Detecting the Cylindrospermopsin using HPLC-PDA and NMR Assignment

Detecting the Cylindrospermopsin using HPLC-PDA and NMR - Assignment Example Nuclear magnetic resonance (NMR) on the other hand is an analytical technique that uses magnetic nuclei which absorb and re-emit electromagnetic radiations at a specific resonance frequency. This frequency is however dependent on the strength of the magnetic field. The resonance obtained in a magnetic field for any particular compound analyzed is always directly proportional to the strength of the magnetic field. Detection and analysis of cylindrospermopsin using HPLCCylindrospermopsins have few methods of detection compared to the well-known microcystins and saxitoxins. High-performance liquid chromatography-photodiode array (HPLC-PDA) has been shown to be a good method for the detection of cylindrospermopsins and its analogs because of their characteristic UV spectra (ÃŽ »max at 262 nm). The only limitation of this method is that sample purification is necessary because it is normally co-eluted with other contaminants (Welker et al. 2002). Purification of cylindrospermopsin is norm ally performed using HP-20 resin, which removes most of the ionic components from the fraction.Before the detection of cylindrospermopsins by HPLC, they have to be extracted. Water samples containing the cyanobacterial cells are filtered by glass fiber filters.Extraction procedure The air-dried frozen filter samples should be placed on the borosilicate glass tubes and freeze-thawed twice to obtain maximum recover after which 1.2ml of methanol is added and mixed in the bath ultrasonicator for 15 minutes. The samples should further be ultrasonicated individually for 1 minute and the aliquots of the extracts centrifuged at 10,000 ? g for 10 min after which 500 Â µl of the supernatants are transferred to borosilicate vials and evaporated to dryness at 40Â °C under argon. The dried extracts can then be reconstituted in 100 Â µl of 75% methanol and centrifuged in vials at 10,000 ? g for 10 min or filtered through the HPLC grade filter. Before running the HPLC, the HPLC system should be set up as described in the manufacturer’s instructions including degassing, priming and changing columns. The column oven should be set at 40?C and the HPLC changed gradually to starting conditions. The chromatogram samples and standards should be set as per the recommended HPLC gradients using 10

Slavery, Abolition and the South Essay Example | Topics and Well Written Essays - 2000 words

Slavery, Abolition and the South - Essay Example ed in hard battles and continued to sacrifice their lives throughout the war despite the fact that they were faced with death, being mutilated, being attacked by diseases and even being separated from their homes (Beckles 2000). Much of the fascination however is drawn from the willingness of the common Union and Confederate soldiers to engage in a war that was so ferocious and terrifying that today’s America cannot even imagine in engaging in such a fight (Blackmon 2008; Davis 1975). In For cause and Comrades: Why Men Fought in Civil War, James McPherson, who is the author, has a unique opinion on his argument on why the soldiers initially went to war, He argues that the soldiers were encouraged to join the army as a sign of duty, loyalty and honour. He further argues that the images of manhood were just as essential to soldier motivation as group unity was. Moreover, McPherson believes that fanatic religious belief and ethnic animosity were not the main factors (McPherson 2002). One of the most seeming motivations that spanned the entire four soldier account was the enthusiasm of a sense of nationalism by having common discussion on the preservation or creation of a new government and nation. Both the Unionist and Confederate soldiers greatly used rhetoric and the country’s symbols of freedom, legacy and the constitution in expressing their drives of volunteering for service (Shankman 2014). However the North and South had a different logic and mode of approach to the use of these symbols. The South attained their nationalism and government due to their motivation for having fought in the civil war in a more tangible way as compared to their Union counterparts (Grayling 2007; Engerman 2001). One of the greatest seeming motivations that spanned the entire four soldier accounts was the motivation of a strong sense of patriotism by conversing the creation and or the preservation of a government and nation. Both the union and Confederate soldiers were

Practice of Insight Meditation: Types, Uses and Benefits

Practice of Insight Meditation: Types, Uses and Benefits The Liberating Practice of Insight Meditation The practice of meditation has many benefits for its practitioners. Apart from enabling the person to experience a sense of freedom from oneself and at the same time oneness with the self, meditation can also be used to govern essential aspects of life. This has led to the development of several forms of meditation, including mindfulness meditation and insight meditation. Among these two most commonly practiced forms of meditation, this module would focus on insight meditation and how the practice of insight meditation can lead to the liberation of the mind while being able to understand things you would have not been able to without its practice. The Meaning of Insight Meditation Insight meditation, also known as VipassanÄ  in Pali or VipaÅ›yanÄ Ã‚  in Sanskrit is a form of meditation practice with Buddhist origins. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. These terms therefore are used to denote that insight meditation does indeed help an individual practicing it gain a deeper sense of knowledge of the reality of things and their true nature. The word VipassanÄ  in the Pali language can be translated as being able to gain insight or to see clearly. VipassanÄ  also has a synonym in the word paccakkha in the same Pali language (pratyaksa in Sanskrit). This term means seeing things before one’s eyes, expressing the perception of things based on experience. Owing from its roots in VipassanÄ , there is a direct experience (or seeing) that leads to the perception of things. This perception is what would allow meditators using VipassanÄ  to be able to derive meaning and knowledge from things, which can be said to be far better since they have experienced it. The practice of insight meditation is also done in cultures other than those originating from Pali and Sanskrit. In Tibet, VipassanÄ  has a counterpart in the word lhagthong. This term is formed through a combination of two shorter words lhag and thong. Lhag means something that is greater, superior or higher; while thong is used to denote the phrase to see, or to view. Therefore, the Tibetan meaning of Insight meditation can be seeing things in a superior way, or being able to look into the essential nature of things. This means that VipassanÄ  can also be expressed as being able to lucidly see things, or view them clearly. The Roots of VipassanÄ  VipassanÄ  has its roots in Buddhist and Yogic meditation practices, but it is not often mentioned in most suttas, although in the discourses and other old documents (most of which dates back to the time of the Buddha) written in the Pali language, terms such as samatha and VipassanÄ  existed. In these old writings, VipassanÄ  is used to denote clear-seeing, but then again the word itself is not directly quoted to be coming from the Buddha’s lips. What the Buddha is quoted to have used is the word jhana when he tells his disciples to meditate, although jhana is not similar to VipassanÄ  or any similar meditation techniques. Readers and scholars of the suttas claim that the suttas were not exactly the origin of the meaning of VipassanÄ  and its practice, although it is through the interpretation of the suttas that gave rise to the meaning of VipassanÄ . These interpretations were based on the debates in the ancient times about the teachings of the Buddha and how they are to be interpreted, classified and put into a hierarchy. This is expressed in the Visuddhimagga. How the Practice of VipassanÄ  Helps Gain Insight The manner in which VipassanÄ  is practiced is different from other Buddhist meditation practices in the modern times. It also has differences from other meditation forms that are not Buddhist in origins. This difference lies on one key aspect of VipassanÄ , and that is because of the inclusion of techniques that aims to develop insight in the individual practicing it. This development of insight includes the practice of one’s ability to contemplate on things, do an introspection in the meaning of these things, observe how his body experiences sensations, be able to meditate analytically and do observations on to this day-to-day life. In Theravada Buddhist practice VipassanÄ  meditaion is done together with the practice of mindfulness of breathing. Also, the impermanence of things and gaining insight into them is another key area of practice. This can be interpreted in the Four Foundations of Mindfulness as they appear in the Satipatthana sutta. These are: The kaya or body (also sometimes interpreted as breath); The vedana or the feeling tone of the person (mostly in terms of sensations); The citta or the consciousness (sometimes interchanged with mind); and The dhamma or the mind objects (phenomena). Moreover, practices leading to development of insight are also used to be able to meditate using VipassanÄ  are cited in the suttas. These consists of being able to practice mindfulness breathing and the capacity to contemplate on impermanence of things. Mindfulness of breathing. To be able to successful practice VipassanÄ , it is essential for the meditator to practice mindfulness of breathing first. This can be done by having the meditator watch his or her breathing patterns and notice them simply for what they are. This means that if he or she notices that the breaths are either long or short, these would be interpreted as such. Contemplation of permanence (Sampajaà ±Ãƒ ±a). This is usually done after the meditator has successfully practice mindfulness of breathing. It is based on the belief that if you are aware of the changes your body goes through as you carry out breathing, then you can understand how the sensations you have in your body are bound to arise and pass away with time. This means that there is impermanence in the bodily sensations. When these things are contemplated on, an awareness on their impermanence and relevance is born, and with it the development of a sense of self that is independent from these things. Stages in the Practice of VipassanÄ  The practice of VipassanÄ  has the aim to allow the meditator to gain different levels of insight into things which happens as a part of an ongoing process. This insight is deemed to be able to help in reaching a stage in which the sensations and feelings experienced in the body (the vedana) slowly dissolves into the consciousness and are replaced by subtle sensory flow throughout the body. This subtle flow of sensations is called the bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupassanÄ  à ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a in the (Pali language, and bhaà ¡Ã‚ ¹Ã¢â‚¬ ¦gÄ nupaņºyanÄ jà ±Ã„ na in Sanskrit) or the knowledge of dissolution. The final step into this distinct process is the possession of the meditator od mental purification. The meditator practicing VipassanÄ  is also expected to experience decreased levels of attachments (or bodily cravings) and fears or aversion. After this happens, the stage of saà ¡Ã‚ ¹Ã¢â‚¬ ¦khÄ rupekkhÄ Ãƒ ±Ã„ Ãƒ ¡Ã‚ ¹Ã¢â‚¬ ¡a (in Pali, or saà ¡Ã‚ ¹Ã†â€™skÄ ropekà ¡Ã‚ ¹Ã‚ £Ã„ jà ±Ã„ na in Sanskrit) will be attained, where the meditator would have a strong foundation of knowing that all formations or things are equal. This state of equanimity (or upekkha) can be considered as a state of Brahma in the Theravada Buddhist practice. The Benefits of Insight Meditation VipassanÄ  or insight meditation can help its practitioner in developing the ability to gain insight into things or phenomena and their sense of impermanence. This ability to see this truth is what makes it possible for the meditator to be liberated from such things permanently. The longer the time that a meditator practices insight meditation, the better the improvement that he or she will gain in the perception of his or her existence. This is what most Theravada practitioner refer to as the evolution of knowledge during practice. Coming from a different perspective, the practice of insight meditation also has benefits backed by science and medicine. In a study that were conducted among Western people who were practicing insight meditation, MRI images revealed thicker brain regions in these individuals. These thickened regions of the brain are noted to be those that are related to visual (or pertaining to seeing), auditory (or hearing), somatosensory, and even processing sensations and stimuli interoceptively. These changes are also seen to differ depending on how long the meditator practice and also how long each day they spend practicing insight meditation. The thickening areas of the brain of those practicing insight meditation can be helpful in slowing the progression of cognitive decline especially in those experiencing it as part of the normal aging process. Requirements in the Practice of VipassanÄ  or Insight Meditation Starting any meditation practice is usually a challenge for meditators. It is essential that those who are teaching meditation be able to help bridge the gap between successful practice and the willing meditator. The key lies in having set clear guidelines and explanation of the steps needed to be taken to establish a good foundation for good meditation practice. Doing insight meditation or VipassanÄ  is therefore no exception. The following steps may be helpful in attaining good foundation in insight meditation. Find a special place. Insight meditation would require its practitioners to free their minds from all thoughts that would hinder it. A quiet place where the meditator can focus and do VipassanÄ  undisturbed would be best. This place may be a small corner in the house or inside the meditators room or even in his or her garden. As long as the place is free from all things that can have negative impact in the practice of good meditation, then it is okay. Feel comfortable. Most modern-day meditators come from environments that are high in stress and negative vibes. These things can work adversely if the person would want to practice meditation. Feeling comfortable not only with the environment and setting a special place of meditation is not enough. Being comfortable in themselves is also necessary. This can be achieved through cleaning the body first and the face before the start of meditation, or if there is still time before starting, a warm shower can do wonders in easing stresses and increasing the person’s comfort level. Ensure proper posture. Ideally, meditation does not require its practitioners to assume a certain position, but it would be quite difficult to focus and concentrate in just any position especially for beginning meditators. The suggested position for meditation in most literature would be the Lotus Position, although its modified Half-Lotus can also be used for those who have difficulty assuming the former. However, any position can be used as long as the back of the meditator is straight (or the spine is erect) and the manner of sitting or standing is not strained. This should be done while the person is completely alert of his surroundings, position and even breathing patterns. Just a word of caution, beginning meditators should be discouraged from assuming positions that can make them fall asleep as this would disrupt meditation. Free the mind. This can be started when the meditator seated comfortably and in peace and quiet. Relaxation is one of most important things to bear in mind when trying to free the mind of all the thoughts that has the tendency to intrude on the meditation process. Emptying the mind from all thoughts that have a negative implication on gaining insight is important to successful meditation. Observe breathing patterns. This is usually the first stage of insight meditation. Observing the way how a person breathes increases his or her level of awareness of changes that goes through the body with each breath. While doing this, awareness is gained in the nature of things, while freeing the mind from all things that clutter it. Regulate the breathing until it becomes as natural as it should. Smile. In most beginners practicing insight meditation, the presence of obtrusive thoughts and negative feelings would be unavoidable. Adding a positive feeling tone would help block these thoughts from disrupting the attainment of insight. Smiling is one way to this. When the meditator smiles, there is release of endorphins which can contribute to a general good feeling. When the meditator feels good, he or she becomes less stressed, more relaxed and meditation is better. Meditate. This is done when the meditator focuses on things and their nature in an effort to gain insight and have a clearer view of such things. More about this would be discussed in the succeeding modules. Extend the meditation process to loving kindness. This stage is optional for meditators. Experiencing loving kindness can be attained through eliminating all emotions related to envy, self-pity, anger and hatred towards others. This would allow the meditator to extend kindness, understanding and love for others and in the process extends this love not only to people but to the universe in general. The practice of loving kindness or metta bhavana requires first that the meditator learns to love himself and feel good about himself, while allowing the destruction of the selfish nature of oneself. Like other forms of meditation, this might be difficult to do at first, but continuous practice would help in mastering it. More Tips into the Practice of Insight Meditation Since the successful practice of insight meditation requires time and practice, it is important for anyone teaching or guiding meditators to stress the need for patience when the expected results of the meditators are not seen in the first few times meditation is tried. Also, since the ability to focus and free the mind is not easy on the first dew tries, ensuring that the environment is conducive enough is a must. The use of soft lights, mellow sounds (like the sounds of waves or raindrops, soft wind blowing, and nature) and music purposed for meditation can be used to create a warm, relaxing environment. Ambient noises such as the sound of machines being operated and phone ringing should be avoided. If possible, unplugging these devices is recommended. Keeping aromatherapy candles burning can also aid in relaxing and calming the mind of the meditator. Moreover, keeping candles burning can also aid in focusing since the flame from the candles can be used as objects of reference when freeing the mind and allowing the meditator to detach himself from his or her environment. The candle and its flame can also be used symbolically to denote the light of the doctrine from which insight meditation is based. In coaching the meditator on the practice of Insight Meditation, the teacher must also keep in mind that the tone of his or her voice and the manner in which the lectures are delivered matter greatly. For one to be able to be effective in teaching a practice such as meditation, he or she should have first hand knowledge and experience on its effects to oneself. Influencing the meditator positively should be one of the goals, as well as exuding the relative peace and calm that insight meditation can do to its practitioner. And lastly, it is also important that any one who wants to guide or teach meditation to be free from all forms of dogmatic and judgmental thoughts to avoid passing these on to the practitioner. Remember that meditation, especially VipassanÄ  teaches deeper sense of understanding, clarity on the nature of things, and most especially being at peace not only with oneself but with the universe as well. References: Henepola Gunaratana, Mindfulness in plain English, Wisdom Publications What is Theravada Buddhism?. Access to Insight. Access to Insight. Bikkhu Bodhi, The Connected Discourses of the Buddha Ajahn Brahm, Mindfulness, Bliss, and Beyond: A Meditators Handbook. Wisdom Publications, 2006 Thanissaro Bhikkhu, One Tool Among Many: The Place of Vipassana in Buddhist Practice Glickman, Marshall (1998), Beyond the Breath: Extraordinary Mindfulness Through Whole-Body Vipassana Meditation, Tuttle Publishing, ISBN 1-58290-043-4 Behaviour Management in Schools | Theories Behaviour Management in Schools | Theories Professional Issues: Learning Behavior Abstract This essay explores ways in which children can learn to behave appropriately in school, and so in society. The main aim was to critically analyse strategies which schools and individuals (teachers, support staff and children) use to manage behavior and to consider how behavior management might (or might not) lead to children learning generally appropriate behavior. For this purpose, information was gathered through a case-study report and through analysis of materials presented in books, course materials and professional publications. The results of this study show aspects of value in the many different models of behavior management currently in use. They also reveal several key deficiencies. More importantly, the need for an integrated approach (involving school, home and the wider community) when applying behavioral policy is emphasised; these conclusions were supported by evidence from case-studies and from my own teaching experience. Reflecting wider concerns in society about the behavior of young people, the DFES has identified behavior management as one of its key policy areas. Each head-teacher is expected to have a system in place which: Promotes self-discipline and proper regard for authority among students Encourages good behavior and respect for others Ensures students standard of behavior is acceptable Regulates students conduct (DFES, 2007) Such a system, however, is necessarily only â€Å"part of the story†. Pupils’ behavior is influenced by a myriad of factors, including their interactions with staff, parents and wider society, their own personalities, their health problems and their learning environment (Fuller et al, 1994). Croll et.al (1985) stated that â€Å"the majority of teachers consider home background to be the most significant factor in problem behavior†. School policy cannot and does not aim to control all of these factors, rather it aims to provide a framework in which teachers, parents, support staff and students can work to eliminate â€Å"problem† behavior and promote positive relationships. There is great debate in the literature about the methods and final aims of achieving acceptable behavior standards in schools. Initially at least, behavior management is a simple requirement of effective teaching, in that behavior that disrupts the learning process conflicts with the basic aims of the teacher. How far, and how effectively, school discipline affects pupils’ behavior in wider society is unclear – and some researchers have argued that societal discipline is de facto the responsibility of all areas of society, and not just the education system. This paper critically examines a variety of different behavioral theories and policies, taken from the literature and from my own experience in teaching, and attempts to summarise the evidence supporting and undermining each case. Analysis in each case is based on two main criteria: Does the policy provide effective behavior control for classroom management? Does the policy influence extra-curricular behavior? This work is supported by reference to a case-study and to other relevant classroom experience, and concludes with a summary of the information gained. Section 1: Behavior in Schools: Theory and Practice This area of education is extensively referenced in the literature, but there are few summary documents that compare and contrast different approaches. This section provides critical analysis of some current policies and theories, and highlights the general importance of the results of each analysis. For clarity, work is divided in to that which focuses on behavior management, and that which focuses on developing responsibility. Policies that focus on Behavior Management -modifying behavior through regulation and discipline. The Work of B F Skinner (1974, 1976) The psychologist B F Skinner is credited with creating the first comprehensive theory of educational behavior management, based on the rewarding of positive behavior and the punishment of negative behavior. Skinner based his work on his broader theory that human behavior is determined by â€Å"positive reinforcement†, and adopted this idea to account for the more controlled environment of the classroom. Fundamentally, Skinner’s approach requires a set of clear and agreed classroom rules, and an associated rewards and punishments system. Breaking of a rule is recognised by application of a punishment, and particularly good work is reinforced by a reward. The nature of rewards and punishments varies with school, age group and teacher, but the former can include awarding stickers, merit slips and small prizes and the latter can include the imposition of extra work, detentions and so on. Psychologically, Skinner’s system is a form of ‘operant conditioning’, in which the teacher gives almost constant feedback to students in order to help them modify their behavior step-by-step. This theory (and derived theories and policies) account for a large proportion of currently operating behavior management systems in schools. Bigge (1976) and others have recorded observations that seem to support the use of Skinner’s system, and in my experience, the rewarding of positive behavior generally encourages subsequent good behavior in the classroom. I observed a classic example of this in a Midland’s secondary school, where a child (B) had difficulty in completing work in his mathematics lessons, and as a result, was frequently disruptive and ill-mannered. The classroom teacher reached an agreement with B that, if he concentrated on his work, asked for assistance when he needed it and did not misbehave, he would be awarded a merit slip for each successful lesson. Because of previous behavioral problems, B had never before been awarded merits, and adopted an enthusiastic approach to managing his behavior in order to achieve this. It will be noted that in this example, the teacher did not strictly follow Skinner’s formula in that B’s negative behavior was not punished. One problem linked with the negative reinforcement approach is that it can lead pupils to associate negativity with particular classroom situations – especially when misbehavior stems from deeper problems and is not simply malicious. The case study in section 2 provides a clear example of this occurring. The classroom teacher must use their judgement to decide on the appropriate course of action in individual cases. Particular caution in applying negative feedback is necessary when faced with attention-seeking behavior, where it may feed a child’s desire for attention and therefore be counter-productive. During a recent science lesson, a pupil (C) attempted to interrupt a class discussion that I was leading with irrelevant and attention-seeking remarks. As these remarks were not loud or rude, I decided to simply ignore this behavior, and concentrate on positively reinforcing the cooperative responses of other pupils. Within a very short time, C realised that her behavior was not going to be commented on, and joined in the discussion – allowing me to positively reinforce her contributions. The source material for this paper, â€Å"Behavior Management in Primary Classrooms†, comments on the use of ‘planned ignoring’ in primary schools: â€Å"This technique works for minimal off-task behavior that is designed to get teachers attention, such as rocking, tapping a p encil, annoying hand waving, handling objects, combing hair, etc†. I believe that positive reinforcement is generally more successful that negative deterrence, as the positive approach rewards a pupil’s own choice to behave, whereas the negative response is often seen as the teacher’s imposition of ‘rules’ on a pupil. This conclusion is reinforced by Wragg (1993), and by â€Å"behavior management†, where it is stated â€Å"It is important to underline that an over-emphasis on negative behavior destroys constructive atmosphere in the classroom†. That having been said, there are instances where negative reinforcement is necessary: punishment for bullying and direct rudeness and disruption can act as a deterrent to other members of the class, as well as establishing the teacher’s authority. Several authors (Tauber, 1988 and Gunter, 1997) defend the careful use of negative reinforcement, particularly in the case of students with specific learning disabilities. In terms of classroom management, then, Skinner’s work can be useful and practical if applied intelligently to some situations. But how far does it go towards positively modifying a pupil’s behavior in society? By encouraging positive behavior (i.e. in response to a prescribed code) and making pupils aware that disobedience will result in punishment, the policy can be said to introduce the idea of community responsibility. Aspects of positive reinforcement can be found in wider society, which strengthens Skinner’s original theory. However, the simplistic system necessitated by classroom needs does not directly compare with anything that children will encounter in wider life: positive actions are not always rewarded, and negative ones sometimes go unpunished. The main problem with adopting this policy is that it makes little or no allowance for pupil input, which makes it seem distant from their everyday lives. The reward and punishment system becomes an integral part of the school routine, but is â€Å"left at the school gate† in the same way that uniform rules are not seen as applying outside of the classroom. b) Developments of Skinner’s work. Many refinements to the original theory have been suggested in professional literature. Some of the most important are summarised below: -Butcher (2001) assessed Skinner’s contribution to education, and discussed its integration in to other, more recent work. She states that â€Å"some contemporary educators might object to using rewards and punishments to shape behavior†, but asserts that, with the support of teachers who are willing to assess the individual discipline situation, such an approach is still useful. -Jack (1996) investigated the implementation of a number of different classroom management strategies (including Skinner’s), and found that differences in teachers’ approaches had a defining effect on the success of a strategy. -Emmer (1980) investigated the importance of the first few weeks of the school year in establishing a positive classroom management stance, and highlighted â€Å"the central role of rule setting† in successful teaching: this aspect of Skinner’s theory had not previously been comprehensively reviewed. -BATPAC (Wheldall et.al, 1985), or the â€Å"Behavioral Approach to Teaching Primary Aged Children† is a model developed from Skinner’s work by researchers at Birmingham University. I have had experience of implementing this scheme, as my LEA (Nottinghamshire) adopted it as a supporting training measure between 2001 and 2004. The guidance leaflet for the course states that BATPAC (and the secondary equivalent, BATSAC) form â€Å"a rather behaviorist approach, emphasizing the now-familiar Praise and Reward approach of positive teaching, intended for use by trained tutors only†(NCC, 2004). BATPAC is intended to be a tool for experienced teachers to further their classroom management skills, and not a stand-alone solution. This is probably due to the fact that it does not provide solutions for dealing with anything but mildly bad behavior, although it does provide an updated version of Skinners Behaviorist Approach that makes use of internet an other ICT resources. -â€Å"Building a Better-Behaved School† (Galvin et.al, 1989) is another model that builds on behaviorist beginnings. The authors state that the impact of a good behavior policy â€Å"largely comes through being clear, teaching appropriate behavior and giving positive feedback when pupils are behaving appropriately. It is an extension of Skinner in that it focuses on actually teaching positive behavior, instead of just rewarding it. Galvin’s model is the first that attempts to deal with the pupil’s need to learn about appropriate behavior, and therefore starts to meet the second of the criteria mentioned in this paper’s introduction, â€Å"influencing extra-curricula behavior†. However, there is little feedback available as to the reception that this model has received, and further work is necessary before it can be recommended as a positive development. This small selection of published work is an indicator of the extent and success that Behavior Modification models have met with in recent years. However, there are a number of criticisms that can be made of Skinner’s original work, and therefore of the models derived from it. The chief criticism is that the behaviorist model assumes that pupils act as â€Å"units†; that is, that they will all respond to punishment or praise in the same way. This is obviously not the case, and is an important flaw; hence the earlier comments about teachers needing to adopt the system to meet individual needs. The problem with this is that individual teachers also vary in how they apply behavior policy, which can lead to inconsistencies within a school environment. There is little else as destructive to a co-ordinated policy as inconsistency, as neither pupils or staff have a firm base mark for determining what is acceptable or unacceptable behavior. During my first year of teaching, I ran a mathematics support class as part of a primary school’s numeracy strategy. After two weeks, I was asked to meet with a class teacher, and on discussing our approaches to behavior management, it transpired that the class teacher insisted on silence during written work, whilst I encouraged on-task talk as a form of peer-led learning. It was obviously unfair to the class in question that the definition of â€Å"acceptable behavior† changed between classrooms, but such variation is a simple reality in everyday schooling. Thus, whilst the work of Skinner and other behaviorists is a useful part of an integrated classroom management strategy, it cannot be considered comprehensive. Because of its limitations, other researchers have developed alternative approaches to behavior policy, with a focus on the broader personal development of the student rather than on responding to behavior ‘as it happens’. The next section discusses some of these alternative approaches. Policies that focus on Developing Responsibility -developing a system of behavior through experience and personal growth. Assertive Management One of the oldest alternative approaches that developed from the Behavior Management model is the Assertive Management theory advocated by the Canters (1976). Whilst accepting the idea of positive and negative reinforcement as tools for teaching, this theory advocates â€Å"teaching pupils to accept the consequences of their actions in a form of rewards and punishments†. In other words, teachers reinforce their use of behavior management by explaining why a particular behavior is ‘good’ or ‘bad’. A school psychology handbook sums up the Canter’s approach as â€Å" based on the findings that effective teachers are assertive teachers who can express their classroom expectations clearly and firmly and take appropriate action should pupils not meet expectations†. (Dosani, 2007). The major development that assertive management incorporates is the provision of a stated link between a pupil’s behavior and its consequences – a vital step towards encouraging young people to develop a responsible approach to behavior in wider society. As with previous theories, however, individual teachers will vary in their application of this behavior management tool, which could lead to inconsistencies within a school. A further development, examined in the next paragraph, attempts to remedy this by proposing an assertive management policy that is school-wide. Positive Assertive Management This approach is similar in practice to assertive management, but with the important difference that it involves pupils in the decision-making process: the school behavior policy is discussed, agreed and modified in response to pupil’s ideas. The benefits of this approach are twofold: firstly, pupils gain a clear understanding of the aims of the school behavior policy by linking rules to reasons. Secondly, and more broadly, Positive Assertive Management imitates wider society’s use of ‘rules’: the people they affect have an input in to their formation and implementation. Tassell (2001) states that, under this system, Pupils have to learn that when they have freedom to choose what they want to do, they have to accept responsibility for that choice and the ensuing consequences. Positive Assertive Management can perhaps best be summed up by stating that, whereas earlier theories taught children how to behave, this theory teaches them why to behave, and thus is more likely to be applicable in their wider lives. In terms of staff and timetable requirements, this behavior policy is more demanding than alternatives, and it requires a co-ordinated approach on behalf of the school management team. There is also the question of the extent to which pupils should be allowed to influence school policy and discipline: this will obviously vary with the age and maturity of the pupils involved. This first section has not been an attempt to cover all the many possible models of classroom behavior management in use today. Rather, it has provided an overview of two of the main theoretical approaches, and has investigated developments therein. The next section looks at the implementation of behavior management policies on a practical level, and again assesses their potential to influence pupils’ wider behavior. Section 2: Empirical Experience and Evidence As stated in the introduction, every LEA and each school is expected to maintain a behavior policy, designed to integrate all staff in to a common approach to classroom management. The key aspects of such a policy are: Decision-making: The head-teacher is ultimately responsible for the policy, and thus will maintain overall control. Heads of subject and the senior management / governing team will also have a prominent role to play. There must also be scope for feedback from staff, pupils and parents. Rules and Sanctions: These must be defined in advance so that both teachers and pupils know where they stand. Role delegation: This includes defining the role of teachers and assistants in a learning situation, and also describing the responsibilities of wider staff. As Rogers (2000) noted: Effective behavior management is essential to the smooth running of a school and in the creation of an environment where everyones rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behavior management. a) Example of a Classroom management policy In my current school (a large secondary in the Midlands), the head-teacher encourages development and discussion of behavior policy by nominating a different member of the senior management team to lead â€Å"classroom management† every year, whilst still maintaining overall control to ensure continuity. New members of staff are given a training session that defines their roles within the policy. Individual classroom teachers are allowed to decide the extent to which teaching assistants and trainees will assist them in this area, and provide a written statement to the head explaining their decision. On a basic level, behavior in each lesson is monitored by a system of ‘Rewards’ ( R’s) and ‘Consequences’ (C’s). Each student has a diary with a small space for every lesson of the school year. If the lesson has progressed well, they are permitted to write a small ‘R’ in the relevant space. In the case of misbehavior, there is a defined system of consequences, graded for severity, which will be similarly recorded: C: Recorded in the diary discussed with form teacher later C1: 5-minute break detention. C2: 30-minute lunchtime detention C3: After school detention: parents informed C4: Withdrawal from lessons, parents informed and invited to school. Posters detailing the â€Å"R’s and C’s† system are prominently displayed in all classrooms. The school also adopts a â€Å"positive reinforcement† system to recognise good behavior, with a school-wide merits system, linked to a reward scheme (e.g. 10 merits in a term = a free school trip). Although merely a brief introduction, this summary gives an idea of how aspects of many different theories, as well as the ideas of many relevant staff, can be collated in to a school behavior policy. Example of classroom behavior management This paper was written with reference to a case-study, involving a Child (A) with behavioral problems. A shows attention-seeking behavior in the classroom environment, which observation suggests may stem from difficulties with the understanding of written and spoken instructions, and feelings of insecurity owing to these difficulties. The study details the response of the teaching assistant supporting A, who uses a combination of techniques (notably positive reinforcement and planned ignoring) to manage difficult situations. Of particular interest are the assistant’s comments regarding the general school behavior policy. The negative reinforcement applied by the class teacher in response to A’s behavior is seen as destructive rather than constructive, a conclusion supported by Wragg (1993) The failure of communication within the school and between the school and parents is also recognised; child A’s behavior problems are reoccurring because of a lack of parental support: in such a situation, school policy does not modify behavior, merely punishes it. The case study is a useful illustration of the point that a management system can achieve no long-term changes in pupil behavior without the support of other staff and parents. The writer concludes that â€Å"The majority [of parents in this school] show little responsibility towards developing good behavior and positive attitudes in their children, making the effective management of behavior extremely difficult†. Summary It is unlikely that there will ever be a â€Å"universal† school behavior management policy, owing to the vast differences that individuals (both staff and students) bring to the system. However, some degree of common theoretical underpinning is necessary in a nationalised education system, and the work of behaviorists and other classroom management researchers provides a number of potentially useful tools for school policy-makers. The work of Skinner, and of subsequent researchers, has provided useful background information pertinent to classroom management, but practical experience and training are a necessary part of successfully implementing any policy or model. Conclusions Given the brevity of this study, any conclusions reached can not be said to be conclusive, rather they are indicative of broad trends. From the research carried out during this paper’s completion, it can be concluded that: Behavior management is an integrated process, and must involve input from all relevant groups if it is to be successful. The extent to which schools can influence the wider behavior of their pupils depends on the degree of internal management consistency, the level of pupil involvement and the cooperation of parents. Theoretical behavior models require intelligent adaptation by practitioners to ensure that behavior management policies produce the best possible results for all concerned. Fundamentally, successful behavior management relies on the recognition that pupils are individuals, and must be treated as such. It is the responsibility of the classroom teacher and their support staff to intelligently apply their schools’ behavior policy to the benefit of all in their learning environment. â€Å"More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given† – Bertrand Russell. Bibliography Bigge, M (1976): â€Å"Learning theories for teachers†.  Harper Row. Chapters 1 and 2. Blandford, S (1998 ): â€Å"Managing Discipline in Schools†Ã‚  Routledge Falmer, Chapter 8. Butcher, K (2001): â€Å"Exploring the foundations of middle-school classroom management†. Childhood Education, 78 (2), 84 – 90. Canter and Canter (1976): â€Å"Assertive Discipline†.  Canter Associates (Publisher), 2001. Cohen, J [et.al] (1993): â€Å"Handbook of School-Based Interventions: Resolving Student Problems and Promoting Healthy Educational Environments†.  Jossey Bass Wiley, Page 3. Croll, P [et.al] (1985): â€Å"One in Five: The Assessment and Incidence of Special Educational Needs†. DFES (2007): â€Å"Behavior and Discipline in Schools†. Retrieved on 10/07/07 from: www.parentscentre.gov.uk/behaviouranddiscipline/behaviouranddisciplineinschool Dosani, S (2007): â€Å"Managing a Challenging Class†.  Buckinghamshire Schools Educational Psychology Service, Vol 5, Page 1. Emmer, E (1980):â€Å"Effective Classroom Management at the Beginning of the School Year†. 80 (5), 219 – 231. Fuller, B [et.al] (1994): â€Å"Raising School Effects whilst ignoring culture?†.  Review of Educational Research, 64 (1), 119 – 157. Galvin, P [et.al] (1990): â€Å"Building a Better-Behaved School†. Logman. Gunter, P (1997): â€Å"Negative Reinforcement in Classrooms†.  Teacher Education and Special Education, 20 (3), 249 – 264. Jack, S (1996): â€Å"An analysis of the relationship of teachers reported use of classroom management strategies on types of classroom interactions†.  Journal of Behavioral Education, 6 (1), 67 – 87. NCC Course Handout (2004): â€Å"Nottinghamshire Behavior Support Plan, 2001 – 2004†.  Appendix A-2. Rathvon, N (2003):â€Å"Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence†.  Brunner-Routledge. Rockwell, S (2006):â€Å"You can’t make me! From Chaos to Cooperation in the Elementary Classroom†. Sage Publications, Chapter 1. Skinner, B (1974): â€Å"About Behaviorism†.  Random House. Tassell, 2001 â€Å"Classroom Management†. Retrieved on 10/07/07 from:  http://www.brains.org/classroom_management.htm Tauber, R (1988): â€Å"Overcoming Misunderstanding about the Concept of Negative Reinforcement.†. Teaching of Psychology, 15 (3), 152 – 3. Wheldall, K [et.al] (1985): â€Å"The Behavioral approach to teaching package (BATPACK)†. Positive Products. Wolfgang, C (2001):â€Å"Solving discipline and classroom management problems†.  John Wiley Sons. Wragg, E (1993): â€Å"Primary Teaching Skills†. Pages 18 – 37 and 58 – 88.  Routledge.

The Impact of Language on Identity and Social Acceptance in Richard Wright’s Novel, Black Boy :: Race African American

The Impact of Language on Identity and Social Acceptance in Richard Wright’s Novel, Black Boy The entire act, the entire situation, the entire experience of discovery is not only unique to each and every individual, but more importantly, a thrilling tumult of emotions gone haywire and perceptions completely altered. Richard Wright, in his autobiographical work Black Boy, attempts to convey the discovery of nothing less than language itself. Employing a wide variety of rhetorical devices and insightful commentaries, Wright expertly conveys his newfound respect for language and its tangible impact on both identity and social acceptance. Perhaps most notable throughout the passage is Wright’s use of rhetorical questions to both outline his whirling thought processes at the time and create a sense of the urgency in his audience. â€Å"Why did he write like that? And how did one write like that?†¦What was this?† By providing answers to some of his own questions and the allowing the readers to do so for themselves for the rest, Wright engages the readers, bringing them along for the ride of discovery. â€Å"Who were these men?† Wright asks, â€Å"Who was Anatole France? Joseph Conrad? Sinclair Lewis, Dostoevsky, Moore, Gustave Flaubert, Maupassant, Tolstoy, Frank Harris, Mark Twain†¦Ã¢â‚¬  In fact, an entire paragraph is dedicated to these the listing of these authors, whose names were meant to both intrigue the audience and create a sense of fascination. The fast-paced, almost tumultuous wave of new perceptions conveys Wright’s newfound awe over the effect effective use of langua ge could have. Wright’s choice of diction, chosen to convey both imagery and invoke ethos also proves to be effective. He describes Mencken as he pictured him at the time, active and in a furor, â€Å"a raging demon, slashing with his pen, consumed with hate, denouncing everything American, extolling everything European†¦ laughing†¦mocking.† These words, full of fierce emotions, conveys exactly how deeply Wright feels the language of Mencken. With the forming of a realization that one’s use of language could impact how others saw one, and perhaps even influence what one truly was, Wright describes how his impulse to dream of writing â€Å"surged up again†¦I hungered for books, new ways of looking and seeing.

Heart of Darkness Symbolic Analysis

In the novel Heart of Darkness the focus is mainly about the situation of imperialism in that time period. It describes the hypocrisy of imperialism, the madness as a result of imperialism, and the absurdity of evil. In reality the book is about much more than that. Marlow is the narrator and throughout the novel his visions and thoughts about himself change greatly as he endures the journey of self-discovery. In the beginning Marlow feels lost in his life; the main focus in life to him was being a sailor on the steamboat. Marlow is very naive and has not seen as much of life as he should be seeing in order to expand his overall knowledge of the world. Marlow describes the ship and the ocean as if it was the only thing he had ever seen in his whole life. (Part 1) The fact that the beginning starts with Marlow’s description of the sea, and the facts of imperialism do not start until later indicates that imperialism was not the only reason Joseph Conrad wrote the novel. Imperialism is the policy of extending authority of a nation over foreign countries. In this case Marlow is traveling up the river to the Inner station where he encounters cruelty and torture of the salvages. (Part 1) The men who work for the Company describe what they do as â€Å"trade,† and their treatment of native Africans is part of a benevolent project of â€Å"civilization. † In reality what they are doing is taking the ivory by force in command to the orders that Kurtz demands. Kurtz knows what he is doing but he makes the other men believe it is not out of cruelty or imperialism. Through all of this Marlow is stuck in the middle because he is blinded by the good that is said of Kurtz and he refers to him as a remarkable man (Part 3), which ends up hurting his relationship with the rest of the company because they know the truth and they strongly disagree. Marlow does not know until the end of the book exactly how mad and narcissistic Kurtz really is and the damage he is doing by trying to get everything his own way. All of the problems that accumulate because of the imperialistic actions of Kurtz make Marlow less close-minded and he finds within himself his own voice and opinion. Another reason why I feel that the book is not just about imperialism, but also about Marlow’s journey to self-discovery is that Kurtz is an unknown character to Marlow and he learns more about him as the story goes forth. â€Å"I had heard about some man named Kurtz who was ill but I did not know what exactly he did or how important he was,† (Part 1&2). At first, very little is known about Kurtz, the only description Marlow has of him was that he was an important person to the company. Kurtz was the way that the author incorporated the idea of imperialism into the novel because he was trying to rule an export from a foreign country which would eventually lead to the rule of the country itself. †You know Kurtz, he is very important and he is ill right now but he must get better,† (Part 2). The station manager states something like that to Marlow which tells him exactly how important Kurtz really is in the company. When Marlow finds two men conspiring (Part 3) it gives him more insight into how different reality was in comparison to his thoughts of how the world worked. Marlow changes a lot throughout the novel. At first he is very naive and inexperienced, but by the end he becomes very brave and strongly opinionated. Although the book seems to be mostly about the concept of imperialism it was actually something that Marlow had to endure in order for Marlow to grow intellectually. All the things that he saw on the journey to â€Å"civilization†, everything he encountered was a new experience that taught him a life lesson. The novel Heart of Darkness was not solely a book about the Congo and Imperialism. It was about a boy who became a man in the trials and tribulations of the attempt of his Company’s head man to rule a country under his command. By the end of the imperialistic battle, between all the hardships of life at sea, conspiracy against the boss, and the extremely cruel and controversial concept of imperialism, Marlow found his true identity.

In Another Country

In Another Country Themes: * Wounded * The patient’s leg seems to be broken and he is in therapy to fix it. * The three boys who also go to the hospital are wounded in some way, one has a broken nose and his face is deformed. * The doctor’s wife died so he is wounded emotionally and mentally. * Detached * Author says he is detached from everything and nothing held them together except for the hospital. Literary Devices/Style: * Anaphora * â€Å"†¦and the wind blew their tails. The deer hung stiff and heavy and empty, and small birds blew in the wing and the wind turned their feathers.It was a cold fall and the wing came down from the mountains. † (206) * â€Å"We were all at the hospital every afternoon, and there were different ways of walking across the town through the dusk to the hospital. Two of the ways were alongside canals, but they were long, Anyways though you crossed a bridge across a canal to enter the hospital. There was a choice of three bridg es. On one of them a woman sold roasted chestnuts. It was warm, standing in frontofhercharcoal fire, and the chestnuts were warm afterward in your pocket. (206) * Punctuation (commas) * â€Å"They were all three from Milan, and one of them was to be a lawyer, and one was to be a painter, and one had intended to be a soldier, and after we were finished with the machines, sometimes we walked back together to the Cafe Cova, which was next door to the Scala. † (207) * Author uses dialogue to develop the story more and include more insight on what each character is dealing with. * Author also uses his own thoughts to describe what he is feeling and it unravels the other character’s personality as well.

A Mississippi River Experience essays

A Mississippi River Experience essays The exposed rock that you see along the Mississippi river is mainly sedimentary rock. The events that formed the area surrounding the Mississippi river tell a story about what has been there before. The igneous rocks that are present at the surface, and under the surface near the area of the Mississippi river were formed by areas deep below the surface of the earth which have liquid magma in them, the liquid magma comes to the surface when a volcanic eruption occurs. With the presence of Benotite on level C it shows that there was obvious some type of volcanic presence in this area otherwise, this type of rock would not be existent. There is also a possibility that a glacier brought this rock here in its travels. The softness of the volcanic ash shows us that it might not have been here for a long time, or it might be the outcome of a small eruption. Metaphoric rocks are also present in this area, and we found them on every level we encountered. These rocks were formed by the pressure being so great that they are transformed into that type of rock. Especially near areas where there is a vast amount of water you can find sedimentary rocks. Those rocks are made of soil, sand, dust, and organic material are deposited layer after later and pressed together to form rocks. The currants of oceans, or rivers, in this case move the rocks and reorganize them. The softness of the ground was a key indication that this used to be the sight of an ocean. The shores of oceans are generally softened over time by the currant and waves crashing into them. We also found various fossils on our outing to the Mississippi that led us to consider this being the area of an ocean because of the origin of these organisms. We found both Bryozoans and Brachiopods. Bryozoans or "moss animals," are aquatic organisms, living for the most part in colonies of interconnected individuals. Brachiopods were also found, which is completely miraculous. B...

Queen of Hearts essays

Queen of Hearts essays "Ive always thought, to provide some light along the way". This quote is in the words of one of the most caring that people need to feel good about themselves and I see my role as offering support to them and devoted ladies of our time. This lady is known to us as Diana, Princess of Wales. Princess Diana possessed every attribute that we consider role models to exhibit. The word icon is defined as one who is the object of great attention and devotion. One who fits this category perfectly is princess Diana. Through Princess Dianas life she over came massive obstacles, incorporated her lifestyle and actions all because of her beliefs, and became universally beloved by many. Princess Diana has encountered many obstacles in her life. Yet, not one of them stopped her from achieving what she truly believed was possible. Princess Diana may not be a hero in the eyes of everyone, but for all the people that she has touched with her kindness and incredible devotion may beg to differ. I dont believe that heroes are the only people who can overcome massive obstacles. To be a good role model may include overcoming a massive obstacle to do the things that make you such a good role model. For Princess Diana overcoming obstacles was definitely something she had to do to fulfill her dreams. Who thought a person could manage being a Princess, wife, mother of two, not to mention all the other jobs that come along with these roles, and at the same time be president or patron of over one hundred charities. Princess Dianas life became entirely devoted to helping people. Heroes are not the only people who make us question our own life. Role models also encourage people to change their life for the better. This is exactly what Princess Diana actions did. She encouraged many people of all nations to change their life for the better. For a person to entirely devote their life to helping others is not what people interpret a ...

African American In The 1920s Essay Example for Free (#1920)

African American In The 1920s Essay ? The 1920s were a time of struggle, pride, fear, and creativity for African Americans. Following WWI, blacks fought for the conditions and rights that they were given while fighting in Europe. They fought through countless riots and murders to push for equality. They migrated across the country to escape the horrid conditions of the South. They created an entirely new cultural movement that spread like wild fire. African Americans of the 1920s created a momentous movement of political and cultural dominance that would eventually lead to their freedom. The Post World War I era was a difficult, yet prideful time for African Americans. While African Americans were fighting abroad, they were treated as equals to whites in Europe. Due to American generals refusing to command blacks, African Americans fought side by side with black and white French soldiers under French command. In addition, there were a few all black regiments, the most well known being the 369th Colored Infantry (p. 8). Upon returning home in November of 1918, African Americans faced â€Å"contradictory feelings of hope and frustration† (p. 7). They expected to be praised and rewarded for their sacrifices made during the war; however, they were met with nearly the opposite. This new mood among the African Americans became Flowers 1 known as the â€Å"New Negro. † Coined by black journalists, this term described the new attitude of post-war blacks and their will to fight against the white oppression. Unfortunately, the American public treated them the same as before the war. African American soldiers were in shock from the striking contrast of black social conditions between America and Europe. While the whites were praised for their sacrifices, the blacks were not. In one case, however, on February 7, 1919, a few thousand black soldiers marched through Manhattan, and were praised by both blacks and whites alike; however, most white Americans didn’t feel the same as those in New York. With blacks having a strong hope for equality, and whites having a strong fear of this equality, America was set up for some of the best and worst events of the 1920s. The â€Å"Red Summer†, coined by James Weldon Johnson, was a summer of hate crimes, violence, and even murder. On several occasions, both blacks and whites ended up injuring and killing one another. African Americans began to assert their new hope of equality. The first instance of this new attitude occurred in Charleston, South Carolina, when sailors killed a black civilian. A large fight broke out and several people, both blacks and whites, were killed. Riots began to appear throughout America. The worst riot broke out in Chicago and lasted five days. It all began when an African American swimmer drifted into waters between segregated beaches. A white man threw a rock at him and the black man ended up drowning. White police officers did nothing to arrest the white man. As the news spread, gang related violence quickly began to spread throughout neighborhoods. As tensions grew stronger, the violent crimes Flowers 2 became worse. Eventually, a mass riot broke out. Policemen fired upon several black men, and several thousand men became involved. In the end, 23 blacks and 15 whites were killed, and many more were injured. Unfortunately, the majority of the media downplayed these riots to try and keep everyone else under control, but The Crisis, the primary newspaper for the NAACP, published nearly every event, both good and bad. Over the summer, many other instances of violence occurred, leading to the Great Migration (p. 7-15) The lives of African Americans significantly changed during the 1920s. A large contributor to these changes was the mass migration of African Americans to the North and West known as the Great Migration. African Americans despised the Jim Crow laws, and tried everything in their power to either change or escape them. Many blacks living in the South gained much economic success after migrating to the North. Not only did the blacks want to migrate to the North for economic and civil gains, but they also wanted to escape the worsening conditions in the South caused by the Boll Weevil plague that ruined the cotton industry (p. 23-24). Upon arriving in the North, blacks began to build up their community. They built their own churches, which were significantly different from white churches. Their churches became a part of their lives, and became their community. The YMCA and the YWCA also began during this time period, promoting community as well. Western black immigrants came primarily from places like Jamaica, and were fairly new to the oppression of the whites in America. Because of this, they were not as afraid to start up new things. Flowers 3 On the political side of events, the NAACP was on the rise. By 1919, the NAACP had become the leading organization for black civil rights. Led by W. E. B. Du Bois, the NAACP constantly challenged â€Å"segregation and political equality. † (p. 57) A major success of this organization was the push for the Dyer Antilynching Bill. Even though the bill was never successfully passed, it brought lynching to the attention of the public, and eventually reduced the number of lynchings significantly (p. 60-63). While African Americans fought to make conditions better for themselves, some conditions remained poor. Some blacks began purchasing homes in â€Å"white† neighborhoods, but were faced with violence, especially from the rising Ku Klux Klan; therefore, ending the housing segregation quickly gained importance (p. 66-68). The white schools were far superior, due to the much higher wages and funding provided. In Southern states, studies showed that white teachers were paid nearly four times as much as black teachers, and the black school sizes and facilities were vastly inferior (p. 68). A third problem was the constant fight against the judicial system. On several occasions, blacks were wrongly accused of crimes, even when there was little to no evidence to prove anything at all. For example, two black men in Kentucky ended up in court for raping a white woman on â€Å"the flimsiest of evidence. † Even though no one identified the men, the all white jury spent just fifteen minutes to find them guilty, and the men were sentenced to death (p. 68). Aside from the political issues, African Americans in the North began a mass movement of cultural expansion, including literature, music, and art. This Flowers 4 movement became known as the Harlem Renaissance. The precursor to this movement was the Marcus Garvey movement. Garvey pushed for blacks to â€Å"reject the white society and build a separate life. † (p. 77) He believed that blacks should never conform to white society. He also led the somewhat unsuccessful â€Å"Back to Africa† movement, which was an attempt to have all blacks leave the country and live in Liberia instead. Following the Marcus Garvey movement was the well-known Harlem Renaissance. Even though renaissance is in the name, this movement was more of a birth than a rebirth. It all began during the Great Migration. As thousands of African Americans migrated to the North, many ended up settling in Harlem. This three square mile area became the largest concentration of black people in the world. Following the war, many writers celebrated this new life in the North, and praised the better conditions of the North in their writing. Many hoped that this mass outpouring of literature would â€Å"break down the walls of prejudice. † (p. 80) The most popular of these writers was the African American poet, Langston Hughes. Today, much of his work is considered classic literature. In addition to the mass influx of African American literature, jazz music was on the rise (p. 83-86) Jazz became a symbol of African Americans and the Harlem Renaissance. This product of music pulled concepts from â€Å"African rhythms, blues chord progressions, church spirituals, European melodies, and American marching band instrumentation. † (p. 86) Probably the most well known musician from this era was the trumpeter, Louis Armstrong. Even though jazz originated in New Orleans, it quickly spread to the East coast and eventually to Harlem. The Flowers 5 literature produced in Harlem was by far more successful than jazz, but there was certainly no shortage of jazz in Harlem. Both the jazz and literary greats became idols to many African Americans. They created a wave of inspiration in the black community that quickly spread throughout certain areas of America. The African American community fought through violence, held their pride, and created an entire cultural movement. Through the idea of the â€Å"New Negro† to the eventual Harlem Renaissance, African Americans became stronger and bolder in fighting against whites. Through the NAACP, African Americans gained a stronger stance in politics than ever before. Through riots, beatings, and even deaths, African Americans fought to be treated equally to whites, and paved the way for their eventual freedom and equality. African American In The 1920s. (2016, Dec 21).

Refactoring Essay Example | Topics and Well Written Essays - 500 words

Refactoring - Essay Example This is where refactoring will come in handy. Refactoring is a method of altering the code of a software in various ways so it can easily be understood and the cost of modifying the code will be minimal. Refactoring does not change the observable behavior of the program. All changes are done internally just for the purpose of making the code more flexible and reusable. Maintaining the program's observable behavior is crucial to refactoring. Automated testing for each aspect of the software can be done to ensure the consistency of the observable behavior of the program. Refactoring reduces the degradation of an application over time by helping the developers easily maintain it. It is like cleaning up the program's code. It also makes the program easier to understand in the long run. Since one of the principles of refactoring is for it to be done in small steps, it can help the developer find bugs after testing each small step. And since you can easily find bugs, the time spent fixing them would be lesser. Thus, it will allow for more additional features to be added in the program. Refactoring, however, may not be applicable to all program codes. If a code seems to be a total mess, really difficult to understand and has a lot of bugs, then it might be better to rewrite the whole thing than just refactoring it.

The Nature of Organizational Change Essay Example | Topics and Well Written Essays - 500 words

The Nature of Organizational Change - Essay Example ystem make profit margins of over 5%.He hopes to build a switching system and engines for trains and aims at selling water purification systems ,power plants, build steel mills in Russia ,build a cement processing plant and in Pakistan they hope to put up a desalination plant. He wants to see the that he boost his sales revenue through acquisitions as he did in the acquisition of Australian Engineering and CTI molecular firm who have assisted in acquiring of CT and MRI systems that assist in diagnosing of diseases. He has since underpinned all underperforming businesses such as the telecommunication business and made the companies structure simpler. When most people thought that he would put the underperforming business under a joint venture, he went ahead to sell the poor selling handset business unit to Taiwan BenQ Corp. The Chief Executive officer (CEO) is a transformational kind of leader who intends to change the culture of the organization and has led the organization to become one of the leading companies in the world. Since he took over the company, he has been able to push over the 400,000 employees to make decisions that are quick and to focus more on customers as they do in technology. Most of those who have worked with him say that he is very easy to work with. According to Jack Bergen, he describes him as a good communicator and a person who is able to build consensus. Therefore, he is a team player, a person who is able to consult widely and a go getter (Edersheim and Drucker 117). The company has eleven main entities that operate distinct and separate entities with their own board members and therefore communicating any change for the Chief Executive officer (CEO) is a big problem. He faced a very huge task of trying to change the mind set of his senior managers and employees so that they could keep up with the changes that were taking place in the global economy and technology. He also faced a lot of resistance from those who perceived him to be

Economic Development and Corruption Essay Example | Topics and Well Written Essays - 1500 words

Economic Development and Corruption - Essay Example In a developing economy there is improvement in the standard of living of people and focus on environmental stability also increases. Economic stability can sometime also give rise to materialism. People strive hard to make more money and they often use unethical means to achieve their materialistic targets. One such unethical method is corruption. Different people hold different views about the impact of corruption on the economic development. Many people view it as a barrier to economic development while others believe that it does not impact the society and economic development much (Easterly 2006). This paper is going to discuss various anecdotal evidence and view that people have about corruption in relation to economic development. Economies in the transition face often have large number of lobbying efforts going on. These economies are aiming for economic development and hence they do not care much about lobbying efforts and governments of these economies are more susceptible to lobbying pressures than a government of a more developed nation. The evidence and research shows that these lobbies often pay huge sum of money to the government pressures to accept their demand. The corrupt political system in these countries makes it possible for people to form lobbies and put pressure on political leaders. These leaders often get directions from these lobbies if they pay them well. Since many lobbying groups are fighting for what is good for their own business, they end up doing well for the society also. The theory of invisible hand comes into play here. The theory states that any action done for one’s own self motive or profit will eventually translate into good for the society. Hence, corruption in all cases is not bad and research on 4000 firms in developing countries shows that corruption has played a role in the economic development of a nation. (Campos & Giovannoni 2007) In another paper, it was argued that corruption is essentially bad for a gro wing economy. First of all, corruption reduces the value of shareholders. In growing economies where corruption is extremely high, the expected profit that the shareholders expect to make does not materialize. Much of the profit is lost in the corrupt red-lines of bureaucracy and hence shareholder value goes down in the corrupt economies. Many foreign companies therefore try not to invest in corrupt nations fearing that returns on investment in these economies would be far less than if the investment is made in the local setting. This reduces foreign direct investment flows into the corrupt economies and poses a big problem for the economic development. This argument shows us that corruption can be a big barrier in the economic development of a nation. (Weitzel & Berns 2006) In a recent paper written by a well known economist, it was argued that corruption is actually good for the economies. It increases the flow of wealth in the economy from one hand to another and promotes economi c activity which leads to economic development. It was argued that corruption becomes bad when the corruption money goes out from the system. Evidence shows that many political and rich figures in the developing economies put their money in bank accounts in the foreign countries. This is an example of money flowing out of the system and this money does not promote any

Paracetamol plus ibuprofen Research Paper Example | Topics and Well Written Essays - 1500 words

Paracetamol plus ibuprofen - Research Paper Example The CASP or the Critical Appraisal Skills Program uses a range of tools in order to assess various studies and reviews (Ingram, 2007). The Sonama State University uses the critical research tools recommended by Polit, Beck, and Hungler in order to evaluate research studies and assess their applicability to the actual clinical practice (Ingram, 2007). This paper seeks to evaluate whether paracetamol plus ibuprofen are superior to each drug given alone for longer time without fever and for the relief of fever with discomfort among febrile children being managed at home. It was carried out as a randomized controlled trial covering children with fever aged 6 months to 6 years. This journal was published in the UK and information from this journal will affect my decision on the use of ibuprofen and/or paracetamol for febrile children. Since this is a peer-reviewed journal and ranks high in the evidence ranking, I would be convinced to apply its recommendations in my clinical practice. Two of the researchers are involved in the Academe, lecturing in primary health research, one is involved in children’s nursing, another lectures in health economics, one is a professor in primary care health services research, and two are trial coordinators. They are all experts in the field based on their academic and research qualifications as indicated in the research. The University of Bristol is considered a public research university and has been long considered in the world’s top 30 based on the QS World University Ranking. The information about the authors will affect my decision in considering the application of this research in practice lending credibility to the results and their recommendations for the practice. A good title is specific, concise, and informative (Center for Research of Writing Resources, 2006). The study was identified as a quantitative research from the title itself where the author

Strategic management Essay Example | Topics and Well Written Essays - 4000 words - 7

Strategic management - Essay Example This essay analyzes that both power and political skills are necessary for conducting corporate functions in a benefit reaping way. While power provides for the energy that can help in strategic management, political skills act as the mandatory components that help the management of the organization to implement the strategic management initiatives in the practical scenarios of the organization. However, both power and corporate politics should be employed in a controlled and monitored manner so that the negative effects of these factors like biased behaviors, exploitations and high levels of autonomous and dictating behaviors can be avoided. Organizational change can be stated as an alteration in an organizational environment, technology, human capital, and culture. This form of change is essential for the organization in order to stay competitive in the marketplace. Organizational change can be regarded as a constant force, a threat or opportunity, and reality. Change cannot take p lace on its own but it requires the support of a change agent. Change agent undertakes overall responsibility for change or is the one to structure change initiative. This change agent is also held responsible for efficiently managing organizational change. There are various dimensions of strategic change and leadership plays a significant role in the change process. Change is an aspect which cannot be ignored in organizational or social context. There are different factors causing strategic change.

Economic Development and Corruption Essay Example | Topics and Well Written Essays - 1500 words

Economic Development and Corruption - Essay Example In a developing economy there is improvement in the standard of living of people and focus on environmental stability also increases. Economic stability can sometime also give rise to materialism. People strive hard to make more money and they often use unethical means to achieve their materialistic targets. One such unethical method is corruption. Different people hold different views about the impact of corruption on the economic development. Many people view it as a barrier to economic development while others believe that it does not impact the society and economic development much (Easterly 2006). This paper is going to discuss various anecdotal evidence and view that people have about corruption in relation to economic development. Economies in the transition face often have large number of lobbying efforts going on. These economies are aiming for economic development and hence they do not care much about lobbying efforts and governments of these economies are more susceptible to lobbying pressures than a government of a more developed nation. The evidence and research shows that these lobbies often pay huge sum of money to the government pressures to accept their demand. The corrupt political system in these countries makes it possible for people to form lobbies and put pressure on political leaders. These leaders often get directions from these lobbies if they pay them well. Since many lobbying groups are fighting for what is good for their own business, they end up doing well for the society also. The theory of invisible hand comes into play here. The theory states that any action done for one’s own self motive or profit will eventually translate into good for the society. Hence, corruption in all cases is not bad and research on 4000 firms in developing countries shows that corruption has played a role in the economic development of a nation. (Campos & Giovannoni 2007) In another paper, it was argued that corruption is essentially bad for a gro wing economy. First of all, corruption reduces the value of shareholders. In growing economies where corruption is extremely high, the expected profit that the shareholders expect to make does not materialize. Much of the profit is lost in the corrupt red-lines of bureaucracy and hence shareholder value goes down in the corrupt economies. Many foreign companies therefore try not to invest in corrupt nations fearing that returns on investment in these economies would be far less than if the investment is made in the local setting. This reduces foreign direct investment flows into the corrupt economies and poses a big problem for the economic development. This argument shows us that corruption can be a big barrier in the economic development of a nation. (Weitzel & Berns 2006) In a recent paper written by a well known economist, it was argued that corruption is actually good for the economies. It increases the flow of wealth in the economy from one hand to another and promotes economi c activity which leads to economic development. It was argued that corruption becomes bad when the corruption money goes out from the system. Evidence shows that many political and rich figures in the developing economies put their money in bank accounts in the foreign countries. This is an example of money flowing out of the system and this money does not promote any

Strategic management Essay Example | Topics and Well Written Essays - 4000 words - 7

Strategic management - Essay Example This essay analyzes that both power and political skills are necessary for conducting corporate functions in a benefit reaping way. While power provides for the energy that can help in strategic management, political skills act as the mandatory components that help the management of the organization to implement the strategic management initiatives in the practical scenarios of the organization. However, both power and corporate politics should be employed in a controlled and monitored manner so that the negative effects of these factors like biased behaviors, exploitations and high levels of autonomous and dictating behaviors can be avoided. Organizational change can be stated as an alteration in an organizational environment, technology, human capital, and culture. This form of change is essential for the organization in order to stay competitive in the marketplace. Organizational change can be regarded as a constant force, a threat or opportunity, and reality. Change cannot take p lace on its own but it requires the support of a change agent. Change agent undertakes overall responsibility for change or is the one to structure change initiative. This change agent is also held responsible for efficiently managing organizational change. There are various dimensions of strategic change and leadership plays a significant role in the change process. Change is an aspect which cannot be ignored in organizational or social context. There are different factors causing strategic change.

Petition for Dropping Essay Example for Free

Petition for Dropping Essay Greetings!   I would like to request for â€Å"dropping† the following subjects: Ballet (year sect lab), Modern Dance (year sect lab), Music for Dancers (year sect lab), and Folk Guitar (year sect lab) due to circumstantial difficulties, time conflict and incompliance with the course requirements.   This year, I switched to BA program which does not require the course Ballet and Modern Dance. The aforementioned courses are not indicated in my plan of study and also taking both of them at the same time will be a huge risk on my part.   Before I entered the university, I have always been a dedicated gymnast. My ballet instructor, however, advised me to discontinue with gymnastics since it is not good in helping with my alignment and flexibility. Unfortunately, I found that putting a stop to my gymnastics class bodes mistake on my part since my ballet moves worsen and my flexibility and alignment rusticates. I have decided that I will revert to my gymnastics lesson outside school and stop with ballet. This is to comply with the demands of my instructor and to fulfill my needs as a long time gymnast.   Recently, I have incurred several absences due to an injury from my Modern Class which resulted to a bad back and hip joint. My absences also extend to other classes like Folk Guitar and Music Dances. Understand that the situation makes it difficult for me to cope up with the rest of the class for the said subjects. My time table is also aggravated by my part-time job and as such, I find it really difficult to attend to my classes since I must work for my schooling. Attached herewith is a copy of my change in program, physician’s certification, and job certification.   Hoping for your consideration regarding this issue.   Thank you very much. Yours sincerely, ___your name______ ___course, stud no.__

The Sports Goods Industry Of India Marketing Essay

The Sports Goods Industry Of India Marketing Essay The roots of Sports Goods Industry in India are in Sialkot, Pakistan. In 1947, when the partition of the country took place, many of the skilled Hindu craftsmen migrated to Indian part of Punjab and settled in Jalandhar where one of the major sports cluster is now located. Later on some of the migrants shifted to Meerut. The sports Goods Industry of India is spread over the length and breadth of the country. It is located in Jalandhar, Meerut, Delhi, Gurgaon, Agra, Mumbai, Moradabad and Kolkata. The industry is concentrated largely in Meerut and Jalandhar. Punjab and Meerut have emerged as the leading centers for sports goods manufacture and the only industry which appears to offer some prospects is sports goods industry of Punjab, Meerut is yet to be powerful. (Chander Mohan, 2002). Both Meerut and Jalandhar together claim more than 80% of the domestic market. A major share of all Indias output is accounted for by these two centers (Pandit, 1985, p.116) The sports goods industry is mainly concentrated in the cottage and small scale sector. The industry is highly labour intensive, provides employment to weaker sections of the society. Sports Goods Industry is highly labour intensive industry consists miniature workshops with the exception of medium and large scale units. (Sharma, 1991, p.10). The industry has shown a tremendous growth over the last ten decades. The exports of sports goods industry can be seen as: The Indian sports goods export has shown an increasing trend. It manufactures approximately 318 items (Manzoor Ahmad, p. 4). Today many of the Indian manufacturers are producing the products under their own brand name. They are also producing for other international sports brands. The major item that are exported are Inflatable balls, Hammocks, Cricket Bats, Boxing Equipments and Protective Equipments. The item wise export of sports goods for 2007-2008 and 2008-2009 is as follows: The largest component of export is Inflatable balls which accounts for 29% of total exports followed by Hammocks which accounts for 9% and cricket bats accounting for 8%. The total domestic market for various sports goods is estimated to be around Rs. 170 crores of which cricket related items account for 70% of the market share. (Exim Bank, 1998). The production structure of the industry consists of four levels: Big units which mainly cover export market apart from supplying goods to domestic market. Small units which manufactures only for domestic market or as per the orders of exporters. Sub contractors who are catering to the demand of these big and small units and producing exclusively as per the orders received. Household workers who are producing goods at home. Some of them obtain raw material directly from the factories while some of them produce as pr the orders of subcontractors. These workers are paid in piece rate basis. 4.2 SPORTS GOODS CLUSTER OF JALANDHAR Jalandhar is an important city of Punjab located in the doaba region. It is located between two rivers i.e. Satluj and Beas. It is also situated between two important cities of Punjab i.e. Ludhiana (70 kms) and Amritsar (60 kms). Jalandhar is also a city of location of two important clusters of handtools and the leather cluster. Apart from these two clusters, Sports Goods Cluster is also located at Jalandhar. Today more than 50% of Indias export of sports goods is from Jalandhar alone (As per the records of SGEPC, Delhi). The emergence of sports goods cluster of Jalandhar can be divided into two parts:- Sports Goods Cluster before Independence Sports Goods Cluster after Independence 4.2.1 Sports Goods Cluster before Independence The origin of sports goods cluster of Jalandhar can be traced back to Sialkot (now in Pakistan). Prior to partition of the country, Sialkot was the sports goods production centre. Sialkot is located in foothills of Himalayas. The wood required for manufacturing of sports items was available in large quantity. The credit for introducing cricket in India goes to British army. As the number of British people increases, the demand for sports equipments also increases. After sometime, middle class families of India also get increased in playing the games. But the increased demand of sports equipments could not be easily fulfilled by those items which are imported from England. Further, their prices were also high and an average Indian cannot afford it as the cost of transportation was very high. The first item to be manufactured was a tennis racquet by the firm Uberai Ltd. in 1888. This firm was founder of sports industry in India (Sharma, 1990, p.16). According to a myth, sports goods in dustry starts in Sialkot, when a british man broke his tennis racquet. Due to unavailability of immediate replacement, a local person Mr. Ganda Singh Uberai, a clerk in army was asked to get it repair. Mr, Ganda called a local artisan to repair racquet. The man did a perfect job and sports goods industry comes into existence. There was manufacturing of only racquet on small scale till 1895. Then with the passage of time, with the spread of education in India, various European games like cricket, badminton and squash gained popularity in Indian educational institutions and encouraged the production of sports goods related to these games (Sharma, 1990, p.16).The product range further expanded to include cricket and hockey balls, footballs, polo sticks etc. By that time, many workers get training in Uberio Ltd. and start setting up their own units. By the time of partition, Sialkot has earned a reputed name as manufacturer of sports goods. In 1946-47, sports goods worth Rs. 3 crore wer e exported from this centre and industry was estimated to employ 40000 to 45000 workers directly and indirectly (Pandit, 1985, p116) 4.2.2 Sports Goods Cluster after Independence In 1947, due to partition of the country, Sialkot becomes a part of Pakistan. The entrepreneurs belonging to one community decides to shift from Sialkot. The workers belonging to that community also migrated along with the entrepreneurs. As per the resettlement plan of Government of India, initially these migrants settled in Batala in Punjab, which was near to Sialkot and close to hills where the wood required for manufacturing sports items could be grown. But as per resettlement plan of Government of India, these people shift from Batala to Jalandhar. Jalandhar was found to be suitable place for manufacturing sports items due to its location near the foothills of Himalayas which assured regular supply of wood and further the presence of leather cluster assured regular supply of leather. At Jalandhar, both of the raw material required were easily available. Some of the migrants shifted to Merutt, where also both wood and leather were available. The migrants located at Jalandhar start ed manufacturing of sports items and flourished as a cluster consisting of a number of firms working together. Jalandhar industry is located traditionally in two localities, Basti Nau and Basti Sheikh. With the growth of industry, many firms start up their units in the adjoining areas of Basti Danishmandan, Nakodar road etc. The workers working in the industry are settled in Bhargav camp, Gandhi camp and Basti Danishmandan. Now entrepreneurs have started setting up modern units in Surgical and Sports Goods Complex, industrial area, located on the highway to the city. However the network of traditional business process is so strong that even these firms have their offices in Basti Nau and Basti Sheikh- the traditional location. 4.3 MAJOR PRODUCTS OF THE CLUSTER Sports goods is a wider term and any item which is used for sporting activities is also included in this term. A number of products are covered under this category. The various sports goods can be classified into following sectors: A. Inflatable Balls 1. Footballs 2. Soft leather goods 3. Bladders 4. Water Polo balls 5. Base balls 6. Volley Balls 7. Tennis balls 8. Rugby balls 9. Hand balls 10. Punch balls 11. Golf and Billiard balls 12. Net balls B. Sports Equipment 1. Cricket equipment 2. Hockey equipment 3. Badminton, Tennis Squash Rackets 4. Childrens playing games and toys 5. Shuttle cocks 6. Exercise and Gymnastic equipments 7. Sports nets 8. Carrom boards 9. Chessman and Chess boards 10. Athletic equipment 11. Metal Trophies and medals 12. Lawn and Table Tennis equipment 13. Rolling skates 14. Skipping ropes 15. Weight lifting equipment 16. Health Fitness equipment 17. Club equipment 18. Playground equipment C. Sports Wears 1. Shirts, trousers, track suits 2. Ties, bags and badges 3. Sports shoes D. Sports Protective Gears 1. Protective equipment Arm Leg guards, Head guard, Chest guard 2. Shin Guard 3. Helmets 4. Hand gloves 5. Boxing gloves and boots

Upperclass Education Essay -- essays research papers fc

Land Of The Free, Home Of The Upper Class   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Give me your tired, your poor, your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed, to me: I lift my lamp beside the golden door.† (Lazarus) This incredible, sentimental homage to the American dream brings many to ask, what a wonderful concept- but is this truly the case? Is America truly a land of opportunity and dreams realized, or is it more so a case of realizing we have been dreaming? In a country where image is made and sold like bread in a bakery, it is no wonder the idea of a land of opportunity still exists- it smells so good. In theory, a land of opportunity and self-motivation would be a real chance at success and pure determination and hard work could get a man wherever he desires to be. However, reality poses quite a different story. Everyday hardworking families struggle to get by on food stamps and minimum wage. If theories of equal opportunity held true, ev ery single parent working multiple jobs for their children would be able to send their kids to good schools and not need to worry about how to pay for a trip to dentist or a doctor’s check-up. And while it is easy to point fingers at the poor and say that its all their fault because of the decisions they’ve made or as luck would have it, a gray area develops when taking a look at the working class and realizing that there are boundaries in place that try to keep people in their positions of powerlessness. One of these boundaries is class through education. Through background, cost, and strategic tokenism, the American society has bordered out the same people it claims to embrace.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, one may point out the arbitrary nature of class. While ideally most people would like to see a country of hard work and payoff, the fact of the matter is that from the moment we are born, before any chance to prove oneself, we are placed into a category that has either great advantages or vast disadvantages. The elite are nearly always born that way, just as those in poverty. Once a child is born into their status, where they live has major impact on how their life will pan out. For most of Middle America suburbs comprised of housing developments and apartment complexes put children into mediocre public schools with mi... ...emselves.   Ã‚  Ã‚  Ã‚  Ã‚  Clearly, the solution to this situation is far more complicated than most people like to admit and in no single action will we find a remedy for it. The inequalities in place must first and foremost be recognized and acknowledged for any sort of change to come about. We can no longer â€Å"accept it as inevitable, [and] something we just have to live with.† (Langston 127) Leveling the playing field does not make a person a socialist or jeopardize upper class status; in fact, chances are that more upward movement would benefit the economy as a whole and not just a single class of people. It is about time that instead of passively accepting the inequalities at hand that something ought to be done about them, one step at a time. After all, we want to live up to the lady who claims to lift her lamp beside the golden door to let people use their opportunities if they so choose. Bibliography Domhoff, G. William. Mapping The Social Landscape, Susan J. Ferguson. McGraw-Hill 2005. Page 290 Langston, Donna. â€Å"Tired Of Playing Monopoly,† Race, Class, and Gender. Wadsworth Publishing Company 1998. Pages 127-130 Lazarus, Emma. â€Å"The New Colossus† 1883