NAACP history

National Association for the Advancement of Colored People (NAACP) was founded in New York, 1910 by Ida Wells-Barnett, W.E.B. DuBois, Henry Moscowitz, Mary White Ovington, Oswald Garrison Villiard and William English Walling. They felt that an organization is essential to fight for the rights of African-American. Before the NACCP was founded, Mary White Ovington had done extensive research on the lives of African-American in the New York City. Mary Ovington had a big concern over the African-American’s unsuitable life in the country. She did four years of extensive research on the lives of unhealthy housing conditions and the lack of work opportunities for African Americans. In summer 1908, Springfield race riot shocked America where many African American were killed or injured. It was from this event that initiated the formation of NAACP. Soon articles concerning the Springfield riots appeared in the newspapers and magazines. William English Walling wrote the Independent of September 3rd, entitled â€Å"Race War in the North. In his declaration, he mentioned that America has to start treating the ‘colored people’ equally like the white people or the race war will never end in America. He   summoned the   civil rights activists to meet and form an organization that would fight for the Black civil and political rights and   give an end to the racial discrimination in America. A few years before 1905, a group of prominent, African American gathered to discuss the problems that African American faced in that era. The group later called as the Niagara movement. In January 1909, Walling and Ovington met in New York along with Dr. Henry Moskowitz, John Purroy Mitchell to found the NAACP. The Niagara movement conference held on May 30 1909 in New York attended by   40 individuals from National Negro Committee including   a Harvard scholar W.E.B. DuBois, American journalist and anti-lynching crusader Ida Wells-Barnett. The name National Association for the Advancement of Colored People was chosen later at the second congress in May 1910. The mission of this organization was to promote the equality of rights; and to eradicate caste and race prejudice among the citizens of the United States; to advance the interest of colored citizens; to secure for them impartial suffrage; and to increase their opportunities for securing justice in the courts, education for the children, employment according to their ability and complete equality before law; mentioned in its charter. This NAACP in the progressive era and soon it became the dominant and effective organization for Black people in US. The progressive era (1890-1920) was meant to reform the social economy and political aspects in America. However there were some drawbacks in the racism issues, even among the progressive scientists; such as Lester Ward, Charles H. Cooley, and E.A. Ross, who believed that the dark races inherent inferior IQ or intelligence. Many Black leaders joined the white socialist movement, including Du Bois, Cyril Briggs, Chandler Owen and A. Philip Randolph as many middle class felt ignored in their existence in the larger America. There were a number of White liberals in the NAACP, however the organization became a Black parallel system to the liberal White system of power distribution.   Thus it can be concluded that NACCP brought the African into the main stream movements helping in projecting the issues that African American were facing in the White majority through protests paving the way for future civil right movement in the 1960s. Reference Gilbert Jonas, Freedom's Sword: The NAACP and the Struggle against Racism in America. Routledge, 2005. NAACP Org, â€Å"History.† 6 May 2007 ;http://www.naacp.org/about/history/index.htm;. ; ; ; ;

Free Essays on White Elephants

Abortion has been the subject of much debate for many years, and is many times linked to the feminist movement and the liberation of women. However, in the short story â€Å"Hills like White Elephants† Ernest Hemingway uses abortion not to represent the liberation of women but their oppression by using an argument between a couple to open our eyes to the exploitation of women, within American Society. Similarly, Russell Banks uses an argument about this same issue to expose the mistreatment of Minorities within society in his short story â€Å"Black Man and White Woman in Dark Green Rowboat†. Both of these authors creatively use disagreements about abortion to reveal some saddening truths about our society. In â€Å"Hills like White Elephants† Hemingway writes a dialogue between a man and a women who are obviously involved in a relationship that is facing some trying times. It is never made clear what the exact problem is or what the argument between the couple is about, but it can be inferred that the couple is discussing abortion and it is clear that the man, known as â€Å"the American†, is for abortion and that the woman in the story, Jig, is against it. Hemingway is talking about an issue much deeper than abortion itself he is in fact using this relationship to represent the men’s exploitation of women in American society. His point is made clear through the way he withholds extemporaneous information, his portrayal of the characters, and his use of symbols. When reading a story it is important to decide what issues the author is discussing, in his story Hemingway makes it clear that the only issue he wants the reader to focus on is the conflict between â€Å"the American† and Jig. He prevents the reader from focusing on the actually relationship or the couples past by giving the reader very limited amounts of information about the characters and their history. By withholding information he prevents the reader from focusi... Free Essays on White Elephants Free Essays on White Elephants Abortion has been the subject of much debate for many years, and is many times linked to the feminist movement and the liberation of women. However, in the short story â€Å"Hills like White Elephants† Ernest Hemingway uses abortion not to represent the liberation of women but their oppression by using an argument between a couple to open our eyes to the exploitation of women, within American Society. Similarly, Russell Banks uses an argument about this same issue to expose the mistreatment of Minorities within society in his short story â€Å"Black Man and White Woman in Dark Green Rowboat†. Both of these authors creatively use disagreements about abortion to reveal some saddening truths about our society. In â€Å"Hills like White Elephants† Hemingway writes a dialogue between a man and a women who are obviously involved in a relationship that is facing some trying times. It is never made clear what the exact problem is or what the argument between the couple is about, but it can be inferred that the couple is discussing abortion and it is clear that the man, known as â€Å"the American†, is for abortion and that the woman in the story, Jig, is against it. Hemingway is talking about an issue much deeper than abortion itself he is in fact using this relationship to represent the men’s exploitation of women in American society. His point is made clear through the way he withholds extemporaneous information, his portrayal of the characters, and his use of symbols. When reading a story it is important to decide what issues the author is discussing, in his story Hemingway makes it clear that the only issue he wants the reader to focus on is the conflict between â€Å"the American† and Jig. He prevents the reader from focusing on the actually relationship or the couples past by giving the reader very limited amounts of information about the characters and their history. By withholding information he prevents the reader from focusi...

Ideal Gas Law Worked Chemistry Examples

Ideal Gas Law Worked Chemistry Examples You may wish to refer to the General Properties of Gases to review concepts and formulae related to ideal gasses. Ideal Gas Law Problem #1 Problem A hydrogen gas thermometer is found to have a volume of 100.0 cm3 when placed in an ice-water bath at 0 °C. When the same thermometer is immersed in boiling liquid chlorine, the volume of hydrogen at the same pressure is found to be 87.2 cm3. What is the temperature of the boiling point of chlorine? Solution For hydrogen, PV nRT, where P is pressure, V is volume, n is the number of moles, R is the gas constant, and T is temperature. Initially: P1 P, V1 100 cm3, n1 n, T1 0 273 273 K PV1 nRT1 Finally: P2 P, V2 87.2 cm3, n2 n, T2 ? PV2 nRT2 Note that P, n, and R are the same. Therefore, the equations may be rewritten: P/nR T1/V1 T2/V2 and T2 V2T1/V1 Plugging in the values we know: T2 87.2 cm3 x 273 K / 100.0 cm3 T2 238 K Answer 238 K (which could also be written as -35 °C) Ideal Gas Law Problem #2 Problem 2.50 g of XeF4  gas is placed into an evacuated  3.00 liter  container at 80 °C. What is the pressure in the container? Solution PV nRT, where P is pressure, V is volume, n is the  number  of moles, R is the gas constant, and T is temperature. P?V 3.00 litersn 2.50 g XeF4  x 1 mol/ 207.3 g XeF4   0.0121 molR 0.0821 l ·atm/(mol ·K)T 273 80 353 K Plugging in these values: P nRT/V P 00121 mol x 0.0821 l ·atm/(mol ·K) x 353 K / 3.00 liter P 0.117 atm Answer 0.117 atm

Account for the increasing number of children incarcerated in the UK Essay

Account for the increasing number of children incarcerated in the UK. Is this an effective means to tackle youth offending - Essay Example uss different aspects of youth incarceration, especially in the context of Youth Justice System of the United Kingdom, and will endeavor to analyze available options of tackling youth offenders. It is a fact that every government has been giving significant importance to youth crime, in order to eliminate anti-social agents from the society from its roots; however, none has been able to achieve such objective due to a number of factors, such as unemployment, poverty, etc. On contrary, youth prison population has increased dramatically that has resulted in extreme criticism, as effects of youth imprisonment do not affect young offenders only, but families and communities as well. According to the UK government, (Home Office, 2008) tough penalties for young offenders cannot be avoided, as it is essential for a safe and healthy society; however, studies have observed that these tough and punitive penalties and custodies have resulted in contrary results, rather than allowing offenders to recover and break their offending cycle. Although steps are being taken to prevent young individuals from falling into this black hole; however, youth imprisonment presently seems to be the on ly option that is taken as effective, regardless its adversities. Policymakers believe that innocent public stays protected by custody and imprisonment sentences to young offenders; however, it is an agreeable fact that punishment confronted by young offenders in prisons results in isolation from society that is adverse for children according to a number of child psychologists. Studies have noted that children are unable to acquire proper guidance in custody and remand and end up with getting opinions from wrong people, such as serious criminals and offenders, which seems to be quite true with the fact that a majority of youth offenders are convicted after two years of going from the police custody. In the past, local services used to coordinate with magistrates, and after confirming presence

Organization behavoir Essay Example | Topics and Well Written Essays - 1750 words

Organization behavoir - Essay Example Organizational behavior in an organization develops over the years of the existence of the organization and is closely linked to what is referred to as organizational culture. Managing organization behavior is a relatively complex process in normal situations, especially if a major change occurs like mergers and acquisitions or other important structural or managerial changes within an organization. There have been many studies and researches on the importance of managing various types of organizational behavior (in various situations) within an organization and studies have clearly pinpointed the relation between organizational behavior, and leadership styles of managers. This paper seeks to explore the various factors associated with organizational behavior with special reference to managing OB in the BAPCO (the Bahrain Petroleum Company). The paper also tries to through light on the link between organizational management and organizational behavior. The paper will argue that a man ger requires certain personality traits and should follow the most appropriate leadership styles in various situations to manage organizational behavior effectively. A Brief Overview of BAPCO and Organizational Behavior: BAPCO is one of the major companies in the Kingdom of Bahrain and the only of its business like, which is the petroleum refining. It was established in 1929 and continues producing a wide range of petroleum products even today. It was jointly owned by the Kingdom of Bahrain and Caltex till 1997, when its full ownership was transferred to the government. BAPCO participate largely in the economy of Bahrain and it employs around 3,000 employees distributed between upstream, the oil production, and downstream, the oil refining. BAPCO is a vibrant and energetic company playing a key role in the development of young Bahrainis. The strategic vision of the company is as follows – â€Å"To manage and operate an integrated oil and gas business, supplying crude oil, pe troleum products and gas to the international and local markets, to create value for our shareholders, customers and employees† (The Bahrain Petroleum Company: Strategic objectives). Training in craft and technical skills has been at the centre of the activities and the Two year programmer, which concluded in May 2008, fulfilled the company vision of creating a pool of talented Bahraini technicians to meet the ever-growing needs of the local industries. Developing young graduates to become the manager of the future has been a pressing concern for the company. BAPCO also supports other major leadership and mentoring programmers, such as the prestigious Crown Prince international scholarship programmer, by providing funding for scholarship, mentors and on the job training opportunities. BAPCO has always shown a strong relationship with its employees through the trade union, and overall spirit of cooperation and this harmony has resulted in constructive resolution of individual a nd companywide issues through regular negotiation meeting. However, there is currently an increased tendency among the PMD (Plant Maintenance employees) to request transfer to other divisions such as ED (Engineering Department) and this has proved to be a major challenge for the general manager of BAPCO to manager this organizational behavior. Organizational behavior: Organizational behavior and culture in organizations are interrelated. Culture in

Management Research Methods Assignment Example | Topics and Well Written Essays - 1500 words - 1

Management Research Methods - Assignment Example Qualitative research on the other hand does not involve use of numbers or statistical tools but an in depth analysis of the observations conducted during the study. Qualitative research differs from quantitative research in the aspect of the fact that the former is used to gain a deeper insight and generate triangulation in findings that is quite contrary to the quantitative research methods that normally involve statistical analysis of the data collected that helps in generating forecasts and other definitive trends in business (Chrusciel & Field, 2006, p.511). A qualitative research methodology is normally used by researchers during researches that involve greater complexity; persona and contextual analects involve multiple factors. In addition to this qualitative research methodology involves analyzing relationships including a cause and effect analysis. Quantitative research although considered to be more advanced and favoured by a large percentage of scholars and academicians fa ils in these aspects as they fail to answer these deeper insights in a particular research question (Gummesson, 2006, p.167). Philosophically there can be certain differences in the qualitative as well as quantitative research frameworks. In a philosophical underpinning point of view a qualitative research involves a position based on phenomenon i.e., the analysis is largely based on the aspects of analyzing individual’s actions, faiths and beliefs thereby interpreting the psychological aspects of the respondents. Qualitative research involves interpreting the actual experiences and views of the respondents by using feelings and other visible gestures. Quantitative research methodology on the other hand, is based on a position of positivism. This form of research analysis involves conversion of the individual discreet units into smaller sub units and comparing these smaller sub units with other sub units using various statistical tools (Maykut, Maykut,

Second Languages Harder To Learn In Adulthood English Language Essay

Second Languages Harder To Learn In Adulthood English Language Essay This topic can be very useful for adult students who are learning a second language. It shows from a scientific prospective, the explanation of why adult s can not keep a fluently conversation in the second language when they are learning it. The technologies presented give rich data that explains this phenomenon. In addition to this, it also gives another explanation from a pedagogical prospective differencing the way children learn from adults. Finally, this topic can make students and teachers reflect on the way how they are learning and teaching the second language. Outline Introduction of why to speak a second language is difficult in adulthood. Importance of learning a second language Why is so difficult to learn a second language later in life? The brain The methodology Background of brain research technique using technologies Language centers Functions of Wernickes area Functions of Brocas area Research techniques Positron emission tomography (PET), 1995. Findings Functional magnetic resonance imaging (fMRI), 1997. Findings by Dr. Joy Hirsch Intracranial Electrophysiology (ICE), 2009. Findings by Dr. Ned T. Sahin Language learning vs. language acquisition by Julio Foppoli. Literature Review Controversy in positions of language centers in the brain. Positron emission tomography (PET). Functional magnetic resonance imaging (fMRI). Controversy in functions of language centers in the brain. Functional magnetic resonance imaging (fMRI). Intracranial Electrophysiology (ICE). Controversy in methodology of teaching the second language. Language Acquisition Language Learning Arguments of why to speak a second language is difficult when you learn it in adulthood. Functions of the Brocas area Receptive language Expressive language Methodology used to teach the second language. Conclusion Restatement of why to speak a language is difficult when you learn it in childhood. Biological reasons Pedagogical reasons Recommendation Why to Speak a Second Language Is Difficult When You Learn It in Adulthood Nowadays, people are more interested in learning a second language. They can be children, teenagers or adults. But , at the time to look for a job, to study abroad, to do tourism, to make business or just to have access to new cultures, adult people realize the importance to learn a second or maybe a third language. This is the moment when they want to learn it as soon as possible like magic. As a result, this originates frustration and disappointment at the moment to learn and acquire a new language. Therefore, when adults try to learn a second language, they must be informed of the biological processes that their brains undergo. So, adults must ask themselves, why is so difficult to learn a second language later in life? Maybe the answer is in the brain. A part of our brain has to get accustomed to new patterns that did not exist in the past. It is like learning to ride a bike. You, as an amateur, fall down and fall down, until the moment that you can pedal and have the balance. Th en, you do it, and you will never forget it. Thus, learning a second language is the same; however, the key is in the practice that you frequently do. According to this research, there are two possible complex answers why to learn a second language is difficult in adulthood. First, results provided by technologies studying the bilingual brain. Secondly, the methodology and strategy used to teach the second language. These two answers can be connected to each other, but it gives a clear explanation to the question. In order to make evidences clear, there will be comparisons between early and late bilinguals. Also, we will see the difference between learning and acquiring a second language. While it maybe true all the arguments presented, there are some other factors that we have to consider such as motivation, personality, critical period and style of learning among others. Bilingualism and second language acquisition are very broad topics that can be interpreted in different ways, but they all coincide in the same that children and adults learn differently. Background In our brain, the part in charge of language is in the left hemisphere of the brain. This applies for those who are right-handed. Those who are left-handed this part can be in the right hemisphere or in both sides of the brain. No matters how, in this part of the brain there are the language centers. These are the Wernickes area and the Brocas area. The Wernickes area (WA) is in charge of the understanding or meaning of the language; in contrast, the Brocas area (BA) is in charge of the speech production. This notion is still taught in many text books according to ScienceDaily (2009). But nowadays, recent research says that it also manages word identity (lexicon and grammar), and phonology (identify pronunciation), ScienceDaily (2009) Steele (2010). These two language centers differ in position in early and late bilinguals. Early bilinguals the first language (L1) and second language (L2) are in the same position in the Wernickes and Brocas area. Nevertheless, in late bilinguals is different. The L1 and L2 are in the same position in the Wernickes, but they are not in the Brocas area. The L1 and L2 are spatially separated in this language center, according to Dr. Joy Hirschs research (1997). There has been different research using different technologies to prove this. First, in 1995 a technique named non-invasive brain imaging using computer-aided tomography, also known as positron emission tomography (PET), suggested that L1and L2 are centered in the same part in the BA. But, the point here is that the sample used were participants of seven years old, which was the Hirschs description of an early bilingual (1997). Later, in 1997 the head of Memorial Sloan-Kettering Hospitals functional M.R.I. Laboratory, Dr. Joy Hirsch and her graduate student Karl Kim, used the functional magnetic resonance imaging (fMRI) to study the cognitive tasks in the brain, Blakeslee (1997). They recruited as sample 12 healthy bilinguals. Six learnt the second language in infancy, and the other half around 11 and 19 years old. Hirsch (1997) discovered that People who learned a second language as children used the same region in Brocas area for both languages. But those who learned a second langu age later in life made use of a distinct region in Brocas area for their second languagenear the one activated for their native tongue. Finally, a new study carried out by Ned T. Sahin, PhD, post-doctoral fellow in the University of California, San Diego, Department of Radiology and Harvard University Department of Psychology, reported two more functions of the BA that are word identity (grammar), and pronunciation. This was thanks to the research technique named Intracranial Electrophysiology (ICE), which provides data of very high spatial and temporal resolution, Steele (2010). But, the sample used was different from the others. In this research, scientists used patients who were undergoing brain surgery, Steele (2010). All in all, it is also important to highlight the difference between language acquisition and language learning. According to Julio Foppoli, a teacher of English and Spanish as a second language, he says that acquisition comes naturally and meaningfully; in contrast, language learning is imposed, not meaningful and not communicative. So according to him, these could be important factors to success or fail in speaking and understanding a second language. Literature Review Dr. Hirschs research found evidence that children and adults do not use the same parts of the brain when learning a second language. People who learned a second language as children used the same region in Brocas area for both languages. But those who learned a second language later in life made use of a distinct region in Brocas area for their second languagenear the one activated for their native tongue, Discovermagazine, (1997). But, the only function described of the Brocas area was the execution of speech (Blakeslee, 1997). In contrast, Steele (2010) reports that a newest research demonstrates that besides the execution for speech production, the Brocas area is involved in other types of linguistics processing such as lexical (helping to identify forms, such as plurals or past tenses), and phonological (helping to identify pronunciations). In addition to this, Sahim (2009) adds, we showed that distinct linguistic processes are computed within small regions of Brocas area, separa ted in time and partially overlapping in space Specifically, the researchers found patterns of neuronal activity indicating lexical, grammatical and articulatory computations at roughly 200, 320 and 450 milliseconds after the target word was presented, ScienceDaily, (2009). The authors coincide with the nature of Broca ´s area as a mysterious brain function. The problem is with late or adult learners of second language. They have to build a new system for the second language, as Hirsch (1997) tries to explain it saying that when language is being hard-wired during development, the brain may intertwine sounds and structures from all languages into the same area. But once that wiring is complete, the management of a new language, with new sounds and structures, must be taken over by a different part of the brain. For that reason, it needs to change the methodology for adult learners toward a communicative and meaningful classes rather than grammar oriented classes, as Julio Foppoli suggests. This is supported by Hirsch comparing the way how children acquire the second language with the way adults do. Because the parents and family members teach the infant to speak the second language in a very tactile, auditory and visual way, children easily acquire it. In contrast, adults only sit down in high schools in classes that revolve around grammar, patterns, repetitions, drillings and rote memorization without even a human interlocutor to interact with, they can not acquire it, Discovermagazine, (1997) Julio Foppoli. So this is a good example that Julio Foppoli remarks in the difference of language acquisition and language learning. Language acquisition is meaningful and communicative; in contrast, the language learning is not communicative and not meaningful, Julio Foppoly adds. Arguments Obviously, learning a second language is habituating our body and mind to new patterns. This is supported by Hirsch adding that We can see the body building in the brain as a result of this. The answer to the interrogative of this paper, why is difficult to learn a second language in adulthood, it could be divided in two. First of all, in 1997 with Hirsch, we only noticed that the mainly function in the BA was the speech production. Somehow or other, this could explain why second language learners could not produce sounds exactly as a native speaker. However, the new research by Sahin (2009) found that aspects of word identity, grammar and pronunciation are all computed within the BA. Before, it was believed that WA was in charge of the receptive language, namely reading (word identity and grammar), and the understanding of that. In contrast, the BA was in charge of the expressive language that is speech production (vocal tract). Due to this, it means that the BA is responsible for b oth receptive and expressive language, ScienceDaily (2009). Evidence of this, it is when you see adults trying to speak the second language. Their speed fluency is very slow, because they take time to form sentences, to verify if it is grammatical correct, and finally, if it is well pronounced. More complex the idea is, more time they take. This means that the BA is working in processing all these linguistics processes at once. All this situations make sense, but they make things more difficult to adult second language learners. (Well, depending on the way those adult second language learners see it, because this could be the perfect excuse to explain their mispronunciations and grammatical mistakes). No matters how, if these linguistics aspects are separated from the first language, it means that they have to start from zero and build up new morphological, syntactical, grammatical and phonological patterns in their brains. The strategy to teach the second language must definitely b e equal as children do. So this leads us to the second explanation of our question, which is the difference between learning and acquiring a second language. As Foppoli said, adults must acquire the second language naturally as children do. Parents do not have to explain children the grammar and phonology of the language. Contrarily, parents teach their children through a very auditory, visual and tactile way letting children make mistakes and learn from them. Children acquire the language communicatively through real meaningful conversations that make sense to talk about. On the other hand, adults do not acquire the second language; they learn the second language. Adults have knowledge of the second language and can demonstrate it in a grammar test or even, in a TOEFL. But, research has shown that knowing grammar rules of language do not necessarily result in good speaking or writing, adds Foppoli. So the methodology used by teachers and professors must be changed to a very meaning ful and communicative strategy. Instead of teaching grammar-oriented lessons or follow the instructions of an audio CD in order to repeat words and phrases as parrots, students must be encourage to use the language in real context. This means to form classes that promote communication, speaking and the key word, practice. In order to acquire the language adult second language learners must practice the language and learn from their mistakes as children do. They have to dare to speak with native speakers and get involved to the different aspects of the new language such reading newspaper, novels; listening to radio, music; watching TV, movies; writing essays, letters or anything. As the saying says, practice makes perfect. Conclusion In conclusion, learning a second language after childhood is definitely hard to acquire for biological and pedagogical reasons. Thanks to the technologies presented in the last fifteen years, it can confirm that the L1 and L2 will be always separated in the Brocas area for an adult learner. Children until the age of 9 or 10 will have the L1and L2 in the same place in the Wernickes area and Brocas area. This fact makes things complicated for adults because this means, they have to build up new patterns for grammar, syntax, morphology and phonology for the new language. Besides, it is erroneous the way that adults are learning and acquiring the second language. Consequently, we see how adult learners fail and get frustrated in second language classes for the methodology taught. In order to overcome these obstacles, it is really important that adults be aware of the functions of the brain and the right methodology to teach the second language. Meaningful and communicative lessons are the best tools to acquire it; in addition, attitude and motivation determine the success of these tools. But most important, it is the time and practice that adult must dedicate to learn, acquire and use the second language in real context.