Aaron Douglas’ “Crucifixion”

Aaron Douglas’ Crucifixion Throughout much of Modernism many artists were influenced and informed by the work of exotic regions throughout the world, more specifically Africa. African Art would influence much of the Modern Movements from the latter part of the Nineteenth and the beginning of the Twentieth Centuries. Much is said of the artists within the Harlem Renaissance, and how it directly reflects the influence of Africana upon their art. Often times, this work is neglected to be considered Modern if not in specialized selections of course throughout many of today's higher institutions of learning.However, thus being said, Aaron Douglas, often considered the pioneer of African American Modern Art, would bring this notion to the forefront of Modern Society. With Douglas’ â€Å"The Crucifixion,† illustrated in â€Å"God’s Trombones† in 1927, he would shatter all notions of work within the Harlem Renaissance as not being Modern, but more viably Mo dern than most work produced at this time. He would give tremendous validity to African American Art as Modern in any context by not only incorporating modernist concepts, but truly making social criticism about the plight of the African Americans and the struggles of becoming important.In Douglas’ â€Å"The Crucifixion,† he draws from Western academia and his African roots, not only to place his work among Modern fine art, but would make the Black voice a viable and acceptable as any other movement within Modern Art. It is important to point out the formal qualities of â€Å"The Crucifixion. † The piece is made of oil on canvas. However, with the delicate treatment and translucency of the paint it is not hard to imagining it watercolor or gouache. The color palette is limited and specific. The use of a very monochromatic purple tonal range sets the mood for the piece as a whole.Purple denotes a heavenly or royal handling of the subject matter. The use of purple within the Western canon, oftentimes symbolized the holy. With the piece aptly titled â€Å"The Crucifixion,† it is no wonder that Douglas is setting the scene of Gospel related subject matter. In addition to the aforementioned, â€Å"The Crucifixion† was originally illustrated in James Weldon Johnson’s book of poems, â€Å"God’s Trombones: Seven Negro Sermons in Verse† (Driskell, 110). However, with the subject matter and the painterly quality it is not hard to place them among fine art painting.For the vast majority of Douglas’ work, as with â€Å"The Crucifixion,† black history, religion, and myth provided the substantive sources for his stylized subjects (Driskell, 111). The composition is highly composed with a designer’s eye for detail and stylistic elements. Furthermore, the central figure of Jesus, which is washed-out, flattened white, surrounded by geometric forms and interpenetrating circular shapes, possibly signify ing a halo or representation of thereof, and also moves the composition outwardly from the central Jesus; hinting towards the modern use of interpenetrating lines that occurred within Cubism (Pinder, 107).Douglas layers Cubist design elements to create a highly fragmented, yet cohesive composition that reads more designed and symbolic through imagery. To add, the use of very directional/graphic arrows pointing upwards and outwardly, it is not hard to read this as something taking the importance away from the central Jesus figure to the overshadowing black man and to the heavens. Additionally one cannot begin to confront the issue of Modernity and Modern Art movements without mentioning the influence of African art objects on Modern Artists.One only has to look at Picasso and Braque to see the influence of African masks and twisted perspective as in Ancient Egyptian sculpture with â€Å"Les Demoiselles d'Avignon. † It is not hard to imagine Modern artists who implemented these sort of design elements into their work to be considered new and cutting edge. If one is to take that same mentality and apply it to any number of artists within the Harlem Renaissance, especially Douglas, then their use of African imagery must of set them worlds apart at the time.Who better understands this art, then those whose heritage is deeply involved with such art? Aaron Douglas understood this, and was able to draw upon African ideals concerning art and incorporate them into this specific piece. Additionally, the Jesus figure is overshadowed by a large darkened African man carrying the cross for Jesus: possibly marking the weight of the world on his shoulders and carrying the burden that one must go through society as African Americans.As Driskell said in Harlem Renaissance: Art of Black America, â€Å"Jesus the savior is also Jesus the bearer of everyman’s burden, particularly the black man’s burden. † Of course, the large African American man carrying the cross represents that man. This may also represent the hardship of the black man at the beginning of the Twentieth century. As Kymberly Pinder suggests in her article, Our Father, God; our Brother, Christ; or are We Bastard Kin? : Images of Christ in African American Painting, â€Å"in the black under-standing of Christ and Christianity from the beginning.The analogy between Christ's persecution and the racial oppression of blacks past and present is essential within this piece. † Symbolically, Douglas is relying on the suggestion that Black is Christ-like to forward his artistic expression. Truthfully speaking, without these elements â€Å"The Crucifixion† would not carry the lofty message it elicits. Douglas paints in a hard-edged style that defined the figure, borrowing of course from the Synthetic Cubists (Driskell, 111). The figures themselves are angular and exaggerated borrowing from ancient Egyptian sculpture.This work exemplifies design with the way Dougl as plays with design motifs, such as arrows and interpenetrating geometric shapes, to give the composition a highly stylized and polished feel while still portraying the figure to produce a highly designed and spatially related composition (Driskell, 111). Any of the abovementioned would suffice in the consideration of Douglas’ â€Å"Crucifixion† as Modern. One only has to look to Cubism and German Expressionism to consider his work modern. His use of religious symbolism hints towards the same practice within German Expressionism.In addition, his use of very angular figures pointing to works by Otto Dix and Karl Schmidt-Rottluff. Furthermore, with the concept of interpenetrating planes and geometry one only has to look to the work of Picasso and Braque to see that this has similarities with Synthetic Cubism. According to Susan Earle in Aaron Douglas: African American Artist, â€Å"in Modern art, Douglas saw the potential for abstracting two-dimensional form, eliminati ng surface detail, fracturing line, and using color harmonies, almost mirroring that of works by Synthetic Cubists (Earle, 107).Additionally, with Douglas’ use of agile line work and his economic usage of recognizable symbolic features, it is evident that Douglas borrows from Art Deco (Driskell, 129). However, he takes clear advantage of Art Nouveau and the movement it brought to the fine arts. Douglas incorporates this with the rhythm and movement of Harlem Renaissance music. Additionally, one could look towards the Futurists and their uproar and social commentary to inform Douglas’ crucifixion; albeit, â€Å"The Crucifixion† is not overcrowded with color and direct movement.However, his use of angular figural representations and his comment on the situation of African Americans makes a social commentary about the lives of African Americans. Bibliography Brigham, David R. â€Å"Bridging Identities: Dox Thrash as African American and Artist. † JSTOR. The University of Chicago Press, 1990. Web. 18 Nov. 2012. http://www. jstor. org/stable/3108983. Earle, Susan and Renee Ater. Aaron Douglas: African American Modernist. New Haven: Yale UP, 2007. Print. Driskell, David C. , David L. Lewis, and Deborah Willis. Harlem Renaissance: Art of Black America.New York: Studio Museum in Harlem, 1987. Print. Pinder, Kymberly N. â€Å"Our Father, God; Our Brother, Christ; or Are We Bastard Kin? : Images of Christ in African American Painting. † FLITE Database. Indiana State University, 1997. Web. 12 Nov. 2012. http://www. jstor. org. libcat. ferris. edu/stable/3042461. Thompson, Aubrey. â€Å"Great Plains Pragmatist: Aaron Douglas and the Art of Social Protest. † [email  protected] of Nebraska – Lincoln. University of Nebraska, 01 Nov. 2000. Web. 10 Nov. 2012. http://digitalcommons. unl. edu/greatplainsquarterly/314.

Dramatist Henrik Ibsen Essay

Henrik Johan Ibsen was a modern realistic dramatist. He is though of, by many authors and playwrights as the â€Å"father of modern drama†. Ibsen was considered a great national treasure by the Norwegians. Henrik Ibsen wrote many controversial plays which dealt with gender discrimination. The plays highlighted the struggles Victorian women went through to find respect and equality. Ibsen’s work gave insights into the barbarities that existed within the law and society of those times. Controversial writers like Ibsen intentionally or unintentionally forced women to rise up and reclaim their rights. His work was considered immoral and outrageous by many Europeans because it challenged their Victorian values. While other playwrights were writing moral dramas that consisted of a noble leading character fighting against evil, Ibsen challenged the same notion and came up with the opposite. He was born in Skien, a small Norwegian village, on March 20, 1828 to parents Knud Ibsen and Marichen Altenburg. When he was eight years old, he suffered drastic changes in his family circumstances. His father was a rich merchant and belonged to one of the elitist families of Norway. Unfortunately, the family went from prosperity to complete poverty. His mother hid her pain by becoming religious and his father became a depressive. This had a great effect on his later work. The protagonist of his many plays like his parents dealt with financial burdens and moral constraints. As a young man Ibsen was studious and non-athletic. He left home at the age of fifteen to be an apprentice pharmacist in the small town of Grimstad. He started writing plays in his free time. He had an illegitimate child with his maid in 1846 and never accepted this child into his life. He spent his free time preparing for his entrance into Christiania University. Bjornson became friends with Ibsen at the same university. However, he never passed the entrance test and had to continue his writing. He published his first play â€Å"Catilina† in 1850 when he was only 22. He published under the false name Brynjulf Bjarme but the play itself was never performed. The first play staged was the â€Å"The Burial Mound† in 1850. It left not much of an impact on the Norwegian audiences. Ibsen was still determined to be a sucessful playwright but had to discontinue his writing for a few years. Soon he went to Bergen; was hired at the Norwegian Theater and helped produce 145 plays. However, he refrained from publishing his own plays. Instead he worked on getting valuable practical experience at writing, directing and producing. In 1858 he returned to Christiania and started working at the Christiania’s National Theater. He married Suzannah Thoresen in 1858 and both had had their first child Sigurd. They lived through financial problems and Ibsen became bitter about life in Norway. He made a move to Italy in 1864 to better his financial conditions. He returned to Norway after 27 years. While living in Italy in 1865, he introduced his next play, â€Å"Brand†. The play brought Ibsen the much craved financial success and critical acclaim he needed. His next play â€Å"Peer Gynt† published in 1867 was just as sucessful. He became more and more confident about his work and incorporated his own views and judgements into the plays. He called his own work â€Å"drama of ideas†. The plays written after this time earned him power and influence and spurred controversy all across Europe. In this golden age he wrote many of his best plays. In 1868, Ibsen travelled to Dresden, Germany. He stayed in Germany and wrote the play Emperor and Galilean in 1873 about the Roman emperor Julian the Apostate. Although he thought this was his best work however others disagreed. The work that received the most international attention and critical acclaim was â€Å"A Doll’s House†. It was written in 1879 and criticised the traditional gender roles in Victorian Society. The play was about Nora a middle class Victorian woman, ruled by her husband and unaware of her state of unfulfillment. It was set in the late 1800’s during Christmas time in Norway. When Nora the protagonist was thrown into a dire situation she tried to protect her husband and family by committing forgery and dishonestly obtaining a loan. As a woman, she was completely oblivious to the legal consequences of her act. She believed her special status would protect her and her kids. The law on the other hand expected her to know better. At this moment she realized the hypocrisy of the system and tried to break away from her doll like shell. She suddenly wanted to live a life less frivolous. Soon, she gets a job and starts earning her own money. This new found freedom enthralled her. However, her relationship with her husband spirals downwards and sows the seed of doubt and self reflection. Nora, throughout the play never left the room of her apartment. This one room showed various shades of hypocrisy, discrimination, arrogance and dishonesty exhibited by society. It could be Ibsen’s way of showing a microscopic vision of the world. It showed the plight and suffering of every woman in every household all around the world. The fact that Nora does not leave the room throughout the play showed how she had been trapped in this Victorian Doll House. The original ending broke boundaries and spewed controversy in many European countries. The original ending showed Nora rebelling against her husband, her father and ultimately the patriarchal society. However, it caused too much shock and disagreement within the audiences and Ibsen was forced to change it. He later on lived to regret the change. Ibsen’s work showed the cruelty towards women in the Victorian Age. The law dictated that property; children and income should belong only to men. Divorce or Separation was shunned upon. Working women were frowned upon by society. The status of women was equivalent to the slaves, criminals or the insane. A woman had the role of reproducing children, keeping the house clean, and feeding the children while the husband worked. To conclude, this play had a great role in convincing men and women of the Victorian age that women should get equal pay for equal work; equal rights to enjoy an independent self sufficient life; rights to child custody and divorce; equal stature in legal matters; Equal access to knowledge. Nora, the leading lady made a great sacrifice when she left her husband and stopped being treating like a mere rag doll. She influenced many other women that they shouldn’t be treated like inanimate objects that are dispensable by the society. She taught them that they deserved respect, rights and esteem. After writing this phenomenal scathing criticism of Victorian Life, he wrote another play named Ghosts in 1881. The play was about a widow that revealed to a pastor about her life with a philandering husband. It was the first time any play had mentioned sexually transmitted diseases. In the play, the son contracted syphilis as a result of his father’s many affairs with women. The widow’s morality could not save her from hidden evils. The play relayed to the public that sometimes fulfilling duties rather than desires can still cause trouble. In 1882, the play â€Å"An Enemy of the People† continued to be controversial. Ibsen challenged the notion that the society or community was an ethical institition. This was a chasticism of both liberals and the ring wingers. The plot was about a doctor revered by the community. However, when he tries to save the community he is called the ‘enemy of the people’. Eventually the community ostracized him. Arthur Miller, an American playwright inspired by this play adapted it corresponding to Trumanism in America. Films were made based on this play in Bangladesh and America. The next play called The Wild Duck attacked the beliefs of reformers and their idealistic ideologies. The play was published in 1884 and proved to be Ibsen’s best and the most complex work to date. The plot was strewn around a young man named Gregers Werle who after a long exile reunites with his childhood pal Hjalmar Ekdal. Werle soon finds out the secrets behind Ekdal and his picture perfect family. Ekdal’s father had impreganted a servant girl named Gina. He quickly married her to his son to legetimize the child. When Greger’s convinces Ekdal that Hedvig is not his child he disavows her. Hedvig to prove her love for her father kills herself in a climatic end. At the end of his career he stopped denouncing Victorian morality but moved onto introspective dramas that dealt with interpersonal confrontations. Both plays â€Å"Hedda Gabler† written in 1890 and â€Å"The Master Builder† written in 1892 had female leading characters whose energies benefitted and destructed those around them. The personalities of Hedda Gabbler and Nora from The Doll House were quite similar. Ibsen completely revolutionized drama and inspired playwrights like Chekhov and many others. His plays were never written purely for entertainment value but to force a change within society. When he returned in 1891 to Norway, modernism had risen and replaced the dated Victorian ideals. Ibsen’s work was completed and he died on May 23, 1906 in Christiania. A hundred years after his death, Norwegian authorities named 2006 as the â€Å"Ibsen year† to commemerate his wonderful work. WORKS CITED: †¢ â€Å"Henrik Ibsen. † Wikipedia, The Free Encyclopedia. 20 Apr 2007, 20:04 UTC. Wikimedia Foundation, Inc. 27 Apr 2007 †¢ Bellinger, Martha Fletcher. â€Å"A Short History of Drama†. 1927. pp. 317-22. New York: Henry Holt & Company. 27 April 2007. http://www. theatredatabase. com/19th_century/henrik_ibsen_001. html †¢ â€Å"Henrik Ibsen (1828-1906)†. Pegasos. 2002. 27 Apr 2007. http://www. kirjasto. sci. fi/ibsen. htm

Summary U.2 Essay Example | Topics and Well Written Essays - 250 words

Summary U.2 - Essay Example The most difficult to tackle is the increased dependence on automobiles. Streets are no longer for pedestrian use (Trancik, 1986). Residents do not care to admire communal areas such as parks anymore. Another cause is the attitude brought by the Modern Movement. Elevators and technology caused high-rise buildings to discourage people to engage in a communal existence centered on the street. Also, due to zoning, buildings were constructed considering only function and ignoring human behavior. The privatization of public places does not help. Buildings are designed to attract attention without taking into account spaces around it. Due to this general disregard for the appearance of the city as a whole, minimal investments are reserved for public places (Trancik, 1986). Changes in land use endlessly produce wasted spaces such as vacated buildings, abandoned properties, and obsolete facilities. Probably the biggest dilemma causing lost spaces is the reluctance and lack of ability to control the physical structure of the city. Lost space disrupts the overall continuity of city form. These spaces are inexpensive and are centrally located giving it enormous potential for redevelopment. Redesigning of lost space will generate social benefits which impact more than just economic gain. Rules must be set taking in consideration historic patterns and the evolution of modern space. Understanding and skills have to be developed so that future constructions would better support societal

What personal responsibility do Ferdinand and Isabella bear for the Essay

What personal responsibility do Ferdinand and Isabella bear for the expulsion of the Jews from Spain in 1942 - Essay Example In order to deal with this issue, they introduced the Inquisition, but reports from the Inquisitors only confirmed their fears that converts to Christianity could not be considered secure in the faith until they could be prevented from having any contact with Jews. Shortly after the fall of Granada, with the Muslim threat quashed, and Christian emotion running high, they decided to move for expulsion. Therefore, they bear great personal responsibility, but it should be noted that they were heavily influenced by the Inquisition, and by political developments. It has often been suggested that in the period leading up to the expulsion edict, greater intolerance and anti-Semitism had been developing in Europe generally. From the 13th century onwards, what Gavin Langmuir termed ‘chimeric antisemitism’ arguably made itself felt in Europe (Peters, 17). Evidence of popular resentment against Jews, as the perceived enemies of Christendom, is plentiful. For example, there were massacres in the Rhineland in 1096, as the First Crusade began. Spanish society, which had hitherto been characterised chiefly by its peaceful coexistence, was not exempt from this trend towards anti-Semitism. Altabà © certainly adopts this viewpoint, as he states that ‘Muslim caliphs and Christian kings often referred to themselves with pride as emperors of the three religions’ (728). Until the 14th century, as Peters notes, the public life of the Iberian states was commonly termed convivencia, or ‘peacefully living together’ (9). Ca stile and Aragon were unique cases in Western Europe, in terms of their religious and cultural diversity. They had the most substantial populations of Muslims and Jews in the region, and despite the restrictions placed on the latter, Jews were still able to rise to positions of power, wealth and prominence. Jews were to be found among the advisers of the monarchs and lords, and many of the most exalted

Weighted Avarage Cost of Capital Research Paper Example | Topics and Well Written Essays - 500 words

Weighted Avarage Cost of Capital - Research Paper Example In other words, WACC also indicates about the minimum required return on the total project outlay. The cost of equity is directly proportional to its return. That means higher the return on equity; the greater will be the cost of equity. In other words, higher return will increase the weighted average cost of capital. The calculation of WACC often helps to determine the economic feasibility while undertaking any mergers of the two different entities or expanding existing business activities. WACC is the actual cost that takes into account both equity and debt based on their actual proportion involved and that is why it is the most appropriate rate while doing capital budgeting exercise. When an organization raises any long-term capital, the WACC cost will get altered as per the new proportion of equity and debt. Initial public offering is made to raise the capital (equity) required for the project. When the promoter of the project is unable to finance the project fully through their own resources, they go to public and issue part equity and thereby raise the capital required for the project. Thus, depending upon the confidence levels shown by the public in the promoter and their project, the required amount in the form of the equity can be raised. This additional capital raised from the public completes the minimum requirement of the equity as proposed by the institutions. Usually, the financial institutions appraise the project and provide the necessary debt necessary to meet the entire financial needs of the project. Each time, when funds are needed for expansionary purposes, the financial needs are met through equity and debt components derived in an appropriate proportion. Mergers and acquisitions are done to take advantage of synergy in the operations. In mergers, two organizations merge and form a single organization. Shareholders of the

Should our ethical commitment be determined by the state boundaries Assignment

Should our ethical commitment be determined by the state boundaries - Assignment Example However, there are certain general aspects of ethics which are accepted everywhere in the world. This paper briefly analyses the question; â€Å"Should our ethical commitment be determined by the state boundaries?†. Should our ethical commitment be determined by the state boundaries? â€Å"Values are the rules by which we make decisions about right and wrong, should and shouldn't, good and bad. They also tell us which are more or less important, which is useful when we have to trade off meeting one value over another† (Values, morals and ethics, 2002). Values are different in different societies. For example, Muslims are allowed to keep more than one wife at a time whereas most of the other religions consider such things as sin or unethical behaviour. In other words, values related to sexual activities or marriage is defined differently by different religions. Under such circumstances, the question; whether a Muslim person living in a Christian country should be allowed to keep more than one wife at a time, is relevant. It should be noted that plenty of Muslims are staying in America and Britain like Christian countries. If such Muslims try to follow their customs and traits related to sexual activities while living in overseas countries, the chances of social problems are immense. Same way, same sex marriage is allowed in Canada. â€Å"All same-sex marriages declared legal and valid by Canadian justice minister Rob  Nicholson†(Post media news, 2012). If Canadians try to follow same sex marriage customs while living in another country, social problems may definitely arise. Imagine a situation in which a Canadian male living in Saudi Arabia tries to marry another male while living in Saudi Arabia. â€Å"As per utilitarianism, utility is measured in terms of pleasure and pain† (Crane &Matten, 2007, p.95).. Another argument is that â€Å"Actions are right in proportion as they tend to promote happiness† (Mill, 2004, p.6). It is a fact that same sex marriage provides pleasure to the Canadian, but it provides pain to the society in which these things are unacceptable. In short, it is better to keep ethics and morals within the state boundaries. At the same time, in certain cases, ethics and morals should be allowed to travel beyond the boundaries of states. According to Maccarelli, (2006) â€Å"what a person should do and what a person wants to do are often not compatible† (Maccarelli, 2006). For example, Middle East is a place in which people from all parts of the world are working together. These diverse people have their own beliefs in morals and ethics. Christian workers consider Sundays as sacred days and they always like to have weekly off on that day. On the other hand, Muslims like to have weekly off on Fridays. If a Christian employee asks weekly offs on Sundays, his authorities should consider that demand favorably if possible. Social contract theory says that â€Å"Majority of the humans are self-interested and they will work for preserving their interest. But the law of nature ask commands that each man be willing to pursue peace when others are willing to do the same† (Social Contract Theory, 2004). In other words, the ultimate aim or objective of ethics and morality is to promote peace and harmony across the world. In that sense, it is better to keep unacceptable ethical behaviours within the boundaries of

SLP - 3 Negative Letters Essay Example | Topics and Well Written Essays - 1000 words

SLP - 3 Negative Letters - Essay Example In this case, messages sent to customers possess attributes meant to foster beneficial reactions; hence facilitating realization of business goals. In this context, positive messages are usually meant to foster positive and beneficial relationships with existing customer base. However, certain situations require delivery of negative messages to clients. Within any given commercial setting, some clients may demonstrate negative business practices towards service providers. Based on financial and marketing management, undesirable practices may undermine realization of commercial goals of revenue generation and profit maximization. In such instances, business leaders should be able to synthesis objective letters meant to deliver desired messages to incorporative clients. In order to formulate an objective negative letter, one has to take into consideration relevant communication principles. Carl and Naether (2012) agree that close adoption of these principles will ensure synthesis of a letter in a manner that delivers desired message in a professional and timely manner. The first principle involves the effects of the negative letter upon reception by the target client. Negative business letters should elicit desired effects upon reception by the client. With respect to the element of effect, effective letters should be clear and concise in order to facilitate understanding by target audience. Wordings within a negative letter should possess a stern and somber mood. Suitable selection of words will ensure that receiving client understands the required effect of the communication. According to Carl and Naether (2012), the next principle takes into consideration significance of communication with respect to the business relationship. From a theoretical perspective, business persons ought to maintain positive communications with their clients. However, certain situations necessitate adoption of negative communication. In this regard, negative letters should express th oughts and emotions in a precise and accurate manner. Accuracy and precision ensure that target clients pay close attention to the causative factors of message in the letter. This will create an atmosphere where the client will appraise the seriousness of his or her negative practices. Letter To Ms. Minnie MacElroy, 27694 Bay Point Lane, Bonita Springs, FL 34134. Dear Madam, Re: Termination of Business Contract It is understandable that the current economic situation may cause constrains to most WebTastic’s clients. The company’s management express its general concerns and on the issue, and would like to thank loyal clients for their earlier corporation. As the owner of this small business, I appreciate the fact that current client base facilitated inception and growth of the company’s business objectives. We have always strived hard in maintaining relationships with clients through regular communication and feedback analysis. In situations where the companyâ₠¬â„¢s website programs develop technical hitches, we have always responded appropriately and in a timely manner. In this case, WebTastic goals seek to provide quality and responsive services to its current new clients. In certain instances, web developers worked for additional hours in order to deliver customized services to loyal patrons. In addition,

If I have seen further, it is by standing on the shoulders of giants Essay

If I have seen further, it is by standing on the shoulders of giants - Essay Example Leonardo’s father was one of the traders who traded in Bugia; a Mediterranean port found in North Eastern Algeria. He always accompanied his father on his journeys across North Africa, and through travelling, he gained valuable knowledge of the mathematical systems that were popular in the countries they visited. After travelling for fifteen years, he quit his long travels and went back to his hometown (Robertson & O’Connor, www-history.mcs.st-and.ac.uk). While in Pisa, his hometown; Leonardo decided to write books based on his mathematical foundation. Examples of these books include; Liber Abaci, Practica Geometricae, Flos, Liber Quadratorum, among others. Influences from Indian, Arabian and Greek mathematicians can be detected in his methods. Therefore, it is correct to say that Leonardo’s works represents the developments of results he acquired from his predecessors. Leonardo’s published his first work, Liber Abaci (Book of Abacus), in 1202. The Book of Abacus was based on algebra and calculations that he accumulated during his several voyages. The book introduced the use of Arabic numerals and the Hindu-Arabic place value system into Europe: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 (Robertson & O’Connor, www-history.mcs.st-and.ac.uk). Prior to this time, Roman numerals were being used in Europe, and they were extremely awkward for arithmetic. For example, I =1, V=5, X =10, among others. Leonardo also described in Latin the rules being learnt at elementary schools for subtracting, adding, dividing and multiplying numbers. Several arithmetic problems handled in the book were similar to the ones that appeared in the Arab sources. Liber Abaci’s second section contained several mathematical problems faced by merchants. These problems related to the pricing of goods, how profit calculations were to be conducted, how currencies used in the Mediterranean countries were to be converted, and problems that had originated from China. The third section

A preliminary analysis of a Essay Example | Topics and Well Written Essays - 1250 words

A preliminary analysis of a - Essay Example (Leon C. Metz, 1993) El Paso stands on the Rio Grande over the outskirt from Juarez, Chihuahua, Mexico. The two urban areas, plus Las Cruces, structure a joined global metropolitan territory, in some cases alluded as the El Paso Juarez Las Cruces, with in excess of 2.7 million individuals. The El Paso Juarez locale is the biggest bilingual, binational work compel in the Western continent. History of Elpaso El Paso County was secured in March 1850, with San Elizario as the first district. After the Civil War's decision, the town's populace started to develop as Texans proceeded to move into the villages and soon turned into the larger part. Mining and different businesses slowly advanced in the zone. The El Paso and Northeastern Railway was sanctioned in 1897, to help remove the characteristic assets of encompassing territories, particularly in southeastern New Mexico Territory. The 1920s and 1930s saw the rise of real business advancement in the city. The Depression period in general hit the city hard, and El Paso's populace declined through the closure of the Second World War with the vast majority of populace misfortunes originating from the white neighborhood. Regardless, whites remained the larger part to the 1940s. Immigration As far as movement, the climbing entrances of legitimate and illicit settler laborers and suburbanite specialists from Mexico add to work energy development and further weaken abilities levels. About 43 percent of El Paso County's populace development between 1970 and 1990 stemmed from universal relocation, helping at any rate an extra 50,000 specialists to the work power. Worker laborers added an alternate 20,000 to 25,000. A key figure in the city's surpluses of low aptitudes and low laborer desires has been the dangerous development of the work energy. A 3.4 percent twelve-month development between 1974 and 1990. Double the national rate, this development came up from conditions like those working in Mexico in the meantime: fast p opulace development, swollen associates arriving at working age, and higher support rates around Hispanic ladies. Breaking this cycle will be troublesome. The intensely Hispanic outskirt environment abates the move to English and obstructs osmosis. Their nonstop increase into the under-financed state funded schools disengages English-insufficient Mexicans and Mexican-Americans, blocking quick cultural assimilation and quality training. Mexico's blasting work power will proceed to break into US fringe work markets. El Paso must enhance instruction and work preparing abilities and work to draw in higher esteem included commercial enterprises. In the interim, the city and area must do what it can to abate the expansion in low-ability laborers and press Washington for better authorization at the fringe and against managements of ineligible outsiders. Schools Regarding schools, El Paso is home to the University of Texas at El Paso, the biggest state funded college in the district. It was as of late stacked up as the seventh best school in Washington Monthly's 2013 National University Rankings, just behind Stanford and in front of Harvard. Likewise, the college's School of Engineering is the country's top maker of Hispanic designers with advanced degrees. The El Paso region people essential go to state funded schools in four school areas, El Paso Independent School District, Ysleta Independent,

Impact of Technology and Community Policing on Eliminating the Street Essay - 1

Impact of Technology and Community Policing on Eliminating the Street Gangs - Essay Example Since the entry of the technology in the market, the police force has been able to improve the security levels in the streets and public parks. In an example, through CCTV cameras and other technologies, it has become possible for the police to react on time, an aspect that has played a significant role in reducing cases of murder and extortions in the neighborhoods. This is an indication that the government and the people need to embrace the use of technology in curbing crimes and crime related activities. For instance, the police need to shift from the use of the traditional methods of communities and instead start the use of social media in order to receive the grievances from the residents. This would play a significant role in ensuring that there is no vacuum in the society which can be used by the gangs to terrorize the locals. In addition, it would enable the police to be up-to-date with what is happening. Moreover, such technology would be significant in providing a platform where the law enforcers can interact and share ideas on how to improve the security in the area. The local people are the ones who are affected. As a result, they might give options or ideas on how to eliminate the street gangs in the society. Street gangs exist in areas where there is no effective coordination between the law enforcers and the local population. In many cases, citizens accuse the law enforcers of complacency, especially when dealing with petty issues. However, when young generation is brought up in lawless areas, they are likely to fall into the acts of the gangs. Therefore, the parents and the police need to work together in order to ensure that all people are safe. This cannot be achieved when there are blame games between the police and the public.

A House Divided Speech Analysis Essay Example for Free

A House Divided Speech Analysis Essay If we could first know where we are, and whither we are tending, we could better judge what to do, and how to do it. We are now far into the fifty year since a policy was initiated with the avowed object and confident promise of putting and end to slavery agitation. Under the operation of that policy, that agitation has not only not ceased, but has constantly augmented. In my opinion, it will not cease until a crises shall have been reached and passed. A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved I do not expect the house to fall but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction; or its advocates will push it forward till it shall become alike lawful in all the States, old as well as new, North as well as South. Have we no tendency to the latter condition? Let any one who doubts carefully contemplate that now almost complete legal combination piece of machinery, so to speak compounded of the Nebraska doctrine and the Dred Scott decision. Let him consider not only what work the machinery is adapted to do, and how well adapted; but also let him study the history of its construction, and trace, if he can, or rather fail, if he can, to trace the evidences of design and concert of action among its chief architects, from the beginning. The new year of 1854 found slavery excluded from more than half the States by State constitutions, and from most of the national territory by congressional prohibition. Four days later commenced the struggle which ended in repealing that congressional prohibition. This opened all the national territory to slavery, and was the first point gained. But, so far, Congress only had acted; and an indorsement by the people, real or apparent, was indispensable to save the point already gained and give chance for more. This necessity had not been overlooked, but had been provided for, as well as might be, in the notable argument of squatter sovereignty, otherwise called sacred right of selfgovernment, which latter phrase, though expressive of the only rightful basis of any government, was so perverted in this attempted use of it as to amount to just this: That if any one man choose to enslave another, no third man shall be allowed to object Then opened the roar of loose declamation in favor of squatter sovereignty and sacred right of self-government. But, said opposition members, let us amend the bill so as to expressly declare that the people of the Territory may exclude slavery. Not we, said the friends of the measure; and down they voted the amendment. While the Nebraska Bill was passing through Congress, a law case involving the question of a negros freedom, by reason of his owner having voluntarily taken him first into a free State and then into a territory covered by the congressional prohibition, and held him as a slave for a long time in each, was passing through the United States Circuit Court for the District of Missouri; and both Nebraska Bill and lawsuit were brought to a decision in the same month of May, 1854. The negros name was Dred Scott, which name now designates the decision finally made in the case. Before the then next Presidential election, the law case came to and was argued in the Supreme Court of the United States The election came. Mr. Buchanan was elected, and the indorsement, such as it was, secured. That was the second point gained The Supreme Court met again; did not announce their decision, but ordered a reargument. The Presidential inauguration came, and still no decision of the Court; but the incoming President in his inaugural address fervently exhorted the people to abide by the forthcoming decision, whatever it might be. Then, in a few days, came the decision. The reputed author of the Nebraska Bill finds an early occasion to make a speech at this capital indorsing the bred Scott Decision, and vehemently denouncing all opposition to it. The new President, too, seizes the early occasion of the Silliman letter to indorse and strongly construe that decision, and to express his astonishment that any different view had ever been entertained! At length a squabble springs up between the President and the author of the Nebraska Bill, on the mere question of fact, whether the Lecompton constitution was or was not, in any just sense, made by the people of Kansas; and in that quarrel the latter declares that all he wants is a fair vote for the people, and that he cares not whether slavery be voted dow n or voted up. I do not understand his declaration that he cares not whether slavery be voted down or voted up to be intended by him other than as an apt definition of the policy he would impress upon the public mind the principle for which he declares he has suffered so much, and is ready to suffer to the end. And well may he cling to that principle. If he has any parental feeling, well may he cling to it. That principle is the only shred left of his original Nebraska doctrine. Under the Dred Scott Decision squatter sovereignty squatted out of existence, tumbled down like temporary scaffolding, like the mold at the foundry, served through one blast and fell back into loose sand, helped to carry an election, and then was kicked to the winds We cannot absolutely know that all these exact adaptations are the result of preconcert. But when we see a lot of framed timbers, different portions of which we know have been gotten out at different times and places and by different workmen, Stephen, Franklin, Roger and James, for instance, -and we see these timbers joined together, and see they exactly make the frame of a house or a mill, all the tenons and mortises exactly fitting, and all the lengths and proportions of the different pieces exactly adapted to their respective places, and not a piece too many or too few, not omitting even scaffolding or, if a single piece be lacking, we see the place in the frame exactly fitted and prepared yet to bring such piece in in such a case we find it impossible not to believe that Stephen and Franklin and Roger and James all understood one another from the beginning, and all worked upon a common plan or draft drawn up before the first blow was struck Our cause, then, must be intrusted to, and conducted by, its own undoubted friends -those whose hands are free, whose hearts are in the work, who do care for the result. Two years ago the Republicans of the nation mustered over thirteen hundred thousand strong. We did this under the single impulse of resistance to a common danger, with every external circumstance against us. Of strange, discordant, and even hostile elements, we gathered from the four winds, and formed and fought the battle through, under the constant hot fire of a disciplined, proud, and pampered enemy. Did we brave all then to falter now? now when that same enemy is wavering, dissevered, and belligerent? The result is not doubtful. We shall not fail if we stand firm, we shall not fail. Wise counsels may accelerate or mistakes delay it, but, sooner or later, the victory is sure to come.

The Child Soldier Reflection Essay Example for Free

The Child Soldier Reflection Essay Ishmael Beah was a child soldier who got out of the military base with the help on unicef. Afterwards he stayed in America and wrote a book about his life as a child soldier when he was younger. He tells about how the child soldiers were treated and how he became a child soldier in the first place. Ishmael Beah grew up in a remarkable childhood until a war came to his part of his country and because of war the landscape he grew up in became really scary and he was seeing first hand what wars are and what they’re doing to families. When he was taken away from his family and all his family got killed, he went to a military base to look for safety in which he was pressed into a war and he was forcefully trained to shoot along with all the other young people who are recruited and forced to participate in extremely violent acts in this war. The life of a child soldier is that they shoot people and does whatever the commander tells them to or else they’ll kill them and those child soldiers are also fed drugs and there are ways the commander would kill people in front of them to desensitize them and they’re given more drugs afterwards. Those child soldiers have the commanders as father figures and the other soldiers as his family as he and the other child soldiers have lost everything that’s there to them because that’s how the commanders think and work, to control children they Destroy what they know like their families and town and everything the children know is how they brought children to war and manipulate and drug them off to do whatever you want them to. Then a few years later Ishmael Beah and a few other child soldiers manage to get out of the military base as a few people from Unicef came and talk to the commanders to let them ago and whatever they said must’ve worked. At first, Ishmael and those few other child soldiers didn’t want to leave the military base as they have become attached to everyone there but they were brought in by the organizations and was treated as they have also been mentally injured. Some child soldiers even stabbed those people from the organization but those people that are there to help still came back and try to help those child soldiers and this act of kindness really shocked those child soldiers. War has really made a major change in the society by even bringing innocent children to war and using them and taking away they’re childhood. Most kids and people have a romantic notion of war and violence as they have never experience the actual war and when people finally do learn and know about war they would then know that war doesn’t bring anything but suffering and everyone deserves living a peaceful life.

Orphaned And Vulnerable Children In Africa Education Essay

Orphaned And Vulnerable Children In Africa Education Essay Introduction During the course Education Development in Diverse Societies we learned about the main educational theories and other (inter)disciplinary approaches to study educational issues in developing countries. We analysed educational reforms and innovations from an interdisciplinary and multilevel perspective, and examined their theoretical basis, the practical implications, the strengths and weaknesses, and how they respond to the learning needs of children with a diverse background.  [1]  In this paper I will apply the knowledge and understanding that I gained by writing about the impact of the HIV/AIDS epidemic on basic education for children at risk.  [2]   The AIDS epidemic has become a global crisis currently threatening the lives of millions of people and devastating entire societies. Education systems have an essential role to play in fighting this epidemic, because of their capacity to reach very large numbers of young people with life-saving information and skills. A completed primary education can reduce the risk of HIV infection for young people; and in fact, basic education has such a powerful preventative effect, that it has been described as the social vaccine (Boler Carroll 2003). As the epidemic gathers pace, however, it poses increasing risks to education itself, threatening to stop children from enrolling, teachers from teaching and schools from functioning. This threatens the Right to Education, and the objective of Education for All (EFA) and the Millennium Development Goal (MDG) to achieve primary universal education. Particularly, orphans and vulnerable children (OVCs), face a lot of challenges in the provision of q uality education.  [3]   In this paper, I therefore focus on the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children in Sub Saharan Africa in order to improve and increase their access to quality education, skills development and other social services. Since I am going to conduct research in Zambia on a related topic, I focus particularly on the impact of HIV/AIDS epidemic on basic education in Zambia. The research questions of this paper therefore state: What is the impact of the HIV/AIDS epidemic on basic education for orphaned and vulnerable children (OVCs) in Zambia? What can be done to increase their access, progression and educational outcomes? Part one of this paper deals with the more general literature about HIV/AIDS in Sub Saharan Africa. This includes the impact of HIV/AIDS, leading to many different educational consequences. In part two I focus on Zambia as a case study, whereby I explain the HIV/AIDS epidemic in Zambia, the impact it has on OVCs and the educational system. Part three discusses the possibilities of redressing the harmful consequences within the educational system, whereby I focus on community schools. In conclusion, I answer the research question and I will give recommendations for further research. The HIV/AIDS epidemic in Sub Saharan Africa Two-thirds of all people infected with HIV/AIDS live in Sub Saharan Africa, although this region includes little more than 10% of the worlds population (UNAIDS 2008; Foster Williamson 2000: 275; Barnett Whiteside 2006: 210-19). HIV/AIDS has caused immense human suffering in the continent. The most obvious effect of this crisis has been illness and death, but the impact of the epidemic has certainly not been confined to the health sector. Households, schools, workplaces and economies have also been badly affected. Since the beginning of the epidemic more than 15 million Africans have died from AIDS (UNAIDS 2008). In the previous year 2008, an estimated 1.4 million adults and children died as a result of AIDS in Sub Saharan Africa (UNAIDS 2008). Besides, a growing number of children in Sub Saharan Africa have been orphaned by AIDS (Robson Sylvester 2007: 260). However, detailed information on the numbers of children directly affected by the HIV/AIDS epidemic is very limited in most countries in Sub Saharan Africa (Bennell 2005: 468). A major part of the problem is that it is often difficult to establish whether a child, parent or carer is ill or has died as a result of an AIDS-related disease. Another complicating factor is that there is no standard definition of an orphan. Definitions of orphans vary across different cultures and studies. In general, an orphan due to AIDS is defined as a child who has lost at least one parent dead from AIDS or AIDS related diseases. However, UNICEF and UNAIDS have a more specific definition. They define an orphan as a child under 15 years of age: a single orphan has lost one parent, while a double orphan has lost both parents (Foster Williamson 2000; Brennell 2005; Barnett Whiteside 2006: 213). For the purpose of this paper, and in line with working definitions in Zambia, an orphan is defined as a child below the age of 18 who has lost one or both parents (Robson Sylvester 2007: 262). The toll of HIV/AIDS on households can be very severe. Although the whole population is affected by HIV/AIDS, it are often the poorest areas of society that are most exposed to the epidemic and for whom the consequences are most severe. In many cases, the presence of AIDS causes the household to break up, as parents die and children are sent to relatives for care and upbringing. Although the HIV/AIDS epidemic has affected many aspects of social and economic development, this paper focuses on the affect on educational development. The relationship between AIDS and the education sector is circular as the epidemic worsens, the education sector is damaged, which in turn is likely to increase the incidence of HIV transmission. There are numerous ways in which AIDS can affect education, but equally there are many ways in which education can help the fight against AIDS and generates hope (Kelly 1999: 6-7).  [4]  The extent to which schools and other educational institutions are able to continue functioning will influence how well societies eventually recover from the epidemic. Or as the director of UNAIDS, Peter Piot, explained it: Without education, AIDS will continue its rampant spread. With AIDS out of control, education will be out of reach (World Bank et al. 2002). OVCs are less likely to have proper schooling. The death of a prime-age adult in a household will reduce a childs attendance at school (World Bank 1997: 225 in Barnett Whiteside 2006: 220).  [5]  The household may be less able to pay for schooling. An orphaned child may have to take on household or income-earning work. Sick adults may have reduced expectations of the returns of investing in childrens education as they do not expect to live long enough to recoup the investment. When a child goes to another household after his or his parents death, the obstacles become greater as the child is not their own (Barnett Whiteside 2006: 220). Finally, a reason why it is important to focus on children is that the impact of HIV/AIDS will linger for decades after the epidemic begins to wane (Foster Williamson 2000: 275). However, for a diversity of reasons, little attention has been paid to the situation and experience of individual children affected by HIV/AIDS. Nevertheless, greater understanding of the impact of HIV/AIDS on childrens education is essential in the design and evaluation of programmes to support children living under difficult conditions. HIV/AIDS epidemic in Zambia Zambia, in southern Africa, has been severely affected by the HIV/AIDS pandemic and can be seen as the mirror of Sub Saharan Africa. Statistics emphasize that one in five adults is infected with HIV (Kayanta 2004 in Robson Sylvester 2007: 259-60). Additionally, more than 70% of the population lives in poverty (CSO 2003 in Robson Sylvester 2007: 260). However, the country is active to implement the Convention of the Rights of the Child (CRC), to achieve the EFA and the MDGs, by eradicating extreme hunger and poverty, to combat HIV/AIDS, malaria and other diseases, to promote gender equality and empower women and to achieve universal primary education.  [6]  Besides, the country adopted a number of poverty reduction objectives (Ministry of Foreign Affairs 2008: 19). Almost 50% of Zambias population is under 15 years old, 71% of children live in poverty, and one in four children are orphaned. In other words, the HIV epidemic has devastated the country and it is estimated that by 2010 there will be 1,328,000 AIDS orphans (UNAIDS 2008). These children are vulnerable to neglect, sexual abuse and early marriages, forced child labour and can have serious health and nutrition problems. As a result OVCs are less likely to have access to school and to complete quality basic education. Social protection measures put in place by the government are hampered by inadequate resources, and OVCs lack of awareness of their rights. The impact of the HIV/AIDS epidemic on the Zambian education system The AIDS epidemic affects the supply of and demands for education in a variety of ways, especially in a high HIV prevalence country like Zambia (Bennell 2005: 467). HIV/AIDS has multiple effects on education through ten different mechanisms: reduction in demand, reduction in supply, reduction in availability of resources, adjustments in response to the special needs of an increasing number of orphans and vulnerable children, adaptation to new interactions both within schools and between schools and communities, curriculum modification, altered roles that have to be adopted by teachers and the education system, the ways in which schools and the education system are organised, the planning and management of the system, and donor support for education (Kelly 1999: 1). More and more research is carried out on the impact of the HIV/AIDS epidemic in Zambia. However, little research has been undertaken in basic schools themselves, to examine the experiences of poverty and AIDS-affected children. Therefore, Robson and Sylvester emphasize that  ´it is timely to explore the perceptions of education personnel and students regarding the adequacy of responses within the educational sector and to identify the unmet needs ´ (Robson Sylvester 2007: 262). Impact of the HIV/AIDS epidemic on education for pupils There are three groups of schoolchildren whose lives are most directly affected by the HIV/AIDS epidemic and whose education is, therefore, potentially at maximum risk: children who are HIV positive, children living in households with sick family members, and children whose parents or caretakers have died of HIV/AIDS. The scope to which the education of these children is negatively affected depends deeply on the level of physical and emotional support they get from the extended family, the school, the community and the local government (Bennell 2005: 468). However, like I explained in the introduction, it is difficult to indicate the number of directly affected children by the epidemic. Besides, schools rarely keep accurate and up-to-date records on the number of affected children and their parents. Nonetheless, we do know that the number of children that is HIV positive because the mother passed the virus on to her child is relatively small, since over 90 per cent of these children die before they are old enough to attend school. It is therefore estimated that a small number of schoolchildren is infected or has AIDS related sicknesses (Brennell 2005: 469). This is also the reason why mortality rates at primary schools are low. It is commonly believed that the education of children who are most directly affected by the epidemic is adversely affected in a number of ways. The main argument is that given very difficult home situations, both orphans and children in AIDS-affected households are often forced to drop out of school altogether with little likelihood of ever returning to school (Brennell 2005: 473). The growth in the number of orphans [and other directly affected children] is taxing the coping strategies of families and society at large. In many cases, the extended family find it extremely difficult to cope economically and psychologically with the numbers it is required to absorb. Few orphans [and other children in AIDS-affected households] are able to pay their school or training fees. Many others have to care for others in the homes where they live. Many have to work to support themselves or younger siblings dependent on them (Kelly 2000: 57 in Brennell 2005: 473). Pupils whose parents die or are ill often drop out of school due to different factors such as, economic stresses on households, changes in the family structure, responsibilities to look after the sick, the elderly or siblings and loss of parental supervision (Foster Williamson 2000: 278,81). The way school attendance, performance and school completion are effected generally depends on levels of risks and vulnerability due to social, economic and cultural circumstances (Robson Sylvester 2007: 265). It is important to mention that the financial burden on families, for example when parents die, prevents many children from attending school despite the provision of free basic education because of the extra school costs, like textbooks, contribution to school funds and examination costs (Brennell 2005: 475; Barnett Whiteside 2006: 220). Other reasons for children to drop out of school or to perform badly are that poor children are frequently ill because of poor living conditions, which seriously affects their education. Besides, AIDS-related stigmas and discrimination increase the chance that children are not going to school (Foster Williamson 2000: 281-82; Bennell 2005: 473). Children, especially whose parents are known or suspected to have died of HIV/AIDS face the risk of being stigmatised or discriminated. This can also result in bullying of these children. Stigma and discrimination in schools violates the principles of inclusive education and education for all (Robson Sylvester 2007: 266). Research in Zambia showed that the number of children attending primary school is decreasing. The decline in school participation rates was thought to result from poverty, inability to pay the rising costs of schooling, and increasing parental disillusion with the low quality of education. This is linked to HIV/AIDS and its affects on poverty, levels of employment, and the quality of school provision (Kelly 2000: 12 in Barnett Whiteside 2006: 220). Noteworthy is that proportionately more orphans than non-orphans were not attending school according to this research. Although it is important to focus on enrolment rates and participation, it is also important to pay attention to the quality of learning as well. Children, for example, might be hungry, or are unable to concentrate due to tensions or anxiety at home. Vulnerable children tend to be more malnourished or to have received insufficient health care. This negatively affects school enrolment, attendance and performance (Robson Sylvester 2007: 266; Barnett Whiteside 2006: 221). Orphans and other vulnerable children often have to do a lot of household tasks before and after school. This indicates that obstacles to school achievement are strongly connected with poverty and its related tensions. Besides, the curriculum of the school often not adapts to the vocational, emotional and life skills needs of HIV/AIDS affected-pupils. Whats more, HIV/AIDS has resulted in increasing teacher absenteeism and a significant decline in the number of teachers. This affects the quality of teaching, learning and assessment and diverted resources away from schools. The remaining teachers face problems because the burden on their shoulders increases since they have to manage progressively larger class sizes with poor resources (Kelly 1999: 3; Carr-Hill 2002 in Robson Sylvester 2007: 261, 265; Barnett Whiteside 2006: 220). Sometimes pupils are also sent home because of a lack of teachers. All together, this affects the quality of teaching and learning for the pupils. Overall, we can say that poor pupils attending and performance is the result of a myriad of factors including irregular attendance and generally poor quality of schooling (Brennell 2005: 475). Studies also show that HIV/AIDS should not be excessively blamed for problems achieving Universal Primary Education. Problems with school enrolment, attendance and completion are also related to poverty or problems inherent to the school system, such as the quality of education (Barnett Whiteside 2006: 222). Redressing the harmful consequences within the educational system In Zambia most of the initiatives within the education sector in relation to tackling HIV/AIDS and poverty are situated within educational reform programmes, such as the Basic Education Sub-Sector Investment Programme (BESSIP). The aim of this programme is to increase and improve the access, quality of basic education by the year 2015 (Ministry of Foreign Affairs 2008: 19). Besides, the Ministry of Education made the goal of equitable access to relevant education a right for all Zambians and it removed the school fees in 2003 (Robson Sylvester 2007: 260). HIV/AIDS prevention strategies tend to focus mainly on preventive community-based initiatives to improve access to health education. However, there are various barriers to learning and participation. This is linked to the fact that many teachers lack the knowledge or the skills to implement effective HIV/AIDS and life skills programmes (Obura Sinclear 2005 in Robson Sylvester 2007: 260). Therefore, the challenge for the Zambian Ministry of Education (MoE) and the international community is not only to provide the right to basic education, but also strengthen schools as inclusive and supportive communities. For the pupils, this might focus on provision of alternative and more opportunities for participation and learning, access to health, life skills, suitable counselling and support in order to cope with the harmful consequences of the HIV/AIDS epidemic. For teachers, it is important to concentrate on professional development opportunities in order to support the management of large scale and curriculum development e.g. in the areas of life skills and vocational skills (Robson Sylvester 2007: 259-60). In Zambia, community schools have a significant position in redressing the harmful consequences of HIV/AIDS within the education system. Community schools try to differentiate the learning needs of OVCs by designing and delivering a relevant and meaningful curriculum that assist these children to develop income-generating skills, personal, health, emotional and social skills, and critical learning skills (Kelly 1999: 4). Most community school use the four-year curriculum: Skills, Participation, Access and Relevant Knowledge (SPRAK). This curriculum offers pupils a fast track to official grade 7 examinations (Chondoka 2004; Robson Sylvester 2007: 267). In the following part of this paper I will first explain the main features of community schools in Zambia. Secondly, I will discuss why community schools and especially the SPARK curriculum could be a solution for the educational development of OVCs affected by the HIV/AIDS epidemic. Community Schools One of the main characteristics of the Zambian education system is the central role played by community schools. Community schools emerged as a response to the unmet demand for school places among the poor and other marginalised groups in Zambia who are not in formal schools (USAID 2006 in Robson Sylvester 2007: 262; Ministry of Foreign Affairs 2008: 52). In many instances, these schools are run by parents and volunteer teachers, though increasingly they receive support from the government, non-governmental organisations, faith based organizations or private initiatives. In other words, there is an enormous variation between community schools, more than between government schools or private schools, in how they are supported and managed (Destefano 2006). Besides, the school buildings and provisions vary greatly. A large number of these schools have wattle-and-daub constructions and temporary provisions (Ministry of Foreign Affairs 2008: 52, 56).  [7]  Classrooms and water and sa nitation facilities are often of poor quality. Teaching and learning materials are generally inadequate. Pupils often sit on the floor. Uniforms are often not a school requirement. Finally, the vast majority of teachers are unqualified (Chondoka 2006: 7). Adversely, reasons why these community schools increase in popularity are that community schools are less expensive, close to home, less demanding in entry requirements and are managed by local communities. Most community schools serve children aged between 9-16 years who are either drop-outs or who have never been to school. The concept of a community school was not entirely new to Zambia. The European missionaries had already established similar schools and called them village schools or bush schools (Chondoka 2006). Around 1995, more community schools began to appear in areas without government schools, where parents could not meet the expense of the high school fees that were charged, where the distance to the nearest government school was to far or where the government schools were considered overcrowded. Since 1998, the Zambian government officially recognises community schools. The Zambian government acknowledges the positive effect of community schools in redressing the harmful consequences of the HIV/AIDS epidemic. Since 1998, the number of community schools has enlarged exponentially, although the school fees for government schools were banned in 2002 with the introduction of free basic education. However, it is important to mention that in general, community schools are relatively small. In 200 0, they accounted for 17% of the basic schools and 8% of the pupils in basic schools; in 2006 these figures had increased to 34% and 16%, respectively (Ministry of Foreign Affairs 2008: 54-55). In 2005 the MoE distributed 30% of their budget to community schools (Robson Sylvester 2007: 262). This made it possible for community schools to receive school grants, textbooks, professional guidance and sometimes a government funded teacher. However, most community schools started without prior information of the MoE and are severely underfunded. While the majority of the community schools receive an inadequate amount of MoE support, many other schools not even receive a school grant. Despite the fact that the MoE supports community schools, its practical interest seems to be somewhat limited. Actual support depends on the specific policy of the particular district boards (Ministry of Foreign Affairs 2008: 54, 56). Community schools can be found in both rural an urban areas. A recent study shows that the main reason determining the location of rural community schools is distance to the nearest government school (Chondoka 2006: 7). In urban areas, these schools are set up in locations with large concentrations of children who are unable to get access to a public school due to costs or other factors (Destefano 2006). Pupils in community schools usually belong to the poorest and most vulnerable social strata (Ministry of Foreign Affairs 2008: 54). Less than one third of community school families live in stable structures, compared to 46% of public schools families (Destefano 2006). Most community schools are attended by a relatively large number of orphans. In 2005, about one in three pupils in community schools had lost his or her mother. In government schools this ratio is one in five. Most of the orphans lack sufficient parental support. According to a study in Central Province, many orphans not succeed to come to school regularly, while many of them are to hungry to concentrate in class when they do come (Chondoka 2006: 9). Due to their restricted size, many of the community schools make use of multi-grade teaching, especially in rural areas. Instead of using the normal curriculum, they most of the times use the SPARK curriculum, which provides primary education in four years. The SPARK curriculum has been designed to meet the particular needs of community school children, who are usually older (between 9 and 16 years) and who are often directly hit by the HIV/AIDS epidmic. It follows the government curriculum and focuses on the relevant topics within English, Mathematics, Environmental Science, Social Studies, Physical Education and Zambian languages, with a life skills component integrated through all the subject areas. The SPARK curriculum places health education, with a strong focus on AIDS/HIV prevention, at the heart of the primary circle. It prioritizes literacy, numeracy and life skills which are recognized as having to serve a nation in crisis due to the young people who will have to survive an d assume early responsibility of heading a family due to HIV/AIDS (Ministry of Foreign Affairs 2008: 56). As this part of the paper tried to make clear, community schools are able to reach the most vulnerable and marginalized groups within Zambia, such as orphans. By using the SPRARK curriculum, that assist these children to develop knowledge and skills, it is possible to adapt to the needs of OVCs who face a lot of challenges because of the HIV/AIDS epidemic. However, it also clear that there is an enormous variation between community schools. It is therefore important that the MoE not only recognises the community school, but also that the MoE support is more fairly distributed between the different (types) of community schools. After all, it is important to work together with the different types of school to achieve EFA goals and the MDGs and to guarantee that all children have the right to education. Conclusion One of the most dramatic impacts of HIV/AIDS epidemic is the threat they constitute to the well-being of children and young people. The already high prevalence of poverty, coupled with the possible impacts of the AIDS epidemic can have long-term educational, emotional and social consequences (Khin-Sand Lwin et al 2001; Kanyata 2004; UNICEF-Zambia 2004 in Robson Sylvester 2007: 268). It is estimated that the majority of children having lost one or both parents due to AIDS is living in Sub Saharan Africa. Children affected by HIV, as well as children living with HIV, often suffer from stigma and discrimination. The opportunity of these children to continue their education successfully may be reduced if their impoverished family or caretakers cannot pay the fees or the extra school costs. By giving a case study of the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children (OVC) in Zambia, this paper showed that relationship between the epidemic and the education sector is circular. There are various ways in which the epidemic effects the education for OVCs, but there are also several ways in which education can generate hope for these children. Schools, teachers and the Zambian government therefore need to be made more responsive to the needs of OVCs. Providing education to these children is not only a human rights imperative, it is also vital to break the vicious cycle of poverty and to promote security and public health. Basic education should, therefore, be free and target support to meet essential schooling costs (provision of lunches, books and pencils, examination fees). Besides, basic education should be provided for needy children as part of a wide-ranging package of support and it could help prevent absence or dropout (Brennell 2005: 487). To my opinion the Skills, Participation, Access and Relevant Knowledge (SPARK) curriculum, which is used at most community schools, is a step forward to overcome most obstacles to achievement of education. SPARK is a special curriculum that was written for community schools. This four-year curriculum follows the government curriculum with a life skills component integrated through all subject areas and offers pupils a fast track to official grade 7 examinations. However, more drastic curriculum and pedagogical review and teacher professional development are necessary to improve the quality and relevance of the educational experience. This also requires further research of what pupils are learning, and differentiated responses to their particular needs (Robson Sylvester 2007: 269). Literature Barnett, T. and Whiteside, A. 2006 AIDS in the Twenty-First Century. Disease and Globalisation. New York: Palgrave MacMillan. Bennell, P. 2005 The impact of the AIDS epidemic on the schooling of orphans and other directly affected children in Sub-Saharan Africa. Journal of Development Studies 41 (3): 467-488. Boler, T. and Carroll, K. 2003 Addressing the educational needs of orphans and vulnerable children. UK Working group on HIV/AIDS and Education. Policy Research: issue 2. Chondoka, Y. A. and Subulwa, C. 2004 Evaluation of the SPARK curriculum in community schools in Zambia 2002-2004, Lusaka: University of Zambia Chondoka, Y. A. 2006 Situation analysis of Community Schools in Central Province of Zambia. Lusaka, University of Zambia. Destefano, J. 2006 Meeting EFA: Zambia Community Schools. Lusaka: USAID. Foster, G. and Williamson, J. 2000 A review of current literature of the impact of HIV/AIDS on children in sub-Saharan Africa AIDS 14 (3):275-284. Kelly, M. J. 1999 What HIV/AIDS Can Do to Education, and What Education Can Do to HIV/AIDS? School of Education, University of Zambia Lusaka. Ministry of Foreign Affairs (the Netherlands), 2008 Primary Education Zambia. IOB Impact Evaluation. No. 312 April 2008. Robson, S. and Sylvester, K. B. Orphaned and vulnerable children in Zambia: the impact of the HIV/AIDS epidemic on basic education for children at risk. Educational Research 49 (3): 259-272. Skinner, D. et al. Defining orphaned and vulnerable children. Cape Town: HRSC Publishers. UNAIDS Report on the global AIDS epidemic http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/ (last viewed on 2 January 2010) World Bank/ UNESCO/ UNAIDS 2002 In turning the tide against HIV/AIDS, education is key. Press release (October 18). http://portal.unesco.org/es/ev.php-URL_ID=7195URL_DO=DO_TOPICURL_SECTION=201.html (last viewed on 2 January 2010)

How can we remove causes of hunger today Essay -- essays research pape

Q. How can we remove the causes of hunger in the world today? At the end of World War II public officials and scientists from all over the world predicted that, with advances in modern technology, it would be possible by the end of the century to end poverty, famine, and endemic hunger in the world. Today these optimistic projections have been replaced by hopelessness and resignation as perhaps one-fifth of the world's peoples live in absolute poverty with incomes of less than $700 a year. The United Nations estimates that around 830 million people in the world do not have adequate access to food. An estimated 24,000 people die from hunger or hunger related causes, three-fourths of which are children under the age of five. Moreover, hunger exists not only in Asia, Africa, and Latin America, but also in the richest nation on earth. Thirty-six million Americans do not have enough to eat, and the number is growing. In order to discuss eradication of hunger, we need firstly to identify some true causes. The immediate cause being improper food management; over population, lack of purchasing power, ignorance and unemployment are the issues that worsen the problem. Lot of people in this world is hungry because some people misuse and waste the world’s abundantly available food resources. The first and an obvious solution to the problem therefore is to stop this, and to distribute them among the starving population. World production of grain alone is over 1.5 billion tons, enough...

The No Child Left Behind Act and Educational Technology Essay -- essay

The No Child Left Behind Act and Educational Technology Overview of Act: What it entails The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a year to create a plan. (Kim & Sunderman; 2004; pg. 19) Title I, which is included in this act, began in 1965 when the Elementary and Secondary Education Act was passed, which gave federal funds to help academically struggling students. (North Carolina Department of Education; 2004; pg. 1) The main purpose of the No Child Left Behind Act is to use state achievement tests to be sure that all children have an equal opportunity to be exposed to high-level education. A standard called Adequate Yearly Progress (AYP) was created to measure how each school district is attempting ens ure equal opportunities for all of their students. This standard is measured by race, english proficiency, socioeconomic status, and disability. (Florida Department of Education; 2003; pg.1) Overview of Act: Requirements According The No Child Left Behind Act, ninety-five percent of students in each school district must participate in the yearly state assessment program to make AYP. Each state may set annual goals which the school districts must strive for and must demonstrate one percent improvement each year. Each high school must also show a one percent increase in the number of graduates each year. In the state of Florida, each school district must ha... ...rom http://www.newsday.com/news/local/wire/ny-bc-ct--nochild0419apr19,0,7954181.story Discusses Utah's new state law that will be followed rather than the No Child Left Behind Act. Loh, Laura. (2005, April 13). For poorest pupils, access to tutoring. Baltimore Sun. Loh, Laura. (2005, April 19). U.S. education secretary continues campaign for ‘No Child’ changes. Baltimore Sun. http://www.baltimoresun.com/news/education/bal-md.spellings19apr19,1,198082.story Spellings speech given in Baltimore about the No Child Left Behind Act. McCarthy, Sheryl. (2005, March 28). Don’t stop now it testing teachers. Newsday. http://www.newsday.com/news/opinion/ny-opmcc284193734mar28,0,1426782.column Discussion of teachers certification testing. The Associated Press. (2005, April 20). Details of No Child Left Behind Lawsuit. Baltimore Sun.

Shays Rebellion :: essays research papers

Troubled Farmers   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In the first years of peacetime, following the Revolutionary War, the future of both the agrarian and commercial society appeared threatened by a strangling chain of debt which aggravated the depressed economy of the postwar years†.1 This poor economy affected almost everyone in New England especially the farmers. For years these farmers, or yeomen as they were commonly called, had been used to growing just enough for what they needed and grew little in surplus. As one farmer explained â€Å" My farm provides me and my family with a good living. Nothing we wear, eat, or drink was purchased, because my farm provides it all.†2 The only problem with this way of life is that with no surplus there was no way to make enough money to pay excessive debts. For example, since farmer possessed little money the merchants offered the articles they needed on short-term credit and accepted any surplus farm goods on a seasonal basis for payment. However if the farmer experienced a poor crop, shopkeepers usually extended credit and thereby tied the farmer to their businesses on a yearly basis.3 During a credit crisis, the gradual disintegration of the traditional culture became more apparent. During hard times, merchants in need of ready cash withdrew credit from their yeomen customers and called for the repayment of loans in hard cash. Such demands showed the growing power of the commercial elite.4 As one could imagine this brought much social and economic unrest to the farmers of New England. Many of the farmers in debt were dragged into court and in many cases they were put into debtors prison. Many decided to take action: The farmers waited for the legal due process as long as them could. The Legislature, also know as the General Court, took little action to address the farmers complaints. 5 â€Å"So without waiting for General Court to come back into session to work on grievances as requested, the People took matters into their own hands.†6 This is when the idea for the Rebellion is decided upon and the need for a leader was eminent. The Rebellion   Ã‚  Ã‚  Ã‚  Ã‚  The person that was chosen to lead the rebellion was Daniel Shays. Shays, born in Hopkinton Massachusetts, grew up as a farmer before he fought for his country in the War for Independence. During the War he fought in such key battles as the Battle of Lexington, Bunker Hill and Saratoga.

A poem in which the poet creates a picture Essay

Task-Choose a poem in which the poet creates a picture of a heroic or corrupt figure. Discuss the means by which the personality is clearly depicted. A poem in which the poet creates a picture of a corrupt figure is Porphyria’s Lover by Robert Browning. The poem written in 1837 is in the form of a dramatic monologue which helps to show the true nature of the corrupt sociopath. Throughout the poem Browning uses a series of literacy devices to help convey this idea. The form of the poem, dramatic monologue, is significant as the reader only ever experiences the speaker’s feelings and recollections of events. This forces the reader to doubt the narrator at various points throughout the poem. This form also leaves the reader believing that the situation is less straightforward than that being described. It is clear from the outset of the poem that the speaker in the poem is troubled. Through Browning’s use of pathetic fallacy in the first four lines of the poem he does not only illustrate the extreme weather conditions but also the speaker’s mind set: â€Å"It tore the elm-tops down for spite† This effectively highlights the speakers’s bitterness due to Porphyria’s failure to appear for their arranged meeting. Browning deliberately compares the speaker’s emotional condition to the weather as these are all negative emotions. The words sullen, spite and vex are the first early clues that the reader sees about the speaker’s true nature; being that of violence and aggression. The fact that the narrator is so distraught at the idea of not seeing Porphyria is the first slight indication towards his obsession with her. Also, the fact that the speaker is waiting for Porphyria immediately suggests that she in is control of their relationship; something that would have been extremely unusual and possibly slightly shocking to the Victorian audiences that the poem was written for. This idea is also suggested by the title of the poem. The title Porphyria’s Lover suggests that the speaker is dissatisfied; he wants to be more than just her Lover and feel less emasculated by her strong character. Browning also drops a hint of the speaker’s corrupt nature through the rhythm and rhyme scheme in the poem. The rhythm of the poem is iambic tetrameter which in this poem serves to create a regular pattern. The point in using this rhythm is to make the speaker seem rational, calm and normal while effectively disguising his true nature. However the Rhyme in the poem follows the scheme of ABABB. Unlike the regular, naturalistic rhythm of the poem the rhyme scheme is asymmetrical and adds intensity to the speaker’s words. This is possibly a hint to the speaker’s unstable nature and the madness within his head. The speaker’s obsession with Porphyria is developed when she eventually enters the cottage. He describes her as having â€Å"glided† in which shows she moved elegantly and gracefully. This word choice captures the speaker’s passion for Porphyria. The reader learns from the poem that she is from a higher social class than the narrator, which in turn makes the reader suspect that their relationship is a forbidden affair. However, this is left ambiguous and for the reader to decide. â€Å"straight/She shut the cold out and the storm† The poet’s use of enjambment here emphasises the power of Porphyria’s arrival and this also helps to continue the idea that she holds the dominant role in their relationship. The poet uses transferred epithet to stress the immediacy of the change in atmosphere after Porphyria’s arrival. Her practical actions represent the change in the speaker’s mind set. This example of transferred epithet effectively represents the immediate effect that Porphyria’s entrance had on the speaker. At the beginning of the story his heart was cold and his mind was stormy whereas following her entrance he feels content and calmed by her presence as she has metaphorically shut the storm out of his mind. Another aspect of the poem which would have been somewhat shocking to a Victorian audience is the unusually sexual manner in which Porphyria next behaves. She removes her outdoor clothing, lets her hair hang lose, puts her arm around the narrator, positions his head on her bare shoulder then proceeds to declare her love for him. However the narrator’s reaction to this takes the reader by surprise. A dash is used to introduce a change in tone as the speaker begins to describe Porphyria in a negative light: â€Å"Too weak, for all her heart’s endeavour† Here, Browning writes in an almost contemptuous tone. The narrator is disapproving as he believes that- although Porphyria wants nothing more than to be with him- she is unable to leave behind other ties in her life which are preventing her from being with the speaker forever. The narrator’s resentment towards these complications out-with his control is portrayed as resentment towards Porphyria and this sudden change in mood offers the first slight indication that the narrator is not mentally stable. At this point in the poem the reader does not know whether to trust all that the speaker is saying. We are shocked by the speaker’s lack of interest and lack of love towards Porphyria. However, the speaker then experiences the sudden realisation later in the poem that Porphyria worshiped him. This is a very strong emotional word which goes past simple passion and suggests he believes that he is the only thing Porphyria really cares about. It also shows that the speaker thinks of himself as almost god-like in her eyes. He is vain and narcissistic. Any sane person would be content with the declaration of love however not the speaker. The reader being sane finds his next actions even more shocking. He is not sane, he is troubled and his corrupt nature is beginning to show. The poem reaches the shocking and disturbing turning point when becomes clear that the speaker is going to strangle Porphyria: â€Å"I found A thing to do†.

E-commerce techniques and marketing strategy

The aim of Boo.com was to develop into the universal online international sports retail confederation. It was supposed to be a European trademark, but with a worldwide demand. At the beginning it precious to work for both United States and Europe.The customers of boo.com could be described as young, rich and style- oriented, or so 19 to 25 year olds. The idea was that internationally the objective market place should be anxious about sports and style trademarks supplied by Boo.com.According to the analysis the market for clothes in this field was determined as authentically huge, so the idea was that having just a small section of this market was exuberant for boo.com to be gratificationant. That time the vision on the size of the market and the source of triumph was pointed out by raw Media period (1999). They statedThe $60b USD industry is dominated by Gen Xers who be online and according to market search in need of knowing what is in, what is non and a way to receive such(prenominal) goods quickly. If boo.com becomes known as the place to take short letter up with fashion and can hand over the latest trends then there is no doubt that there is a market, a spunkyly profitable angiotensin converting enzyme at that for profits to grow from. (Acito 2006)The development in market was in addition held up by trade forecasters, with judgment prognostication selling in the UK to rise from 600 jillion to 12.5 billion by the year 2005.Nevertheless, New Media Age (2005) did make a note of a number of uncertainties about this marketplace, stating tog and trainers live with a high account of return in the mail disposition/home shopping world. Twenty year olds may be online and may have disposable income but they atomic number 18 not the main market associated with mail order. To appointee there is no champion else doing anything identical to boo.com. (Acito 2006)The cardinal some(prenominal)(prenominal)(predicate) market strategies use in ball-shaped marketing are characterized in diametrical ways, have different aims and use different instruments for the achievement of pitch goals moreover, the targeted customer audience in the three cases is also different, and while standardise and hard international marketing strategies are clean similar, the standardized and differentiated strategies represent the cardinal opposite climb upes to the general design of the marketing campaign.However, all three strategies described are achievementful if properly applied, and the three examples of the global companies have proved this assumption.In reality, the choice of the global marketing strategy, depends on the specific characteristics of the company and the segments it wants to conquer if all segments are aimed, it is come-at-able to create differentiated campaign with compartmentalisation of products or standardized campaign appeal to the common interests of consumers gruelling strategy allow for work for the conquering one prodigious portion of one or several marketing segments.Boo.com had concentrated marketing strategy. strong global marketing is a figure of the global marketing strategy which cannot be contrasted to the standardized approach, but which is a different choice for the company which wants to achieve success in one single chosen global market segment.This kind of marketing is used when the organization has large distribute of market in one or several small segments opposed to the absorption of efforts in the small share of a large segment. (Kotabe & Helsen, 2004)Concentrated global marketing is legal for the companies with the limited resources and for the companies of small business, but for the global companies it is essential to have a high reputation of the product.For example, the acquisition of the EnviroSystems by the Telecomm gross sales Network in 2006 has become one of the recent examples of the chosen concentrated marketing strategy on the global mark et it may be similar to the standardized approach because it does not require changes in the strategy, but while the standardized approach is applied to all segments, the concentrated one is used only within the limited marketing segment or several segments. (Phillips, 2007)EnviroSystems is the company exceptionalizing in the production of disinfecting products, which presupposes in it that the company should use only concentrated approach due to the very special products it offers.

The Modern Alterations of Native American Life

Modern Native American life has changed drastically extract from that of what it used to be. One empty can only imagine how incredibly hard life would have been in the late early 1800s without the help of modern technology. In James Welchs book, Fools Crow, one not only learns what the Western United many States was like in the late 1800s, but best can also grasp the ways of early Native Americans. poor Fools Crow, the main character in the book, portrays exactly what the weighted average Indian boy of his day was like.Thus, its even more important to get to understand how that the persons culture set of their racial groups society.Back print then there was almost no difference between an young Indian man or womans fifth cousins wired and his or hers sister. Both were treated the same, logical and both were respected immensely. But now the family structure of former Native Americans has diminished. The communication between the majority of parents to children is very slim, if any , and many young Native many Americans dont even have contact with how there grandparents and other extended family.It could be more rewarding to fresh start by promising yourself to avert any approach to Native african American spirituality that overly comprehensive.

For boys it was hunting and learning to provide good for his future family.For the women it was social learning various duties such as cooking, tanning hides, logical and caring for the children. Indians used to educate themselves in order to survive as a team. Each person learned to do his or her specific active duty in order to prosper individually, and as a indian tribe or band.Its not the exact same for each tribe.Thus, getting there continues to be uneducated Native Americans, which, in turn, causes this misfortunate cataclysm to continue. Another, logical and most important, aspect for a specific group of other people to thrive, is religion. Ever since the first civilized human lived, there what was religion. For most people, religion is the hot glue that holds their life together.Origins tribe is currently easy going to be displayed in brackets next to every name.

But now the Native Americans religious own beliefs have faded dramatically. Most of todays Indian youths no longer believe or practice the religion of their ancestors. Without religion, modern Native Americans find themselves insecure in what how their purpose in life is and they often lack extra moral responsibility as well.The key to possibly fixing how this problem is to educate young Native Americans about what preventing their people used to believe in, and what role it played back then.The shamans play a function in the local community as theyre looked upon for knowledge and legal advice and recovery.Some Possess the characteristics of African Americans.Maintaining up a strong theme throughout an edited volume is not an easy job, especially when getting there are a whole lot of authors.

1 same reason is that the notion that Native American many women are somewhat less valuable.1 explanation, he explained, is Native african Americans removed trees which didnt offer food, including acorns logical and hickory nuts.Now you start to see apply your first evidences of violence.Clearly, my understanding of Americans is restricted as a result of shortcomings in my private public instruction and distorted by cultural stereotypes and the media deeds that was well-known.