God and Dignity Essay Example for Free

God and Dignity Essay The researchers would like to dedicate this research paper to those people who have lost their ways and wander in darkness. We hope that even just a little bit, we are able to open your minds and touch your hearts. Always remember that no matter what happens, we will always be there for you and accept you. Acknowledgements The researchers would like to thank and acknowledge these guys and things for helping us in making us finish our research paper. Without these guys, we could have done nothing. Eljays would like to thank the following: Adobe, Google and Acer Laptops. Special thanks to my family and friends for the continuous support you had given to me. Hagi – chan would like to thank the following: Her Values Education book. Who would have even thought that you could be that helpful. My sister’s Val. Ed book and to my over we anime husbands for making me inspired. Title: Dignity: It’s Value Thesis Statement: â€Å"Dignity of a person doesn’t really matter due to temptations like money and lust but still, some people value it.† I. Introduction A. General Background What is dignity? We sometimes encounter this word, some might be familiar. But what is it? Can it be given importance? Can it be forgotten? Well those questions will depend on you, your actions and the way you bring yourself. Dignity means being respected for who you are and what you believe in. That’s something that can be done in both big and little ways. Like saying please or lending a helping hand are ways of showing dignity. Sharing your toys with others or making a donation to a charity are ways of showing dignity too. Just by being kind to others no matter who they are, what they look like and where they come from is a way to show dignity too. (Just by) Well, there are so many ways to show it like a cancer patient fighting against his illness to his death. Now, here’s the word â€Å"death†. Don’t you know dignity can be showed in death? Yes it is, it’s called Death With Dignity. In death with dignity, we all have experiences to share. There are our constituent’s personal stories of courage, pain, joy, fear, sadness and hope. Also, dignity is in women. Ah, yes. The dignity of a woman. Her most important thing that once take away, it will never com back. Just like all things that are lost will never return. It’s just that the â€Å"thing† in woman is just like time, gold and important. This thing is called virginity. Now, I’m very much sure that this word is very familiar to us, especially teenagers. With all the teenage pregnancy, sex trafficking and the porns how come that we wont know that dignity is lost in this field! Were not implying that once you’re not virgin, you don’t have your dignity. This case is totally not the concern for married women, engaged ladies and widows. But what about the girls, teenage girls. They’re young and fresh, so easy to be tempted. That’s why it’s important to know dignity, give its importance and value it for us to lea rn more and watch out. This is what our study’s all about. B. Statement of the problem The researchers would like to seek answers to the following questions: A. What are the possible ways to bring back the lost dignity? B. What are the effects/ impact if the person wreck his/her dignity? C. What’s in dignity that a person or every person should have? D. How can you convince others especially to those who doesn’t value their dignity to give importance to it? E. Which is far more better to die with dignity or to live without dignity? C. Significance of Study As we all know dignity is important as a person with feeling that can feel shame, guilt pain and anger. Our study mainly focuses on two things: death with dignity and living without dignity. Which is more better, which is preferred by others. This study is to wake up those youngsters out there to the things that they are doing which is not right. To right them from their wrongs, to bring light in their minds and to lead them to the right way. As a fellow teenager, we are the ones who can understand them better. Why! We talk the same way, dress the same way and behave the same way. So it’ll be much more better if were the ones to help them too. To let them understand things and no matter what happens, they’re always accepted. II. Body Every human being has the right to be treated with dignity. Dignity is the quality of being worth of respect. This means all of us, regarding of who we are or what we might have done, should be treated with respect. Its because of dignity that we are able to stand up and get to our feet. It’s the reason we feel good about ourselves and that we thought that others should respect us. Dignity comes from the Latin adjective (which means) â€Å"dignees† which means â€Å"worthy†. You see, our dignity makes us worthy for others. That’s why the higher, the more dignity a person has, the more likely he or she is respected and has great esteem to others. The dignity given to the human person allows him or her to manifest his or her worth, specifically, inner worth. God design for the human person is to posses and inherit self-worth and to be worthy of respect because he or she is a creation of God. By elevating his or her intellect to God and by fulfilling the precepts contained in the moral law through the exercise of his or her will, the human person earns greater worth and dignity. But no matter how hard a person tries to keep his or her dignity here are temptations all over us. Those things to keep his or her dignity, there are temptations all over us. Those things leads us to do evil. They tempted us and once we had done it, it’s hard to stop. And sometimes the evil we do can result in scandal. Scandal comes from the Latin word â€Å"scandalum† meaning a stone that causes people to trip over. If the sin you committed caused others to follow your example, then you are also guilty for their sins because you brought it about. God created the human person in his image and likeness. As the divine image the human person possesses intrinsic dignity. When the human person inherited the sin from Adam and Eve, sin also become part of human life. Doing wrong or cooperating in evil diminishes the dignity of the human person. It is like the thing that the bible stated at Genesis 2:16 – 17, â€Å"And the Lord God commanded to man, saying, ‘from any tree of the garden you may freely eat, but from the tree of knowledge of good and evil you shall not eat, for in the day that you eat from it, you shall surely die’†. Ever since that we humans are capable of doing evil. Evil destroys dignity and there are bout hundreds of things to do it. No, probably thousands. Even a regular high school student can destroy his or her dignity. Fro example, a student rather an honor student was caught cheating on a major examination. What do you thing are the possible things that have happened to him or her? The teachers won’t believe in him or her anymore, people will start rumors and worst he or she might get detention or be expelled. Another example is that teenage girls being pregnant. Now that is a very big issue. Normally, people will look down on her and all her life will be covered in regret and shame but that depends on the person. It depends if she is a strong one or a weakling. Yes, we are created by God but we have different thoughts and personalities as well. We are unique in her own ways. Now, are these ways to bring back the lost dignity? Of Course not, just like things that are lost it will never turn. But, you can always have and make a new one. Something much more better than the previous one. But its not easy making new ones proving others that they are wrong and not every body is perfect. You feel regret and a little bit down. It’s like you wanna cry your whole life but every time you see your inspiration, that feeling disappears. It’s the reason why others still fights and currently living. They have that motivation to start a new life and set things right and currently living. They have that motivation to start a new life and set things right. Just believe in God above anything else. He writes the story of your life and he’s the one capable of ending it but then along the way he prepared trials and good things for you. As the saying goes at Philippians 4:13 â€Å"I can do all things through Christ which strengthen me.† But then again, not all people have the guts to change things. Some preferred to stay in the darkness and lurk in the shadows. There are lots of effects if a person wreck his/ her dignity. One of these things is being a suicidal freak. They intend to end their life/ lives because they can’t endure no longer the pain, shame, guilt, anger and hatred. But what’s to get in killing yourself? What about those people who was always there for you and that you didnâ⠂¬â„¢t just realize? Won’t you feel sorry for them? Of course, there are lots of negative rumors about you. More people looking down and bullying you but then why don’t you speak up? Ignore those rumors for they’ll drag you down to despair. Let them talk all they want, stand up for yourself and let them see that even though something terrible has happened to you, you can still walk with your head held up high. People are so conscious about dignity especially the old ones. What’s in dignity really that every person should have? Simple, dignity is the source of you respect. If you want to be respected then protect your dignity. If you want to be respected, you have to give it in order to have it. It’s just like giving and receiving something much better in return. That’s how it goes. Remember the past where I stated that some people refuse to fight back and hide themselves in the shadows? Those people whose thoughts are field with negative effects, or things and that they might do more evil acts. They are one of those people who are spreading evil in this world. Examples of those people are drug addicts, sex addicts and so on. But then there are ways to convince those people. To snap out of them and make them realize that they are wrong. Most of theses people are teens, isn’t it a pity if we are not able to help them? We can still convince them from stopping them from doing evil things that can wreck their dignity. The best way, let them hear the world of the Lord our God. Just by hearing those words, they can realize and make things right once and for all. Their ill manners will change into good ones and they’ll be better persons. Lastly, if there is death in dignity, and there is living without dignity; which is more better, to die with dignity or to live without dignity? This question is bugging us for quite a while. Most of us, fear death that’s why we choose to live even under any circumstances. But what is living without dignity? Isn’t that hard? Those things depends in each one of us. It will be our decision in which will we choose. We are given the freedom to dot the things which we thought it’ll be best for us. But do remember, decide for the better outcome and don’t regret it later. There is nothing you can get for blaming yourself. III. Conclusion A. Summary In our body there are several important things that we have stated. The meaning of dignity, the effect of losing it and many more. There are so many temptations in this world like money, seduction and lust. Most that are tempted are the teenagers. Teenagers are young and they have much to learn. They believe in what they see and stand for it. Teenagers are young and they have much to learn. They believe in what they see and stand for it. Teenagers are like white cloth, it can be dyed with either good and evil. Those dyes are stains, hard to remove, hard to erase and even if it can be removed there are still marks left from it. Those marks can be a threat to our dignity by the greater threat is the dye. Whether you do the actual evil things or just cooperate with any of those acts, you still brought about the spread of evil in this world. You have not helped in making this world a better place to live in. Therefore, protect your dignity, value it, give importance to it. For your whole well being lies on it. B. Recommendation We recommend for you those elders to guide the young ones to the right path. To lead them to a brighter future. And for those who have lost their ways help them to get back and find the good tracks. Even if we lost once, it doesn’t mean we lost forever, let us fight back. We mustn’t stop nor step backwards instead we move forwards. People around you are there for you. Let’s help one another, don’t discourage instead give courage. Respect others, it builds foundation towards relationship. And ask God for help for he knows what to do.

Biography of Mary McLeod Bethune

Biography of Mary McLeod Bethune Mary McLeod Bethune spent her life educating and working to earn human rights for African Americans. She was an educator, advocator, leader, and humanitarian that dedicated many years to equality and the uplift of African-Americans lifestyles. She felt that education and access to knowledge was the only way to battle adversities that were crippling the black community. Bethune took on and accomplished many great tasks as an African-American woman in hopes of proving that one person can make a powerful positive impact on society. She was born on July 10, 1875 in Mayesville, South Carolina to Samuel and Patsy McLeod. Mary McLeod was the fifteenth of seventeen children. Both her parents had been slaves, but after emancipation they acquired land and began instilling vital attributes within their children. As a child Mary worked the cotton field, witnessed her parents provide religious and food services to others, and helped her mother with the laundry that she did for local white people. One day Bethune had an experience that would motivate her to become an educated African-American woman. While delivering the laundry with her mother to a white employer Mary McLeod picked up a book the customers granddaughter lashed out telling her to put the book down because blacks could not read (Bolden, 1998, p.94). Historian John Hope Franklin said, education was the greatest single opportunity to escape the indignities and proscriptions of an oppressive white south (Bolden, 1998, p.95). The pain young Mary felt on that day inspired her to take an interest in education and provoked the need to overcome oppression. Mary attended a local Presbyterian missionary school during her early years. Around the age of twelve Mary McLeod received a scholarship to attend Scotia Seminary in Concord, North Carolina. Merry Chrissman, a Quaker, wanted to give a promising student a chance at continuing education by paying their tuition for a year. Emma Wilson, Marys teacher from the missionary school, choose her as the recipient (Wilds, 2004, p.24-25).At Scotia, Mary McLeod had her first educational experience with white people. According to Wright (1999, p.9) Mary stated the following in regards to education at Scotia it: broadened my horizon and gave me my first intellectual contacts with white people, for the school had a mixed faculty. The white teachers taught that the color of a persons skin has nothing to do with his brains, and that color, caste, or class distinctions are an evil thing. Seven years later Mary McLeod Bethune graduated from Scotia. Years at the Christian school had reinforced her faith and Mary decided that she wanted to be a missionary in Africa. Mary began attending the Moody Institute for Home and Foreign Missions, in Chicago. At Moody Mary was the only African-American student, but this time helped her realize that black and white people could live and work together with objectivity (Johnson-Miller, 1998). Marys requests to be a mission were denied by the institution (Bolden, 1998, p.98). Reasons behind this decision by the institute were that there were no openings for Negro missionaries in Africa (Wright, 1999, p. 5). Mary describes this as the greatest disappointment in my life (Wilds, 2004, p. 26). Mary prevailed over this disappointment and decided that instead of teaching Africans she would begin working with African-Americans. So under the instruction of Lucy Laney Mary McLeod started teaching at Haines Institute, in Augusta, Georgia. During this time Mary McLeod and Lucy Laney were dedicated to supporting the derelict children in this low-income community. Other black communities that Mary traveled to and taught in were Sumpter, South Carolina, Savannah, Georgia, and Palatka, Florida. In Palataka, Florida McLeod organized the Mission Sabbath School for the poorest children. (Hine, Brown, Terborg-Penn, 1992, p.114). Mary McLeod met Albertus Bethune during her time at the Presbyterians Kendall Institute in Sumter, South Carolina. They married in 1898, and had one child Albert McLeod Bethune (Hine et.al, 1992, p.114). Their marriage was not jovial, and the Bethunes separated in 1907. Albertus Bethune died in 1918. While advancing blacks Mary did not incorporate marriage and fa mily often, they were secondary institutions. Her failed marriage may have been the reason behind this. Albert McLeod Bethune never finished college and was unsuccessful at several jobs. In 1920 he had a son, Albert McLeod Bethune Jr., which Mary adored. She adopted him and reared him, Albert McLeod Bethune Jr. went on to get a Masters Degree in Library Sciences and worked as a librarian in Daytona beach at the institution his grandmother founded (Hine et.al, 1992, p. 114). Many blacks were heading to Floridas east coast to do railroad construction, so Bethune followed with aspirations of opening a school in the area. The conditions of the blacks in Daytona stunned her. She recalled, hundreds of Negroes had gathered in Florida for construction work. I found there dense ignorance and meager educational facilities, racial prejudice of the most violent type crime and violence (Wright, 1999, p.7) Bethune knew that this was the place to began making a change. On October 3, 1904 Bethune founded the Daytona Educational and Industrial Training School for Negro Girls. She modeled her school after her alma mater, Scotia Seminary. According to Jessie Carney Smith (2001, p.68) Mary stated that she started the school with five little girls, a dollar and a half and faith in God. The early days were quite difficult; Mary McLeod begged for rudiments and gathered dry goods boxes for benches. However with help from Daytonas black leaders and influential white men and wo men the school excelled. In 1905, it was chartered as the Daytona Normal and Industrial Institute for Negro Scholars. Stressing religion and industrial education the students were active participants in the production and handling of food to meet needs and provide income to the school. There were many volunteers and less regular teachers, who were paid from fifteen to twenty dollars a month with board included (Wright, 1999, p.7). Her plan for the school was to have the girls educated on how to upkeep the home, which would include sewing and cooking so they would have skills to be hired as a maid, cook, dressmaker and above all a teacher. Financial assistance was low but a creative Bethune explored many avenues to gain aid. She organized a choir that gave concerts in churches and hotels to bring in money. Bethune became familiar with important businessmen such as, Thomas White, John D. Rockefeller, Henry J. Kaiser and James M. Gamble, though these financial undertakings. These men took notice in Bethune and her school, provided funding, and eventually formed her board of trustees (Wright, 1999, p.8). The institute continued to expand as Bethune advocated for her students and the necessity for blacks to have access to the same levels of education as whites. She wanted to prevent limitation and offer blacks a chance at becoming productive members of society. In 1923 the Daytona Institute merged with the coeducational Cookman Institute in Jacksonville, Florida (Smith, 2001, p.68). Combined they became known as Bethune-Cookman College (BCC). The unification could not have come at a better time. With the onset of the Great Depression Bethune might have not been able to weather the storm along, but as a determined woman she did take necessary precautions to keep the school running; such as cancelling athletic and social affairs, slashing salaries and cutting courses (Hine et.al, 1992, p.116). She believed that Bethune-Cookman College was the only option that many blacks had to attend college, and if the white colleges could make it through the depression she knew her school could as well. In 1942 Bethune-Cookman became a four year college, but the school never lost sight of Bethunes founding principle of combining religion, vocational program, and academia. Bethune had accomplished an amazing task by starting with a school for destitute youth but in the end cultivating a senior college. Mary McLeod Bethune was seeking to make change during a time of great oppression and she faced great resistance to social change by many whites around here in the southern states. Nothing deferred her from her dream of educating and improving the lives of black women. Despite threats from the Ku Klux Klan she led a successful black voter registration drive. She wanted her students and other black women to rise above barriers placed on them by society (Sicherman et.al, 1980, p.77). She established herself as a strong black woman and did not let the Jim Crow laws or persistence of whites to keep blacks in low-end jobs slow her down. Establishing a school was the foundation of Bethunes prominence in the womens club movement. From 1917-1924 Bethune served as the president of the Florida Federation of Colored Women. As president of this organization Bethune was faced with three main issues World War I (WWI), female enfranchisement , and rehabilitative services for delinquent black girls. In response to Americas entry into WWI Bethune promoted canning and preserving food, making articles for soldiers and their families, and assisting the Red Cross. In accord with the Nineteenth Amendment to the constitution voter rolls became open to women in Daytona. Despite the Ku Klux Klans attempt to sway and impede Bethune organized and registered herself, her entire faculty and staff, and other local black women (Hine et.al, 1992, p.118). Continuing with her legacy of offering chances to young women Bethune began to tackle the issue of a rehabilitative environment for delinquent black girls. Black female juvenile delinquents w ere placed in prison with adult lawbreakers, because there was not a facility that was for unruly black female youth. However there was a facility for white juvenile delinquent youth, the Industrial School in Ocala. In response to this the Florida Federation of Colored Womens Clubs launched an alternative facility for up to twelve residents in Ocala (Hine et.al, 1992, 118). Bethune opened the new Industrial School on September 20, 1921. This facility was directly funded by Bethune and a financial campaign until the late 20s when the state finally began funding this facility. Florida had been funding the Industrial School for white juvenile delinquents since 1913(Hine et.al, 1992, 118). Bethune believed that these young girls needed direction that they were not getting in the state prison in Raiford. She developed this facility in attempt to continue reducing unfairness and inequality that black women endured from systems in America. While heading the Florida Federation of Colored Wo mens Clubs Bethune founded the Southeastern Federation of Colored Women in 1920. Through this organization Bethune created relationships with open-minded white women for common welfare (Hine et.al, 1992, p.118).Contributing leadership for the womens general committee of the regional Commission on Interracial Cooperation was a great feat for the Southeastern Federation of Colored Women (Hine et.al, 1992, .118). Bethunes presence, values, and drive were unavoidable when she became president of the National Association of Colored Women (NACW). According to Sicherman et.al (1980 p.78) reaching presidency of the NACW was the highest office that a black woman at this time could aspire to reach. NACW was the premier black womens organization. Bethune benefited directly from working with the NACWs white counterpart the General Foundation of Womens Clubs. During her presidency of this association Bethune used her girls school as a base for NACW civic and charitable work (Hine, 1992, p117). As president of the NACW, Bethune worked intensely on projecting a positive image of black women to whites. She wanted to create roles for black women in both national and international arenas, she stated to her members, we must make this national body of colored women a significant link between the peoples of color throughout the world (Smith, 2001, p.70). Bethunes statement showed how advanced and limitless her thinking was as an activist. She wanted black women to understand that any goal was attainable. Bethune enhanced this organization by revising the constitution, improving their periodical, National Notes, and exemplifying great communication. The organizations first fixed headquarters was established in Washington, D.C. under Bethune (Sicherman et.al, 1980, p.78). The NACW was the first all-black organization operating in the nations capital with other white national organizations. Working with the NACW had halted Bethunes focus on black womens presence in national affairs. Bethune wanted black women to play a tangible role in the legislative process involving individual and family survival. Bethune felt the best way to reach this point was to establish an organization that encompassed all existing national womens organizations (Hine, 1992, p.120). NACW continuously declined her emphasis upon a cohesive body. Realizing that NACW was deeply involved in local issues, and did not grasp her hopes for black women on a national level Bethune fashioned her own vision. In December of 1935 Bethune founded the National Council of Negro Women (NCNW). NCNW united major national black womens association (Sichermen, 1980, p.80). In Bethunes fourteen year presidency she focused the councils activities on segregation and discrimination, on cultivation of international relationships, and on national liberal causes. Increasing the membership Bethune made chapters of NCNW in majo r cities. By the end of her term Bethune had developed a council that included twenty-two national womens organizations, academic sororities, Christian denominational societies, fraternal associations, auxiliaries, and eighty-two local councils (Hine, 1992, p.120). She also established headquarters for the NCNW in Washington, DC., employed a full-time staff, and initiated the Aframerican Womens Journal. With the NCNW Bethune brought visibility to black women in the nations capital, through the Conference on Governmental Cooperation in the Approach to the Problems of Negro Women and Children. During these conferences sixty-five women of African descent met with the government employees to discuss incorporating black females into social bureaucracies. In 1941 the War Department accepted NCNW as a member of its womens advisory council (Hine et.al, 1992, p.120). Acceptance by the War Department allowed organized black women to participate in government programs. This accomplishment gave the NCNW more leeway in endorsing federal employment, effective enfranchisement, anti-lynching, and internationalism. Bethune fought to diminish racist practices and gender prejudices through conferences, petitions, and civil service reform. The NCNW took a commanding stand on women in the military. Their goal was reached in all services in 1949 when the womens Marine Corps admitted a black applicant (Hine et.al, 1992, p.120). Bethunes inner workings with the Franklin Roosevelt Administration helped her rise the NCNW to great heights. Mary McLeod Bethune met Eleanor Roosevelt at a luncheon at Franklin Delano Roosevelts mothers house. They became allies forming a bond that would work to improve Blacks opportunities on a national level. Eleanor Roosevelt advocated on behalf of blacks and Bethune to her husband and other politicians many times. During the Depression the Black community felt like it was being ignored within the national relief plan the FDR was implementing. According to Wright (1999 p. 10) The Negro press told Eleanor that the only way the Negro is going to get fair treatment is for the government to see to it that a strong, capable Negrois appointed to get things moving in the right direction for Negro relief. Bethune was that strong and capable Negro, so Roosevelt asked her to accept an appointment on the advisory board of the National Youth Administration. NYA was established in 1935 to aid young people ages sixteen to twenty- four during the Great Depression (Smith, 2001, p.70). This was the first post filled by a black woman in the history of the United States. Bethune and her staff educated millions of underprivileged children and she enrolled 600,000 students in the classes NYA was offering in her first year. When Roosevelt created the office of Division of Negro Affairs of the NYA he made Bethune the director (Wright, 1999, p.10). With this position through the New Deal Bethune continued to resolve disagreements between her white colleges and black constituents. According to Smith (2001, p. 71) Bethune brought great assets to this position her charismatic personality, platform style, insight into race relations, abilities to influence people, and well known reputation. In attempt to pool the individual talents of all the Blacks in Roosevelt administration Bethune created the Black Cabinet. The Black Cabinet offered an esteemed Black presence in politics at the capital, and coordinated government programs for Blacks. Bethune saw that Blacks were included in all new progra ms that the NYA offered. The Civilian Pilot Training Program included six black colleges offering flight instruction. Their programs laid the foundation for black pilots in the military (Hine et.al, 1992, p.125). Bethune left government when the NYA was eradicated in 1944, but she never ended her fight for the black race. She fought discrimination within the armed forces, serving as a Special Civilian Assistant to the war department. Bethune served as a US delegate and she represented the NAACP at the first meeting of the United Nations. She was also on President Trumans Committee for National Defense (Wright, 1999, p.12) n her late seventies Bethune returned to her cottage on the Bethune-Cookman campus. She died at the age of 79 from a heart attack on May 18, 1955 (Smith, 2001, p.72). Mary McLeod Bethune was an eminent leader that served on many councils and boards in addition to the organizations that she had initiated; President of the National Association of Teachers in Colored schools, vice president of the Commission on Interracial Operation, and president of the Association for the Study of Negro Life and History. Her advocation was important to the National Urban League, Southern Conferences for Human Welfare and the National Association for the Advancement of Colored People (Sicherman et.al, 1980 p.78).Bethunes lifelong dedication to Christian faith and social services left a legacy of spiritual and social transformation. Her school that began as a rented cottage with five students but grew to become a senior college, Bethune-Cookman College, is the only historically Black college founded by a Black woman that continues to thrive today. Bethune inspired and became a role model for her students as she battled not only the issue of race but gender as well. B ethune had learned in her days at Scotia Seminary that whites and blacks could work together, often serving as the only Black woman in many committees the unequal distribution of Blacks in policy making arenas only inspired Bethune to continue encouraging Black women to reach new heights. Never halted by others disproval or lack of support Bethunes goal were limitless for Black women. She went from a little girl in Mayesville to a powerful advisor of President Roosevelt during the Depression and President Truman. Holding positions such as the Director of the Division of Negro Affairs of the NYA and presidency in the NCNW allowed Bethune to speak of the injustices that Blacks faced in employment, enfranchisement, social welfare policies, and education. She led many women out of jobs of servitude and introduced them to education. Bethune knew that education was essential it was the only way to improve the state of the black community. Bethune labored for equality during an era when there was no national concern regarding the lower status and conditions of blacks. References Bolden, Tonya. (1998). And Not Afraid To Dare: The Stories of Ten African-American Woman (pp.91-101). Scholastic Paperbacks Bostch, Carol Sears. (2002). Mary McLeod Bethune http://www.usca.edu/aasc/bethune.htm Hine, Darlene Clark, Brown, Elsa Barkley Terborg-Penn, Rosalyn (1992). Black Women in America (pp.113-128).Indianapolis, IN: Indiana University Press Holt, Rackham, (1964). Mary McLeod Bethune A Biography. Garden city, NY, 23 Johnson-Miller, Beverly. (1998). Mary Bethune. http://www.talbot.edu/ce20/educators/view.cfm?n=mary_bethune Sicherman, Barbara, Green, Carol Hud, Kantrov, Ilene, Walker, Harriet. (1980). Notable American Women the Modern Period: A Biographical Dictionary (pp.76-80). Cambridge, MA: Belknap Press of Harvard University Press Smith, Jessie Carney. (2001). Black Heroes (pp. 66-72). Canton, MI: Visible Ink Press Wilds, Mary. (2004). I Dare Not Fail: Notable African American Women Educators (pp. 24-24). Greensboro, NC: Avisson Press, Incorporated Wright, R Brian (1999, April 27). The Idealistic Realist: Mary McLeod Bethune, The National Council of Negro Women and The National Youth Administration (pp.1-12).Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Blackmur R.p., Form And Value :: essays research papers

Blackmur R.P., Form and Value in Modern Poetry, Doubleday, 1957. Justification This critique was first published as a journal article in The Southern Review, 1936 and later reprinted in the text entitled â€Å"Form and Value in Modern Poetry.† The author of the critique describes the meaning behind Yates’ poetry. He also describes Yates’ view of the world and explains how this influences the poetry and the response by many readers towards the work. Blackmur uses a comparison with other poets of the same era. Blackmur also describes in a way that is easily understood, the poetic devices employed by Yates in his works. Position of the writer The position of the writer, is that Yates is a great poet who combines technique with imagination. However, the content of his work and its symbolism is confronting to many readers and may not therefore appreciate the greatness of the poetry. The critics argument â€Å"The poet (and, as always the reader) has to combine, or fuse inextricably into something like an organic unity the constructed or derived symbolism of his special insight with the symbolism animating the language itself. It is, on the poet’s plane, the labor of bringing the representative forms of knowledge home to the experience which stirred them: the labor of keeping in mind what our knowledge is of: the labor of craft. With the poetry of Yates this labor is, as I say, doubly hard, because the forms of knowledge, being magical, do not fit naturally with the forms of knowledge that ordinarily preoccupy us.† What Blackmur is arguing, is that magic and the interpretation of this, is dependent on the reader’s knowledge of magic. He continues the argument, by implying that Yates believed that imagination was as valid a way of understanding the world as was logic. Blackmur also argues that because Yates has a view of life, that many readers do not share, the poetry is often interpreted as â€Å"sterile†. Exposition of the critics ideas and relevance Following the line of Blackmurs’ argument one can only appreciate the greatness of Yates’ poetry by understanding more about magic as a force in real life. However Blackmur claims that use of magic as a tool for poetry has two radical defects. The first defect is a lack of conventional authority outside the poem. The other defect is that Yates’ understanding of magic was not and could not be given in the words of the poem. Use of appropriate technical language Blackmur R.p., Form And Value :: essays research papers Blackmur R.P., Form and Value in Modern Poetry, Doubleday, 1957. Justification This critique was first published as a journal article in The Southern Review, 1936 and later reprinted in the text entitled â€Å"Form and Value in Modern Poetry.† The author of the critique describes the meaning behind Yates’ poetry. He also describes Yates’ view of the world and explains how this influences the poetry and the response by many readers towards the work. Blackmur uses a comparison with other poets of the same era. Blackmur also describes in a way that is easily understood, the poetic devices employed by Yates in his works. Position of the writer The position of the writer, is that Yates is a great poet who combines technique with imagination. However, the content of his work and its symbolism is confronting to many readers and may not therefore appreciate the greatness of the poetry. The critics argument â€Å"The poet (and, as always the reader) has to combine, or fuse inextricably into something like an organic unity the constructed or derived symbolism of his special insight with the symbolism animating the language itself. It is, on the poet’s plane, the labor of bringing the representative forms of knowledge home to the experience which stirred them: the labor of keeping in mind what our knowledge is of: the labor of craft. With the poetry of Yates this labor is, as I say, doubly hard, because the forms of knowledge, being magical, do not fit naturally with the forms of knowledge that ordinarily preoccupy us.† What Blackmur is arguing, is that magic and the interpretation of this, is dependent on the reader’s knowledge of magic. He continues the argument, by implying that Yates believed that imagination was as valid a way of understanding the world as was logic. Blackmur also argues that because Yates has a view of life, that many readers do not share, the poetry is often interpreted as â€Å"sterile†. Exposition of the critics ideas and relevance Following the line of Blackmurs’ argument one can only appreciate the greatness of Yates’ poetry by understanding more about magic as a force in real life. However Blackmur claims that use of magic as a tool for poetry has two radical defects. The first defect is a lack of conventional authority outside the poem. The other defect is that Yates’ understanding of magic was not and could not be given in the words of the poem. Use of appropriate technical language

The Causes of Deforestation in the Amazon Rain Forest Essay -- Exposit

The Causes of Deforestation in the Amazon Rain Forest      Ã‚  Ã‚  Ã‚   The Amazon Rain Forest crosses several national boundaries in South America, although the majority of it is located in Brazil. It covers over 3,562,000 acres, making it the largest in the world. But globally, over 138,600 acres of rain forest are lost each year to deforestation, 50,000 of those in Brazil alone (Holdsforth), and the world's rain forests are quickly disappearing. Deforestation in the Amazon occurs primarily for three reasons: clear-cutting, fragmentation, and edge effects.       The term "deforestation" refers to the clear-cutting of large sections of primary or original-growth forest, which causes the loss of native species of plant and animal life. This clearing of land is mainly due to agricultural needs, such as farming and cattle ranching, but also occurs to support logging and mining companies. The effect of the loss of forest is most obvious in the loss of native species. Eugene Ng, of the Hong Kong Technical Institute, explains that the "destruction of habitat forces species out of areas, or causes them to die." Other factors, according to Ng, "further restrict their range, exposing them to disease and predators."       Deforestation does not occur neatly. "Fragmentation" also weakens the rain forest. As large sections of rain forest are cut down by farmers, ranchers, and loggers, those plant and animal species are left to die. If all deforestation occurred along the outside boundaries of the forest, then some of the species could move deeper into the Amazon to survive. But as Mason Skold and Bill Myer explain, fragmentation produces "areas of less than 100 square kilometers which are surrounded by d... ...in Forest and to protect the species who live there must take into account how deforestation occurs.       Sources Cited    Center for Planetary Studies. "Deforestation Isn't the Real Problem in the Amazon." June 1996. http://www.ctr_planets/Amazon.html (7 June 2003).    Holdsforth, J. R. "Deforestation Estimates for Eight National Biozone Regions and Implications." 1990. http://www.biozone_project.html (7 June 2003).    Johns, Lucia and Freida Simms. "Deforestation: Global Problems, Programs, and Agreements." Environmental Policy Division,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Congressional Research Service. March 1997.   Ã‚   http://www.cnie.org/nle/for-4.html  Ã‚  Ã‚   (14 June 2003).    Ng, Eugene. "Deforestation Affects Diversity." Hong Kong Technical Institute. 1991.  Ã‚   http://www.hktech.edu/forests_diversity.html  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (12 June 2003)

The Impotent Othello Essay -- Othello essays

The Impotent Othello Othello is one of the most extraordinary characters in all of Shakespeare's dramas. He enjoyed unheralded success on the battlefield, which gave him the reputation as one of Venice's most able generals. The Moor's military proficiency placed him in a class by himself in the same way his ethnicity distinguished him from his Venetian counterparts. These are two intrinsic and highly identifiable characteristics of Othello. But a much lesser discussed idiosyncrasy of the Moor was his sexual disorder - impotency. As striking as this claim sounds there is much evidence in the drama to support the idea that Othello was impotent in both sexual and social relationships. Othello's sexual impotence stifled the consummation of his marriage to Desdemona as the two never experienced sexual intimacy. His sexual disorder then sparked a social impotence: powerlessness in dealing with his wife and friends. In terms of shaping the final events of the drama, Othello's impotency played an even more vital role than his military might or Moorish heritage. Throughout Othello, there is much evidence to suggest that Othello and his wife Desdemona never consummated their marriage. Shortly after murdering his wife, the Moor remarked, "cold, cold my girl?/Even in thy Chastity" (V.ii.273-4). The final word Æ chastity - brings what actually transpired in their bedroom into serious question. By referring to Desdemona as chaste is it possible that Othello was divulging that he and his wife never had sexual intercourse? Other passages from the play indicate that this is indeed the case. Upon his arrival at the citadel in Cyprus, Othello invited his wife to their sleeping quarters for the second time with the following utterance: Com... ... character as his Moorish ancestry.   Ã‚         Works Cited Butler-Evans, Elliot. "'Haply, for I am Black': Othello and the Semiotics of Race and Otherness." New Essays by Black Writers. Ed. Mythili Kaul. Washington D.C.: Howard UP, 1997. 139-150.       CEINET. Impotence On-line. Online. Internet. Available: http ://www.cei.net/~impotenc/deth.html.       "Impotent." Oxford English Dictionary, Second Edition. Oxford: Oxford University Press, 1989.       Koch, Carl. Living a Christian Lifestyle. St. Paul: Saint Mary's Press, 1996.       Sedwick, Eve. Between Men: English Literature and Male Homosocial Desire. New York: Colombia UP, 1985.       United States. Natl. Institute of Diabetes and Digestive and Kidney Diseases. Impotence. Online. Internet. 9    July 1998. Available: http://www. niddk.nih.gov/health/urolog/pubs/impotnce/impotnce.htm#cause

Unemployment Rates in the United States

Unemployment Rates in the United States According to the most recent report put out by the United States Department of Labor, in the month of February, 49 states saw a decrease in nonfarm employment while Louisiana was the only one where they had seen an increase in nonfarm employment. California had a decrease in jobs since January by 116,000 with Florida in second with 49,500 jobs lost. While Alaska seen the smallest decease in unemployment by just 100. And again Louisiana is the only state to see an increase in employment since January by +0. percent. Louisiana seems right now in this economic bad time has no effect on the job level. Since last February, Louisiana has seen an increase in jobs by +0. 3 percent. Louisiana along other states (Wyoming, Alaska, and North Dakota) have seen an increase in jobs with Wyoming leading the way with a +1. 6% increase. Let take a different take on unemployment by breaking it down by regions. Which region would you think would have the biggest l ost in jobs? Was it the Northeast, the south, Midwest or the West. Well in fact it was the West (9. 2) and The Midwest (8. 6%). This really don’t surprise me since most of the automobile manufactories are based out in these areas with the trouble they have been having with the ill stated economy we are in right now. While the Northeast seen the lowest unemployment rate at a 7. 7%. While all of the four regions reported a jobless rate increases from February 2008 until February 2009, the largest increase in the unemployment rate was the West at a +3. %. The one state that has suffered the most in the state unemployment stat was again Michigan at an astonishing 12. 0%. While Wyoming had the lowest at 3. 9% unemployment rate, while Louisiana had an unemployment rate of 5. 7%. Louisiana has seen an increase in unemployment since February 2008 until now by 1. 9%. Michigan on the other hand has seen an increase by nearly 5% from one year ago. The unemployment rates in the United States have seen a drastic change since 2008 and so on. Many because of the tough economic times we are in. Most job losses came from the manufacturing area because of great fear of the economy and the cut backs that companies have to make due to the hard times. Although some states haven’t been hit as hard as others, like for example Louisiana, we have actually seen an increase in jobs from January 2009 until now, while others have lost more than 100,000+ jobs like in Michigan. Works Cited

Anatomy of Blood Cells Exercise 32

CROSS-SECTIONAL VIEWS OF AN ARTERY AND OF A VEIN ARE SHOWN HERE. IDENTIFY EACH; ON THE LINES TO THE SIDES, NOTE THE STRUCTURAL DETAILS THAT ENABLED YOU TO MAKE THESE IDENTIFICATIONS: STRUCTURAL DETAILS: ARTERY: ROUND AND THICK VEIN: THIN AND SQUIGGLY 2 CHARACTERISTICS OF TUNICA INTIMA INNERMOST TUNIC, THIN TUNIC OF CAPILLARIES 3 CHARACTERISTICS OF TUNICA MEDIA ESPECIALLY THICK IN ELASTIC ARTERIES, CONTAINS SMOOTH MUSCLE AND ELASTIN 4 CHARACTERISTICS OF TUNICA EXTERNA MOST SUPERFICIAL TUNIC, HAS A SMOOTH SURFACE TO DECREASE RESISTANCE TO BLOOD FLOW 5 WHY ARE VALVES PRESENT IN VEINS BUT NOT IN ARTERIES? Veins need valves to create pressure to pump the blood to the heart. Blood flows away from the heart and, therefore, the pressure is not required. Helps against gravity. 6 NAME TWO EVENTS OCCURING WITHIN THE BODY THAT AID IN VENOUS RETURN. 1. Respiratory â€Å"Pump†. Pressure changes that occur in the thorax during breathing. 2. Muscular â€Å"Pump†. Contraction and Relaxation of skeletal muscles surrounding the veins 7 WHY ARE THE WALLS OF ARTERIES PROPERTIONATELY THICKER THAN THOSE OF THE CORRESPONDING VEINS? Because the blood is pumped directly into arteries so there is more pressure on the arteries 8 THE ARTERIAL SYSTEM HAS ONE OF THESE; THE VENOUS SYSTEM HAS TWO BRACHIOCEPHALIC 9 THESE ARTERIES SUPPLY THE MYOCARDIUM CORONARY 10 TWO PAIRED ARTERIES SERVING THE BRAIN EXTERNAL CAROTID, INTERNAL CAROTID 11 LONGEST VEIN IN THE LOWER LIMB GREAT SAPHENOUS 12 ARTERY ON THE DORSUM OF THE FOOT CHECKED AFTER LEG SURGERY DORSALIS PEDIS 13 SERVES THE POSTERIOR THIGH FEMORAL 14 Ok, so you’re using my notecards which is great. I am glad I could help you out cause I wish I had someone to help me out when I took this course. I know Anatomy is super hard. I only ask that if you find these notecards helpful, you join Easy Notecards and create at least one notecard set to help others out. It can be for any subject or class. Thanks and don’t forget to rate my helpfulness! 15 SUPPLIES THE DIAPHRAGM PHRENIC 16 FORMED BY THE UNION OF THE RADIAL AND ULNAR VEINS BRACHIAL 17 TWO SUPERFICIAL VEINS OF THE ARM BASILIC, CEPHALIC 18 ARTERY SERVING THE KIDNEY RENAL 19 VEINS DRAINING THE LIVER HEPATIC 20 ARTERY THAT SUPPLIES THE DISTAL HALF OF THE LARGE INTESTINE INFERIOR MESENTERIC 21 DRAINS THE PELVIC ORGANS INTERNAL ILIAC 22 WHAT THE EXTERNAL ILIAC ARTERY BECOMES ON ENTRY INTO THE THIGH DEEP ARTERY OF THE THIGH, FEMORAL 23 MAJOR ARTERY SERVING THE ARM SUBCLAVIAN 24 SUPPLIES MOST OF THE SMALL INTESTINE SUPERIOR MESENTERIC 25 JOIN TO FORM THE INFERIOR VENA CAVA COMMON ILIAC 26 AN ARTERIAL TRUNK THAT HAS THREE MAJOR BRANCHES, WHICH RUN TO THE LIVER, SPLEEN, AND STOMACH CELIAC TRUNK 27 MAJOR ARTERY SERVING THE TISSUES EXTERNAL TO THE SKULL COMMON CAROTID 28 THREE VEINS SERVING THE LEG ANTERIOR TIBIAL, FIBULAR, POSTERIOR TIBIAL 29 ARTERY GENERALLY USED TO TAKE THE PULSE AT THE WRIST RADIAL 30 WHAT IS THE FUNCTION OF THE CEREBRAL ARTERIAL CIRCLE (CIRCLE OF WILLIS)? PROVIDES ALTERNATE PATHWAYS FOR BLOOD TO REACH BRAIN TISSUE IN THE CASE OF IMPAIRED BLOOD FLOW IN THIS SYSTEM. 31 THE ANTERIOR AND MIDDLE CEREBRAL ARTERIES ARISE FROM THE __1__ ARTERY. THEY SERVE THE __2__ OF THE BRAIN. 1. INTERNAL CAROTID 2 CEREBRUM 32 TRACE THE PATHWAY OF A DROP OF BLOOD FROM THE AORTA TO THE LEFT OCCIPITAL LOBE OF THE BRAIN, NOTING ALL STRUCTURES THROUGH WHICH IT FLOWS? subclavian artery, vertebral artery, basilar artery, posterior cerebral artery 33 LABEL ARTERIES 34 LABEL ARTERIES 35 LABEL ARTERIES 36 LABEL ARTERIES 37 LABEL ARTERIES 38 LABEL ARTERIES 39 LABEL ARTERIES 40 LABEL ARTERIES 41 TRACE THE PATHWAY OF A CARBON DIOXIDE GAS MOLECULE IN THE BLOOD FROM THE INFERIOR VENA CAVA UNTIL IT LEAVES THE BLOODSTREAM. NAME ALL STRUCTURES (VESSELS, HEART CHAMBERS, AND OTHERS) PASSED THROUGH EN ROUTE. RIGHT ATRIUM -> RIGHT VENTRICLE -> PULMONARY TRUNK -> RIGHT OR LEFT PULMONARY ARTERY -> LOBAR ARTERY -> PULMONARY CAPILLARY BEDS IN LUNGS -> AIR SACS OF LUNGS.