Brown vs. Board of Education Personal Statement Example | Topics and Well Written Essays - 750 words

Brown vs. Board of Education - Personal Statement Example It was the case of Oliver Brown that brought an end to many of the hardships that the blacks had faced over time. Oliver Brown’s daughter had to travel a long way to reach her black school although a school was located nearby and this made Brown file a suit against the Board of Education for the rights. The case was a breakthrough in the American history as the blacks were allowed to study with the whites and the process of integration started. This case was very important in the history of blacks as it ended a long feud between the two races. In my belief this case helped the blacks to reach a position in the history of United States which they would have never been able to. Rosa Parks Civil Rights Movement Rosa was an educated lady who took part actively in the civil rights movement. She played the role of ignition in the civil rights movement and was one of the first blacks to take a stand against the government. Rosa worked as a seamstress in Montgomery Fair Department Sto re. Buses in the mid twentieth century had some restrictions for the blacks. ... Three of the black passengers moved except for Rosa Parks who was later arrested and fined for her misconduct. It was this incident which finally broke out the black community and they launched a boycott against the Montgomery Bus Services. The boycott lasted for 381 days and it was quite successful as the segregation laws were lifted. In my opinion Rosa Parks played a pivotal role in reviving the integrity of the blacks in the region. She united the blacks and ignited a civil rights movement against the government. In my belief it was her because of whom the civil rights movement began for reviving the rights of the blacks. Twelve Angry Men Twelve Angry Men was a play directed by Reginald Rose which later on became a movie. The play revolves around a young man who is about to be charged for the murder of his father. In United States a jury consists of many judges who are to decide whether a person is guilty or not. If a unanimous vote for guilty comes up for the person then he is ac cused otherwise the trial is known as mistrial. In this case the sentence for being guilty would result in a death penalty. The jury of twelve members then sit in a room to decide whether the kid is guilty or not and most of them come to the conclusion that the person is guilty because all evidence points at it. Only one of the members decides to vote against it and a mistrial occurs. In my opinion the play points out to the way a judgment occurs in the trial. The personal feelings of the jury may come in the way when deciding about the person who is being tried. The play points out the irregularities in the system of justice and how it may lead to wrong convictions at the wrong

Love and Everyday Life Theory Essay Example for Free

Love and Everyday Life Theory Essay Second, I focus on my first love experience and use the liquid love theory of Bauman to analyze, additional I will discuss why I have this relationship and how can I enjoy it from the theory of Beck, U. and Beck-Gernsheim, E. Third, I will demonstrate my recent real emotion situation and discuss the new forms of love with the theory of Batchelor, S. Fourth, I will integrally analyze the three external love and indicate the self-realisation what I get from the three love experiences also with the theory of Beck, U. and Beck-Gernsheim, E. Before I show the process of my first love relationship, I analyzed that the reason why I intended to start a relationship is that my everyday life was so repeating boring and I did not accept a belief like religion. In addition to it, which is most important, I had no feeling about connecting with other people from any communities. In senior high school, all of the thing I had to or I simply can do by studying in my everyday life. There are no clubs or activities in my senior high school in order to let students focus on studying so that students can get a high grade in the Gaokao. However, I had no interest in studying the boring and actually useless knowledge to deal with the Gaokao. Unfortunately, I was supervised to achieve the assignment like the exercises of universal gravitation commonplace life by teachers and my parents so that I had no chance and time to get a touch with new ideas and beliefs about life. Moreover, I got not so much touch with my classmates which are the most primary community I had because everyone is busy on their studying. Furthermore, I regarded the love as the hope and idealization due to copious propaganda from the media to a certain extent. According to Beck and Beck-Gernsheim (1995), the transition from pre-modern society to modern society accelerated the commodity and individualization process, change the relationship between people and cut people from their traditional ties, beliefs and social connection and religion which are lead by the enlightenment and the industrial revolution. However, with the vanish of our faith and free from the material which make people accept more education and think more about life, love is regarded as a succedaneum replacing the group, becoming the hope and idealization of people, and lead people to believe and devote themselves to it. Hence, it is proved that the reason why I chose to start a relationship with a girl is not naturally there emerged a girl I liked, but I had no value or beliefs or communities to guide my activities according to this theory. Coming from the opposite aspect, after a period time, I started to reduce the time on study, and found that there were other boys like me who are not interested in studying, so we built a group to do something together even cut a class. After that, I would not like starting a relationship imminently. Therefore, this change also supports the theory refers to why people choose to love from an opposite aspect. Nevertheless, it is stated by Beck and Beck-Gernsheim (1995), that divorce figures are extraordinary people who in love or marriage always complain that why living together is so difficult and why cant keep a long and meaningful love. As for this phenomenon, the liquid love theory of Bauman may give an appropriate explanation for it. Finally, I believe that for modern young people, the desire they start a love experience is not only the effect of no beliefs and no communities, but also the propaganda effect of love of contemporary mass media. Combining my earliest love experience and the theory of liquid love, it is a typical liquid love. In the summer after the Gaokao, I went to a tourist attraction when I met my first girlfriend. I met her at an outdoor bar. We began by chatting and drinking, which are similar to the whole people to do in the bar. To a certain extent, this behavior for me may be influenced by the media about what happens in the bar and the environment around us. Then we kept touching with each other after that night. I stayed in that place for a month and before the night I left, we are agreed to start a relationship. The relationship here is not a general relationship in the dictionary because we both knew we were not in the same city, same college and she was two years older than me. However, we did not make a commitment that there is a responsibility between us. After that time and until we broke up, we did not see each other anymore. So the most vital thing is all the approaches we kept contact with are the Internet and the mobile phone. We sent messages and chat on video every day. The conversation content is stereotyped about everyday life in college, and it is irrelevant with commitment. This situation lasts two months and ends up on a meet which may lead us to break up. I went to her site and saw her on a holiday and it is confused that we can talk to each other fluently but at that day there were a obstruct separating our conversation. I think that the obstruct is afraid of responsibility. After that meet, we broke up. It is indicated that this kind of love is defined as the liquid love in the liquid modern society (Lee, 2003). To define liquid love, liquid society is supposed to be introduced. Liquid modernity is proposed by Bauman (2003) that all forms of social construction are rootless and all of the traditional notions are destroyed not to be durable owing to the commodity in liquid modernity society. And in this society some purportedly fixed and indestructible ties of family, class, religion, marriage and perhaps even love arent as reliable or as desirable as they were. Bauman quotes, In a consumer culture like ours, which favours products ready for instant use, quick fixes, instantaneous satisfaction, results calling for no protracted effort, foolproof recipes, all-risk insurance and money-back guarantees. It is summarized that the value and idea people own is influenced by the commercial purpose because except it social hierarchies do not form instantly other society power or beliefs especially in capitalist society which called liquid life. So when targeting consumers accepted the value designed by marketing strategies, the value is only effective for a short period, never extended term because the marketing strategies are transitory and always change. Everyday Life today is filled with elements of liquid, most people cant reject its liquid characteristic. Take the place where I meet the girl, the marketing strategies in bar are encouraging people meet unexpectedly and developing the dubious connection. I was influenced by it and the environment so that I chose to chat with a girl not because I like her so much. Moreover, love is regarded as a consumer goods which are supposed to be yielding like any extra goods people consume. People give themselves the appropriate rights to consume love, something must be given consumers just like expectation from further purchases. Thats a factor why we break up. I expect my goods can be novel, various and disposable, If my love cant satisfy my need for the factors when we pick up and utilize the goods, I will abandon this goods. In a word, the most fundamental elements like families, love and sex are obeying economic rules, In addition to the commodity of love, the most significant character distinguished from traditional love in liquid love is that people are afraid of assuming the responsibilities but they also enjoy the advantages of a relationships. The embody of steering of the responsibilities is not daring to make a binding commitment and use the being connected to replace the relationship. Although it is uncertain whether the communication technologies like the Internet and mobile phone facilitate the less responsibilities relationship and offer a approach for people who do not want to commit themselves to achieve a internet relationships or that emerges is benefited by communication technologies, It is sure that people are willing to accept to be a part of the communication technologies network to avoid the responsibilities. The only tools I used to keep touch with that girl is communication technologies which may offer me more imagination so that we can reduce the quality and quantity in our communication, after all it is not possible that I meet her everyday but just talk about the details in life and not refer to the future and responsibilities of our love. After the break-up, I can jabbered into mobile phones, addictively texted and leaped between kinds of chat room, deleted a date which wrote for my ex-girlfriend without pain. It is summarized that we immediately feel a sense of belonging, like purchasing, I picked her so she is belong to me. From psychology, Bauman (2003) concludes the duality of liquid love, that is, less responsibilities as a balance problem of freedom and security according to Freud. It also confirms the theory of Beck, U. and Beck-Gernsheim, E, I start a love because I want to find a security to make up the lack of communities, however, I chose the liquid love because I want to be free from a relationship. And at the end of this experience, I found he sign of break-up, so I increased the time of video chat and went to her site to see her in order to fix the relationship. Nevertheless, the opposite consequence indicated what Bauman writes. attempts to tame the wayward and domesticate the riotous, to make the unknowable predictable and enchain the free-roaming all such things sound the death knell to love. Ultimately, it is related to a definition problem that is what is love, the cou rage to participate in the process or the process makes us beautiful. Take my experience as a example, My part motivation of being together with the girl is the girl is beautiful and smart so that after I can promote my image and level in love, I can show I have a experience of love and I know what love it is. Love makes me feel beautiful. This refers to a question that what is real love and that the highest form of love is. My decision is not to be the highest form of love, so I start a liquid love. And the question about the different types of love, I will use my second love experience and the four love theory of C. S. Lewis to analyze. According to Lewis (1960), my second love experience is a type of need-love. After the initial love experience, I was single for one year. I felt lonely sometimes especially when my roommates took their girlfriend outside of meal. So I decided to start my second love experience. When I firstly have a touch with this girl just because I thought she is pretty and I had no idea what characteristic this girl has. Afterward I made huge progress rapidly in just few days from chatting in the dinner time or the mobile phone. From we start a relationship to the break-up. It takes less than two months. At this period, the thing we did together every day can be concluded as three types of thing. First, we took the male together every day. Second, we sent good nights to each other every night from mobile phones. Third, she sent gifts or some daily stuff to me when I am busy. As for the break-up factor, I think there is no need-relationship existing for me. I felt bored about this mechanization love experience and we had no communication in sprit. It is typically need-love, what I need is a girl taking care of my life and pass time when I feel lonely, and what she needs may has two aspects. One aspect is someone is nice to her, the other aspect is to be a good girlfriend. She is a traditional girl and the highest standard of morality is being nice to her boyfriend so that it can satisfy her need of achieving value. Once the need is not there, the need-love vanished. According to Lewis (1960), the need love includes kinds of physically, emotionally, intellectually need like sex, avoid to loneliness. For me, it is hard to distinguish if these need is low or high or even all of them are desire. Except the need-love, Lewis (1960) similarly concludes the other two kinds love, that are, gifted-love and appreciate-love. Gift-love can take the love from parents to children for examples, and appreciate-love refer that people decide to continue to give their love to others even though they know they will never enjoy the result of their love. However, critically evaluate the theory of Lewis, there is a paradox. Take my experience for example, the need of this girl is to achieve her morality standard, but the practical way of achieving it is to give, Hence, how to make a differences between gift-love and need love or there is actually no differences between them? Additionally, the appreciate-love is described as higher than need-love and gift-love. Furthermore, the people who bestow appreciate-love may satisfy the need for achieving the value of the highest forms of love and get a self-atonement. Compared with my experience, what are the differences between these two kinds of need? In the final analysis, the need includes both physical and mental. So there is not pleasant to tell the boundary between different kinds of love. The concluding part of this project is to prove that all of these love is means to achieve self-realization and take all of my experience for examples. It is stated by Swartz (2001) that self-realization is an individualization process which free people from limitation by building the conditioned beliefs, opinions, fears, desires, and habits. Meanwhile, Beck, U. and Beck-Gernsheim, E. proposed that love is not equal with fulfilment or even require it, love is a process you can find your real identity. Before my first love experience, I dreamed of having a girlfriend like my elder sister because I have no sisters. Nevertheless I found a girl who is two years older than me. I labeled her as a smart, beautiful, sex independent elder sister, actually the imagination gave me more gratification than the fact. After that I realized that it is the question of myself. So I tried the succeeding love experience, the girl can represent the cute and virtuous types. After I find her some characteristics, I found she is not suitable for me. I realized that how a label can affect myself, I knew my habits generally, and I really knew accurately the need what can satisfy myself. Now, I am single, however, I always think what I need, reconsider my beliefs and conclude my habits. According to Batchelor (1983), being alone is a new form of love that can lead people find themselves into the world. So I can free me from labels and kinds of limitation to find my identity. However, critically evaluate this self-realization theory, it is absolute. If someone identity is to seek the hypocritical label as an approach to satisfy his need, how can he find his real self from love? That indicated that the real self has no standard to define. As a consequence of self-realization during this period, I had an affection for a girl. It is stated by Lewis (1960) that affection is a generalized love, which include the love between people and people, animal or objects, and the most primary feature of affection is familiar, like the child will love a crusty old gardener who is familiar with him rather than a visitor who is making every attempt to win its regard. For me, I know this girl for a long time, I am familiar with her, and I know she almost all advantages and disadvantages. However, I do not label her as which kinds of type any more, I can realize my authentic self from being with her, and I think that I can do a give-love to her. C. S. Lewis quotes, Love, having become a god, becomes a demon. It is can be concluded that this affection can let hate and love existing together, which I am willing to avoid. In conclusion, I show my three loves in this project and conclude them as the archetypal type with the theory of love. First is the liquid love, it has three characteristics: no commitment, commodity and duality. Second is a need-love, however, it is analytically evaluated that there is no strict boundary or differences between gift-love, need-love and appreciate-love.

Government: Less is More Essay -- Argumentative Persuasive Topics

Government: Less is More      Ã‚  Ã‚  Ã‚   Land of liberty, land of freedom, a land by, for, and of the people. Have you honestly ever affected one word the government has spoken? Do you do anything in daily life without the subtle involvement of Uncle Sam? Everything you see and use is government approved, or else it is illegal to use it.    There are many groups adamantly protesting, or rather complaining, about the amount of control the government has. I am not of the belief that the government is out to get us and we should buy as many weapons as possible to fight them off. I also don't believe we should not obey laws because we are not happy with them. I do feel, however, we need to become aware of the problems we face because of this excessive control. Let's look at some of these problems.    First of all, our government knows more about us than we know about ourselves. They have access to virtually any information they could ever want. There is no apparent harm in this, but why is it necessary? And if it is, maybe we should change our programs so it's not. There is a potential, a highly unlikely one I will admit, for our government to take advantage of that information to our detriment. Why take the chance?    Most of the areas our government has too much control over involve money. For example, the welfare system in our "free enterprise" society is simply the government taking our money, whether we want to give it or not, not to mention how much of it they want, and distributing it as they feel best. I can understand the need for welfare during the depression. It was a plan of action for a time of crisis, and it worked. We have been out of that crisis for seventy years. I think it's time to change. Our curr... ...y, yes. Respectfully, of course. Nonviolently, absolutely. But when told how to think or how to behave we don't. We disobey social protocol that stifles and stigmatizes personal freedom. I learned the awesome power of disobedience from...every great man who led those with right against those with might." (Heston) Works Cited    Belz, Joel. "Wrong Without a Remedy." World. Nov. 20-27, 1999 Center on Budget and Policy Priorities. "Major Provisions of the Welfare to Work Legislation." CBPP Web Page. Cbpp.org/609wtw.htm, URL#325298, 6-9-98. De La Rocha, Zach. "Snack Charmer." Evil Empire. Sony Entertainment 1996. Heston, Charlton. "Winning the Cultural War." Speech given to Harvard Law School Foru. Feb, 16, 1999 Orwell, George. 1984. New York, NY: Harcourt Brace Jovanovich, 1983 Thomas, Cal. "Outlaws and Their Guns." World. Nov. 20-27, 1999.

Outline on Genital Herpes

Kamara Gayle Outline of Major Report November 12, 2011 Title: An Introduction to Genital Herpes Introduction The definition of Genital Herpes Symptoms of Genital Herpes Treatment for Genital herpes The definition of Genital Herpes. A. Definition 1. Genital herpes is highly contagious, sexually transmitted viral infection of the genital and anal regions caused by herpes simplex virus and characterized by small clusters of painful lesions. B. First discovered by Hippocrates in the early ancient Greek times.Hippocrates was a Greek physician and that was highly reckoned as the superlative physician of his time. The human body and observation was his main focus and medical practice. Hippocrates discovered that illness in the body was not caused by superstitions and by possession of evil spirit. Based on his study he realized that the body must be treated as a whole and not just series of parts, natural healing process of rest, a good diet, fresh air, cleanliness. However, severity of symp toms varys from one person to another and thoughts, ideas, feeling come from the brain and the heart.C. Rate of occurrence 50 to 80 percent of the adult populations have Genital Herpes. Approximately 1 out of 5 female ages from 14 to 49 and Approximately 1 out of 9 male ages from 14 to 49 have Genital Herpes. Most of the time these individuals do not know they have the virus D. Causes Being female Being born to a mother with active genital herpes during pregnancy or delivery Having a compromised immune system due to medications or such conditions as HIV/AIDS Having multiple sexual partnersHaving unprotected sex, including vaginal, oral, or anal sex, with a partner who has had one or more other sexual partners History of another sexually transmitted disease III. Symptoms of Genital Herpes A. Primary Infection Painful red blister that burst to leave open sores around the genitals, rectum (back passage) The blistering and ulcers on the cervix In woman a vaginal discharge Very painfull when passing urine Temperature fever of 38Â ° C (100. 4 Â °F) or over Not feeling well with aches and pain in general B. Recurrent Infection Signaled by a tingling sensation Itching in the genital areasPain in the buttocks or down the leg IV. Treatments for Genital Herpes A. Oral medications Famciclovir (Farmvir) Valacyclovir (Valtrex) Acyclovir (Zovirax) These prevent the virus from multiplying and even shorten the length of eruption. B. Self-care at home Avoid excessive heat or sunlight that makes the irritation more uncomfortable. Do not used perfume or antibacterials soaps, feminine deodorant or douches. Wear comfortable loose fitting cotton clothing. Take aspen, acetaminopen (tylenol and others) Used cool cloths on the affected area if it soothes the pain. V. Conclusion

Early Civilization Essay

History records the rise and fall of different civilizations of various countries. It has been found that in different times, different civilizations reach the pinnacle of glory. But, due to various reasons, like ecological change, climatic disaster, natural calamities, foreign conquest, epidemic disease, fall-short of population etc. have brought about their decay. The following examples clearly show how, after the zenith of civilization, the downfall may come about. Indus Valley Civilization The explorer’s spade has unearthed the most fascinating remains of the extremely rich and flourishing civilization of the Indus valley. The long span of the Indus Valley civilization and its firmly – settled character lead to the perplexing question – what was the cause of its destruction? At the present state of our knowledge and till the Indus script is deciphered we are not in a position to know the actual reasons of the end of this great civilization. However, on the basis of the available data, some attempts may be made to find out the causes of the decay of this civilization. First of all, there are dependable evidences to prove that rainfall in Indus valley was somewhat ample and equable in the third millennium B. C. The Indus valley had a larger rainfall than what we see today and that the land was swampy and full of jungles as known from the figure of animals like rhinoceros, elephants engraved on the seals. In course of time, the volume of rainfall gradually decreased. With the loss of rainfall, land became arid and dry. The aridity of the land led to deterioration of the civilization. The underground salt was dragged to the surface by evaporation of moisture. The progressive drying-up of the land led to desert-condition. This is proved from the story of Alexander’s invasion in the 4rth C. B. C. when Alexander the Great was marching through the cheerless wastes of Makran, the desert condition of the area was far in advance (Thaper 55). Under the teeth of this inhospitable climate, the Indus civilization started to decay long before the foreigners invaded the towns. Secondly, the growing danger of flood might had been responsible for the evacuation of Mohenjodaro. With the gradual silting up of the bed of the Indus, the water-level rose high, specially in the rainy season. This led, sometimes, to flooding of the city. At least on three occasions devastating floods swept over the city. It is found from excavation that an embankment 43ft. wide had to be rebuilt 14ft. higher up in order to protect the Mohenjodaro Citadel from the encroaching water-level of the river. Houses were built up on piled-up debrieses or on raised foundations in order to avert the danger of flood. The extensive use of the burnt-brick instead of sun-dried ones at Mohenjodaro equally testfies the danger of flood. Thirdly, human negligence was a contributory factor to the desiccation of Iands. Excessive flood of the Indus towns induced to burn bricks wood was used extensively as a fuel. The excessive deforestation caused by the felling of trees in order to burn bricks led to decline in the rainfall. It is a cardinal truth that lack of trees and forests decrease the rate of rainfall. The decline in rainfall dried up the crust of the earth and underground salinity came to the surface. Gradually deserts expanded and, resultantly, agriculture and human habitations were destroyed. The later phases of the civilization at Mohenjodaro presents a sad picture of this neglect and barrenness of the Indus civilization. In upper layers at Mohenjodaro, the dams meant to reserve the flood-water were not properly maintained. The agricultural standard also deteriorated. Fourthly, many scholars have pointed out that the Harrappans had a very iron-bound, conservative outlook about everything. They refused to learn from others any new thing or system. The civilization was cramped by its inherent barrenness and incapability to adjust itself to changing time and environment. With the march of time, the civilization lost its vitality and original creativity. It failed to survive in the midst of changing environment and changing society. Some scholars emphasize this negative aspect of Harrappan civilization as the fundamental cause of its decay and, in their view, all other causes were merely contributory. An inertia grew out of this conservatism which ruined the vitality of the civilization. This reflects the negligience of the Harappans to repair the dams. At Mohenjodaro among the seven layers, the upper layers of later period, we find growing slums, houses being created upon ruins of old houses, rooms being pertitioned into small cells for swarming lower grade population. Houses were encroaching upon the streets; lanes were chocked with klins. Old bricks were used for building new houses. Thus, there are reasons to believe that the internal decline and decay in the Harappan towns had set in long before the foreign invasion which completely swept away the Harappan culture. The internal decay started from the stagnation and barrenness of Hardpan culture and its failure to adjust with changing circumstances. With the internal decay was added natural calamities like floods, decrease in rainfalls and so on. According to some scholars, the city of Mohenjo-Daro was situated within a terrible earthquake-belt which might have frequently devastated the city. Again the earthquake theory has been challenged by others on the ground that if the people at Mohenjo-Daro could build their city upon seven layers, why they failed to built another layer upon the city destroyed by the earthquake? Moreover the earthquake theory is not applicable to all the towns of Harappa-culture (Nath 670). In any case, internal decline started from many reasons and the towns began to decay. This decline and incapability to adjust with the changing circumstances is evident in the failure of the Harappa people to learn from Samaria the art of cutting canals to irrigate the fields. This incapability led to the destruction of dams or reservoirs. This is how Mohenjo-Daro lost its importance when the Indus shifted its course. â€Å"The glorious culture was practically ruined in 1900 B. C. , long before the invasion of the Aryans† (Majumder 201). Fifthly, whatever may be the domestic potential for the gradual decline of the Indus civilization, its ultimate extinction was most certainty due to invasion from without by a people who were probably the Aryans. The tragic end of the Indus civilization came about 1500 B. C. , the time the when the Aryans entered into the land of the seven Rivers. It is said that, the Aryans destroyed some metal forts and seasonal forts. Similar forts or citadel have been found at Harappa, Mohenjo-Daro and other places. Hence, it is reasonable to infer that the Aryans were the destroyers of the Indus civilization. Certain circumstantial evidences are also available to justify the theory of Aryan invasion. Excavation have reveled that in the last stage of Mohenjo-Daro civilization, people were massacred in streets, houses and public places. Some of the victims were even women and children. Head and skull injuries found in the skeletons point to the use of sharp and heavy weapons by the invaders. The dead bodies were left uncared and exposed. (Paul 126) According to some historians, the downfall of the Indus Valley civilization came up due to some natural disasters like earthquake or flood. But most historians believed that the fall was actually caused by the Aryan invasion and the consequent cultural conquest. Fall of Roman Empire The city of Rome, founded in 753 B. C. was originally the most important commercial center situated on the Tiber, very near to place where it flows into the Mediterranean. But subsequently Rome grew into a political power and expanded the empire over a large part of Europe, the Tigris and Euphrates valleys in Asia Minor, and the northern coasts of Africa. In 330 A. D. , Emperor Constantine founded a second capital at Byzantium on the Black Sea, which came to be known as Constantinople after the name of its founder. Virtually, the vast Roman Empire was divided into two parts – Western and Eastern. In fifth century A. D. (476) the West Roman Empire was broken up by the invading barbarians but the Eastern Empire, also called the Byzantine Empire with Constantinople as its capital continued to exist about a thousand years more (1453). In the view of Prof. Henry Perrine the fall of the Roman Empire has caused a stir among the historians. According to the view of Penne the Roman Empire was essentially confined to the Mediterranean by the end of the 3rd century B. C. in fact the Roman Empire had to depend on the Mediterranean commerce for its political and economic interests. Perrine has put emphasis on the issue that the repeated German tribal invasions in the 5th century B. C. on the Western Roman Empire while converting them into German provinces could not destroy the unity of the Empire. The provinces of the Roman Empire were not Germanized. He is of the opinion that it is also a mistake to suppose that the intermittent German tribal invasions lead to the introduction of agrarian economy in the occupied zone of the Roman Empire. The Frankish system was, in fact, Romano-Byzantine. It is obvious that Perrine did not attach much importance to German invasions of the Roman Empire. His comment on the expansion of the Islam on the Mediterranean is more important as it produced far-reaching consequences. According to him, the Islamic invasion of the 7th century A. D. is something unique. The occupation of Syria, Tunisia and Spain by the Moslem invaders destroyed the Mediterranean unity and caused the final separation between the East and West. In this way two opponent civilizations came face to face with each other by the middle of the 7th century and this confrontation led to the inauguration of the middle ages in Europe. As it has been aptly pointed out, the Mediterranean, once a Roman Lake, henceforth was converted into a Muslim Lake. Secondly, in the view of R. H. C. Davis, when the Byzantine and Islamic empires were flourishing, the economy of the Latin West was stagnant. Davis has pointed out that Perrine has come to his conclusions from a consideration of the economy of the ancient world. The economy of the ancient world was dependent on the commercial navigation in the Mediterranean. Perrine is of opinion that so long this commercial navigation remained unmolested by the pirates, there was a regular flow of commerce and the population of Rome could be fed on African corn. If this normal commercial activity was disrupted then there would have been a total dislocation in this region. Davis has anticipated, following Perrine, the possible disturbing factors in the event of the inevitable decline of commerce in the Mediterranean. According to him, with the decline of commerce, the towns and cities face the same fate. The flourishing life of municipal towns became the matter of past. Naturally, the population gradually decreased. The agricultural wealth locked up within the country as there was no other outlet. The greater landlords built up their own workshops for making tools or weaving cloth and they paid their workers in kind. This possible state-affair has been described by Perrine as the ‘economy of no outlets’. According to Perrine, this character of the economy was vividly seen during the eighth and ninth centuries and this is attributed to the feudal society. The land was the only source of wealth. According to him feudalism was the outcome of this ‘economy of no outlets’ and Charlemagne was a child of it. It is the opinion of Perrine that free navigation of the Mediterranean might have been suspended but the more important problem is to determine the actual time of this suspension. He therefore, has tried to find out evidence of the use of such goods in the Frankish Kingdom as could be produced in eastern or southern shores of the Mediterranean. Although his findings have been disputed, yet these goods included gold, olive oil, (from North Africa), oriental silk, papyrus (from Egypt) and spices. According to him, these goods were very much in use in Gaul upto the last quarter of the 7th century and they all disappeared from the market by the first quarter of the eight century. Thirdly, the invasion of the Muslims is an important factor in disrupting the Mediterranean navigation. But at the beginning of the 8th century A. D. the Muslim captured Palestine, Syria, Egypt, Tunisia and Spain. The occupation of Tunisia was the most vital as later had a position of particular strategic importance. After its occupation the Muslims could disrupt the communications between the eastern and western halves of the Mediterranean. Trade also continued in Byzantium, but Pisa, Genoa and other ports of provinces were neglected. Perrine pointed out, that for its reason a great vacuum was created in the port of Marseilles. This eventually led to the decline of the cities of the southern Gaul and the â€Å"economy of no outlets† was imposed by the Muslims on the Latin West. Fourthly, in the ninth and tenth centuries the most important trading centers were secured. Thus instead of Milan, Florence, Pisa, towns like Pavia, Amalfi, Reims and Verdun flourished as they were relatively secured and farther from the coast. Venice was an exception and trade was at its low ebb in the Latin West during the ninth and tenth centuries. Fifthly, the religious intolerance also played its part. The spread of Christianity was another important factor contributing towards the fall of Rome. Rome had been known to be a nation of religious tolerance. But some Romans, mainly the Jews, did not accept Christianity. Naturally, there was a conflict between these two communities. Sixthly, although Jesus was crucified for his efforts to spread peace, the Romans were truly inspired by his words. Soon, the number of Roman involvement in the military and the participation in the community gradually declined. Resultantly, the Roman army was not increasing in numbers. At this juncture, the Barbarians of Germany, who formed an integral part of the Roman army, revolted against Rome and led disorganized attacks on several parts of Rome and even on the Roman army itself. Gradually, the Roman army became weakened and it was no longer a military super power in the world. Thus, it is crystal clear that the downfall of any civilization was never caused due to any single factor. Several factors accumulated and contributed together to the decay of these civilizations. Hence, it is amply clear that no civilization is permanent and ever lasting. As it rises at a particular time, similarly, it comes to an end at another historical juncture. Reference Majumder, R. C. Indus Civilization, The Vedic Age, Dakshinamurty Prakashan, Calcutta, p. 201-203 Nath, P. The Scripts on the Indus Seal, Modern Publications, New Delhi, p. 670-74 Paul, C. Causes of the Downfall, A History of Rome, Dey Publishers, New Delhi, p. 121-26 Sethy, S. Perrine Thesis, The Fall of Rome, World Press Pvt. Ltd. , Calcutta, 1981, p. 126-34 Thaper, R. History of India, vol. 1, ed. 3, 1987, p. 55-68 Wells, H. G. Wells, Barbarians Break Empire into East and West, A Short History of the World, Penguin Books, London, 1965, p. 152-61

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buy custom High School Affiliation essay Pacing is the speed at which information is delivered by a tutor or teacher in a lesson. Lesson pacing is essential in a classroom. It should be quick enough to ensure that students are interested but not so fast that they do not understand. According to Alan Hofmeister and Margaret Lubke (1999), pacing increases students interest and betters their behavior. While a teacher is presenting a lecture, he/she ought to lookout for indicators that the students are bored. The pace for each lesson should be appropriate for the level of students. In grade 5-8, the students are still learning the basics, and it is at this point their interest in learning is natured. In this case, the pace should be moderate to provide opportunities for students to engage in inquiries whether wholly or partially. At this instance, students in grades 5-8 are able to identify the relationship between evidence and interpretation. It is vital that they are a part of a class that is actively involving and is moving at the right pace. Lesson pacing should be emphasized as it is necessary in the engagement of the student in what is taught. It is the teachers responsibility to ensure he/she is aware of students interest by paying attention to the students during the lesson. If students become agitated or restless, the teacher should slow down or stop the session. However, if they appear bored he/she should speed up the lesson. To ensure the lecture is on a brisk pace the teacher adds variety as the spice of lessons, give the students a break to refresh, break down lessons into smaller sectons, avoid too much paperwork and ensure the students understand. Instructors or teachers have a lot to consider when planning the lessons pace, this can be summed up as the students needs. Factors that are specific to the students are age or grade, attention span, complexity of the lesson and specific need students. Special need students include ELL students and gifted or learning disabled (McLeod, Fisher, Hoover, 2003). Different types of students will respond to pacing in a different way. Students who are learning English will find it overwhelming if they have to try grasping the language and understanding the content at the same time. ELL students need a steady pace, unlike in a class without ELL students it is vital that they understand the material even if it takes a long time (Jones and Jones, 2004). When teaching a class that includes ELL students, the teacher should slow the pacing but make sure the English language rhythm is maintained. ELL students need extra time to understand the content and process the linguistic aspect. The teacher has to monitor the ELL students progress so that he/she can determine what has to be done. The teacher might consider allocating more time to ELL students might help them bridge the gap by pairing ELL students with native English speakers. The native English speaking students can also serve as unofficial teacher assistant with direct teacher supervision. The teacher has to simplify the language of presentation as the ELL student is familiar with commonly used terms and definitions. Pacing in classses that do not include ELL students is fast in comparison to that which includes ELL students. The students can now concentrate on capturing the content rather than in understanding the language. At grades 5-8 the students are in quest of knowledge and are quick to learn thus even ELL students will use a shorter time to learn English unless there are unforeseen external factors such as discrimination, stressful environment or peer pressure. The complexity of the lesson will determine how much information the student will grasp within the stipulated class time. Complexity of lesson material may affect lesson pacing negatively as it slows it down. In a class, that includes ELL students the teacher has to simplify the content such that it is not challenging to the students. The content will also have to be divided into smaller packages that are delivered systematically to ensure all students comprehend. Other methods that maybe employed in making difficult content much easier to understand are including discussions held within the class amongst the students and brainstorming. In grade 5-8 middle-school students might have problems especially when it comes to identifying variables in scientific experiments. However, in social studies and mathematics with gradual pacing, the students can learn a lot. It can be noted that as long what is taught is within the curriculum and the extent of students in grade 5-8 they will learn. At this stage, it would be unwise to divide the students into high-achieving and low-achieving students as it would hamper the progress of others whose need is just motivation. Buy custom High School Affiliation essay

Religion In Relation To Slavery essays

Religion In Relation To Slavery essays Religion is the basis for a lot of things good and bad. It is often used as a scapegoat to justify the wrong doings of some people. The verses of the Bible are often twisted to mean what people want them to mean. In fact religion is the foundation of bondage during the Slave Era in Frederick Douglass story Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. In Douglass narrative he describes the brutality to which he and his fellow slaves were often subjected. He speaks of the harsh beatings they received for doing no wrong, and how the slaveholders believed it to be Gods will to commit the horrid acts that they committed. In this narrative Douglass states I assert most unhesitatingly, that the religion of the south is a mere covering for the most horrid crimes, a justifier of the most appalling barbarity, a sanctifier of the most hateful frauds, and a dark shelter under, which the darkest, foulest, grossest, and most infernal deeds of slaveholders find the strongest protection (346). There is a woman slave in Douglass narrative, which he does not name, whose back was constantly raw due to the callous whippings her master would give her simply because he felt it was his duty to do so. It is apparent that the slaveholders believed they had religious endorsement for their vindictiveness. As they would beat the slaves they would quote scriptures from the Bible to rationalize their actions. Douglass elaborates on this as well. He states I have seen him tie up a lame young woman, and whip her with a heavy cow skin upon her naked shoulders, causing the warm red blood to drip; and, in justification of the bloody deed, he would quote this passage of scripture [He that knoweth his masters will, and doeth it not, shall be beaten with many stripes] (336). How ...