The Gallant Boys of Gettysburg Essay Example For Students

The Gallant Boys of Gettysburg Essay Word Count: 537The story I read took place mostly at the Battle of Gettysburg.Tom and Jeff Majors had just enrolled in the Confederate army. Tom enrolled as a private and Jeff as a drummer boy. Their dad, Nelson Majors, who had been in the army for quite some time, had just been promoted to Major. Tom and Jeff were appointed to their fathers unit. They fought in the Battle of Gettysburg which was the worst battle of the Civil War. The death total for the battle was great. The Union and the Confederates lost a total of 18,000 men each. During the worst part of the battle, a shell hit Toms leg.Jeff immediately carried him to the field doctor. The doctor told Tom that his leg would have to be cut off. The Confederate army was being beaten back by the Union and they had to retreat. That meant that Tom was put on a wagon and carried away. Tom knew there was little chance of him surviving the ride. Jeff had an idea to take Tom to the Poteets house. They had eatenwith them before the battle . The Poteets gladly agreed to keep Tom for a short while at their house. Jeff and Nelson Majors were very happy that Tom could stay with them. When Toms leg was healed, he and Jeff went back to Kentucky where their family was from. When they got home there was a big welcome dinner. A letter came a few days later telling Jeff that he would need to go back to the army. When Jeff got back, he and his dad talked about how Tom was doing and the rest of the family. After that, the story ends just as they were about to go fight another battle. We will write a custom essay on The Gallant Boys of Gettysburg specifically for you for only $16.38 $13.9/page Order now The predominate conflict inoccurred when Tom was hit by a shell from the Union army. Jeff turned and saw Tom rolling and rolling on the ground. When Jeff got there, he saw that it had struck Toms leg. He quickly tied a bandage on it to stop the bleeding. Jeff told Tom that he would have to instantly see a field doctor. The doctor told Tom that his leg would have to be taken off. When Jeff and Tom arrived at their home in Kentucky, Sarah, Toms girlfriend, saw what had happened to his leg. Tom thought that Sarah would not like him because he had lost his leg. Sarah tried to tell him that it did not matter that he had lost his leg, but Tom did not listen. Sarah asked Mr. Springer, who had recently lost his leg, to come and talk to Tom. Mr. Springer told Tom that he should get an artificial leg. Mr. Springer said that he felt as good as new with his artificial leg. The story ends shortly after they finished talking. I concluded that Tom would eventually get an artificial leg.

Political theories of Hobbes essays

Political theories of Hobbes essays Once one considers the political theories of Hobbes and Rousseau it is apparent that Hobbes theory is far more optimistic in regards to human potential for civilization. Were Rousseau sees inherent inequality in man that apparently only increases when man enters civil society Hobbes believes man is inherently equal, and that is the basis of equality not inequality that leads man to enter civil society. Government and its laws provide for the security and well-being of men united in society, while literature, the sciences and the arts...strew garlands of flowers on the iron chains that bind them, make them forget the original freedom for which they seem to have been born, cause them to love their slavery, and turn them into what is known as a civilized people. For Hobbes the state of nature, war of all against all, gives birth to the state of man, power and pleasure seeking, which in turn gives birth to a state of government, a means of controlling man at war while still allowing individual advancement. Rousseau sees the chain of events a little differently. Rousseau although recognizes mans inclination towards self and self-preservation, does not see the state of nature with the same level of harshness as Hobbes. For Rousseau man is born in a natural state of freedom and it is through the formation of some sort of civil society that man develops an inclination towards self-satisfaction. It is only then through this social development that Rousseau sees the species of man falling into a sequence of degradation. Hobbes views the human person in an eight-part structure, material; man is a material body interacting with matter within the world, sensing; humans senses are the receptors of mater in the material world, radically individual; each human senses one form of matter different than another and thus our experiences are individually isolated, passionate; humans are fixated by pleasure and pain, po ...

Analyzing an Experience Essay Example | Topics and Well Written Essays - 1250 words

Analyzing an Experience - Essay Example This is what initiates the pathway towards the transformation. The second stage, the Threshold, is when one tests his or her limit to break away from the boundaries into a newly formed threshold, just as Halifax discovered the grief after her mother’s tragic death. It is when the concealed truth is disclosed and â€Å"the gate to the unconscious† is re-opened (Halifax, 17). Finally the third stage, the Return, is when the individual realizes the deeper truth that had been hidden from him or her as a husk covers the core (Halifax, 16). The whole cycle leads an individual to the path of spiritual understanding which Halifax describes as a successful initiation experience where â€Å"the husk of alienation† is conquered (178). In his essay â€Å"Once More to the Lake†, the author E. B. White has explored the state of mind and the power of mental retention of experiences. As White recollects the memories of a visit he made with his son to a camp near a lake, h e points out its resemblance to the visit he made with his own father in 1904 (1). What is more important is his understanding of trivial details regarding the scenic environment and the natural context. White has looked upon the temporal development of a human being as it is captured in our minds as memories. As such, White’s experiences of his visits are aligned with the three stages of initiation experience which Halifax describes as separation, transition, and incorporation, namely Severance, Threshold, and the Return (15). Halifax explains that the pathway towards Threshold experience allows an individual to transcend the borders to move on from the realm of society to one which has unobstructed space (Halfax, 108). As such, White chooses to return to the natural setting of Maine to recollect memories of his childhood in an attempt to seek isolation from the social realm and realize the limits of life yet the longevity of time that brings him closer to nature. Therefore,

Jim Crow Laws Research Paper Example | Topics and Well Written Essays - 1750 words

Jim Crow Laws - Research Paper Example This paper will be a discussion of the Jim Crow Laws and the impact that they had in the society. Jim Crow represented the legitimization of Anti-Black racism. This were state and local laws in the United States, it was as a result of various prominent people in the society then, advocating for the fact that black people were not equal to the whites. In their congregations, Christian ministers and theologians preached the fact that whites were the chosen people. They further emphasized the fact that blacks were cursed to be servants (Pilgrim 1). Intellectual bodies such as craniologists, eugenicists, phrenologists and social Darwinists taught their audiences to believe that Blacks were intellectually and culturally inferior to the whites. Sensitization towards segregation was harnessed by politicians who gave eloquent speeches about the dangers of integration between the whites and the blacks. Newspapers and magazine writers frequently referred to African Americans as niggers, coons and darkies. Almost all major societal institutions supported the idea of black’s segregation (Pilgrim 1). ... termarriage between whites and blacks stated that, â€Å"All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited.† (1). this is the extent to which the Jim Crow Laws dictated actions of individuals. Institutions such as hospitals also practiced segregation. In the state of Georgia, there were strict directions that, â€Å"The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together,† (Randall 1). This was the same case in educational institutions since schools for white and black children were supposed to be conducted separately. The justice system was one area that was keenly watched with regard to racial segregation. This is due to the fact that it was the body braced with the responsibility of enacting some rules and legislation. According to the text, F rom Jim Crow to Civil Rights: The Supreme Court and the Struggle for Racial Equity: When the justice system finally invalidated segregation in 1954, their decisions reflected the views that were held by roughly the whole country. Court rulings were seen to make little difference with regard to Jim Crow Laws; on the other hand, some people believed that courts made a vast difference (Klarman 6). Although courts would enforce legislation barring segregation in railroad transport, it was the responsibility of the concerned company or custom to decide on how they were going to run their institutions. Thus segregation laws on railroad transport were not necessary for the practice to take effect; segregation took place without any enforcing statute. Even though some railroad companies did not want to practice

ENG Wa 9 Essay Example | Topics and Well Written Essays - 1500 words

ENG Wa 9 - Essay Example The constitution was weak. At one period between 1919 and 1933, there were 28 different parties in government. There were only coalition governments. From 1918 to the signing of the Treaty of Versailles, the government did nothing to improve widespread poverty, massive inflation and unemployment. They remained basically ineffective for 13 years, a point in which Hitler used to gain popularity. Upon signing of the Treaty of Versailles, the social and economic situation of the country became drastically worse. The government lost all credibility setting the stage for the growth of nationalism, anti-Semitism and the rise of the 3rd Reich . The purpose of this paper is to show why the German people had no choice but to accept the 3rd Reich. When a country is in such economic and social turmoil, it sets the stage for a dictator and totalitarian regime. The paper will conclude by showing how a country changes from economic turmoil to WWII. The Treaty of Versailles set the stage and there w as no other choice. Towards the end of the war, in January of 1918, President Wilson proposed to the US Congress the "Fourteen Points" and "Four principles". He sent the proposal to the Germans on the 5th of November 1918. (http://www.germanculture.com.ua) The new Weimar Republic was created November 9th 1918 on the premise that the Wilson proposition would be ratified as part of the peace settlement. The armistice was asked for November 11, 1918. Cease fire began by a country who thought they were winning the war at home and had no idea of the losses on the front.().France and Britain wanted retribution. They wanted Germany to be reduced to a insignificant European country.(Duffy 2004 ) .Of Wilson's Fourteen Points, nothing was taken into account other than the creation of the League of Nations. (Fuller 2010) Germany was completely demoralized. Had the proposal been considered, the blame of World War I would have been shared, and reparations would not have fallen completely on one country. The German people had no faith in the new governing powers. The Weimar Republic stayed in power from 1918 to 1933.(Wadell) In 1919, a new constitution was drawn, but it was never ratified. The fallacies of the constitution were later used by Hitler to gain toletarian power when he became Chancellor in 1933. Though it was a democratic constitution, " the president had the right to dismiss the cabinet, dissolve the Reichstag, and veto legislation. The legislative powers of the Reichstag were further weakened by the provision for presidential recourse to popular plebiscite. Article 48, the so-called emergency clause, accorded the president the right to allow the cabinet to govern without the consent of parliament whenever it was deemed essential to maintaining public order". Defining public order was highly subjective. (http://www.germanculture.com.ua) Â   In 1918, the economic situation was catastrophic. The government had no power to improve the financial situation of its c itizens. One is four men lost his life in battle which was equivalent to one third of the civilian population. The advances of mass production of technology required human labor to operate the machines and financial stability to finance the investment in the machines. Had the 14 Points been signed, Germany would have had a chance to recover its losses. (Karpovsky) Germany was forced to sign a treaty. The Treaty of Versailles was compiled in

What Factors Influence Internet Use Among Teens English Language Essay

What Factors Influence Internet Use Among Teens English Language Essay The Internet has become part of todays teens culture and they are very familiar on how to use and navigate in it. This paper reflects on the factors that influence internet usage among teens based on a survey compiled by Pew Internet American Life Project on a sample of over 1,000 adolescents between the ages of 12 to 17 who were interviewed randomly by phone. It indicates that 9 out of 10 access the internet regularly which is an increase of 75% in comparison to the year 2000. This high number is in contrast to the findings that only 66% of American adults use the internet. The study further showed that most teenagers first accessed the internet between the age of 10 and 12. 87% admitted using the internet regularly, with 52% of them accessing the internet daily, an increase from 42% in 2000. About 50% of these teenagers, their families used a speedier broadband connection with the rest using other means such as dial-up connections. Teens were found to use the internet for instant messaging, online blogs, initiating online chats and sending e-mails. In the survey, 75% use instant messaging compared to 42% of adults as a means of communication with their fellow age mates. The survey also indicates that 75% of todays teens use the internet to read news which is a sharp increase from 38% in the year 2000. University of Diegos technology trackers such as Susannah Stern expect instant messaging to keep growing exponentially due to peer influence. Though Teens interviewed felt that internet use was a source of indispensable fun and a means of communication and research. Amanda Lenhart, a Pew researcher who participated in conducting the study, found that Teens are very selective-theyre smart about their technology use. They use it for the kinds of things they need to do. The older teenage girls between ages 15 to 17 contrasted the myth of the tech-savvy boys since they were found to use the internet more than their male counterparts. Literature review To determine factors influencing Internet usage among the youths such as demographics and socio-economic and peer influence, a literature review of the available Pew research has been conducted, focusing on factors influencing teenagers access to the Internet or World Wide Web except for e-mailing purposes. According to the literature, students are the main users of the Internet. Jones and Madden (2002) conducted a study on high school and junior college students Internet usage. Browsing the Internet was a daily activity; 73% of these students used the Internet more than the library for research. Seventy-nine percent of the students agreed that Internet use has had a positive impact on their academic experience (Jones and Madden, 2002). Princeton Research Associates on behalf of Pew Internet American Life Project conducted nationwide phone interviews, and did an analysis on how respondents penetrated the Internet. The data results show that all 59% of the general population penetrated the Internet less than 86% of students (Jones and Madden, 2002). Study Framework and Hypothesis Development There are various factors influencing internet use among teens. This review provides a basis for this study based on the Pew Internet American Life Project survey and shall primarily test on the influencing factors such as demographic and social-economic factors. Testable hypothesis shall then be proposed. Demographic factors The particular factors of gender, race/ethnicity, location of residence and age were very crucial in determining internet usage among the teenagers in relation to their education status. There was a general increase for both students and non-students access to the internet. There was also an increase in the proportion of teenagers who accessed the internet across common races in the United States such as Whites, Blacks, and Hispanics. However, these increases have not been uniform across these groups. Most high school drop-outs were observed not to have been on the internet for the past one year with only less than 33% answering to having accessed it. This was in sharp contrast to the over 90% of junior college students who have had regular access to the internet in the age bracket of 18 to 19. Internet access tended to increase with increasing levels of education and was highly used by junior college students and post-secondary students. The widening gap between those in school and the drop-outs access to the internet is projected to rise due to increasing encouragement and facilitation of internet access points in schools. If older students already in college are exposed and encouraged more than younger students in high school, as is normally the case, age will become an important demographic factor since internet usage prevalence will be higher in older students. Internet usage was clearly greater among whites than any other race especially among males. 71.8% of white males accessed the in comparison to 50.5% of Hispanic males and 40.7% of black males. The open-ended question on where a particular teen accessed the internet was phrased and the answers tabulated using the categories of home, school, library, friends/neighbors, and other. Most teens were found to be more comfortable accessing the internet at a friends home whereby over 34.7% of males and 29.3% of the teens responded to this. Although access points such as the library were chosen by only one in eight, this was an improvement from 4.7% in 2000 to a current12.5%. Economic factors Teenagers from low income and high poverty areas have been most disadvantaged in accessing the internet. A survey carried on teen Internet usage reveals social and economic disparities (Taylor et al., 2003). A relationship between incomes, race and education was also observed. Levels of education were higher in Whites than any other minorities whereby the proportion of whites who completed high school was more. This had a direct impact on the number of internet users. Teenagers from low-income households estimated at three million, most of them black, have no access to the internet. Therefore, these kids may not find adults who would otherwise teach them on how to responsibly use the internet. Daniel Bassil, president of Cabrini Connections, notes that, Even the kids that have access dont necessarily have people mentoring them to use the information to their greatest advantage. Teens from low-income backgrounds are less likely to access the internet for services such as instant messa ging and emailing as a way of communication since most of their friends are not online more frequently. This finding may indicate a difference in choice of content creation versus content consumption in different socio economic groups (Bosah, 1998). c)Social factors Free and unlimited Internet access When freshmen register today, they get a student ID card, a meal card, and most, important, a free personal e-mail account. Theyve got no online service fees to pay, no limits to their time logged on, and computer labs open for their convenience round-the-clock. Its an Internet users dream. 2. Huge blocks of unstructured time Most college students attend classes for twelve to sixteen hours per week. The rest of the time is their own to read, study, go to movies or parties, join clubs, or explore the new environment outside their campus walls. Many forget all those other activities and concentrate on one thing: the Internet. 3. Newly-experienced freedom from parental control Away from home and their parents watchful eyes, college students long have exercised their new freedom by engaging in pranks, talking to friends to all hours of the night, sleeping with their boyfriends and girlfriends, and eating and drinking things Mom and Dad would not approve of. Today, they utilize that freedom by hanging out in the MUDs and chat rooms of cyberspace, and no parent can complain about online service fees or their refusal to eat dinner with the family or help out with chores. 4. No monitoring or censoring of what they say or do online When they move on to the job world, college students may find suspicious bosses peeking over their shoulder or even monitoring their online time and usage. Even e-mail to co-workers could be intercepted by the wrong party. In college, no ones watching. Computer lab monitors tend to be student volunteers whose only responsibility is to assist anyone who needs help understanding how to use the Internet not tell them what they can or cannot do on it. 5. Full encouragement from faculty and administrators Students understand that their schools administration and faculty want them to make full use of the Internets vast resources. Abstaining from all Net use is seldom an option in some large classes, professors place required course materials solely on the Net and engage in their only oneon- one contact with students through e-mail! Administrators, of course, want to see their major investments in computers and Internet access justified. 6. Adolescent training in similar activities By the time most kids get to college, they will have spent years staring at video game terminals, closing off the world around them with walkmans, and engaging in that rapid-fire clicking of the TV remote. Even if they didnt get introduced to the Internet in high school, those other activities have made students well-suited to slide into aimless Web surfing, skill-testing MUDs, and rat-a-tattat chat room dialogue. 7. The desire to escape college stressors Students feel the pressures of making top grades, fulfilling parental expectations, and, upon graduation, facing fierce competition for good jobs. The Internet, ideally, would help make it easier for them to do their necessary course work as quickly and efficiently as possible. Instead, they turn to their Net friends to hide from their difficult feelings of fear, anxiety, and depression. 8. Social intimidation and alienation With as many as 30,000 students on some campuses, students easily can get lost in the crowd. When they try to reach out, they often run into even tighter clicks than the in-crowds of high school. Maybe they dont dress right or look right. But when they join the faceless community of the Internet, they find that with little effort they can become popular with new friends throughout the U.S. and in England, Australia, Germany, France, Hungary, Japan, New Zealand, and China. Why bother trying to socialize on campus? 9. A higher legal drinking age With the drinking age at twenty-one in most states, undergraduate students cant openly drink alcohol and socialize in bars. So the Internet becomes their substitute drug of choice: no ID required and no closing hour!

The Impact of International Interest in Afghanistan’s Access to Oil :: Essays Papers

The Impact of International Interest in Afghanistan’s Access to Oil Newspapers, magazines, television, radio, and the web: everywhere one turns, the media confronts our society with news concerning Afghanistan. Although September 11th was the peak of Afghanistan’s spotlight in the international media, this event was not the first time that Afghanistan has gained international attention. Beginning with its political relationship with Russia, Afghanistan slowly gained recognition, acknowledgment and even popularity among world powers. Moving towards the present, in which the United States, Great Britain, Russia, Japan, and China are competing for Afghanistan. Why all this commotion over a politically-torn, landlocked, Middle Eastern country? Although each country has several potential interests invested in Afghanistan, all of these nations share the common interest of Afghanistan’s access to oil. Many political conventions have resulted form the global interest in creating oil pipelines through Afghanistan. Although Afg hanistan is not a world power, the fact that this country can provide access to rich oil and gas reserves has allowed Afghanistan to have influence over and even affect international diplomacy. To begin, it is important to understand the political history of Afghanistan in order to comprehend the current political tension and issues concerning this country. Afghanistan’s history is complete with numerous wars and invasions throughout various historical periods. Majority of these conflicts occurred because of a political Afghan leader’s desire to continue holding the state of power in the country or because of foreign invasion. Desire to maintain power becomes an issue in Afghanistan due to the multi-ethnic nature of the population1. To begin, â€Å"the location of Afghanistan astride the land routes between the Indian subcontinent, Iran, and central Asia has enticed conquerors throughout history†2. First, the Muslim-Arab conquests left Afghanistan a Muslim country in the late 7th century. In the following centuries Afghanistan was invaded from the north by Genghis Khan and later by the Moguls. The conquests up to the 17th century lef t devastated Afghanistan. However, authorities invested the majority of their interests in attempting to control the political power against rebellious activities preventing swaying them from focusing on social and economical forms as well as the development of the country. The first unified Afghanistan State was not established until 1747 by Ahammad Khan Durani.

Race Colors Judgement Essay

The criminal justice system in the United States is one of the many places that I believe stereotypes are formed. For example, African-Americans make up only 13% of the U. S. population but represent 46% of the inmate population who have received sentences of more than one year (Hart, 2006, p. 1). Another example of a racial disparity can be seen the percentage of African-Americans who are drug users (14%) and those sentenced for drug offenses (53%) (Sentencing Project, 2009 p. 3). More African-American men are in prison or jail, on probation or parole then were enslaved in 1850, before the Civil War began,† (Alexander, 2010). However, this is not just a problem within the African-American community. More than 60% of the people in prison are now racial and ethnic minorities and three-fourths of all persons in prison for drug offenses are people of color (www. sentencingproject. org). The Bureau of Justice Statistics shows, that the likelihood for an African-American or Hispanic to be imprisoned is, 18. % for African-Americans and 10% for Hispanics, while the likelihood for Whites is 3. 4% (Bureau of Justice Statistics, 2005). Brennan and Spohn (2009) showed in their study, â€Å"The Joint Effects of Offender Race/Ethnicity and Sex on Sentence Length Decisions in Federal Courts†, that African-American males received a significantly longer sentence (93 months) than White males (86. 2 months) (Brennan & Spohn, 2009). These are just some of the numbers, which cannot be ignored. An important question to ask; why are these racial disparities happening? In the study â€Å"White juror bias: An investigation of racial prejudice against Black defendants in the American courtroom†, Sommers & Ellsworth (2001) have a quote, which, I think, sums up the reasoning for studying race and its effect on juries, it came from one of my favorite movies: â€Å"In our courts, when it is a white man’s word against a black man’s, the white man always wins. They’re ugly, but those are the facts of life†¦The one place where man ought to get a square deal is a courtroom, be he any color of the rainbow, but people have a way of carrying their resentments right into the jury box† (From To Kill a Mockingbird, Lee, 1960, p. 20). The thinking by many social psychologists is â€Å"Racism still exists in our society today but is no longer endorsed by explicit racist beliefs or overt acts of prejudice† (Sommers & Ellsworth, 2003). Instead it’s a â€Å"Subtle, implicit, or aversive form of racism† (Sommers & Ellsworth, 2003). Whites in our society are taught to embrace egalitarianism (equality) and make a conscious effort to behave non-prejudice, or have non-bias beliefs. However, that does not mean that they still don’t harbor prejudicial attitudes. In a trial setting aversive racism and race salience, or racially charged vs. racially neutral, go hand and hand. Studies have concluded, a trial that is racially charged reminds jurors of their egalitarianism, but in a trial not racially charged a jurors’ motivation to avoid being prejudice is not triggered; instead they demonstrate their racial bias (Sommers & Ellsworth, 2001). It is the run of the mill trials where juror biases are displayed. White jurors need to be â€Å"reminded† that they should not have a bias. By â€Å"reminding† them, by a racially motivated incident, jury voir dire, jury instructions before deliberation, and others, White jurors are less likely to demonstrate racial bias towards an African-American defendant. Jury composition or heterogeneity vs. homogeneity groups, is theorized to be a huge factor in overall group decision-making skills. This is especially important in the jury decision-making process and verdicts because minorities are underrepresented on a jury. Sommers’s study â€Å"Racial Diversity and Group Decision Making† (2006) concluded, a jury, which has heterogeneity, rather than homogeneity considers a wider range of perspectives and information (Sommers, 2006). It was the diversity of the group influence on the White juror more than the performance of the African-American juror in the group (Sommers, 2006). This is not to say that the African-American juror did not perform well. Since many juries are not racially diverse, Whites on a jury may forget their egalitarian values, may not consider a wider range of perspectives and information, and will spend less time on their decisions. In-group bias is when people show a strong preference for fellow in-group members and tend to malign out-group members (Sommers & Ellsworth, 2000). Thomas Pettigrew, current Research Professor of Social Psychology at the University of California, in his 1979 study demonstrated that negative behaviors of in-group members were attributed to situational forces but negative behaviors of out-group members were attributed to inherent dispositions, which is the opposite from positive behavior attribution (Sommers & Ellsworth, 2000). This is a particularly important theory because juries for criminal trials are taking in facts pertaining to the negative behavior of a defendant who is either from their in-group or out-group. Systematic information processing is conceptualized as â€Å"Comprehensive analytic orientation to inform processing in which perceivers access and scrutinize a great deal of information for its relevance to their judgment task† (Tamborini et al. , 2007) Heuristic processing is conceptualized as â€Å"A more limited mode of information processing that requires less cognitive effort and fewer cognitive resources than systematic processing† (Tamborini et al. , 2007) Simple stated, heuristic information processing are shortcuts using previous knowledge and stereotypes, which influences peoples’ judgments. During a trial, jurors take in enormous amounts of information and when deliberating they tend to fill in the missing information with past experiences or stereotypes about certain crimes and criminals. This is not their intention, however it is how people cognitively process information-we put information into or take it out of certain categories. There are three main research methods used to study race and its effects on juries (Sommers & Ellsworth, 2003). Archival analysis of actual cases is ideal but there are a lot of confounding variables, which are hard to measure and control statistically (Sommers & Ellsworth, 2003). Another method used is post-trial juror interviews. This method is useful because you are asking direct questions of the jurors, who were part of the real trials. However, it is time consuming, has a small sample size, and relies on self-reporting by jurors (which in unreliable) (Sommers & Ellsworth, 2003). The third method is mock juror experiments, which relies on the experimental method of social psychology and allows the experimenters to control the confounding variables (Sommers & Ellsworth, 2003). There are some downfalls to using mock juror experiments as well, such as using college students as participants, written trial summaries, instead of witnessing a real trial, and the decision made by mock jurors have no real consequences (Sommers & Ellsworth, 2003). According to Sommers and Ellsworth (2003) it is best to use multiple methods. For example compare archival data to mock jury data. As I stated earlier, aversive racism and race salience (racially charged vs. racially neutral) in trials go hand and hand. Sommers and Ellsworth (both social psychologists) first studied race salience in their study, â€Å"Race in he Courtroom: Perceptions of Guilt and Dispositional Attributions† (2000). Since the theory of aversive racism (modern or subtle) states, Whites are more motivated to â€Å"appear† non-prejudice when racial issues are salient or prominent. They found that when a trial involves race salience the race of the defendant did not influence the White jurors (Sommers & Ellsworth, 2000). However, when a trail did not have race salience, the African-American defendants were found to be more guilty, aggressive, and violent by the White juror then the White defendant. This could have a profound effect, since Whites are not caught up in the day to day of racial issues, they may not take notice to the most subliminal racial issues in a trial. It may cause them to revert back to the more overt form of racism without even consciously knowing they are being racist or displaying their biases. A more recent study, â€Å"Diversity and Fairness in the Jury System†, conducted for the Ministry of Justice Research Series, by Thomas and Blamer (2007) concluded when a trial is racially charged (race salience), conviction rates for African-American defendants were lower. However, the conviction rate between White jurors and African-American jurors for African-American defendants were no different (Thomas & Balmer, 2007) (44% and 43%). In trials that were racially neutral, White jurors had low conviction rates for African-American defendants, while African-American jurors had high conviction rates for White defendants and low conviction rates for African-American defendants (Thomas & Balmer, 2007). This was a very interesting finding because in the Sommers and Ellsworth studies (2000, 2001) African-American jurors showed leniency both in race salience and non-race salience trials. Thomas and Balmer (2007) point out that in the Sommers and Ellsworth study that jurors did not decide cases as part of a jury with any deliberations (Thomas & Balmer, 2007). The results in the Thomas and Blamer study showed that individual jurors had difference conviction rates, but as a jury there was no difference between race salience and non-race salience trails (Thomas & Blamer, 2007). None of the juries (there were 8 in all) in the Thomas and Blamer (2007) study convinced the White defendant, The juries in England and Wales where this study took place have the same makeup as juries in the United States, majority White (Thomas & Balmer, 2007). That makes a nice segway into my next theory of jury composition because it appears that they dynamic of a racially mixed jury helped ensure individual biases were not allowed to dictate verdicts (Thomas & Balmer, 2007). Justice Thurgood Marshall said, â€Å"Diverse juries enjoy wider ranging discussions because White and Black jurors bring different experiences and perspectives to the jury room† (Sommers, 2006). Not only do African-American jurors bring different experiences but also, as we saw in the Thomas and Balmer (2007) study a racially mixed jury might help to ensure individual biases are not allowed to dictate verdicts. Again, referring to a study by Sommers (the leading researcher in this field) in which he specifically studies â€Å"The multiple effects of racial composition on jury deliberations† (Sommers, 2006). Having African-Americans (or minorities in general) on a jury can bring two different types of diversity-deep-level diversity and surface-level diversity (Sommers, 2007). Both can affect information exchange in different ways. Deep-level diversity brings the expertise, attitudes, and values of the individual members to the deliberation room (Sommers, 2007). Surface-level diversity brings members’ demographics and social category membership into the deliberation room (Sommers, 2007). Sommers’ (2006) found diverse groups spent more time deliberating, made fewer factual errors, and if there was an error it was more likely to be corrected, more open-mindness, and less resistance to discussions of controversial race topics (Sommers, 2006). The homogenous jury was the opposite (Sommers, 2006). Those results showed the affect deep-level diversity could bring to a jury. However, another aspect, which will bring me back to the theory of aversive racism and race salience, is the affect having diversity has on a White juror. By having a racially diverse jury, the White jurors have the issue of race and egalitarian values in the forefront of their minds. The White jurors are avoiding seeming bias. Sommers et al. , (2008) conducted a study to see if there are â€Å"Cognitive effects of racial diversity in a group. † The study found that Whites in a diverse group process information more thoroughly. They had no interaction with a diverse group member, it was simply being aware of a diverse group composition, which impacted the cognition of White members. It even improved reading comprehension of race-relevant passages, especially when Whites expected to have race-relevant conversation. This is important in a legal context as well. If a White juror’s cognitive ability, and information processing is improved they will use systematic processing which is â€Å"A comprehensive, analytic orientation to information processing in which perceivers access and scrutinize a great deal of information for its relevance to their judgment task†, instead of heuristics processing or shortcuts in their decision making (Tamborini et al. 2007). The Supreme Court attempted to make juries more racially diverse â€Å"Batson prohibition against race-based peremptories was based on two assumptions: (1) a prospective juror’s race can bias a jury selection judgments; (2) requiring attorneys to justify suspicious peremptories enables judges to determine whether a challenge is, indeed, race-neutral† (Batson v. Kentucky, 476 U. S. 79 (1986). To summarize the findings, White jurors tend to show their bias towards African-American defendants when the trial is not racially charged because they are not motivated to conceal their bias (aversive racism and egalitarian views). In homogenous juries Whites are more like to be bias, spend less time on their decisions, make more errors, consider fewer perspectives, are not motivated to conceal their bias. Also, when there is information overload jurors use heuristics (shortcuts) to process information, rather than a systematic review of the information. Tis effect, of using shortcuts, produces bias judgment for both African-American jurors and White jurors. All the aforementioned could be cause for the bias decision making of jurors and juries. However, there are positives that can be found throughout these studies. For instance, racially diverse juries, and race salience trials can help alleviate the biases by jurors and juries. It also proves that not all White juries are affected by the race of a defendant (in certain situations). Race and its effect on jury decisions is a topic that will be studied for years to come because of the complex nature of a jury and modern racism. Although studies have shown bias decision-making by White jurors there is still not enough statistics to make a causal connection. Research has also shown ways in which a jury’s bias can be minimized. The jury is one of the backbones of the court system, because of this, it is imperative that we continue to study juror bias and how to minimize their bias through different trial techniques and policies and procedures.

Act One Plot Summary of Pygmalion

Act One Plot Summary of Pygmalion George Bernard Shaw wrote over forty plays during the course long life of 94 years. Pygmalion, written in 1913, became his most famous work. Check out our article on Shaws biography to learn more about his life and literature. Quick Synopsis Its the tale of a conceited professor of linguistics, Henry Higgins, and the brash, incorrigible young woman named Eliza Doolittle. Higgins sees the cockney girl as a great challenge. Can she learn to speak like a refined English lady? Higgins endeavors to transform Eliza in his own image, and he gets much more than he ever bargained for. Pygmalion in Greek Mythology The title of the play is derived from ancient Greece. According to Greek Mythology, Pygmalion was a sculptor who created a beautiful statue of a woman. The gods grant the artist a wish by making the sculpture come to life. The main character in Shaws play is not a sculptor; however, he does become enamored with his own creation. Plot Summary of Act One Professor Henry Higgins wanders the streets of London, absorbing the local color and studying the various dialects those around him. A crowd of people huddle together, due to the sudden downpour of rain. A wealthy woman tells her adult son, Freddy to hail a taxi. He complains but obeys, bumping into a young woman selling flowers: Eliza Doolittle. She asks a man to buy flowers from her. He declines, but gives her spare change, for charitys sake. Another man warns Eliza that she should be careful; a stranger has been writing down every word she has been saying. The stranger is Prof. Henry Higgins who reveals his shorthand notes. She is distressed, thinking that she is in trouble. Henry rebukes her: HIGGINS: Dont be ridiculous. Whos hurting you, you silly girl? The crowd gives Higgins a hard time when they realize he is a gentleman instead of a policeman. At first, the citizens are quite concerned about the poor flower girl. Eliza expresses her distress (and reveals the nature of the crowd) in the following quote and subsequent stage direction: ELIZA: I aint done nothing wrong by speaking to the gentleman. Ive a right to sell flowers if I keep off the kerb. (Hysterically) Im a respectable girl: so help me, I never spoke to him except to ask him to buy a flower off me. (General hubbub, mostly sympathetic to the flower girl, but deprecating her excessive sensibility. Cries of Dont start hollerin. Whos hurting you? Nobodys going to touch you. Whats the good of fussing? Steady on. Easy, easy, etc., come from the elderly staid spectators, who pat her comfortingly. Less patient ones bid her shut her head, or ask her roughly what is wrong with her. (...) The flower girl, distraught and mobbed, breaks through them to the gentleman, crying mildly.) Oh, sir, dont let him charge me. You dunno what it means to me. Theyll take away my character and drive me on the streets for speaking to gentlemen. Prof. Higgins listens to peoples accents and cleverly recognizes where they are from and where they have been. The crowd is both impressed and perturbed at his uncanny abilities. The rain stops and the crowd disperses. Colonel Pickering, the man who gave Doolittle spare change, is intrigued by Higgins. The professor explains that he can identify a persons origins based solely on phonetics, the science of speech. Meanwhile, Eliza is still nearby, sulking and muttering to herself. Higgins complains that the flower girls speech is an insult to the majestic English language. Yet he also boasts that he is so skilled in phonetics that he could train her to speak like royalty. Pickering reveals his name, explaining that he has written a book on Indian dialects. By coincidence, Higgins had been hoping to meet the distinguished Colonel, just as Col. Pickering had been hoping to meet Higgins. Delighted by their chance encounter, Higgins insists that Pickering stay at his home. Before they leave, Eliza begs them to buy some of her flowers. Higgins drops a large amount of coins into her basket, amazing the young woman who very likely has never paid so much. She celebrates by taking a taxi cab home. Freddy, the wealthy young man who originally hailed the taxi says Well, Im dashed, in response to the flower girls confident attitude.

Chronological Order Essays - Occitan People, Pierre De Fermat

Chronological Order Essays - Occitan People, Pierre De Fermat Chronological Order -399 pythagoreans discover irrational numbers -240 Eratosthenes determines circumference of earth -230 Archimedes determines fromulas for the area of a secton of a parabola formulas for the area of a section of a parabola -200 Appollonius studies conic sections -200 Euclid writes Elements -100 Hipparchus develops the trig tables 825 Al-Khowarizmi uses Zero 1525 Rudolff introduces the radical sign 1535 Tartaglia solves cubic equations 1545 Square roots of negative numbers 1557 Recorde introduces the equals sign 1565 Goldbach states famous conjecture 1614 Napier invents logarithms 1614 Briggs uses base 10 logarithms 1621 Harriot introduces the inequality signs 1630 Oughtred invents the slide rule 1637 Descartes creates analytic geometry 1641 Descartes' Geometrie was published 1654 Pascal and Fermat discuss theory of probability in their correspondence 1655 Wallis introduces the symbol for infinity 1660 Fermat leaves last theorem 1665 Newton invents calculus 1669 Barrow discovered the general solution for the tangent line to a curve 1675 Leibniz invents calculus 1696 L'Hopital wrote the first text on differential calculus 1715 Brook Taylor's published account of polynomial approximations of transcental functions 1742 Goldbach states famous conjecture 1748 Agnesi writes Foundations of Analysis 1755 Euler shows that ePi i + 1 = 0 that epi i + 1 = 0 1770 Lambert proves pi is irrational 1773 Saccheri writes Euclid Freed of Every Flaw 1797 Lagrange proved the Mean Value Theorem 1814 Argand graphs imaginary numbers 1828 Gauss determines the convergence of infinite series 1830 Galois writes agout group theory 1842 Lovelace describes how to program Babbages Analytical Engine 1854 Riemann creates elliptic geometry 1854 Cayley uses matrices in solving equations 1858 Mobius strip is discovered 1888 Kovalevski is the first woman to earn a doctorate in mathematics 1895 Cantor creates transfinite numbers 1905 Einstein publicly formulated his theory on relativity 1910 Whithead and Russell write Principia Mathematica 1919 Alice Hamilton is Harvard's first female professor 1931 Godel publishes incompleteness theorems 1942 ENIAC, the first electronic computer is invented 1974 Mrs. Greminger became a mathematics instructor at Valle High School 1975 Bill Gates started his computer company Microsoft 1976 Four color map problem is solved 1998 Mrs. Moll became a mathematics instructor at Valle High School

Position paper Essay Example | Topics and Well Written Essays - 750 words - 3

Position paper - Essay Example During the ancient times buildings was a reflection of nature and the culture of the people. Aesthetic value of a house was considered important in architecture. However, modernity has changed everything. Tall buildings and malls are built in a plain. There is no uniqueness in the buildings that makes them appealing. Buildings no longer resonate with nature thus making it difficult for people to connect with the buildings. Formerly, a person could look at a building and immediately know the culture of the people or the resources available in the land in which it was constructed. The current housing designs are intended to meet the housing needs of the population. Aesthetic beauty of the buildings is not the main concern of the architects. Habitability of a house is what matters in the construction of a house. The buildings have, therefore, lost touch with the community in which they are built. The housing designs in America are just similar to the designs in Asia and other parts of the world. This means that buildings no longer have the cultural and natural appeal that existed before. Identity has been lost in the modern age architecture. Regional distinction of houses is no longer possible due to the similarity of houses. The break from the past in the modern age in the field of architecture is misplaced. The argument that advancement in technology and science should affect the design of buildings is wrong. The culture of the people may have changed but that does not justify a total migration from traditional designs to modern designs. A good number of people still value things that resonate with nature. People want things that they can easily connect with. This is why hotels and parks that have the natural look attract a high number of people. It is wrong to presume that modernity killed aesthetic significance that was attached to buildings. The

Re-Educating Healthcare Providers On Hand Hygiene Practice Essay

Re-Educating Healthcare Providers On Hand Hygiene Practice - Essay Example Resistance to change may originate from the organizational level as well as the local level (Anderson & Ackerman-Anderson, 2010). In the organization, the employees may not accept change because of the implications the change process may have on them. Locally, the change process may have effects that are likely to compromise the normal life of the individuals. To effect such a change, proper education is necessary for both the parties that will be affected by the change. Poor sponsorship of change may also affect the implementation and the sustainability of change. It may originate from the organizational or national practicum. The executives are necessary for the support of the change. Lack of the involvement of the executive may lead to poor resource allocation and support towards the change program (Cameron & Green, 2012). In response to the lack of sponsorship, the change will lack support as well as resources to implement it. Communication failures may arise from the organizatio nal setup. Poor communication of a given change may lead to ineffective reception and implementation of change (Anderson & Ackerman-Anderson, 2010). In an organizational setup, poor communication with employees, the executives, and the other stakeholders may hinder change. In response to the poor communication, the stakeholders may ignore the change or develop politics towards it.If the change is not well implemented, the organization entanglements will increase. This may result in organization, politics, and frictions