Cival Rights Act 1964 :: essays research papers fc

When the Government Stood Up For Civil Rights "All my life I've been sick and tired, and now I'm just sick and tired of being sick and tired. No one can honestly say Negroes are satisfied. We've only been patient, but how much more patience can we have?" Mrs. Hamer said these words in 1964, a month and a day before the historic Civil Rights Act of 1964 would be signed into law by President Lyndon B. Johnson. She speaks for the mood of a race, a race that for centuries has built the nation of America, literally, with blood, sweat, and passive acceptance. She speaks for black Americans who have been second class citizens in their own home too long. She speaks for the race that would be patient no longer that would be accepting no more. Mrs. Hamer speaks for the African Americans who stood up in the 1950's and refused to sit down. They were the people who led the greatest movement in modern American history - the civil rights movement. It was a movement that would be more than a fragment of history, it was a movement that would become a measure of our lives (Shipler 12). When Martin Luther King Jr. stirred up the conscience of a nation, he gave voice to a long lain dormant morality in America, a voice that the government could no longer ignore. The government finally answered on July 2nd with the Civil Rights Act of 1964. The Civil Rights Act of 1964 is historically significant because it stands as a defining piece of civil rights legislation, being the first time the national government had declared equality for blacks. The civil rights movement was a campaign led by a number of organizations, supported by many individuals, to end discrimination and achieve equality for American Blacks (Mooney 776). The forefront of the struggle came during the 1950's and the 1960's when the feeling of oppression intensified and efforts increased to gain access to public accommodations, increased voting rights, and better educational opportunities (Mooney). Civil rights in America began with the adoption of the 13th, 14th, and 15th amendments to the Constitution, which ended slavery and freed blacks in theory. The Civil Rights Acts of 1866 and 1875 were passed, guaranteeing the rights of blacks in the courts and access to public accommodation. These were, however, declared unconstitutional by the Supreme Court, who decided that the fourteenth did not protect blacks from violation of civil rights, by individuals.

Free Speech in Schools Essay

The right to publish material on one’s My Space internet page is a constitutional right contained in the Bill of Rights. The right to free speech is contained within the first Amendment to the US Constitution one of the main Amendments contained in the Bill of Rights. The first Amendment provides as follows: ‘Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Freedom of speech is married to freedom of expression and recognizes the right to publicly express one’s thoughts, ideas and opinions without fear of censorship and/or punishment. The right to free speech however is not all encompassing and does have its restrictions such as obscenity and defamation within the public broadcast arena. An early test for restrictions on free speech was formulated in the case of Schenck v. United States. Although the circumstances of the right to freedom of speech arose during World War 1, the formulated test is applicable in an appropriate case. In the Schenck case, the appellant mailed flyers out to draftees urging that they ‘do not submit to intimidation’. The missive was taken to mean a direct attempt by Schenck to discourage and obstruct recruitment. Sir Oliver Wendall Holmes, in delivering the unanimous decision of the US Supreme Court held that ‘the question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent. It is against this background that freedom of speech in relation to restrictions on a student’s display of drug or gang related material on his or her My Space website. Generally, a restriction of a student’s right to publish material such as the school’s policy against publishing drug or gang related material on his or her My Space website is a violation of their First Amendment free speech rights. However, as will be discussed, private schools have no legal obligation to comply with the First Amendment and are at liberty to implement policies such as the ‘no drug, no gang related’ online publications by the student body. Challenging Free Speech Restrictions/Plan Ordinarily, a challenge to an infringement of constitutional rights can be pursued through the Federal Court system which has jurisdiction over all matters relating to the constitution. For reasons that will be discussed later, this might not be the appropriate avenue to pursue in respect of private schools since they do not come under the Federal Government and are not bound as the Government is in respect of preserving the integrity of the US Constitution. Students wishing to challenge the school’s ‘no drugs, no gang’ publications may pursue a number of alternative courses of action. They can secure the assistance of the media and various Civil Rights groups such as the American Civil Liberties Union. The general idea is to promote the contention that a school as a place for learning and maturity has a duty to teach students to respect the provisions of the US Constitution and any policy within a school system that contravenes a student’s constitutional rights contradicts the school’s duty. However, this can be countered by the school arguing that it has a right to promote a certain image of its moral code and that a student’s publication of what amounts to base principles is inconsistent with the school’s image Certainly students can make a case challenging the school’s hard stance against online publications containing drug and gang-related material. However, whether or not they will be successful is another matter entirely. It is therefore important to examine what constitutes infringement of freedom of speech with a view to identifying which school policies and practices constitute a violation of the First Amendment before pursuing media attention. At the end of the day, a private school has a right to set policies and principles for its students and can enforce them. The question of fairness within the private school system is not a matter for the courts as will be borne out in the following passages. Freedom of Speech in High Schools Whether or not the proposed restrictions on My Space websites constitutes a violation of the student’s right to free speech has already been indirectly determined by the Federal Courts. The US Federal Court system has decided on issues of freedom of speech within the public school system. There have been three cases of significance to the first amendment and its application to public schools. They are Tinker v Des Moines Independent Community School District, Bethel School District No. 403 v. Fraser, and Hazelwood School District v. Kuhlmeier. In Tinker v Des Moines Independent Community School District 393 U. S. 503, 89 S. Ct. 733 (1969) determined the issue of freedom of expression which is closely tied in with the principle of free speech. In this case, students in an expression of disenchantment with the Vietnamese war wore certain armbands to school. When they were asked to remove the armbands and refused to do so they were suspended. They were not permitted to return to school unless and until they removed their armbands. The students refused to subscribe to the demands and as a result were suspended for an indefinite period. In an action brought by some of the students involved, the court of first instance ruled in favor of the school’s authorities. On appeal to the Eight Circuit Court of Appeal the lower court’s ruling was affirmed. The students appealed to the US Supreme Court which held that ‘it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. ’ Moreover, the US Supreme Court added that ‘In our system, state-operated chools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students. Students in school as well as out of school are . persons under our Constitution. They possess fundamental rights which the State must respect, just as they themselves must respect their obligations to the State’. Be that as it may, the US Supreme Court set boundaries which have subsequently been upheld. The US Supreme Court set forth guidelines pertaining to a student’s right to freedom of speech in the following terms:- ‘If he does so without . aterially and substantially interfer[ing] with the requirements of appropriate discipline in the operation of the school and without colliding with the rights of others. . . . [C]onduct by the student, in class or out of it, which for any reason–whether it stems from time, place, or type of behavior– materially disrupts classwork or involves substantial disorder or invasion of the rights of others is, of course, not immunized by the constitutional guarantee of freedom of speech. ’ The US Supreme Court therefore held that the conduct of the students involved was proper in all the circumstances. The court would only recognize and indorse restrictions on freedom of speech when the conduct was ‘potentially disruptive†¦ by those participating in it. ’ In Bethel v. Fraser however, the US Supreme Court held that rules and regulations prohibiting the use of obscene language would not prohibit a student’s First Amendment right to free speech. The US Supreme Court ruled that ‘the schools, as instruments of the state, may determine that the essential lessons of civil, mature conduct cannot be conveyed in a school that tolerates lewd, indecent, or offensive speech and conduct such as that indulged in by this confused boy . . . A high school assembly or classroom is no place for a sexually explicit monologue directed towards an unsuspecting audience of teenage students. Accordingly, it was perfectly appropriate for the school to disassociate itself to make the point to the pupils that vulgar speech and lewd conduct is wholly inconsistent with the fundamental values of public school education. ’ In Hazelwood v. Kuhlmeier 484 U. S. 260, 108 S. Ct. 62 (1988) the US Supreme Court ruled that a school was at liberty to edit the content of a student’s speech appearing in a school sponsored publication, to wit; a newspaper. In distinguishing this case from the Tinker decision, the US Supreme Court explained that the Tinker case was decided on the propriety of muting a student in his freedom of expression so to speak. Whereas, in the Hazelwood case, the Court was dealing with a school-sponsored newspaper which presupposes that it is published with the school’s approval. The court explained its position as follows:- ‘[T]he standard articulated in Tinker for determining when a school may punish student expression need not also be the standard for determining when a school may refuse to lend its name and resources to the dissemination of student expression. Instead, we hold that educators do not offend the First Amendment by exercising editorial control over the style and content of student speech in school-sponsored expressive activities so long as their actions are reasonably related to legitimate pedagogical concerns. In making a decision in Poling v. Murphy 872 F. 2d 757 (6th Cir. 1989) the 6th Circuit Court of Appeal reconciled the rationale behind the three US Supreme Court decisions cited above. In this case, Poling, a student at Unicoi County High School in Tennessee delivered a campaign speech in support of his attempt to be elected president of the school’s student council. The speech was given at the school’s assembly at which student attendance was mandatory unless an excused absence was previously obtained. Prior to delivering the speech, Poling was required to submit the speech to faculty members for approval. The faculty members reviewing the speech said that they would approve the speech provided Poling removed a sentence which referred to the school’s ‘iron grip. ’ Poling did not do as advised and in fact he revised the sentence in question in such a way that he added to it making comments in reference to an assistant principal that was described by the principal as ‘inappropriate, disruptive of school discipline, and in bad taste. As a result the school removed Poling from the electorate slate of candidates and he took the matter to court. The court at first instance ruled in favor of the school district and Poling appealed to the 6th Circuit Court of Appeal. The appellate court in referring to ruling in Tinker’s case said that ‘tt is true, to be sure, that students do not . shed their constitutional rights to freedom of speech or expression at the schoolhouse gate,. and . [s]chool officials do not possess absolute authority over their students.. . . It also remains true, however, that the Federal Constitution does not compel . teachers, parents, and elected school officials to surrender control of the American public school system to public school students.. . . . Limitations on speech that would be unconstitutional outside the schoolhouse are not necessarily unconstitutional within it. ’ The 6th Circuit Appeals Court went on to state that had Poling been permitted to make his speech in the manner that he would have liked to it would have given rise to ‘legitimate pedagogical concerns. ecause . [t]he art of stating one’s views without indulging in personalities and without unnecessarily hurting the feelings of others surely has a legitimate place in any high school curriculum. . . ’ The general position here is that although the First Amendment is directly applicable in the public school system, the Federal Court System does permit public schools to restrict free speech among the student body when free speech threatens to undermine disciplinary and educational principles. Therefore private to whom the First Amendment do not apply will have even more leeway in restricting a student’s online publications. A Student’s First Amendment Right to Free Speech and Online Publications Generally speaking a student’s off campus conduct is not a matter for school officials provided it does not fail the Tinker ‘material disruption’ test. The publication must also be able to stand up to the Hazelwood test which will permit censorship if the material appears on a school sponsored website. However, in a private boarding school, students are rarely ‘off campus’ and drawing the line can be difficult. As long as the student is in the care of the school he is subject to the school’s regulations. In American Public School Law by Alexander and Alexander reference is made to the case of Beussink v. Woodland R-IV School district. In this case, Beussink, a student published a personal webpage on his own computer where he referred to the school’s authorities in vulgar terms. The webpage was somehow brought to the attention of the school’s authorities and Beussink was subsequently suspended. He challenged his suspension via the US District Court. It was held that the suspension was unconstitutional and contravened the student’s right to free speech. The presiding judge went on to say that the high school’s authorities failed to demonstrate that the suspension ‘was caused by something more than a mere desire to avoid the discomfort and unpleasantness that always accompany an unpopular viewpoint. ’ It has been held that off-campus communications via the internet that constituted a true threat can be disciplined by the school district. However, in order for the ‘true threat’ to come under the school’s jurisdiction it must have a nexus with the school itself. When an off campus communication does not contain a threat but nevertheless has a nexus with the school, whether or not the school can restrict that communication will have to examined in the context of the Tinker decision namely the communication will have to be ‘materially and substantially interferes with the requirements of appropriate discipline in the operation of the school. ’

Reflection Paper on Anthem (by Ayn Rand)

University of the Philippines Diliman Extension Program in Pampanga Clark Freeport Zone, Angeles City, Pampanga Reflection Paper Anthem by: Ayn Rand Jemima Micah T. Sadsad 2012-20252 BS Business Management Submitted to: Sir Aoux Santos It’s a sin to not write this. For finishing this will allow me to acquire one fourth of my grade on the most-anticipated subject—A subject that is hard, yet easy; A subject able to be both loved and despised; A subject whose aim is to know thy self, yet, when thoroughly studied, you would end up losing what you think is yours.This subject I am babbling about is not just a subject; It is the subject: Philosophy. ~ Well, at first look, this is how I comprehended the novella â€Å"Anthem†. Simple message relayed through tough words, when really that’s not the point of it. Anthem is about a boy who was born with the curse of knowing things more superior than most of his society—a society that does not accept progress unle ss approved by everyone. This boy then meets a girl with qualities like her, and later falls in love with her. Even though their society forbids a love like theirs, they didn’t mind and kept it a secret.He tried to help their society through his discoveries, though ended up escaping it, and trying to create a new one of his own. It has a typical story line with a dystopian theme. Aside from that there’s nothing really more from it. Or is there? *** *** Having read the book again (while trying hard to read between the lines; picking up every lesson I could make use of), I have reflected on a few new things which I did not find during my first read. I have reflected on individuals present in the story and how they relate to me, the society howed in â€Å"Anthem† and how it could be reflected to my country, and my general motion and conclusion on what the story is all about. One very prominent element that I could reflect on are the main characters in the story. Th e main characters present in the story are Equality 7-2521 and Liberty 5-3000. Equality 7-2521 (also known as â€Å"The Unconquered† or â€Å"Prometheus†) – The main character is a brave, curious, strong, and intelligent street sweeper who thinks of himself as cursed. He knows that he is cursed, yet knows not how to resist it. He believes in individualism and rejects the collectivist society around him.Learning was too easy for him because of his quick head. He asks too many questions that his teachers forbade him from asking. â€Å"He only wishes to know. Equality 7-2521 represents the superiority of a singular intellect to the homogeneity of the masses, who cannot think for themselves—the society of shapeless people who are indistinguishable from one another. At first read, I thought to myself, he (Equality) is too self-centered, thinking that he is far superior than his society, and that his only flaw is the society’s disapproval of him.Also, I don’t like how he came up with his conclusion of his ego being the center of his universe (though, I’m not saying that the conclusion is wrong). It’s just so unthinkable how without knowing what the word â€Å"I† really means, he suddenly knows what it is and how to use it. On the other hand, I like how his curiosity always gets the better of him. I like how he is eager to know and discover things even though he knows that it is forbidden to do so. I love how Equality 7-2521 takes risks to justify his thirst of knowing more.These character traits of Equality 702521 made me reflect more on the adventures of learning, rather than the concept of individualism. I like how his quest full of myriad mischief turned out to be an amazing discovery of the light bulb (which for me symbolizes progress and/or change). I love how he soon realizes that his learning is not really for the society, but rather for him and him alone. One thing I also admire about Equality 7 -2521 is his love for Liberty 5-3000, that even though it is forbidden, they still chose to continue their love. Selfish indeed, but selfishness is not always a bad thing.Another main character on the book that I have reflected on is Liberty 5-3000 (also known as â€Å"The Golden One† or â€Å"Gaea†) – This character is a peasant that has eyes with no signs of fear in it, whom Equality 7-25521 falls in love with. She is Beautiful, proud, and strong like Equality 7-2521. She loves Equality 7-2521 because he is different from everyone around him. And Equality 7-2521 loves her back for the same reason. For me, Liberty 5-3000 is a little bit too submissive. Her mix of independent pride and devoted submission to Equality 7-2521 seems contradictory.Prometheus’ universe may have his own ego as its center, but for Liberty 5-3000? I don’t think so. Liberty 5-3000’s character is a perfect counter-example of Ayn Rand’s main thought of: â€Å"I is my god†. Gaea is more of a: â€Å"Equality 7-2521 is my god†. (Liberty 5300 to Equality 7-2521: â€Å"Your will be done†¦Ã¢â‚¬ ). Although I hate how she submits herself too much to Equality 7-2521, I like her for standing out of the crowd. I like how fierce she can be trying to put what she loves first before what others dictate her to. I also like her show of courage by following the one she loves even though it might place her in great danger.However, I think the author somehow just took a shot of presenting a true epitome of a perfect woman with great courage and confidence, but only with the weakness of her beloved. Unfortunately, Ayn Rand failed trying, for instead she just created a weak and submissive leading lady. Gaea apparently became just an object of Prometheus’ with no say on things at all. These two main characters made me reflect on how not all people are alike (which was the point of the whole story: Individualism). Not everyone is as s trong or as smart as Prometheus. Neither are they all of beauty and devotion as Liberty 5-3000.The story also made me reflect on the concept of solitude, and how not all people find happiness in solitude. In fact, even in the story itself, Equality 7-2521 is not alone, for he finds happiness in the presence of Liberty 5-3000. Absolute solitude is inconceivable. Different people have different purposes. They might find their purposes with others, or they might find their purposes of for themselves alone. And even if they find their purposes for themselves, still, it will influence their society, because one cannot live without another. No man is an island.As for me, I find happiness in having loved ones beside me; I’m not saying that I let them think for me though. I am currently a conformist and non-conformist. I am a conformist in that I conform to my God and with His teachings. A non-conformist in that, like Liberty, I submit myself to my beliefs and resist things of its op posite (although at times, they may overlap with each other). I conform to my God, and so try not to conform to the world. I conform to my government, yet reject on them trying to take over me. I succumb to, yet I resist. Also, I could consider myself to have hints of Equality 7-2521 in my personality.I love learning as much as I love taking risks. I remember the story of my 4 yr old self. My mom used to tell this story every time she remembers it and every single time we would laugh at it. So here’s how it goes: It was an ordinary day, we were travelling by a car. My mom was driving and her sister (my aunt) was in the front seat. I, my 2 sisters, and my cousin were at the back seat. I was the closest to the door handle, and that was when the inner curiosity of me sparked! â€Å"Now, what is this thing for? † and voila, I was playing with the car door handle and suddenly I found myself rolling on the ground of an uphill highway.While the action was happening, my mom an d aunt were also caught in an intense activity: Gossiping. Yup, they were there chit-chatting while I was outside, rip rolling. Since my two sisters and my cousin saw my fall, they panicked and then started shouting, â€Å"Ma! Si Ima, nahulog! †, but since my mom’s activity was more interesting than mine, they had to shut the kids up, â€Å"Kids, quiet! †. Then my sisters started crying. That’s when my mom and aunt started to notice my absence. And at last, they panicked too. They went chasing for me, trying to save me from the rushing cars. But wait!They forgot to turn on the brakes! Oh no, our car is sliding down the hill! What to do? Oh my— ~ Well, I’m here now so you know I was saved. It was a very long day, indeed. One day my mom would never ever forget. But hey, I learned. (I now know what that ‘thing’ is for! And I now know when to and when not to use those car locks, thank you. ) Anyway, I find myself having a little bit of Equality 7-2521 also because I often find pride in things I know I have done well in. Passing the UPCAT is one of the perfect examples. Having my family congratulate me, I find pride in myself.I know that I have done well, and I know that I could do more, and so the learning continues. Moving on from the main characters, another prominent concept in the novella was the society. The society presented on Anthem is so wrong. The people there are under so much fear and are dehumanized. Their society promotes absolute collectivism where they are all one and one is all. They accept few, if not none at all, changes. Everyone is of equal importance as everyone. Freedom of speech is cut off. Men can’t speak to women, they were not able to show their emotions to them, and they can’t even have houses of their own!Though it could be classified as a utopian society on other perspectives, description from Equality 7-2521 made it totally a dystopian society. â€Å"We are nothing . Mankind is all. By the grace of our brothers are we allowed our lives. We exist through, by, and for our brothers who are the state. Amen. † –Palace of the World Council Their society reminded me of how North Korea is today. Although I may not know what their actual situation is at the moment, description from the media around the world truly rings the bell. It brings fear deep down my bones.Society of no social stratification, no freedom of speech, everything and nothing is owned by everyone and no one. A society completely isolated from the rest of the world, North Korea could well focus on itself and not worry on how other countries are doing, and since they focus on themselves, no one would be left starving, everybody will be of equal rights with everyone. I think this is what North Korea claims itself to be though I’m pretty sure ‘country without social stratification’ is pretty far from what they are now. The government and society in Anthem also made me think of the government and the society of our own country.As for the Philippines, I don’t think the concept of Anthem’s society might be applicable because of the fact that freedom of speech is already presented and is of practice today in the Philippines. Also, the presence of a free and nationwide media in our country made it more liberal than that of Anthem’s. The fact that Philippines is a democracy, too, can be of great evidence that our country is not with the like of that of Anthem’s. Everyone of the right mind is free to vote and free to speak. Take this reflection paper for example; I have every right to say what I want to, though I know I would suffer the consequences of my actions.Everyone is allowed to think otherwise. Everyone has the right to choose for themselves what their â€Å"rights† and â€Å"wrongs† are. Men are allowed to merry another and have kids of their own. Families are able to build houses they can live in and start a new life. Filipinos, along with other people of other countries, could study whenever they want to and work whenever as long as time and money permits. They have the free will of choosing their school, acquiring their jobs, and retiring after they do. Everyone is allowed to choose their religion. Everyone is allowed to love without being asked why.Chickens could cross the street without their motives being questioned. However, I may not completely forget the fact that, somehow, there might be some resemblances from Anthem’s society with the Philippines’. â€Å"The Home of the Useless†, â€Å"The Palace of Corrective Detention†, â€Å"The Palace of Mating†, â€Å"The Home of the Students†Ã¢â‚¬â€ All of which symbolizes branches of our system, though might be different in intensity than Anthem’s. Also, the home of the scholars could be of comparison with our senate system. We could be compared to them in terms of pr ogress and how slow our system could be.Although I know that we are still on the verge of growing and improving more, I have not lost my hopes for the Philippines. As for whether or not this society is possible on earth in the future, I don’t think so. I don’t think such absolute collectivism/communism is possible to be achieved. I believe that in achieving this society, first we’ll be in need of restarting; restarting everything from Adam and Eve. No one should know anything. Every book must be burned and every data on the internet must be erased. The whole world should go back to zero, or else absolute collectivism (like with the story Anthem) would be inconceivable. ———————————————— ————————————————- Anthem, in general, taught me how colle ctivism could be of destruction to a society. I reflected on few things about concepts such as collectivism, individualism, finding your true self, and finding your true purpose. I have made use of my new learnings about these things, and I know that would use them at one point in my life where I could be searching for answers on whether or not, why or why nots. These concepts could be of new references that I know I could consider whenever I am learning. ———————————————— ————————————————- I have a general feel of gloom and depression through-out the story. With how Equality 7-2521 dictates his society to us, I felt sorry for him and also for the society. In a nutshell, I liked the story. I enjoyed it and have reflected a lot of things from it. Although, what I d id not like about the book was not the story but the author’s philosophy itself. By the end of the novella, Equality 7-2521 and Liberty 5-3000 have run away from their society to discover their own truth and start a new society of their own.This truth leads to self-worshipping and calling themselves gods, and further stating that they have no obligation to other men. I have to strongly disagree with this idea. I am sorry to say Ayn Rand started with a great idea of individualism and ended in a train wreck of selfish isolation. *I would like to recommend this book to anyone who would want to reflect and re-evaluate their existences on certain aspects. This book presented a different outlook of the concept â€Å"I†, which you could reflect on greatly. Though, I’m not saying that this is the best book possible, it is still worth the read.

The Beautiful Country

Most people who live in the country dream of someday moving to the city and living a different life. Upon weighing the options, one may find that although sometimes boring, country life has much more to offer than city life such as better opportunities, better environment, and fresher food. The first advantage the country has over the city is greater oppurtunity. Although the city is filled with opportunities such as better education. The Country offers more of hands on experience while learning.The city is highly Populated, which makes it a lot harder to have any teacher to student bonding. However, in the country, less students are in each classroom, so it is easier for the teacher and student to interact. The jobs in the city are considered to be more mental than physical, which can cause mental strain on a person's mind. Although, in the country the jobs are more physical than mental. Physical work can cause pain in the long run, but mental strain has a higher risk to cause life threatening issues.When it comes down to making friends in the city a person has a low chance. The city has enough people to make friends, but most of the people in the city are too busy to take time out of their lifr to even introduce theirselves to one another. However, the country is filled with nice, friendly people that are looking forward to making new friends daily. A better environment is a huge benefit to living in the country. Living in the city, the view is usually the same no matter where you go. The buildings in the city seem never ending.The tallness of the buildings and the graffiti that usually cover them eliminate any chance of a good view outside your window. Because the city is lit up twenty-four hours a day, the chance of catching a glimpse of the stars is also very rare. The constant sound of sirens and car horns eliminate any possibility of a good night’s sleep as well. Pollution is also greater in the city than in the country. Because there are a lot mo re people in the city, there are many more cars on the road. There are also more factories for these people to work which also aids in the pollution in the city.In the country, there are hardly any tall buildings. Residents of the country can usually step outside of their home and see a long stretch of green grass. The stars are almost always shining at night and the only sounds one may here while trying to go to sleep are the crickets chirping. Pollution is a lesser issue in the country as well. There are fewer people in the country which means fewer cars on the road. Because many people have their own farmland and make money that way, the need for factories for jobs is not as great in the country.

Introductory paragraph and online worksheet Essay

I am number three of four children in the family line up, the first and only to go to college. My parents always have been supportive of my going back to school because they did not even finish elementary school. My career plan is to become an Elementary School Teacher or a Marriage and Family Therapist. I am currently working on getting my bachelor’s degree in psychology, possibly a master’s degree in education or counseling. University of Phoenix was one of my first school choices, I loved that I could focus on one class at a time and be able to work full time. The tools available to a University of Phoenix student are amazing; build a career plan, do job market research, online library, personality tests, and much more. My competencies helped me to see what my strengths and weaknesses are such as innovating, writing, adapting to change, and coping with pressure. Once I completed the career interest profiler, I was not surprised to see that my results encouraged me to be a teacher or a therapist because I am interested in that.

Classical Empires Dbq

DOCUMENT-BASED QUESTION: Daoism-Buddhism Directions The following question is based on the accompanying documents. (The documents have been edited for the purpose of this exercise). The question is designed to test your ability to work with and understand historical documents. Write an essay that: †¢ Has relevant thesis and supports that thesis with evidence from the documents. †¢ Uses all or all but one of the documents. †¢ Analyzes the documents by grouping them in as many appropriate ways as possible and does not simply summarize the documents individually. Takes into account both the sources of the documents and the authors’ points of view. Essay Prompt Analyze the similarities and differences between the two religions, and what makes these religions unique. Based on the following documents, discuss classical empires. What types of additional documentation would help determine the benefits and difficulties of running classical empires? Historical Background Buddhism and Taoism are both mainly centered in eastern China, and many people are confused between the two. Not very many people understand whatBuddhists stand for, but many people only know they live to find meaning, and to reach nirvana. Taoists look to end the sufferings in life. Document 1 Document 2 Document 3 Document 4 Document 5 Document 6 Document 7 Document 7 Document 8 Citations http://www. sacred-texts. com/bud/btg/btg03. htm http://en. wikipedia. org/wiki/Taijitu http://www. wadsworth. com/religion_d/special_features/popups/maps/matthews_world/content/map_91. html http://www. diffen. com/difference/Buddhism_vs_Taoism http://www. accesstoinsight. org/lib/authors/bogoda/wheel397. html http://www. chebucto. ns. ca/Philosophy/Taichi/taoism. tml http://www. chebucto. ns. ca/Philosophy/Taichi/taoism. html http://www. buzzle. com/articles/taoism-beliefs. html & http://buddhismbeliefs. org/ ———————– Robert Bogoda, A Simpl e Guide to Life, 1994 To make the best use of our human potential, we need not only a practical aim in life, but a life plan for achieving that aim. The preceding two sections of this essay show the groundwork for developing a proper sense of values, the values essential for gaining happiness, success, and security within the mundane life and for progressing towards the ultimate goal of the Buddhist path, Nibbana.While we walk along the path to liberation, as laypeople we have to live in the world, and our immediate objective will be to make our life in the world both a means to worldly success and a stepping-stone to final liberation. [pic] Lama Surya Das, Buddhism Plain and Simple This picture depicts the god of Buddhism, Buddha. In this picture he can be seen as a calm, wise, and intelligent man. He seems like he just might be meditating. This is the way of Buddha, being wise, kind, and finding meaning in life. This is the way many Buddhists believe they should be.Tai Chi Chuan, Taoism and the Philosophy The religious current of Taoism evolved its own pantheon of deities that were worshipped in temples by the various sects. These Taoist deities, like the Buddhist or Hindu pantheon, represented different qualities and attributes and various ceremonies, depending on circumstances were conducted to appeal to them. Unlike most religions, Taoism has more than one religious figure. In fact, they have about 27 deities, which all stand for different individual things, such as pure ones, immortals, the 3 officials, and many more.Tai Chi Chuan, Taoism and the Philosophy A Taijitu, the main symbol of the Taoist spirituality. Please note however, that the true Taijitu symbol shows the white (or red) spiral on the top, so that the dividing line creates a backwards S shape. Yin and yang are not opposing forces (dualities), but complementary forces, unseen (hidden, feminine) and seen (manifest, masculine), that interact to form a greater whole, as part of a dynamic system . Everything has both yin and yang aspects as light could not be understood if darkness didn't exist, and shadow cannot exist without light. pic] Paul Carus, Buddha, the Gospel, 1909 All compound things shall be dissolved again, worlds will break to pieces and our individualities will be scattered; but the words of Buddha will remain for ever. The extinction of self is salvation; the annihilation of self is the condition of enlightenment; the blotting out of self is Nirvana. Major beliefs of Taoism Major beliefs of Buddhism Taoism has the same worldview as Confucianism or ancient Chinese folk religion. Its philosophy operates within the same paradigms. It celebrates man's association and interdependency with nature.Moving on to a wider plane, the relationship between religion and the universe takes the form of veneration, which lies beyond the confines of time and space, ancestor worship and belief in the sovereign. The principles on which the system thrives even today include Ch'i, Feng Shui, interdependency between life and death, the Eight Immortals and the Ultimate Reality. Life exists in itself – there is no inherent meaning attached to life. However – as all human beings (and animals) wish for happiness and not to suffer – the purpose of life may be said to end that suffering.Buddhism teaches that in an interconnected world, all actions have consequences (karma). The consequences of acts undertaken in this and earlier lifetimes will be felt in a next one, in a process known as reincarnation. It is a Buddhist aim to educate oneself and meditate in order to escape from this cycle of rebirth, to enter Nirvana. | |Buddhism |Taoism | |Geographical predominance: |Tibet, Sri Lanka, North America. |Asia, North America. |Goal of religion: |To gain enlightenment and nirvana. |To gain balance in life. | |Place of origin: |Nepal, India. |China | |Principle: |Desire leads to suffering. |Taoists believe that life is good. Taoism | | | |lays emphas is on the body. | |Status of Adam: |N/A. |N/A. | |Place of worship: |Pagodas, Temples. Temple, shrine | | | | | | | | | | | | | | | | |Warren Matthews, World Religions, [pic] In this map, Daoism, or Taoism, along with Buddhism, are mainly in the eastern portion of China. Most likely, location doesn’t have anything to due with your religion, but what is either forced on you, or which you would like to choose.

Support for Soldiers who return from combat affilicited with PTSD Assignment

Support for Soldiers who return from combat affilicited with PTSD - Assignment Example This paper also hypothesizes the effectiveness of trauma management therapy as a behavioral treatment (Frueh, Turner, Beidel, Mirabella, & Jones, 1996). This therapy would make the soldiers learn how to manage their anger and how to function normally. Thence, this paper would like to validate the effectiveness of sand play therapy and trauma management in treating soldiers who suffer from the impediments of PTSD. Posttraumatic Stress Disorder (PTSD) has been considered as one of the major problems of the U. S Army organization because it triggered the thoughts of soldiers to remember death scenes. PTSD generates a system of how a psychological function of an individual is meddled by the occurrences of the traumatic events. Thus, PTSD controls the functional ability of the soldiers not to let bygones be bygones. This paper explores how Posttraumatic Stress Disorder greatly affects the organizational mandatory of the army and how the organization made ways to intervene the needs of the armies with PTSD. The main purpose of this paper is to delved in other psychological treatments such as sand play therapy and trauma management treatment that serve as mechanisms and moderators of the soldiers’ terrors toward death and threat. Posttraumatic Stress is a psychological disorder that makes an individual experiences nightmares and repetitive flashback of painful thoughts that hinder the focus of one’s mind. Moreover, one tends to avoid things that could make him remind of the traumatic event with the feeling of isolation and anxiety (Sherman, 2012). The U.S Army Organization is affected with the psychological effects of wars to the mass number of armies who get affected from depression, isolation and trauma in the battlefields (Little, 2012). The organization is also affected with the soldiers’ great possibility to retire at a young age, which may result to high unemployment rates of the military service (Mcfarlane & Bryant, 2007). A US soldier