The Spanish Chicano Culture - 1386 Words

Anzaldua in her essay, How to Tame a Wild Tongue† provides an insight of how she experienced the concept being brought up in dual culture society. On one hand, one of the cultures involved the American culture that she experienced on her academic journey. This culture expected her to adhere and speak clearly to the American English language. For instance, the culture required that â€Å"if Anzaldua what to be American, Speak ‘American.’ If you don’t like it, go back to Mexico where you belong† (2). On the other hand, the other culture was her native culture, Spanish Chicano. The Spanish Chicano culture has been her culture since she was at a tender age and throughout her life. In this culture, Anzaldua believes â€Å"Chicano Spanish is not incorrect; it is living language† (2). Therefore, one could be viewed as a cultural traitor because one ruins the Spanish Language if he/she speaks another language such as English. This paper, therefore, sheds light to the challenging and conflicting cultural ideas exhibiting from the dual culture. Arab culture and American Culture. Anzaldua in her literature portrays the both side of the psychological and cultural change consequently to the convergent of the two or more cultures, also known as acculturation process. Here, the writer represents one side by the American culture and the other side by the Mexican culture. For one to become a fully assimilated and accepted in the American culture one has to conform to the American culture andShow MoreRelatedThe Chicano Spanish And Chicano1284 Words   |  6 PagesSeptember 15, 2015 Title- The Language of Chicano The Chicano Spanish people are a discriminated group of people in a society where they felt rather ashamed of their language. In the essay of what Anzaldua wrote about the Chicano Spanish were discriminating themselves of being a marginalized group that their language was socially inferior to the dominant discourse, the English language in America. The Chicano, or the Spanish people, in American society’s goal was that they wan tedRead MoreThe Chicano Spanish1005 Words   |  5 Pagesabout the Chicano spanish were indiscriminating themselves of being a marginalized group that their language was socially inferior to the dominant discourse language, the English language in America. The Chicano, or the Spanish people, in American society main priority that they wanted to get of the their cultural language to become â€Å" Americanized† of speaking the dominant discourse. The Chicano spanish people then felt uncomfortable that their traditional language by speaking Spanish to other peopleRead MoreHow A Wild Tongue By Gloria Anzaldua1236 Words   |  5 PagesAnzaldà ºa explores the challenges encountered by these groups. She especially focuses on her people, the Chicanos, and describes the difficulties she faced practicing her mother tongue. She argues that for many years, the dominant American culture has silenced their language. She claims that by forcing them to speak English and attempting to elim inate their accents, the Americans have robbed the Chicanos of their identity. She also addresses the issue of low self-esteem that results from this process ofRead MoreTaming Anzalduas Contact Zone Analysis984 Words   |  4 Pagesdifferent cultures meet and inform each other, often in highly asymmetrical ways.† Pratt describes what she calls ‘contact zones’ and elaborates on the pros and cons of these cultural interactions. She sees the contact zone as a place that allows people to exchange cultural ideas and break down the dividing cultural borders. When a contact zone is started, people are able to interact on new levels gaining a new perspective because they are able to collaborate with people from foreign cultures. If youRead MoreChicano Essay Definition1067 Words   |  5 PagesThe word Chicano involves more than just a cultural identification. There has been a continuity of a discussion of its origins, it meanings, its purpose and its affirmations thr oughout generations. Through oral history, scattered essays, Chicano studies courses and personal relationships, I have evolved my usage of the word Chicano, as many in history have. Through experience I have learned that social, geographical and economical elements have twisted and turned the meaning according to the moralRead MoreChicanos And The Liberal Agenda1075 Words   |  5 PagesChicanos and the Liberal Agenda In the early sixties, when times were of segregation, racism and discrimination, Chicanos often suffered the most. It was a dark time for Mexican-Americans, who were negatively referred as ‘Chicanos’. Chicanos did not always have the empowered meaning it has today. In the early sixties, ‘Chicano’ was often used to refer to Mexican-Americans’ as lower class, ignorant and as a derogatory racial identification. Furthermore, racism, exploitation, inequality, conformityRead MoreLanguage Is More Violent Than War?1426 Words   |  6 Pagesspeaking Spanish and English, and was always being policed on what language I was allowed to speak. If I was with my parents they only wanted me to speak in Spanish and when I was at school I was actually forced to only speak English. Gloria Anzaldua writes about the struggles Mexican Americans have in America within our own community and within the â€Å"American† standards. Langue is a part of our culture itâ₠¬â„¢s how we begin to communicate with those around us. In this article she explains how Chicanos expressRead MoreA Wild Tongue By Gloria Anzaldua And The New Mestiza1713 Words   |  7 Pagesof borders--between nations, cultures, classes, genders, and languages.† Anzaldua gives many examples of how she felt when being classified as a Chicana. Her thesis in this is that she is â€Å"arguing for the ways in which identity is intertwined with the way we speak and for the ways in which people can be made to feel ashamed of their own tongues.† Her Mother wanted her to choose either English or Spanish and not speak both. Anzaldua also talks about the slang in Spanish and how different parts of theRead MoreHow A Wild Tongue By Gloria Anzaldua And The New Mestiza1480 Words   |  6 Pages Have you ever had to fight to speak freely? Have you ever had to stand up for what you believe and your culture? When Anzaldua says â€Å"So, if you want to really hurt me, talk badly abou t my language† she wants you to feel every aspect of what she is saying. She is wanting you to know that she is standing up for her culture. In â€Å"How to Tame a Wild Tongue† she persuades her readers to believe the way she feels and that she has gone through hell to fight for what she believes in. â€Å"How to Tame a WildRead MoreEssay How to Tame a Wild Tongue741 Words   |  3 Pagesfeels her native Chicano Spanish language needs to be preserved in order to maintain cultural unity when used as a private form of communication. Her statement, for a people who cannot identify with either standard (formal, Castilian) Spanish, nor standard English, what recourse is left to them but to create their own language? suggests that despite the societal pressures of needing to learn more formal and ‘properly accepted English and Spanish, the very nature of the Chicano language is a unique

Relationship Between Ethical And Abusive Coaching...

The study â€Å"The Relationship Between Ethical and Abusive Coaching Behaviors and Student-Athlete Well-Being† was conducted by Mariya A. Yukhymenko-Lescroart, Michael E. Brown, and Thomas S. Paskus, and was published in the journal Sport, Exercise, and Performance Psychology. The researchers sought to understand the effects that a coach’s behavior had on a student’s morals, satisfaction, and impressions of team unity. Social-cognitive theory has long thought that we learn by imitating those around us, particularly those in leadership positions. The coaches of sports teams are especially prominent models in a student athlete’s life, given that they have actual authority over the student’s life. The idea of self-efficacy, which suggests that an†¦show more content†¦Coaches were first asked if their teams would participate, and if the coach approved, the students were given surveys to fill out with the assurance that it was voluntary and con fidential. Coaches were asked not to be present as the students filled out the surveys, which consisted of nineteen Likert-scale questions. 40.8% of the students were female, and the entire sample was primarily white, although 15.4% were black and 12.5% were â€Å"other.† This study had five main variables. First, the â€Å"inclusion climate,† or how unified the students felt their team was. This was measured by three questions on a 1 to 6 scale. Next was â€Å"willingness to cheat,† or the perceived readiness of fellow teammates to be dishonest, which was measured by a 1 to 5 scale question. Also measured was the â€Å"college choice satisfaction,† or how content the students felt about their choice of college. This was measured by three questions on a 1 to 7 scale. Next was â€Å"ethical leadership,† or whether the student felt that the coach was running the team with positive morals. It was measured by six questions on a 1 to 5 scale. Last was â€Å"abusive coaching behavior,† or how the students felt about their coach’s amount of abuse or lack thereof. This was assessed with three questions on a 1 to 5 scale. The perceived ethical climate of the school (measured via three 1 to 5 scale items), as well as th e gender of the team, how much media attention the teamShow MoreRelatedEssay on Ethical Principles1469 Words   |  6 PagesEthical Principles John Durham III PSY/305 March 7, 2016 Dr. Daven Salmi Ethical Principles Introduction The ethical issue that I chose to examine was an article about the relationship between ethical and abusive coaching behaviors and student-athlete well-being. I found this article very interesting because not a lot of people are aware of the ethical issues that have been and are currently going on in the athletic background. Believe it or not there are many ethical issues that relateRead MoreEthical And Abusive Coaching Behaviors And Student Athlete Well Being1339 Words   |  6 PagesThe article, The relationship between ethical and abusive coaching behaviors and student-athlete well-being by Mariya A. Yukhymenko-Lescroart, Michael E. Brown, and Thomas S. Paskus questions how coaches impact the athletes on their team and how it then affects those athletes. It is interesting because you never really see what goes on between a coach and an athlete unless you take a closer look. Many athletes rely on their coaches to do more than just coach them. In a way, they are guiding themRea d MoreOverview of Hrm93778 Words   |  376 PagesHuman Resource Management (MGT501) VU MGT - 501 T his subject/course is designed to teach the basic principles of Human Resource Management (HRM) to diverse audience/students, including those who are studying this as a supporting subject for their bachelor degree program. This course is designed to provide you the foundations of HRM whether you intend to work in HRM or not, most of these elements will affect you at some point in your career. Either you will be working with some organizationsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY

Benefits of leadership Free Essays

The Benefits of the Leadership Course Responsibility O A responsible person Is one who is able to act without guidance or supervision, because he or she Is accountable and answerable for his or her behavior. C) You will be prepared for both the risks and the opportunities that accompany new roles. C) Your responsibility will grow, giving you an edge on others O A person who does as promised deed can be considered as reliable. We will write a custom essay sample on Benefits of leadership or any similar topic only for you Order Now C) How does being responsible pay? C) A person who has a reputation of being responsible is trusted to do things on his or her own, without supervision. Leads to self esteem, promotions, Develops Leadership Qualities O Questions How do you handle yourself in unexpected or uncomfortable situations? An effective leader will adapt to new surroundings and situations adjust. O You can develop Important qualities Having these qualities Improves your self-esteem and Job situations Major qualities include open-mindedness, enthusiasm. Inconsistency, courage, and confidence C) You will be prepared to deal with real life situations Example is getting a job O Gain feedback on your existing strengths – and weaknesses – as a leader Service Opportunities O it makes you get involved O colleges see the amount of service hours O by volunteering and helping others, you get to learn and see more about your community C) colleges want to see you being more productive and caring to others and not just yourself. C) It gets you familiar with the environment of the working class and the business roll O questions do you volunteer at any organization? What does your organization do to help your community? Have you learned anything by doing this service? Develops Leadership Ability in Extracurricular Activities (D gives you ability to lead in your club/sport’s team C) gives you extra edge over other students/athletes C) enables you to hold a leadership position on a sport’s team In school or In a club (D gives you opportunity to hold office in student council How to cite Benefits of leadership, Essays

Black Student Movement At NIU Essay Research free essay sample

Black Student Movement At NIU Essay, Research Paper ? A Racist Institution: ? The Black Student Protest Motion at Northern Illinois University, 1962-70 Jeffrey R. Hart History 491, Dr. Schmidt Fall 1997 1. NIU and Dekalb: The Corn Cob Community Northern Illinois University, a medium sized four twelvemonth populace university, is located in the little metropolis of Dekalb, 60 stat mis west of Chicago on Interstate 88. Thirty stat mis from what is referred to as the western border of the suburbs, Dekalb seems in some ways to be caught between two universes: the universe of Norman Rockwell? s idyllic? Small-town, USA, ? and the universe of the infringing suburbs. Recently, the metropolis has seen the revealing marks of the invasive universe: the line of big section shops, place betterment shops, and fast nutrient eating houses along its main road on the border of town, pulling concern off from the downtown country, and the detonation of modern individual household lodging development in constructed vicinities, or? estates. ? This invasion is best symbolized by the program approved by a former city manager and metropolis council to develop and construct a modest sized shopping promenade on the sou-east border of town, located on another main road. The program calls for the developer to have the metropolis gross revenues revenue enhancement ( soon 1 per centum, added to the province gross revenues revenue enhancement of 6.25 per centum ) received by the merchandisers located indoors and instantly next to the planned shopping promenade. Former Mayor Greg Sparrow said that the revenue enhancement program was indispensable to enticing the developer. He and others feel that the new shopping promenade will convey Dekalb into the service-based economic system, and provide much needed occupations and revenue enhancement grosss for the metropolis. Unfortunately for Mr. Sparrow and a few council individuals, the electors rejected his command for re-election to office in the spring of 1997, alternatively voting in favour of council individual Bessie Chronopoulis, who attacked non merely Mayor Sparrow? s temptation program, but besides the apparently rapid rate of alteration. To her and many of the occupants, the alteration was coming excessively fast, excessively shortly. Their ideal Dekalb is a little metropolis consisting of lasting occupants, or? townies? on the E and far southwest side, and the university and its community of pupils, sing module, and the concerns that cater to them ( bars, fast nutrient eating houses, flat composites, convenience shops, and even an grownup bookshop ) , on the west side. Indeed, some of the occupants closest to the university feel that even the university is infringing on their town, and they have lobbied their council-persons to see that the university community stays within its assigned bou ndaries by go throughing regulations curtailing the growing of get oning houses and other concerns that they feel detract from the historic vicinities of the country. This conflict to either halt or abate growing, seen by many as cut downing non merely the value of the metropolis but besides its image, is in some ways indicative of what happened with the university over 30 old ages ago, with the turning inflow of minority pupils. During the decennaries of the 1950s and 60s, NIU had changed from a little four twelvemonth public establishment known for its teacher readying plan ( in fact, its old name had been? Northern Illinois State Teacher? s College? ) into a university of medium sized population and country. The country of the university expanded to twice its size with the acquisition of land bordering its western boundary. The new land provided infinite for new abode halls to house the turning figure of pupils. The undermentioned list indicates the growing in the pupil population. On Campus Enrollment in Fall Semesters Fall 1951 Fall 1955 Fall 1961Fall 1965Fall 1968 1,9003,3008,10014,70020,700 There university besides added new edifices to teach them in, made programs for the building of athleticss Fieldss and, more significantly, the enlargement of academic Fieldss non related to learning. This growing paralleled what had been go oning countrywide. Nationally, establishments of higher acquisition found themselves holding to spread out themselves to run into the demands of a turning population of pupils. The GI Bill and other federal and province plans, in add-on to a higher pay base for the working category brought approximately by the postwar economic roar and benefits of organized labour, enabled many pupils to go the first in their household non merely to graduate from high school, but besides to go to an establishment of higher acquisition. The Black Student Protest Movement at NIU arose from the position that NIU, like other authorities establishments, was racialist in that it was non turn toing the demands of the black pupils enrolled in the university or the black high school pupils who wished to go to the university. They felt that due to de facto segregation at the school board degree ( peculiarly the schools in the inner-city of Chicago ) , the quality of direction at the schools they attended, the de facto segregation curtailing the motion of households to what seemed to be better schools territories outside of the interior metropolis, and eventually the admittances policies of the universities themselves, black pupils had a more hard undertaking of deriving admittance to public NIU than their white opposite numbers. When the Civil Rights Movement began to take root in the northern provinces, black pupils on the preponderantly white campuses took action. When at the university, their experiences reinforced their beliefs about institutional racism and their geographic expeditions of? Black Power. ? After 1965, the Black Student Protest Movement changed in five ways: there were different marks, different aims, different participants, different manners of protest and activism, and the organisation of the Movement itself became different. Nationwide, the presentations shared the common aim of seeking to oblige preponderantly white establishments to suit the demands of a multiracial society. The pupils, Richard P. McCormick has written, wanted? the building of an environment within which they could experience emotionally and physically secure and where their cultural values would be respected and changed. ? At NIU, the pupils wanted the same consequence. In the yesteryear, black pupils who happened to be allowed admittance to NIU were forced to populate off campus, kept apart from the? regular? pupils in the residence halls. This did non assist affairs really much, for there was normally merely a smattering of black occupants in the metropolis. They were made to experience apart from the university itself, and surely non portion of the metropolis. However, during the decennary known for campus activism, the Sixties, the pupils were allowed to populate in the residence halls with their white opposite numbers. The integrating of campus lodging, nevertheless, introduced jobs in itself. Some pupils and their parents did non desire black pupils for roomies, neighbours, or floormates, and requested to be placed in other suites. The black pupils felt that there wasn? t a topographic point to plunge themselves in milieus they felt comfy. There was no diversion room where their music could be heard coming from a wireless and no survey sofa filled with art or literature of the African or Afro-american civilization. There were surely no categories where pupils were immersed with the history or civilization of inkinesss. The classs offered by the university, the black pupils felt, stressed merely the importance, and hence legitimacy, of the white civilization. To the black pupils, they were being told what was right and acceptable ( the h istory of white Americans and Europeans ) , and what was non ( the history of black Americans and Africans ) . The clip had come for alteration, and the pupils set out to do the alteration happen. Like today? s occupants of Dekalb, some of the? established? members of the university accepted the alteration, some accepted but wanted to command the rate of alteration, and others didn? T want any alteration to happen at all. This is the narrative of how these groups acted towards each other, and how the alterations that did happen took topographic point. Many of the demands made by the pupils were the same as demands raised at the larger, more urban universities, and all of them were accepted. But the grounds that the demands were accepted at NIU were in some ways different than those at the other establishments such as Rutgers University, New York University, and San Francisco State University. Unlike other establishments located in or near interior metropoliss or other centres of big minority populations, Dekalb and NIU were located far from any ample minority population, and hence, reasonably free to make what it wanted without force per unit areas from groups outside of the u niversity. Although non lawfully required to make so, NIU accepted and implemented some of the demands. This thesis explores how and why the university made alterations, every bit good as how and why a comparatively little group of pupils ( one per centum of the population ) changed everlastingly the face and organic structure of NIU. 2. ? Black and White Together, We Shall Get the better of: ? 1962-63 In 1954, the Supreme Court of the United States decided that public schools could non by jurisprudence offprint ( segregate ) the pupils of its territory on the footing of race, even when the schools appeared to be? equal. ? The instance, Brown v. the Topeka Board of Education, or more merely, Brown v. Board, made segregation of public schools illegal under the 14th Amendment to the Constitution of the United States. It did non, nevertheless, open the public schools to black pupils in territories where segregation was taking topographic point. It lacked the power to implement its ain opinion, go forthing the duty to other subdivisions of the federal authorities, the provinces, and the local governments. In kernel, the determination became meaningless without person, anyone, willing to implement it. Surely, the racism of the federal, province, and local electorate played a major function, but so did the Court, when it mistily worded its order to incorporate the public schools with? al l deliberate speed. ? Under these fortunes, governments were slow to move upon the order, but non every bit slow as the territories themselves. Without fright of legal branchings, many of the unintegrated territories remained untasted. Most of these territories were located in the Southern provinces, where racism was identified by Whites and inkinesss across the state as a manner of life, good or bad. After all, the consensus was that the Civil War of 1861-65 had been fought over the issue of whether or non a white individual had the right to have a black individual as one owns an inanimate object, otherwise known as bondage. The Civil Rights Movement of the 20th century attacked this manner of life, get downing in the South. The Montgomery Bus Boycott of 1955-56, the sit-ins at section shop tiffin counters, the? Freedom Rides? of the interstate coach lines, and the elector enrollment thrusts were all portion of a mass motion in the South to pull national and international attending to the double jobs of racism and its governmental enforcement or ignorance in the supposed most free state in the universe. The images of peaceable, nonviolent marchers being hosed, crush, arrested, and otherwise attacked by the local g overnments or white occupants caused many Americans, both black and white, to fall in together to alter life style of the South. When inkinesss and Whites from the North took clip off from school, work, and place, and went south to contend the southern manner of life, the apprehensions and whippings continued, and now the state and universe were seeing non merely inkinesss, but besides broad Whites being beaten and arrested, and in some instances, killed. These images, of work forces, adult females, and kids being mauled by Canis familiariss, shooting with H2O hosieries, and beaten by looming white police officers, were abashing to the presidents, because it allowed the Soviet Union, our Cold War Nemesis, to claim that the US would handle colored 3rd universe states in much the same mode that it treated its ain colored citizens. The fright that these third-world states might fall into Soviet? influence, ? and hence act as an enemy to the US in the United Nations, led President Kennedy to get down actively implementing the Brown v. Board determination, to protect the nonviolent demonstrators peacefully exerting their First Amendment rights, and to name for statute law that would vouch equal entree to authorities sponsored and regulated concern and activities, including interstate coachs and their installations, and most significantly, the right to vote. The job of racism was seen as a southern job by northern Whites, and every bit long as the issue was restricted to the South, it became? us? ( northern Whites and the state? s inkinesss ) versus? them? ( southern Whites seen as dense, backwards, uneducated hood ) . It was this attitude that led to the first publicised presentation for civil rights at NIU, on October 12, 1962. The Student Education Association held a mass meeting to turn to the racial job in Mississippi. The NIU community, like others in the North, were shocked and appalled that American citizens were being denied their most basic, cardinal right, the right to vote. The university newspaper, The Northern Star, gave a by and large positive position to the event, concentrating attending to the job in Mississippi, and depicting the attempts of Whites in the North to assist work out the job. However, the article did reference two things that we can now state were warnings of things to come. First, Walt Wernick, an adviser , told pupils to get down socially integrating, and pupil Barry Schrader said to look for racism in both Dekalb and NIU, adverting the segregated Greek ( fraternity and sorority ) community and the local lodging job ( inkinesss frequently could non happen person willing to sell or lease their place to black households, and lived in the same country ) . The calls to look homeward seemed to hold been ignored. 3. Turning the Fire Up on the Great Melting Pot: 1963-65 Another mark of things to come came in the autumn of 1963, when Dr. Martin Luther King, identified as the leader of the Civil Rights Movement, led the now celebrated? March on Washington, ? naming for an terminal to racism in the US, and support for President Kennedy? s proposed Civil Rights statute law. The Northern Star, in an column, stated that the March added to the agitation, that presentations were bad, and that equality could non be achieved by animus. The column stated that Dr. King had? overstepped boundaries of democracy and common sense. ? The same Dr. King, who had marched in Selma, Montgomery, Atlanta, and legion other topographic points in the South, and had won the regard of northern progressives, was now being denounced for making the same things in the North. One can now see that this was what President Kennedy was afraid would go on when he heard of the proposal for the March. Initially, Kennedy wanted to trash the March wholly, take a firm standing that it would ache the opportunities of acquiring his elector rights statute law passed. The March was intended to name for occupations, lodging, and freedom. Kennedy convinced the organisers that if they would alter their platform of the March to back up of his statute law, he would see that the federal authorities would back up them. He called for deviating attending off from presentations and towards acquiring the right to vote because he felt that while Americans valued autonomy for inkinesss, they valued jurisprudence and order even more. So the March occurred, King delivered his? I Have a Dream? address, and the President averted what he felt would hold been a catastrophe for everyone. Another predicting mark came when some black pupils in Chicago? s public schools boycotted categories to protest what would shortly go an oft-heard phrase: ? de facto segregation. ? The pupils had walked out of their schoolrooms to protest being forced to go to schools that were overpoweringly black due to the manner that the school territory boundaries had been drawn, a pattern known as? gerrymandering. ? If the pupils were being forced to go to these schools, and non allowed to go to other, ? better, ? preponderantly white schools because of gerrymandering, so the instance could be made that in fact, and non in pattern, that the pupils were being segregated. The instance was made, and the opposition to alter came with it. The Northern Star, in an column, said that the pupils were incorrect to boycott the categories. Supplying grounds that would turn out Kennedy correct, the column stated that while there may or may non be de facto segregation, the pupils were obligated to esteem the jurisprudence and work within the establishments. Finally, as yet another mark of what was to come, the column stated that bussing as a solution to stop the supposed segregation was incorrect. Common subjects between the NIU community and the state began to look. Equally long as the Civil rights Movement confined itself to the South, it would stay to hold the moral and fiscal support from northern progressives. However, when it moved into the North, non-violent, peaceable tactics approved for usage in the South, such as boycotts and Marches were frowned upon. When issues such as de facto segregation were addressed, many Northerners become defensive, and immun e to alter. That is non to state that Northern Whites had stopped back uping the Civil Rights Movement. In fact, what became known as? Freedom Summer? occurred that same twelvemonth, and NIU played a function. Nine pupils from NIU, as portion of the Northern Wesley Foundation, including one black pupil, Verna McClure, spent their spring semester holiday in Georgia working to acquire the black occupants registered to vote. From campuses across the North, pupils, clergy, and homemakers went to the South to assist the Civil Rights Movement in their federally approved and supported battle. What happened that autumn, when the registered black electors of Mississippi found that their right to vote meant non being able to stand for themselves as the legitimate delegates to the Democratic National Convention in Atlantic City, is seen as the beginning to the terminal of cooperation between black and white militants. The Mississippi Free Democratic Party ( MFDP ) , whose symbol was the Black Panther, allowed all individuals registered to vote in the federal election to vote in the province party primary, while the Mississippi Democratic Party, allowed merely whites to vote. The National Committee, under President Lyndon Johnson, offered to let the rival MFDP to sit two of its members as delegates at big, and the seats allocated for Mississippi would travel to the members of the? regular? Democratic deputation from the province. To farther perplex the state of affairs, Johnson ordered that at least one of the seats given to the MFDP had to be occupied by a white. Martin Luthe r King accepted Johnson? s footings, while Stokely Carmichael, caput of the Student Nonviolent Coordinating Committee ( the organisation that lost 3 of its workers in Mississippi to the shotgun blasts of a deputy sheriff and other members of a local Klan ) refused. The rift between civil rights workers, leaders, and northern white progressives, became more broad. Many of the inkinesss working in the Civil Rights Movement began to mistrust their white opposite numbers, whom they felt had ever been moving paternalistic towards them. Within a twelvemonth, the organisations led by younger, more active black pupils had purged themselves of their white members. The older, soft-spoken and more acceptable leaders, such as King, were seen as seeking to? snog up? to an constitution that had rigged their attempts to neglect by throwing the inkinesss into the sphere of electoral political relations, an sphere that, by definition, was a topographic point where the bulk would take whatever it wanted, and the minority would have nil but merely what the bulk allowed it to hold. Possibly as an indicant of the rift between the white progressives and black militants, on March 26, 1965, merely six individuals ( a white reverend, four white pupils, and one black pupil ) left NIU to pass their spring interruption in Selma, Alabama, to process in the streets for black civil rights. They left NIU 13 yearss after one hundred and 50 people at NIU protested the decease in Selma of a white reverend who marched for civil rights. As a sideshow, there were two white counter-demonstrators. The? broad consensus, ? as Godfrey Hodgson described the black/northern white/labor/clergy alliance, becan to break up. 4. ? Burn, Baby, Burn! ! : ? The Pot Boils Over In May of 1965, Hosea Williams, of the Southern Christian Leadership Conference, warned an audience at NIU that the Civil Rights Movement was heading north, and that Illinois might be the first province to experience the impact. He described racism in the North as really different from that of the South. In the South, he said, it was vocalized, but in the North it was soundless. At this period of clip, inkinesss in the North, sing racism in the signifier of de facto school segregation, lodging segregation, and unemployment, began stating each other and anyone who cared to listen that they would no longer be soundless while Whites in the North pointed fingers at Whites in the South. Riots erupted in the Watts territory of Los Angeles ; in Cleveland ; in Newark, New Jersey ; and many other metropoliss across the North. Images of constabulary and National Guard units policing the streets with pieces, helmets, and unassailable waistcoats filled the telecasting screen amid backgrounds of angry, loud, and endangering immature black work forces venting their choler in words and workss. Fortunately or unluckily, Dekalb and NIU were spared those workss, but non the words. The motto of? Black Power? began to be said and to be heard. Many Whites seemed non to hear the statements of how black pupils in inner-city schools were being given a second-class instruction, and how poverty begot poorness, but paid attending to two simple words: ? Black Power. ? Did the individuals who spoke these words know that they were acquiring attending? Stokely Carmichael, one of the first leaders in the Movement to publically utilize the phrase, knew so, and so did Baronial Harris, president of the African-american Cultural organisation ( AACO ) . In the December 14 issue of The Northern Star, he defined Black Power as inkinesss finding their ain scenes, actions, and consequences, free from force per unit areas put upon them by Whites. As an admonition to those who had all of a sudden taken notice of the state of affairs of inkinesss in the North, Harris stated that? They should hold known we had jobs. ? In Chicago, a metropolis known for its broad, Democratic political machine, King marched in Marquette Park, naming for an terminal to lodging favoritism. The working category occupants and others responded with bricks and bottles. King commented that the racism in Chicago was worse than the racism in the South. These words produced indignancy from the Whites. King became an enemy to many Whites across the state for his activities, including his resistance to the Vietnam War. Like other members of the Civil Rights Movement, he was abandoned by many members of the white broad community, for both his civil rights activities, and his stance against the War. To white conservativists and some progressives, he was disloyal for being against the War. Other white progressives, turned off by the rhetoric and purgings of the SNCC, had abandoned the Civil Rights Movement after 1964 and turned their attending to the war in Vietnam. To the anti-war/anti-draft progressives, Dr. King was passing excessively much clip on the Civil Rights Movement, and non adequate clip on the Anti-War Movement. King felt that the war and civil rights were inseparable, and wanted more white progressives to work towards stoping racism as they worked towards stoping a war. As if King did non hold adequate jobs with Whites, he faced misgiving among inkinesss every bit good. He was seen by many immature militants as an? Uncle Tom, ? a? apple polisher, ? person who would make the command of? T he Man. ? On April 4th, 1968, in Memphis, as he was fixing for a multiracial? Poor People? s March on Washington? , King? s earthly jobs were solved by an bravo? s slug, and the jobs of others across the state, including NIU, were brought to a caput. 5. Year of Discontent: 1968-69 In the hebdomad following the blackwash of Dr. King, more than a 100 metropoliss experienced public violences. The decease count reached 37 people, 12 of them in the state? s capital. Fires and plundering were common scenes in metropoliss with a ample black population. The decease of Dr. King at the alleged custodies of a white adult male had provoked more of a response from black activists and militants than his call for a united biracial run to process for economic freedom. At NIU, an ad-lib memorial service was held at the University Center ( now the Leslie A. Holmes Memorial Student Center ) . Black and white, pupils and module likewise, met to retrieve the late Dr. King, and to reflect on the significance of his non-violent life and violent decease. Two things occurred which were meant to direct a message to the white module and pupils of the university. The first was a verbal warning sent by two black pupils. An unidentified pupil said that the inkinesss in America were about to? make its thing. ? Fifty individuals left the service when alumnus pupil Noble Harris issued a call for a? united forepart, ? stating? With integrity, doggedness, bravery, and love of our black people, we shall be winning in our struggle. ? Outside of the Center, a black flag was raised on the range pole, in topographic point of the Stars and Stripes. The following twenty-four hours brought alleviation to the community, when spring interruption began, and the pupils went place. A few pupils patrolled the streets of their hometown or other metropoliss with their constabularies auxiliary or National Guard units, while some pupils may hold really participated in the public violences in Chicago, and others may hold stood by and witnessed them first manus or seen the telecasting footage. This point is certain: as with the public violences that had taken topographic point in the northern metropoliss in the old summers, everyone knew that they were happening. When the pupils and module returned to NIU from the interruption in surveies, an uneasy composure came with them. Unlike the larger metropoliss and universities, the black pupils were surrounded by a rural, all-white community. There might be presentations, but the university felt that, unlike the larger metropoliss, there was non the? critical mass? needed in the black community to convey about the devastation of the university or town. For two hebdomads, there was comparative peace, sing what was go oning in the state outside of the academic confines of NIU. However, the university did non hold to wait really long, when on May 10, about 200 black pupils, armed with the cognition of tactics used by earlier Civil Rights Movement militants, moved towards Lowden Hall, the administrative offices edifice. The pupils climbed the stepss of the late constructed edifice, with it? s modern ( for the Sixties, at least ) design, possibly made to look like the regional central office of a modern concern. Approximately 100 pupils crossed the fanciful barrier between acceptable and unacceptable protest, and placed their academic and, possibly, future professional callings in hazard, and went inside the edifice towards the office of University President Rhoten Smith. Walking down the corridor, they may hold had feelings that they had perfectly nil to lose, that win or non, they would at the really least do person, anyone, listen to them ; demanding for one time in their academic callings and possibly in their lives to be recognized as legitimate individuals with legitimate concerns. Other pupils walking towards the office may hold been more hesitating, oppugning if their ain engagement was deserving losing everything they had worked for in high school, if it was deserving losing the chance to possibly be the first individual from their household to graduate from college. Veterans of war will sometimes talk of the fright of being in conflict, but making things they neer thought they could make, if merely because the fright of making the incorrect thing was non as bad to them as the fright of making nil at all. To many of the pupils, inside the edifice every bit good as exterior, this fright was really existent to them. Their fright was overcome by their choler. The module inside the edifice were afraid, excessively. President Smith had sensed that things would come to this Oklahoman or subsequently, and hopefully subsequently. He had come to NIU with the realisation that the construction and intent of the university was altering, and that the alteration could be for the better. Described as a? imperfect? , he had come to NIU with a? vision. ? His vision for a university in general, and NIU in peculiar, was non alone. A few old ages before, at the University of California at Berkeley, President Clark Kerr described his? vision? of a? multiversity? that worked closely with authorities and concern, supplying them with an intelligent work force and having research grants and federal money. Kerr saw the university as an of all time turning establishment functioning a turning public. Smith? s vision for NIU included all of those things. He knew that to vie with the other universities, NIU would hold to be attractive to as many pupils as possible, by spread outing the size of the campus, and spread outing and adding plans in the non-teaching Fieldss of survey. He saw the demand for the university to respond to the altering universe around it, and to him, this meant an increasing figure of black pupils with high school sheepskin. The pupils entered President Smith? s office, and occupied it by making nil other than sitting down. The university, for all purposes and intents, came to a dead halt, much like a machine that had been? m

Drama Analysis Essay Example

Drama Analysis Essay A Doll’s House can never be Home Henrik Ibsen’s â€Å"A Doll House† is a play that seems like a very cute and entertaining piece of work when reading. Thankfully, it is entertaining, as the play is approximately seventy pages on paper. The dialogue between Nora and Torvald is quite interesting, as when they speak it’s a bit like young love struck teenagers, and borderlines on mushy. But in the last few pages of the play, the title suddenly becomes the lie that Nora has been living for years. The first act opens to around Christmas time, and Nora is receiving the Christmas tree. From the start the reader realizes that Torvald and Nora are very different. Torvald playfully chastises Nora for spending money all the time, and Nora teases back that since he has the new job, she can spend money, especially for Christmas. The entire dialogue through this scene is very mushy and cannot be taken seriously as realistic dialogue. The reader can soon realize that this play has elements of both realistic and non realistic drama. The realistic parts to this play are more throughout the play then the non realistic. It’s set in a home with a mother, a father, two children, a nurse, and a housemaid. It’s a typical family setting for when the play was written, around 1879. The plot of the play is realistic as well. Forgery has been crime for a long time, and there are persons who would wish to take our dirty laundry and air it as to embarrass us or put us at odds with others. We will write a custom essay sample on Drama Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Drama Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Drama Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nora believed she was doing the right thing when she forged her father’s signature, but that still made it a crime, even if she did it with the full intention to save her husbands life. Krogstad keeps quiet for Nora until his job is on the line, and he uses the blackmail to try and keep his job, even when Nora tells him there is no use. Nora tries to convince Krogstad not to use the blackmail he has against her, but to no avail. He writes Torvald a letter telling him of his wife’s illegal transactions. After Torvald discovers his wife’s secret, the non realistic elements begin to really show. Torvald goes on a long winded monologue entailing how Nora is no longer fit to be with her children and ranting about the shame she has brought upon the family. As soon as the IOU is returned though, Torvald’s mood changes immediately, He goes right back to calling Nora all of the pet names he has for her and forgiving her for everything. The reader immediately points this out as non realistic, for nobody that is that upset will change moods so quickly. But there has been a change for Nora. She realizes that the entirety of her marriage she has lived a doll’s life, in a doll’s house. She leaves Torvald in order to find out who she really is, because she realizes neither Torvald nor her are really themselves. They are who they want the other to believe and like, and she discovers she doesn’t need Torvald to make her way in the world. The play is both realistic and non realistic in some ways. But the reader can be both entertained and spoken to through this work. Nora found that she lived in a doll’s house, and maybe many more of us are living there with her than we would like to admit. Drama Analysis Essay Example Drama Analysis Essay A Doll’s House can never be Home Henrik Ibsen’s â€Å"A Doll House† is a play that seems like a very cute and entertaining piece of work when reading. Thankfully, it is entertaining, as the play is approximately seventy pages on paper. The dialogue between Nora and Torvald is quite interesting, as when they speak it’s a bit like young love struck teenagers, and borderlines on mushy. But in the last few pages of the play, the title suddenly becomes the lie that Nora has been living for years. The first act opens to around Christmas time, and Nora is receiving the Christmas tree. From the start the reader realizes that Torvald and Nora are very different. Torvald playfully chastises Nora for spending money all the time, and Nora teases back that since he has the new job, she can spend money, especially for Christmas. The entire dialogue through this scene is very mushy and cannot be taken seriously as realistic dialogue. The reader can soon realize that this play has elements of both realistic and non realistic drama. The realistic parts to this play are more throughout the play then the non realistic. It’s set in a home with a mother, a father, two children, a nurse, and a housemaid. It’s a typical family setting for when the play was written, around 1879. The plot of the play is realistic as well. Forgery has been crime for a long time, and there are persons who would wish to take our dirty laundry and air it as to embarrass us or put us at odds with others. We will write a custom essay sample on Drama Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Drama Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Drama Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nora believed she was doing the right thing when she forged her father’s signature, but that still made it a crime, even if she did it with the full intention to save her husbands life. Krogstad keeps quiet for Nora until his job is on the line, and he uses the blackmail to try and keep his job, even when Nora tells him there is no use. Nora tries to convince Krogstad not to use the blackmail he has against her, but to no avail. He writes Torvald a letter telling him of his wife’s illegal transactions. After Torvald discovers his wife’s secret, the non realistic elements begin to really show. Torvald goes on a long winded monologue entailing how Nora is no longer fit to be with her children and ranting about the shame she has brought upon the family. As soon as the IOU is returned though, Torvald’s mood changes immediately, He goes right back to calling Nora all of the pet names he has for her and forgiving her for everything. The reader immediately points this out as non realistic, for nobody that is that upset will change moods so quickly. But there has been a change for Nora. She realizes that the entirety of her marriage she has lived a doll’s life, in a doll’s house. She leaves Torvald in order to find out who she really is, because she realizes neither Torvald nor her are really themselves. They are who they want the other to believe and like, and she discovers she doesn’t need Torvald to make her way in the world. The play is both realistic and non realistic in some ways. But the reader can be both entertained and spoken to through this work. Nora found that she lived in a doll’s house, and maybe many more of us are living there with her than we would like to admit.

Analysis of La Haecidia Treatment Facility essays

Analysis of La Haecidia Treatment Facility essays Whether or not a person is genetically or bio-chemically predisposed to addiction is a controversy that has been debated over the years amongst the scientific community. The Disease Concept suggests that addiction is an inherited disease, where the addict is permanently ill at a genetic level. Another theory advocates that addiction is a blend of physical and mental dependency of drugs and a pre-existing mental disorder, such as clinical depression and bipolar disorder to name a few. Although there is scientific proof to support these claims, it still remains a fact that these are just theories. Defining drug dependency and the level of addiction is first and most important step one should take before attempting any sort of treatment. A teenager who smokes 4 joints of marijuana is at a different addiction level than the 35 year old who has smoked 5 joints daily for the past 10 years of his life. Similarly, amongst cocaine users there are those who use it in binge fashion once or twice a month, and then those who use it a couple of times a day. With different addiction levels, different treatment levels are required. This is primary reason most individuals entering treatment relapse after a certain amount of time. Relapse should not be viewed as failure or either the individual or the treatment program. Since there are so many diverse methods of treatment, it is almost impossible to decide which one will suit an individual the best. In general, the more treatment approaches one tries, the closer he gets towards finding one that is best suited and will work best for him or her. After discovering which method of treatment is appropriate, the individual can follow through with several activities to enhance recovery such as being part of a support group, a religious involvement, exercise, and eating healthy. It is failure to follow these steps that cause an individual to go back to their drug habits. The relapse rate for heroin add...

Research he Effects of Social Media on Arab Revolutions especially in Paper

He Effects of Social Media on Arab Revolutions especially in Egypt, Syria and Yemen - Research Paper Example They employed various forms of communication and information networks such as Facebook, Twitter, YouTube, Skype, Yahoo Messenger, cell phone technology and much more for making the world know about the violence and autocracy in their respective countries. Egypt Revolution that forced President Hosni Mubarak to leave his presidency was a continued effort of the social media activists who worked on Facebook, YouTube, Twitter, Google Maps and many mediums of communication and information sharing were employed in bringing in a change in the Egypt. A digital guide for information sharing on Twitter and through mobile phones was prepared by ‘Global Voices’ and ‘Egyptian Initiative for Personal Rights’, so that people can inform about arrests of activists. The social media worked as a connection linking Egypt with the entire Arab world involving them in change. Facebook was employed for multiple uses such as increasing knowledge about current unrest, broadening the level of information sharing to worldly level and management of activists and their actions. Twitter was used for giving information to the journalists and informed them about video footages’ location on internet. Overall, â€Å"the social media played a pivotal role in scaling connections between people, in achieving density, disseminating courage, awareness and sympathy, and in countering misinformation generated by the oppressive Egyptian regime in many countries around the world† (Frangonikolopoulos & Chapsos, 2012). The Egyptian government, under the leadership of Hosni Mubarak, sensed the efficacy of social media in enabling people towards handling a revolt against the government, due to which, they restricted internet usage. â€Å"With the internet crackdown, President Hosni Mubarak betrayed his own fear — that  Facebook,  Twitter, laptops and smartphones could empower his opponents, expose his weakness to

Globalization topic research paper Example | Topics and Well Written Essays - 2750 words

Globalization topic - Research Paper Example Hence, globalization has just made it simple. It is the change of thinking of the locals to open up their borders with a wider outlook of interconnections and interdependence to the rest of the world. (Baylis, Smith and Owens, 2013) They can exchange their capital goods at will while on the other hand; movement of labor is not prohibited. The measurements nonetheless, if not controlled can hurt the less developed economies. Thus, these seem not to bother the two countries as their economies are at par and have nothing to lose but just to maintain their superiority. The census from both countries shows that trade is the significant mutual benefits that the two countries enjoy. In fact, approximately 21% of the United States imports are from China making them the biggest trade partner in the early 21st century. A survey done by Yingyi, Qingguo,Chong’en, and Jisi, in (2014),in China on international politics and economy shows that both nations have enormous amount of capital goods and will be willing to exchange at their free will. China, on the other hand, has its primary essential from America that comprise of about 9% of their total imports, such is indeed a mutual relationship between the two countries. Baylis, Smith, and Owens, (2013) an educational study indicates that these ties will be long term benefits and is unlikely to end soon. It observes China has the largest population in the world providing the ready market for goods and services for the America economy. The population in China can help in the labor production that is requ ired in the America. Hence, Chinese are more than willing to partner the Americans since it provides for job destination to its millions of citizens reducing unemployment. Thus, the interdependence is just but the beginning of what mutual happenings are bound to happen between the two world economic giants. However, the interdependence between the

Study the topic of Moses and the horns and its relationship to the Essay

Study the topic of Moses and the horns and its relationship to the Alexander Romance and Dhul-Qarnayn - Essay Example When Moses came down from Mount Sinai with the two tablets in his hand, as he came down from the mountain Moses did not know that the skin of his face shone because he had been talking with God. Aaron and all the people of Israel saw Moses and beheld the skin of his face shone and they were afraid to come near him. But Moses called to them and Aaron and all the leaders of the congregation returned to him and Moses talked with them. And when Moses finished speaking with them he put a veil over his face. Whenever Moses went in before the LORD to speak with him he would remove the veil .And when he came out and told the people of Israel what was commanded, the people of Israel would see the face of Moses that the skin of Moses was shining. However, E. Suhr2 argues that the scribe who transcribed the passage using the secondary meaning may actually have done so advisedly and that scholars should not assume that a mistake of such proportions could have been made by a man who was an educated monk. The word in question was used three times in the description of Moses' transfiguration; would not the scribe have been aware of the consequences of such a change to the meaning of the passage He goes on to give us examples of the use of the adjective (horned) being applied to other messianic figures in religious history and literature. These figures had all performed heroic tasks and were saviours of their people. Horns therefore appear to have had, at one period, attributes of divinity and purity; a meaning that is diametrically opposed to our present day conception of them as being satanic. Eloise Hart3 also confirms this. In her essay she states that being horned was a symbol of being in intimate communion with the divine, that it signified neophytes who had passed a grueling test of faith. Certainly, there are references to horns and gods dating all the way to Sumerian times: the god Janus was portrayed with two heads and early Sumerian kings often took on the role of king-god; they were the pivot on which every facet of the kingdom turned.. The seals of Akkad depict the king as wearing horned crowns, symbolic perhaps of the close association of the ruler with divinity4. Some Akkadian seals also portray sacrificial bulls being brought to their knees by their horns; There was evidently power in the horns since the sacrificial bull is almost invariably shown held by a horn in the same manner.5 There are also references to horns and divinity in many ancient religions, including Celtics and Sumerian and early Egyptian. Dionysus was also known as the horned god ; Apis the Bull God for example is portrayed with the sun disk of divinity between its horns.6 The merging of the two meanings is clear here. The unicorn is also associated with Christ. Suhr contends though that the passage may not refer to horns in the literal sense; when both meanings are taken together, it can be interpreted to signify that the quality of Moses' face had changed, that perhaps there had been an alteration in his features or skin that allowed them to be described as horned. He justifies this through the use of examples such as Siegfried from Das Nibelungenleid, who on slaying a dragon bathed in its blood and his skin became horned. He also quotes Luke from the New Testament in the description of Jesus' transfiguration, where the gospel mentions that "the fashion of his (Jesus')

Abortion: An Ethical Issue

Abortion: An Ethical Issue Abortion means terminating pregnancy. Abortion is widespread now days all over the world. Abortion is the most controversial subject when it comes to ethical issue. Ethical issues in abortion involve a constant battle between freedom and life. As per the article given in website www.bbc.co.uk/ethics/abortion, there are two groups of people: Pro-choice and Pro-life. Pro-choice people are for freedom. They consider it unethical to take away a womans right to decide over their own body. While pro-life people are for life. They consider it unethical to kill a growing life. Lets discuss in detail of both views. Prochoice people regard right to control ones own body as a key moral right. If women are not allowed to abort unwanted feotus they are deprived of this right.The foetus exists inside a womans body. A woman has the right to decide whether the foetus remains in her body, therefore a pregnant woman has the right to abort the foetus Pro-life advocates say that the right to life should always outweigh the right of an individual to equality or to control their own body. They raise arguments that abortion does not liberate women, but allows society not to cater to womens needs. They say that what women need for equality is not free access to abortion but to be given what they need to survive financially and socially as mothers. Further they hold that foetus is not a part of womans body like liver, kidney, lungs. It is a saperate Person inside the womb.Abortion means killing a human being or murder. Here they raise question that why woman or couple did not take precaution instead ? Why an innocent life is killed for someone elses mistake ? This also justifies the anti-abortion argument. Apart from Pro-life advocates there are other view against abortion like it is against feminist principle of justice, non-violence and non-discrimination. Another group objects abortion as they see it as a men plot. They argue that men see the risk of pregnancy as something that stops men having sex when they want it. If men are to achieve full sexual freedom it is essential that abortion be freely available to backup contraception. Summary: The issue of abortion is the most controversial issue. The advocates of Pro-life and Pro-choice have their own justifications. Pro-choice advocates hold that it is their right to have control over their own body. Pro-life advocates hold that from the very conception life start in the womb of a woman. It is actually a Person inside the womb. So, the question remains, Pro-life or pro-choice ? Critical analysis and evaluation of argument The fight between pro-life and pro-choice is an everlasting battle and the ethical dilemma. Lets analyze the arguments in context of two major philosophical theories: Teleological Theory and Deontological Theory, taken from the source: website: www.socyberty.com/Issues/Abortion-An-Ethical-Analyses First take a look at abortion from a Teleological point of view, it depends solely on consequences. Teleological theory is basically a Utilitarianism formulated by Jeremy and John Stuart Mill. This approach to morality and ethics hold that there is no universal basis for determining what is right. Main idea behind it is the principle of Utility. The principle focuses on the consequence of action, intentions are irrelevant, therefore breaking promise, lying, causing pain or killing someone may under certain circumstances be the right action and in other circumstances, wrong action. Applying this theory into the topic of abortion, question arises: Do I really need a child ? Am I ready for a baby ? Do I really want to give up all of my time to raise a baby ? or What if I am unhappy with a child. This theory seems to focus on a very selfish viewpoint of the situation. Utalitarian theory does not mean that a woman is selfish on her decision of abortion. Lets say a woman decides to have an abortion because she is not propared to have a child, she has no support: financial or emotional and she is still in school. The woman decides that it would be in her best interest to have abortion at this point. This woman can remain in school and not have to worry about bringing unplanned child, but just because this decision worked out well for her, was it the right decision ? Although this might seemed like a good decision, it still brings concerns and ethical dilemmas to our attention. Could she not have had child , found employment and stayed in school (as most people do)? Could she not have ultimately ended up being the happiest she has ever been because of this child coming into her life ? It might seem easy to determine ones own self interest, but do we sometimes take advantage of the choices we are given ? This question brings the case in the light of Deontological Theory. This theory is based on something other then the consequences of a persons actions. This theory has two approaches: Divine command Thoery and System of duties. Thomas Aquinas (1274-1275) was the proponent of Divine command theory. According to him the world is created by God. Whatever happens, happens with the will of God. Life is given and taken by him only. Human being doesnt have any right to take anyones life. A woman who followed the Divine Command theory might have done things differently in the same situation. She might not have based her decision on self interest, nor on consequences, but rather on something higher like God. God has given her this child to birth and care for. This also face criticism like how can we base a life altering decision on the belief that there is a higher power, God ? Immaneul Kant (1725-1805) is the leading proponent of Deontological Approach in decision making.. He formulated a System of Duties: Perfect duties and Imperfect duties. Perfect duties are to be followed in all circusmstances. In Perfect duties he mentions Not to kill an innocent person. Taking the pregnant womans case in this context, There is a Person inside her womb. From the time of conception in the womb, the child is, not just another part of the mothers tissue, but a saparate person. Abortion means killing of that Person. This faces critism that at the time of conceiving there is a just formation of cell having few tissues. Cells are created and destroyed continuously in our body. Both of these situations determine very different viewpoints, but how do we know which theory can be considered ethically moral ? There are many possible reasons a woman might choose to have an abortion, for example: to avoid interruption of life goals, the pregnancy is a result of rape, or to prevent birth of abnormal or diseased child, just to name a few. It is also obvious why some may consider abortion to be morally problematic, whether the reasons are based on religion, and the values of life. The truth is that each one of us is forced to decide how we feel about abortion, as we are with any ethical issue. So, the question remains, Pro-life or Pro-choice ? Personal Position: I personally feel that a woman should have the right to choose when it comes to abortion, but I will contradict myself under certain circumstances. In certain scenarios, the choice of abortion can be justified , but what about those who are just pure careless ? What about those who act carelessly because they know in the back of their minds that they have another alternative if something go unplanned ? For example: there are many teens that become pregnant because of carelessness in practicing safe sex. If these young girls knew that if they became pregnant, they had no option but to keep the child, would they be more careful ? Or would the number of teens who become pregnant remain the same ? I believe it would decrease.. Utilitarian approach of Teleological theory allows us to consider the Utility of child, it allows us to have second chance (abortion) should we make mistake or put health of ourselves at risk and kill unborn child. Divine Command theory does the exact opposite, it opens our eyes to new life, it leads us to believe that morality is based on God and the child was given to us by God. It also allows us to believe if our child had a deformity or disease, that it was meant to be and it is what makes our child special. It perceive us to believe that abortion would be wrong because the child was sent to us for a reason. So can abortion be ethical ? In my opinion, yes it can. It can be ethical when the choice is not being taken for granted. In conclusion, my research lead me to believe that while we have different theorys to agree or disagree with, abortion is a choice. I feel that when it comes to a decision of this kind, the ethicality of the situation is left only to that individual. As long as the women is presented with all options and alternatives, and she has the right to choose what she feels is best, regardless of our own personal feelings or religious beliefs towards abortion.

net bans :: essays research papers

In July of 1995, Florida put into effect a new law banning the use of gill nets in all inshore water of Florida. The law contained two significant provisions: 1) some non-gill nets would be allowed, but maximum size would now be limited to 500 square feet; and 2) unemployment compensation would be available to affected netters through a 20 million dollar fund set aside to purchase the nets that would be made obsolete(Stearns, par.5). This ban on nets has led to a dramatic comeback for a variety of fish species, including the Spanish mackerel and Florida mullet. In the following essay I intend to show the ban laws, what they encompass whom they affected, as well as their reaction. Most importantly, I intend to show the ban has made an overall improvement on Florida's marine environment. Over the past 100 years, Florida has been known for having some of the best recreational fishing as well as marine environments. Locals and tourists alike could pick any given day to spend on the water and return with a wide variety of game fish. Unfortunately, over the past decade this trend has been on the decline. The cause of this decrease in the population of Florida's marine environment as well as in other parts of the world, is the indiscriminate use of the monofilament fishing net (par.2). One of the areas that have seen just how destructive these nets can be, is the Florida Coast. In 1990, commercial gill-netters harvested 26 million pounds of mullet (DeYoung, par.56). In 1994, Florida's became alarmed when the mullet spawning population plummeted to about 15 percent of normal. They also felt the impact this loss of forage food had on game fish. One of the largest causes of this plummet is the lucrative market in the Far East for mullet row, which had almost completely decimated Florida's stock of these fish (Stearns, par.2-3). Due to this large decline, the Florida Marine Fisheries Commission (MFC) placed restrictions on recreational and commercial harvest of mullet. In 1992, recreational fishermen were now limited to fifty fish per boat per day, with no size limit, while commercial fishermen have no "bag limit", but are required to release any mullet under eleven inches in length. The results of the restrictions lowered the harvest on mullet by recreational fishermen from four million to one million pounds. There was a 75 percent reduction in recreational harvest as a result of the FMC's restrictions.

Tuberculosis and Student Success Center

Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Describe the determinants of health and explain how those factors contribute to the development of this disease. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle).Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up). Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease. Tuberculosis, MTB, or TB (short for tubercle bacillus), in the past also called Phthisis or Phthisis pulmonalis, is a comm on, and in many cases lethal, infectious disease caused by various strains of mycobacteria, usually Mycobacterium tuberculosis.[1] Tuberculosis typically attacks the lungs, but can also affect other parts of the body. It is spread through the air when people who have an active TB infection cough, sneeze, or otherwise transmit respiratory fluids through the air. [2] Most infections are asymptomatic and latent, but about one in ten latent infections eventually progresses to active disease which, if left untreated, kills more than 50% of those so infected.The classic symptoms of active TB infection are a chronic cough with blood-tinged sputum, fever, night sweats, and weight loss (the latter giving rise to the formerly prevalent term â€Å"consumption†). Infection of other organs causes a wide range of symptoms. Diagnosis of active TB relies on radiology (commonly chest X-rays), as well as microscopic examination and microbiological culture of body fluids. Diagnosis of latent TB relies on the tuberculin skin test (TST) and/or blood tests.Treatment is difficult and requires administration of multiple antibiotics over a long period of time. Social contacts are also screened and treated if necessary. Antibiotic resistance is a growing problem in multiple drug-resistant tuberculosis (MDR-TB) infections. Prevention relies on screening programs and vaccination with the bacillus Calmette–Guerin vaccine. A minimum of three references is required. Refer to â€Å"Communicable Disease Chain. † Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submi t this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

Drug Abuse Essays

Drug Abuse Essays Drug Abuse Paper Drug Abuse Paper Drug Abuse is one of the most common criminal cases in the society today. It is a form of substance abuse, just like alcoholism, since these illicit drugs are actually addictive in nature. Because of this, many people who are hooked on drugs cannot easily let go of the addiction, and would often lead to drug-related crimes like robbery, physical assault, or even murder. Not only does these drugs dangerous to others, but it is also harmful in the drug users’ body, causing the body to take into negative turns, like deterioration and organ failures. One of the most common drugs in the society today is Marijuana. It is known scientifically as the hemp plant, Cannabis sativa, where the leaves are being dried up, rolled into sheets of paper and be smoked just like cigarette or tobacco. It is the most often used illegal drug in the world, known in various names all over, like â€Å"pot,† â€Å"herb,† and â€Å"Mary Jane. † Some users can make use of marijuana by mixing it into food substances or drink it by brewing it with tea. The addictive element of marijuana is its Tetrahydrocannabinol or THC content. The effect of marijuana would depend on how strong or how potent is its Tetrahydrocannabinol content, thus also giving various effects on the marijuana users (Psychology Today, 2002). When a person smokes or inhales marijuana smoke, he would usually feel rapid heart beats, loss of coordination and decreased sense of balance, slow reaction rate and a dry mouth. These are already signs of marijuana intoxication, along with the expansion of blood vessels in the eye, that’s why marijuana users usually have red eyes. The effects of marijuana would usually last two to three hours, where the marijuana user would usually tend to be sleepy. The negative effects of using marijuana would be hindering the user’s short term memory, wherein it would be difficult for him to remember recent events. This would usually lead to car crashes and other accidents, since their sense of coordination is greatly affected. Another dangerous drug would be cocaine. This drug’s effect on the body is really damaging, where addiction to cocaine could bring about permanent damages in one’s body or even death. Cocaine has both short term and long term effects. The short term effects are immediately noticeable, but not that damaging as compared to the long term ones. Because the reward system that drugs activate are usually activated for things that are ecessary for survival the body naturally wants to continue to access this reward system leading to excessive drug use and eventually an addiction. As a person starts to do drugs more and more often a persons tolerance, or the amount of that drug they need to get high increases. When a person does drugs constantly their brain is constantly being filled with dopamine which is the neurotransmitter that most drugs cause a release of. The brain adapts to the constant flooding of dopamine by producing less dopamine or reducing the number of dopamine receptors in the reward part of the brain. This results in the drug and ther aspects of life to become less fun or pleasurable. The change in life now makes life seem not as good leading the person to need to do more and more of that drug just to feel normal again. To keep reaching the high they want the person needs to keep increasing the amount of that drug they are doing until eventually it gets to the point that they need the drugs Just to feel normal again. Different drugs can lead to different addictions and an addiction that a person has can be a physical addiction or a psychological addiction. People who are usually recognized as drugs addicts are people with physical addictions. Many drugs such as nicotine, heroin, and meth cause severe physical addictions that are hard to overcome. When a person has a physical addiction their bodies will experience actual health issues if that person does not keep doing the drug they are addicted to. When people are physically a001ctea to a arug tney wlll Teel SICK ana tnelr oodles wlll nurt IT tney can not ao tne drug. The pain and sickness felt when not doing a drug that a person is addicted to is withdrawal. When dealing with a physical addiction withdrawal can be anywhere from a small headache to very severe problems depending on what it is your body is ddicted to. Withdrawal to some drugs like alcohol can cause seizures which can actually kill the person. Other drugs like caffeine Just cause a small headache in the morning. Often people with a physical addiction to a drug also have a psychological addiction to it. To help get over a physical addiction a person usually needs to go to a detox center and work with professionals, A physical addictions is not to be taken lightly and people with this problem usually need help from other to get over their addiction. Only drugs that actually contain addictive substances can cause physical ddictions and once addicted it can be very hard for a person to stop. Some drugs however can still cause an addiction even if the drug itself has no addictive properties inside it. Unlike with a physical addiction a person with a psychological addiction will not actually have a reaction in their body due to not having the drug but they can still mentally develop an extreme want for it. Psychological addictions are more common in people who abuse drugs like marijuana. Marijuana itself has no substance inside of it that are actually addictive but the brain can still develop a esire for the dopamine that marijuana releases making a person want to do it. Some people say that this is not a real addiction however because a person can develop a psychological addiction to anything. A person with a psychological addiction can usually Just kick the addiction themselves or have a friend help monitor them but sometimes seek professional help anyways. Although not as severe as a physical addiction a psychological addiction can still negatively affect a persons life. People who have really bad addictions are usually easy to identify buy some people with inor addictions can not be spotted unless a person knows the symptoms of an addiction. People with addictions often get confused about things when they are sober because they can not think straight often leading to angry outbursts at people who they actually do care about. People with addictions also often get angry when confronted about their problems. People with addictions cant usually say no to drugs when offered no matter what the consequences are. People with addictions also often try and hide it from their families as well as losing interest in things they use to like that dont have to do with drugs. People with addictions also often neglect to eat and lose interest in having a good physical appearance. People with an addiction also try and find an excuse to do drugs all the time so they dont have to face themselves with wondering whether or not they have an addiction. People who miss work or school to do drugs or people who cannot function properly without doing drugs are also people who have addictions. People often ask if drug addiction can be genetic and the simple answer is nobody really knows. People who do drugs while pregnant also do get the baby addicted to drugs but that is from actually having the rugs in its bloodstream making it non genetic. Although there has never been a gene identified to cause addiction or make a person more or less likely to do drugs it may be harder for some people to quit once they start. People might genetically have certain traits that make it harder to become addicted such as not having as many withdrawal problems or disliking drugs that make other people feel good. Although people mlgnt nave tnese tralts tney can stlll Decome aaalctea to arugs even IT no one in their family has ever done a single drug Just like a person can never do drugs even f they come from a long line of drug addicts. Genetics does not play a big role in drug addiction and besides possibly giving certain traits to help a person resist drug addiction, drug addiction itself has not be proved to be genetic. There are certain conditions however that make a person more likely to do drugs and eventually become addicted. People who have easy access to getting drugs through people such as family or friends are more likely to continue to do them often and become addicted. People who live in a culture where drug abuse is accepted or encouraged also have a higher chance of becoming addicted. People who live a stressful lifestyle either economically or emotionally are more likely to seek a reliever which usually leads to drug abuse and eventually addiction. People with low self esteem might also feel peer pressure to do drugs or might resort to drugs to help them get over their shyness and make new friends. People with health problems such as depression, bipolar disorder, schizophrenia or anxiety are also more likely to try drugs and because of their mental health are also more susceptible to becoming addicted. Drug abuse does not start as an addiction but rather becomes one over time. There are four stages of drug abuse which lead from time to time abuse to addiction. The first stage is the experimental stage. During this stage a person is usually doing the drug to have a good time with their friends and may enjoy doing it because it is against the rules. It starts to get bad in the stage of regular usage. During this stage people might do it to ease their pain daily or start missing school and work to do drugs as well as increasing tolerance. A person might start to change their friends and drift away from family during this stage. The drug abuse gets even worse and starts to ecome an addiction in the daily stage. During this stage a person usually loses all motivation when it comes to things like school and work. People start to put drugs before everything even their relationships and often become drug dealers to support the habits. The final stage is dependence and is the stage of full blown addiction. During this stage a person can not function properly without doing drugs. They often sell all their stuff to support their addiction and often lose their family and friends and become suicidal or develop many mental health problems. Drug use may not start as much but eventually it may become drug abuse and finally an addiction. Many people first start taking drugs through a legal prescription. Many people who are injured are prescribed painkillers and many people who believe they have mental health problems are prescribed anti-depressants. Some people break the dose rules but even many people who follow it form a small addiction which leads them to try and milk out their prescription for as long as possible. By the time that they are no longer able to legally get these drugs they are already addicted which eads to them having to find a new way to gain access to these drugs. Many people also start doing drugs to try and escape from the problems they have in their lives. Depression, anxiety, bipolar disorder, or even family problems can lead people to replace the lows of their lives with getting high. The emotional letdown of when the drug wears off makes these problems even worse and leads to people doing more drugs more often to escape these problems. While poverty isnt technically a cause of drug abuse people who are poor are statistically more likely to do drugs. The lack of pportunlty In poor nelgnoornooas leads to tnere Delng lots 0T arug dealers maKlng it easy to access drugs. Because of the increased drug dealing and trafficking through those neighborhoods people are more likely to become drug users and eventually drug addicts. Professional athletes also often abuse drugs however they abuse a different kind of drug and for different reasons. Professional athletes only can be successful if they are good and so to be as good as possible they often abuse performance enhancing drugs. To keep up with other athletes who are doing it many athletes do some form of PED. These drugs usually produced good results but can only be maintained if the drug use is also maintained. This cycle often leads to an addiction or a need to find something even stronger to boost performance. For whatever reason a person started to abuse drugs and weather they have a physical or a psychological addiction and no matter what stage of abuse there in drug addictions are bad and people with them often need help. Although the decision to take drugs for the first time is a personal choice, eventually the brain changes to reduce self control and their ability to resist that drug. Drug addiction is a complex roblem and scientists are Just beginning to understand how to successfully assess and treat a drug addiction. Many people who have drug addictions have lost the ability to help themselves and cannot quit the drug they are doing even if they want to. Any kind of drug addiction is bad and needs to be taken seriously before it either becomes worse or leads to death. About nine percent of the American population over 12 has abused drugs before in their lifetime and many of those abusers will eventually become addicts. Drug abuse will often lead to an addiction and once addicted it will take more than Just good intentions to quit.

11 Fun Toddler Learning Games for Your Preschooler

Fun Toddler Learning Games for Your Preschooler SAT / ACT Prep Online Guides and Tips Looking for games that your toddler will both enjoy and gain important skills from? We’ve got you covered! In this guide, we go over of the best toddler learning games. These educational games for toddlers can be played with few materials, one or more children, and toddlers of varying age ranges. For each game, we explain what skills it will teach toddlers and give instructions on how to set up and play the game. How Can Learning Games Benefit Toddlers? Toddlers’ minds and bodies are undergoing huge changes during this time of their lives, as they learn to communicate, think, and move in completely new ways as they move out of babyhood. Games are one of the best ways for toddlers to develop these new skills because they’re easy and fun to participate in. Some of the skills toddler learning games can teach include: Gross and fine motor skills Language development Creativity/imagination Critical thinking and analysis Counting Social skills Learning games can help toddlers be prepared for when they start school by giving them a leg up on topics such as numbers, colors, and letters. The social skills they learn from these games, such as sharing and listening to instructions, will also make school, daycare, or even play dates more enjoyable because your toddler will have more experience interacting with other children and being a fair playmate. Examples of Toddler Learning Games Below are examples of educational games for toddlers that can teach everything from counting to motor skills to following directions. For each of these toddler learning games, we give a brief description, an overview of the materials needed, and directions on how to play the game. #1: Car Parking Numbers This counting game takes only a few minutes to set up, but once it’s ready your toddler can play with it over and over again to practice their counting skills. This game also helps toddlers practice fine motor skills when steering the cars into the correct parking spot. Materials: Shallow cardboard box with lid removed Matchbox cars (plastic horses are also a good substitute) Permanent marker Small pieces of paper Tape Directions: Tape a number to the top of each car, then draw the same number of â€Å"parking spaces† in the cardboard box. Label each of the spaces with a number so that each numbered car has a parking spot with a corresponding number. Your toddler can then â€Å"drive† each car into the matching parking spot while you discuss numbers and counting with them. As your toddler’s counting skills grow, add more parking spots and numbered cars to keep them learning. #2: Simon Says A great game for teaching toddlers how to follow instructions, Simon Says can be played with any number of children. You can also tailor it to different areas of learning, such as a Simon Says game that focuses on moving different body parts, identifying different shapes, etc. In fact, studies have shown that young children who play Simon Says go on to have improved math and literacy skills, so this game truly has a whole host of benefits! Materials: None required Directions: To play Simon Says, choose one person to be Simon (it’s best to start off with you or an older child being Simon until younger kids get the hang of the game). â€Å"Simon† then calls out commands such as â€Å"jump up and down† or â€Å"touch your toes.† The key is the other players must listen for the phrase â€Å"Simon says† before each command before they follow it. If they follow a command you didn’t preface with â€Å"Simon says† then they are out. The last person remaining in the game is the winner. #3: Foam Writing Many toddlers still struggle to correctly hold a pencil at this age, but you can help them practice their writing and drawing skills with foam writing. They’ll love playing with foam, and at the same time they can learn how to form different letters and shapes. Materials: Shaving cream Large, flat surface that can be covered with shaving cream Directions: Spread the shaving cream in a thick, even layer across the surface. For younger toddlers you can start with just having them draw any patterns they like in the foam to improve motor skills. For older toddlers, write a number, letter, shape, etc. in the foam and have your toddler copy you. As they get more advanced, you can also have them write out letters or numbers on their own without you writing them first. After you’ve played for a while, the foam can be smoothed over with your hands to create a blank surface again. #4: Sorting Most toddlers love sorting things, from their toys to the food on their plate, and you can use this activity to help them learn. It’s also very easy to customize this game to focus on whatever you want your toddler to learn: colors, shapes, sizes, etc. This game will help your toddler recognize similarities and differences between items and learn the basics of categorization. Materials: Items that have multiple types of whatever characteristic you want your toddler to identify. (ex. If you want your toddler to learn about colors, gather items of several different colors) Directions: For the sorting game, you can either ask your toddler to sort the items based on a specific characteristic (â€Å"show me all your red toys† or â€Å"can you group your toys together by color?†) or you can ask them to sort the items on their own, then ask them to explain how they sorted them. This is a great game for facilitating discussions with your toddler as you talk about the different objects and how they are similar to and different from each other. #5: Board and Card Games Board and card games can be a great way to teach toddlers how to follow rules, wait for their turn, and learn whatever skills the games are promoting. There are board games for toddlers that focus on the alphabet, other focus on counting, colors, etc. Materials: An age-appropriate board game for toddlers. Some of our favorites are: Go Fish Candy Land The Sneaky, Snacky Squirrel Game Chutes and Ladders Directions: Read the directions for the game, and start playing! If you’re looking for other board and card games, search for those meant for ages 2-4, as these will have rules and playing times specifically designed to help toddlers learn the game and have fun. Don’t be surprised if you don’t make it through the entire game, as toddlers have short attention spans and, even if they enjoy the game, they’ll likely want to move onto another activity fairly quickly. You can continue the benefits of the game by bringing it up a short time later. For example, at lunch you can say, â€Å"Remember the board game we played earlier where we counted how many fish you caught? Let’s count how many pieces of fruit are on your plate.† #6: Story Time Toddlers love listening to stories, and you can get them to practice their creativity skills by encouraging them to participate in the story you’re telling, as well as incorporate important lessons you’d like them to know. By age three, many children know roughly 400 words, and they love hearing words they understand, especially when words/phrases are repeated throughout the story so that they’re easier to remember. Materials: Children’s book (or you can make up your own story) Some recommendations: Hand, Hand, Fingers, Thumb. By: Al Perkins Chicka Chicka Boom Boom. By: Bill Martin Jr. One Fish Two Fish Red Fish Blue Fish. By: Dr. Seuss Dear Zoo. By: Rod Campbell Directions: Read/tell the story, stopping every now and then to ask your toddler questions like, â€Å"What do you think will happen next?† or â€Å"Do you think [character] treated her friend nicely?† then listen to your toddler’s responses and either continue the conversation, continue the story, or alternate between the two. #7: What’s Missing? This memory game can be played in nearly any room of the house, and it helps toddlers work on naming and describing objects as well as improving their memory. Materials: 4-5 objects of any kind A tray to place the objects on Towel to cover the objects Directions: Place the objects (toys, household items, foods, etc.) on the tray and look at them with your toddler. Name each item to help them remember it. Then, cover the items with the towel and ask your toddler to cover their eyes/turn around. Remove one of the items and set it aside in a place the toddler can’t see. Next, remove the towel and have your toddler tell you which item was removed. You can give them hints to help if they’re struggling to remember such as, â€Å"It’s a yellow fruit that’s sour.† To make the game more challenging, add more items to the tray and/or remove more than one item at a time. #8: Hokey-Pokey This classic game is a great way to get toddlers moving, as well as teach them about listening to directions and learning the names of different body parts. Many older kids love the song as well, so it can be used to occupy children of a variety of ages. Materials: None required Directions: Have the children stand in a line or a circle, and start singing! Lyrics are here, but feel free to substitute different body parts for different verses if you desire. Even if kids don’t know the song, they’ll pick it up after a few minutes and join you in the singing. #9: Memory Game Toddler’s memories are beginning to develop at a very rapid rate, and this is a great way to test their growing skills. Any version of the game will help toddlers hone their memory skills, and you can also make your own cards to focus on whatever you want your toddler to learn, whether that’s shapes, colors, animals, etc. Materials: About eight or ten cards with matching pairs. There are memory card sets available to buy, or you can also make your own with images, letters, numbers, colors, etc. you want your toddler to learn. Just make sure you make two of each image/figure. This game can also be played with several two-piece puzzles that children can match together. For an outdoor version, you can make oversized cards out of posterboard and spread them across the lawn, then follow the rest of the directions below. Directions Lay out the cards, face down, in a grid pattern on a flat surface. Each player takes a turn flipping over any two cards they choose. If the cards are a match, they get to remove them from the game. If they aren’t a match, the cards get flipped back over. The trick is to remember where they’ve seen cards from previous turns so they can eventually find all the matching pairs. The person with the most matched pairs wins. Younger toddlers may need some hints to play the game when they first start, and talking about the cards as they’re flipped over can also help children remember them more easily. #10: Indoor Bowling While most toddlers are too young for actual bowling alleys (it can be difficult for them to roll the ball with enough force it needs to make it to the end of the lane), you can set up your own bowling alley in just a few minutes at home. In addition to motor skills, this game can be used to teach toddlers the basics of counting, and even addition and subtraction (ex. If there are ten pins and you knocked four down, how many are left?). Materials: 6 or 10 empty containers of similar size/shape (soda cans work well for this) Tennis ball or small plastic ball Masking tape Directions: Use the masking tape to mark out the bowling lane (a few meters should be long enough). Arrange the containers in a pyramid at the end of the lane, either (if using ten containers) four on the top, then three on the second level, two, then one, or (if using six) three, then two, then one. Your toddler can then roll the ball along the â€Å"lane† and see how many containers they can knock over. #: Count the Flowers A fun springtime activity, Count the Flowers combines some arts and crafts with a counting game that will help toddlers learn their numbers. Materials: Fake flower pieces (about 10-20) Popsicle sticks Hot glue gun Several plastic containers that you can write or stick numbers to Directions: Glue a flower to the top of each popsicle stick, then clearly label each container with a number, going up as high as you’d like to. When you’re ready to play the game, display the containers in a row, with their numbers visible. They can be in numerical or random order, depending on how difficult you’d like the game to be. Have each toddler choose a container, then ask them to put the proper number of â€Å"flowers† in it. So, if they chose the container with a â€Å"3† on it, they’d need to put three flowers inside it. Correct them if they make a mistake and use it as an opportunity to count together with them. Tips for Teaching Toddlers Toddlers aren’t always known for being the easiest people to keep occupied, but these three tips can help playtime remain fun and educational for everyone involved. Keep Games Short Toddlers have notoriously short attention spans, and trying to get them to play a long and involved game is a recipe for disaster. All of the games we discussed in this article can be completed in just a few minutes, which may be all the time your toddler is willing to spend on an activity some days. They can also each be extended if your toddler gets really into the game and is able to focus on it for a longer period of time. When doing these or any other preschool learning games, let your toddler dictate how long (s)he wants to play, and don’t give up on a game if they aren’t that interested in it the first time they play it. Use Repetition Toddlers love repetition, whether it’s a song with a repeating chorus or a game that requires repeated actions to play it. Toddlers experience so many new things each day that they love repetition, both because it gives them a sense of order and because it helps them improve their memory. There aren’t many instances when a toddler can predict what will happen next, so they love when it happens in their games. Ask Them Questions When you’re tired of reading the same book or playing the same game every day for a month, you can change things up by asking questions about the game they’re playing and why they make certain choices. For example, if your toddler is playing with cars, you can ask her which car is her favorite, why she likes that one the best, how it reminds her of the car she rides in, etc. Any question that gets your toddler thinking critically and engaged in conversation will help them develop key skills they’ll use throughout life. Summary: Educational Games for Toddlers Toddler learning games are a great way for young children to learn numerous skills, as well as engage in fun playtime. Each of the activities listed in this article can be modified to suit different ages, group sizes, and time requirements. When playing educational games for toddlers, it’s important to keep the pre k learning games short, use repetition, and ask them questions while they play to ensure they get the most out of these games. What's Next? If you enjoy working with toddlers, then perhaps an early childhood education degree is right for you.Our guide goes over what this degree entails in terms of coursework, and gives you a helpful list of the best online BA in Early Childhood Education degree programs. Pipe cleaner crafts can be a great activity for toddlers.Read our guide for simple instructions for 31 fun pipe cleaner crafts for kids. Looking for games for other age groups?Check out our guides on general learning games, spelling games, and alphabet games. (coming soon) Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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