the less fortunate in Sioux Falls. Being thrilled about this certain project my mom decided we should do was not quiet my attitude. I didn't want to spend Christmas in a dusty old high school serving food to people. Why could we just be normal and stay home with family. But despite all my protest it was set and we were going. For volunteers your day starts rather early we were to report to Thomas Jefferson Middle school by 10:00 A.M. sharp. As the thoughts ran thru my mind of what to expect when we got there. I started to make up the crazy ideas that we would get there and all around us would be these drugged out, filthy, and uncivilized people. People who choose not to try or to make a difference with there lives. People who were happy taking handouts and living on the street not wanting to change anything. We pulled up into the parking lot and the first thing i saw was 3 other guys my age. Not all that bad looking either. So I'm beginning to think maybe the day won't be so bad after all. A tall, broad, and boisterous woman walked up and introduced herself to my family and told us how happy she was to have us here. I quickly began to feel a little more at ease when i saw the rest of the volunteers. We walked into the building and into the gym. My mouth dropped there must have been 50 long cafeteria tables in their if not more. We quickly were each given a different set of jobs to do. My mom helped with the decorating of the tables. My little brother well I'm not sure exactly what he did but there was a lot of hammering. I went with two other ladies onto the stage of the gym where there were hundreds and hundreds of toys. Our job was to sort them out into gender and age groups.

Well-known American poet – Emily Dickinson

Emily Dickinson is a well-known American poet who writes much about the topic of death. She is known for her reclusiveness and somewhat sad life; some would say that she had sadness enough in her life to truly contemplate death. Her poems are full of figurative language and other masterful literary technique to help the reader fully comprehend her depth. In â€Å"Because I Could Not Stop for Death,† Emily Dickinson uses personification, extended metaphor and contrast to reinforce her point and theme to the reader. One technique Dickinson uses in â€Å"Because I Could Not Stop for Death† is personification.In line 2 Dickinson says, â€Å"He kindly stopped for me† (2). She is speaking of death, and identifies him as a man. The reader gets a picture of a man coming to woo her. The word kindly also tells the reader about Dickinson’s view of death. It is not something to be feared but is something peaceful. She puts away â€Å"her labor and her leisure too for his civility† (7-8). Dickinson speaks of death’s civility and the reader pictures death riding up in a carriage, courteous and formal. She is not afraid. Dickinson climbs into the carriage with him, and together, they take an eternal journey.Dickinson also uses the concept of an extended metaphor to explain the journey that the narrator takes between life and eternal death. The drive that she takes symbolizes the narrator leaving her life. For example, â€Å"As we pass the school, where children strove,† (9) Dickinson exemplifies life. What could be more alive than children playing? The â€Å"gazing grain† is also the ultimate sign of life. Both of these images show growth and peacefulness. As they continue to pass scenes, they start to get a little more ominous, like â€Å"the dews grew quivering and chill† (14) and the â€Å"house that seemed a swelling of the ground† (15-16).This house is a coffin, so in effect; the narrator is able to re view the various stages of life before passing into death for eternity. Dickinson is able to do this with the extended metaphor throughout the poem and her powerful choice of diction is describing the various stages. These strong images Dickinson particularly chose in order for the reader to be able to â€Å"see† her journey. Ultimately Dickinson’s entire characterization of death is done in contrast to what the reader already believes about death.The â€Å"civility† part is the line that really throws the reader as that line is in such contrast with what is typically written about death. The whole idea that the carriage arrives to pick her up, and then drives slowly on so that the narrator can see all the various scenes from the carriage itself. The narrator is able to kind of sum up her life in a way with the vivid images provided from the carriage window. And eventually the carriage arrives at its destination—immortality. This entire description of dea th is in contrast to what is typically written or visualized about death.In this poem of contrast, Emily Dickinson is able to explore two abstract ideas—mortality and eternity, as she makes her way from one toward the other. Emily Dickinson, a poet known for breaking some rules in American poetry, provides the reader with her famous â€Å"Because I Could Not Stop for Death. † Through her powerful use of diction, imagery, and contrast, she is able to make the reader re-think the entire concept of death and how people die. Dickinson writes very philosophically about a subject that everyone has pondered at one time or another.

Self Reflection on Decision Making

Problem Solving and Decision Making Workshop: A Self Reflection I found the workshop on Problem Solving and Decision Making not just useful but also interesting. When we graduate and find work in organizations as Human Resource (HR) managers, we will be faced with many situations on a daily basis that will require us to make sensible, accurate and fair decisions. It could deciding which person to hire, which supplier to use, or which strategy to pursue, but the ability to make a good decision with available information is vital.To be able to do this we need to understand the processes of decision-making and how one can try to eliminate bias while doing so. Over the course of the day, I learnt that in order to make good decisions, the ability to reason logically and sift the accurate information from the corporate jargon is very important. When we were taught the various steps involved in decision-making process I realized that sometimes I arrive at a decision without considering some of the options. Being creative was another skill I picked up during one of the exercises. Some of the best solutions come from thinking innovatively.We were asked to be part of thought showers and come up with different uses of screwdriver, it was amusing to see what a group of 7 girls could come up with. It also showed me how insightful some of these events could be as we came up with ideas I couldn’t possibly think of by myself. Many organizational decisions we will be required to make will never have clear-cut solutions and it is important we think out of the box sometimes. I also picked up different techniques to solve problems like drawing up a matrix to simplify complicated information, fishbone analysis as well as using decision trees that we later applied to the group case study.The session on ethical decision-making struck a cord with me, as it is probably one of the most challenging tasks of managers today. Ethics can have a different meaning for everybody hence it is even more important to follow some universally acceptable ethical practices while making decisions. As it is rooted in context, there needs to be a good match between personal ethics and organizational ethics for an employee to be satisfied with the job. This principle will definitely help me understand and evaluate the type of companies I want to work with in the future. When I considered what I value most, it is self-respect.No job can be satisfying if you do not believe in yourself and your abilities. Being ethical and giving the task at hand my best is what constitutes self-respect for me. This is a virtue I would not want to give up and I hope to maintain that even while working in the corporate world. As an area for development, I need to talk less and listen more so I understand the whole situation before I offer an opinion. I recognized that during the case study on ethical decision-making I was quick to judge the solution and that half-baked information can be quite dan gerous.Until Carol handed us the lawyer’s advice none of us had thought of other possible scenarios and we had to revise our plan taking that into consideration. Decision-making is a key skill in the workplace, and is particularly important if you want to be an effective leader . HR managers have a great task of simplifying complex information and deducing facts especially while interviewing and selecting candidates. Even though HR does not take too many strategic decisions, they do have the task of laying out all the information so that people in charge can make better-informed choices.Sometimes these choices relate to the jobs of people, for example, redundancy decisions or new market expansions. Adair (1999) suggests 5 steps for effective decision making which include defining the objective, collecting relevant information, generating feasible options, making the decisions and also evaluating it (so we know if it was a good or a bad decision). It is therefore very importan t that decisions are not made intuitively but follow a logical and rational approach like the one mentioned above. According to Jackson (1975) the first step to making decision is problem detection.Once this is done, identifying the facts and relevant information is crucial to make this process a success. When we reach the stage of selecting the appropriate option, we have another vague problem of rationality. What is â€Å"best† to one person may not be to another individual. Rationality also takes into account ethics in decision-making. Not everyone follows the same ethical principles. According to Robbins (2010), there are three ethical decision criteria namely utilitarianism, focus on rights and focus on justice.These can help solve some of the vagueness associated with the decision making process. In a large organization with multiple stakeholders, assuming that everyone will have the same viewpoint on the issue at hand is unrealistic to expect. David Jennings & Stuart W attam suggest a soft systems methodology, which stresses on the need to recognize the diversity of values and viewpoints that may occur in a problem situation. In most organization decisions are not made independently, but in groups/teams hence it is very important to follow the above methodology.Hartnett's Consensus-Oriented Decision-Making Model is another useful tool when group decisions need to be made based on complex and unclear material. By using the model, everyone gets involved in developing a solution, so that each person feels ownership of the final decision. This can also help build a more productive and committed team. Sometimes group decision making is subject to groupthink and risky shift, which is where groups make more risky decisions than individuals. Being aware of these limitations of group decision making can help HR managers.As a final point, I understood that most decisions come with a set of organizational constraints and we take shortcuts to reach a conclusi on within the set time frame. We usually are biased evaluators and let our perceptions get the better of us. Some common ones Robbins (2010) points out are anchoring bias, overconfidence bias and hindsight bias. As HR people, we are also responsible for many other people in the company and sometimes what we say/decide or forecast can affect the business and the people in many ways.Hence, it is important to be careful in the decision making process. Personal Developmental Plan * Over these next 10 months, I would want to improve my decision making skills by analysing all possible options before I make a decision. I have a tendency to go with the first solution that arises but after this workshop I realised that the best ideas come after considering all possible opportunities. I think this will really help me once I graduate and start looking for a job. I need to decide what I need from the job and if the organization culture fits with my personality.For this I need to be more geared to make sensible decisions than just look at the location and pay level. * Apart from the learning’s I take from this workshop, I plan to be part of thought showers with my course mates to understand how different people think and arrive at a conclusion. This will help me not just in the decision making process but will also help me recognize individual difference among cultures, ideas and thought processes. Being in an HR department it is essential to get a feel of what people think and how they evaluate the same information. Watching the TED talks online and listening to the way some companies have used the art of problem solving and decision making to come out of turbulent times is another way I plan to get a more practical insight into these areas. * Attending CIPD member group meeting and reading the website for updates in these fields is something I plan to do on an ongoing bases to keep myself abreast with its implications in the workplace. * For my coursework and case studies, I plan to use the techniques of problem solving that were taught in the workshop.I believe this will help me analyse questions more accurately and respond in a more logical sequence considering all the information presented. References: Adair, J. (1999). Decision Making and Problem Solving. London: CIPD Bazerman, M. (1998). Judgment in Managerial Decision Making. 4th Edition. Chichester: John Wiley ; Sons. Jennings, D. ; Wattam, S. (1998). Decision Making: An Integrated Approach. 2nd Edition. Harlow: FT Prentice Hall. MindTools (1996) Hartnett's Consensus-Oriented Decision-Making Model. Available at: http://www. mindtools. com/pages/article/codm. htm (Accessed on: 14th November 2012).

ancient governmental standards essays

ancient governmental standards essays Governmental Techniques in the Ancient World Throughout history, many techniques have been used for organizing society. Experimentation with different styles primarily took place in the ancient Mediterranean world. Athenian democracy, Hebrew temple state, Hellenic city-states, Hellenistic kingdoms, the Roman Republic, and the Christian Roman Empire were all major forms of governance, each with their own strengths and weaknesses. To determine which of these forms was successful, it is impotent to look at each forms chronological development. The Hebrew State began as a loose confederation of twelve tribes. A tribes elders ruled it, and while there was intermarriage between tribes, there was no real political connection. They shared common religion, language and culture, however they did not owe allegiance to one ruler. The roots of the Hebrew tribes lay in myth. Jacob, a patriarch of Judaism, is said to have had twelve sons, each of whom begot a tribe of people. Taking into account the legendary characteristics of each son, each tribe had specific traits. For example, the tribe of Levy were the priests of the Jews. They owned no land, and survived on the tithes of the people. The tribe of Dan were a seafaring people; their ancestral land lay on the coast of the Mediterranean Sea. These twelve groups of people were by no means one nation, they raided each other occasionally, and there were often disputes as to boundaries and land rights. In the eleventh century B.C.E., an outside threat, eminent invasion by the Philistines, drove the Hebrews to formalize their tribal ties under one leader, Saul. With the defeat of the Philistines, Saul managed to keep control over the tribes, unifying them for his successor, the warrior-poet David. Saul and David had forged the beginnings of a kingdom that would see its true glory in the tenth century B.C.E., under Davids son Solomon. Under Solomon, the Temple State tr...

How to add cool graphics to your LinkedIn Profile!

How to add cool graphics to your LinkedIn Profile! Have you always wondered how some people got really cool graphics into their LinkedIn Profiles? Is it magic? No, it’s easy! All you need is your character map. â€Å"What’s my character map?† you may ask. If you are a mac user, I refer you to this forum. If you are a Mac user, I refer you to this list of how to insert special characters. Apple provides this help page as well for inserting emojis, accented letters, and other symbols into documents. If you are a PC user, go to your start menu and start typing character map into the search box. Or, if you dont have a search box because of an odd technical situation (not that I know from experience about this.. ehhemm) you can click on All Programs, then the Accessories Folder, then System Tools, then Character Map. Heres what youll see once you enter the character map: Choose the symbol you want to insert into your profile and double click on it. The symbol will appear in the Characters to copy box: Using this feature, you can insert foreign language alphabets, bullets of many varieties, and any other symbols that strike your fancy. You will then be able to create profiles that look like these (click to see full profiles): Another trick is to insert a line across the page for emphasis. Lines take up 40 characters but I think they’re worth it. The easiest way to create a line in your profile is to copy one from someone else’s profile. You can also use arrow instead of bullets. Heres what it looks like: Using a combination of graphic highlights, you can make your profile â€Å"pop† in a way that everyone else’s does not. In my opinion, it’s worth putting a bit of effort into any strategy that will keep people interested in reading past the first glance. Graphics can do that! Have you used graphics in your profile in creative way? You are invited to share what you’ve done in the comments below!

Description of the Afterlife in Different Cultures Essay

Description of the Afterlife in Different Cultures - Essay Example That is why different cultures attach different meanings and beliefs to this afterlife. (Still3) The Greeks for instance, believe that once someone dies, they go to another world, whereby you are welcomed by a goddess who is very beautiful. Homer uses a narrative to explain this myth. He shows how Odysseus was carried in a ship together with other companions in a black ship. He also explains that there is another region which they saw, and which was covered by mist and clouds where another goddess sits. According to the Greeks, the dead communicate with each other and can always see each other. They also believe that after the end of the physical life, the spirits of the dead join the dead in the new land even before they are physically buried. That is why Elpenor and Odysseus manage to talk to one another, and that is why Elpenor sends Odysseus with a message that, he should be buried soon. (Homer 89) They also believe that the living can communicate with the dead through spirits and that one can recognize the dead by appearance. That's why when Odysseus made the sacrifice of a ram, he even saw his mother's spirit who did not speak to him, but god advised him on how to lead his life. The gods act like their seers and can foresee all the shortcomings in life, and warn their families. Greeks have different gods for different things, who also have different names. Through the sacrifices they make, the living are told what they want by talking to their god and asking these gods, questions which are not clear to them. (Homer 150) The (home) land of afterlife appears to be a very scaring place from Homers description. It appears like a lifeless place. For instance, "huge rivers, fearful waters, oceans which no man can cross on foot." This means that there is a lot of water in this land and people use boats to move across these waters. The living can communicate with the "Living" dead verbally. The dead live together as groups, and they seem to appear in groups of their gender. The women came in large numbers to drink the blood. Odysseus seems to hold a very detailed conversation with people's spirit who had died long time ago. It appears to be a question answer dialogue between him and these spirits and also the gods of the people. (Homer 601). The deaths of people can always be prophesied just like Odysseus death was prophesied. There is also revenge from the dead to those who had crossed them or killed them. The Greeks afterlife seems to have very many interactions with the living. It's like there is always a channel of interacting and communicating between the living and the dead. According to the Islamic culture, afterlife is a moment to enjoy more than the physical life. They believe that, in that land, Angels are all over taking guard on the dead; the environment is so good and very peaceful. They believe that once one dies, they go to accompany their God in a precious land. They believe that the physical life on earth is actually a preparation to the afterlife in heaven. According to them, their afterlife is in heaven, and that all generations will meet some day in that land. Once someone dies, they go to heaven and they will be judged one day, the day when all the generations will meet. However they believe that the faithful Muslims will be rewarded for their faith. That is what the Koran (Qur'an) states, and that their God is very generous. They