Biography of Jefferson Davis, Confederate President

Jefferson Davis  (born Jefferson Finis Davis; June 3, 1808–December 6, 1889) was a prominent American soldier, secretary of war, and political figure who became the president of the Confederate States of America, a nation formed in rebellion to the United States. Before becoming a leader of the slave states in rebellion, he was  viewed by some as a  plausible future president of the United States. Fast Facts: Jefferson Davis Known For:  Davis was the president of the Confederate States of America.Also Known As:  Jefferson Finis DavisBorn:  June 3, 1808  in Todd County, KentuckyParents: Samuel Emory Davis and Jane DavisDied: December 6, 1889  in New Orleans, LouisianaEducation: Transylvania University, U.S. Military Academy at West PointPublished Works:  The Rise and Fall of the Confederate GovernmentSpouses: Sarah Knox Taylor, Varina HowellChildren: 6Notable Quote: Are we, in this age of civilization and political progress†¦to roll back the whole current of human thought, and again return to the mere brute force which prevails between beasts of prey, as the only method of settling questions between men? Early Life and Education Jefferson Davis grew up in Mississippi and was educated at Transylvania University in Kentucky for three years. He then entered the U.S. Military Academy at West Point, graduated in 1828, and received a commission as an officer in the U.S. Army. Early Career and Family Life Davis served as an infantry officer for seven years. After resigning his military commission in 1835, Davis married Sarah Knox Taylor, the daughter of  Zachary Taylor, the future president and Army colonel. Taylor strongly disapproved of the marriage. The newlyweds moved to Mississippi, where Sarah contracted malaria and died within three months. Davis himself contracted malaria and recovered, but he often suffered lingering effects from the disease. Over time, Davis repaired his relationship with Zachary Taylor and he became one of Taylors most trusted advisers during his presidency. Davis married Varina Howell in 1845. They remained married for the rest of his life and had six children, three of whom lived to adulthood. Cotton Plantation and Start in Politics From 1835 to 1845, Davis became a successful cotton planter, farming on a plantation called Brierfield, which had been given to him by his brother. He also began buying slaves in the mid-1830s. According to the federal census of 1840, he owned 39 slaves. In the late 1830s, Davis took a trip to Washington, D.C.  and apparently met President  Martin Van Buren. His interest in politics developed, and in 1845 he was elected to the U.S. House of Representatives as a Democrat. The Mexican War and Political Rise With the beginning of the  Mexican War  in 1846, Davis resigned from Congress and formed a volunteer company of infantrymen. His unit fought in Mexico, under General Zachary Taylor, and Davis was wounded. He returned to Mississippi and received a heros welcome. Davis was elected to the U.S. Senate in 1847  and obtained a powerful position on the Military Affairs Committee. In 1853, Davis was appointed secretary of war in the cabinet of President  Franklin Pierce. It was probably his favorite job, and Davis took to it energetically, helping to bring important reforms to the military. His interest in science inspired him to  import camels  for use by the U.S. Cavalry. Secession In the late 1850s, as the nation was splitting over the issue of slavery, Davis returned to  the U.S. Senate. He cautioned other southerners about secession, but when slave states started leaving the Union, he resigned from the Senate. On January 21, 1861, in the waning days of the administration of  James Buchanan, Davis gave a dramatic farewell speech in the Senate and pleaded for peace. President of the Confederate States of America Jefferson Davis was the only president of the Confederate States of America. He held the office from 1861 until the collapse of the Confederacy at the end of the Civil War, in the spring of 1865. Davis never campaigned for the presidency of the Confederacy in the sense that politicians in the United States campaign. He was essentially selected to serve and he claimed not to be seeking the position. He began his term with widespread support within the states in rebellion. Opposition As the Civil War continued, Davis critics within the Confederacy increased. Before secession, Davis had consistently been a forceful and eloquent advocate for states rights.  Ironically, he became inclined to impose the rule of a strong central government as he tried to manage the Confederate government. Strong states rights advocates within the Confederacy came to oppose him. Besides his choice of Robert E. Lee as commander of the Army of Northern Virginia, Davis is mostly deemed a weak leader by historians. Davis was seen as prickly, a poor delegator, overly involved in details, wrongly attached to defending Richmond, Virginia, and guilty of cronyism. Most historians agree that he was far less effective as a leader during wartime than his counterpart, President Abraham Lincoln. After the War Following the Civil War, many in the federal government and the public believed Davis to be a traitor responsible for years of bloodshed and the deaths of many thousands. There was a strong suspicion that Davis had been involved in the  assassination of Abraham Lincoln. Some accused him of having ordered Lincolns murder. After Davis was apprehended by Union cavalry while trying to escape and perhaps keep the rebellion going, he was locked up in a military prison for two years. For a time he was kept in chains, and his health suffered from his rough treatment. The federal government eventually decided not to prosecute Davis and he returned to Mississippi. He was financially ruined, since he had lost his plantation (and, like many other large landholders in the south, his slaves). Later Years and Death Thanks to a wealthy benefactor, David was able to live comfortably on an estate, where he wrote a book about the Confederacy, The Rise and Fall of the Confederate Government. In his final years, in the 1880s, he was often visited by admirers. Davis died on December 6, 1889. A large funeral was held for him in New Orleans and he was buried in the city. His body was eventually moved to a large tomb in Richmond, Virginia. Legacy Davis, in the decades before the Civil War, served admirably in a number of positions within the federal government. Before becoming a leader of the slave states in rebellion, he was  viewed by some as a  possible future president of the United States. But his accomplishments are judged differently from other American politicians. While he held the Confederate government together in nearly impossible circumstances, he was considered a traitor by those loyal to the United States. There were many Americans who believed he should have been tried for treason and hanged after the Civil War. Some advocates for Davis point to his intellect and relative skill in governing the rebel states. But his detractors note the obvious: Davis strongly believed in the perpetuation of slavery. The veneration of Jefferson Davis remains a controversial subject. Statues of him appeared throughout the south following his death, and, because of his defense of slavery, many now believe those statues should be taken down. There are also periodic calls to remove his name from public buildings and roads which had been named in his honor. His birthday continues to be celebrated in several southern states, and his presidential library opened in Mississippi in 1998. Sources Cooper, William C., Jr. Jefferson Davis, American. Alfred A. Knopf, 2000.  McPherson, James M. Embattled Rebel: Jefferson Davis as Commander in Chief. Penguin Press, 2014.  Strode, Hudson. Jefferson Davis: Confederate President. Harcourt, Brace and Company, 1959.

Essay Questions On Sleepless Nights - 2127 Words

Nick Flint English 2010 Oct 7, 2014 To Go Or Not To Go? Sleepless nights. Worry. Avoiding the often asked questions: â€Å"Are you going to college? Where? When? For What?† These are some of the frustrations of a high school student nearing the end of his high school education. All the while he or she is wondering, â€Å"Is college worth it?† They rarely receive the answer they wish for. The truth is, there is no right or wrong decision. The amount of education a person receives should be catered to his or her needs and the lifestyle of his or her choice. When looking for a career, many people look at average wages and how many years of schooling are usually required. What they should be doing is matching their interests with the aspects that make up a certain career. A successful job is not one that makes the most money or has the highest social status, but one that gives a sense of fulfillment. Humans thrive off feeling like they are making a contribution to the world. Do You Have Enough Money? â€Å"Why do some students borrow more than $40,000 for a bachelor’s degree when average borrowing is only half that?† (257). This is the question Robin Wilson tries to answer in â€Å"A Lifetime of Student Debt? Not Likely†. Wilson claims that most loans bigger than $20,000 really are not necessary. Students usually get into huge amounts of debt when they choose the college of their dreams, rather than the most cost effective choice. He has spoken with many people who have acquired high amountsShow MoreRelatedCause And Effect Essay Sleep Deprivation1134 Words   |  5 Pages Shubhanker Gaur Com 1101(09) 03/17/2016 Essay 4 Cause and Effect Essay Sleep Deprivation Cause and effect Essay Sleep deprivation Most people have at least stayed awake for the entire night once during their lifetime. This behavior is common amongst individuals enrolled in High School or pursuing University degree. One might wonder how lack of sleep for the night impact him/her. 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Introduction to Ethics and Business Law Free-Samples for Students

Questions 1.Was it a term of the contract between Mikaela and Tower Flours that the almond flour would be gluten free? (5 marks) 2.Was there an implied term in Dan and Jacobs contract with Mikaela, that their wedding cake would be gluten-free? (3.Was the icing colour a condition or a warranty of the contract? (3 marks) 4.Is Mikaela still responsible for the icing being the wrong colour on Kimikos cake? Answers: 1.In the present case there is a lady namely Mikaela running a cake shop. She sources her ingredients from a shop i.e. Tower Flours. The shop owner in the case of Tower Flours is Ricky. Prior to placing an order from the shop, Mikaela asked from Ricky as to whether the flour they sell is free from gluten. She made this enquiry with the thought process that flour containing gluten might harm the customers health. In the present case the customers Dan and Jacob had ordered for almond flour cake and they had specifically made no request for the ingredients to be gluten free. From the present case it can be inferred that an online contract has been entered between Mikaela, the owner of the cake shop and Ricky, the owner of Tower Flours. However it can be understood that the terms of the contract had not been expressly mentioned in the online contract[1]. Whatever discussion and agreement had been done included the terms which were not specifically mentioned in the online contract. Hence it is essential to mention the terms and conditions in a written manner because in case there is a breach of any term or condition it can be easily contested in the court for redress. Hence there seems to be absence of an express contract. The terms have been agreed upon in an implied manner[2]. The online contract has no clear mention of the facts that the cake delivered does not contain any gluten. However it was clearly discussed in an oral manner that the almond flour that would be used for making the cake would be gluten free. The rules of commercial contracts suggest that an agreement entered between two parties must contain terms and conditions in an explicit written manner[3]. As per the common law of Australia, it is imperative that some of the important terms and conditions of a contract should be expressly mentioned. 2.In the present case there is a wedding for which a cake has been ordered. The bride and groom in this case are Dan and Jacob respectively. Herein Dan and Jacob had order a cake which had to be made from almond flour. However they had not expressly mentioned that the cake should not contain any gluten. It has been seen that Dan suffers from coeliac disease and has a severe reaction after the consumption of the cake. The order given in this case was only for a cake made out of almond flour. There was no clear instruction suggesting that the cake should be free from gluten. Thus it can be inferred that there was no implied term present which suggested that cake must be devoid of gluten. However the Australian Consumer law is applicable nationally. There are certain terms which are not mentioned clearly in a contract[4]. They can be inferred only through the intent and conduct of the parties to the contract. For example, any company has their own confidentiality policy. Thus if a staff discloses any confidential information out of the organisation, he will be held for causing breach. Usually terms are decided by parties to the contract. However rules and provisions of the consumer can imply certain terms into the contract. As per the consumer law, it is the duty of the seller to ensure that the goods sold to the customer are of high quality and does not cause any harm or damage to the customer. It is upon the court to take into consideration the existing situation[5]. On the basis of the situation the court can decide as to which term is to be considered or not to be considered to address the breach. Thus in the present case Dan and Jacob can use the provisions of th e consumer protection law to sue Mikaela for the breach of contract. However in the present case Mikaela can claim defence that she had no knowledge of the cake containing gluten. She can claim breach of contract and counter sue Ricky for not complying with the terms and conditions. She can take recourse of the provisions of the consumer laws of Australia for holding Ricky liable. She might face issues of proving the fact there was a discussion pertaining to the need of the cake being gluten free. She can take recourse of the provisions of Misrepresentation Act 1972 for her claim[6]. 3.In the present situation there is another contract entered between Kimiko, a customer and Mikaela, the owner of the cake shop. Under the case scenario, Kimiko has set certain terms and conditions prior to placement of an order. She had stated that she wanted a chocolate cake containing purple and blue icing. The purpose of the cake was for a sports function. There was a sign displayed earlier by Mikaela on the wall near the counter where it was mentioned that the organisation does not take responsibility for a warranty breach. On the delivery of the cake it was discovered by Kimiko that icing colour on the cake was green and blue. This was contrary to what Kimiko had ordered. Hence it clearly depicts the breach of a condition. It was expressly mentioned by Kimiko that there should be two characteristic of the cake. One that the cake had to be a round chocolate cake and the cake needed to have purple and blue icing[7]. The purpose of having a blue and purple icing was of significant essence as it would serve a specific purpose. Thus the negligent act on the part of Mikaela has led to a breach of condition. Kimiko is entitled to repudiate the entire contract and claim for damages. Mikaela cannot claim that the icing colour was a warranty. 4.During the order being placed, it was specifically mentioned by Kimiko that the cake should be round and be of chocolate flavour. She was very specific about the colour of the icing of being purple and blue. She was very specific about the icing as it would serve a certain purpose. Any contract is comprised of two very important terms namely conditions and warranties. Conditions are those important terms of a contract which if breached entitle the innocent party to exercise certain powers[8]. Hence the innocent party can either cancel the contract or ask the defaulting party to pay damages for the loss or breach of condition. Conditions are classified as a pre condition and subsequent condition. In both the cases they are treated as condition as a whole. In the present case the scenario suggest that the requirement set by Kimiko is a pre condition. The concept of condition can be described with an example. Suppose there is a term that a buyer of a property is entitled to vacant possession it refers to a condition. If the seller is unable to provide vacant possession, the buyer is entitled to repudiate the contract as well as claim for damages. These remedies are usually clearly mentioned in the contract[9]. The procedure that could be suggested to Kimiko is that she should first provide a notice to Mikaela citing that the breach should be made right within a specific time period. If the notice is not complied with, Kimiko can take further recourse. In case Kimiko cancels the contract due to the breach of the condition, she will be entitled to get back any advance money provided by her to Mikaela for the p reparation of the cake. References J. W Carter,Contract Law In Australia(LexisNexis Butterworths, 1st ed, 2013). J. W Carter,Cases And Materials On Contract Law In Australia(LexisNexis Butterworths, 1st ed, 2012). Eugene Clark et al,Contract Law In Australia(Kluwer Law International, 1st ed, 2013). Justin Malbon and Luke Nottage,Consumer Law Policy In Australia New Zealand(Federation Press, 1st ed, 2013). David Echeverry Botero, "Contract Interpretation Law In Australia: It Is A Maze, Not A Straight Way" (2015) 2IUSTA. Greg Marston and Tamara Walsh, "A Case Of Misrepresentation" (2008) 17Griffith Law Review. Charles E Chadman,The Elements Of The Law Of Sales Of Personal Property And Equity Or Chancery Jurisprudence(Bridge Publishing Group LLC, 1st ed, 2009). J. W Carter,Carter's Breach Of Contract(LexisNexis Butterworths, 1st ed, 2011). Neil Andrews,Contractual Duties(Sweet Maxwell, 1st ed, 2011).

The Status of Women free essay sample

A discussion of the changes in womens roles and status in contemporary society. This paper examines the status of women in the U.S. and Middle East. Their role in the political, economic and social world are explored. The climates that are the most favorable to womens emancipation and the factors that hinder their progress are outlined. Since the early 1970s, the types of activism such as consciousness raising groups, have evolved into a wider public acceptance of feminist values. Also prevalent are national womens organizations skilled at influencing government policy, as well as an array of individuals and local groups, from musicians to womens studies programs, celebrating womens uniqueness (Banaszak pg). Although, perhaps the character and definition of the womens movement has changed significantly from its origins in the 1960s to the present day, the womens movement continues to be highly relevant, not only in the United States, but globally as well. We will write a custom essay sample on The Status of Women or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Debates about womens roles and status in reference to politics, the economy and society are constantly occurring at the international level and within other nation states (Banaszak pg). This global context of womens issues is important for understanding the womens movement in the United States. Political activism in other countries can affect the discourse, activism and policy outcomes, as well as the overall vitality of the womens movement in the U.S (Banaszak pg).

L1 8 - Presentation Skills 1 ( Ans ) Essays - Presentation Software

L1 8 - Presentation Skills 1 ( Ans ) Essays - Presentation Software L1 8 - Presentation Skills 1 ( Ans ) Task 1 D B C A Task 2 Academic presentations What is the main difference between academic and secondary school presentations? Academic presentations include research , which means you need to cite references . Academic Style In academic style, you need to show authority and to establish that what you are talking about is relevant , correct and valid . Reference List You should choose references that are relevant and that also support your arguments properly . What are the two ways to cite your references? provide the reference in the slide cite it orally / verbally , e.g. as John Chan points out in his article in 2010 Structure A good structure enables the audience to follow the content very clearly . Make sure each section of your presentation is organised properly. What is Signposting? it is the outline at the beginning. it gives direction to where the presentation is leading. it is the use of citations. Language Why is Language tricky for some students? Because oral presentations use lot of spoken language and they need lots of interaction . What happens if a student just reads a presentation? dull boring low grade Be careful: Not to use very emotional language Voice, body language and interaction. Body language includes: very good eye contact ; good posture ; good facial expressions ; and a ppropriate gestures . Interaction means: ask questions create interest get your audience to ask questions Slides What is the advice for slides? best to keep it simple not to use too many fancy animations or sound effects Remember: You are the one delivering the presentation , but not the PowerPoint which is delivering the presentation. Summary Which of the following features belong to a cademic presentation'? Very well researched content Reliable references Clearly organised Good intonation Good body language Appropriate language Simple but effective slides Effective signposting Task 3 " intro 2" is better because of the following features: good eye contact; good pronunciation and articulation; confidence; any other reasonable answers . Task 4 Task 5 Ex.8.1 Task 6 Task 7 Ex.6.1

Biography of Matthew Ridgway, Korean War General

Biography of Matthew Ridgway, Korean War General Matthew Ridgway (March 3, 1895–July 26, 1993) was a U.S. Army commander who led the United Nations troops in Korea in 1951. He later served as Chief of Staff of the U.S. Army, where he advised against American intervention in Vietnam. Ridgway retired in 1955 and was later awarded the Presidential Medal of Freedom by President Ronald Reagan. Fast Facts: Matthew Ridgway Known For: Ridgway was a U.S. military officer who commanded United Nations troops during the Korean War.Born: March 3, 1895 in Fort Monroe, VirginiaParents: Thomas and Ruth RidgwayDied: July 26, 1993 in Fox Chapel, PennsylvaniaEducation: United States Military AcademySpouse(s): Julia Caroline  (m. 1917–1930), Margaret Wilson Dabney (m. 1930–1947), Mary Princess Anthony Long (m. 1947-1993)Children: Matthew Jr. Early Life Matthew Bunker Ridgway was born on March 3, 1895, at Fort Monroe, Virginia. The son of Colonel Thomas Ridgway and Ruth Bunker Ridgway, he was reared on Army posts across the United States and took pride in being an army brat. Graduating from English High School in Boston, Massachusetts, in 1912, he decided to follow in his fathers footsteps and applied for acceptance to West Point. Deficient in mathematics, he failed in his first attempt, but after extensive study of the subject he gained entry the following year. Ridgway was classmates with Mark Clark and two years behind Dwight D. Eisenhower and Omar Bradley.  Their class graduated early due to the U.S. entry into World War I. Later that year, Ridgway married Julia Caroline Blount, with whom he would have two daughters, Constance and Shirley. The couple would divorce in 1930. Early Career Commissioned a second lieutenant, Ridgway was quickly advanced to first lieutenant and then given the temporary rank of captain as the U.S. Army expanded due to the war. Sent to Eagle Pass, Texas, he briefly commanded an infantry company in the 3rd Infantry Regiment before being sent back to West Point in 1918 to teach Spanish and manage the athletic program. At the time, Ridgway was upset with the assignment as he believed combat service during the war would be critical to future advancement and that the soldier who had had no share in this last great victory of good over evil would be ruined. In the years after the war, Ridgway moved through routine peacetime assignments and was selected for the Infantry School in 1924. Rising Through the Ranks Completing the course of instruction, Ridgway was dispatched to Tientsin, China, to command a company of the 15th Infantry Regiment. In 1927, he was asked by Major General Frank Ross McCoy to take part in a mission to Nicaragua due to his skills in Spanish. Though Ridgway had hoped to qualify for the 1928 U.S. Olympic pentathlon team, he recognized that the assignment could greatly advance his career. Ridgway traveled south, where he aided in supervising free elections. Three years later, he was assigned as the military advisor to the Governor-General of the Philippines, Theodore Roosevelt, Jr. His success in this post led to his appointment to the Command and General Staff School at Fort Leavenworth. This was followed by two years at the Army War College. World War II After graduating in 1937, Ridgway saw service as the deputy chief of staff for the Second Army and later the assistant chief of staff of the Fourth Army. His performance in these roles caught the eye of General George Marshall, who had him transferred to the War Plans Division in September 1939. The following year, Ridgway received a promotion to lieutenant colonel. With the U.S. entry into World War II in December 1941, Ridgway was fast-tracked to higher command. Promoted to brigadier general in January 1942, he was made assistant division commander of the 82nd Infantry Division. Ridgway was later promoted and given command of the division after Bradley, now a major general, was sent to the 28th Infantry Division. Airborne Now a major general, Ridgway oversaw the 82nds transition into the U.S. Armys first airborne division and on August 15 was officially re-designated the 82nd Airborne Division. Ridgway pioneered airborne training techniques and was credited with turning the unit into a highly effective combat division. Though initially resented by his men for being a leg (non-airborne qualified), he ultimately gained his paratrooper wings. Ordered to North Africa, the 82nd Airborne began training for the invasion of Sicily. Ridgway led the division into battle in July 1943. Spearheaded by Colonel James M. Gavins 505th Parachute Infantry Regiment, the 82nd sustained heavy losses largely due to problems outside of Ridgways control such as widespread issues with friendly fire. Major General Matthew B. Ridgway (center), Commanding General, 82nd Airborne Division, and staff, overlooking the battlefield near Ribera, Sicily, 25 July 1943. USMHI Italy In the wake of the Sicily operation, plans were made to have the 82nd Airborne play a role in the invasion of Italy. Subsequent operations led to the cancellation of two airborne assaults and instead Ridgways troops dropped into the Salerno beachhead as reinforcements. They helped hold the beachhead and then participated in offensive operations, including breaking through the Volturno Line. D-Day In November 1943, Ridgway and the 82nd departed the Mediterranean and were sent to Britain to prepare for D-Day. After several months of training, the 82nd was one of three Allied airborne divisions- along with the U.S. 101st Airborne and the British 6th Airborne- to land in Normandy on the night of June 6, 1944. Jumping with the division, Ridgway exerted direct control over his men and led the division as it attacked objectives to the west of Utah Beach. The division advanced toward Cherbourg in the weeks after landing. Market-Garden Following the campaign in Normandy, Ridgway was appointed to lead the new XVIII Airborne Corps which consisted of the 17th, 82nd, and 101st Airborne Divisions. He supervised the actions of the 82nd and 101st during their participation in Operation Market-Garden in September 1944. This saw American airborne forces capture key bridges in the Netherlands. Troops from XVIII Corps later played a key role in turning back the Germans during the Battle of the Bulge that December. In June 1945, he was promoted to lieutenant general and dispatched to the Pacific to serve under General Douglas MacArthur. Arriving as the war with Japan was ending, he briefly oversaw Allied forces on Luzon before returning west to command U.S. forces in the Mediterranean. In the years after World War II, Ridgway moved through several senior peacetime commands. Korean War Appointed Deputy Chief of Staff in 1949, Ridgway was in this position when the Korean War began in June 1950. Knowledgeable about operations in Korea, he was ordered there in December 1950 to replace the recently killed General Walton Walker as commander of the battered Eighth Army. After meeting with MacArthur, who was the supreme United Nations commander, Ridgway was given latitude to operate the Eighth Army as he saw fit. In Korea, Ridgway found the Eighth Army in full retreat in the face of a massive Chinese offensive. Lieutenant General Matthew B. Ridgway, circa. 1951. Public Domain An aggressive leader, Ridgway immediately began working to restore his mens fighting spirit. He rewarded officers who were aggressive and conducted offensive operations when able. In April 1951, after several major disagreements, President Harry S. Truman relieved MacArthur and replaced him with Ridgway, who oversaw U.N. forces and served as military governor of Japan. Over the next year, Ridgway slowly pushed back the North Koreans and Chinese with the goal of re-taking all of the Republic of Koreas territory. He also oversaw the restoration of Japans sovereignty and independence on April 28, 1952. Chief of Staff In May 1952, Ridgway left Korea to succeed Eisenhower as Supreme Allied Commander, Europe, for the newly formed North Atlantic Treaty Organization (NATO). During his tenure, he made significant progress in improving the organizations military structure, though his frank manner sometimes led to political difficulties. For his success in Korea and Europe, Ridgway was appointed U.S. Army Chief of Staff on August 17, 1953. That year, Eisenhower, now president, asked Ridgway for an assessment of possible U.S. intervention in Vietnam. Strongly opposed to such an action, Ridgway prepared a report that showed that massive numbers of American troops would be needed to achieve victory. This clashed with Eisenhower, who wished to expand American involvement. The two men also fought over Eisenhowers plan to dramatically reduce the size of the U.S. Army, with Ridgway arguing that it was necessary to retain enough strength to counter the growing threat from the Soviet Union. Death After numerous battles with Eisenhower, Ridgway retired on June 30, 1955. He went on to serve on numerous private and corporate boards while continuing to advocate for a strong military and minimal involvement in Vietnam. Ridgway died on July 26, 1993, and was buried at Arlington National Cemetery. A dynamic leader, his former comrade Omar Bradley once remarked that Ridgways performance with the Eighth Army in Korea was the greatest feat of personal leadership in the history of the Army. Legacy Ridgway was highly decorated for his military achievements. In addition to the Congressional Gold Medal, he received a Purple Heart, the Presidential Medal of Freedom, and the Army Distinguished Service Medal. Ridgway remains a U.S. military icon and is widely admired by servicemembers. Sources Bachrach, Deborah. The Korean War. Lucent Books, 1991.ï » ¿Ridgway, Matthew. Soldier: The Memoirs of Matthew B. Ridgway. Harper Brothers, 1956.

Asian Theatre and Drama Essay Example | Topics and Well Written Essays - 1000 words

Asian Theatre and Drama - Essay Example Decked up with a number of psychological and social issues, the play brought a remarkable fame to Tagore not only within the nation but across the globe as well. The combination of pathos and the humor operating hand-in-hand within the plot of the play enables a huge scope for a prolific presentation of the play on stage. Owing to this scope, a lot of modernization and improvisations have been incorporated within the plot of the original text while performance by various dramatists. PETA’s Ang Post Office which was performed in the 4th Day of the month of September in 2010, Directed by Grady Labad and Dramaturgy framed by Rustom Bharucha and the adaptation was done by Rody Vera. The entire play gives a different dimension to the language of humanity but the presentation of the ending scene, where the protagonist Amal is lying on the bed dying builds a spectacle unforgettable. The light, sound and action of the characters the moving of the bed, and the association of all the ch aracters on stage transformed the macabre of death into a panorama worth viewing that has the strength to percolate through the mundane inhibitions and comprehension of human mind and transport the audience into some space belonging to cosmic realm . Thesis Statement This essay intends to focus on the ending scene of the performance of Tagore’s ‘Post Office’ by PETA and the intensity of its presentation through which the group is able to take the viewers on a cosmic ride almost. Before analyzing the ending scene of the PETA’s ‘Post Office’ performance, it is very eventual to introspect into the original text from which the play has actually evolved; its themes, motif and most importantly a thorough judgment of its backdrop and context should also taken into consideration. Tagore’s ‘Post Office’ is a play from the pantheon of symbolic theatre. One can trace another plot running through the main plot of the play which is allegorical nature. The allegory inherent in the play, ‘Post Office’ by Tagore les at the pivotal motif of the play or the most potent theme considered. Illusion and reality at the end of the world and the eternal battle of life and death is the crux of the play. Tagore’s own fascination for the mysticism associated with death and life after death actually glossed the play, ‘Post Office’. Tagore’s idealism for the spiritual death finds profound expression through t he presentation of Post Office. The dynamics of skepticism regarding the physical and spiritual death all through his life gets a proper expression in the play, ‘Post Office’. Amal dies a physical death, but his physical death is not his actual death. Amal seems to die, but his physical extinction does not lead an end to life’s unceasing voyages2. The village doctor was about to maltreat and put him to death, but Amal feels that when a patient is visited by the royal physician, then no one can fall into the clutches of death so easily. Through the fabric of metaphors Amal awaits the King’s letter to come to him directly pondering upon the window through which he can see the Post Office. The door or the route to the endless road opens at the closing scene of the play. The royal physician himself brings the message for Amal, but the message of emancipation from the hands of the royal physicia

Should Tiger Woods or Brad Pitt mow their own lawns Essay

Should Tiger Woods or Brad Pitt mow their own lawns - Essay Example The National Council on Economic Education 1998, p. 118, defines absolute advantage as â€Å"A person has an absolute advantage if he or she can produce more of a product with the same amount of resources as another person†. The concept of absolute advantage points to a professional lawn mower mowing the lawn more cost effectively than either Tiger Woods or Brad Pitt. Tiger Woods and Brad Pitt enjoy absolute a advantage in entertaining people through playing golf and acting in movies respectively, and earning more than they would by the time and effort spent on mowing their lawn. To make this clearer let us look at the example of the famous cyclist Lance Armstrong and his fan mail. Being a cycling champion he is bound to receive fan mail and respond to them. He can do it himself or with the help of a secretary. Lance Armstrong may be a good typist, but he does not enjoy comparative or absolute advantage over his secretary in typing the response letters. He is economically wiser to leave the typing and sending of the responses to the fans to his secretary, while he spends his time and efforts in furthering his professional career in

Diversity Among Society Essay Example for Free

Diversity Among Society Essay The United States is made up of millions of people that come from different backgrounds, religions and cultures. These differences are what make America the type of place it is today, because without these differences we would be just like every other country in the world. One of the biggest resources that we would have to help find information on Diversity would be the internet and this is mainly because we can find out almost anything that we would need on a certain race or culture. An article from US Life-U. S Department of State had a quote from former U. S.  Secretary of State Colin Powell that states, â€Å"America is a nation of nations, made up of people from every land, of every race and practicing every faith. Our diversity is not a source of weakness; it is a source of strength, it is a source of our success. That quote alone can explain the true meaning behind the diversity in America and why we are the way we are. Through all the information that I acquired during this course, I have come to a better understanding of my racial and ethnical background. I have learned that according to the American Community Survey conducted by the U.  S. Census Bureau there are roughly over 36 million Americans that claimed there American heritage and that great political figures such as John F. Kennedy had an Irish background. I have also learned that it was never easy for Irish settlers years ago, because in the late 1800’s through the early 1900’s Irish immigrants were considered poor trash and were treated as such. It took many years for the Irish to establish a good name in America and over time people would stop hiding their Irish heritage and proudly display out in the open the love of their background. It is very hard to tell what the U. S. will look like in the year 2050, because we are constantly changing and we will continue to do this throughout our time. One thing that I can say is that we will have more humans then we know what to do with, because modern medicine is figuring out new ways to help people live longer and stay healthier. As for the demographics in the U. S. go, I would have to say that all raciest will be about equal in population and the white race will no longer be the dominant race. There will be more diversity in olitics and in the media, because as of right now we have a black president and that is just the beginning of what the future will be like. It’s hard to say if there will ever be any big race wars in America, because in today’s modern world everything seems ok, but no one is ever really sure what lies beneath the surface of individual groups. There could be a great race war that might happen in the future, or everybody will finally start to accept each other and we could live a beautiful existence. The challenge that the United States faces with diversity is that everyone is diverse and the want to be proud and show there true diversity. The main problem with that is that some other cultures don’t agree with them and they might want them to change their ways, or leave. This has always been a big challenge for the United States, because as time goes on we should be comfortable with diversity and accepting it along with ours, but there always will be certain people out there that will never change and they will make sure that they are heard within any means necessary. On the other side there are many great benefits that Untied States could benefit from with being such a diverse place. The fact that there are so many different views and opinions in America of the world around them, they could never truly run out of ideas. So many cultures offer such good things to America and they will continue to keeping adding on to that list. In today’s modern society certain individuals still feel the need for racial security and what that means is that someone might still feel more comfortable around their own kind. For example; a white family starts to pack up out of their home and move away from a changing neighborhood. The family finds a place that is more suitable towards their own security which is an all white suburb. The enroll their kids in an all white school and feel that nothing bad will happen to them. Little do they know is that their son’s new friend from school is a thief and deals drugs throughout the school. As time moves on the family starts to see a change in their child’s behavior, as if he was on some sort of drug, they ignore it, because they are amongst white people are they think that things like that couldn’t happen. Fast forward a little more and the child is grown up and in jail for armed robbery. The parents are clueless and confuse, because they never thought that it would happen in an all white neighborhood. Now the point to that story is that in order to foster a climate for acceptance we need to understand that not every other race is bad or will corrupt their race; in fact if each race got together and helped one another out with this kind of problem they could share their experiences and find a proper solution for the problem. The issue with racial profiling in the media is that the reader does not understand what is going on and assumes that a certain situation is a result of that entire race. A perfect example would be the 9/11 tragedy, because after that the media and the people reading the media pretty much made it seem that the situation was a result of all Muslims, when in fact it was only a handful of people that had hateful opinions towards America. The media may not be all bad and include nothing but racial profiling; in fact the media can also showcase the coming together of different races. The media recognized that we would have a black president and that many different races had voted for him, because they felt that he could do the job right regardless of color or background. If everyone in America could understand the power that we have and this is not because we have missiles or a great army, instead it is because we have so many different cultures that bring many different things to our Nation. We would have the power of America’s spirit on our side and it would be hard to break the spirit and will power of that many different people. I am also one that sadly shown my negativity towards another race at one time and it might of not been violent, because it was only in my head, but it goes to show that almost everyone in some way and another will or have experienced that and the best way to overcome that barrio is to understand, research and understand another cultures meaning to behind what they do and then an alliance with each other could happen and we could one day become brothers and sisters of the world again.

Gender Representation in Advertising Essay -- Marketing Gender Role

Gender Representation in Advertising The roles of males and females in society have significantly changed, as opposed to the predominant roles in our history. In the modern culture of today, women have begun to break out of the mold that which society has placed her in. This much can’t be said when it comes to modern gender representation in mass media advertising. It can be safe to state that woman are seen as sexual, fragile, exotic—whereas men are portrayed as tough, in control, and aggressive. This trend can be one seen as an inhibitor to the advancement of our culture, because especially for women, it is hard to pull away from the stereotypes that are continuously represented. As examples of the given trend, the following images help to reinforce. As an advertisement for Michael Kors apparel, the first image immediately gives off a sexual energy. The model is presented in a very suggestive pose, with her bare legs spread apart, only wearing a long sleeved tunic. The message to the viewing public is clear—these are the kind of woman that wear this apparel, and if you wish to look like her, buy Michael Kors. As a re-iteration of presented thesis, sexuality and a woman’s body image is manifested throughout the ad. The physical beauty of this individual is the central focus. The following image continues in the line of sex appeal with a makeup ad. A bold caption reads â€Å"Eye Candy†, with the model in a very suggestive position and expression. A question that comes to mind when viewing this image is—who is this ad really geared towards? It would be assumed that a makeup ad would be created to attract females, so why would it need to be sexual? What this ad really attracts is the male eye, and woman realiz... ...wage gap of 77%, with females only making on average of 77% what a male makes. On the other hand, the number of women-owned firms in the United States has doubled in number from 1987 to 1999, according to a study by the National Foundation for Women Business Owners, which is a positive aspect. In light of all this, I believe that if advertisers tried something new by not using sexuality to sell a product, it might turn over a whole new leaf. Works Cited â€Å"U.S. Census Bureau, Current Population Survey, 2005 Annual Social and Economic Supplement.† Infoplease. © 2000–2006 Pearson Education, publishing as Infoplease. 27 Oct. 2006 . Gettings, John, David Johnson, Borgna Brunner, and Chris Frantz. â€Å"Wonder Women Profiles of leading female CEOs and business executives† Infoplease.  © 2000–2006 27

Over Representation Of Male African American Students Education Essay

Male, immature African-Americans are one of the deprived sectors in the American educational system because they are confronted with really limited chances at wining in academic and societal enterprises as in the instance with underprivileged populations. Statisticss showed that about 17 % of pupils in a school are African-Americans yet they account for the instances of suspensions and ejections at 32 % and 30 % severally. This is the figure in regular categories while these rates rise up to three times among Afro-american males in particular instruction or remedial categories as opposed to their white male opposite numbers. Less than 10 % ( 8.4 % ) of African-Americans are enrolled in the talented and gifted categories. All in all, consequences revealed that the odds that Afro-american males complete college is one against 12 while merely one against four in dropping out of high school ( Bailey & A ; Paisley, n.d. ) . It is the belief that change by reversaling the tendency of academic underachievement among African American childs is possible for schools to set about. Considerable grounds pointed out that low economic standing is an of import factor for inferior schooling in interior metropoliss where several basic demands remain unaddressed. While schools serve as the bastion of chance and hope, immature black males still fall victims of favoritism, marginalisation, and stigmatisation. In this scene, African American males are perceived to be stupid or misbehaving and are given harsher penalties when caught go againsting minor regulations and ordinances in school. Social welfare of these pupils are seldom explored and described. Young black African Americans are more likely to be excluded in competitory categories and other educational chances that would hold supported or encouraged them ( Noguera, 2002 ) . But why is the male gender over-represented? The Report to Congress cited possible grounds for such a high figure among males but are â€Å" non straightforward † ( p. 11 ) . There are three hypotheses that help explicate the laterality of males in particular instruction. First is biology owing to the fact that boys exhibit higher exposure to familial upsets andA greater temperament to possess peculiar larning disablements. Research has established that females show more biological progresss over males such more rapid rate of ripening and less birth anomalousnesss ( Harmon, Stockton, & A ; Contrucci, 1992 ) . Second, since male childs are more physically active and more likely misbehave or act out in the schoolroom, it is suggested that the overrepresentation is attributed to behavioural jobs. Though familial, biological or neuropsysiological differences could be attributed to physical activity for males, behavioural jobs on the footing of early acquisition may likewise influe nce determinations made during referral and placement. Kedar-Voivodas ( 1983 ) revealed that kid rise uping pattern, sex function modeling, A imitation, A socialisation, and a pupil ‘s single reaction to school are influential in the repertory of behaviour of misss and male childs in schoolroom state of affairss. Males may take advantage of early acquisition that that grownups are more tolerant towards their active behaviour while misss on the other manus are expected to act in a more inhibited manner ; inactive, quiet, obedient, and pleasant ( Wagner,1976 ) . Third, research workers in gender equity proposed that the over-representation of males is due to the consequence of gender prejudice in referral, categorization, and arrangement. Bias is referred to as the inclinationA of taking a place or formulating decisions refering to a individual on the footing of gender or sex. It was suggested by Kratovil and Bailey ( 1986 ) that gender prejudice in placing particular instructio n services emanates from gender stereotypes which dictate expected behaviours of females in society, which result in instructors who have high outlooks while digesting hapless academic accomplishment among female pupils. Little is done to analyze gender prejudice or favoritism being a lending factor in the over-representation of males in the particular instruction sector ( Anderson, 1997 ; Kratovil & A ; Bailey, 1986 ; Karlen, 1985 ; Phipps, 1982 ) .A The Individuals with Disabilities Education Act in 2004 was aimed at guaranting that pupils with particular demands receive Free Appropriate Public Education ( FAPE ) . In order to accomplish its aim, schools should hold intercessions that determine whether the kid that is referred to is a particular kid who needs particular instruction and other related services to suitably come on in school ( Willie, Garibaldi, & A ; Reed, 1991 ) . Several cases have mistakenly referred and unsuitably determined kids with particular demands to inscribe in particular instruction and other related services when they should non hold. Recurrence of this pattern to a peculiar group of pupils in a territory which in this instance male African American pupils result in the disproportional overrepresentation of these pupils in particular instruction ( Willie, et. al. , 1991 ) . This disturbing phenomenon in the particular instruction system has received a great sum of attending in research as documented by Agbenyega and Jiggets ( 1999 ) , MacMillian and Reschly ( 1998 ) , Oswald, Best and Countinho ( 1999 ) , Patton ( 1998 ) , U.S. Department of Education ( 2002 ) and Zhang and Katsiyannis ( 2002 ) . Within the past 30 old ages, surveies have continued to show the form of overrepresentation of African Americans in SPED categories providing to those with speech damages, behavioural upsets, mental deceleration, larning disablements, and physical damages ( Watkins & A ; Kurtz, 2001 ) . This overrepresentation happens when the frequence of pupils in the particular instruction plans is well near to the entire figure of pupils enrolled. For case, the per centum of African American enrollees ages three to 21 who are having services under IDEA in 2000 is 14.9 % ( US Department of Education NCES, 2000 ) . It should besides noted that African American pupils comprised 16.6 % of the entire school population in the same twelvemonth ( US Department of Commerce, 1972-2000 ) . Annually, the U.S. Department of Education, Office of Special Education Programs ( OSEP ) submits the Annual Report to Congress on the Implementation of IDEA. Contained in this study is the population of pupils served in particular instruction and the cultural background of these pupils. Datas in the 2000 study showed that the job of over-representation of male African American pupils in particular instruction has undermined attempts towards the just proviso of educational chances throughout the state. In the SY 1998-1999, the likeliness of negatively labeling African American pupils were as follows: 2.9 times as mentally retarded ; 1.9 times, emotionally disturbed ; and 1.3 times, holding a learning disablement. In add-on, African American pupils less probably than White American pupils to return to general instruction schoolrooms after particular instruction. The unequivocal cause of this job is the subject of much argument. Some writers lay the incrimination on White American instructors who fear learning African American male pupils particularly the young person. In the US, Afro-american traditions are debased and society is invariably distributing fearful every bit good as negative stereotypes of African-Americans ( Schwartz, 2001 ) . Consequently, pedagogues endorse these stereotyped images and normally do non accept learning assignments if pupils are African Americans or enforce stricter penalties due to the preconceived impression of the deficiency of subject in their places. This behaviour and patterns by school instructors, forces and decision makers do non see fortunes on their congenital cognition, cognitive abilities, civilization and values of African American pupils taking to their want in school. Data on demographics revealed that more than one tierce of pupils in the simple and high school degrees are African Americans ( We instein, Tomlinson-Clarke & A ; Curran, 2004 ) . In striking contrast is the predomination of White, middle-class female instructors in the US learning force ( Ladson-Billings, 2001 ; US Department of Education, 1998 ) . Further intensifying the job is that bulk of White American instructors reside in White American vicinities and graduated from White colleges. In add-on, teacher instruction plans do non sufficiently turn to this racial instability which is permeant in American schoolrooms. Johnson ( 2006 ) stated that the manner persons view African American work forces is influential in how persons respond to them. He furthered that bulk of what is mentioned in educational and psychological literature about the male African American young person is that they are non intelligent, drug nuts, and sexual marauders who may be unemployed or incarcerated. Consequently, this judgmental description of male African American pupils leads to of course denying these persons chances to develop their rational, knowing and originative qualities which are typical of a â€Å" good pupil † . It is notable that research results revealed a figure of instructors make up one's minding on particular instruction referrals on the degree in which the kid is â€Å" docile † or non-threatening ( Harry & A ; Anderson, 1994 ; Hale-Benson, 1982 and Kunjufu, 1985 ) . Another cause that may hold contributed to the overrepresentation of male African American males in particular instruction is the subjectiveness and undependability of designation processs. Chiefly, proving and teacher referrals are mechanisms in which a pupil may be assessed whether he or she should have particular instruction services. Each of these processs nowadayss alone challenges to this phenomenon of overrepresentation of male African Americans in particular instruction. Both of these methods are being questioned in footings of its dependability and public-service corporation. For case, the Executive Committee of the Council for Child Behavior Disorders ( 1989 ) suggested jobs in the referral system since the initial stage of showing is non sensitive plenty in naming pupils holding internalising jobs. Furthermore, the Council for Child Behavior Disorders, Hilliard ( 1990 ) and Cummins ( 1986 ) held that impartial referrals every bit good as erroneous diagnosing occur in the à ¢â‚¬Å" judgmental † classs of particular instruction categorizations which are among the terrible emotional disturbed ( SED ) and mild mentally retarded ( MMR ) . Harry and Anderson ( 1994 ) said that in the appraisal of these disablements, subjective clinical judgement is relied upon instead than verifiable biological standards. It should be necessary to underline that there are two most common used types of trials in placing behavioural every bit good as larning disablements viz. : behavioural appraisals and intelligence trials. Critics have observed that IQ trials reflect baseline information of cultural cognition, cognitive ability of the Godhead ( s ) and the sample the trials were standardized, the linguistic communication accomplishments of pupils are assessed based on the linguistic communication of the bulk, and that professionals in instruction demand to be adept in the reading of linguistic communication and address scrutinies. Therefore, the procedure of proving is in itself wholly biased and pupils who have non culturally and societal experiences reflected in the trials are at a disadvantage ( Harry & A ; Anderson, 1994 ) . This i s the ground why the Board of Assessment and Testing ( BOTA ) came to the decision that there should be a reevaluation on the utility of the IQ trials in doing particular instruction determinations ( Morrison, White, & A ; Fever, 1996 ) . When IDEA was reauthorized in 1997, US Congress investigated research sing the general demographic profile and academic public presentation of pupils with particular demands. Idea 1997 clearly stipulated the demand for provinces to roll up and analyze informations in order to determine whether the important disproportionality in particular educational plans is attributed to race as mentioned in 34 C.F.R. A §300.755. So there is comparing between provinces, Congress listed five race/ethnicity bunchs that all provinces must use during the aggregation and coverage of informations as follows: American Indian, Asian/Pacific Islander, Black ( non-Hispanic ) , Hispanic, White ( non-Hispanic ) . Through the creative activity of a coverage mechanism that considers race or ethnicity informations, Congress are able to expeditiously supervise this issue. Furthermore, the coverage strategy provided a manner in which provinces and territories investigate over-representation concerns. Whether or non the belong to a different cultural background, IDEA '97 pointed out that particular instruction is non a topographic point but a set of services in support of kids with particular demands to be academically successful. To find individualised instruction plan ( IEP ) for a kid missing English installation, IEP squads should take into see the linguistic communication needs of the kid as stated in 34 C.F.R. A §300.346 ( a ) ( 2 ) ( two ) . IDEA besides provides that schools should hold entree to non-biased trials and rating processs in order to accurately place whether the kid has a disablement ( 34 C.F.R. A §300.532 ) . Last, IDEA specified that when a kid ‘s eligibility is based on English proficiency, the kid should non be eligible for particular instruction ( 34 C.F.R. A §300.534 ) and if kid is found to be ineligible for particular instruction if the finding factor is deficiency of direction in reading or math ( 34 C.F.R. A §300.534 ) . Equally early as 1965, the U.S. Department of Education, Office of Civil Rights ( OCR ) has monitored informations on the registration of African American pupils in particular instruction plans. OCR has made a trailing of school territories every bit good as required conformity activities should jobs come up. For case in two territories, conformity activities resulted in the creative activity of pre-referral intercession processes which allowed practicians to better address behavioural and larning jobs under the context of supplying instructional intercessions and support in general instruction scenes. The OCR is tasted to implement a figure of Torahs impacting school patterns in relation to the over-representation of African American pupils. The following are the Torahs: First, Section 504 of the Rehabilitation Act of 1973 ( Section 504 ) which calls for the prohibition of favoritism against single with particular demands. Protection applies to persons considered possessing but do n on really have the disablement for case those who were misclassified. Second is Title II of the Americans with Disabilities Act ( ADA ) besides imposes the same countenance as Section 504 0f the Rehabilitation Act of 1973. Third, Title VI of the Civil Rights Act ( Title VI ) which countenances against favoritism based on national beginning, race, or colour. Administrators were advised to utilize these Torahs as mention when treatment issues sing over-representation. What would go on if the information provides a clear indicant of over-representation in a school territory and no actions were taken to relieve the job? Because of the earnestness of this phenomenon, the territory may be involved in legal countenances. Furthermore, the school territory may be cited by OCR and should this go on, the OCR will teach the territory to come in into a disciplinary action program. For more than 30 old ages, over-representation informations have become outstanding topics of tribunal instances and in assorted educational forums that tackle steps to battle unfairnesss in the educational system. School decision makers can profit from their cognition of landmark instances on over-representation of African Americans in particular instruction such as Diana v. the California State Board of Education ( 1970 ) , Johnson v. the San Francisco Unified School District ( 1971 ) , and Larry P. v. Riles, California ( 1979 ) . These instances by and large shed visible radiati on on the prejudiced appraisal patterns in public schools. The appraisals have mistakenly labeled a important figure of minority pupils as necessitating particular educational services taking to their going segregated in particular instruction categories. The above instances were highly instrumental in determining the demands in IDEA Part B naming for nondiscriminatory testing and categorization, and the procedural precautions that prevent misclassification. The survey will be conducted in XISD located at the northeasterly subdivision of Dallas county, north Texas and research over-representation of male African Americans in particular instruction plan in the school territory concerned. The consequences of the survey will analyze the perceptual experiences and prejudices of instructors related to African American male, every bit good as the educational systems and constructions that may take to the overrepresentation of African American males in particular instruction, and contribute to the turning research related to the overrepresentation of African American males in particular instruction. Statement of the Problem The tabular array below presents the informations sing the most recent Annual Report which was the content of the 22nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Disability American Indian Asian/Paci-fic Islander Black ( non-Hispanic ) Hispa-nic White ( non-Hispanic ) Specific Learning Disabilities 1.4 1.4 18.3 15.8 63 Address and Language Damages 1.2 2.4 16.5 11.6 68.3 Mental Deceleration 1.1 1.7 34.3 8.9 54.1 Emotional Perturbation 1.1 1 26.4 9.8 61.6 Multiple Disabilities 1.4 2.3 19.3 10.9 66.1 Hearing Damages 1.4 4.6 16.8 16.3 66 Orthopedic Damages 0.8 3 14.6 14.4 67.2 Other Health Damages 1 1.3 14.1 7.8 75.8 Ocular Damages 1.3 3 14.8 11.4 69.5 Autism 0.7 4.7 20.9 9.4 64.4 Deaf-Blindness 1.8 11.3 11.5 12.1 63.3 Traumatic Brain Injury 1.6 2.3 15.9 10 70.2 Developmental Delay 0.5 1.1 33.7 4 60.8 All Disabilities 1.3 1.7 20.2 13.2 63.6 Resident Population 1 3.8 14.8 14.2 66.2 Looking at the tabular array above, African Americans between six to 21 old ages of age history near to 15 per centum ( 14.8 % ) of the entire population ; yet 20.2 % of the population in particular instruction are composed of this group. Furthermore, out of 13 disablement classs, the per centum of African Americans is equal to or greater than the per centum in the resident population in 10 disablement categories. African American representation in mental deceleration and developmental hold is two times more than the national estimations. Despite a overplus of research focused on comparing the educational experience of African American males in instruction, overrepresentation of this population in particular instruction persists ( Artiles & A ; Harry, 2005 ; Artiles & A ; Trent, 1994 ; Bondy & A ; Ross,1998 ; Ford, 2004 ; Hillard, 1992 ; Losen & A ; Orfield, 2002 ; MacMillan & A ; Reschley, 1998 ; Noguera, 2003 ; Reschley, 2002 ; Webb-Johnson, Artiles, Trent, Jackson, & A ; Velox, 1998 ) . Despite the fact that surveies on overrepresentation varied in the research design, the findings were found to be consistent and for over 25 old ages of paying attending to this educational quandary, coming up with solutions and replies to this job is imperative. Alternatively of documenting forms of over-representation, the focal point of scientific project should be on taking the classs of action and generating solutions. Most scientists have proposed supplying the preventative and appropriate intercessions for pupils who are at h azard for underachievement and heightening the capableness of instructors in working with surveies coming from diverse cultural and lingual backgrounds. Though these intercessions and solutions are desirable, the job lies in their development based on present organic structure of cognition sing overrepresentation. Majority of the probes on overrepresentation centres on general forms. Oftentimes, the losing portion of the mystifier is the analysis of variables that are potentially forecasters of overrepresentation forms ( MacMillan & A ; Reschly, 1998 ) . So that the efficient and effectual schemes are identified, there should be a considerable sum of deepness in the apprehension of these variables as demonstrated in the surveies of Artiles, Aguirre-Munoz, & A ; Abedi ( 1998 ) , Coutinho & A ; Oswald ( 1998 ) , Finn ( 1982 ) , and Hosp & A ; Reschly ( 2002 ) . The informations analyzed were state- and individual-level and zeroing on peculiar disablements like mental deceleration or learning disablement. In 1999, Oswald and co-workers comprehensively conducted an analysis using the degree most normally employed in the scrutiny of repre sentation forms which are obtained at the territory degree Over-representation has been found to be damaging to legion African American childs across the state. They could non derive entree to the course of study for general instruction, extremely likely become receiver of services non suited to their demands, and the hazard of being labelled unsuitably or misclassified. When a pupil is mistakenly labelled, perceptual experiences of low academic outlook are permeant. The pupil may besides yield to both societal and emotional jobs and achievement-related results are earnestly compromised. The impact of mislabelling on pupils is similar to those who really are particular kids such as disparities in educational chances, differences in graduation rates and gaining power during graduation and registration in third establishments ( NABSE, 2002 ) Purpose of the Study The intent of this proposed survey is to research the phenomenon of overrepresentation of male African Americans in XISD located at the northeasterly subdivision of Dallas county. Specifically it will foremost find the factors that contribute to the overrepresentation of African American males in particular instruction plans and suggest solutions and schemes to cut down disproportionality. Significance of the Study The job of over-representation of male African American pupils in particular instruction plans is a world frequently blamed to biased appraisal and referral processs widely reported in literature ( Cummins, 1986 ; Hilliard, 1990 ) . Unfortunately, the chance of being assigned to a particular instruction plan well increases one time the procedure of referral is initiated ( Artiles & A ; Trent, 1994 ) . When a pupil is referred, he or she is subjected to psychological testing and the result of the trials will find his or her arrangement ( Bahr et al. 1991 ) . Conversely, to be a immature male and African American is bad for arrangement. Social workers in school play a cardinal place in step ining the referral procedure and straight work with the population. When attempts in societal work are conducted earlier on, concerns during referral are addressed by debaring improper and gratuitous referral, proving, and arrangement. Early intercession steps provide chances for analyzing the abilities and strengths of pupils and farther explore alternate classs of action in arrangement hence extenuating the job. The information obtained during this stage will be valuable in determining whether or non the referral to particular instruction services is warranted and rule out other jobs for case the prejudice of the instructor before a comprehensive psychological rating is mandated. Social workers can implement a solution-focused attack in early intercession for immature male African Americans who are considered for particular instruction services. In this intercession, school societal workers perform pupil appraisal carefully tak ing into history the pupil ‘s school environment along with short-run intercessions aimed to find whether extra appraisal or arrangement is deemed necessary. This measure can help in guaranting that the referral is appropriate Harmonizing to Bruce ( 1995 ) , brief solution-focused intercession is effectual when turn toing jobs among particular instruction pupils in the forced clip school societal workers have worked with them. However, activities that form portion of this intercession must be age-appropriate in bring forthing optimum consequences. Artiles ( 2002 ) recommended a five-step guideline to efficaciously supervise over-representation in particular instruction schoolrooms. First is to hold a wide cognition refering to the history of the job. Despite alterations in the classs and forms over the past three decennaries, there are forms that appear to be predictable and consistent to random fluctuations. Therefore it is indispensable to roll up information sing the history of over-representation utilizing national and local statistics. In other words, the roots of the job will be traced from when it started every bit good as the causes that contributed to the forms of over-representation. Artiles and Trent ( 1994 ) , Artiles and Trent ( 2000 ) , and Reschly ( 1997 ) showed that size of the school territory, plans on particular instruction, and proportion of a minority group in the territory influence the job. There is a possibility that the territory may hold old cases of over-representation of English scholars though thi s tendency is non reflected in both province and national statistics. When school decision makers are cognizant of the history, it will ensue in the designation of classs or groups that are over-represented and efficient monitoring of plans. The 2nd measure is the designation of dependable and utile indexs. School decision makers need to clearly specify the job and utilize sound indexs ; by and large its definition is the â€Å" extent to which rank in a given group affects the chance of being placed in a disablement class † ( Oswald et al. 1999 ) . There should be at least two indexs to be measured in better understanding the job: indices of composing and hazard. Composition index is computed by â€Å" contrasting the group in general instruction with the per centum of the same group of pupils enrolled in a particular instruction plan † ( Artiles & A ; Trent, 2000 ) . Over-representation is apparent in a school when the per centum is greater than 10 % of the â€Å" p er centum expected on the footing of the school-age population † ( Chinn & A ; Hughes, 1987 ) . To exemplify this an illustration will be provided. The reported entire EL registration in the territories targeted is 42 % . Establishing on the 10 % standard, the EL is over-represented if the registration has exceeded 46.2 % 42+4.2 ) , the informations revealed that 45 % of pupils with disablements were ELs ; hence there is no over-representation in the territory. In contrast, hazard index represents the figure of persons in a group labeled to be in demand of particular instruction services ( Reschly, 1997 ) . In the research of Artiles and Trent ( 2002 ) , though 45 % of pupils in particular instruction comprise ELs, approximately 8 % of the full ELs were in these plans. The typical scenario is that the composing index is ever greater than the hazard index. The 3rd is definition of mark groups. History has seen that over-representation is influenced by cultural minorities ; neve rtheless, it could besides be evident in other subgroups such as low socio-economic position of which really small is known. Therefore it is of import to zero in on specific groups within the population that is targeted for the intercession. For case the survey of Aristiles and Trent ( 2002 ) found that the EL subgroup showed a higher likeliness of a particular instruction arrangement compared to their opposite numbers who are adept in English-ELs stand a 27 % opportunity to being placed in simple particular instruction categories and about twice at the secondary degrees. The scenario in secondary categories with enrollees who are mentally retarded was dramatic as ELs were more than thrice likely to be assigned in this peculiar plan and 38 % in secondary categories for those possessing damage in linguistic communication and address. The writers found a certain subgroup in the EL population showing a higher opportunity of being over-represented. Unless this analysis is performed, imp ortant forms are masked. The 4th measure involves the scrutiny of forms of arrangement in a multi-stage or degree attack. A tracking system should take assorted locations and multiple degrees in which analysis returns from sum to disaggregate degrees. Datas on arrangement can be analyzed harmonizing to service options ( self-contained schoolroom against resource room ) , disablement type and plans. Behavior of these analyses is at the province down to the territory so eventually the class degree. The survey of Aristiles and Trent ( 2002 ) mentioned that though informations at the territory degree did non stand for EL over-representation, a typical tendency was noted in the grade level- ELs were non over-represented in classs K-4, nevertheless emerged in class 5 and remained clearly seeable until grade 12. Furthermore, the index on hazard systematically increased from Kindergarten up to rate 6 from 2 % to 16 % and tableland from classs 7-12 ( range=11-16 % ) . The last measure is the development of short- and long-run docket in undertaking the jobs. Over-representation is simply an index, but non the primary job. Donovan and Cross ( 2002 ) emphasized the influence of assorted factors like poorness, low birth weight, less entree to well-trained instructors, and prejudice in appraisal. This phenomenon should be a warning for school decision makers to turn to basic jobs instead than handling it as the lone job necessitating undivided attending. The school decision makers should see the demands for instructional and educational services, quality of direction and academic and life results. There is a demand for close monitoring of these factors along with concentrating on pupil demographics. Solutions in the yesteryear have dwelt on equilibrating statistics or trying to develop a more precise method of appraisal. These steps have in world sidestepped the major aim of instruction, which is the proviso of equal chances for instruction and more significantly, equal edu cational results. Nature of the Study In order to supply grounds on the over-representation of male African Americans in particular instruction plans in XISD, this survey will set up the factors that contribute to the overrepresentation of male African Americans in particular instruction, the influence of cultural prejudice, multi-cultural and/or diverseness preparation, White/female privilege and gender on the over-representation of male African Americans in particular instruction. Study execution will use the descriptive, qualitative, and cross-sectional design. The complex nature of the job will be approached utilizing a qualitative research design because the research worker has deemed this method appropriate in finding the nature of over-representation in a school territory in Dallas county. Creswell ( 1994 ) said â€Å" A qualitative survey is defined as an enquiry procedure of understanding a societal or human job, based on constructing a composite, holistic image, formed with words, describing elaborate positions of sources, and conducted in a natural scene. Alternatively a quantitative survey, consistent with the quantitative paradigm, is an enquiry into a societal or human job, based on proving a theory composed of variables, measured with Numberss, and analyzed with statistical processs, in order to find whether the prognostic generalisations of the theory clasp true. † In a qualitative design, respondents in the survey will be asked to associate their experiences so the phenomenon will be interpreted. The strength of this method lies in its ability to â€Å" supply complex textual descriptions of how people experience a given research issue † . Through this method, the human side of a research job is highlighted which could include emotions, positions, sentiments, beliefs, and behaviours. An advantage of qualitative research is its usage of open-ended inquiries that provides chance for cardinal sources to freely show their responses in their ain footings instead than holding them encircle from fixed picks as is the instance of quantitative research. The usage of open-ended inquiries guarantee that the replies have significance and culturally relevant. Likewise the consequences are unanticipated by the research worker and provides a richer and explanatory position. In qualitative research, aggregation and analysis of informations are done at the same time and make non continue in a additive manner ( Merriam, 1998 ) . Methods of analysing informations entailed written text, coding and classification of interviews and field notes ( Sells & A ; Smith, 1997 ) . The informations decrease methods of Miles and Huberman ( 1994 ) will be used in the analysis of informations which will get down with categorizing and form matching, exposing informations in the signifier of matrices, and pulling decisions and verifying. Ryan and Bernard ( 2000 ) presented a cryptography strategy which involved abbreviations, cardinal words, and Numberss that mark transitions in the information set. Codes that portion in relationship and content are combined forming larger bunchs or classs. Once coding is applied, constructs begin to emerge which will so be further analyzed in footings of how it is linked to the theoretical model. Because the survey will analyse multiple instance surveies, within- and cross-case analyses will be carried out ( Merria m, 1998 ) to find the subjects that are common among all the instances considered. In the within-case analysis, each instance will be treated as comprehensive instance in and of itself. Data will be coded and subjects will be identified. Once analysis of each instance is completed, a cross-case analysis will be employed to find the common subjects in all the instances. Those to be interviewed in the survey include instructors, pupils with disablements, parents, school psychologists, and facilitators. The research worker will besides reexamine the records of pupils to find whether their referral into the particular instruction plan followed IDEA. Research Questions The survey will be purposefully conducted in order to supply replies to the undermentioned inquiries: What factors contribute to the overrepresentation of African American males in particular instruction? How does cultural prejudice influence the overrepresentation of African American males in particular instruction? What impact does multicultural and/or diverseness preparation ( pre-service and/or professional development ) have on the overrepresentation of African American males in particular instruction? How does White/female privilege influence the overrepresentation of African American males in particular instruction? How does gender impact the overrepresentation of African American males in particular instruction? Theoretical Model The survey will based its theoretical analysis on three theories viz. : Classical View Theory, Social Dominance Theory ( SDT ) , Critical Race Theory ( CRT ) , Instructional Leadership and Transformational Leadership Theory. Classical View Theory Classical View Theory refers to the traditional manner, and most common ground, African American males are referred to Particular Education. The usual method of placing a pupil for arrangement in a Particular Education plan begins chiefly with the recommendation of the regular schoolroom instructor ; on occasion, parents are the initiatorsaa‚ ¬A ¦students are so assessed. However, pupils of culturally diverse backgrounds may non profit from mainstream appraisal instruments. Nationwide, Black kids are three times every bit likely as White kids to be placed in categories for the mentally retarded ( Kozol, 1991, p. 119 ) . Teachers ‘ cultural attitudes and positions may act upon referral procedure and support personal prejudices. Delpit ( 2006 ) suggested that a misconstruing exists between instructors and minority pupils in seting between holistic and traditional direction. Teachers do non understand the larning potency of minority pupils ; moreover, Delpit contended th at instructors have the inclination to put bounds on their instructional bringing. Deficit thought, causes many instructors to see minority pupils as liabilities instead than assets alternatively of capturing and prosecuting the wealth of cognition all kids bring to the schoolroom ( Landsman & A ; Lewis, 2006 ) . Russell ( 2005 ) emphasized that African American parents must go familiar with schemes on how to steer successfully among school and territory policies and patterns every bit good as the system as a whole to recommend more efficaciously for their kids. Social Dominance Theory The societal laterality theory ( SDT ) has become a powerful influence in associating groups to the socio-political sphere of the power dealingss across gender and assorted social strata ( Sidanius & A ; Pratto, 1999 ) . This theory argues the presence of group-based hierarchies in all human societies where the dominant groups obtain more benefits and have a higher entree to resources as opposed to the subsidiary groups. The theory presents the mechanism that enable the dominant groups to retain their topographic point or place in society, and hypothesizes the invariant relationship bing between gender and group-based inequality with the work forces at a greater advantage since they systematically benefit from the gender inequality ( Sidanius, Pratto, & A ; Bobo, 1994 ) . Dissimilar to most intergroup dealingss theories, SDT considers prejudice as functional instead than irrational ( Sidanius, 1993 ) . It is reasonable for work forces to be in favour of the inequality since they draw from the females, material advantage from society by keeping these political orientations and attitudes. This besides holds for other groups. Several writers have verified the basic premises of SDT like Pratto et Al. ( 2000 ) , Pratto et Al. ( 1994 ) , Pratto, Stallworth, & A ; Sidanius ( 1997 ) Sidanius et Al. ( 2000 ) , Sidanius et Al. ( 1994 ) , Sidanius, Pratto, & A ; Brief ( 1995 ) , Sidanius, Pratto, & A ; Rabinowitz ( 1994 ) , but at that place remains uncertainty sing whether the theory can be generalized. SDT is being criticized for its being homeostatic ; in other words, all the premises are geared towards keeping inequality in society. What will go on if a society undergoes a important alteration where antecedently dominant groups become the subsidiary to those who were antecedently the minority group? At present, SDT does non widen to this instance. The SDT stated that societal stratification occurs on the footing of gender, age, and â€Å" arbitrary set † which could be cultural background, category or race. Its theoretical anticipations commence by presuming the stableness and fastness of these three systems. In the event that the existent political power in one of the societal stratification systems reverses intending a antecedently subjugated group becomes the opinion category, will this reversal of power be outright mirrored psychologically? Will those oppressed in the past support inequality in society? And when there is power reversal in one system, how will be other two be affected psychologically? Will they be upset or non? How about the mechanisms that govern care of inequality and hierarchy in society? There are three basic premises in the SDT: 1. â€Å" While age- and gender-based hierarchies will be given to be within all systems, arbitrary-set systems of societal hierarchy will constantly emerge within societal systems bring forthing sustainable economic excess † . 2. Most signifiers of group struggle and subjugation ( racism, ethnocentrism, sexism, patriotism, classis, regionalism ) can be regarded as different manifestations of the same basic human sensitivity to organize group-based societal hierarchies. The 2nd premise tackles the difference between SDT and SIT. Though SIT recognizes and accommodates the phenomenon of societal hierarchy every bit good as the power dealingss of societal groups, SDT focuses on group-based societal hierarchy. It is SIT that developed the account for favouritism within groups under the context of groups that are defined randomly. However, SDT is the conceived to be the model that explain the being of societal hierarchy. Because of this, the SDT ‘s focal point is on the impact of societal discourses and the behaviour of the person and establishments on the type and degree of group-based hierarchy. In scenarios where dealingss in hierarchal groups can non be identified, the SDT offers small account and one might be contented to explicate bias and favoritism utilizing earlier theoretical accounts like the SIT, realistic group struggle theory, and autocratic personality theory. The SDT states non merely will group-based societal hierarchy omnipresent but besides most if non all biass, political orientations, and stereotypes refering to high quality and lower status among groups every bit good as the nature of single and institutional favoritism both contribute and reflect group-based societal hierarchy. Simply put, phenomena such as favoritism, stereotypes, racism can non be explained outside the model of group-based societal hierarchy, particularly within the societal systems of economic excess. 3. â€Å" Human societal systems are capable to the compensating influences of hierarchy-enhancing forces, bring forthing and keeping of all time higher degrees of group-based societal inequality, and hierarchy-attenuating forces bring forthing greater degrees of group-based societal equality † . As one reads historical histories in societies that are non-hunter-gatherer, there are testaments to the utmost group-based societal inequality. A comparatively recent illustration is the movable bondage in the US which is one of the most ghastly illustrations of inequality in human history. Because societal value either positive or negative is non every bit distributed across the population, group-based societal inequality consequences. Through the usage of societal beliefs, philosophies, and myths, uneven distribution of societal value is given justification. Simultaneously, historical records would propose efforts were made to consistently make more inclusive and classless societal systems. Evidence from history would uncover that HA forces are evident in the early Christian discourse to the sociopolitical discourses stemming from Marxist, socialist, and societal democratic motions in the nineteenth century to the human and civil rights militants in the in-between and late twentieth century. The HA forces nevertheless have appeared to chair the extent of inequality in non-hunter-gatherer societies.

Managerial communication

Interpersonal skills. An example of a barrier to effective listening is inattentiveness. This is a barrier because there is more concentration on the speaker's delivery rather than on the message. Background noises also play a part to inattentiveness as it is distracting. For instance when I was working as a waitress at a restaurant I served a large family, which placed a large order of 3 different pasta dishes, one with cheese and the rest without, and 6 pizzas with different toppings and sizes and one with no mushroom ND another with extra olives.Due to my inattentiveness, I failed to place the correct order to the kitchen. Instead I gave them 3 pasta dishes all with cheese and one pizza with extra mushrooms and the other with no olives. In the future I could improve my listening skills paying full attention to what is being said and also by double checking the order with the recipients in order for certainty. Emotional intelligence is a person's ability to recognize and use emotio ns.It Is a concept that helps to understand human communication. It can also be described as relevant to the accurate appraisal and expression of emotion In oneself and In others, the effective regulation of emotion in self and others, and the use of feeling to motivate, plan, and achieve In one's life (Salvoes & Mayer,1990). Leary et al describe emotional Intelligence as a precise awareness of emotion In self and others, an absorption of emotion to ease thought and an understanding of emotion.For Instance there was a time where I failed to reflect emotional Intelligence when my rope leader approached me about complaints that were made about my behavior and attitude. The confrontation made me defensive which made me react by attacking other group members and ask for clarification.

128 Words You Can Use Instead of Very

128 Words You Can Use Instead of Very Developing your professional reputation has a lot to do with the way you communicate with the people around you. The way you communicate can make or break your reputation. Sometimes the smallest things you say can have a drastic impact on how you are perceived. For instance, take the word â€Å"very†. We’ve all used â€Å"very† to describe things. Very big, very small, very good, very powerful, etc. But these are great examples of your language being overly simplistic. Even if you have an advanced degree in English literature, if you use the word â€Å"very† to describe something, then people may perceive you as someone who lacks an advanced understanding of the English language. That being said, we’ve found an infographic detailing 128 words you can use instead of â€Å"very†.   These words should be used in  it’s place  when you are in formal situations  such as the workplace.Source: [ProofReadingServices]

Causative Verbs in English for ESL Learners

Causative Verbs in English for ESL Learners Causative verbs express an action which is caused to happen. In other words, when I have something done for me I cause it to happen. In other words, I do not actually do anything, but ask someone else to do it for me. This is the sense of causative verbs. Intermediate to advanced level English learners should study the causative verb as an alternative to the passive voice.  There are three causative verbs in English:  Make, Have  and  Get. Causative Verbs Explained Causative verbs express the idea of someone causing something to take place. Causative verbs can be similar in meaning to passive verbs. Here are some examples for your comparison: My hair was cut. (passive)I had my hair cut. (causative) In this example, the meaning is the same. Because its difficult to cut your own hair, its understood that someone else cut your hair. The car was washed. (passive)I got the car washed. (causative) These two sentences have a slight difference in meaning. In the first, its possible that the speaker washed the car. In the second, its clear that the speaker paid someone to wash the car.   Generally speaking, the passive voice is used to place emphasis on the action taken. Causatives place the stress on the fact that someone causes something to happen. Causative Verb Examples Jack had his house painted brown and gray.The mother made her son do extra chores because of his behavior.  She had Tom write up a report for the end of the week. The first sentence is similar in meaning to:  Someone painted Jacks house  OR  Jacks house was painted by someone.  The second sentence indicates that the mother caused the boy to take an action. In the third, someone told someone to do something. Makeas a Causative Verb Make as a causative verb expresses the idea that the person requires another person to do something. Subject Make Person Base Form of Verb Peter made her do her homework.The teacher made the students stay after class.The supervisor made the workers continue working in order to meet the deadline. Haveas a Causative Verb Have as a causative verb expresses the idea that the person wants something to be done for them. This causative verb is often used when speaking about various services. There are two forms of the causative verb have. Subject Have Person Base Form of Verb This form indicates that someone causes another person to take an action.  Have  someone do something  is often used to management and work relationships.   They had John arrive early.She had her children cook dinner for her.I had Peter pick up the evening newspaper. Subject Have Object Past Participle This form is used with services that are commonly paid for such as car washing, house painting, dog grooming, etc.   I had my hair cut last Saturday.She had the car washed at the weekend.Mary had the dog groomed at the local pet store.   Note: This form is similar in meaning to the passive. Getas a Causative Verb Get is used as a causative verb in a similar way as have is used with the participle. This expresses the idea that the person wants something to be done for them. The causative verb is often used in a more idiomatic manner than have. Subject Get Person Past Participle They got their house painted last week.Tom got his car washed yesterday.Alison got the painting appraised by an art dealer.   This form is also used for difficult tasks we manage to complete. In this case, there is no causative meaning.   I got the report finished last night.  She finally got her taxes done yesterday.I got the lawn done before dinner.   Have done = Get Done Have done  and  get done  have the same meaning when used to refer to paid services in the past. I had my car washed. I got my car washed.  She had her carpet cleaned. She got her carpet cleaned.