The Divisive Issue of Immigration Essay Example | Topics and Well Written Essays - 750 words

The Divisive Issue of Immigration - Essay Example History seemed to repeat itself but this time the mob was not trying to expel the illegal immigrants; instead, their supporters - relatives, friends and neighbors - banded together to become a mob fighting for their right to stay in America. In the same article Karen Tumulty recorded the events of the recent months and found something that according to her most Americans were caught unaware including the Senators who were supposed to be on top of the problem: There was the scene in Apache Junction, Ariz., in which a few Hispanic students raised a Mexican flag over their high school and another group took it down and burned it. In Houston the principal at Reagan High School was reprimanded for raising a Mexican flag below the U.S. and Texas ones, in solidarity with his largely Hispanic student body. Tom Tancredo, the Republican from Colorado who has become Congress's loudest anti-immigrant voice, said his congressional offices in Colorado and Washington were swamped by more than 1,000 phone calls, nearly all from people furious about the protests in which demonstrators "were blatantly stating their illegal presence in the country and waving Mexican flags." When the author intimated that the attempt to reform the immigration law was dividing the country it is clear that it was an understatement. But looking at it from a purely social perspective is merely scratching the surface for there are more powerful forces encouraging the migrants from across the border to cross the line. Migrant workers risking life and limb to come over to the United States is simply in need of better employment. For employers the long line of workers responding to the help wanted sign means that there is a great chance of getting the best man for the job at a lower cost. And the incentive of employers to continually shield or encouraged illegal aliens t is simply a matter of exploiting a competitive labor market. Here is where differing interests begin to conflict, while two views of how a government should function comes to mind. The first view states that the federal government should function as an organism therefore each individual living in the United States is just part of the whole and therefore each person's welfare is subject to what will benefit the whole. The other view states the conver se which is that the federal government is a mechanism created by the people to serve the people. An example of the second view coming to play in this national problem was addressed by Tumulty, referring to a particular minority - some members of the Republican Party- and this is what she said, "The business interests in the party base don't want to disrupt a steady supply of cheap labor for the agriculture, construction, hotel and restaurant industries, among others." Therein lies the bone of contention. To some, the illegal migrant workers are a boon to the economy while to those struggling to get a piece of the pie, they are a threat. Welfare economics does not offer much help in solving

Sports Scandals in America Essay Example | Topics and Well Written Essays - 250 words

Sports Scandals in America - Essay Example Slide 1 Sports Scandals in America Name of Presenter Instructor University Affiliation Date of Presentation Slide 2 Introduction ï‚ § In American history, sports persons are perceived as above human due to the high esteem accorded to them by fans ï‚ § Whereas athletes are required to be statesmen and women but they end up betraying â€Å"the states trust† accorded to them. This presentation highlights some of the major scandals in the Americans history: Slide 3 National Football League NFL is a multibillion league but the most corrupt and hypocritical in the American history Slide 4 NFL scandals On September 15, 2015, the league suffered a technological hitch leading to the radio call used by match officials being manipulated and hence received wrong instructions Some teams have been forced to play two games within five days. NFL allows player to use NFL branded merchandize and hence raising a lot of unaccounted money Slide 5 Other scandals -Compromising investigations -Domestic violence among players -Bribery to influence the transfer of athletes

Origins of Democratic and Republican Separation Essay Example for Free

Origins of Democratic and Republican Separation Essay The political battles during the Gilded Age (1869-1889) were not fought with weapons and lives as was the Civil War directly before them, but with pamphlets, verbal accusations and national ideals. However, were the two most prominent foes vying due to differing economic policies, or were they similar parties that based their separation on national origin, geography, history, and emotion? The basic economic reforms were, in fact, similar, yet the varying ideologies and animosities that remained from prior eras enlarged the gap between Democrat and Republican. After the Civil War, the general consensus of the American population was a yearning for unity (to some extreme), civil service reforms, the tariff, currency, and a prosperous America. The basic disagreement between the parties was on military reconstruction, which was over by 1877, less than halfway through the Age (502). Both Republicans and Democrats, however, wished for the general union of America the majority of the Republicans (moderates) did not aim to punish the South through Military Reconstruction and the South, although angered, rose above their resentment and waited until 1877, when Northern troops pulled out and the South was left to govern itself (511). Throughout the various presidencies, of which most were dominated by Republicans (save for Grover the good Cleveland), graft and dishonest means for achieving wealth were not uncommon within both parties, leading to the Panic of 1873 (506). Such a depression shed light upon the unscrupulous practices of many political figures, as well as debtors and other prominent businesspeople. This led to yet another national agreement civil service reforms. Under the Presidency of Republican Chester Arthur, the Pendleton Act was passed in 1883. Considered the Magna Carta of civil-service reform, it prohibited financial assessments on job-holders and established a merit system of making appointments to office on the basis of aptitude. Furthermore, the act created a Civil Service Commission that examined applicants for posts in the classified service (518). Most Americans, save for debtors, called for a monetary system based on greenbacks rather than hard-money (gold). By 1879, contraction (or the accumulation of gold stocks against the appointed day for resumption of metallic-money payments [1879]) and reduction of greenbacks restored the governments credit rating, and revived the greenbacks along with it. Although these developments were actually enacted under a Republican presidency, such reforms were backed by Congress in (almost) its entirety (507). One might as, then, why was there political competition? Historically, Democrats represented the needs of the South; they were pro-slavery, supportive of states rights, and representatives of an agrarian population. The Republicans did not have such views before and within approximately ten years of the Civil War; they were anti-slavery, supportive of a strong central government, and representatives of an urban population, brimming with a large work force of laborers, debtors, businessmen, and other non-agrarian vocations. However, both Republican and Democratic sentiments were mixed until two competing parties with few varying significant economic issues were the outcome (508). Republicans gradually began to abandon their commitment to black equality, as many votes were already cast and few freedmen would vote Democrat, with the last radical Republican act passed in 1875 (Civil Rights Act). Southerners were left to govern themselves, allowing laws that, under the pretense separate but equal, placed blacks back in the chains that were recently unshackled (511). Although economic issues were not a large factor in party separation, Democratic (South) resentment for Republicans (North) remained. The humiliation that the South suffered during Reconstruction, including the emancipation of slaves, was not an act that would be easily forgotten (510). Furthermore, the lives and societies of aristocratic agrarians and hard-working laborers were so distinctly different that such a large variation could only be bridged over several centuries. The Democrats and Republicans of the Gilded Age were, in reality, overwhelmingly distinct political parties. The groups and ideals that both  parties represented were absolutely opposite. The similarity in their economic reforms is explained by their desire to create a prosperous America one that could only be achieved through civil service reforms, government-issued currency, and further economic legislation.

Teaching Creativity in Primary Schools

Teaching Creativity in Primary Schools Creativity Arts Primary â€Å"The philosophical foundation for teaching integrated arts in the primary school is based on the belief that aesthetic and creative education is the entitlement of every child and that the nature and quality of the provisions determines the distinctiveness of cultural life and academic performance in school.†(Bloomfield,2000,pg1). For this essay I am going to be talking about why teaching creativity in the arts in primary school is an essential part of children’s learning and what children gain from the lessons. I will be reflecting on my own learning experiences in this module as I feel this justifies why creative arts should be taught. I will be explaining how I can use what I have learnt, from this module, in school and talk about the creative lessons I have planned for in school. â€Å"Children’s natural enthusiasm for the arts, as major and valid sources of knowledge, is nurtured from the first day at school and their motivation and commitment is maintained throughout their primary years.† (Bloomfield,2000,pg1). Creative arts is an essential part of school life as it includes practical engagement of all children as they learn how to paint, compose music, write or to dance, and as they progress through the school year their knowledge of each art form deepens. When children discover social, cultural or historical aspects of the arts they are able to increase their knowledge of the topic by referring to books, articles, artefacts, CDs, recordings and videos. This also gives the children a deeper understanding of their work. (Bloomfield,2000). Creative arts also develop the use of children’s imagination, the way that they respond to their own life experiences and the way they express and communicate their ideas. This can also help their physical development which includes performing confidently, imaginably and good use of space for themselves and others while performing. (Moyles,2002). Creative arts also involves children with different learning needs, audio, visual and kinaesthetic. The lessons are designed to include all children and allow children to achieve their goals. Each creative area helps develop different skills for learning. I am going to talk about how drama, music and art can aid children’s learning in school. â€Å"Art and design stimulates creativity and imagination. It provides visual tactile and sensory experiences and a unique way of understanding the world.†(DfEE,1999,pg116). Art artefacts can be found anywhere, all that is needed is imagination to use these artefacts effectively and this can then bring any classroom activity to life. All artefacts that are found can be used to teach the programmes of study in the National Curriculum. â€Å"Art is fashioned from world resources, and the natural environment has provided the stimulus for wide ranging art activities both as the stimulus for the design and in the way in which the properties of its material has determined the form of the art object†. (Bloomfield,2000,pg88). During art sessions children acquire a range of skills which include visual and manual skills, skills to use a wide range of materials and media and problem solving skills. These skills then enable children to formulate their ideas and use materials and artefacts to create their own artefacts in 2D and 3D form. The use of these skills enhance children’s practical knowledge of art making. Children become critically aware during art sessions. They are able to discuss and write about their experiences of art making and develop a metalanguage to discuss their experiences of visual art and design. (Bloomfield,2000). â€Å"Children build up their powers of discussion; they incorporate a vocabulary that has meaning for them from their own creative participation as well as in critical discussion.† (Moyles,2002,pg40). During a school topic where art is a key focus it is essential to present children’s work either in a portfolio or a class display as this allows the class to reflect on the work they have produced and the value of the process and allows children to comment constructively on each others work. (Bloomfield,2000). â€Å"Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.† (DfEE,1999,pg122). Music sessions in school provide vital skills for children to progress through their primary and secondary years. Music lessons enhance children’s listening skills. â€Å"Listening is fundamental both in forms of the sounds independently produced and also the collective responses of groups.† Music also enhances group work as it aids inclusion because children, whatever their background or aptitude, have the ability to express themselves successfully in the classroom. Mutual respect and self-discipline is acquired during these sessions as children develop good relationships with each other. (Bloomfield,2000). â€Å"Participation in music and its integration with other art forms provides a rich social environment for children. Performance and presentational work develops a close working relationship within the peer group.† (Bloomfield,2000,pg76). Music is also looked at as a form of communication. Many professional song writers write songs to deploy meaning and get messages out to the greater world. Musical understanding through singing songs helps children use their voices in an eloquent and effective manner. Children in school are encouraged to adapt music as a form of communication asmusic offers a unique mode of experience where children can receive and express ideas and feelings. This also encourages children to use descriptive language to describe why they have chosen a particular sound to represent their emotions mood or feelings. Music also develops children’s speech as children with musical training have a greater capability to process all sounds, including speech. (Bloomfield,2000). â€Å"ICT is a powerful and necessary tool for the children which both enhances and informs their music, whether as creators, performers, or as investigators.† (Bloomfield,2000,pg87). Children can use music to find out about the world. There are many links that can be made with music and the celebration of diversity. Children can be encouraged to make music CDs to share with different schools in different communities and countries. Music which the children relate to or which is related to the topic may create different feelings. These feelings can be compared within the group or between different schools. As with music there is no right or wrong answer and it would be interesting to see how other people interpret their ideas and this celebrates diversity. (Bloomfield,2000). When children have recorded their piece it is possible for them to use it as backing music to a performance associated with their topic, this then uses music to enhance and intensify the other creative arts. Drama can be split into two sections, drama and dance. â€Å"Dance education provides children with an artistic language of actions which, linked with their intellectual and physical growth, is transformed into a significant and meaningful mode of communication.† (Bloomfield,2000,pg46). Dance sessions gain children techniques in coordinating movements, inventing movements, remembering movements and then transferring the movements into a dance routine. During these sessions children are encouraged to use their whole body to do this. Dance can be linked to Literacy sessions as children are â€Å"using their bodies to express metaphors and symbols through the formulation and organisation of movement patterns that capture and convey meaning.† (Bloomfield,2000,pg 45). This is also a good way to introduce poetry to children, as they are comparing themselves to something different. Children may be encouraged to show how they are feeling as dance has a semantic structure which provides the basis of how children can think, feel and express ideas through movement. Drama and dance can be used to enhance descriptive work of characters the children are portraying. Drama links with literacy development and understanding as it enables children with the pronunciation of words and recitation from stories and poems. (Bloomfield,2000). Pie Corbett believes that children should story map to remember plots in their stories. This is to help them when they are reciting stories to the class. He believes that this way helps develop a child’s memory as they only need their own interpretation of a picture to tell a story. Dance and music linked together is a way for children to express their understanding of themselves and the world as they perceive it. This can encourage children to research different dances and music from different countries of the world. When children participate in these lessons they are including themselves in the coordination of the group. Once children have been given an initial stimulus they are in control of their group. This then develops their skills in working collectively and harmoniously together because a group who can not function this way will have no hope in producing a final piece of work. Drama can be linked with music as this can provide an effective atmosphere matching the mood for a production. Art can be used to create wall displays, props and set designs for a drama production. During this module I can honestly say I have felt lost at times. The reason for this was due to my own experiences that involved creative arts at school. During art lessons I was always under the impression that I could not draw. I would always feel embarrassed about my work. The art teacher gave me no confidence in the lessons. It was a case of turning up, doing the work and then be given no constructive feedback. I took this negativity into my first art seminar. I did not feel comfortable doing the tasks that were set but I carried on. I then had a very long discussion with Catherine about my finished products. She then told me that I was concentrating on the negatives factors of my art work and I should look closely at the positives. Even though I believe she was cross with my attitude towards art, she took the time to teach me a valuable lesson. This I will never forget and I can use effectively in my own art lesson. By making me see the positives in my work I was able to achieve more because I felt confident in what I was doing. I was praised effectively but not over praised as I would have thought she was patronising me. This is the correct attitude to have in the classroom whilst teaching. Children know when they have been given false or too much praise and then the praise is not effective. â€Å"Praise can alienate pupils because every response is being judged by the praise it receives.†(Cockburn,2006,pg105). During my time in school I have planned individual drama and music lessons. For the music lesson the class was split into three groups. Each group was given a number of instruments that made sounds related to Christmas. I gave each group a starting point and this was Christmas Eve, Christmas day morning and Christmas day afternoon. I asked each group to compile a composition relating to the starting point. The children knew that this was their first draft of a composition and they would have time to â€Å"practise, rehearse and perform† ,(DfEE,1999,pg126), as the teacher was going to use my idea in further music lessons. The children had to note the pattern of their music using symbols; this was going to make it easier for them to improve the composition. The children were left in control of their own compositions as I did not want any of my own personal input involved in their work. Children are far more creative and adventurous when they are left to their own devices and the y will learn more about their work. (Bloomfield,2000). â€Å"Tell me and I forget, show me and I may remember, let me do it and I will learn.†(DfEE,1999,pg90). It is important when using the creative arts that the children have an end product to show for their work. It was therefore essential that our group was able to show off our work on the ‘Railway lines through the snow’ painting. This gave us a sense of achievement and finalised all our hard work. As a group we all developed through the module especially our concert performance. I had to listen to my peers and they had to listen to me. We had to stay harmonised and focused otherwise the concert would have been a disaster. Each member of the group had different personal strengths and we had to use each others strengths to aid our concert performance. I developed all the skills that I have spoken about which children develop during creative arts sessions and I understand if we did not have these skills we would not progress, and achieve our end goal. â€Å"The creative arts permit individual children to conceptualise and understand their strength areas to compensate or overcome weakness in other areas. It also has the impact of motivating children, sustaining their interest and improving their self-esteem. It provides in-depth study and develops all round skills.†(Bloomfield,2000,pg108). Experience in the creative arts is therefore an essential part of a child’s learning. References Bloomfield. A. (2000). Teaching Integrated Arts in the Primary School. London:David Fulton Publishers. Cockburn A. Handscomb G. (2006). Teaching children 3-11, a students guide. 2nd ed. London: Paul Chapman Publishing. DfES., (1999). The National Curriculum. London:DfES Moyes, J. (2002). Beginning Teaching:Beginning Learning in Primary Education. Second edition. Buckingham: Open University. Palmer, S.(2003) Literacy: What works? London: Nelson Thornes.

The Revolution of 1905: The First Russian Revolution Essay -- Russian

The Revolution of 1905: The First Russian Revolution We are, however, slightly ahead of our story. The short period of 1900-1906 provides an essential piece of the puzzle to make the picture of the Russian Revolution complete. Russia's Asian policy under Nicholas II took a decidedly expansionist and aggressive tone, culminating in the Russo-Japanese War of 1904-1905. A primarily naval conflict on Russia's Far Eastern frontier, this war brought back the awful memories of the Crimean defeat when Japan's newly modernized army and navy routed the out-dated, ill-equipped Russian forces. Peace negotiations, organized by United States President Theodore Roosevelt in Portsmouth, New Hampshire, allowed Russia to save face on paper; however, no one could argue with the historical fact that this marked the first time a European power lost any conflict with an Asian power. For the Russian government, it was an utter humiliation; for the Russian radicals, it was an opportunity. Even moderates radicalized their opposition to the central government by this time. The liberal constitutionalists, later called Kadets, organized their own illegal publication, called Liberation, to voice their complaints and grievances. Dissatisfaction with the inept central government--highlighted by its defeat at the hands of Asian Japan (there certainly was a racist element here)--was high atop any such list. In mid-1904, a popular Russian Orthodox priest, Georgi Gapon, organized thousands of St. Petersburg workers into his Assembly of Russian Factory Workers, an association originally financed and approved by the government to minimize the influence of radicals among the workers and bolster the credibility of the autocracy by providing an outlet for worker grievances. However, despite the government's intention, this union took a decidedly Marxist and militant bent. When, in December 1904, numerous workers at the large Putilov factory in St. Petersburg were fired for no apparent reason, the Assembly, who counted these sacked workers as members, leaped into action. The result was a citywide general strike in January 1905. On January 9, 1905 the striking workers organized a mass march on the Winter Palace of the Tsar with representatives holding a petition for "our father" Tsar Nicholas II. The petition called for higher wages, an eight-hour workday, a constitution, free elec... ... Bolshevik government went on a total war footing, known as War Communism. Under the banner of War Communism, Lenin allowed the CHEKA to conduct a Red Terror against any opposition force, whether military or civilian. CHEKA oversaw mass murders in the cities and enormous peasant deaths, all aimed to intimidate White forces in the countryside--without question, it worked. In addition, Lenin quickly nationalized all industry so he could control all revenue and production elements, outlawed private trade so the government could gain all benefit from commerce, and ordered the forced seizure of grain from all peasants to feed his constituents and deny food to the opposition. Though this probably led to a devastating famine in 1922, Lenin took any means to reach his goal of victory. By early 1921, Lenin had galvanized his supporters, defeated the Whites, and secured the success of his seizure of power in October 1917. No longer was there a question of Communist rule in Russia, by now renamed the Union of Soviet Socialist Republics (USSR). Lenin and his Bolshevik party, by virtue of their victory in the civil war, were entrenched in the seat of power. The Russian Revolution was over.

The Once And Future King - Mig Essay -- essays research papers

The Once and Future King The legend of King Arthur is a tale as timeless as any other found in literature today. Introduced to us by Sir Thomas Malory during the fifteenth century in Morte d' Arthur, it was the first complete tale of Arthur's life. Countless portrayals followed for any reader interested in the tale of the boy who was destined to become King. The Once and Future King by T.H. White is certainly the most popular representation of the immortal legend of King Arthur. It is similar to the tales woven before it but White gives new meanings and modernization to the traditional story through his unique perspectives and writing. White takes the reader on a journey in the past enriched by the knowledge of the future. Most importantly, White's notion that society cannot be governed by might alone is a prevalent theme throughout the work. He expresses the ideals of 'might vs. right'; as it relates to a world much like our world today. He clearly understands that 'might'; rules the actions of individuals, but 'right'; is the ideal that we seek to obtain. As we often find, the former prevails. The novel is divided into four sections that represent periods of time in Arthur's life. The novel begins with The Sword in the Stone, the tale of Arthur's childhood. At this time, he is not referred to as Arthur but Wart. His foster brother gave him this name and it was his childhood nemesis. Early in the book, Wart finds Merlyn who becomes his tutor. One of the earliest indicatio...

Reaction Paper About Solas

They discussed about the emergency situations, evacuation, survival crafts and rescue boat, personal life-saving appliances, survival at sea and emergency radio equipment. In emergency situations we should be observant in what happen into our surroundings. Also we should know the muster station. We can be able to know our duties and responsibilities during emergency and the signals for these emergencies just by looking at the muster list. The general alarm has seven short blasts and one long blast on the ships whistle followed by public address of the master/captain. In survival crafts and rescue boats there are different types of lifeboats these are open, partially enclosed and totally enclosed. There are types of life rafts also these are enclosed inflatable life raft and rigid life raft.In Personal Life-Saving Appliances we should know the things that can help us during emergencies. Example of things that can help us are lifejackets, lifebuoy, lifebuoy with self-igniting light, im mersion suit, thermal protective aid (TPA) and pyrotechnics. There are kinds of pyrotechnics the rocket parachute flare usually this kind of flare can last long for 40 seconds, Hand flare can last long for 60 seconds, buoyant orange smoke signal gives off smoke for 3 minutes it can use only for day time only. On our training for Elementary First I think I become more competent to take immediate action upon encountering an accident or medical emergency until the arrival of the person in charge of medical care on board. I have learned how to do the bandaging, to control the blood, to rescue unconscious person.FPFF or FirePrevention and Firefighting this course discuss mainly about Fire on how to prevent and extinguish it.Proficiency in Personal Survival TechniqueA trainee will be able to react in a correct manner during emergency situations, take measures appropriate to his own survival and to the survival of others, and use survival equipment correctly.Fire Prevention & Fire Fighting A trainee will be competent to take appropriate measures for the safety of personnel and of the ship and will also have knowledge of fire prevention. The trainee will be taught how to use the fire appliances correctly.Personal Safety & Social ResponsibilityThis will give new seafarers an insight into the various elements of a ship and the working procedures onboard so that they can adjust to the shipboard environment and be better prepared to cope with any unforeseen circumstances.