...who made a difference in the civil rights movement, impact of civil rights laws and the effects from the civil rights movement. A Paper By Jabioas A’Martinezs Glenn Submitted In Partial Fulfillment of the Requirements for History 2112 Submitted To: Dr. John L. Rhodes, Sr. FVSU November 14, 2012 Civil rights are a class of rights based upon birthright into a designation otherwise of human rights. The civil rights ensures citizen's ability to fully participate in the civil and political life of the state without discrimination or political repression and protect the freedom of classes of people and individuals from unwarranted infringement into those rights by governments, private organizations and other entities. Many men and women help made a huge impact in changing the world during the civil rights movement. The civil rights movement was a worldwide political movement for equality before the law occurring between approximately 1950 and 1980. Many men and women help make a difference during the civil rights. There were many but some just stood out in particular. Jesse Jackson and Martin Luther King Jr. are famous Civil Right leaders, often considered to be some of the greatest. They believed that African Americans should get more political power. Throughout the Civil Rights Movement they were always known as the people that TOOK action with what was given. Rosa Louise McCauley Parks was an African-American civil rights activist, whom the U.S. Congress...
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...Should There Be Specific Anti-Gay Bully Polices in Schools First let’s be clear about definitions concerning this essay. Bully: One who is habitually cruel to smaller or weaker people (The American Heritage Dictionary 2007). An aggressive person who intimidates or mistreats weaker people, (Encarta dictionary, 2012). Bullying: The process of intimidating or mistreating somebody weaker or in a more vulnerable situation (Encarta dictionary, 2012). Bullying for this paper: Any act of harassment, intimidation, whether physical, verbal or telecommunicated (cyber/text) that makes a person feel demeaned, belittled, fearful, or endangered. Since doing this research I find that each article defines bullying in a different way. I believe that we need to have a definitive explanation of what we consider bullying on the whole. Although every definition centers on the idea that someone is being mistreated in some way by another person. Why is it surprising that we have children lashing out to the children that have bullied them today when this is what Americans have done since this country began? The Europeans came to this country and started to take over the land. The Native Americans very rarely killed one another, they simply counted coup. As the Europeans continued to move away from the east coast they decided that the way the Native Americans were living was barbaric and they needed to be civilized and Christianized. When the Native Americans refused to conform, the...
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...Women were not allowed to participate in government or community institutions. A number of women, and some men, spoke out against these conditions in the early 20th century, but to little avail. As a result of government approval, women's rights groups became increasingly active in China: "One of the most striking manifestations of social change and awakening which has accompanied the Revolution in China has been the emergence of a vigorous and active Woman's Movement." Beginning in the 70s and continuing in the 80s, however, many Chinese feminists began arguing that the Communist government had been "consistently willing to treat women's liberation as something to be achieved later, after class inequalities had been taken care of."[9] Some feminists claim that part of the problem is a tendency on the government's part to interpret "equality" as sameness, and then to treat women according to an unexamined standard of male normalcy.[10] Chapter two: definition, development, and categories of feminism 1. Definition of feminism Throughout history, women have always struggled to obtain equality, respect, and the same rights as men. This has been difficult because of patriarchy, an ideology in which men are superior to women and have the right to control women. This ideology has spread...
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...INTRODUCTION TO PUBLIC ADMINISTRATION POSC 330, Winter 2013 GCB 188, 3:40 – 4:40 PM Professor: Jennifer Kajiyama Office: SSC, Room 120A Telephone: 808-293-8002 Email address: jenniferkajiyama@gmail.com Office Hours: Appointments available upon request. I. COURSE OBJECTIVES: Public administration involves the "core activities" of government that are performed, for the most part, by highly trained experts and specialized organizations; its purpose is the development and implementation of public policy. This broad definition encompasses a large dynamic portion of government at all three levels of the federal system, engaging even nonprofit and private enterprise. The purpose of this course is to introduce students to the environment of public administration: the structural environment, the political environment, and the social environment. The structural environment consists of the different sectors that create both synergistic and antagonistic relationships. The political environment consists of the government and legislative processes that both delimit and enable action in public organizations. Finally, the social environment consists of broader forces that are at work that are often ignored or misunderstood. This course will help students become aware of how others impact them and how they impact others. II. STUDENT LEARNING OUTCOMES: Students completing this course will be able to understand the power and discretion you will have while working in the field of public administration...
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... Contents Introduction Carl Rogers. Background and Influences Theoretical Constructs Strengths and Weaknesses Conclusion Notes References Introduction In this essay I will be discussing the viability of Person-Centred Therapy as an exclusive method of treatment for clients. Without an appreciation of this approach it would be difficult to judge the merits of the claim as laid out in the main essay title. Therefore I will begin with an introduction to Carl Rogers, his background and influences. In this essay I will explore the main theoretical constructs. Following on from this I will look at the advantages of this approach and consider its success in treating psychological disorders. Although Carl Rogers inspired many, he was not without his Critics. Therefore I will include the difficulties and doubts expressed by other Practitioners in order to get an opposing viewpoint. I will end with my evaluation of the claim itself and the reasons why I have arrived at my conclusions. Carl Rogers Background and Influences Carl Rogers was born in Illinois, Chicago, in 1902. His parents were middle-class, respectable and hard-working. His Father was a Civil Engineer and his Mother a stay-at-home housewife. Carl was the fourth child in a family of six children. Rogers’ early days were heavily influenced by his Mother’s strict adherence to Christian principles. She was a committed...
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...GENDER-BASED AFFIRMATIVE ACTION AND REVERSE GENDER BIAS: BEYOND GRATZ, PARENTS INVOLVED, AND RICCI ROSALIE BERGER LEVINSON* I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II. History Behind the Affirmative Action Race/Gender Anomaly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III. The Circuit Split on the Race/Gender Conundrum . . . . . . . . . IV. Analogy to Race-Based Affirmative Action . . . . . . . . . . . . . . . . . A. Remedial Purpose as a Justification for Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B. The Diversity Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C. The Arguments Against Affirmative Action . . . . . . . . . . . . . V. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I. INTRODUCTION The blockbuster race discrimination cases in recent years have all involved affirmative action and reverse discrimination. The Supreme Court has made it clear that race classifications, whether benign or invidious, will trigger rigid strict scrutiny analysis, which requires that the government prove its program is narrowly tailored to serve a compelling interest. In 2003, the Court, in Gratz v. Bollinger,1 ruled that while student diversity in educational institutions may be a compelling interest, an affirmative action program...
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...Badami’s The Hero’s Walk HEIKE HÄRTING N HIS REVIEW of Anil’s Ghost, Todd Hoffmann describes Michael Ondaatje’s novel as a “mystery of identity” (449). Similarly, Aritha van Herk identifies “fear, unpredictability, secrecy, [and] loss” (44) as the central features of the novel and its female protagonist. Anil’s Ghost, van Herk argues, presents its readers with a “motiveless world” of terror in which “no identity is reliable, no theory waterproof” (45). Ondaatje’s novel tells the story of Anil Tessera, a Sri Lankan expatriate and forensic anthropologist working for a UN-affiliated human rights organization. Haunted by a strong sense of personal and cultural dislocation, Anil takes up an assignment in Sri Lanka, where she teams up with a local archeologist, Sarath Diyasena, to uncover evidence of the Sri Lankan government’s violations of human rights during the country’s period of acute civil war. Yet, by the end of the novel, Anil has lost the evidence that could have indicted the government and is forced to leave the country, carrying with her a feeling of guilt for her unwitting complicity in Sarath’s death. On one hand, Anil certainly embodies an ethical (albeit rather schematic) critique of the failure of global justice. On the other, her character stages diaspora, in Vijay Mishra terms, as the “normative” and “ exemplary … condition of late modernity” (“Diasporic” 441) — a condition usually associated with the figure of the nomad rather than the diasporic subject — and thus...
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...The Subtle Subversion The State of Curricula and Textbooks in Pakistan Urdu, English, Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter...
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...MARITIME LIENS IN THE CONFLICT OF LAWS (final version published in J.A.R. Nafziger & Symeon C. Symeonides, eds., Law and Justice in a Multistate World: Essays in Honor of Arthur T. von Mehren, Transnational Publishers Inc., Ardsley, N. Y. 2002 at pp. 439-457) Prof. William Tetley, Q.C.* INDEX I. II. Preface - Homage to Arthur T. von Mehren Introduction - Maritime Liens 1) 2) III. Civilian origins of maritime liens Characteristics of maritime liens Maritime Liens as Sources of Conflicts of Law 1) 2) 3) The differing scope of "maritime liens" Other maritime claims Different ranking of maritime liens and claims IV. V. VI. VII. The United Kingdom - The Lex Fori The United States - The Proper Law Canada Some Other Jurisdictions 1) 2) 3) 4) 5) China Israel Greece Sweden The Netherlands VIII. The Rome Convention 1980 IX. * Conclusion Professor of Law, McGill University; Distinguished Visiting Professor of Maritime and Commercial Law, Tulane University; counsel to Langlois Gaudreau O'Connor of Montreal. The author acknowledges with thanks the assistance of Robert C. Wilkins, B.A., B.C.L., in the preparation and correction of the text. -2- MARITIME LIENS IN THE CONFLICT OF LAWS Prof. William Tetley, Q.C.* I. Preface - Homage to Arthur T. von Mehren I am honoured to contribute to Prof. Arthur von Mehren's festschrift. On occasion, I have leaned upon and even borrowed (with great benefit and I hope with complete citation), his writings and, for example, have...
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...NEW YORK UNIVERSITY SCHOOL OF LAW JOURNAL OF INTERNATIONAL LAW AND POLITICS GUIDE TO FOREIGN AND INTERNATIONAL LEGAL CITATIONS FIRST EDITION ● 2006 © Copyright 2006 by New York University Contents FORWARD AND GENERAL INSTRUCTIONS................................................................................................. xiii ACKNOWLEDGEMENTS ......................................................................................................................................xv COUNTRY CITATION GUIDES ARGENTINA...............................................................................................................................................................1 I. COUNTRY PROFILE ..................................................................................................................................1 II. CITATION GUIDE.......................................................................................................................................2 1.0 CONSTITUTION...................................................................................................................................2 2.0 LEGISLATION......................................................................................................................................2 3.0 JURISPRUDENCE ................................................................................................................................3 4.0 BOOKS .....................................
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...HOW TO WRITE ESSAYS Visit our How To website at www.howto.co.uk At www.howto.co.uk you can engage in conversation with some of our authors – all of whom have ‘been there and done that’ in their specialist fields. You can get access to special offers and additional content but, most importantly, you will be able to engage with, and become a part of, a wide and growing community of people just like yourself. At www.howto.co.uk you’ll be able to talk to, and share tips with, people who have similar interests and are facing similar challenges in their lives. People who, just like you, have the desire to change their lives for the better – be it through moving to a new country, starting a new business, growing their own vegetables, or writing a novel. At www.howto.co.uk you’ll find the support and encouragement you need to help make your aspirations a reality. How To Books strives to present authentic, inspiring, practical information in their books. Now, when you buy a title from How To Books, you get even more than words on a page. HOW TO WRITE ESSAYS A step-by-step guide for all levels, with sample essays Don Shiach howtobooks ACKNOWLEDGMENTS The author and publishers are grateful to Nicholas Murray and the Rack Press, Kinnerton, Presteigne, Powys LD8 2PF for permission to reproduce History from Nicholas Murray’s collection ‘The Narrators’. Published by How To Content, A division of How To Books Ltd, Spring Hill House, Spring...
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...Name: ____________________ Period: _____ APWH WORKBOOK Unit Four: 1450 to 1750 CE “The Early Modern Period” Due Date: _________ Score: ____/30 [pic] This packet will guide you through the fourth unit in AP World History and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010 You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. Unit 4 Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople;...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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