White People and American Citizen Essay Example for Free

White People and American Citizen Essay The short story â€Å" How it Feels to be Colored Me† was written in year 1928 by Zora Neale Hurston who grew up in Eatonville, Florida. Zora grew up in an predominantly all black town. She had begun to realize the differences between blacks and whites at the beginning of her teens. Zora only had contact with the white people who passed through her town. These people who passed through Eatonville, Florida usually were going to Orlando or coming from Orlando, Florida. I believe the main reason why the story was written was to focus on the differences between black and white people. When Zora Hurston states â€Å" I have no separate feeling about being an American citizen and colored. I am merely a fragment of the Great Soul that surges within the boundaries. My country, right or wrong. † I believe she’s describing her feelings of being an American citizen and being colored. She does not have separate feelings of either. Zora seems to accept her identity for being colored and an American citizen. I think Zora is trying to achieve dignity/pride in America as an American. Zora doesn’t want to harp on the past Nor does she want the actions of others to affect her. Zora believes that she is an American citizen whether she’s black or white and everyone has the same rights. How It Feels to Be Colored Me Analysis by Terissa7. N. p. , n. d. Web. 15 June 2014. . â€Å"How it Feels to Be Colored† The short story â€Å" How it Feels to be Colored Me† was written in year 1928 by Zora Neale Hurston who grew up in Eatonville, Florida. Zora grew up in an predominantly all black town. She had begun to realize the differences between blacks and whites at the beginning of her teens. Zora only had contact with the white people who passed through her town. These people who passed through Eatonville, Florida usually were going to Orlando or coming from Orlando, Florida. I believe the main reason why the story was written was to focus on the differences between black and white people. When Zora Hurston states â€Å" I have no separate feeling about being an American citizen and colored. I am merely a fragment of the Great Soul that surges within the boundaries. My country, right or wrong. † I believe she’s describing her feelings of being an American citizen and being colored. She does not have separate feelings of either. Zora seems to accept her identity for being colored and an American citizen. I think Zora is trying to achieve dignity/pride in America as an American. Zora doesn’t want to harp on the past Nor does she want the actions of others to affect her. Zora believes that she is an American citizen whether she’s black or white and everyone has the same rights. How It Feels to Be Colored Me Analysis by Terissa7.

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Self Reflection: Time Monitoring Worksheet

Self Reflection: Time Monitoring Worksheet Time Monitoring Worksheet Part 1: Monitor your time in hourly increments. Time Monday Tuesday Wednesday 5 a.m. Work work Work Work 6 a.m. Work Work work 7 a.m. work Work work 8 a.m. work work work 9 a.m. work work work 10 a.m. work Volunteer/supervision work 11 a.m. 11:00 to 11: 30 lunch Volunteer at a counseling service 11:00-11-30 lunch 12 p.m. work Lunch/rest work 1 p.m. Work until 1:30 Rest/reading work 2 p.m. Volunteer at a counseling service Counseling/group work 1:30 3 p.m. Volunteer at a counseling service Counseling group work rest 4 p.m. Rest/ nap Rest/nap homework 5 p.m. Rest/ nap/reading rest Home work 6 p.m. Rest/nap/shower/supper Homework/supper Homework 7 p.m. Praise team practice Home work homework 8 p.m. Practice over at 8:15 homework Shower/eat/sleep 9 p.m. sleep sleep sleep 10 p.m. sleep sleep sleep Time Monitoring Worksheet Part 2: Reflection On day four, review your completed Time Monitoring Worksheet in order to take a serious look at how you use your time each day. Write a 250 500 word reflection on how you manage your time. Include the following in your reflection: What are some things you can do more efficiently? What are the main items/tasks that take up most of your time? Do you see areas in your daily routine where you can make adjustments to become more productive? Do you have any black holes that unnecessarily suck up a lot of your time? Essay I know there is a lot of thing I am involved in. Most of my time is spent not with friends, texting, talking on the phone, or on face book. In fact, lately I have scheduled time to visit my sons and grandchildren. The log sheet helped as a visual aide. Ross, S., Nibbling, B., Heckert, T. (1999) Major source of stress among students are interpersonal, intrapersonal, academic and environmental to the list in their research. They reported the top sources were changes in sleep habits, vacation, breaks, and increased work load. This research was conducted more than seventeen years ago. It is relevant today. I have little time to get things done but to see it written. What take up most of my time is volunteering at a non-profit called HUGS. There is a struggle to give up volunteering at a non-profit because I love the work. I do realize I need to cut back on the hours. The log sheet does not reflect the group work due to the holidays. I feel pressured and conflicted to give up part of vol unteering. I love working with client who have co-occurring and substance abuse disorders. I love group facilitation. Realistically, it is time to let go part of the counseling commitments at this site. Earning a masters degree must take priority. There was a research conducted by Macan, T., Shahani, C., Diaphoye, R., Phillips; A. (1999) Their findings were students who perceived had control of their time reported significantly greater work and life ratification. They reported less role ambiguity, less role overload and fewer job induced and somatic tensions. Some of my stress is due to role ambiguity. So, I have worked out a schedule. Monday, I will provide a revised schedule for the program director at this site. I have evaluated what is best practice for myself and clients. I will keep two clients, scheduled on the same day, anger management rotate with another facilitator, RUNNING HEADING: Time Monitoring Essay 2 and continue weekly supervision. This schedule will provide criteria needed to continue certification as a certified clinical supervisor. I have been wrestling with my decisions for over a week. This exercise helped to put into perceptive where the adjustments must be made. The volunteering is a positive black hole. While attending GCU, volunteering more than 10 hours becomes a black hole. The services I provide at the center is rewarding and career enhancing. I need time to be a good student. I cannot become a successful student without preparing and completing assignment. References Macan, T., Shahani, C., Diaphoye, R., Phillips. A., (1999). College students time management: Correlations and academic performance and stress. Journal of Educational Psychology, 82(4), 760-768 Ross, S., Nibbling, B., Heckert, T. (1990). Source for stress among college students. College Student Journal 33(2)6 chart 1

Requirement English Composition :: essays research papers

Few Americans can understand the elaborate and superlative language of the Constitution or Declaration of Independence. This results from a lack in English education in all academic tiers. Dropping English composition from the requirements for Associate degrees would further decimate the form and lexicon of our verbal and written language by removing a critical exposure to language development. An erosion of complexity in language would result, affecting every level of existence. A diluted language would destroy critical thinking and remove the tools that allow people to intellectually express themselves. Thus, society would take another step towards approximating ignoramuses. We can hardly suffer anymore erosion of our language before it becomes entirely consumed by four letter words and contractions. Composition is a cure to this disease. When a student witnesses the impotence of their writing they can perceive the need to improve their writing abilities. It forces students to purify their thoughts and therefore use more elaborate yet succinct words. Without a medium to see their weakness there is no incentive to change and empowerment does not occur. The process of putting words to paper gives students a concrete example of their thoughts. They are allowed to analyze their views with an outside perspective. This facilitates a critical thinking state of mind in which the student can better develop their thoughts. Critical thinking enables students to move away from colloquialisms and clichà ©s as they struggle to improve and clarify their writing. Thus, critical thinking necessitates advancement in the ability to express complex ideas. This reinforces the demand for the student to develop a manifold and potent vocabulary. It will be a tragic day when Americans cannot understand the

Italy in World War II Essay -- Essays Papers

Italy in World War II World War II, which only lasted about five years, changed the course of history forever, and affected millions of lives. Among the major nations that were involved in the war, Benito Mussolini and his Italian army sought to settle their differences with many nations. Benito’s fascist views, his idea of a nation built by one race, and his relationship with Adolf Hitler ultimately led to his involvement in the war. His responsibility, in essence, was to ally himself with the superpowers of the world, and lead his people into a war that they could not fight. "Il Duce", (the leader), was the name that Benito Mussolini gave himself as his rise to power in Italy continued. He led the people of Italy with the mind set and many of the same ideas that Hitler used in Germany. "†¦ a tendency had been developing in Italy in favor of closer relations with Germany, both politically and economically." (1) Mussolini, along with Hitler, pushed towards a nation that was free of Jews, and would consist solely of the "perfect man". Mussolini’s goal was to create an ultimate Italian empire, in alliance with Hitler’s Germany. (2) "The manner in which Mussolini and the Fascist Party gained possession of the government was regarded in most foreign circles as an illegal act of violence." (3) As the nation of Italy began to suffer great debts, Mussolini had been summoned by the King to form a government to aid in the economic needs. This marked the birth of the Fascist Party in Italy. In the beginning of his rise to the top, Mussolini was popular amongst his people. His popularity was high, and people began to trust in his judgment and ideas. (4) He was, in essence, saving the people from the turmoil that had ensued the nat... ...hat they controlled, but affected the history of the world from then on. End Notes 1. Villari, Luigi. Italian Foreign Policy Under Mussolini. New York: The Devin-Adair Company, 1956 2. "Benito Mussolini in Pictures". 3 March 2000. Factual information on Mussolini. http://www.gvn.net/~lowe/mussolini/1.htm 3. See Villari 4. "World War II" (1939-1945) http://infoplease.lycos.com/ipa/A0001288.html 2000 Lycos, Inc. (March 2, 2000) 5. See Villari 6. Deakin, F.W. The Brutal Friendship. New York: Harper and Row, Publishers, 1962. 7. See Deakin 8. See Villari 9. Smith, Denis Mack. "Benito Mussolini" http://gi.grolier.com/wwii.wwii_mussolini.html Grolier Online Publishing (March 3, 2000) 10. See Villari 11. See Villari

Excessive Enforcement: A Call for a Tranformational Approach to the Caribbean Criminal Justice System :: Argumentative Persuasive Carribean Essays

A Call for a Tranformational Approach to the Caribbean Criminal Justice System On June 25, 2001 Anton Cooper, a twenty-seven year old man in police custody at Golden Grove Prison in Arocca, Trinidad, was found naked and dead in his cell less than twenty four hours after his arrival for allegedly beating a cousin during an argument. Several prisoners reported witnessing numerous assaults on Cooper by prison guards, and Amnesty International called for a thorough, independent investigation that complies with international standards, including access by relatives to autopsy proceedings that concluded that Cooper died from asphyxia associated with multiple blunt traumatic injuries. Amnesty International has repeatedly expressed condemnation of the use of excessive force by law enforcement officers, and have stated that prison conditions in Trinidad continued to violate the UN standards for minimum treatment of prisoners, as well as amounted to cruel, inhumane and degrading treatment. This particular incident raises to the international community not only questions of the level of corruption in Trinidad’s penal system, but how this reflects the enforcement of human rights protection in the English speaking Caribbean. In order to understand the role the justice system plays in advancing (or inhibiting) the Caribbean socially, economically, and politically, it is necessary to reflect on the historical uses and abuses of the penal system and how it functions alongside international criminal law. When analyzing the level of development nations of the English speaking Caribbean, specifically Trinidad & Tobago and Jamaica, have made in regards to human rights and law enforcement, certain factors need to be considered including their history of human rights protection; the role incarceration, flogging, and the death penalty play in limiting them as people of the past; the lack of community involvement in judicial affairs; their relations with international non-governmental organizations; and the feasibility of possible alternatives to impr isonment and the death penalty. Although this past March the East Caribbean Court of Appeal, referred to by the Judiciary Committee of the Privy Council, ruled that mandatory death penalty is in violation of the constitutions of St. Vincent and Grenadines, St. Lucia, Grenada, St. Kitts, Dominica, Belize, Antigua and Barbuda by stating that, â€Å"to deny the offender the opportunity, before sentence is passed, to seek to persuade the court that in all the circumstances to condemn him to death would be disproportionate and inappropriate

Who Won the Social War (Ancient Rome)

Who won the Social War? The allies war with the Romans involved hundreds of thousands of men and lasted for three years, this war was a turning point for Rome's political relations with its allies and was significant in the fact that Rome had to readjust politically. When looking at the Social War many confine the meaning of victory in terms of the battlefield, missing out on a vital aspect of war, the terms of peace and the political outcome.It cannot be determined, whether an army, even if victorious in individual battles, decisively won the war, or whether their success on the battlefields' was believed to be temporal and not immune to change. This essay will attempt to investigate the question, backed up by literary evidence from the likes of Appian, Livy and Polybus. It would be logical to first assess what the aims of the Italian allies were in making war on Rome, then to determine whether their objectives were met and on what terms.The causes of the Social War are commonly see n as Rome's refusal to grant Roman citizenship for the Italian allies. The allies in central and southern Italy had fought alongside Rome in several wars, overtime they began to chaff under Rome's autocratic hand, desiring the privileges and better equality the citizenship would bring them. Events came to a head in 91 BC following the assassination of the Roman tribune Marcus Livius Drusus, who attempted to pass a legislation that would have given citizenship to all Italians and settled a number of disputes.They saw the citizenship as vital to their business' abroad and saw an opportunity for fairer treatment by the Roman senate, ‘Their desire to become Romans reflects the success of Rome in unifying them in sentiment and was stimulated by the Cimbric war and by the career of Marius', indeed many saw the citizenship as their due for the sacrifices on their behalf for the expansion of Rome, † At the same time†¦ the consuls send their orders to the allied cities in It aly which they wish to contribute troops, stating the numbers required†.Furthermore, the Italians ‘preferred Roman citizenship to possession of the fields', Rome's policy of land distribution had led to great inequality of land ownership and wealth and led to the â€Å"Italian race†¦ declining little by little into pauperism and paucity of numbers without any hope of remedy†. After the murder of Drusus, one of the last pro-Italians, the Italians began preparing for war: â€Å"The first act of war was by Picentes, who killed proconsul Quintus Servilius in the town Asculum, with all Roman citizens who were in this town. The people put on the war dress†.Dispute arises over the exact aim of the Italians in the Social War, what is important to note however, is the fact the Italians were not impatient and undiplomatic; their revolt was their final resort. ‘Even at the very last, when they had already taken up arms, the insurgents were to make one more appeal to the senate to concede the franchise', this is backed up by Appian â€Å"The Italians in despair of any other remedy, went on with their mobilization†. A commonly accepted view is that the rebels were fighting in order to share in the Roman citizenship, Empire and power, going further than local autonomy.Indeed, there were many close ties between Italian and Roman aristocrats, running deeper than just trade and business ties. Another view is that the Italians wanted a complete autonomous state as shown by the creation of an independent capital and coinage, and the risk on their part of inciting a war on such a large scale, â€Å"they had forces in common amounting to about 100,000 foot and horse. The Romans sent an equal force against them, made up if their own citizens and of the Italian peoples who were still in alliance with them†.Many see the allies choice of creating their own coinage as a potent one, the choice of their designs can be interpreted as thei r solidarity with one another and their hostility towards the Romans, as shown by the depiction of eight men holding swords towards a pig- a way of making a sworn oath in ancient Italy. However, this can be open to interpretation, the creation of a new coinage would have most likely been necessary for purchasing supplies and paying and feeding troops. The images on the coins can be viewed as effective propaganda, aiming to remind the soldiers the justice of their cause.It can also be argued that a new capital (Italia) was not in fact a desire of the allies to break from Rome when looking at the military nature of the creation of Corfinium. Corfinium was an important base of operations, that offered space to hold and distribute supplies, a large source of food and water . Strategically Italica was necessary to the Italian war effort, the allies needed bases like Corfinium when fighting Rome, whose endless resources were an invaluable asset to their military progress.The new allied go vernment, was modelled closely on the Roman government, this indicates the high respect the Italians held for the Roman constitution and the doubt cast on the claims that the allies wanted the destruction of Roman rule or a complete separation from it, in addition, a strong argument can be established in relation to the Italians having a vested interest in the continuation of the Roman Empire, Italian businesses benefited from trade and land investments.The most significant indication that the allies were fighting for Roman citizenship rather than autonomy, is evidential in the depth of Roman power and the likelihood that Rome would be more successful in battle â€Å"Quintus Caepio†¦ was besieged and successfully repelled his enemies†¦ Consul Lucius Julius Ceaser fought successfully against the Samnites†. Rome had larger military supplies and a larger force than the allies, as shown by the fact that they were able to reinforce their armies with considerable speed.Mo st importantly however, Rome had a huge treasury helped by the spoils of so many wars, which dwarfed anything that the allies could attempt to bring together. This, including the fact that the network of roads across Italy were all centred around Rome, did not give the allies firm belief that they could eventually defeat Rome, or permanently separate themselves. The benefits the Italian allies enjoyed from Rome's empire made it unlikely that they would want to destroy an empire in which they themselves had so much at stake, and to which they contributed a considerable amount to its formation.Rome's predominant influence was extremely well established and its continuity was favourable to Italian interests. Therefore, the rebellion of the allies should not be viewed as an attempt to end Rome, or divorce from it, as shown by the death or exile of the majority of pro-Italian politicians in Rome, the allies had no other alternative to assert their political interests in Rome than war. Th e outcome of the Social War was for the Italians to gain Roman citizenship, if one can accept that citizenship was the intended aim rather than separation.The Italian vote was to begin with, less than the proportion of their population, the allies were all grouped into separate tribes and assigned less voted than the 35 Roman tribes. But, the Italians were eventually joined into the Roman tribes and Italy unified. It is not likely that the allies were rooting for total victory in the Social War in order to achieve their aims, for they did not underestimate the power of Rome. Their previous loyalty had undoubtedly helped Rome win the Second Punic War, the Romans were able to recover losses and rebuild its forces hrough the sources of arms, manpower and money, a lot of which came from its allies. However, the Social War challenged the stability Rome felt in its allies, what is important is the fact that although Rome ‘won' military speaking, but the allies were victorious in ter ms of diplomacy and social standing. The fact that the allies never strayed from their goal and eventually achieved it is extremely courageous and admirable. Bibliography Brunt, P. A. Italian Aims at the Time of the Social War', in Fall of the Roman Republic (Oxford, 1988), pp. 90-109. Brunt, P. A. ‘The army and the land in the Roman revolution' revised in Fall of the Roman Republic (Oxford, 1988), pp. 240-80. Brunt, P. Social Conflicts in the Roman Republic (Oxford, 1971). Bagnall, N. The Punic Wars (London, 1990). Gabba, E. Republican Rome, the Army and the Allies (Oxford, 1976). Goldsworthy, A. The Army at War, 100 BCAD 200 (Oxford, 1996). Frier, B. W.Roman coinage and army pay: techniques for evaluating statistics (1981), pp. 285-295. The Cambridge Ancient History, vol. IX (2nd ed. ) p188. Scullard, H. H. From the Gracchi to Nero: A History of Rome from 133 BC to AD 68 (London, 1982). Salmon, E. T. ‘Notes on the Social War', in Transactions and Proceedings of the Ame rican Philological Association (Michigan, 1958), pp. 159-184. ——————————————– [ 1 ]. See Brunt. ‘Italian aims at the time of the Social War' p. 90. [ 2 ].See Polybus, 6. 21, 4-5. [ 3 ]. See Appian The Civil Wars 3. 21 p. 42 [ 4 ]. See Appian The Civil Wars 1. 9 p. 19 [ 5 ]. See Livy Periochae Book 72 [ 6 ]. See Brunt, ‘Italian aims at the time of the Social War' p. 93 [ 7 ]. See Appian The Civil Wars 5. 39 p. 76 [ 8 ]. See Appian The Civil Wars 5. 39 p. 76. [ 9 ]. See Livy Periochae Book 37, chapter 2 . [ 10 ]. See Livy Periochae Book 73 1-7 [ 11 ]. See Cambridge Ancient History, Vol. 9. 2nd Ed. p. 188 [ 12 ]. See Appian The Civil Wars 14. 116 p. 225