The civil rights movements Essay Example for Free

The civil rights movements Essay This threat led to some improvement. Roosevelt’s order on discrimination however did not apply to the armed forces. At the start of the war, the army refused to train black officers; the air force would not let them train as pilots; and the navy would only use black servicemen in the kitchens. Black peoples’ blood could not be used for wounded white servicemen. Some of these barriers were broken down by government pressure during the war: 600 black pilots saw combat before the end of the war, and all three of the services eventually had black officers. However, all black servicemen had to fight in segregated units. Blacks were not allowed to die alongside whites. In 1948 President Truman officially banned the segregation of black and white people in the armed forces. However small, this marked a large step in equal rights for black people. Segregation between whites and blacks was a prominent issue. It needed to be broken down before the two races could be equal. Both segregation on buses and schools were abolished due to blacks’ peaceful protests. Famously Rosa Parks, who was sitting in the Negro section of a bus, refused to get up for a white man. Martin Luther King organised a local bus boycott, stopping most black people using busses in the whole city which meant that most buses were now almost empty because black people were the biggest bus users as most were too poor to afford cars. Victory finally came on 13 November 1956 when, just as in schools, the Supreme Court announced that segregation was illegal on buses. In the southern states ‘White Citizens Councils’ were formed to fight integration in schools and they encouraged employers to sack black people who stood up for their civil rights. In Congress Southern Senators signed a Manifesto in 1956, promising to campaign against integration. There were very violent examples where black children were blocked from going to school by white supremacists. When there was an attempt to de-segregate the Central High School in the town of Clinton, Tennessee in 1956 there were riots. Hundreds of white people, many of them in the Ku Klux Klan, stopped black students entering the school and orchestrated attacks on black people around the town, and many of them left town all together. In response to this, many supporters of the Civil Rights (many of them white) had had enough and decided to ‘form a posse’ of 47 of supporters and to take on the supremacists with a wide ‘collection of weapons’. Fighting on the streets was only averted by the arrival of the National Guard who arrested the leaders of the racist group surrounding the school Continuing dislike of segregation in the town actually led to the white racists blowing up the school in 1958. This was not a single case. The aggression shown by the whites is pretty startling – very violent (blowing up a school) and involves governors and state troops, especially against children who are innocent in this race war. With the media, their aggression shows their weakness. However blacks are portrayed very well to the media as they use non-violent protest contrary to the whites. They also get the support of the military which is ideal as they do not need to be shown being violent. It also shows that some white people seem to have been changing their minds, caused by violence and black’s peacefulness and Christianity. The Civil Rights Movements laid down the opportunity for equality between whites and blacks; the legislation needed was put into place, however the whites themselves needed convincing. The same people, who were in the Ku Klux Klan fighting against the blacks, were now expected to support equality. Despite this, mentalities were starting the change. Due the non-violence and innocence of their campaign, whites were starting to support the blacks in their struggle for equality. In this way, the Civil Rights Movements can be seen as a complete success, but a little more is needed to convince the inherently racist white southerners that this was the right thing to do before there is absolute equality. Half Term Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE USA 1941-80 section.

American Dream in Edward Albees Whos Afraid of Virginia Woolf Essay

In the final act of Who's Afraid of Virginia Woolf, Honey apologetically and drunkenly explains that she has peeled the label off her brandy bottle. To this, George replies, "We all peel labels, sweetie: and when you get through the skin, all three layers, through the muscle, slosh aside the organs, and get down to bone, you still haven't got all the way, yet. There's something inside the bone†¦ the marrow†¦ and that's what you gotta get at." In a play blending realism and absurdism, Edward Albee peels off the institutions and values that Americans held and hold dear, such as family, beauty, marriage, success, religion, and education. With blackly humorous ridicule and through critical analysis, Albee suggests that these institutions, traditionally comprising the "American dream," have been desperately created to escape reality. Ultimately, however, he shows us that reality continues to pervasively lurk not far beneath the surface that we have slapped over it, almost as if threatening to eat up the very thing with which we suppress it. Even before an analysis of Albee's dramatic action, the location itself sets the scene for a study of American society. Albee sets his play in the fictitious New England town of New Carthage, alluding to the ancient civilization of Carthage, which for thousands of years flourished, but was permanently conquered by the Romans. The name is not coincidental, as George refers to New Carthage as "Penguin Island," a mythical island destroyed by capitalism in a novel by Anatole France, and as "Gomorrah," the city in the Bible that was destroyed, along with Sodom, for its wickedness. (40) The allusion invites parallels to our own country, which, at the time facing the threat of communism, not only face... ...an philosopher. "And the west, encumbered by crippling alliances, and burdened with a morality too rigid to accommodate itself to the swing of events, must†¦ eventually†¦ fall." (174) Albee suggests that, behind the faà §ade of the American dream, behind the pretense of American ideals, behind the false front of the tranquility of American society in the early 60's, America's internal corruption and emptiness threatened, and perhaps continue to threaten, the country with a similar fall.    Work Cited Albee, Edward. Who’s Afraid of Virginia Woolf? Rev. ed. New York: Dramatists Play Service, 2005. Print. Works Consulted Clurman, Harold. "Who's Afraid of Virginia Woolf?" Edward Albee: A Collection of Critical Essays. Ed. C.W.E. Bigsby. Englewood Cliffs: Prentice-Hall 1975. 76-79 Hirsch, Foster. Who's Afraid of Edward Albee? Berkeley: Creative Arts, 1978. American Dream in Edward Albee's Who's Afraid of Virginia Woolf Essay In the final act of Who's Afraid of Virginia Woolf, Honey apologetically and drunkenly explains that she has peeled the label off her brandy bottle. To this, George replies, "We all peel labels, sweetie: and when you get through the skin, all three layers, through the muscle, slosh aside the organs, and get down to bone, you still haven't got all the way, yet. There's something inside the bone†¦ the marrow†¦ and that's what you gotta get at." In a play blending realism and absurdism, Edward Albee peels off the institutions and values that Americans held and hold dear, such as family, beauty, marriage, success, religion, and education. With blackly humorous ridicule and through critical analysis, Albee suggests that these institutions, traditionally comprising the "American dream," have been desperately created to escape reality. Ultimately, however, he shows us that reality continues to pervasively lurk not far beneath the surface that we have slapped over it, almost as if threatening to eat up the very thing with which we suppress it. Even before an analysis of Albee's dramatic action, the location itself sets the scene for a study of American society. Albee sets his play in the fictitious New England town of New Carthage, alluding to the ancient civilization of Carthage, which for thousands of years flourished, but was permanently conquered by the Romans. The name is not coincidental, as George refers to New Carthage as "Penguin Island," a mythical island destroyed by capitalism in a novel by Anatole France, and as "Gomorrah," the city in the Bible that was destroyed, along with Sodom, for its wickedness. (40) The allusion invites parallels to our own country, which, at the time facing the threat of communism, not only face... ...an philosopher. "And the west, encumbered by crippling alliances, and burdened with a morality too rigid to accommodate itself to the swing of events, must†¦ eventually†¦ fall." (174) Albee suggests that, behind the faà §ade of the American dream, behind the pretense of American ideals, behind the false front of the tranquility of American society in the early 60's, America's internal corruption and emptiness threatened, and perhaps continue to threaten, the country with a similar fall.    Work Cited Albee, Edward. Who’s Afraid of Virginia Woolf? Rev. ed. New York: Dramatists Play Service, 2005. Print. Works Consulted Clurman, Harold. "Who's Afraid of Virginia Woolf?" Edward Albee: A Collection of Critical Essays. Ed. C.W.E. Bigsby. Englewood Cliffs: Prentice-Hall 1975. 76-79 Hirsch, Foster. Who's Afraid of Edward Albee? Berkeley: Creative Arts, 1978.

Life Story

It has also been described as a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both. An example is a complete online degree program organized by an institution where sstudents take their classes, assignments, quizzes and exams online and at the end, are given their certificates for participation. Another example is when the teachers pass information to their sstudents using a form of live feed (audio/3D) whereas the teacher is at home or somewhere else but is broadcasting lecture to sstudents at his/her own comfort.Another good example is an online system where the sstudents can go back to after classes and check for class notes, take assignments, have one-on-one chat with their lecturers, and get better understanding on topics that were taught in class and not understood. This project would focus on the latter example. Scope This project would focus on two (2) Departments in Babcock University w hich has been chosen as a case study in order to give a very accurate, efficient, and detailed project.The reason for choosing two (2) departments only is to avoid a wide project which would require more energy, resources and a lot of time. The chosen departments are: * Computer Science Computer Science Computer Information Systems Computer Technology * Agricultural Science This project will help build an interface where sstudents of the chosen departments can refer to after class to gain better understanding of certain courses learnt and also talk one on one with their respective lecturers. Statement of ProblemThe major reason for the creation of this project are sstudents with slow assimilation, this interface would help with materials with which they can use to get better understanding after physical classes. It will also serve as an interface for shy sstudents to ask their respective lecturers questions using the chat application. Also, sstudents sometimes need a place to refer to for study materials to prepare for exams, tests, or can even be used to pass information to sstudents in a particular class.While researching ssimilar applications, some examples showed that the implementation allowed for only sstudents to register. This way some questions asked by the sstudents are still not answered because of poor or no interaction at all. Some questions are best answered than read, after implementation, this project would help solve this and provide the sstudents with the necessary attention of their lecturers. ObjectivesThe objectives of this project which is to design and implement a web based distance application for increased learning is: * To basically solve sstudents learning problems, in terms of comfort, efficiency and understanding * To bridge the gap between sstudents and lecturers using a form of chat system * To enable sstudents view educational resources such as notes, textbooks, past questions to increase their basic understanding of courses off ered at different levels Audience In this case the audience would be the sstudents, lecturers of the particular departments chosen.Also visitors can visit the homepage, have a short tour and read on the about us. ANALYSIS Methods of Information Gathering One on one interview would be conducted with the people involved. Ssimilar applications will be checked out, in order to pick up past mistakes, ways to correct this would be researched and also ways to add some important features that might have been left out. Also the selected departments would be checked out thoroughly to know the lecturers under them, what each lecturer teaches, and also know how the departments operate for accurate presentations. Life Story Doing an interview with my brother was really a new and unusual experience for the both of us, especially because the purpose of the interview was to ask him about something that is personal and is deemed to be a sensitive topic – that is about his condition and experiences having muscular dystrophy. Everything that I learned from this interview took me by surprise because the stories that he told me were about the other side of him that I did not knew. It was astonishing to learn that after my thoughts of how I know him so well because he is my brother, there are still a lot of things that I do not know about him. This interview has definitely introduced me to a new person in my brother. Going through an interview with someone who you have a personal and intimate relationship with is more nerve wracking than actually interviewing someone that you totally do not know. Perhaps I felt afraid of what might transpire during the interview because knowing that we have a close relationship as family, I was afraid that I might discover something moving or emotional that would affect how I go about with the interview. Whereas interviewing someone who is a total stranger would not leave profound impressions on me because we are not related personally to begin with. Although I have seen most of him in my life, have seen, and understood the conditions of people with muscular dystrophy, this interview re-acquainted me to the worldviews and personal experiences of those who are experiencing that condition. I gained a lot of personal insight that made me acquire a deeper and clearer understanding of how it is to have limitations outside our family circle and of course, I get to catch up on how my brother is doing at present and how he handles his life despite his shortcomings. I would say it was a therapeutic experience for the both of us because somehow after that interview, he felt good having to share all his thoughts and feelings to someone who he can trust and depend on. In addition, for me I felt as if something good and special came out of it – within my self as a person and between the both of us and our relationship as family. From the first question alone, I was really dazed that he was willing to open up like that with regards to his diagnosis and learning from the doctors that he would not be able to live to see his twentieth year. His courage and strength really shows up by how he handles and is still handling his condition. My brother was open to the entire experience. It was not difficult to convince him to go through with a personal interview with me. He actually enjoyed it because he knew he was helping me out and he really liked the idea of reflecting on past events and experiences that he had in his life. What got me the most was that growing up for him was a struggle. Imagine having to experience the fact that most children his age were doing all the things that they wanted and succeeding in them, and he felt like he was stuck in a rut and he had no other choice but to deal with his disabilities. He handled his situation really well because at a young age, he was able to defeat his worries and fears and still made great efforts to do what most children do. He never gave up, and for me it takes great effort because not all people can do what he did. Some people dwell in their misery that hinders them to accomplish success even with limitations in their life. He prides me with joy knowing that he is not that kind of person. This interview proves how strong a person he is because he let down his guard, opened himself up, and accepted this interview and me doing the interview with positivity. The interview has greatly changed our relationship as siblings. First, we know we have gotten closer because now I feel like I have evaded the person in him that I did not know all these years. From his experiences of being left out in high school, not having any friends at all, no being able to do what others can do, seeing people you know die of the same condition, etc. and still have the confidence say to me that there are a lot of things to do and that he wanted to live his life to the fullest makes me look at myself and rethink what my problems are and what my mindset was. From what he said, I know there are a lot more problems in this world, including his that requires more time and attention. Knowing that there are a thousand more people out there with the same condition make me think that there is more to life than all the superficial things in this world. Most people who do not have any disabilities whatsoever complain a lot about several things about their life. What they do not realize is that there are a lot people who were unlucky enough to have limitations and boundaries in their lives, and that includes my brother. If we as normal people complain about our lives and not having to succeed in situations where we want to accomplish many tasks, I guess we should think about those who unwillingly have disabilities, such as muscular dystrophy. Aside from the fact that we have grown closer with every question that I asked him during the interview, I was also inspired and my compassionate side sparked off like a matchstick. By knowing how he dealt with his difficult past I have grown to know him more. Everything that he said I took note off and from them I draw my inspiration in reinventing my life now. Life Story It has also been described as a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both. An example is a complete online degree program organized by an institution where sstudents take their classes, assignments, quizzes and exams online and at the end, are given their certificates for participation. Another example is when the teachers pass information to their sstudents using a form of live feed (audio/3D) whereas the teacher is at home or somewhere else but is broadcasting lecture to sstudents at his/her own comfort.Another good example is an online system where the sstudents can go back to after classes and check for class notes, take assignments, have one-on-one chat with their lecturers, and get better understanding on topics that were taught in class and not understood. This project would focus on the latter example. Scope This project would focus on two (2) Departments in Babcock University w hich has been chosen as a case study in order to give a very accurate, efficient, and detailed project.The reason for choosing two (2) departments only is to avoid a wide project which would require more energy, resources and a lot of time. The chosen departments are: * Computer Science Computer Science Computer Information Systems Computer Technology * Agricultural Science This project will help build an interface where sstudents of the chosen departments can refer to after class to gain better understanding of certain courses learnt and also talk one on one with their respective lecturers. Statement of ProblemThe major reason for the creation of this project are sstudents with slow assimilation, this interface would help with materials with which they can use to get better understanding after physical classes. It will also serve as an interface for shy sstudents to ask their respective lecturers questions using the chat application. Also, sstudents sometimes need a place to refer to for study materials to prepare for exams, tests, or can even be used to pass information to sstudents in a particular class.While researching ssimilar applications, some examples showed that the implementation allowed for only sstudents to register. This way some questions asked by the sstudents are still not answered because of poor or no interaction at all. Some questions are best answered than read, after implementation, this project would help solve this and provide the sstudents with the necessary attention of their lecturers. ObjectivesThe objectives of this project which is to design and implement a web based distance application for increased learning is: * To basically solve sstudents learning problems, in terms of comfort, efficiency and understanding * To bridge the gap between sstudents and lecturers using a form of chat system * To enable sstudents view educational resources such as notes, textbooks, past questions to increase their basic understanding of courses off ered at different levels Audience In this case the audience would be the sstudents, lecturers of the particular departments chosen.Also visitors can visit the homepage, have a short tour and read on the about us. ANALYSIS Methods of Information Gathering One on one interview would be conducted with the people involved. Ssimilar applications will be checked out, in order to pick up past mistakes, ways to correct this would be researched and also ways to add some important features that might have been left out. Also the selected departments would be checked out thoroughly to know the lecturers under them, what each lecturer teaches, and also know how the departments operate for accurate presentations.

Roadmap to RtI Pre-K Essay - 678 Words

RtI is a framework, not a program. It is a process that involves instruction, assessment, and intervention. This tool is utilized by educators to increase the likelihood that the students can be successful and maintain their class placement by early recognition and deliver appropriate instructional interventions. With this tool teachers can address the needs using research-based learning. All of the students’ progress is assessed early and often. A common concern shared by the parents and teachers is how to help the student who experience difficulty learning in school. A goal shared by the parents and teachers is seeing that the student excels. There are important terms to know for RtI. Response is reacting to a question, experience, or†¦show more content†¦The use of RtI as a systematic process for screening, intervening and monitoring—while not mandated by federal law—is what was intended under IDEA to determine a child’s response to scientific, research-based intervention. Multistep approach RtI has a multistep approach broken down into three tiers. According to the text, this is where all students are initially screened to determine their progress in achieving established literacy benchmark skills, objectives, and standards. In tier 1 (Classroom Intervention), it represents the regular classroom and the normal instruction process. This provides all children with research-based curriculum and instructional methods to reach the desired educational outcomes. The emphasis is on good instruction and assessment to ensure that a majority of children receive good instruction. In tier 2 (Supplementary Intervention), it represents students having difficulty and is intended to fill in learning gaps. The intervention and measurement should be tailored to the individual child. In tier 3 (Intensive Instruction), it represents students who fall behind significantly and require additional time during the school day for remediation. Students will continually be assessed to determine if gaps have closed and if they can be moved back