Slavery :: Slavery Essays

Escaping from slavery in 1838 had to be a treacherous experience; escaping slavery at any time would be! Most slaves couldn’t read or write, but one slave, Fredrick Douglass, broke that barrier and many more. In this particular writing he uses a wide-open state of mind to clearly get his thoughts across. He does this by using a wide variety of diction along with sentence fluency. An example can be seen in every sentence of every paragraph. â€Å"I saw in every white man an enemy, and in almost every colored man cause for distrust. It was a most painful situation; and, to understand it, one must needs experience it, or imagine himself in similar circumstances.† His narrative point of view about slavery, or rather first person experience on slavery, is expressed throughout as he explains slavery as being both life and death. How someone can write with such strong emotion, is beyond me, but Douglass does more than that. He captures and captivates the reader into thinking about and imagining his experiences. Through the use of concrete language, Fredrick Douglass, relates his readers to the life of a slave while at the same time explaining how one could never understand unless he experiences the hardships of slavery on his own. Fredrick Douglass has such a talent at pulling his readers into the writing and making them envision what is happening, that anyone could fall in love with his writing. An example can be found in,† There I was in the midst of thousands, and yet a perfect stranger†¦Ã¢â‚¬  Another common figure of speech found many times within the passage is the use of metaphors. Some are seen in,†I felt like one who had escaped a den of hungry lions†, â€Å"†¦being seized upon by his fellow-man, as the hideous crocodile seizes upon his prey!†, and â€Å"†¦among fellow-men, yet feeling as if in the midst of wild beasts.† By using such metaphors, Douglass is helping his readers better imagine his emotions. Each sentence flows fluidly and without imperfection. There are no apostrophes or harsh-sounding words that do not belong or fit among the others. The words fit together perfectly, as do the ideas in order to make a remarkable essay filled with emotion.

No Child Left Behind vs. Inequalities Essay

The American educational system suffers from a wide disparity between the poor and rich schools in the country. Race relations is a prominent cause of the problem wherein the white-dominated school districts get the most funding and government support while non-white children live in poverty, academic underachievement, indifferent government officials and hopelessness. The No Child Left Behind Act seeks to lessen this disparity by equalizing governmental funding, ensuring a competent teaching workforce and instilling a system of accountability. However, like many other laws, No Child Left Behind has its shortcomings and needs re-examination and/or fine tuning to ensure its effectiveness. No Child Left Behind Act of 2001 and the Issues in Jonathan Kozol’s Book Through the book Savage Inequalities: Children in America’s Schools, Kozol (1991) made several noteworthy points such as (1) many schools in poverty-stricken areas have non-white children comprising the majority of their student populations, (2) poor, run-down schools in non-white neighborhoods view themselves as serving those children who have little value to the country, (3) students, school administrators, public officials and community residents have a shared feeling of hopelessness for their plight and nobody is willing to be accountable for the problem, and (4) increased funding for the poorest schools in America can make a difference if this is accompanied by a change in the society’s attitude (pp. 82, 114, 243). Former US President George W. Bush signed â€Å"The No Child Left Behind Act (NCLB) of 2001† into law on January 8, 2002 as part of his educational reform agenda (â€Å"No Child†, 2007). The Act sought for immense transformation in America’s K-12 education by underscoring four principles: (1) greater accountability for results, (2) increased flexibility and local control, (3) expanded options for parents, and (4) an emphasis on proven and effective teaching methods (â€Å"New Jersey†, 2006). The four principles are aligned with the areas of racial inequalities among schools as identified by Kozol (Check, 1992, p. 1) which include funding, governmental assistance, political support, buildings upkeep, quality of educators, availability of and funding for school supplies, extra-curricular facilities, overcrowding and accountability system (Warner, 2002, n. d. ). Extent of Effectiveness of the Act Some of No Child Left Behind’s remedies are more pronounced in student academic performance. Thompson and Barnes (2007) cite that albeit slow progress, NCLB yields favorable results in strengthening student academic achievement. For example, scores in mathematics among 4th and 8th graders from 2003 to 2005 increased nationwide with scores for Hispanic and African American students showing significant improvement in the same period. Further, 4th graders’ national average scores in reading improved while achievement gap between African American and Hispanic 4th graders narrowed slightly from 2003 to 2005 (p. 16). More than two-thirds of the states also reported that test scores disparity in terms of race, income, or language background has lessened or stayed the same (Rentner et. al. , 2006 as cited in Thompson and Barnes, 2007, p. 16). On the contrary, the mostly debated shortcomings of the law fall in three areas. First, its stringent assessment and reporting requirements forced educators to allocate instructional time in preparation for assessment thereby suppressing creative learning in the classroom. Secondly, the Department of Education has failed to immediately ensure and monitor that the states comply with the NCLB’s teacher quality provisions; this being done only two years after the effectivity of the law. Lastly, fund disbursements in some states primarily devoted to professional development were done without full consideration of effectiveness or content quality of the trainings (Thompson and Barnes, 2007, pp. 19-20). Conclusion In summary, the NCLB has laid the foundations for educational reform and academic equality but continuous evaluation is essential to make the law work for all. References Check, J. (1992). Book Review: Savage Inequalities: Children in America’s Shools, by Jonathan Kozol. The Quarterly, 14 (3). Retrieved April 10, 2009, from http://www. nwp. org/cs/public/print/resource/1139 Kozol, J. (1991). Savage Inequalities: Children in America’s Schools. New York: Harper Collins New Jersey No Child Left Behind. (2006). Retrieved April 10, 2009, from http://www. nj. gov/education/grants/nclb/

Gender Differences Using Face Book - 2360 Words

GENDER DIFFERENCES IN USING OF FACE BOOK – A CASE STUDY OF ERITREA Dr.Repalli. Vinod Associate Professor Department of Business Management Bomma Institute of technology and Science Allipuram, khammam Behind Eenadu office Telangana INDIA - 507318 Mail id: dr.vinodrepalli@gmail.com Correspondence address: Repalli.vinod h.no: 1-427,PNR DUPLEX VENTURE GOLLAGUDEM ROAD NEAR INDIAN GASS GODOWN KHAMMAM PIN: 507002 MOBILE NO:8374575452 ABSTRACT: This study examined the gender usage of face book. The survey was administrated to random sample of 200 face book users of two cities in Eritrea Asmara and Massawa, in 2015, December. Face book, which is one the most popular and being most widely used social network, is investigated in this study. The analysis of the results showed that face book usage can be categorized under Economic Characteristics of Respondents of Face book Users, Frequently of using face book, Main reason for using face book, frequently updating face book, setting to see your friends list, status and posts. Significant differences were found between genders in all the purposes mentioned. Keywords: Face book, gender, social network, investigated, frequently. INTRODUCTION: INTRODUCTION: Face book is a social networking site it makes the world open and connected. Social networking sites facilitate connecting people based on shared interests, friendship, values, membership in particular groups (i.e., friends, professional colleagues, music, movies), etc. It makes itShow MoreRelatedHow Gender Myths Are Hurting Our Relationships1146 Words   |  5 Pagesanything they wish. 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History Of The Boston Massacre - Free Essay Example

Sample details Pages: 3 Words: 846 Downloads: 6 Date added: 2019/08/02 Category History Essay Level High school Tags: Boston Massacre Essay Did you like this example? On March 5, 1770, colonists in the town of Boston decided that they wanted no more of the British soldiers on their street corners and doorsteps, and they took action (John Adams, Architect of American Government). What started that day as the seemingly harmless throwing of snowballs and calling of names resulted in anger building and, ultimately, in the fatal shooting of five colonists (Wallenfeldt). What caused this event that is remembered in this country even today, over two hundred years later? The Townshend Acts and the presence of the British soldiers there to enforce the new taxes resulting from those Acts gave way to violence that rang through the streets of Boston on that cold March day (bostonmassacre.net).. Don’t waste time! Our writers will create an original "History Of The Boston Massacre" essay for you Create order Following the French and Indian War, England needed a way to regain the money they had spent, and they saw the Townshend Acts as a way to do just that (Wallenfeldt). The Townshend Acts imposed direct revenue dutiesthat is, duties aimed not merely at regulating trade but at putting money into the British treasury. These were payable at colonial ports and fell on lead, glass, paper, paint, and tea (Wallenfeldt). Colonists found it difficult to support themselves along with paying for Englands war with France, and these taxes made them angry (bostonmassacre.net). It was the second time in the history of the colonies that a tax had been levied solely for the purpose of raising revenue (Wallenfeldt). After the Townshend Acts was passed, the colonists refused to buy any taxed products (Wallenfeldt). They started trying to make the British soldiers miserable by calling them names and destroying their property (Wallenfeldt). The soldiers felt that they needed protection from the colonists (W allenfeldt). Parliament answered British colonial authorities request for protection by dispatching the14th and 29th regiments of the British army to Boston, where they arrived in October 1768. The presence of those troops, however, heightened the tension in an already anxious environment (Wallenfeldt). On the evening of March 5, following a dispute between a British sentry and a colonist, an unruly crowd of colonists confronted eight British soldiers and their captain. The volatile crowd refused to obey orders to disperse and threw oyster shells, chunks of ice, and other objects at the soldiers (Wallenfeldt). In the confusion, one of the soldiers, who were then trapped by the patriot mob near the Customs House, was jostled and, in fear, discharged his musket. Other soldiers, thinking they had heard the command to fire, followed suit (Wallenfeldt). Five colonists, including Crispus Attucks, died (John Adams, Architect of American Government). Crispus Attucks was a black sailor who likely was a fo rmer slave (Wallenfeldt). Hoping to prevent further violence, Lieut. Gov. Thomas Hutchinson, who had been summoned to the scene and arrived shortly after the shooting had taken place, ordered Preston and his contingent back to their barracks, where other troops had their guns trained on the crowd (Wallenfeldt). Hutchinson then made his way to the balcony of the Old State House, from which he ordered the other troops back into the barracks and promised the crowd that justice would be done, calming the growing mob and bringing an uneasy peace to the city (Wallenfeldt). By the next morning Preston and the seven soldiers that he led were under arrest as was the sentry whom they had sought to rescue. A town meeting produced a demand for the removal of all the troops, and by March 11 both the 14th and 29th regiments had decamped to Castle William in Boston Harbour (Wallenfeldt). Ninety-six people said they were eyewitnesses to the murder of the colonists by the British soldiers (Wallenfeldt). James Forrest, a British sympathizer, approached lawyer Josiah Quincy, Jr., to represent Forrests friend Preston and the other British defendants. Quincy and another colonial lawyer, Robert Auchmuty, Jr., agreed to take the case only if John Adams were part of the defense team (Wallenfeldt). A loyalist merchant came to Adamss law office and asked that he defend Captain Preston and the soldiers against charges of murder. Although committed to freedom from British tyranny, Adams agreed. He believed that every person accused of a crime should have counsel and a fair trial (John Adams, Architect of American Government). Nobody could have predicted the effect that the Townshend Acts and British occupation of the American colonies would have had. The British must have thought that it was their right to impose taxes on their own citizens. The colonists were probably thinking that moving to the colonies and separating from British rule was their right as people. As is common when humans think only from their own point of view, and not that of others, the effect of these opinions led to anger and frustration. That anger and frustration led to attacks on both opposing sides. Those attacks in turn led to violent acts resulting in death. Much can be learned from the mistakes of these two peoples. If we learn to respect others rights and treat others the way we would like to be treated, lives can be spared, respect can be earned, and peace can be attained.

Culture Wars The Struggle to Define America by James...

Abortion, school prayer, gay rights, gun politics and many more are all a part of the list of controversies that divide our country. A culture war is a conflict between groups with different ideals, beliefs, and issues. James Davison Hunter’s book, Culture Wars: The Struggle to Define America, shows that these issues â€Å"are not isolated from one another but are part of a fabric of conflict which constitutes nothing short of a struggle over the meaning of America. Unlike the religious and cultural conflict that historically divided the nation, the contemporary culture war is fought along new and, in many ways, unfamiliar lines† (Hunter). Hunter argued that two definable polarities existed in the major issues of the war. The new shift in†¦show more content†¦The Republican Party think that the Fourteenth Amendment’s protections should apply to unborn children and the unborn child should have the fundamental right to life. However, the Democratic Party strongly disagree with this idea to a fundamental right to life. â€Å"Democrats stand behind the right of every woman to choose. [They] believe it is a constitutional liberty† (Democratic Party Platform). They fully support a woman’s right to make decision regarding her own pregnancy and health. Abortion is a personal decision between a woman and her doctors, therefore it is not a place for the government to get in the way. While the Democratic Party is pro-choice, they believe that abortion should be safe, legal, and rare. These two widely different stances on the issue stem primarily from religious and moral influence. Abortion is not an issue that can be played in the middle. There is one side or the other, and people make their choices based on their morals and religious preferences. The next big issue in the American cultural war is the controversy of whether or not school prayer should take place. The Republican Party supports the idea of voluntary, student-led prayer but not the idea of teacher-led prayers. One of the main focuses is to â€Å"return voluntary school prayer and enforce the Republican legislation that guarantees equal access to school facilities by student religious groups† (Republican Party Platform ). The Democratic Party had a similar

Case Study for Clinical Microbiology A Model Enteric Pathogen

Question: 1. Based on the information presented, what is the primary diagnosis?2. Which of the biochemical tests presented is MOST distinctive for this organism? Why?3. Which of the above test results is most selective/differential for this diagnosis? Why?4. Differentiate between Vi and H serotyping. What is being tested (antibody or antigen) and identify the location of each on the microorganism. Answer: Case study 1-Mariya 1. Ova and parasite analysis of Marias stool revealed the presence of trophozoites with centrally located bands and two eccentrically located nuclei. The cysts were thin-walled, smooth and 8-12 m wide. From this description, it can be interpreted that Maria had a Giardia lambia infection. 2. Marias report shown that that there was absence of C. difficile, the cyst were definitely belongs to some parasitic group. The cysts were oval shaped and the length was also similar to the Giardia cysts, 8-12 m approximately. The distinct nature of the centrally located bands with eccentrically located nuclei and prominent central karyosome showed similarity with Giardia parasite. In addition, her history identified that she had fieldwork in Colorado, where she worked with animals and contaminated water. Giardia lamblia is a water-borne pathogen. Usually, symptoms of giardiasis appear after one to three weeks of infection. The time scaled mached with her externship. 3. The centrally located bands often seen in the identified parasite Giardia lambia, are known as Axostyle. It helps the parasite by providing support and helps in motility. 4. Physician could suspect Cryptosporidium parvum, which is one of the major causes of water-borne disease in US. Cyclospora cayetanensis and Entamoeba histolytica have very similar symptoms, which could be suspected, but these are mainly acquired during travelling to tropical areas. 5. Recommended timing for the diagnosis of intestinal parasites usually varies according to different diagnostic kits. Three specimens are usually collected for increasing the chance of detecting correct parasite, as parasites shed intermittently. However, the procedures should be completed on separate days, separate times (Cheng, 2012). 6. In ova and parasite analysis, both concentrate and permanent stained slides are required. It is because, concentrate wet mount exhibits motility of the parasites, but unable to identify the features of cysts and trophozoites. Wet mounts are easy to perform and faster procedure. On the other hand, the trichrome stained slides help to examine parasitic ova and cyst morphology and allow to preserve the specimen. It also gives the confirmation of parasites identity. 7. When the physician ordered C. difficile, he suspected that the pathogen might passed in feces and transmitted through fecal oral route. Maria was likely to live in an unhygienic environment, when she was working with animals in the sanctuary. On the other hand, C. difficile infection is usually caused because antibiotics destroy normal flora and allows this organism to overgrow. 8. Marias history showed her practice of consuming old antibiotics. In spite of having little stomach ache a diarrhea, however, the antibiotics could have killed the normal flora, which helped the overgrowth of C. difficile. 9. The C. difficile toxin assay is based on the polymerase chain reaction or PCR reaction. In the first step, increasing heat to 95 C, the DNA in the sample are denatured and the strands are separated. In the next step, primers are added at lowered temperature, these primers bind to the specific genes of interest. Then, with heat resistant DNA polymerase enzyme, sequences are copied on each half of the helix (Cheng, 2012). The process is then repeated for 30 to 40 cycles to produce billions of DNA copies. 10. The C. difficile toxin assay is favored over culture, as a method of diagnosing this disease because the culture required 2-3 days to grow. Cutlture method cannot distinguish between colonization and overgrowth of a microorganism. On the other hand, PCR method is faster and provides accurate results. This process is very sensitive towards the toxin B. However, the assay is much costly compared to the conventional culture technique (Wensaas et al., 2012). Case study 2: 22 years old male 1. Based on the information presented in the case study, the primary diagnosis was that the patient was suffering from an enteric disease. The patient revealed that when he was bin India, he experienced watery diarrhea. Other vital signs were normal. His present symptoms were intermittent and generalized sweating with chills, fatigue, myalgia, left parietal headache and malaise. The test results suggested that the organism was a gram-negative non-fecal coliform bacterium. The differential diagnosis, biochemical results and serotyping tests confirmed the presence of S. typhimurium. 2. Within the biochemical tests done for identifying the microorganism in the patients feces, the SIM or the Sulfide-Indole-Motility medium is the best for differentiating the organism from the others similar organisms. It is because, this tests is performed for distinguishing between E. coli and S. enterica. Three distinctive characteristics can be analyzed through this test, the ability to produce sulfide, indole and mortility. E. coli is fecal coliform, thus produce indole, but S. enterica, being a non-fecal coliform, does not produce indole, which is a distinctive feature (Broz, Ohlson Monack, 2012).. On the other hand, Salmonella sp. has the ability to produce H2S, which E. coli cannot. Therefore, this is the most distinctive test. In contrast, TSI gives positive results for Salmonella and Shigella. 3. Within all the tests, including the biochemical, serotyping and susceptibility tests, the most selective or differential test is the setotyping test, the slide agglutination test with Salmonella polyvalent O antigen antiserum and Vi antigen antigen antiserum. It is the test, which can precisely indentify the presence of S. typhi within its other serotypes. As the patients sample showed a negative oxidase, urease and indole test, the sample was tested for agglutination with polyvalent O and Vi antiserum. The agglunitation is seen due to the interaction within specific antigen and antibody, thereby specifiying the organism. The agglutination of the sample O antigen indicates the somatic antigens are present in the antisera (Khan et al., 2012). On the other hand, the agglutination with Vi antiserum indicates the presence of heat sensitive capsule present in S. typhi species. Thus, it is the most distinctive test. 4. The serotyping characterization is done on the basis of immunologic reactivity of two surface structures; the O antigen is the lipopolysaccharide and the H antigen is the flagellin protein. The O antigen is a carbohydrate antigen; it is the most important one for determining serotype. This antigen is found in the LPS of the organism (Khan et al., 2012). On the other hand, H antigen is a protein antigen, found in the flagella of the organism. In both cases, antigen is tested. Reference List Broz, P., Ohlson, M. B., Monack, D. M. (2012). Innate immune response to Salmonella typhimurium, a model enteric pathogen.Gut microbes,3(2), 62-70. Cheng, T. C. (2012).General parasitology. Elsevier. Khan, S., Harish, B. N., Menezes, G. A., Acharya, N. S., Parija, S. C. (2012). Early diagnosis of typhoid fever by nested PCR for flagellin gene of Salmonella enterica serotype Typhi.The Indian journal of medical research,136(5), 850. Wensaas, K. A., Langeland, N., Hanevik, K., Mrch, K., Eide, G. E., Rortveit, G. (2012). Irritable bowel syndrome and chronic fatigue 3 years after acute giardiasis: historic cohort study.Gut,61(2), 214-219.

The Two Foscari Monologue Essay Summary Example For Students

The Two Foscari Monologue Essay Summary A monologue from the play by Lord Byron NOTE: This monologue is reprinted from Lord Byron: Six Plays. Lord Byron. Los Angeles: Black Box Press, 2007. MARINA: That\s false! A truer, nobler, trustier heart, More loving, or more loyal, never beat Within a human breast. I would not change My exiled, persecuted, mangled husband, Oppress\d but not disgraced, crush\d, overwhelm\d, Alive, or dead, for prince or paladin In story or in fable, with a world To back his suit. Dishonour\d!—he dishonour\d! I tell thee, Doge, \tis Venice is dishonour\d; His name shall be her foulest, worst reproach, For what he suffers, not for what he did. \Tis ye who are all traitors, tyrant!—ye! Did you but love your country like this victim Who totters back in chains to tortures, and Submits to all things rather than to exile, You\d fling yourselves before him, and implore His grace for your enormous guilt. We will write a custom essay on The Two Foscari Monologue Summary specifically for you for only $16.38 $13.9/page Order now