Specal Ed Observation Essay Example For Students

Specal Ed Observation Essay Special Education Visitation For my visitation I went to the public high school in my hometown of Vineland, NJ. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax. The special education program at Vineland High School (VHS) is only seven years old. VHS is on a seven-period day, and the Severely Handicapped (SH), Special Day Class (SDC), and Resource Special Program (RSP) teachers are only assigned students two or three periods. The majority of students are only enrolled in a Special Education class one or two periods, depending upon their individual need. The breakdown of each individual section of the special education program at VHS looks like this: SH 10 Students 1 Teacher 1 Aide SDC 30 Students 2 Teachers 2 Aides RSP 50 Students 2 Teachers 1 Aide The administrator that I spoke to wrote in a fax the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. We will write a custom essay on Specal Ed Observation specifically for you for only $16.38 $13.9/page Order now So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk. As I mentioned before, I didnt get to actually sit in on a class but the weekend that I was home the Rooster Buddies were holding a fund-raiser. At the annual City Series basketball game between my alma-mater Sacred Heart and VHS the Rooster Buddies were selling an assortment of baked goods. The Rooster Buddies is a student club that was started with the intent of helping students with severe disabilities make the adjustment from a self contained classroom in a county special education school to the relatively unstructured experience of a large high school. VHS has over 4,000 students. There are more than 75 non-handicapped students in the club and they work with over 30 students who have disabilities ranging from severe physical handicaps to students with learning disabilities. At the game there were about 15 students without obvious handicaps and 4 students with visible physical handicaps. Since I was not with the administrator at the game I was unable to determine just how many of the seemingly normal students were non-handicapped. From what I saw, the students seemed to work well with each other and actually they were pretty efficient. At halftime they were really swamped by fans and they worked well. The physically handicapped students werent just ornaments. They actively participated, as much as they could. One of the students, Alex Ill call him, was apparently paralyzed from the waist down. He had full use of his upper body and was one of two kids taking money. Another student in a wheelchair, who appeared to be afflicted with a more serious handicap (perhaps a form of cerebral palsy) was using the tray on his chair as a table displaying various cookies. The purpose of the bake sale was to raise money for a trip to a local amusement park. I thought that this was a good way to entice non-handicapped students to participate in the program. .u6cd7433866b453a020a55fd949027977 , .u6cd7433866b453a020a55fd949027977 .postImageUrl , .u6cd7433866b453a020a55fd949027977 .centered-text-area { min-height: 80px; position: relative; } .u6cd7433866b453a020a55fd949027977 , .u6cd7433866b453a020a55fd949027977:hover , .u6cd7433866b453a020a55fd949027977:visited , .u6cd7433866b453a020a55fd949027977:active { border:0!important; } .u6cd7433866b453a020a55fd949027977 .clearfix:after { content: ""; display: table; clear: both; } .u6cd7433866b453a020a55fd949027977 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6cd7433866b453a020a55fd949027977:active , .u6cd7433866b453a020a55fd949027977:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6cd7433866b453a020a55fd949027977 .centered-text-area { width: 100%; position: relative ; } .u6cd7433866b453a020a55fd949027977 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6cd7433866b453a020a55fd949027977 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6cd7433866b453a020a55fd949027977 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6cd7433866b453a020a55fd949027977:hover .ctaButton { background-color: #34495E!important; } .u6cd7433866b453a020a55fd949027977 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6cd7433866b453a020a55fd949027977 .u6cd7433866b453a020a55fd949027977-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6cd7433866b453a020a55fd949027977:after { content: ""; display: block; clear: both; } READ: Personal Story - A Fighting Chance Essay Another thing that I noticed that I found encouraging was the fact that the students with handicaps were into the game, as fans. Up until about two minutes before halftime and then again two minutes into the third quarter the physically handicapped students found their way out into the gym and watched the game from right near the student section. They were cheering just .

Brachylogy - Short and Sweet

Brachylogy - Short and Sweet Definition Brachylogy is a  rhetorical term for a concise or condensed form of expression in speech or writing. Contrast with: battology. Also known as  breviloquence. See Examples and Observations below. Also see: AbbreviationAsyndetonBrevityConcisenessEllipsisGappingZeugma EtymologyFrom the Greek, short speech Examples and Observations Brachylogia. . . . Brevity of diction; abbreviated construction; word or words omitted. A modern theorist differentiated this use from ellipsis in that the elements missing are more subtly, less artificially, omitted in ellipsis.(Richard Lanham, A Handlist of Rhetorical Terms, 2nd ed. University of California Press, 1991)My very photogenic mother died in a freak accident (picnic, lightning) when I was three, and, save for a pocket of warmth in the darkest past, nothing of her subsists within the hollows and dells of memory . . ..(Vladimir Nabokov, Lolita, 1955)Brachylogia is not always a vice. Sometimes its obscurity is the price paid for convenient brevity, or signals euphemism or irony. Ex: coffee-break (a break in which to have coffee); a social disease (one contracted through close [social] contact). Brachylogia is of great help to the novelist in avoiding repetition of the declarative verbs (to say, etc.).(Bernard Marie Dupriez, A Dictionary of Literary Devices. Univ. of Toronto Press, 1991) brachylogia (brachiologia; brachylogy; brachiology) Concision of speech or writing; thus also any condensed form of expression, as for example when Antony in Shakespeares Antony and Cleopatra tells a messenger Grates me; the sum, meaning This is annoying me; get to the point of what you have to say. The term is most often applied to expressions involving the omission of conjunctions, as in the figure known as asyndeton.(Chris Baldick, The Oxford Dictionary of Literary Terms. Oxford Univ. Press, 2008) Pronunciation: brak-i-LOH-ja, bre-KIL-ed-zhee Alternate Spellings: brachylogia

Cahokia - Prehistoric Capital City on the Mississippi

Cahokia - Prehistoric Capital City on the Mississippi Cahokia is the name of an immense  Mississippian (AD 1000-1600) agricultural settlement and mound group. It is located within the resource-rich American Bottom floodplain of the Mississippi River at the junction of several major rivers in the mid-central United States. Cahokia is the largest prehispanic site in North America north of Mexico, a proto-urban center with numerous allied sites spread across the region. During its heyday (1050-1100 AD), the urban center of Cahokia covered an area of between 10-15 square kilometers (3.8-5.8 square miles), including nearly 200 earthen mounds arranged around vast open plazas, with thousands of pole and thatch houses, temples, pyramidal mounds and public buildings laid out in three great planned residential, political and ritual precincts. For perhaps no more than 50 years, Cahokia had a population of about 10,000-15,000 people with established trade connections throughout North America. The latest scientific research indicates that Cahokias rise and fall were engineered by immigrants who together refashioned the Native American communities for the greater Mississippian culture. The people who left Cahokia after its breakup brought the Mississippian culture with them as they traversed throughout fully 1/3 of what is today the United States. Cahokias Chronology Cahokias emergence as a regional center began as a collection of rudimentary Late Woodland farming villages about 800, but by 1050 it had emerged as a hierarchically-organized cultural and political center, inhabited by tens of thousands of people supported by local plant domesticates and maize from Central America. The following is a brief chronology of the site. Late Woodland (AD 800-900) numerous small farming villages in the valleyFairmount Phase (Terminal Late Woodland AD 900-1050), the American Bottom had two many mound centers, one at Cahokia and the Lunsford-Pulcher site, 23 km (12 mi) to the south, with a total population at Cahokia of around 1,400-2,800Lohmann Phase (AD 1050-1100), Cahokias Big Bang. Around 1050, there was a sudden growth at Cahokia with a population estimated between 10,200-15,300 people within an area of 14.5 sq km (5.6 sq mi). Changes concurrent with the population explosion included community organization, architecture, technology, material culture, and rituality, all of which likely involved in-migration from elsewhere. The site was characterized by large ceremonial plazas, post-in-circle monuments (woodhenges), dense habitation zones of elites and commoners, and a central core of 60-160 ha (.25-.6 sq mi) of at least 18 mounds surrounded by defensive palisadesStirling Phase (AD 1100-1200), Cahokia still controll ed the American Bottom, the lower portions of the Missouri and Illinois river floodplains and the adjacent hilly uplands, amounting to some 9,300 sq km (~3,600 sq mi), but the population was already in decline by 1150, and its upland villages were abandoned. Population estimates are 5,300-7,200. Moorehead Phase (AD 1200-1350) Cahokia saw steep decline and final abandonmentthe latest population estimates for the period are between 3,000-4,500 Greater Cahokia There were at least three great ceremonial precincts within the region known as Greater Cahokia. The largest is Cahokia itself, located 9.8 kilometers (6 miles) from the Mississippi River and 3.8 km (2.3 mi) from the bluff. It is the largest mound group in the United States, centered on an expansive 20 ha (49 ac) plaza fronted on the north by Monks Mound and surrounded by at least 120 recorded platform and burial mounds and lesser plazas. The other two precincts have been impacted by the modern urban growth of St. Louis and its suburbs. The East St. Louis precinct had 50 mounds and a special or high-status residential district. Across the river lay the St. Louis precinct, with 26 mounds and representing a doorway to the Ozarks mountains. All of the St. Louis precinct mounds have been destroyed. Emerald Acropolis Within one days walk of Cahokia were 14 subordinate mound centers and hundreds of small rural farmsteads. The most significant of the nearby mound centers was likely the Emerald Acropolis, a special religious installation in the middle of a large prairie near a prominent spring. The complex was located 24 km (15 mi) east of Cahokia and a broad processional avenue connects the two sites. The Emerald Acropolis was a major shrine complex with at least 500 buildings and perhaps as many as 2,000 during major ceremonial events. The earliest post-wall constructed buildings date to about 1000 AD. Most of the remaining were built between the mid-1000s to the early 1100s AD, although the buildings continued in use until around 1200. About 75% of those buildings were simple rectangular structures; the others were political-religious buildings such as t-shaped medicine lodges, square temples or council houses, circular buildings (rotundas and sweat baths) and rectangular shrine houses with deep basins. Why Cahokia Blossomed Cahokias location within the American Bottom was crucial to its success. Within the limits of the floodplain are thousands of hectares of well-drained tillable land for farming, with abundant oxbow channels, marshes, and lakes that provided aquatic, terrestrial, and avian resources. Cahokia is also quite close to the rich prairie soils of the adjacent uplands where upland resources would have been available. Cahokias cosmopolitan center including people migrating in from different regions and access to a broad trading network from the gulf coast and southeast to the trans-Mississippi South. Vital trading partners included the Caddoans of the Arkansas River, people of the eastern plains, the upper Mississippi Valley, and the Great Lakes. Cahokians dabbled in long-distance trade of marine shell, shark teeth, pipestone, mica, Hixton quartzite, exotic cherts, copper, and galena. Immigration and Cahokias Rise and Fall Recent scholarly research indicates that Cahokias rise hinged on a massive wave of immigration, beginning in the decades before AD 1050. Evidence from upland villages in Greater Cahokia indicates that they were founded by immigrants from southeastern Missouri and southwestern Indiana. The influx of immigrants has been discussed in the archaeological literature since the 1950s, but it was only recently that clear evidence showing a huge increase in population numbers was discovered. That evidence is in part the sheer number of residential buildings built during the Big Bang. That increase simply cant be accounted for by birth rates alone: there must have been an influx of people. Strontium stable isotope analysis by Slater and colleagues has revealed that fully one-third of the individuals in mortuary mounds at Cahokias center were immigrants. Many of the new immigrants moved to Cahokia during their late childhood or adolescence, and they came from multiple places of origin. One potential place is the Mississippian center of Aztalan in Wisconsin since strontium isotope ratios fall within that established for Aztalan. Main Features: Monks Mound and Grand Plaza Said to have been named after the monks who were using the mound in the 17th century, Monks Mound is the largest of the mounds at Cahokia, a quadrilateral flat-topped, earthen pyramid that supported a series of buildings on its upper level. It took about 720,000 cubic meters of earth to construct this 30 m (100 ft) tall, 320 m (1050 ft) north-south and 294 m (960 ft) east-west behemoth. Monks Mound is slightly larger than Great Pyramid of Giza in Egypt, and 4/5 of the size of the Pyramid of the Sun at Teotihuacan. Estimated at between 16-24 ha (40-60 ac) in area, the Grand Plaza just south of Monks Mound was marked by Round Top and Fox mounds on the south. A string of smaller mounds marks its east and west sides. Scholars believe it was first used as a source of soil for mound construction, but then it was purposefully leveled off, beginning at the end of the eleventh century. A wooden palisade enclosed the plaza during the Lohmann phase. It took an estimated labor of 10,000 person hours to build even 1/3-1/4 of the entire plaza, making it one of the largest construction projects at Cahokia. Mound 72: The Beaded Burial Mound 72 was a mortuary temple/charnel house, one of several used by the Mississippians at Cahokia. It is rather inconspicuous, measuring only 3 m (10.5 ft) high, 43 m (141 ft) long, 22 m (72 ft) wide, and it is located 860 m (.5 mi) south of Monks Mound. But it stands out because there were over 270 individuals deposited in 25 burial features (several suggesting human sacrifice), along with large votive caches of artifacts, including arrow bundles, mica deposits, discoidal chunkey stones, and masses of shell beads. Up until recently, the primary burial at Mound 72 was considered a double burial of two men lying atop a beaded cloak with a birds head, alongside several retainers. However, Emerson and colleagues (2016) recently restudied the discoveries from the mound including the skeletal materials. They found that, rather than being two men, the highest ranking individuals were a single male buried atop a single female. At least a dozen young men and women were buried as retainers. All but one of the retainer burials were either adolescents or young adults at the time of their deaths, but the central figures are both adults. Between 12,000-20,000 marine shell beads were discovered intermingled with the skeletal material, but they were not in a single cloak, but rather strings of beads and loose beads placed in and around the bodies. The researchers report that the birds head shape shown in the illustrations from the original excavations may have been an intended image or simply fortuitous. Mound 34 and Woodhenges Mound 34 at Cahokia was occupied during the Moorehead phase of the site, and while it is neither the largest or most impressive of mounds, it held evidence of a copper workshop, a nearly unique set of data on the hammered copper process used by the Mississippians. Metal smelting was not known in North America at this time, but copper working, consisting of a combination of hammering and annealing, was part of the techniques. Eight pieces of copper were retrieved from Mound 34 backfill, sheet copper covered in black and green corrosion product. All of the pieces are abandoned blanks or scraps, not the finished product. Chastain and colleagues examined the copper and ran experimental replications, and concluded that the process involved the reduction of large chunks of native copper into thin sheets by alternately hammering and annealing the metal, exposing it to an open wood fire for a few minutes. Four or perhaps five massive circles or arcs of large postholes called Wood Henges or post circle monuments were found in Tract 51; another has been found near Mound 72. These have been interpreted as solar calendars, marking the solstices and equinoxes and no doubt the focus of community rituals. Cahokias End Cahokias abandonment was rapid, and that has been attributed to a wide variety of things, including famine, disease, nutritional stress, climate change, environmental degradation, social unrest, and warfare. However, given the recent identification of such a large percentage of immigrants in the population, researchers are suggesting an entirely new reason: unrest arising from diversity. Americanist scholars argue that the city broke apart because the heterogeneous, multiethnic, likely polyglot society brought social and political competition between centralized and corporate leadership. There may have been kin-based and ethnic factionalism that may have reemerged after the Big Bang to splinter what began as ideological and political solidarity. The highest population levels only lasted about two generations at Cahokia, and researchers suggest widespread and tumultuous political disorder sent groups of immigrants back out of the city. In what is an ironic twist for those of us who have long thought of Cahokia as the engine of change, it may well have been the people who abandoned Cahokia beginning in the mid-12th century that spread the Mississippian culture far and wide. Sources Alt S. 2012. Making Mississippian at Cahokia. In: Pauketat TR, editor. Oxford Handbook of North American Archaeology. Oxford: Oxford University Press. p 497-508.Alt SM, Kruchten JD, and Pauketat TR. 2010. The Construction and Use of Cahokia’s Grand Plaza. Journal of Field Archaeology 35(2):131-146.Baires SE, Baltus MR, and Buchanan ME. 2015. Correlation does not equal causation: Questioning the Great Cahokia Flood. Proceedings of the National Academy of Sciences of the United States of America 112(29):E3753.Chastain ML, Deymier-Black AC, Kelly JE, Brown JA, and Dunand DC. 2011. Metallurgical analysis of copper artifacts from Cahokia. Journal of Archaeological Science 38(7):1727-1736.Emerson TE, and Hedman KM. 2015. The dangers of diversity: the consolidation and dissolution of Cahokia, Native North Americas first urban polity. In: Faulseit RK, editor. Beyond Collapse: Archaeological Perspectives on Resilience, Revitalization, and Transformation in Complex Societies. Carbondale : Southern Illinois University Press. p 147-178. Emerson TE, Hedman KM, Hargrave EA, Cobb DE, and Thompson AR. 2016. Paradigms Lost: Reconfiguring Cahokia’s Mound 72 Beaded Burial. American Antiquity 81(3):405-425.Munoz SE, Gruley KE, Massie A, Fike DA, Schroeder S, and Williams JW. 2015. Cahokias emergence and decline coincided with shifts of flood frequency on the Mississippi River. Proceedings of the National Academy of Sciences 112(20):6319-6324.Munoz SE, Schroeder S, Fike DA, and Williams JW. 2014. A record of sustained prehistoric and historic land use from the Cahokia region, Illinois, USA. Geology 42(6):499-502.Pauketat TR, Boszhardt RF, and Benden DM. 2015. Trempealeau Entanglements: An Ancient Colonys Causes and Effects. American Antiquity 80(2):260-289.Pauketat TR, Alt SM, and Kruchten JD. 2017. The Emerald Acropolis: elevating the moon and water in the rise of Cahokia. Antiquity 91(355):207-222. Redmond EM, and Spencer CS. 2012. Chiefdoms at the threshold: The competitive origins of the primary state. Journal of Anthropological Archaeology 31(1):22-37. Schilling T. 2012. Building Monks Mound, Cahokia, Illinois, a.d. 800–1400. Journal of Field Archaeology 37(4):302-313.Sherwood SC, and Kidder TR. 2011. The DaVincis of dirt: Geoarchaeological perspectives on Native American mound building in the Mississippi River basin. Journal of Anthropological Archaeology 30(1):69-87.Slater PA, Hedman KM, and Emerson TE. 2014. Immigrants at the Mississippian polity of Cahokia: Strontium isotope evidence for population movement. Journal of Archaeological Science 44:117-127.Thompson AR. 2013. Odontometric determination of sex at Mound 72, Cahokia. American Journal of Physical Anthropology 151(3):408-419.

A Comparison of Pericles' Speech and that of Martin Luther King Junior Essay

A Comparison of Pericles' Speech and that of Martin Luther King Junior - Essay Example It is evident from the study that the speech made by Pericles at a funeral in 431 BC is one of the greatest speeches that have ever been made in human history. During this time, long speeches were specifically meant to encourage warriors who were going to the battlefield. The speeches could also be used to encourage families left behind when their sons, husbands or fathers went to war. Among the Greeks, there were burial ceremonies where speech would be made to appreciate the deceased for his or her contributions society. Pericles’s speech was one of them. The two speeches compare closely in terms of the level of emotion they raise. Pericles started his speech in a casual manner by informing the gathering about the importance of speech, as well as how it came into existence. However, he went ahead to explain that the ceremony was established by their ancestors. Like the speech made by Martin Luther King, Pericles acknowledged the role played by ancestors in deliberation of Gre ece. â€Å"I shall begin with our ancestors †¦they dwelt in the country without break†¦Ã¢â‚¬  . This section evoked the past deeds of the previous generations that Pericles believed should be emulated by the current generation. This is very similar to what Martin Luther used in his speech. He said, â€Å"When the architects of this country†¦ they were signing a promissory note to which every American was to fall heir†¦Ã¢â‚¬ . This approach of delivering speech has proven to very effective as far as unity is concerned. Pericles was telling the gathering that their ancestors never gave up the fight to protect the country and therefore the current generation was to follow their footsteps. Similarly, Martin Luther reminded all Americans, both blacks and whites, of the fact that when ancestors were fighting for freedom, they did so as a single unit while perceiving each other as brothers. The same should apply in the current American society. Both speeches share a great deal in sentence structure. Pericles said: â€Å"And yet if with habits not of labor but of ease, and courage not of art but of nature, we are still willing to encounter danger†¦ Yet, of course, the doer of the favor is the firmer friend of the two†¦Ã¢â‚¬  (Rusten 45) This sentence structure compares closely with that used in the speech â€Å"I Have a Dream.† Martin Luther said, â€Å"†¦ knowing that somehow this situation can and will change†¦Ã¢â‚¬  (Echols 14). From the two speeches, it is evident that the current American society and other democracies across the world borrowed much from the Athenian ideals. They realized the importance of using the power of speech to make people take

Project Managment - Team work Evaluation Assignment - 1

Project Managment - Team work Evaluation - Assignment Example The group members came up with a substantial project process model that covered every sector of the project. Responsibilities were shared among members of the group to ease management and accomplish the goal of the project. Each stage was critically reviewed and parts that had problems were discussed by all members until an amicable solution was found. This model is important because it facilitates proper communication among different departments in the project (Kivipelto & Yliruka, 2012, p. 3). In addition, individuals are able to work with the allocated budget as resources are not wasted. It also helps to solve problems that are encountered as the project goes on so the project does not come to a standstill. This means that the project is likely to be completed in the stipulated time frame. Team members are motivated to work towards accomplishing the goal of the project since there are clear guidelines to be followed. The model provides a good system for conflict mangers thus the project is not swayed in the wrong direction. It is therefore very important to evaluate a team process model before starting the main

Edgar Allan Poe Essay Example for Free

Edgar Allan Poe Essay A famous author who initiated the start of detective stories and could spook his readers out with his tales of horror was born in January 19,1809. He was a wonderful short story writer and a poet. One of his masterpieces that he is well known for is known as â€Å"The Raven.† I’m sure by now you’ve guessed that I’m speaking of the â€Å"Father of the Detective stories† known as Edgar Allan Poe. Poe’s work reflected his own bitter and mysterious life. In most of his writing there is a blur between what is real and what if fiction because many of his narrators are on some sort of drugs. Edgar was a romantic writer, and his style was gothic. Edgar Allan Poe was a romantic in his writing. He was a part of the American renaissance movement and it is apparent he along with many other American writers rejected the British form of writing. He seemed to embrace that writing should express emotions. It shouldn’t just follow a certain rubric of rules but effuse from the heart. The tell-tale signs of a romantic writer are strong idealism and rejection of classicism. These characteristics are vividly found in his work known as â€Å"Ligeia†. In this story the narrator is an opium addict who marries a woman named Ligeia. He finds her to be very intriguing. He sees her as a beautiful woman with a mysterious personality. Unfortunately, she dies and he ends up marrying a stereotypical woman named Rowena. She is the complete opposite of Ligea in that she is exactly the way all the women of his era are supposed to be like. At the end of the story this woman also dies but then Ligea returns to the author through Rowena’s dead body. The romantic writer uses many examples to illustrate his preference for Romanticism over British literature and Classicism. The preference of the author for his first wife is an example of strong idealism and rejection of classicism. For instance, the writer describes his wife as an extraordinary being†¦almost inhuman: â€Å"She came and departed as a shadow.† Then he goes on to talk about her eyes and mentions that they are much bigger than normal eyes should be. He has a soft spot for her unique features and admires her intelligence. It is because she is different from the norm of women, he finds her attractive. She is a symbol of rebellion to the rules of classicism and her characteristics paint the art of romanticism. He then contrasts her â€Å"Singular yet placid cast of beauty† with the â€Å"fair-haired† and â€Å"blue-eyed† classical beauty of Rowena. It is apparent he prefers his first wife over the latter one because he repeatedly compares the two but compliments the first one. Poe then goes on to demonstrate strong idealism in his work. Idealism was basically a term used to define the optimistic nature of American writers in the good nature of mankind. In this story the fact that the narrator’s first wife comes back to life through the body of his second wife is a symbol of optimism. The author had described his wife as a woman who had wisdom of divine matters. He believed in her wisdom so much that he was sure she had used it to resurrect herself. It is also useful to know that the author was an opium addict. His point of view may have been distorted with hallucinations but the opium usage itself is an example of strong idealism. It is through this usage he is able to find his favorite wife come back to life simply because he willed for her to return to him. Her return could even be literal after she claims that, â€Å"Man doth not yield him to the angels, nor unto death utterly, save only through the weakness of his feeble will† (Lombardi). So maybe she was really there and if she was then this is a fine example of idealism. Considering, idealism is the hope of having a very unlikely event occur because of someone’s optimism. One more example of idealism in Ligeia is no significance of time or space. The American writers wanted to be very distinct from the old literature and wanted to cut off from them. As a result, they made time and space irrelevant to their work as a rebellion to rules. This explains why readers are never told how or when the author met his first wife or at what time she was reincarnated. For example, Poe says â€Å"I cannot, for my soul, remember how, when, or even precisely where, I first became acquainted with the lady Ligeia. (Deter) In addition, the author is so caught up the description of Ligeia he doesn’t remember the beginning of his relationship with her or what the ending to her is. She seems to consume him to the point that time and space don’t matter to him. Does she even have an ending? Considering she comes back to life as if manipulating time is one of her skills. All of these details just add to how much of a romantic writer Edgar Allan Poe really is. Poe used a very gothic style of writing. His work was usually dramatic, suspenseful and melodic. â€Å"The Raven† is a perfect example of these writing techniques. For instance, in â€Å"The Raven† the setting of the story is in his apartment in a lonely December night. The narrator is missing his lover, Lenore, who died. He is trying to distract himself by delving into the realms of his books but is sadly failing in all his attempts. Then a Raven appears at his window and knows of one word, â€Å"Nevermore.† He asks the Raven if he would see his lover again, but it replies â€Å"Nevermore.† The Raven angers the author and he tells it to leave to which the Raven gives the same answer, â€Å"Nevermore†. This poem is very meaningful and pretty much defines the themes and styles that Edgar loved to promote in his work. One thing to be noted when reading this poem aloud is that repeating Nevermore aloud after each stanza is a purposeful tactic. Edgar’s melodic instincts shine through this technique. He does this to emphasize the unity of effect and so that each stanza reflects the meaning of the poem as a whole. In addition, the â€Å"O†Ã¢â‚¬â„¢s in â€Å"Lenore† and â€Å"Nevermore† are too emphasized so that the unity of effect occurs once more. Moreover, this woman has left him and she is no more so the two words are parallels to the emotions of the author at the moment. They signify his loneliness. Edgar’s poetry is always well thought-out and he is always on a mission to have relatable but dramatic themes that will suck his readers in. In this poem he combines the theme of beauty with death. The beauty is represented by the memory of his beloved lover but who has met the ugly reality of death. He asks the Raven whether he will meet her in heaven but is hit by the cruel answer â€Å"Nevermore†. This blatantly ugly reality is what makes his poem have an even more gothic and depressing touch.

Criticism of The Storm by Kate Chopin Essay -- Kate Chopin Storm Sexua

Criticism of The Storm by Kate Chopin While it has traditionally been men who have attached the "ball and chain" philosophy to marriage, Kate Chopin gave readers a woman’s view of how repressive and confining marriage can be for a woman, both spiritually and sexually. While many of her works incorporated the notion of women as repressed beings ready to erupt into a sexual a hurricane, none were as tempestuous as The Storm. Kate Chopin was a woman whose feminist viewpoints were far ahead of her time, which of course garnered her more than her share of criticism. In a time when women were expected to behave "properly" and sexual desire was considered to be something only experienced by men, Chopin spoke with exceptional openness about human sexuality. She lambasted society for its perpetual close-mindedness in a time when righteousness was considered to be an attribute, and she helped to generate more enlightened attitudes among both the women and men of her time. In The Storm, the character of Calixta is unable to fulfill society's standards of virtue, despite her perceived purity by her lover Alcee. When Alcee professes, "If she was not an immaculate dove in those days, she was still inviolate" (p. 34), he is basically saying that just because a woman is not chaste, does not mean she is not pure of heart. After all, it was Calixta's marriage which had stripped her of her chastity status. So why should her morality be called into question? Of course the morality i...

Human Genetic Engineering Essay

â€Å"Human genetic engineering is the alteration of an individual’s genotype with the aim of choosing the phenotype of a newborn or changing the existing phenotype of a child or adult. It holds the promise of curing genetic diseases like cystic fibrosis, and increasing the immunity of people to viruses. It is speculated that genetic engineering could be used to change physical appearance, metabolism, and even improve mental faculties like memory and intelligence†. (Wikipedia) There are many risks associated with putting genes into a human body while getting the desired results. There are genes that are carried in on viral vectors and we have altered these budgets so that they do not infect a person with a disease. There have been several deaths in gene therapy trials, such as â€Å"Jesse Gelsinger†, in 1999. Genetic engineering has attracted much controversy, pros and cons. There have been cries that scientists are â€Å"playing God† and this will lead to a two-tier society or as some would say; the haves and have- nots. This isn’t any different that the cries that were heard across the world when Louise Brown, the first child to be conceived by IVF treatment, was born. This was in the late 1970’s. Today IVF is a common but expensive fertility treatment. Genetic engineering holds the potential that parents would assemble their children genetically, to be smarter or more athletic or have a certain eye or hair color. It is this genetic engineering of humans that frighten people. They are afraid that we would somehow design the human race. But then again, people say that this could be a benefit to be able to sort out the genes that criminals have and weed it out. It is also said that a genetically engineered human could suffer from a reduced sense of individuality. A cloned child might feel that their future is worth less than a non cloned child. Critics also argue that cloning would encourage parents to value how well child can genetically meet their expectations rather than loving them for who they are. It is also said that with cloning humans, that parents and society would view their children as objects rather than a person with actually feelings. If human cloning becomes a reality and a regular social practice, parents might want to â€Å"play the lottery† and chose their child genetically. One of the saddest parts about genetic engineering is that it could end human individuality. Everyone would want to be skinny, muscular, beautiful, and intelligent and who knows what else. If your DNA could be shaped would you choose inferior traits? This could possibly end artistic expression and individuality, and make everyone predictable, identical, and boring just like a robot.

Desegragation of Schools

President Lincoln’s Emancipation Proclamation freed the black people from the bondage of slavery. Shortly after Lincoln issued the Emancipation Proclamation, Congress passed three Constitutional amendments and four Civil Rights acts securing Negro rights. In 1896, Plessy v. Ferguson, the Supreme Court ruled that it was not wrong for a state to use discriminatory seating practices on public transportation and that each state may require segregation on public transportation. It sustained the transportation law that ordered separate but equal transportation facilities for blacks and whites.The Supreme Court went on to make several other significant decisions sanctioning racial segregation in other circumstances and in other places. The Supreme Court subsequently ruled to authorize racially segregated schools. Prior to the Brown decision, there were significant Supreme Court decisions in this country in the 1930’s and the 1940’s through which blacks gained important civil rights. Blacks were admitted to white Law Schools. White Primaries were outlawed. Racially restrictive covenants in real estate sales were voided. In 1954, the renowned case, Brown v. Board of Education was decided.The Supreme Court declared segregated schools were inherently unequal and therefore unconstitutional. It called for the elimination of discrimination in all public schools. Because the Supreme Court focused on the race issue in public schools, so did the nation. In 1955, Brown v. Board of Education II was decided. The court ruled that blacks need not be immediately admitted to pubic schools on a racially nondiscriminatory basis, but that school boards should eliminate segregation â€Å"with all deliberate speed. † In the South, there was massive resistance to the desegregation of schools.For the next ten years after the Brown I and II decisions the Supreme Court took an inconspicuous position. In 1965-1966 Judge John Minor Wisdom from the 5th Circuit Court of Appeals made three decisions that transformed the face of school desegregation law. The three cases were Singleton v. Jackson I and II and U. S. v. Jefferson County Board of Education. The critical premise set forth in these decisions was that school boards had a positive duty to integrate, not merely to stop segregating. U. S. v. Jefferson County Board of Education was one of the most important school desegregation decisions.It was a remedial decree which outlined in detail specifically how school districts were to equalize educational opportunity. This decision foretold of a level of judicial involvement in local education that would have been unimaginable at the time of the Brown decisions. In 1968, the U. S. Supreme Court decided in Green v. County School Board that the school board had the responsibility of affirmative action integration and that it must assume that responsibility immediately. The Court said that school boards would be judged on performance, not on promises or paper.The performance of school boards was to rely on statistical evidence. In 1969, the issue of faculty assignments was addressed in the Supreme Court in U. S. v. Montgomery County (Alabama) Board of Education. The Court set forth a racial ratio of teachers in the school district using quantitative standards. This decision marked the first time the Supreme Court sanctioned the inclusion of affirmative numerical goals in a school desegregation remedy. It was an overdue attempt to give the lower courts and school boards positive guidance as to what faculty desegregation required.Also in 1969, Alexander v. Holmes (Mississippi) Board of Education ordered school systems to integrate no later than February 1970. Eventually, this deadline was extended for years. In that same year the Court, in Carter v. West Feliciana Parish School Board, scolded the school board for delaying student desegregation. In 1970, the Supreme Court decided Swann v. Charlotte-Mecklenburg (Virginia) Board of Edu cation. This was the first decision made by the Supreme Court during the Nixon administration with the two new Chief Justices who were Nixon appointees.In this first decision, written by Chief Justice Warren E. Burger, one of President Nixon’s nominees, the court found Charlotte-Mecklenburg out of compliance with Green. The Court adopted the Finger Plan, a plan proposed by Dr. John Finger, an expert witness in the case selected by the Court. The Finger Plan was to result in schools throughout the system ranging, ideally, between nine and thirty eight percent black enrollment. These percentages were not an absolute, but a goal. It involved busing an additional thirteen thousand students and buying over one hundred new school buses.Start up costs to implement this plan were over one million dollars, with annual operating expenses of over one half of a million dollars. Swann v. Charlotte-Mecklenburg laid the framework for all future court decisions involving busing. It also impl emented the Green decision. Basically, it said that if a school district is found to be in constitutional violation, an appropriate remedy must be implemented. In 1974, the Swann case was closed, leaving the constitutional operation of the schools to the Board of Education.In 1970, Senator John Stennis of Mississippi and other Southern Senators proposed that new federal desegregation guidelines be enforced uniformly across the country. The Stennis amendment was adopted by the Senate. During the 1960’s, urban schools in the North and the South were untouched by the Courts. The Courts had been concentrating on the rural South. The 1960’s had seen a great migration of rural Southern blacks to Northern cities. In the early 1960’s, three fourths of all blacks in the United States lived in urban areas. The north had its own way of distancing blacks, ghettos.In the South, there was de jure segregation of schools, which is segregation of schools required by law. In the North, there was defacto segregation of schools, which is segregation of schools due to residential segregation. In 1972, the Supreme Court heard its first northern and western case, Keyes v. School District No. 1 (Denver, Colorado). The court found the school district guilty of subtle racism. The remedy that the Court implemented was the busing of six thousand more students. Many elementary school students went one half day to a segregated school and one half day to an integrated school.In 1974, Federal District Court Judge Garrity found that the Boston, Massachusetts School Committee was implementing a systematic program of segregation affecting all students, teachers and schools. The Court imposed the remedy of mandatory busing. This order created chaos and social upheaval in the city of Boston. In 1974, Milliken v. Bradley posed a question of remedy to the Supreme Court. The Federal District Court had found that the city of Detroit, Michigan was obstructing integration. The ques tion before the Court was could the Court use suburban students to desegregate inner city schools.The Court’s decision was that suburban students could not be used to desegregate inner city schools. It was a decision that gave priority to educational democracy over school integration. This decision upheld the right of the middle and upper classes, which are predominantly white, to flee the inner city to the suburbs and to educate their children in suburban schools. The segregation that occurred in Detroit’s urban school system was the result of segregated housing practices. This was the first major defeat of the pro-integrationist forces in the Supreme Court.It was the beginning of a continuing trend in the Supreme Court. School desegregation is unfinished business. The desegregation of schools has not significantly improved black students’ achievements, nor has it eliminated segregation in American society as a whole. Racism and prejudice continue to be a major problem in our country. Many problems with our current methods of desegregation of schools have become apparent. However, the United States is relatively inexperienced at the business of racial equality, since the desegregation of schools began just thirty four years ago with the Supreme Court’s decision in Brown v.Board of Education. There are many points that need to be refined. Desegregated schools send a message of victory to the black community, that of equal protection under the law. However, community support of school desegregation as well as the attitudinal makeup of the individual and the influence of his family and peers are important factors that influence whether or not a child feels a sense of power. A child’s self esteem can be affected either positively or adversely by attendance at a desegregated school.A child’s self esteem depends on his social interactions and reflects others perceptions of him and of the organizations with which he is affil iated. A child’s self esteem is not effectively raised by attendance at a racially mixed school with a poor reputation, nor is it raised by attendance at a high status school where the child is looked down upon. Schools that are racially mixed and are located in naturally desegregated neighborhoods foster and heighten a child’s self esteem. A person’s sense of powerlessness is closely related to their comparison of their own deprivation as compared to others.A segregated black child has less awareness of his family’s low status in the mainstream of society than in a desegregated school where the student will become aware of how deprived he is in comparison to other students. The expectations of parents, teachers and friends also motivate the child. A child sees his performance through their eyes. He is also motivated by their expectations for him. In the ghetto school expectations are low. In a desegregated school, expectations are much higher, but not ne cessarily for the black, or bused, students.Higher teacher expectations can motivate students in any school. Assimilation of middle class ideas and values depends on how much a child is exposed to them. This is more an integration of the social classes than of race. The climate of the integrated group is an important factor in the assimilation of new values. A desegregated school does provide for exposure to different value systems. Attendance at a desegregated school not only exposes a child to different value systems but also changes his attitudes towards other races and classes. This is a process that takes time.Contact with other social classes of people and races of people and the knowledge of and familiarity with one another is the basis for overcoming prejudice. Prejudice is the pre-judgement, positive or negative, of another person on the basis of that person’s appearance, sex, race, ethnic background or any particular belief. As well as acquainting students with the history of school desegregation, I also wish to educate students as to the extreme prejudice and discrimination that blacks in the United States have been subjected to throughout our history. I want the students to have a knowledge of the segregation laws, also called Jim Crow Laws.This is a very painful part of our heritage that is omitted from history textbooks. I feel our inner city students should be educated about the history of their ancestors and about the continuing journey of blacks from slavery to equality. Segregation is the method of physically separating people by race. It was developed by whites after slavery was abolished with the purpose of confining and controlling blacks. In the North, slavery was abolished by the 1830’s. The free northern blacks could not be bought or sold. They could not be separated from their families. They couldn’t be legally made to work without compensation.However, the blacks were by no means equal to the whites. The doctrine of White Supremacy was universally accepted. Northerners made sure blacks understood their status. One of the major ways the blacks were confined was through segregation laws. In the South, the first place segregation emerged was in the cities. The institution of slavery in Southern cities found blacks and whites living in the same house, divided only by a wall. This was unlike the rural South, where slaves lived in separate houses from their masters. The purpose of segregation was the convenience of the masters and the control of the slaves.After the Civil War, Lincoln declared in his Emancipation Proclamation that all slaves were freed. Immediately afterwards, blacks and whites established physical and social distance between themselves. After the Emancipation, the states instituted the Black Codes, which imposed restrictive conditions on blacks that virtually reinslaved them. The Jim Crow Laws were instituted on the railroads. These Black Codes remained in effect until the First Reconstruction, a period of black Civil Rights. The First Reconstruction was ushered in by the Civil Rights Act of 1866, the Fourteenth Amendment to the Constitution and the Reconstruction Act of 1867.By the mid-1870’s public attitude had undergone a gradual change. There was a resumption of the policies of White Supremacy. The Redemption was the return of old Southern attitudes. The black peoples’ stigma from slavery stopped them from fighting for their civil rights, if they were not given to them. During this period, the platform of the Southern upper class white conservatives was that blacks were inferior but that they should not be subject to segregation or humiliation. Squeamishness about contact with blacks was thought to be a lower class white, or â€Å"cracker†, attitude.During this period, racism was expressed in the United States Supreme Court decisions. Between 1873 and 1898, three cases drastically limited black privileges and immunities. These cases were the Slaughterhouse Cases of 1873, U. S. v. Reese and U. S. v. Cruikshank. The Civil Rights Cases of 1883 held that the Fourteenth Amendment to the Constitution gave Congress the power to restrain states but not individuals from acts of racial discrimination and segregation. In 1896, in Plessy v. Ferguson, the court decided that the separate but equal doctrine was justification for segregation.The turn of the century was a new era of racism, spurred on by recent Supreme Court decisions. There was a renewal of the White Supremacy doctrine. When the United States acquired the Phillipines, Cuba and Hawaii we had under our jurisdiction eight million people of a dark race. Attitudes of racism against these dark-skinned people included American blacks. This period of history was marked by severe segregation laws and discriminatory practices. One such practice was the disfranchisement of the Negro. The standard procedure for disfranchisement of blacks was to set up barriers for voting through which only white men could squeeze.A voter was required to meet property and literacy qualifications. There were loopholes for underprivileged whites, such as the understanding clause, the grandfather clause and the good character clause. Before a citizen could vote, he was also required to pay a poll tax, which was a very reliable means of defranchising blacks and objectionable whites. At this time, the White Primary democratized nominations and party control. The White Primary excluded minorities and became a white man’s club. At this time, propaganda about negro crimes, such as arrogance, surly manners and impertinence was spread. Race relations deteriorated.White mobs committed ruthless acts of aggression against blacks. They set fires, wounded, lynched and murdered blacks. Many Jim Crow Laws were enacted in the years between 1900 and 1920. Up until 1900, the only Jim Crow Law on the books in most Southern states was the law segregating first class railroad cars. This law was expanded to include street cars, steamboats and second class railroad cars. In Southern states , signs were erected that read â€Å"Whites Only† and â€Å"Colored Only†. These signs were at the entrances and exits to public buildings, theaters, boarding houses, toilets, drinking fountains, waiting rooms and ticket windows.The South Carolina Code of 1915 prohibited textile factories from permitting laborers of different races to work in the same room, or use the same entrance, pay windows, exits, doors, lavatories, drinking water, pails, cups or glasses. There was Jim Crow Unionism which excluded blacks from jobs. State institutions, such as hospitals, had segregation laws. Only negro nurses were allowed to care for negro patients. Prisons were also segregated, as were homes for the aged, the indigent and the blind. Blacks were prohibited from public parks by the Separate Park Laws of Georgia, 1905.In Louisiana,a law was passed in 1914 segregating blacks a nd whites at circus and tent shows. In Birmingham, Alabama a law was passed decreeing that the races must be distinctly separated and must be at least twenty five feet apart from one another in any room, hall, theater, picture house, auditorium, yard, crowd, ballpark or any other outdoor place. In 1910, five patterns of residential segregation had emerged in the South. The first was in Baltimore, Maryland. It designated all white and all negro blocks. This pattern was copied in Atlanta, Georgia.The second pattern of residential segregation was in the Chesapeake Bay area cities of Roanoke and Portsmouth, Virginia. The city council was authorized to divide territories into segregated districts and to prohibit either race from living in the other’s district. A third pattern emerged in Richmond, Virginia. Blocks throughout the city were designated black or white, according to the majority of residents. Persons were forbidden to live in any block where residents are occupied by th ose with whom the person is forbidden to intermarry. The fourth pattern, in Norfolk, Virginia applied to both mixed and unmixed blocks.It fixed the color status by ownership as well as occupancy. The fifth pattern of residential segregation emerged in New Orleans, Louisiana. The law required persons of either race to secure consent of the majority of persons living in an area before establishing residence there. In 1917, these patterns of residential segregation were declared unlawful by the Supreme Court. The most successful attempt to circumvent the Court’s decision was the policy of Restrictive Covenant which was a private contract limiting the sale of property in an area to purchasers of the favored race.The most prevalent and widespread segregation was the consequence of the blacks’ economic status. This was the black ghetto, or slum in every Southern city. Smaller towns excluded black residents completely by making it known that their presence would not be tolera ted. On the other hand, thirty towns in the South were inhabited exclusively by blacks. Other Jim Crow Laws regulating a variety of negro activities were enacted during this period in history. In 1909 in Mobile, Alabama, a curfew law required blacks to be off the streets by 10 p. m.In 1915, the Oklahoma State Legislature required the telephone company to maintain separate booths for blacks and whites. In North Carolina and Florida, public schools were required to keep the textbooks of one race separate from those used by the other. Florida specified separation even while school books were in storage. South Carolina segregated schools into a third caste, with separate schools for mulatto children. In Atlanta, Georgia Jim Crow bibles were provided for negro witnesses in court. There were also Jim Crow elevators for negroes in buildings.The prevalent belief in our country at this time, during this Redemption, was that segregation was inflexible and innate. It was also believed that leg islation could not change mores. The Jim Crow Laws of this period didn’t assign blacks a fixed status. They were aggressive and destructive laws that pushed the negro further down. With World War 1, the blacks had new hope for a restoration of their rights. Many blacks joined the armed forces. Many blacks moved North where high wages were being paid in the war industry. The blacks’ participation in the war for democracy raised the demand for mor democracy for them on the home front.However, the post-War Era saw the racial policies of the South imitated in the North. White laborers did not like competition from blacks. They excluded blacks from unions and pushed blacks from the more desirable jobs in industry, federal employment and crafts. In the gid-1920’s the membership of the Ku Klux Klan reached five million. In the 1920’s and the 1930’s, more Jim Crow Laws were passed. In 1926 in Atlanta, Georgia, a law was passed that forbade barbers to serve women or children under age fourteen. At that time, All barbers were black.Four states, Mississippi, Florida, Alabama and Georgia had laws requiring Jim Crow taxis. White passengers were only driven by white taxi drivers. Black passengers were only to be driven by black taxi drivers. In 1944, the Virginia Legislature passed a law requiring separate waiting rooms and other facilities at airports. In 1932, a law was passed in Atlanta, Georgia prohibiting amateur baseball clubs of different races from playing within two blocks of each other. In 1933, Texas prohibited blacks and whites from boxing with each other. In 1937, the state of Arkansas segregated race tracks and gaming establishments.In 1935, Oklahoma segregated both races while fishing and boating. In 1930, a law in Birmingham, Alabama made it unlawful for black and whites to play together or keep company with one another. In the 1930’s, racial tensions lessened. A new liberal administration was making a sincere attemp t to improve the lot of blacks and whites. In the early 1940’s, the North was exerting pressure on the South to abolish segregation. The Supreme Court became a leader in reversing the trends of segregation that it had endorsed during the First Reconstruction.The most monumental Supreme Court decision of this century in civil rights was Brown v. Board of Education. It reversed a constitutional trend that began in the late 1800’s. It marked the beginning of the end of Jim Crow. Presently, blacks are enjoying equal civil rights under the law. All kinds of segregation and discrimination have been declared unconstitutional. The underlying prejudices and subtle racism are slower to die. It is these prejudices that make it difficult for true integration to occur presently in our society.

The benifits of slave ownership essays

The benifits of slave ownership essays Many factors in the southern colonies influenced the switch from dependence on indentured servants to do labor to slave dependence. Plantation owners first started out by using indentured servants to do their labor for them. But as time went on, they realized that it was cheaper to buy slaves who had the same lifespan but would work their entire life instead of a set period. In order to make business more profitable, southern plantation owners had no choice but to convert to slave ownership instead of using indentured servants. Plantation owners determined that land layout, profit, and lifespan made it so that it was cheaper to own slaves than to have indentured servants. Without an enormous growth in the slave labor force, the massive expansion of tobacco production could not have taken place. Slaves were so expensive at one point that it was impractical to spend so much on a slave when they had a very short lifespan. Although indentured servants also had a short lifespan, it was much cheaper for a plantation owner to pay for them than to pay for a slave. Once the lifespan of a slave increased it seemed that for southern plantation owners the use of indentured servants was starting to become impractical. It was impractical because although the lifespan of the indentured servant increased also, their term with their masters did not. Reverend Peter Fontaine understood this when he wrote his letter to his brother. He wrote that it was a decision of economics to use slaves on a plantation. He also stated that it was cheaper over time for slave labor than for indentured servant labor. If the colonists would not have imported slave labor from Afr ica than they would not have made nearly as much profits; they would have lacked the workers to produce mass amounts of goods. In the south, the environment was a perfect place to construct large plantations in order to mass-produce crops for profit. When the colonists arrived the...

13 Hottest College Kids From TV Series

13 Hottest College Kids From TV Series Get ready to experience one of the hottest line ups of college kid television series actors you’re likely to find online. Enjoy!  «Gossip Girl » #1: Vanessa Abrams A sizzling aura, alluring, an exotic young woman and those eyes paired with her raven black hair†¦Vanessa’s inches from too much. #2: Chuck Bass Debonair, malicious charm, and that Wall Street bad boy appeal! This guy makes just about any suit look utterly ground breaking. #3: Nate Archibald Is he even human?! It’s like a group of mad scientists got together and created the perfect mix of dangerous modern looks and timeless angelic features.  «Pretty Little Liars » #4: Toby Cavanaugh Flat out, Toby has perhaps one of the most interesting faces in existence, perfectly accentuated by that razor sharp chin and those penetrating eyes. #5: Emily Fields A melting pot of cultural beauty with a simmering youthful charm that can handle any dress, and win over any situation with her perfectly curated smile.  «Teen Wolf » #6: Scott McCall One second he’s the cutest preppy boy ever, then suddenly he transforms himself into a snarling bundle of beefcake!  «One Tree Hill » #7: Lydia Martin The sweetest, most luscious slice of carrot cake with legs†¦mhm mhm mhm girl! Sharp features with that red hear and her big pool-like eyes; so gorgeous. #8: Lucas Scott It’s like all the sexiest things about the late 80’s coagulated into a suave and sophisticated frat boy.  «The Carrie Diaries » #9: Jill Mouse Chen A living, breathing fantasy. At the drop of a hat she can go from sexy nerd to classy Asian sophistication. #10: Sebastian Kydd His lips are Adonis-like, he’s tall and a bit lanky but once his smile begins pulling you in you’ll get smoldered into melted butter in seconds.  «90210 » #11: Navid Shirazi Savvy, sleek, exotic manliness†¦hold the phone! Navid is an ambassador of sexy†¦with a spotless smile and soft complexion. #12: Naomi Clark Oh she’s naughty, a ball of molten fire with a great body, legs you could fall asleep holding and a near flawless sense of style-attitude.  «Friday Night Lights » #13: Tim Riggins Sigh†¦short hair looks better†¦wait no, long. Wait†¦ jeans or suit†¦too hard! He’s hot in everything he wears and with every look his face is possible of making. Image credit: Pinterest.com

In Depth Divorse Law Case Study Assignment Example | Topics and Well Written Essays - 3500 words

In Depth Divorse Law Case Study - Assignment Example Fixed resource bargaining or simply â€Å"Zero-Sum† is sometimes referred to as win-lose or distributive bargaining. It is a negotiation strategy in bargaining that is usually employed in the distribution of fixed resources like money hence the name Fixed resource bargaining. Each party in the negotiations usually feel that their objectives or interests are in a balance and therefore the major goal is the trying to and securing concession from the party that is unwilling. Hence one of the parties will lose and thus the name win-lose bargaining.It is a bargaining type that is significant since it aids in solving disputes that would otherwise no have been resolved by employing any other method. In the event that the stakes involved are very high, the resistance to decree is oftenly heightened. It is very difficult to announce as to how the matter that is being negotiated will be dealt with.The captious layout in the â€Å"Zero-Sum† bargaining method is analyzed by a †Å"bargaining some model of negotiations†. There are three vital negotiation points in the model in the book. The first is the offer point in which one side opens an offer to the opposite side. By doing this, expectations from both groups are stipulated as a beginning point. Nevertheless this is done with the supposition that stipulating the desired point in which they contain their rational and final agreement. Of course the other party will rebut this favoring the target they contain.