Biography of Fred Hampton, Black Panther Party Leader

Memoir of Fred Hampton, Black Panther Party Leader Fred Hampton (August 30, 1948â€December 4, 1969) was a dissident for the NAACP and the Black Panther Party. At age 21, Hampton was lethally shot nearby a kindred extremist during a law implementation strike. Activists and the more extensive dark network considered the passings of these men low, and their families at last got a settlement coming from a common claim. Today, Hampton is generally recognized as a saint for the reason for dark freedom. Quick Facts: Fred Hampton Known For: Black Panther Party extremist who was in a law implementation raidBorn: August 30, 1948 in Summit, Illinois.Parents: Francis Allen Hampton and Iberia HamptonDied: December 4, 1969 in Chicago, IllinoisEducation: YMCA Community College, Triton CollegeChildren: Fred Hampton Jr.Notable Quote: â€Å"We consistently state operating at a profit Panther Party they can would anything they like to us. We probably won't be back. I may be in prison. I may be anywhere. But when I leave, you’ll recall that I stated, with the final words all the rage, that I am a progressive. Early Years Fred Hampton was conceived on August 30, 1948 in Summit, Illinois. His folks, Francis Allen Hampton and Iberia Hampton, were Louisiana locals who moved to Chicago. As a young, Fred exceeded expectations in sports and longed for playing baseball for the New York Yankees. Be that as it may, he additionally exceeded expectations in the study hall. Hampton eventually went to Triton College, where he considered pre-law in order to help non-white individuals retaliate against police severity. As a high schooler, Hampton got engaged with social liberties by driving a neighborhood NAACP youth chamber. He assisted with developing the gatherings enrollment to in excess of 500 individuals. Activism operating at a profit Panther Party Hampton had accomplishment with the NAACP, however the radicalism of the Black Panther Party impacted him considerably more. The BPP had effectively propelled a free breakfast program to take care of youngsters in various urban areas. The gathering likewise upheld for self-preservation as opposed to peacefulness and took a worldwide point of view on the dark opportunity battle, discovering motivation in Maoism. A talented speaker and coordinator, Hampton immediately traveled through the positions of the BPP. He turned into the pioneer of Chicago’s BPP branch, at that point the chairmain of the Illinois BPP, lastly the appointee seat of the national BPP. He occupied with grassroots activism, filling in as a coordinator, a peacemaker, and participating in the BPP’s free breakfast program and people’s clinical facility. A COINTELPRO Target From the 1950s until the 1970s, the FBI’s Counterintelligence Program (COINTELPRO) directed pioneers of extremist associations like Fred Hampton. The program served to sabotage, penetrate, and spread deception (regularly through extrajudicial methods) about political gatherings and the activists who had a place with them. COINTELPRO focused on social equality pioneers, for example, the Rev. Martin Luther King Jr. just as radical gatherings like the Black Panther Party, the American Indian Movement, and the Young Lords. As Hampton’s impact operating at a profit Panthers developed, the FBI started to concentrate on his exercises, opening a record on him in 1967. The FBI enrolled a man named William ONeal to penetrate and undermine the Black Panthers Party. ONeal, who had been recently captured for vehicle burglary and imitating a government official, consented to the undertaking in light of the fact that the bureaucratic office vowed to drop the crime allegations against him. O’Neal immediately accessed Hampton by turning out to be the two his guardian and a security chief in Hampton’s Black Panther Party section. As a Black Panther Party pioneer, Hampton convinced Chicago’s dark and Puerto Rican road groups to call a détente. He likewise worked with white-overwhelmed bunches like Students for a Democratic Society and the Weather Underground. He called the multiracial gatherings he worked together with his Rainbow Coalition. Following FBI executive J. Edgar Hoover’s orders, O’Neal fixed quite a bit of Hampton’s work to encourage harmony in the network, driving network individuals to lose trust in the BPP. Fred Hampton's Killing Planting friction in the network wasn’t the main way O’Neal endeavor to subvert Hampton. He likewise assumed an immediate job in his executing. On December 3, 1969, O’Neal subtly sedated Hampton by placing a resting pill into his beverage. Quickly a short time later, law authorization specialists started an early morning assault on Hampton’s loft. In spite of not having a warrant for weapons charges, they entered the condo with firearms discharging. They mortally injured Mark Clark, who was guarding Hampton. Hampton and his fiancee, Deborah Johnson (likewise called Akua Njeri), were sleeping in their room. They had been injured however endure the gunfire. At the point when an official understood that Hampton hadn’t been murdered, he continued to shoot the dissident twice in the head. Johnson, who was anticipating a youngster with Hampton, was not slaughtered. The other seven Black Panthers present in the condo were accused of a few genuine wrongdoings, including endeavored murder, furnished savagery, and different weapons charges. Be that as it may, when a Department of Justice examination uncovered that Chicago Police had started up to 99 shots, and the Panthers had just discharged once, the charges were dropped. Activists believed the murdering of Hampton to be a death. At the point when the FBI’s Pennsylvania field office was broken into not long after, the COINTELPRO records discovered incorporated a story plan of Hampton’s loft and archives that referenced concealing the FBI’s part in Hampton’s murdering. Claim and Settlement The relatives of Fred Hampton and Mark Clark sued the Chicago Police, Cook County, and the FBI for $47.7 million out of 1970 for unfairly murdering the men. That case was tossed out, however another case occurred in 1979 after authorities inferred that the law implementation organizations included had discouraged equity and would not hand over significant desk work identified with the killings. After three years, the groups of Hampton and Clark discovered that they would get a $1.85 million settlement from the neighborhood and government organizations liable for the men’s passings. Despite the fact that that whole was far not as much as what they’d looked for, the settlement was an affirmation, to some extent, of bad behavior. Had the Chicago Police not executed Fred Hampton, he would have been named head of staff of the Black Panther Partys focal board, making him a key representative for the gathering. Hampton never got that chance, yet he has not been overlooked. Not long after his passing, the BPP recorded an examination of his condo, which police didn't shut off. The recording caught is found in the 1971 narrative â€Å"The Murder of Fred Hampton.† An expected 5,000 grievers went up to Hampton’s memorial service, during which the extremist was recalled by social equality pioneers such the Rev. Jesse Jackson and Ralph Abernathy. Although activists Roy Wilkins and Ramsey Clark described Hampton’s slaughtering as unjustified, none of the officials or authorities associated with the assault were sentenced for bad behavior. Inheritance Various scholars, rappers, and artists have alluded to Fred Hampton in their compositions or verses. The gathering Rage Against the Machine broadly specifies the extremist in its 1996 hit â€Å"Down Rodeo,† in which frontman Zack de la Rocha proclaims, â€Å"They ain’t going to send us campin’ as they did my man Fred Hampton.† In the city of Chicago, December 4 is â€Å"Fred Hampton Day.† An open pool in Maywood, Illinois, where Hampton grew up, bears his name. A bust of Hampton sits outside the Fred Hampton Family Aquatic Center. Hampton, as other political activists, appeared to be acutely mindful that his work would place his life in peril. In any case, while he was alive, he communicated trust in his own inheritance: â€Å"We consistently state operating at a profit Panther Party that they can would anything they like to us. We probably won't be back. I may be in prison. I may be anyplace. In any case, when I leave, you’ll recall that I stated, with the final words all the rage, that I am a progressive. Furthermore, you’re must continue saying that. You’re must state that I am a low class, I am the people.† Sources Ballesteros, Carlos. â€Å"Black Panther symbol Fred Hampton’s childhood home confronting foreclosure.† Chicago Sun-Times, 16 October, 2018.â€Å"Fred Hampton.† National Archives, 15 December, 2016. Silva, Christianna. â€Å"Who Was Fred Hampton, the Black Panther Shot and Killed by Chicago Police 48 Years Ago?† Newsweek, 4 December, 2017.â€Å"Watch: The Assassination of Fred Hampton: How the FBI and Chicago Police Murdered a Black Panther.† Democracy Now! 4 December, 2014.

The Twilight Saga 4: Breaking Dawn Acknowledgments

As usual, an expanse of gratitude to; My magnificent family, for all their unique love and backing. My capable and hawt marketing expert, Elizabeth Eulberg, for making STEPHENIE MEYER out of the crude earth that was once only an unassuming Steph. The entire group at Little, Brown Books for Young Readers for a long time of excitement, confidence, support, and amazingly difficult work. All the stunning website designers and executives in the Twilight Saga online being a fan; you individuals bewilder me with your coolness. My splendid, excellent fans, with your unrivaled great preference for books, music, and motion pictures, for proceeding to cherish me more than I merit. The book shops who have made this arrangement a hit with their proposals; all writers are obligated to you for your adoration for and energy for writing. The numerous groups and artists that keep me inspired; did I notice Muse as of now? I did? Really awful. Dream, Muse, Muse†¦ New appreciation to: The best band-that-never-was: Nic and the Jens, including Shelly C. (Nicole Driggs, Jennifer Hancock, Jennifer Longman, and Shelly Colvin). A debt of gratitude is in order for taking me under your aggregate wing, folks. I would be a closed in without you. My significant distance buddies and text styles of mental soundness, Cool Meghan Hibbett and Kimberly â€Å"Shazzer† Suchy. My friend support, Shannon Hale, for getting everything, and for taking care of my adoration for zombie humor. Makenna Jewell Lewis for the utilization of her name, and her mom, Heather, for her help of the Arizona Ballet. The new folks on my â€Å"writing inspiration† playlist: Interpol, Motion City Soundtrack, and Spoon. The wonder proceeds. . . . STEPHENIE MEYER

Agoraphobia Symptoms and Treatment Options

Agoraphobia Symptoms and Treatment Options More in Panic Disorder Symptoms Diagnosis Treatment Coping Related Conditions Currently, panic disorder is diagnosed as occurring with or without agoraphobia. It is also possible to be diagnosed with agoraphobia without a history of panic disorder. Doctors and other mental health providers use the criteria set forth in the Diagnostic and Statistical Manual of Mental Disorders (DSM) to determine which diagnosis is most appropriate. Below you will find information straight from the DSM, including diagnostic criteria, features, prevalence, and treatment options for agoraphobia. This information covers five common FAQs about agoraphobia that you should know. What Is Agoraphobia? Agoraphobia is defined as a fear of having a panic attack in a situation where it would be challenging or embarrassing to escape. This fear often leads to persistent avoidance behaviors, in which the person begins to stay away from many places and situations in which they fear panic may occur. For example, some commonly avoided circumstances include driving a car, leaving the comfort of home, shopping in a mall, traveling by airplane, or simply being in a crowded area. Due to these avoidance behaviors, the life of a person with agoraphobia can become very restrictive and isolating. Agoraphobia can greatly affect a person’s personal and professional life. For example, heightened fears and avoidance behaviors can make it difficult for a person with agoraphobia to travel for work or to visit with family and friends. Even small tasks, such as going to the store, can become extremely difficult to do. Fear and avoidance can become so severe that the agoraphobic person becomes secluded to their own home. How Is Agoraphobia Different From Other Phobias? The avoidance behaviors present in agoraphobia differ from the diagnostic criteria of a specific phobia. For instance, a person with agoraphobia may avoid traveling by airplane due to a fear of having a panic attack on a plane and not necessarily due to aerophobia, or a fear of flying. Similarly, an agoraphobic may avoid crowds, fearing the embarrassment of having a panic attack in front of a lot of people. Such a fear is not the same as social anxiety disorder, which is a separate mental health condition that involves anxiety about being negatively evaluated by others. Can Agoraphobia Occur Without Panic Disorder? Although rare, it is possible to be diagnosed with agoraphobia without having a history of panic disorder. When this occurs, the person still has a fear of being stuck in a situation where escape would be difficult or humiliating. However, they do not fear to have full-blown panic attacks. Rather, they are afraid of having some of the frightening physical symptoms of panic and anxiety or other intense physical issues, such as vomiting or having a severe migraine. For instance, the person may be afraid that they will lose control of their bladder in public or faint without any help being available. Prevalence Approximately one-third to half of those diagnosed with panic disorder will also develop agoraphobia. The National Institute of Mental Health (NIMH) reports that agoraphobia occurs to approximately 0.8% of adults in the U.S. population in any given year. This condition typically develops in adulthood. However, agoraphobia can emerge earlier in adolescence. Treatment Options If a person does develop agoraphobia with panic disorder, symptoms typically begin to occur within the first year that the person starts having recurring and persistent panic attacks. Agoraphobia can get worse if left untreated. For the best outcomes in managing agoraphobia and panic symptoms, it is important to seek treatment as soon as symptoms arise. Treatment options typically include a combination of both medication and psychotherapy. The treatment process may include some systematic desensitization, in which the agoraphobic person gradually confronts avoided situations. Many times, the person will fare better in facing their fears if accompanied by a trusted friend. Through the support of family and friends and professional help, a person who is struggling with agoraphobia can begin to manage their condition. Through medication and psychotherapy, a person with agoraphobia can expect to eventually experience fewer panic attacks, fewer avoidance behaviors, and a return to a more independent and active life. The 9 Best Online Therapy Programs

The Geneva Accords of 1954

The Geneva Accords of 1954 were an attempt to end eight years of fighting between France and Vietnam. They did that, but they also set the stage for the American phase of fighting in Southeast Asia. Background Vietnamese nationalist and communist revolutionary Ho Chi Minh expected that the end of World War II on September 2, 1945, would also be the end of colonialism and imperialism in Vietnam. Japan had occupied Vietnam since 1941; France had officially colonized the country since 1887. Because of Hos communist leanings, however, the United States, which had become the leader of the western world after World War II, did not want to see him and his followers, the Vietminh, take over the country. Instead, it approved Frances return to the region. In short, France could wage a proxy war for the U.S. against communism in Southeast Asia. The Vietminh waged an insurgency against France which culminated in the siege of the French base in northern Vietnam at Dienbienphu. A peace conference in Geneva, Switzerland, sought to extricate France from Vietnam and leave the country with a government suitable to Vietnam, Communist China (a Vietminh sponsor), the Soviet Union, and Western governments. Geneva Conference On May 8, 1954, representatives of Democratic Republic of Vietnam (communist Vietminh), France, China, the Soviet Union, Laos, Cambodia, the State of Vietnam (democratic, as recognized by the U.S.), and the United States met in Geneva to work out an agreement. Not only did they seek to extricate France, but they also sought an agreement that would unify Vietnam and stabilize Laos and Cambodia (which had also been part of French Indochina) in the absence of France. The United States committed to its foreign policy of containment of communism and determined not to let any part of Indochina go communist and thereby put the domino theory in play, entered the negotiations with doubt. It also did not want to be a signatory to an agreement with the communist nations. Personal tensions were also rife. U.S. Secretary of State John Foster Dulles reportedly refused to shake the hand of Chinese Foreign Minister Chou En-Lai. Main Elements Of the Agreement By July 20, the contentious meeting had agreed to the following: Vietnam would be divided in half along the 17th Parallel (in the thin neck of the country).The Vietminh would control the northern section, the State of Vietnam would control the south.General elections would occur in both north and south on July 20, 1956, to decide which Vietnam would govern the whole country. The agreement meant the Vietminh, who occupied significant territory south of the 17th Parallel, would have to withdraw to the north. Nevertheless, they believed that the 1956 elections would give them control of all Vietnam. A Real Agreement? Any use of the term agreement with respect to the Geneva Accords must be done loosely. The U.S. and the State of Vietnam never signed it; they simply acknowledged that an agreement had been made between other nations. The U.S. doubted that, without United Nations supervision, any election in Vietnam would be democratic. From the outset, it had not the intention of letting Ngo Dinh Diem, president in the south, call the elections. The Geneva Accords got France out of Vietnam, certainly. However they did nothing to prevent an escalation of discord between free and communist spheres, and they only hastened American involvement in the country.

The Economic Crisis Of Iceland - 931 Words

Even though freedom for the private sector is a virtue, there should be government regulation in place due to corporate official’s inability to satiate their hunger for personal wealth endangering the global economy and the event in 2008 which was the global economic crisis occurring which could have been prevented or at least lessened. Iceland is known for its beautiful landscapes and vast expanses of nature. Human civilization sparsely dots the land creating an aura of solitude everywhere you go. Iceland can boast that it has good education, clean air, and barely any crime. However, in 2000 the government in Iceland initiated a plan for a broad policy of deregulation. Which would begin a set of disastrous events. Iceland began with†¦show more content†¦American accounting firms audited the Icelandic banks and investment firms which found nothing to be out of the ordinary. Credit rating agencies reported that Iceland was blooming in the economy. Credit rating agencies promoted the banks to the highest possible rating of Triple-A in 2007. Then in 2008 Iceland’s banks collapsed causing countless people to lose their savings. Unemployment tripled in the six months. Government regulators, whose job was to ensure financial stability, had done nothing. One third of Iceland’s regulators worked at those banks. This problem exists the U.S. In September of 2008 the U.S. investment bank Lehman Brothers filed for bankruptcy and the collapse of AIG, the world’s largest insurance company, initiated the global financial crisis. The effect this had on shares globally was catastrophic. This in turn cost the world tens of trillions of dollars, doubling the national debt of the Unites States and rendering thirty million people unemployed. This crisis was not an accident. It was caused by an industry which had no supervision. Since the 1980’s the rise of the U.S. financial sector has led to a series of increasingly dire financial crisis. 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Then in 1992 with the Maastricht treaty a single economy was created along with a single currency (euro) and a regional bank. The EEC established a currency that is a major player in international business. The single currency is good on the domesticRead MoreThe Economic Crash Of The United States And Iceland1555 Words   |  7 PagesThe Economic Crash of 2008 in the United States was caused by subprime mortgages, and the housing market crash, and could’ve been prevented or minimalized by many people within the economy taking pre cautionary actions. The Economic crash of 2008 had effects on nations around the globe. One of the nations that experienced the most difficulties was Iceland. In late September of 2008 the Iceland government had to purchase the nations 3rd largest bank from going bankrupt. â€Å"Iceland†¦was the first countryRead MoreWhat Is The Business Cycle? Essay1088 Words   |  5 Pagesindicators. Development is measured from the trough (or base) of the past business cycle to the pinnacle of the present cycle, while recession is measured from the top to the trough. (n.g., What is the Business Cycle , n.g.) 1.2 Iceland GDP growth The GDP in Iceland progressed 3.7% per year in the second quarter of 2016, abating from an upwardly modified 4.4% development in the past quarter. Net exchange contributed contrarily as fares hindered while imports expanded more on the positive side,

Supersize Me Paper Free Essays

Madison Montz Health Psych Super Size Me Reaction Paper It is no secret that our nation is becoming more and more obese. So what is causing the widespread issue of obesity? Well, there are a variety and combination of reasons such as overeating, lack of exercise, fast food, processed food, dieting, genetics, and sedentary lifestyles. Morgan Spurlock decided to tackle one aspect of this problem with his idea of examining McDonalds. We will write a custom essay sample on Supersize Me Paper or any similar topic only for you Order Now He followed three rules as during this journey: he could only eat what was available over the counter, including water, no super sizing unless it was offered, and he had to eat and try every item at least once. Before Spurlock began his McDonalds diet, he went to numerous doctors and nutritionists and everyone told him that he was in shape and in good health. In 30 days, Spurlock consumed as much McDonalds as most nutritionists would advise someone to have in 8 years! He revealed to the public the truth about fast food. Something many already knew, but found it easier to avoid the fattening truth. I was very surprised, not to mention grossed out, to learn that about 95% of the commercials that children see are for foods filled with sugars and fats. Children are bombarded with images of fast food by media advertising. Most Americans understand the marketing strategy of McDonalds: to appeal to the young. That is why they have a clown for a mascot, Happy Meals which include children’s toys, and just about every location has a â€Å"play zone† for kids. The food is fast, comparatively cheap, and hot, which makes it a convenient dinner-choice for parents, especially after a long day. So who is to blame: kids, parents, or the business? In my opinion, it is 100% the parents’ responsibility to see that their children eat well and get adequate nutrition. Children do not have the knowledge, understanding, or maturity to choose what’s healthy to eat; of course they’re going to want food that tastes yummy and appeals to them! Businesses have one main goal in mind: to make money. In fast food, that often equates to using cheap ingredients and doing what it takes to make it taste good so that it is marketable. No business is holding a gun to parents’ (or children’s) heads, forcing them to buy their product. It is the sole responsibility of the parent, who has the knowledge and the maturity, to decide what is healthiest for their child to eat. Fast food companies have even come out with healthier side and drink options for children; instead of French fries, they can have apple slices and instead of shakes or sodas, they can have milk. The parents are the ones ordering the meals and paying for them (with their wallets and their health)! This movie sends the message that eating at McDonalds is a clear and present danger. Super Size Me not only examined the damage a fast food diet is capable of doing to a person, but it shows it visually. I learned that even the McDonalds foods that would be considered healthy, including the yogurt with granola, have more fat than a chocolate or caramel sundae, and even the ketchups are tomato concentrates filled with sugars! Therefore, customers need to closely examine the content of items served at McDonalds and beware of super sizing. I think it is easy to point the finger instead of taking responsibility for oneself and what individuals put into their bodies. In conclusion, Spurlock became addicted to this diet. Food can be much like a drug that the body gets used to. He found that eventually this food pumped him up when he was feeling depressed. That is why people keep coming back to fast food and why Americans are overweight. Junk food is addictive. I believe that overweight people should empower themselves by realizing the solution is simple: by eating healthier, smaller portions and moving more, you will feel better and have more energy! I think McDonalds faces a similar issue that the tobacco companies deal with: people try to sue them for selling them a product that harmed their health, even though the people buying the product knew the dangers but went ahead and did it anyways. It all gets traced back to responsibility. We live in America, the country of the free, and we all make the conscious choice, daily, as to what we’re going to eat that day. Bottom of Form How to cite Supersize Me Paper, Papers

marry Essays - Salem Witch Trials, Mary Eastey, Rebecca Nurse, Towne

Mary Easty, a wealthy mother of seven, was shockingly accused of witchcraft in the infamous Salem Witch Trials. Mass hysteria broke out when Easty, the sister of Rebecca Nurse, was accused of witchcraft. ?Considering the assumption that witchcraft was hereditary, Mary (Towne) Easty was certain to be accused of witchcraft after her sister, Rebecca (Towne) Nurse, was condemned for her unwavering appeal of innocence? (Austin). The Salem Witch Trials were not the greatest part of history, but they mark a knowing for the unknown in the particular situation. Those who were affected were women of the elder age, town crazies, those with a not so clean reputation, and those who resisted against the church and government. The Salem Witch Trials are almost, yet not quite, on the same levels as the Holocaust of World War Two. Easty was clearly innocent of this absurdity, she was wealthy, religious and fit the strict Puritan mold. It is believed that Mary Easty was accused due to jealousy of land and wealth. (Salem Witch Trials - The People - Mary Easty - DiscoverySchool.com) The Easty family had valuable land in Salem Village which made many greedy families, such as the Putnams, want their land. In this case, Putnam didn?t accuse Mrs. Easty, unlike Sarah Osborne?s case, where the Putnams were the main accusers. The Putnam?s seemed to play in the ignorance now known as the Salem Witch Trials. The Easty family was popular by default due to all of the land they own. ?As land became scar...

Ponce De Leon And The Early ExplorationOf Florida Essays

Ponce De Leon And The Early ExplorationOf Florida Essays Ponce de Leon and the Early Explorationof Florida Juan Ponce de Leon was born in 1460, in Tierra de Campos Paleia, in Leon, Spain (Ponce, 1996). He came from a noble family and entered the royal household as a page for Pedro Nunez de Guzman, at the Court of Aragon. Later, young Ponce de Leon would become a solider for Spain and fight in the battles to drive the Moors from Granada (Blassingame, 1991). In 1493, Leon sailed with Christopher Columbus on his second voyage to America (Ponce, 1996). He was a member of the forces that enslaved the Indians in Hispaniola.This was the European and Spanish way. Few explores would look upon the natives they encountered as anything more than talking animals. For the year of 1502 he was a captain under the governor of Hispaniola, Nicolas de Ovando (Thompson, 1990). During his time as captain he would suppress an Indian uprising. For this he was rewarded with the governorship of Higuey (Blassingame, 1991). Ponce de Leon would remain in Hispaniola until 1503. In this year he would be intrigued by the tales of gold to be found in Borinquen, known as the modern Puerto Rico (Ponce, 1994). He sailed to explore and settle the island. He landed on August 12, 1508 and soon conquered the island and was granted governorship of the island. There he carved himself a large estate, where he built a castle (Thompson, 1990). Ovanado was soon replaced with Diego Columbus, as governor of Hispaniola. And Columbus placed Juna Ceron as the new governor of Puerto Rico. For two years Leon fought to keep his governorship, but he was removed from the position. He was advised by King Ferdinand to find new land (Thompson 1990). The Indians of Hispaniola worked as slaves for the Europeans. They would tell great stories of a place called Bimini. It was a land filled with great riches. Ponce de Leon heard a different story from an old Indian woman. She added an interesting twist to her story. In her tale she told him of a magic fountain that turned middle aged and old persons in to young vibrant men and women. If the riches did not attract Ponce de Leon, the story of this fountain did. He was in his fifties and since his political career had failed, he figured, it was as good a time as any to explore the land (1990). Ponce de Leon left San German, Puerto Rico on March 3, 1513 and sailed with a fleet of three ships heading northwest toward Bimini. The chain of seven hundred Bahama islands was on his route but time would not allow him to explore each of them. He did visit the island of San Salvador where Columbus made his first landfall two decades before. The crew sighted the coast of America on March 3, 1513. This was Easter Sunday so he named the land Florida after the Spanish name for Easter, Pascua de Flores (Ponce, 1993). The first sighting took place near present day St. Augustine, which was to be founded fifty-two years later (1990). Six days after they sighted land they found a safe place to dock their ships. The royal banner of Spain was then flown over the new land. They expected the same lack of resistance as they had experienced when they came ashore at Hispaniola, but they were in for a surprise. The natives were fierce fighters and less enthusiastic of the appearance of these strange white men. Although their bow and arrows were not of significance to the Spaniards, but the poisoned arrows they used were. Ponce de Leon only went upon land when it was absolutely necessary. He never had the chance to explore the land for himself (1990). Ponce de Leon felt it was best to find a safer harbor. The fleet sailed south to the modern-day Cape Canaveral. The ships were caught in the strong current of the Gulf Stream which forced them to struggle for weeks along the Florida Keys. Ponce de Leon finally decided to turn around and head home. He was so overwhelmed with his discovery that he sailed directly to Spain (Ponce 1994). Ponce de Leon figured that this

How to Teach the Present Perfect for ESL Students

How to Teach the Present Perfect for ESL Students The present perfect is one of the most difficult tenses to learn for students. Teaching the present perfect effectively involves making sure students understand that the present perfect in English is always connected in some way to the present moment in time. Many languages including French, German, Spanish and Italian use the present perfect for past events. The present perfect in English covers what happens from a past moment to the present moment in time. Establishing this connection in students minds early will help students avoid mistakes. It helps to divide usage into three major areas: 1) From the past until now: Ive lived in New York for twenty years. 2) Life experience: Ive visited every state in the country. 3) Recent past events that influence the present moment: Ive just had lunch. Start by Speaking about Your Experiences Introduce the present perfect by providing three short situations One about life experiences, one speaking about some things that started in the past and continue into the present. Finally, also illustrate the present perfect for events that influence the present moment in time. Speak about yourself, your family or your friends. Life Experience: Ive visited many countries in Europe. Ive been to Germany and France a few times. My wife has also been in Europe quite a lot. However, our daughter has never visited.Past to Present: My friend Tom has a number of hobbies. Hes played chess for more than fifteen years. Hes surfed since he was a little boy, and hes practiced the art of the Japanese tea ceremony since September.Recent Events that Influence the Present:  Wheres Pete? I think hes gone to lunch, but hes been away for about ten minutes. I know hes been to the bank this afternoon so hes probably decided he needs a nice meal.  Ask students about the differences in these forms. Once the differences have been understood, return to your short scenarios and ask students related questions using the present perfect.Life Experience: Ive visited many countries in Europe. Which countries have you visited? Have you ever been to XYZ?Past to Present: My friend Tom has a number of hobbies. Hes played chess for more th an fifteen years. Which hobbies do you have? How long have you done them? Recent Events that Influence the Present:  What have we just studied? Have you understood the form? Explaining the Present Perfect Using the verbs youve introduced, quickly ask students the infinitive form for each verb. (i.e. Which verb is gone? - go, Which verb is bought? - buy, etc.). After having studied the past simple, students should recognize that many past verbs in -ed whereas others have irregular forms. Introduce the past participle form use in the present perfect. Its a good idea to provide an irregular verb sheet for future reference. Use three timelines showing the differences between usages: life experience, past to present, and recent events. At this point in the curriculum, students should easily be able to switch between positive, negative and question forms. However, its important to point out that questions in the present perfect are most often formed with How long for past to present usage, and Have you ever..? for life experiences. Finally, for present perfect that affects the present moment, its important that students understand the differences between the time expressions just, yet and already as well as for and since for past to present. Comprehension Activities Each of these uses of the present perfect can be practiced through present perfect role plays and reading comprehension activities. Its also a good idea to compare and contrast time expressions used for the present perfect and past simple. Present perfect worksheets and quizzes focusing on differences asking students to choose between the present perfect or the past simple will also help. To practice switching between the present perfect and the simple past practice short conversations with Have you ever...? followed by a question asking for specifics with when, or where. Have you ever been to France? - Yes, I have.When did you go there?Have you bought a car? - Yes, I haveWhen did you buy one? Challenges with the Present Perfect Common challenges with the present perfect include: Use of present perfect for events that happened in the pastSwitching between present perfect and past simple fluidlyUse of yet and already in questions, negative and positive formsUse of since with dates and for with periods of time

Educational psychology - Investigate theories of teaching and learning Assignment

Educational psychology - Investigate theories of teaching and learning and how those impact on the classroom environment - Assignment Example If the teacher could implement his/her lessons using the appropriate theory as underpinning, successful teaching and learning process will take place. Let us investigate the two major theories in education and the implications of these theories in the classroom environment – and the teaching and learning process as a whole. The two main theories in the teaching and learning process are: Behaviorism, also known as a subject-centered theory and Constructivism which is known to be a student-centered theory. Behaviorism Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay & Hass, 2000). There are two main theo ries under behaviourism: Classical Conditioning and Operant Conditioning. Classical conditioning hearkens back to the experiment done by Ivan Pavlov. There are three things involved in this experiment, the dog, the bell, and the food. At first Pavlov rang the bell then gave some food to the dog. He repeated the procedure for a couple of times. Then he observed that each time that he rang the bell, the dog will salivate then he will give the food. After he did these things again and again, whenever he rang the bell, the dog will salivate even without the presence of the food. Pavlov uses the bell to serve as a stimulus to get the response from the dog which is ‘salivating’. Thus, relating this theory to the classroom situation, if teachers would positively reciprocate the good behavior, students will automatically think that if ever they want to be rewarded, or they want to get something, they must first practice a good behavior. B.F. Skinner developed a more comprehensi ve view of conditioning – the Operant conditioning. on the other hand involves the use of reinforcement to encourage behaviors. This theory was based on the belief that satisfying responses are conditioned while unsatisfying ones are not. . Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it. Skinner remarked that "the things we call pleasant have an energizing or strengthening effect on our behavior" (Skinner, 1972, p. 74). There is what we call the positive reinforcement and negative reinforcement. Positive reinforcement comes in the form of prize, praises, a simple tap at the back, and rewards. Negative reinforcement increases the likelihood of a behavior. Negative implies removing a consequence that a student finds unpleasant. Skinner believed the habits that each of us develops result from our unique operant learning experiences (Shaffer, 2000). With these practices in mind, the behaviorist point of view assumes that hum an behavior can be learned and unlearned. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place (Parkay & Hass, 2000). Relating this theory in the classroom setting and academic conventions, a teacher who adopts behaviorism uses the system of reward and punishment inside the classroom. S/he rewards desirable behaviors that s/he wishes to strengthen and punishes undesirable

Should immigration rights be stricter Essay Example | Topics and Well Written Essays - 1000 words

Should immigration rights be stricter - Essay Example People from all over the world migrating to the host country introduce their own cultural aspects into the host society. Immigrants are one reason why language has changed in dialect and variety in many countries over the decades, that have been some of the top destinations for immigrants e.g. the UK, the USA, Australia, and Canada. It cannot be generalized or established that the effect of this change in culture of the host country is good or bad; in some ways it is good whereas in other ways it is bad. It also depends upon the interests of the institutions or organizations conducting the analysis. For example, when a country has a predominantly Christian population, people might encourage the enforcement of stricter immigrant rights particularly for the illegal immigrants; â€Å"Illegal immigration is the antithesis of Christianity†¦It’s a gross mischaracterization of Christianity to apply it to tolerating the mass lawlessness, death and damages involved in illegal imm igration† (Gheen cited in Piccalo) whereas film industry would have the opposite stance because the greater the variety of cultures in the society, the more vibrant the ideas and the more rampant the resources. Immigrants have a tendency to utilize all resources of the host culture, but not blend into the host culture in a way that makes them compromise their original values (â€Å"The truth about†). Many immigrants coming from predominantly Hindu or Muslim countries with conservative values tend to maintain their unique identity even as they start living in the western culture. This comes as a hurdle in their social integration. It not only makes them vulnerable to racism, but also increases their tendency to engage in the acts of racism consciously or unconsciously while socializing with the people of the host country. The immigrants prefer to retain their original values not necessarily because they have lived with those values all

Hamlet: The Dionysian Character Essay -- GCSE Coursework Shakespeare H

Hamlet: The Dionysian Character      Ã‚  Ã‚  Ã‚   Hamlet, from Shakespeare's The Tragedy of Hamlet, is the embodiment of the Dionysian man. Time and time again, Hamlet displays the traits of Frederick Nietzche's Dionysian individual: Hamlet's inability to think rationally, his illusion between his emotional reality and true reality, his rejection of pleasurable human desires, his impotent personality prevents action, and his realization that if justice is brought to his uncle, that will not change what has already happened (The Birth of Tragedy, section 7) (Dictionary.com, "dionysian"). Hamlet exemplifies these characteristics throughout the play, which ultimately bring about his own death. Had Hamlet's character embraced physical action rather Dionysian thought, the "something rotten" in the state of Denmark would not have led to his own self destruction (HAMLET, 1.4, 96).    Hamlet's inability to think rationally plagues him through the entire play. If Hamlet had not sworn to his father's ghost to avenge his death, he could have instead confronted Claudius about the matter instead of thinking irrationally by plotting and testing his uncle for guilt (1.5, 94-114). Earlier in the play, Hamlet has the first player "speak the speech" that he has told him to speak in "The Mouse-trap," which he uses to determine Claudius's guilt in his father's death. Hamlet believes that this modification to the play will incite a reaction from King Claudius, which it in fact does, but the king's words of "Give me some light: away!" is not adequate evidence to prove Claudius's guilt of his father's death nor does it appear to anyone, besides Hamlet, as a rational method for testing his guilt (3.2, 256). Shortly after the play in Hamlet, Hamlet proc... ...ented with a situation in which they need to take action, the Dionysian person is unable to take the correct action at the necessary time in order to do justice to the situation. Thinking about the situation and not acting will do nothing for the Dionysian individual except satisfy the indulgence of thought. This is Hamlet's downfall; he cannot act at the necessary time and change his own fate.    Sources Cited Dictionary.com Nietzsche, Friedrich. The Birth of Tragedy. New York: Dover Publications, 1995. Hoy, Cyrus, ed.   Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Sources, Essays in Criticism.   New York: W. W. Norton & Co., Inc., 1963. Shakespeare, William. The Complete Works of Shakespeare. Updated Fourth Edition. Ed. David Bevington. New York: Addison-Wesley Educational Publishers, Inc., 1997.

Peter Kolchin, American Slavery

For the past quarter century Edmund S. Morgan has been one of the most prolific and respected authors of early American history. This is an excellent, in depth survey of Virginia?s colonial experience, with an emphasis on how the seemingly contradictory institutions of slavery and equalitarian republicanism developed simultaneously. Indeed, Morgan argues that Virginians? definition of freedom, and their very ability to establish a republican political system, rested upon the creation of African slavery. Morgan shows that institutionalized slavery did not necessarily have to become part of British colonization; the earliest Englishmen to dream of a colonial empire hoped for the establishment of a utopian community in which natives could benefit from enlightened English governance that recognized the inherent rights of all men. Early English explorers even helped to organize revolts against the Spanish by their slaves in Latin America, and while they were motivated by their own interests in doing so, they clearly were willing to treat their slave co-conspirators as equals. However, the utopian phase of colonization died with the failed settlement at Roanoke in the 1580s. The founders of Jamestown quickly learned racism towards the Indians, whom Morgan speculates they goaded into warfare out of frustration at their own inability to support themselves. The settlement eventually became prosperous as the colonists learned to produce tobacco for market, but it was hardly the ideal society envisioned by the founders. Labor shortages were endemic, as to make a profit planters needed to control a large number of indentured servants. Unfortunately (for the planters), laborers needed only to serve for a limited period before setting up business for themselves, and thus creating competition for the planters. To check this competition, planters made it difficult for freedmen to buy lands of their own (land was plentiful, but acreage with access to shipping had been almost totally monopolized by the large planters), which resulted in freedmen foregoing planting, and becoming lazy, shiftless, and at times rebellious. Moreover, planters treated their indentured servants so poorly that as news of their condition drifted back to England, fewer of the mother country?s poor were willing to indenture themselves, especially as the burdens of overpopulation were being reduced at home.

Aggression and Emotional Intelligence - Free Essay Example

Sample details Pages: 4 Words: 1176 Downloads: 6 Date added: 2019/05/06 Category Psychology Essay Level High school Tags: Emotional Intelligence Essay Did you like this example? It is a word which we use almost every day to characterize the behavior of other people and sometimes even for ourselves. Aggression is a range of behaviors that is intended to harm another individual who does not wish to be harmed. This definition includes three features. Don’t waste time! Our writers will create an original "Aggression and Emotional Intelligence" essay for you Create order Aggression is how you respond or behave and you can see it in a persons behavior. For example- you can see a person hitting, slapping, shooting and cursing someone. It is not an emotion that is taking place inside a person, such as feeling angry. Second feature is that it is intentional not accidental, such as a player accidentally broke leg of another player, it was not showing aggression. Although harm was happened but there was no intent to harm. In addition to that, not all intentional behavior that hurt other persons are aggressive behavior la dentist might intentionally give a patient a shot of novocaine (and the shot hurts), but the goal is to help rather than hurt the patient. Third, the victim doesnt want to get harmed. Aggression can harm the other person as well as yourself physically, mentally or psychologically. FACTORS THAT LEADS TO AGGRESSION 1) CHEMICAL INFLUENCES Testosterone- This is a male sex hormone which is found in both males and females, but males have more amount of it. Thats the reason why males are more aggressive. High level of testosterone can increase the aggressive behavior. Reduction in level of testosterone even through castration reduces aggressive behavior.- Serotonin- In the brain, information is communicated between neurons (nerve cells) by the movement of chemicals across a small gap called the synapse. The chemical messengers are called neurotransmitters. Serotonin is one of those neurotransmitter which has been called the feel good neurotransmitter. Low level of serotonin reduces the aggressive behavior in both humans and animals. For example- violent criminals have deficit of serotonin- Alcohol- Alcohol is associated with aggressive and violent behavior. Half of the crimes are committed by individual who are intoxicated. Alcohol doesnt causes, it increases violent and aggressive tendencies.- Cor tisol- It is the human stress hormone. Aggressive people having low cortisol level experience low level of stress because of it they do not have fear of the consequences of their behavior. So, they are more likely to get engaged in aggressive behavior. 2) AGGRESSIVE CUES Weapons- seeing a weapon and mere presence of a weapon increases aggression, it is an effect which is called weapons effect.- Violent media- In media, including television programs, films and video games, violence is a common theme. It is found in studies that violent media increases aggression. Not everyone who sees violent media becomes aggressive, and not everyone who is aggressive sees violent media. Media violence is not the only factor that causes aggression, but it is an important factor. 3) PSYCHOSOCIAL FACTORS Drive/Psychological frustrations- When people are blocked from achieving their goals it leads to frustration which can consequently lead to aggression. It is an expression to the frustration of a goal oriented behavior by an outside source. Such goals include basic requirements like food, shelter, food, water, sex, love or recognition. Individuals stuck in negative situations where they only see negativity feel threatened and as a result respond in aggressive manners. Therefore, aggressive manner in this case is a result of a reaction to a situation in which an individual is in.- Social learning- People may acquire aggressive behaviors through experience or observational learning processes. This provides guidelines for describing beliefs as well as expectations that channel social behaviors. The social influences such as role models, reinforcements and situational factors contribute to expression of aggressive behaviors. Children learn to be aggressive when they observe violence in mass media and therefore learn aggressive scripts. Moreover, observation of violence in the family may result to aggressive behaviors in children (Anderson Bushman, 2002).- Deindividuation- When people are in large groups or crowds, they tend to lose a sense of their individuality or self-awareness. They instead take the identity of the group in which they are in and as a result stop thinking as an individual and instead think as a group. This leads to committing acts of aggression and violence that they would normally not do when they are alone. They do not take responsibility for their aggressive acts since they have lost their individual sense that others are aware of them and also their own sense and thus not being aware of their thoughts or actions (British Broadcasting Corporation, 2003 ). EMOTIONAL INTELLIGENCE:Emotional Intelligence refers to the capability to identify, manage and control ones own emotions as well as of others. This term was first appeared in English literature was in an unpublished doctoral dissertation by Payne in 1986 (Matthews, et al., 2002). Since then, it has captured the interest of both press (e.g. Goleman, 1995; CooperSawaf, 1997; Hein, 1997; Stiener, 1997; Wessinger, 1998) and of scientific researchers (e.g. Davis et al. 1998; Mayer, Caruso and Salovey, 2000; Petrides and Furnham, 2001, 2002). COMPONENTS OF EMOTIONAL INTELLIGENCE According to Daniel Goleman, there are five key elements of emotional intelligence: 1) Self-awareness- It the ability to recognize and understand your own emotions, is a critical part of emotional intelligence. Not only recognizing your emotions, it is being aware of the effect of your own actions, moods, and emotions of other people. Person who possess this self-awareness have a good sense of humor, are confident in themselves and their abilities, and are aware of how other people perceive them. 2) Self-regulation- It is all about expressing your emotions appropriately. Those who are skilled in self-regulation tend to be flexible and adapt well to change. They are also good at managing conflict and diffusing tense or difficult situations. Goleman suggests that those with strong self-regulation skills are high in conscientiousness. They are thoughtful of how they influence others and take responsibility for their own actions. 3) Empathy- It is the ability to understand how others are feeling, is absolutely critical to emotional intelligence. But this involves more than just being able to recognize the emotional states of others. It also involves your responses to people based on this information. An empathetic person has compassion and is able to connect with other people on an emotional level, helping them respond genuinely to other peoples concerns. 4) Motivation- Intrinsic motivation also plays a key role in emotional intelligence. People who are emotionally intelligent are motivated by things beyond mere external rewards like fame, money, recognition, and a claim. Instead, they have a passion to fulfill their own inner needs and goals. They seek things that lead to internal rewards, experience flow from being totally in tune with an activity, and pursue peak experiences. 5) Social Skills- To interact well with others is another important aspect of emotional intelligence. True emotional understanding in People who are emotionally intelligent are able to build trust with other people, and are able to quickly gain respect from the people they meet. People who are emotionally intelligent are able to build trust with other people, and are able to quickly gain respect from the people they meet.