Pygmalion. Diary entries for Higgins and Eliza

Stage 1: Eliza's diary Today it was raining and we all had to take shelter in Covent Garden. I met a young and sweet man named Freddy and he was sweet and kind. I met military gentlemen named Colonel Pickering and he was a real gentleman. I tried to sell him some flowers but he did not want them and told me in a polite and gentlemanly way but he did give me three hapence. Anyway, that's better than nothing. Suddenly a young man a stranger said to me â€Å"there's a bloke over there taking down every blessed word your saying† I turned round and looked at him and said † I'm a good girl I am† . I thought he was a Police informer until a man shouted out † He's a busybody, that's what he is, look at his boots.† Then the note-taker told him he was from Selsey and everyone was amazed and he knew where everyone was from it was as if he was trying to impress everybody and he knew what road they lived on. I later found out that this note-takers name was Higgins and I realised he was a snob. He was very cheeky and did not have very good manners. He insults be by calling me a â€Å"creature† and he called me a â€Å"gutter-snipe† and â€Å"a squashed cabbage leaf† and I don't even like cabbage. He was very rude towards me and did not show respect. He said that I couldn't speak English and he had a very posh accent and spoke perfect English. I overheard him talking to Pickering saying how he could pass me off as a duchess. I was quite shocked me a duchess (never in a million years). I tried to sell him some flowers and he threw me a handful of money. I had ridden in a taxi for the first time when I returned home. Stage1: Higgins diary Today I was in Covent Garden listening to the different accents and making notes. They all thought I was a Police informer and it was quite difficult explain to them because most of them could not understand proper English. I met a true cockney creature today and she was a flower girl. She spoke so much rubbish it was very difficult to understand her and she always made these horrible noises. I called her a â€Å"gutter snipe† and a â€Å"squashed cabbage leaf† I was referring to her brain but of course she did not understand. I began talking to Colonel Pickering and I said to him that I could pass this creature as a duchess. Colonel Pickering was quite an interesting man I told him that he was from Cambridge, Harrow and had traveled India. I was going to go to India to meet him but I was quite lucky to meet him here. I took Pickering to dinner and we had an interesting conversation. Stage2: Eliza's diary Today I went to see that heartless stubborn snob Higgins. I dressed up well and asked him if he could teach me some English. I had overhead him talking to Pickering how you can become everything with your pronunciation. When I asked him he made fun of me and treated me like an object or as dirt on his shoe where as Pickering treated me as a lady and I meant something to him. I offered to pay 2/5 of my wages towards lessons. Higgins offered me a room in his house and I agreed to live in his bungalow. The housekeeper Mrs. Perch reluctantly agreed to me staying. She made me do a dreadful thing she made me have a bath in warm water. Also they made me wear nightdress when I went to sleep I normally slept in my underclothes and I slept in a luxurious room. It made me quite angry and I started to cry. Stage 2: Higgins diary Today that â€Å"bilious pigeon† Eliza came to see me. I joked around with her at first and I asked for sixty pounds (what a joke from a creature in the gutter). She offered to pay me 2/5 of her wages but I knew this was too much. I betted with Colonel Pickering that I could experiment with the girl and pass her off as a duchess. Mrs. Pearce asked me to be nice to the creature but it is hard to be nice to an object. Also today another common-breed (guttersnipe) it was Eliza's father. He had come for money I could see it but reluctantly I gave him five pounds. He had referred to himself as the â€Å"undeserving poor† and I show great respect to people who admit they are poor. I was quite impressed with Mr. Alfred Dolittle (dustbin man). He was quite happy with his money and in sent him on his way. Stage 3: Eliza's diary I went to see Higgins's mum today (sorry mother. There were guests at her house; there was sweet Freddy, Clara and her mother Mrs. Eynsford Hill. I was quite beautifully dressed no one hardly recognised me. According to Higgins I was talking the new â€Å"small talk† or new slang. That sweet Freddy seemed quite attracted to me and I was quite flattered by this. I did make a slip of the tongue because I said â€Å"bloody hell†. Higgins seemed slightly disappointed with me but I thought I did quite well for my first test. Stage 3: Higgins diary Today I took Eliza to my mothers' house. This was to try her out in society. I knew that the guests that were there elza had met before and I wanted to see if they recognised the transformation of Eliza and it seemed they were impressed. One thing that I realised today was that Eliza now knows how to speak but not what to say. Her grammar is incorrect and she uses her vocabulary as the subject matter of the street not as if she was talking in a high society. She uses an awful lot of slang words like â€Å"bloody† and â€Å"devil†. Also I am quite concerned about that witty creature Freddy he seemed to never stop looking at Eliza. Stage 4: Eliza's diary After the ambassadors reception Higgins Pickering and me were all very tired. I overheard Pickering and Higgins talking. Higgins referred to me as a â€Å"creature† and then said, â€Å"I made this thing† it was as if I was an object and an experiment or a bet. He said he was glad the whole scenario was over. Higgins was very rude and I lost my temper and he called me a â€Å"presumptuous insect†. I had had enough and I called him a â€Å"selfish brute†. He does not care me at all and my feelings. I am unfit for employment because I am too educated. He does not care about me and sees me as and experiment that has worked. I left the house and was planning to throw myself in the river because I was very depressed. I met lovesick Freddy and we went off in a taxi. Stage 4: Higgins diary Today I took Eliza to the Ambassadors reception to see if I could pass her off as a duchess. I had won the bet with Colonel Pickering and I was very happy. When we returned home that â€Å"squashed cabbage leaf† Eliza was very moody and stroppy. I was tired and was about to go to bed I said â€Å"Put out the lights Eliza and tell Mrs. Pearce not to make coffee. I'll take tea† I was looking for my slippers and suddenly she threw them at me. I thought what was up with that â€Å"presumptuous insect†. I was tired and was not in the mood for an argument. I tried to explain to her that I had given her every thing. She thinks that I am using her as an experiment which of I am not (It was only a joke†). She thought I was going to hit the â€Å"infamous creature†. I would not even hurt a fly. She has â€Å"wounded my heart†. She made me leave a note because she wasn't going to tell Mrs. Pearce. In a rage she stormed up the stairs and I decided to go to sleep. Stage 5: Retrospect Eliza's diary I think that if I had the chance to do it all again I probably would. I think that learning to speak proper English has improved my lifestyle. I have learnt how to speak proper English and I could get a good job and maybe be someone of High-class society, which obviously I am not. On the other hand maybe I was meant to be an â€Å"undeserving poor† and maybe I had to big ambitions. I should mix with people of my society and who understand me more. I should remember my roots. I was quite happy where I was and nobody laughed at me or made fun of me and treated me as equal as them. I think that I could have led a happy life even if I was poor. Also I think that Higgins should have made it clear that I was just an â€Å"experiment.† I think the biggest blow was Higgins being nasty and did not respect me and I was an â€Å"object†. What annoyed me the most was that at parties and receptions he could be a true gentlemen so if he can do that at parties then I should try to him respect me. Higgins does not see me as the â€Å"new† Eliza but as a â€Å"dirty flower girl† who has transformed due to his experiment. He thinks, † I am mutton dressed as lamb†. The adult Higgins actions are the same as a child. Looking back I think I would have done it all again but a few minor adjustments. I would have seen what sort of person Higgins really is and see if would like to be part of his experiment. All in all it did not cost me anything and I have learnt to speak proper English and Higgins only gained money. (He won his bet won Colonel Pickering) Higgins' diary I think that if I had the chance to do it all again I probably would not. Eliza is too moody and cannot fit into high-class society. England is full of people who can't speak proper English I would have picked someone quieter and someone who does not complain as much. Eliza must like me for who I am and if she does not like it then tough. I find it very had to talk to people from the gutter because they don't understand them and I try explaining to them to learn proper English. This experiment has helped me gain confidence that I could pass anyone as a duchess. All in all I would not do it all again with Eliza I would pick someone more suitable. There is plenty of the â€Å"gutter snipe breed†.

History of Sport Essay

In my paper I will be discussing the early form of calisthenics and how the men and women who implemented exercise and fitness into our everyday life. Although there were many disagreements among the early supporters the first sightings of controlled calisthenics are from physical education classes and in schools. Many fought over what was beneficial for a human being and what was considered a waste of time. Many early idealists agreed appaun the body and mind are connected meaning a healthy mind was impossible without an equally healthy body. Eventually as you get closer to the 1900’s all educators for men at least developed the thinking that physical education particularly calisthenics was a prerequisite for child development. Meaning it was crucial, important almost vital to becoming the most all around successful human able to achieve nothing short of greatness. The belief that by strengthening mans body a man could strengthen his ‘will’. These were thoughts brought up long before the 19th century. Many men who believed in the connection between mind and body thought this was an individual responsibility calisthenics just provided the means. It gave everyone an outlook on the idea of what could come down the road for men who exercised and trained what new levels of success could bring to a mans future just by adding another form of practice into your everyday schedule. In the 1820s American educators began to advocate physical education as well as organize some type of instruction. Many men and educators as time increased and popularity grew for health believed the athlete was the new hero and the new â€Å"human form divine† from all three articles the new idea of man became to be the â€Å"aristocrat of character† not an aristocrat at birth. They were trying to say just because you were born into money or born into wealth doesn’t mean you were going to grow up to be the ideal king everyone expected you to be. You need to be taught, develop character, strength and the will to become the best. Corrupting the mind to control your destiny will lead to the control of your body to un seen lengths of being immortal or superior. Many Americans in the early form of calisthenics became obsessed with health. Tons of men thought the key was strict dieting though the develop of strength training began to take control. As we get closer to the 19th century Americans are troubled with many un explained illness’s and disease. Many ‘irregular’ doctors at the time emphasized exercise and hygiene rather then the radical remedies people performed on one another for cure by the ‘regular’ physicians of the era. During the early part of the civil war for Americans 1861-65 made exercise and physical education a major component in their programmes. Due to the long war some men were forced to deal with anxieties that brought down much of the interest in health and exercise. To balance out the progress already made before the war bringing men together from different sections of the country fighting together as one helped create and spark the interest of sport.

Cash Related Join in India

Cash Related Join in India For sure, notwithstanding following 60 years of versatility, a gigantic territory of Indian individuals still remains unbanked. In the late years, the regulating body and Reserve Bank of India has been pushing the thought and thought of cash related join. The cash related hardening setup goes for giving direct access to budgetary relationship to those areas of the general public who are kept from promising it so far at organize cost along these lines passing on them into the standard of budgetary zone. RBI set up the Khan Commission in 2004 to research cash related cementing and the recommendations of the commission were joined into mid term study of the game-plan (2005-2006) and requested that banks chart their present practices to alter them to the objective of money related thought. Respectable Prime Minister Narendra Modi revealed Pradhan Mantri Jan Dhan Yojana prepare for finish cash related thought on his first Independence Day visit on fifteenth August, 2014. The blueprint was formally pushed on 28th August, 2014 with a target to give general access to keeping cash workplaces starting with Basic sparing cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt failure security front of Rs. 1 Lakh and RuPay Kisan card. Pradhan Mantri Jan Dhan Yojana, is a tense strategy for wide cash related thought pushed by the Prime Minister of India, Narendra Modi on 28th August, 2014. He had verbalized this game-plan on his first Independence Day visit on fifteenth August, 2014. In a keep running up to the formal dispatch of this course of action, the Official definitely sent to CEOs of all banks to prepare for the gigantic errand of enrolling more than 6 crore (75 Million) families and to open their records. In this email he totally clarified that a record for each family was a national need. The course of action has been started with a target to give unending access to sparing cash workplaces starting with major keeping cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt setback insistence front of Rs. 1Lakh and RuPay Kisan card. In the running with arrange, humbler scale insistence and annuity et cetera will in like way be solidified. Reports said that, on 28th August, more than 1.5 crore budgetary modifies were opened in a solitary day. The central objective of this game-plan is that unmistakable cash related relationship for the blocked zone i.e. weaker.

Earnest Etinne Narjot - Painting, Drawing, Print Essay

Earnest Etinne Narjot - Painting, Drawing, Print - Essay Example The essay "Earnest Etinne Narjot - Painting, Drawing, Print" concerns the art of Earnest Etinne Narjot. In the hues (color) use of his oil painting, Narjot has used white, black, and brown. The brown color that is used on the curtain is moderately light, which may be considered as being orange. Such color is perceived as a warm color and certainly contributes to the comfort and warm atmosphere of this piece of work. This complements the content of the outlook of the painting. In addition to the warm color, the mother in the painting is in a black blouse while her child is putting a white cloth consequently bringing out a contrast of white and black as they are, at the center of the oil painting. The perceptions of Viewers are therefore more engrossed to the center of the image with the mother and her baby being the focus of the painting. In the values used, that is darkness or lightness, the painting depicts complementary interplay of both lightness and darkness utilized by the artis t in his work. To begin with, there is a shadow on both the mother and her child’s face which is a clear indication that at the center of the painting there is a grater intensity of light. Actually, the amount of light used by the artist is bright enough to permit the image viewers to observe the child’s blanket as well as the pattern on the blouse of the mother. This means that, the focus, illuminates, and the light of the painting seem s to be coming from ceiling (top) of the picture, as the rays of light. in the painting see

International Investment Analysis Essay Example | Topics and Well Written Essays - 2000 words

International Investment Analysis - Essay Example Present Situation of TESCO The company has a worldwide presence in China, India, Hungary, Slovakia, Czech Republic, Poland, Ireland, North America and many other countries. The company employs 300,000 people and operates 3,000 stores worldwide (TESCO Plc, 2013b). The company operates 200 stores in UK itself and offers a varied range of food items (Gargeya, V.B. et al., 2012). It is the leading brand of food retailing in UK followed by Everyday Value. Tesco has always believed that the strategy of the company needs to be revised as per the changing taste and preference of consumers. The company earns 25 percent of its revenue from countries outside UK (Martin and Thompson, 2010). The underlying objective of the company is to earn higher amount of profits but their strategies are usually customer oriented. Tesco believes in improving the customer service by responding to the customer needs and wants. TESCO believes in innovation and expansion in the UK grocery market and convenience st ores electronics, clothing, beauty health and wellness and retail services like personal finance and telecom products. These strategies are followed by TESCO to strengthen its market position in UK and other countries. The stores are usually renovated from time to time, in order to give customers a warmer and refreshing feel in the stores. TESCO products are usually low priced and of better quality. The company believes in undertaking environmental and social responsibilities. It publishes its corporate social responsibility charter every year. Macroeconomic situation Prior to recession, TESCO’s sales were ?42 billion in the year 2006, which was an increase in profit by 13.2 percent from the financial year 2010-2011. The market share of TESCO was 31.4 percent, which was even more than the market share of ASDA Walmart that was 16.7 percent (Henry, 2008). Figure 1: Market share of UK supermarkets in the year 2006 (Source: Henry, 2008) The company was reaping profits and was mak ing considerable amount of sales before recession. This was mainly due to the marketing team of TESCO which monitored the trend of external environment and provided innovative products and solutions to customers. The brand became so popular among the residents of UK that customers had created a brand loyalty towards the company (Haerifar, 2011). From the above graph, we can observe that the dominant supermarket was TESCO in the year 2006 followed by ASDA Walmart and Sainsbury. After recession had penetrated into the markets of USA and UK in the year 2008, the company TESCO witnessed a slow growth (English, 2009). Majority of its revenue was coming from the overseas markets and it was facing a stiff competition from the supermarkets of UK like ASDA Walmart, Morrisons and Aldi. Although, TESCO claimed that there was an increase in sales by 11.7 percent in the fourth quarter of the year 2008 (Thompson, 2008) economist believed that TESCO was not able to reach its sales target. To add t o the woes of TESCO, the government had also increased the Value Added Tax (VAT) rate and excise duty (Peston, 2012). The net sales of TESCO was ?51.77 billion in the year 2008 compared to ?59.46 billion in the year 2009 (TESCO Plc, 2013a). TESCO is slowly recovering from the recession and

Anti-bias Approaches Coursework Example | Topics and Well Written Essays - 1250 words

Anti-bias Approaches - Coursework Example A teacher must, for this reason, establish an anti-bias practice by coming up with follow-up platforms that can keep in check the cumulative side effects of any biased misconception. In an anti-bias classroom, children, must be taught to be proud of themselves and their families, to respect human differences, to recognize bias, and speak out what they deem right. A foundation for essential optimistic work about the future of our children is of great importance. Anti-bias teaching materials ensure and are founded on the principle that all children deserve to develop and to his or her full potential without fear of discrimination (Kumagai, 2012). In an anti-bias, class teachers are capable of examining and transforming student’s understanding of their lives and also do self-reflective work to understand their lives more profoundly (Koskei & Schafer, 2008). Principles of anti-bias works in education are based on six proposals. The first proposal states that all children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being (Irilli, 2011). The second premise is that children have access to and participate in education they need to become successful and contributing citizens of their respective countries. The third proposal is based on the fact that education process should involve all members of the program or an institution in a joyful learning process. The other premise of the principle of anti-bias works in education states that children and adults know how to work together respectfully and easily in diverse and inclusive environment (Book, 2007). The fifth proposal is due to the fact all children have a right to protection from harmful influences, abuse, and exploitation.

Twilight of the idols by Friedrich Nietzsche Essay

Twilight of the idols by Friedrich Nietzsche - Essay Example Nietzsche viewed Christianity as a historical irony because of the way the Christian church developed in opposition to the Evangel and the early Christianity. He continues to criticize Christianity as anti-natural as he argues that mankind has developed into a weak and sickly type of human being out of fear which is as a result of Christianity. Mankind has become corrupt and depraved off its highest values therefore losing its instinct thus preferring what is harmful to it. He blames Christianity for restructuring the human instinct and demonizing it to a stronger and higher being. The Christianity teaching of the original sin depraved humans of their intellectual strength and created a weak version of human kind due to the spiritualization of passion. Nietzsche claims that Christianity and its morality are based on fiction (Nietzsche, p20). The morals of the Christian religion are built around hatred for nature. He argues that Christian God reflects decadence and if Christians would exude confidence and strength, their God would be destructive as well as good (Nietzsche, p21). The Christian God is a â€Å"declaration of war against life, against nature and the will to live† (Nietzsche, p23). Nietzsche illustrates how the effect of Christianity spiritualization of passion led to the revolt against the Jewish priesthood. Christianity denounced the Jewish church and largely opposed to nature, reality and greatly negated it. The Jewish people were holy and chosen according to Nietzsche but Christianity anti-nature is clearly depicted with their dissatisfaction with the Jewish priests and

Diabetes Research Paper Example | Topics and Well Written Essays - 1000 words - 4

Diabetes - Research Paper Example The A1C Diagnostic Tool The testing of diabetes has long been faced with a myriad of challenges that include insufficient diagnosis of the disease. Several diabetes diagnostic tests have been developed over the years but all of them are not accurate as the Haemoglobin A1C level test. The A1C test is undertaken to test the amount of sugar present in the red blood cells. The test looks into the average blood glucose levels in patient’s body for a period of two to three months. The A1C test uses an averaging system whereby a patient’s blood glucose levels are tested based on a percentage system (Cunha-vaz, 2011). Diabetes tests conducted using the A1C diagnostic testing tools have been very accurate in estimating blood sugar levels of a patient over a long period of time. Compared to other tests, the A1C test does not require a patient to fast without food for periods of time since the test can be conducted at any time (Ford-Martin, 2004). A1C Research Tests A research was conducted to test the effectiveness of the A1C diagnosis test in South Korea over a period of 6 years. The test was conducted to find out the best levels for haemoglobin A1C level for different diabetes patients this included patients belonging to different races. The research targeted a total of 10,038 participants were included in this research and they first underwent a 75-g oral glucose test tolerance test at baseline with two year follow up. Among the research participants, 572 of them had a previous history of having diabetes (Ford-Martin, 2004). From the results a receiver operating characteristic curve was used to estimate the diagnostic accuracy of the A1C cut-off. The results established that at the baseline 635 participants representing 6.8% had previously undiagnosed diabetes. An A1C cut-off of 5.9% produced the highest sum of sensitivity at 68% and specificity (91%). At the end of the research, after 6 years 895 (10.2%) participants had developed diabetes. An A1C cut-o ff of 5.6% had the highest sum of sensitivity (59%) and specificity (77%) in the identification of consequent 6-year incident diabetes. After variations in adjustment it was found that men with A1C baseline of 5.6% had a 2.4 fold increased risk while women with the same baseline had a 3.1 fold increased risk of contracting diabetes in the future (Cunha-vaz, 2011). The research study was successful in concluding that patients with a 5.9% A1C cut-off identified participants with undiagnosed diabetes. The study also concluded that people with A1C equal or greater than 5.6% had increased risk of contracting diabetes in the future. Integration of A1C The research study undertaken by researchers on the agreed levels of Haemoglobin A1C test was important in determining the agreed levels of A1C suitable for diagnosing diabetes. From the research we are able to learn that doctors have found out that people with Haemoglobin A1C level of ? 5.6% have a higher risk of contracting diabetes. Due t o the accuracy of using the A1C diagnosis testing, Doctors are now able to easily detect diabetes in the body. Many researchers agree that the A1C test and research was important in coming up with a standardised A1C cut-off which was put at the level of 6.5%. The results of the South Korean research concluded that the A1C levels of 5.9% contributed to patients contracting type 2 diabetes (Cunha-vaz, 2011). While on the other hand, the same study was conducted among the Japanese population and they found out that an A1C cut-off

Dr. Wakefields Research & Role Played by Media Essay

Dr. Wakefields Research & Role Played by Media - Essay Example Dr. Wakefield’s research employed rigorous tools and methodologies for which no proper ethical approval was obtained for invasive procedures on children. On the other hand, it was found that Dr. Wakefield had exchanged funds with the lawyers of children’s parents that were made part of the research. The research further employed references of other studies that were conducted by either the coauthors of the same research or his friends. Where autism is a disorder for which little information is present regarding its causative agents and cures, a theory supporting the idea that it is caused by MMR vaccination made many parents believe that prevention from vaccination can benefit their child despite having contradictory evidence in the rates of epidemiological increases after this research. The research was later on criticized by other independent studies which raised questions about the effectiveness of Dr. Wakefield’s work. Presence of a reputable medical journal The Lancet and other media bodies providing coverage to this research further aggravated the situation. A medical journal is usually used by medical practitioners, researchers, and educationists in the same field. However, vetting of Dr. Wakefield’s article by a medical journal allowed journalists and other media channels to disseminate information to local people. As a result, parents refused to provide vaccination to their children in large parts of the world with reported epidemics in the UK, US, Austria, Italy, and Switzerland.

Conversation analysis Essay Example | Topics and Well Written Essays - 2000 words

Conversation analysis - Essay Example Its method revolves around the observation of human dialogue in natural conversational settings and it analyses how the various forms of conversational interaction work together in different settings. It is concerned with the analysis of casual rather than formal conversation and takes into account such factors as ‘turn taking’ and ‘holding the floor’. This essay will discuss how participants in a conversation manage their interaction primarily using these techniques, but it will also explore how other techniques are employed in conjunction with these in order show the complexities of human conversational interaction. Conversational interaction is a highly complex semantic process of exchanging meaning. It is not merely a back and forth discourse, but rather an attempt to make sense of the world around us and communicate these observations and feelings to each other. These exchanges can be highly pragmatic in nature, such as communicating with the fish monger how much cod is required or asking the way to the station, or they can be more general and less specifically focused, taking the form of talking without a highly specific communication goal in mind. As Eggins & Slade (2004: p.6) comment, sometimes ‘we talk merely for the sake of talking itself. An example of this is when we get together with friends†¦over dinner and just â€Å"have a chat†. It is to these informal interactions that the label casual conversation is usually applied.’ It is on these type of semantic exchanges that this essay will therefore focus. General discourse with no specific goal of communication is what is meant by casual communication. A commonly occurring structure in casual conversation is ‘turn taking’. In this sort of conversation each of the participants will speak in turn in order to communicate their reactions and opinions, or to add new information or change the direction

A Good Teacher Essay Example for Free

A Good Teacher Essay Plants are shaped by cultivation and men by education. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgement. Everything we do not have at our birth and which we need when we are grown is given to us by education. (Jean Jacques Rousseau) It can be seen that education is one of the most important factor of our life. It is the tool that shapes us intellectually, socially, emotionally and personally. The kind of education that we receive depends highly on the educators that we encounter. A positive or negative encounter can impact our entire life. Therefore, if it is intended for today’s students to be responsible citizens of tomorrow’s society, then all teachers should emulate the roles of a â€Å"good teacher†. A good teacher is one who is knowledgeable of learners and their development, knowledgeable of subject matter and curriculum goals, creates a good learning environment and†¦Ã¢â‚¬ ¦. It can be noted that from the interview conducted, Teacher X exemplifies most of the features of a â€Å"good teacher† and is therefore considered as one. Before entering in a classroom, a â€Å"good teacher† should be highly knowledgeable of the subject area they will be teaching and have a clear understanding of how to organize the curriculum in order to meet the need of the students and the objectives of the school. The interview highlighted that Teacher X is one of the chief writers of the curriculum for the examination body of her institution. It will be ones belief that a personnel would not have been bestowed such privilege if she was not competent in her subject area. She also outlined that her learning objectives are based on the knowledge, ability and skill of the students. This further exemplifies her since Darlington-Hammond and Baratz-Snowden (2005) states that based on the learning needs of their students, teachers must make a wide variety of curriculum decisions, ranging from the evaluation and selection of materials to the design and sequencing of tasks, assignments and activities to the assessment of learning to guide further teaching. The development of the curriculum in light of the students’ interest fosters intrinsic motivation and stimulates the students’ passion for learning a specific subject area. If given the opportunity for input, students’ will generate ideas and set goals that even the teacher had not thought of. At this point teachers should embrace the fact that they do not know everything and should be willing to learn from their students’ in the process. A â€Å"good teacher† must take the time to know her students. Know not only their names or facial representations, but their readiness level, learning styles and interest. Students are all individuals who learn at different rates and in different ways. Tomlinson (2001) outlines that students learn better if tasks are a close match for their skills and understanding of a topic (readiness), if tasks ignite curiosity or passion in a student (interest) and if the assignment encourages students to work in a preferred manner (learning style). The classrooms of our society can be extremely diverse, so teachers must be able to differentiate intrsuctions to meet the individual needs of each student.

Importance of Stakeholders in Curriculum Development

Importance of Stakeholders in Curriculum Development Curriculum development requires the input of different stakeholders such as teachers, school heads, parents, community members, students, district administrators and school boards. The role of the teachers involves defining different course components that are considered relevant, in line with the latest technological development in the education sector. In addition to developing the curriculum, teachers help in executing the curriculum development findings. Teachers continuously contribute to the development of school curriculums by developing periodic course teaching plans and giving consideration to the special needs of the students (Dillon, 2009). Therefore, having a good curriculum without the input of teachers cannot help in achieving the learning objectives and goals. Although modern technology is quickly finding its root into the education system, teachers still remain at the center of the students learning progress. In other words technology must be integrated into the curri culum but it cannot provide a perfect substitute for the roles played by teachers in curriculum development and the general learning process. The other important group of stakeholders is the school administrators. Their role in curriculum implementation cannot be underestimated since they are the people that monitor the implementation of the curriculum. In addition, they employ teachers (in the case of private schools). Furthermore, they are responsible for purchasing learning materials which is an essential requirement in curriculum implementation. In other words, school administrators may influence the extent to which the school curriculum is implemented by regulating the release of the necessary learning resources. The school administrators may get information from teachers, students and even the community regarding the success of the curriculum implementation process. In addition, they can also employ the services of professional to evaluate the performance of the curriculum. The parents on the other hand support and influence the implementation of the curriculum through financial resources, that is, payment of school fees. In addition, the parents may help in monitoring and evaluating the implementation of the curriculum by keeping a close check at the lessons learnt in school and monitoring the childs home assignments (homework). Moreover, the parent may stand in the gap between the child and school administration by providing the student with resources that may be required in the curriculum but are not available in school. Furthermore, the parents may help teachers to monitor the behavior and social development of the child, especially for children with special education needs. The parents can get reliable information on curriculum development by enquiring from their children or by enquiring from the teachers or school administrators. In addition, professionals such as psychologists and social workers may offer contribution on the various ways of dealing with students with special needs. For instance, professional counselors may provide various useful options of dealing with student of foreign origin or those with disabilities. Community members can assist the school administration in the implementation of the curriculum by co-operating and providing the necessary resources that may not be available in the school setting but are found within the community setting. In addition, the community members can also volunteer and act as school board members. Other stake holders in the curriculum development include the government and the professional regulation commission that provides license to graduates of different colleges and universities. Professionals and community members can source information on curriculum development and progress from government reports on the performance of schools or by enquiring from teacher s, students and school administrators. Organization of Various Curriculum Development Stake Holders The parents are usually organized into parent association. All parents are required to register with the relevant parents association where they are required to democratically elect their leaders. The parents, through this association, give their views regarding the curriculum development to the district curriculum development team. The relevant professional body such as the district association of professional counselors and psychologists, through their advisory boards, also provides their recommendations and suggestions in the curriculum development process. On the other hand, teachers have organized themselves into curriculum drafting and evaluation teams. Such teams are usually charged with the responsibility of drafting, evaluating and amending the curriculum in line with the latest technological development in the education sector. In addition, the teachers curriculum teams are also involved in the evaluation of the output of the curriculum. The various groups work well because there exists a systematic way of engaging every stake holder in the curriculum development process. First and fore most, the teachers and the curriculum development leaders provide guidance and opinions regarding what should form the content of the curriculum. Because students spend most of their learning hours with the teachers, it is assumed that teachers understand the unique academic and social needs of the students better. The teachers start by analyzing the current curriculum, that is, the strengths and weaknesses and possible areas that needs to be amended. Thereafter, opinions from the parents, community leaders and other stake holders are considered before a final draft of the curriculum is compiled. The parents curriculum development team consists of all the members of the parents association teams. However, such parents are required to register with the district curriculum development committee before their views could be considered as valid. The members of the parents team are given the mandate to choose their leadership. Through the parents leadership team, their opinions are sought and taken into consideration by the district curriculum development team. Similarly, the professional counselors association is given the mandate to elect their leaders. However, the leadership of the professional bodies supporting the curriculum development process must be approved by the district curriculum development committee. This is because professional bodies acts as advisory agents on major policy issues related to curriculum development in schools. Therefore, the district curriculum development team must ensure that such professional bodies are led by a credible team. In addition, such professional bodies work closely with the teachers and curriculum development leaders during the evaluation of the curriculum and academic performance. Other community members such as community administrators and religious leaders are also answerable to the district curriculum development team. Such community leaders must however be registered for their concerns to be given attention by the curriculum development team. They are also required to elect their leaders through which their contributions are channeled to the district curriculum development team. In addition to the reports obtained from the various groups of stakeholders in the curriculum development process, the district curriculum development team organizes a curriculum development forum every year where all members of the public are welcome to participate. Such a forum is aimed at collecting information and concerns that may not have been handled by the existing and participating curriculum development stakeholders. In addition, the district curriculum development team has put in place structures that ensure that information flows from the various stake holders to the district curriculum team in an orderly manner. Although the development of the curriculum is the responsibility of all the stake holder (the parents, teachers, community members, members of professional bodies and the school administration), the execution or implementation of the curriculum is often left to the district curriculum development team, headed by the district director of curriculum, in collaborati on with teachers and school administration. Designing a Structure for Stakeholder Involvement In Curriculum Work The designing of a comprehensive structure for stakeholder involvement in curriculum work entails a careful consideration of various factors that contributes to effective learning process both inside and outside the classrooms. Because the size of my district is considerably large with a student population of 13,000, the curriculum development team must considerably be large in order to effectively represent the big student population. The leader of the district curriculum development team would be the district curriculum director who will be charged with the responsibility of chairing all the curriculum development committees as well as providing general direction and leadership in the curriculum development process in the district. In addition, there would be a curriculum director who shall deputize the district curriculum director and would help him/her in discharging his/her duties. The district curriculum development team would also comprise other curriculum development specialists in every subject area such as mathematics and science. Such curriculum specialists would help the district curriculum director in making important decisions during the curriculum development process. The district curriculum development team would seek information and fully engage professionals, parents, the community and other relevant stakeholders when designing the school curriculum. The district curriculum development team would organize for a curriculum development research week every year in which a continuous data collection and evaluation of curriculum in schools would be evaluated. Interview Questions The planned interview with the district curriculum director made the day unique. The interview, as scheduled, commenced at noon and took about three hours, ending at around three oclock in the afternoon. The material day for the interview was 2nd January, 2013. As the chief academic researcher in the district, responsible for careers and student development in high schools, the information from the interviewee, the district curriculum director and the findings of the interview would be very important in helping me to understand the role of different stakeholders in the curriculum development process. The first question of the interview was about the defining elements of a good curriculum. I found that putting focus on the academic development of the student was a key element in developing an effective student centered curriculum. The district curriculum director explained that all the stake holders including teachers, school heads and other professionals in the curriculum development process must put the student at the center of every step in curriculum development. In addition the curriculum director explained the importance of having in place a comprehensive curriculum leadership for a successful execution and implementation of the curriculum objectives. The director mentioned two main types of curriculum leadership, that is, static or managerial curriculum leadership and a dynamic kind of curriculum leadership. He went further to explain that static curriculum leaders try to produce a certain level of predictability and routine in the day to day operations of the school. On the other hand, a dynamic kind of curriculum leadership entails a continuous process of integrating critical thinking and modern technology in the development of a visionary and goal oriented curriculum. However, the director was quick to emphasize on the need to continuously focus on aligning the curriculum to suit the modern technologically advanced world, that is, employing the dynamic kind of curriculum leadership for the realization of a learner centered and progress oriented curriculum. He explained that although teachers and school heads enjoy independence in disseminating knowledge, they must remain conscious to the dynamic work place environments and information communication technology so that the learners may be effectively packaged to adapt to the technological dynamics of the modern world. The second question of the interview session was about which groups of people or stakeholders should be involved in the curriculum development process. The director stated that a good school curriculum should cover all aspects of learning, including academic, social and physical aspects. Therefore, all relevant groups of professionals and stakeholders should be involved in the development of a curriculum that meets the expectation of both the students and the community. He added that parents, teachers, school heads, social workers, psychologists and the community should all be involved in the curriculum development process. In addition, he pointed out the need to address the interest of students with special needs when developing the curriculum. For instance, students of foreign origin or those with disability must be accorded special consideration and care in their learning endeavor. However, the director noted that the curriculum development leader must be competent when coordinating and organizing various ideas into a comprehensive curriculum development policy statement. The other question of the interview was about how to gauge the effectiveness of a good school curriculum, that is, how to assess whether the curriculum is centered on the needs of the learner. Achieving a fruitful learning experience, he posed, should be the main objective of any curriculum developer or curriculum leader. In other words, the strength of a good curriculum development does not lie in the number of policy statements it contains but it does lie in the ultimate classroom experience gained by the learner. In response to the question that was seeking a clarification on the best method to engage the input of all teachers in the curriculum development process, the district curriculum director explained that a new method of training some teachers to be curriculum development leaders is quickly gaining acceptance. Such an approach ensures that those teachers who have undergone such training shares the skills with their colleagues hence effectively disseminating curriculum devel opment skills to all teachers. The findings of the interview were found to be in line with the class readings. For instance, Wiles (2008), explains the importance of curriculum development leadership in the development of a good curriculum. He further pointed out that static curriculum leadership entails the maintenance of all the programs that are already in place. In addition, he emphasized that curriculum leadership should target the impartation of specific, knowledge, attitude and behaviors for students and at the same time help in engineering the school programs to achieve all important aspects of the learning process. Wiles added that curriculum developers should embrace change as an essential variable in the curriculum development process. In other words, curriculum development should be the principle guide to all other activities carried out in the school program. As pointed out in the interview, a more advanced approach to curriculum development where some teachers pursue special training in curriculum development and thereafter work closely with colleagues is gaining momentum. Such an approach is more effective since the curriculum leaders work both as teachers and curriculum developers (Wiles, 2008). In addition, a good curriculum development team must include teachers, community leaders and parents as analyzed during the interview. Furthermore, for the curriculum to be managed effectively there must be a detailed plan showing the time periods within which various curriculum targets are to be achieved and the roles of every participant in the curriculum development and management process. Tallerico (2012) emphasizes on the need of curriculum development leaders to provide direction .Furthermore, the curriculum leader must continuously monitor and review the outcome of the curriculum management and where possible draw up a control program. In general, the interview findings informed me on the importance of an effective curriculum in the execution of learning objectives. In addition, a dynamic approach to curriculum development is more suitable for a learner centered curriculum development because such an approach takes into account the modern technological advancement when developing the curriculum (Dillon, 2009). Furthermore, the interview informed me of the need to involve parents, teachers, school heads, the community and all other stakeholders in the curriculum development process. In addition, the interview findings further stressed on the need to have a continuous evaluation framework that helps in analyzing the success of the developed school curriculum in satisfying the learners needs.

Trials And Triumphs Of Inner City Students Social Work Essay

Trials And Triumphs Of Inner City Students Social Work Essay The book, And Still We Rise: The Trials and Triumphs of Twelve Gifted Inner-City Students, offers valuable insight into the lives of inner-city youth in Los Angeles and throughout the country. Inner-city students are frequently subjected to poverty, violence, gangs, and drugs in their schools, homes, and communities. Yet, many of these students manage to survive and thrive despite their volatile environment. The book provides school social workers with a unique opportunity to understand the challenges presented to inner-city students, and the power of resilience to overcome adversity. Let us now examine how various psychosocial and environmental factors contributed to the development and success of the students discussed in the book. Developmental Tasks, Systems, and Resilience Adolescence is arguably one of the most difficult and challenging stages of development for an individual. It is a time of great social, psychological, emotional, and academic growth that poses many challenges for youth surrounding identity, self-esteem, and self-efficacy (Zastrow Kirst-Ashman, 2007). According to Eriksons psychosocial theory of development, adolescence is a time of exploration and experimentation in relation to peers and social roles in order to establish a sense of identity (Zastrow Kirst-Ashman, 2007). The students in the book are each facing various identity challenges and demands within their environment. They are exposed to gangs, drugs, poverty, and teen pregnancy in their everyday lives, and they must each make the difficult decision of who to be and how to reconcile various role demands. Sadi, for example, had to make the difficult decision of whether to maintain his gang lifestyle which provided a sense of power, protection, and family for him or to explo re his intellectual abilities as a student in school. Fortunately, with encouragement from Ms. Little and Mr. Braxton, Sadi chose to join a different kind of family, one that offered promise and hope through academic achievement. The students in the book are also charged with the task of navigating various systems within their environment that impact their lives. On a mezzo level, the students interact with family, teachers, social workers, foster and group homes, and gangs. On a macro level, the students interact with the school, community, social services, and the judicial system. Unfortunately, the students in the book are negatively impacted by a number of these systems. Many of the students lack adequate support at home and are forced to work in order to survive. Some students have been neglected or abandoned by their families and are forced to navigate a cruel and unjust world alone. The students are also exposed to violence and poverty within the community and frequently suffer retribution from the judicial system. Additionally, the social service system did not always adequately address the needs of the students. For many of the students, their only sanctuary was school, a place where they felt welcom ed, supported, encouraged, and cared for. The students in the book survived due to their resiliency. Each student possessed the inner strength, power, and motivation to overcome obstacles in their environment and to thrive in the face of adversity. The incredible power of resiliency allowed the students to maintain focus and motivation despite negative environmental factors. Their resiliency coupled with the support and encouragement of administrators and teachers within the school allowed the students to exceed expectations and claim futures full of hope and promise for a better life through education. Let us now examine how the challenges of adolescence, systems in the environment, and resilience shaped the life of one inner city student. Olivias Story Olivias story provides a unique perspective on the various difficulties encountered in relation to systems in the environment, and how the power of resilience provides motivation and drive to survive and beat the odds despite numerous obstacles. Olivia was affected by various mezzo and macro level factors throughout her childhood. On a mezzo level, Olivias interactions with her mother, social workers, and various foster and group homes shaped her life. Olivia was physically and emotionally abused and neglected by her mother, and abandoned by her father. At the age of twelve she entered the world of social services, and began her journey through various foster and group homes that provided little to no financial or emotional support. Olivias social worker did not provide her with adequate resources and support either, and Olivia was forced to take matters into her own hands and support herself by working a number of jobs, many of which were inappropriate, dangerous, and illegal. From a macro level perspective, Olivias encounters with the teachers and administrators at Crenshaw High School, the social service system, and the judicial system significantly influenced her life as well. At a time of chaos and uncertainty in her life, school was her only reprieve. It was the only place she felt wanted, needed, and loved. School also provided her the opportunity to show her true potential in the gifted magnet program. Olivia received the support and encouragement she needed at school from Ms. Little and Mr. Braxton, who served as her pseudo parents and family. They provided her with the guidance, nurturance, and impetus she needed to reach her academic potential. Unfortunately, Olivia was underserved by the social service and judicial system. She was in the social service system for many years and was never provided the adequate resources and support she needed to survive. As a result, Olivia was forced to seek alternate illegal sources of support that ultimately l anded her jail. If Olivia had been given adequate resources and support from the social service system she would not have had to engage in illegal activities to survive. In this sense, the judicial system was reactive as opposed to proactive with Olivia. For many years, she tried to navigate her way through an unforgiving system trying to attain assistance. Ironically, it was not until she committed a crime that she finally had access to the resources and support she desperately needed throughout her childhood. Fortunately, despite all the hardships Olivia endured throughout her childhood she did not let the social service or judicial system prevent her from attaining her dream of attending Babson College. Her incredible sense of resiliency and drive for a better life helped her to stay positive and maintain focus despite the many obstacles she encountered. Olivia always knew she would prevail, and in the end she did! She relied on the strength and perseverance she had used to overc ome past obstacles to achieve the dream that had almost been stolen from her. Her story is a source of inspiration for inner-city students throughout the world, and proves that childhood experiences and environmental systems may influence, but do not define, an individual. Lessons for a Future School Social Worker The book provided me with valuable insight into the lives of inner-city students. Prior to reading the book, I was unaware of the various obstacles many inner-city students face in their everyday lives. I now have a new understanding of how various systems in the environment negatively and positively influence students, and how I might be able to assist students in navigating many of these systems as a school social worker. The book also helped me realize how important it is for students to have access to adequate resources and support for optimal psychological, social, and academic development. The book also highlighted the relevant role school teachers and administrators have in impacting students lives, and how important it is for social workers to work collaboratively with school staff to ensure that students needs are being met. On a positive note, I have learned that inner-city students have incredible potential and that as a school social worker I will play a vital role in ide ntifying and addressing obstacles, providing resources and support, and serving as an advocate and coach to help students reach their full potential. I can, and will, make a difference in the lives of the students I work with! J

Salem Witch Trials V. The McCarthy Hearings :: essays research papers

The McCarthy Hearings are referred to as "witch-hunts" because of their similarity to the Salem witch trials. The McCarthy hearings are trials in which Senator Joe McCarthy accuses government employees of being Communists. He exaggerates and exploits the evidence and ruins many reputations just as the girls do in the Salem witch trials. The accused, in both cases, are used as scapegoats for society’s problems and the only way to escape direct punishment is to admit to guilt.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Joseph McCarthy and the girls from Salem begin to accuse people of being either Communists or witches to obtain, something they crave, power. No one actually has hard evidence to support these accusations, including the accusers. The more people they accuse the bigger the lies get. The girls in Salem begin to cry out that these witches are sending their spirits on them. The even go to the extent to start shivering, passing out, and mocking the accused as they walk into the room. Abigail Williams also sabotages, Elizabeth Proctor, one of the women she accuses of being a witch. When Abigail witnesses Marry Warren, the Proctors servent and one of the accusers, making a puppet and sticking a needle in it’s stomach for safe keeping Abigail knew it would be taken to her home at the Proctors. So she decides to claim she was stuck with a pin by Elizabeth Proctor through the technique of voodoo and Elizabeth is arrested that night for witchery. As for McCarthy he accuses anyone he sees. He even began to question the integrity of George C. Marshall and even President Eisenhower. He also, started an investigation on the Army. He never gave any kind of reliable evidence, he just started pointing fingers.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Instead of trying to fix the problems in their society they blame the problems on something else so they won‘t have to deal with them. In 1692 a few girls got sick, they blame it on witch craft instead of thinking that maybe they were faking it or they got some kind of unknown sickness. In 1950 people begin to think differently than one another and have new ideas, people blame it on Communists instead of embracing the new ideas and learning and politely debating them.

Essay --

Located in central Java in present day Indonesia, The Great Stupa of Borobudur is the world’s largest Buddhist monument. It was constructed sometime around AD 800 as a way of displaying visual teachings of Mahayana Buddhism. The Great Stupa of Borobudur is essentially a symbolic form of both a stupa, a sacred mound of earth with holy relics of the Buddha buried beneath, and a mandala, a mystic Buddhist symbol of the universe. Or as Catherine Albanese describes it â€Å"†¦the mandala meant a circle which signifies the wholeness of the self.† The architectural design of this stupa was different from anything that had come before it and every part of it had some significance in the world of Buddhism. The overall structure of Borobudur is made up of a square foundation along with a total of nine platforms. Of those nine platforms six of them are squared while the remaining three are circular. The structure can be further divided into three main levels: a base, a body, and the top. Each of these levels symbolize the three realms of Buddhist cosmology. The base symbolizes the realm of Kamadhatu; the six squared platforms symbolize the realm of Rupadhatu; and the three circular platforms at the top symbolize the realm of Arupadhatu. The realm of Kamadhatu is also known as the world of desires and it is the lowest level of the three realms. This is where ordinary sentient individuals live out their lives with desires and suffering. The next realm, the realm of Rupadhatu is known as the world of forms and it is the second level of the three realms. This realm is accessed by those who have gotten rid of their desires through meditation, but still have a name and form. It is said that you have to advance up through multiple stages in thi... ...design of Borobudur and the ritual that it entails. The reliefs located on the base and body were there in order to teach initiates the sacred texts as the ascended the mountain in Pradakshina. The elliptical and circular terraces represented the summit of Mt Meru and the central stupa located in the center represented the center of the universe. Through this ritual the state of Nirvana is attained through gradual processes and transitions, not drastic jumps. The architecture of Borobudur would also signify a gradual process as it starts off square in the lower terraces, transitions to elliptical with the first two upper terraces and finally becomes circular in the third upper terrace. People may only speculate as to what things may mean or represent, but one thing for certain is that The Great Stupa of Borobudur was designed and built the way it was for a reason.

The Contribution of George and Myrtle Wilson in The Great Gatsby Essay

The Contribution of George and Myrtle Wilson in The Great Gatsby The Great Gatsby is a novel written by F. Scott Fitzgerald. It is about the rise, the promise and the failure of American Dream. Some minor characters such as George and Myrtle Wilson have contributed to the development of the novel by providing us a contrast of their society that they are living in to the richer society in Long Island as well as a contrast of ideas in terms of modern American Dream. First of all, George and Myrtle Wilson are husband-and-wife who lives in the Valley of Ashes, as depicted in Chapter 2. They are the by-products of the corruption of the American Dream. As a result, their lives – bordered on hardship – can only be described as sustainable. In contrast, people such as Tom and Daisy Buchanan and Gatsby are the ones who have benefited from the corruption of the American Dream. This is clearly portrayed in Chapter 1 and Chapter 3 respectively on the lavish, excessive and careless lifestyle and the grandeur of residence that the Buchanans and Gatsby possess. The Wilsons’ barely sustainable lifestyle is clearly shown in the beginning of Chapter 2 whereby the type of place that they are living in is described as â€Å"a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens and the interior of their house is depicted as unprosperous and bare. On the contrary, the Buchanan’s house is narrated as à ¢â‚¬Å"a cheerful red-and-white Georgian Colonial mansion overlooking the bay, the lawn started at the beach and ran towards the front door for a quarter of a mile, jumping over sun-dials and brick walls and burning gardens†, while Gatsby’s house is illustrated as â€Å"an imitation of some Hotel de Ville in Normandy, with a tower o... ...ney and fame as she struggles to escape from her poor vicinity. However, this is not done through the hard and honest way as she chooses to associate herself with the rich people in an attempt of gaining wealth. The fact that the still physically-intact marriage of the Wilsons symbolises that both the corrupted and true values of American Dream are co-existing together. By pairing up two people with opposite personality as a couple, Fitzgerald has allowed us to understand and compare the ideas of American Dream through the Wilsons’ personality. To conclude, Fitzgerald has intelligently given various important roles to certain minor characters such as George and Myrtle Wilson so that comparisons and similarities can be made out and understood. This will allow us to make our own judgement and most importantly, to fully understand the underlying themes and intention.

Mahatma Gandhis Influence on the Civil Rights Movement of the United States Essay

Mahatma Gandhi’s Influence on the Civil Rights Movement of the United States Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The influence of Mahatma Gandhi relating to peace movement was experienced as early as in 1920’s. His long-lasting dedication and support of passive resistance finally led to Indian gaining full independence in 1948. Gandhi fought for the Indians’ rights in South Africa in his stay there. He fought to ensure that immigrant Indians who shaped an image of African blacks in United States enjoyed equal rights during civil rights movement. The similarity had a weighty impact on the blacks’ interests in following what Gandhi showed them in Gandhi back in south Africa, a struggle which is non violent, with an aim of extending the same to America. The United States citizens and particularly African Americans have been receiving constant flow of information concerning the Indian struggle of freedom which was led by Mahatma Gandhi. Murial Lester who was Gandhi’s friend toured America during 1930’s delivering speech es concerning non violent undertakings of Mahatma Gandhi.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The struggle for independence by Indians got many supporters and sympathizers, inside as well as outside peace movement. The undertakings of the struggle which was non violent between 1930-1933 all- India operations were being reported by united state’s newspapers by man journalists for example Webb Miller and Negley Farson. Progressives and liberals of different kinds were inspired by the struggles which were successful against imperialism and colonialism. When Gandhi was undertaking his non violent resistance concept he was inspired by advice from Henry David Thoreau’s relating to resisting things which were not right.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thoreau gave an advice that people could defy immoral an immoral action by government by not cooperating. Mahatma Gandhi implemented many thoughts from Thoreau in developing his concept of Truth force or satyagraha (non cooperation)4. One of the most critical and tangible effects that India has had on life in America was the influence of mahatma Gandhi on Luther King who was a leader of the civil rights, who implemented the Gandhi’s thought of civil disobedience to the united states’ civil rights movement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Luther king at all times paid tribute to Mahatma Gandhi to be one of the most significant sources of his own values. Luther king in 1959 he made a pilgrimage to India. Martin Luther king who was a Baptist minister received much of his philosophy relating to resisting evil nonviolently from the holy Bible, from the king’s undertaking of the Jesus teachings and also from particular pacifist threads in the traditions of the Christians. Nevertheless, Luther king was highly inspired by particular non- Christian ideologies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the most significant of these ideologies was nonviolence philosophy which was practiced by Mahatma Gandhi who was a spiritual leader who led India’s independence movement in first half of the twentieth century. Gandhi’s philosophy of non violence was not completely non-Christian since it was informed by both extensive studying of other moral and religious traditions including Christianity and also from his Hindu background.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Also Gandhi was mentored by count Leo Tolstoy, who was a famous novelist of Russian origin who supported and adopted â€Å"back -to -basics’’ pacifist version of Christianity which was radical and was based on the factual understanding of Sermon on the Mount. Throughout history many individuals have resisted using violence and have refrained participating in war. Pacifism means deciding to be ineffectual and even resisting from participating in the righteous fights. Many good individuals have deemed it necessary to balance between being warlike and too violent versus being defenseless and too passive. Greatest contribution of Mahatma Gandhi to the history and the ground his was such a great influence to Luther King was calling into question this apparent truism that becoming nonviolent means becoming passive.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gandhi used most of his adult life experimenting with nonviolent methods purposed to be effective in the real life and also morally admirable. His argument was always prevailing  over evil, resisting against injustice, standing up for oneself, living with integrity and dignity, etc. never necessitates willingness of using violence. In this regard Gandhi argued that there are many other strategies that can be used instead of violence. Martin Luther king from a tender was convinced that some things in this world are morally unacceptable. The intense racial discrimination of the Black Americans which king experienced was one example however war and poverty among other issues were very significant to him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He perceived that these vices were morally wrong and were supposed to be opposed and curbed with all the intelligence, courage and strength by all individuals. King was very committed to Christian values and he felt obliged to even love his enemies, not to kill any one and also not to wish ill to anyone. King was faced with a dilemma, a similar dilemma that individuals of conscience have faced always. After discovering Gandhi, Luther king was able to get out of the dilemma.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is because king was able to realize that it is possible to struggle for the rights of the Black people non violently without using bombs and guns or with propaganda and lies, but with truth and love. Under king’s leadership the civil rights movement was referred to be non violent and non passive. Luther king had always heard regarding Gandhi as a great player in the world scene from his early life however he did not notice Gandhi in a deeper way the time he attended crozer Theological seminary from 1948 to 1951. He was particularly inspired to know more about Gandhi in 1950 after he attended a talk which was delivered by, president of Howard University, Dr. Mordecai Johnson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Johnson had returned from India where he had visited and he had a lot to say concerning the nonviolent direct action by Gandhi. King took an action where he bought several books narrating about Gandhi and engaging himself in the mission of comprehending all he could relating to the Indian leader and also his philosophy. King had believed that ‘love your enemies’ philosophy and ‘The turn the other cheek’ philosophy were only valid when people were in a disagreement with other people; when racial groups and states were in conflict, a more realistic approach deemed necessary.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a result it was starting in 1955 when Luther king became actively engaged in planning and executing strategies to struggle against racial discrimination which is experienced in America at the time he decided absolutely to adopt the nonviolent direct action methods by Gandhi. Over many years king was influenced further by other important figures in civil rights movement who admired Gandhi and proponents of nonviolence for instance Bayard Rustin.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   King followed Johnson’s footsteps by making his own pilgrimage to India in 1959.In this visit king was able to meet Gandhi’s family members and also with Jawaharlal Nehru who was the prime minister. Jawaharlal Nehru for decades had been a significant all of Gandhi in the fight for Indian independence. Andrew Young who worked in civil rights movement together with Luther king when he was asked concerning the visit to India in 1959 he mentioned of how king constantly concerning this trip and also talked regarding how Gandhi had influenced his life. He was able to learn more about the meaning of heritage which he had grown up in and also spoke about that.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   He also clarified that – the March on Washington- the entire civil rights movement was a reflection and effort on their part to replicate salt march to the sea by Gandhi. Andrew Young also said that their methods and teachings that they used were all derived from the spirit and life of Mohandas Gandhi. Had Mahatma Gandhi not lived maybe Luther king would have become the leader of the American civil rights movement and also maybe he would have found other ways of embracing the Christian peace and love and also still be successful in resisting against injustice and evil.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, it is evident that the civil rights movement and Martin Luther King would have been very different in absence of the influence of Mahatma Gandhi who was an Indian spiritual leader. After a journey to India which took him a month he returned to America where he rededicated himself to peaceful struggle without using violence for justice to which mahatma Gandhi gave his life to as India’s independence movement leader. King continued adopting Gandhi’s commitments and the Indians passionately adopted king’s campaigns since they both shared common strategies, common struggles and common values.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although Gandhi and king lives were cut short as a result of violence up to date their values have much to teach the world relating to divisiveness, war, discrimination and terrorism. Most Americans know very little concerning Hinduism and only several of them imagine that Hinduism values had any influence concerning development of the American society. However, the little they know relating to Hinduism is probably gotten from their knowledge concerning Mahatma Gandhi. Several Americans understand that Gandhi life’s work and teachings had a tremendous effect on development of the American society all through the civil Rights movement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mahatma Gandhi brought a valuable gift of social justice, of non-violence and of the community service. Gandhi’s life acted as an example and this light illuminates the globe and which saved mankind from our own inhumanity to one another. The torch was handled by numerous hands. Such people included Dr. Benjamin Elijah Mays who was the Morehouse college principal, who had just returned from India being one of the increasing numbers of the African-American disciples of Gandhi. When Luther king joined Morehouse aged 15 years old, Dr. Mays emerged to be one of the huge influences in his life. Therefore, in this regard a torch was passed on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dr. King and coretta scott king in February 1959 spent one month in India where they studied Gandhi’s march nonviolence techniques as guests of Jawaharlal Nehru, who was a prime minister in India. The effect of the teachings of Gandhi’s teachings and illustration on the life of Dr. Kings was considerable and he carried with him to USA the Gandhi’s message.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Luther king once narrated a story Ebenezer Baptist church congregation in Atlanta concerning his visit to India. In February 2000, Mohan Gundhi arrived at Emory University as a resident fellow, Rev Andrew Young and Bishop Tutu took part in public discussion with him where they discussed concerning violence and Religion in southern states of America. Between January to April in 2000 was pronounced ‘A season for Non- violence,’ which was a public awareness campaign that was led by a group of eight kingandhian non violent fellowships and reconciliation across the nation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The climax of the season took part over spiritual Awareness Week in between March-April in 2000 with fantastic ceremony dedicating honorary degrees posthumously for spiritual leader Gandhi and also his wife at Morehouse College, which is one of the most popular Black colleges in America. Gandhi institute for reconciliation was established at this occasion where massive plague containing the wordsâ€Å" I have a dream’’, Dr. kings jr’s historical speech. The reason why Gandhi was being honored and valued in a nation which is very far from his home country even 50 years following his departure was due to the clout that Gandhi had on civil rights movement and African Americans during 1950’s to 1960’s.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The leader of the American civil rights movement, martin Luther king junior who was later awarded the Nobel peace Prize was greatly influenced by the ideologies of Gandhi and he also advocated the same as a leader of the civil rights movement. The outcomes of the American civil rights movement using the ideologies of Gandhi are evident even today where African Americans are treated equally as the white Americans. There was severe racial discrimination on the Blacks and in South Africa there was an instance where an educated lawyer who was well dressed was harshly thrown out of the train’s first class cabin back in South Africa.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A similar occurrence Montgomery Bus accident in 1955 led to a revolution and his experiments with the genuineness shall be important in leading the civil rights movement. Inspired by Ruskin and Thoreau, Gandhi’s experiments have developed both in size and shape and spread via his printing press in Durban and were successfully adopted in India, south Africa and finally it reached to the Negros. This was an instantaneous event that occurred over a long period of time. Influence of Mahatma Gandhi on peace movement was experienced in early 1920’s.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   John Holmes who was Unitarian minister and a popular debater who was very influential in forming NAACP(National Association for Advancement of colored people) laid down his finding of mahatma Gandhi in a sermon which was titled â€Å"The Christ of Today’’ that was circulated widely. In 1922 he gave another sermon which was titled â€Å"who is the greatest Man in World Today’’ where his description of Gandhi astonished many listeners where most of the listeners had not heard the name Gandhi before. Holmes also published â€Å"My Gandhi’’ in 1953 which was also one of his works where he described his interactions and meetings with Gandhi.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mahatma Gandhi’s autobiography was initially published in United States in magazine unity which John Holmes was the editor. Dandi March spearheaded by Mahatma Gandhi which was a 200 mile walk to Dandi from porbandar has gained popularity and international media coverage where it served also as an inspiration source to many idealists. Inside Asia by John Gunther was widely read in United States where it gave sympathetic portraits of Nehru and Gandhi during this March heightening the significance in Indian independence movement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before this Gandhi attracted the world attention as he spearheaded the first successful satyagraha which was a Sanskrit word meaning firmness for the truth cause which was finalized by the south Africa’s liberation from the Apartheid reign. The movement which was undertaken simultaneously in South Africa although not fully active got constant source of inspiration from Gandhi’s ideology of active resistance which was based on the principles of non violence. In America the blacks were not fully aware of Gandhi’s initiatives until the emergence of martin Luther king who became their leader. However there was a constant flow of information which assisted in sparking the civil rights movement at times however not on large scale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Only a small number of the colored individuals mostly educated class and included a minority of blacks who were fully aware of non violent struggle occurring in South Africa in late nineteenth century and early twentieth century in India.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gandhi’s efforts and ideologies also influenced the religious leaders who also were social idealists where they learnt on applying religious insights to both political and social challenges. They were highly inspired by his battle against untouchability and caste.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While Holmes remained to be the leading populariser of the Gandhi’s ideologies in united states also there were also Stanley jones who was a Methodist missionary who highly influenced by his personal familiarity in India; and also Kirby page who was a key figure in peace movement for many decades.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   African American started attending conferences in paris and England on coloured peoples congresses and pan-African where Gandhi’s followers expressed the illogicality of the ordinary plight of â€Å"black and brown races’’. Among the participants from the United States was Du Bois whose association as also that of Marcus Garvey who was All-African leader with expatriate Indian nationalists resulted to a stable stream of them going aboard on lecture tours of United States and conference. There were some whites apart from African Americans who promoted the campaign of equal rights to all the American citizens. These whites were very active in supporting the African Americans where they attended the conferences which were held by Gandhi’s followers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In mid 1920’s they were joined by popular dignitaries such as Rev CF Andrews and also Mirabai who were who close English emissaries, joined by Gertrude Emerson an American journalist Activist who were sent abroad later by Mahatma Gandhi to correct deceptive polemics by British regarding the universality and motivation of the campaign he had spearheaded in India. Other many delegates of the Indian national congress also followed. Popular Negros ministers involved in peace movement were Howard Thurman and Benjamin Mays held interviews with Mahatma Gandhi and he commented to Howard that it may be via the Negros that the pure message of non violence will be delivered around the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reinhold Niebuhr was another significant character to be dealt with and in his book â€Å"moral man and immoral society’’ he said that Mahatma Gandhi’s non violent technique could be of great importance to a minority group which is being oppressed such as the blacks in America3. Reinhold also added that non violent resistance although it is not an absolute solution for Black Americans, but if it is used in the Gandhi’s manner then this could result to justice which is unattainable through moral persuasion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However it was until 1950’s when this Gandhi’s ideology was implemented in civil rights movement. Therefore each important step in the Gandhi’s struggle including his fasting, successful satyagrahas like the salt march, imprisonment, together with his powerful personal messages to the American Negroes were printed and distributed across the leading Black magazines and papers and also the independent church newsletters.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specifically the most popular among them were crisis which was edited by Du Bois since 1910 together with Harlem Renaissance, the National council of churches, Atlanta Daily World, Christian century, The Chicago Defender, unity, Baltimore Afro-American, the American Negro Labor Council and the Norfolk Guide intensified Gandhi’s coverage in 1920’s and also 1930’s and also featured articles from the growing traffic between. American south and Gandhi’s India beginning with the opening African- American delegation, in order to meet Mahatma Gandhi in 1936.Black America joined in celebrations of India’s independence with a delegation which was led by Benjamin Mays and Mordecai Johnson leaving for New Delhi. Many writers had been greatly influenced by Mahatma Gandhi and also their writings had a significant impact beyond the peace movement. Such writers included Chester Bowles, Louis Fischer, Edmond Taylor, Vinc ent Sheean, Pearl Buck, Herrymon Maurer, Frances And John Gunther.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gandhi had a great influence on martin lather king who was the leader of American civil rights movement thus this movement was operated and based on the Gandhi’s ideas and principles which had a lot of influence on many people even in America. This is because king who was the leader of the American movement of civil rights in the United States embraced Gandhi’s methodology and philosophy in struggling for justice. He became a great follower and an avid preacher of Gandhian principles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   King believed strongly that the moral justice can be acquired in the rightful approach through taking the method of non- violence. Concurrently, Luther king’s interest in Mahatma Gandhi and his principles increased. In universities and colleges there has been a constant interest in Mahatma Gandhi on part of those personalities who are interested in social justice and peace. New course which deals absolutely on Gandhian principles have started being introduced in the universities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The success of the tested Gandhian approaches in the struggle for Indian freedom and similarities between the African American movement of civil rights and Indian freedom  struggle has influenced both followers and leaders to adopt the ideologies of Gandhi in their struggle for equality. Martin Luther king was attracted to Gandhi due to the fact that he the first individual to use Jesus’ love ethics beyond personal level and also for using love ethic as a tool of effecting social change in large scale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With many young nonviolent activists eventually king, jr mobilized non violent human barricades, mass movement, marches, civil disobedience, undertaking satyagraha-style sit-ins systematically, non cooperation pickets and strikes, spiced by use of passionate speeches while risking police beating and arrests from Montgomery to Birmingham, Atlanta to Albany and the popular Selma march on Washington D.C or else at other civil rights campaigns sites across united states using his popular phrase â€Å" I have a dream†¦Ã¢â‚¬â„¢Ã¢â‚¬â„¢ King also spoke out also against the dangerous and distracting American participation in Vietnam War. However, it worth noting that king did not implement all methods that were preached by Gandhi. For example, he resisted using the idea of taking over the private property and refusing to pay taxes and he contemplated however he never adopted fasting. In spite of these discrepancies, king implemented Gandhiâ €™s overall non-violent resistance philosophy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 2001 Martin Luther king was influenced by Gandhi’s approaches in becoming the civil  rights movement leader and is forever the Africans American’s hero. Coretta scott at National civil rights museum based in Tennessee said Gandhi’s example and teachings provided a strong influence on king’s leadership. Indian ambassador in USA, Latin man singh at the same event said that king and Gandhi joined America and India together through bonds of shared struggle and suffering.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The influence of Mahatma Gandhi on civil rights movement which occurred thousand miles away from India or England, where he got his education or in South Africa where Gandhi experimented with new principles had been very deep. It is evident that Mahatma Gandhi was invisible force of civil rights movement in United States4. King Jr was not only the leader who adopted ideologies of Gandhi into the fight for equality by African Americans there were many others like the followers of Gandhi from India who played a great role in giving the non- violent protest the shape as early as in the twentieth century. After the king’s arrival the civil rights movement in United States has strict adherence to the Gandhi’s principles like satyagraha and non violent protests. References â€Å"A freedom budget for all Americans: recapturing the promise of the civil rights movement in the struggle for economic justice today.† Choice Reviews Online 51, no. 07 (2014): 51-3956-51-3956. Brattain, M.. â€Å"JOHN A. SALMOND. Southern Struggles: The Southern Labor Movement and the Civil Rights Struggle. (New Perspectives on the History of the South.) Gainesville: University Press of Florida. 2005. Pp. xiv, 212. $55.00..† The American Historical Review 111, no. 2 (2006): 510-511. Hughes, Richard L.. â€Å"†The Civil Rights Movement of the 1990s?†: The Anti-Abortion Movement and the Struggle for Racial Justice.† Oral History Review 33, no. 2 (2006): 1-24. Jackson, M.. â€Å"The Civil Rights Movement and Social Change.† American Behavioral Scientist 12, no. 4 (1969): 8-17. Larry Isaac. â€Å"Movement Of Movements: Culture Moves In The Long Civil Rights Struggle.† Social Forces 87, no. 1 (2008): 33-63. Morris, A.. â€Å"Freedom Is a Constant Struggle: The Mississippi Civil Rights Movement and Its Legacy.† Contemporary Sociology: A Journal of Reviews 35, no. 4 (2006): 413-415. â€Å"Northern protest: Martin Luther King, Jr., Chicago, and the civil rights movement.† Choice Reviews Online 31, no. 05 (1994): 31-2890-31-2890. Ralph, James R., and Duncan R. Jamieson. â€Å"Northern Protest: Martin Luther King, Jr., Chicago and the Civil Rights Movement.† History: Reviews of New Books 22, no. 4 (1994): 158-158. â€Å"Ring out freedom!: the voice of Martin Luther King, Jr. and the making of the Civil Rights Movement.† Choice Reviews Online 41, no. 09 (2004): 41-5114-41-5114. Robnett, Belinda. â€Å"by Johnny E. Williams:African American Religion and the Civil Rights Movement in Arkansas.† American Journal of Sociology 111, no. 4 (2006): 1239-1241. Scalmer, Sean. Gandhi in the West: the Mahatma and the Rise of Radical Protest. Cambridge: Cambridge University Press, 2011. â€Å"Sisters in the struggle: African American women in the civil rights-black power movement.† Choice Reviews Online 39, no. 09 (2002): 39-5391-39-5391. Taylor, K. W.. â€Å"Book Reviews : Southern Struggles: The Southern Labor Movement and the Civil Rights Struggle. By John A. Salmond. Gainesville, FL: The University Press of Florida, 2004. 212 pp. $55 hardback.† Labor Studies Journal 29, no. 4 (2005): 131-132. â€Å"The Economic civil rights movement: African Americans and the struggle for economic power.† Choice Reviews Online 51, no. 01 (2013): 51-0458-51-0458. Wallenstein, Peter. â€Å"To Sit Or Not To Sit: The Supreme Court Of The United States And The Civil Rights Movement In The Upper South.† Journal of Supreme Court History 29, no. 2 (2004): 145-162. Willie, C. V., and J. S. Sanford. â€Å"Martin Luther King, Jr., the Civil Rights Movement, and Educational Reform.† Educational Policy 5, no. 1 (1991): 29-43. Young, Michael P.. â€Å"by Kenneth T. Andrews:Freedom Is a Constant Struggle: The Mississippi Civil Rights Movement and Its Legacy.† American Journal of Sociology 111, no. 3 (2005): 911-913. Source document

Nursing Shortage In America

This paper examines the issue of nursing shortage in the light of the report published by the American Association Of   Colleges of Nursing on the subject . This report examines the issue in detail citing various reasons and issues concerning the problem . A brief overview of the report and further supportive facts are as under : Issue of Nursing Shortage: Ever since Florence Nightingale revolutionized nursing practices, nursing has been playing a pivotal role in the delivery of health care. This has been due to the ever increasing demand made upon the health profession in all stages of its delivery. With increasing population and the plethora of diseases to combat, hospitals around the world are facing a lot of problems, nursing shortage being one of them. According to a report published by the American Association of colleges of nursing it has been cited that recent researches have pointed out that an acute shortage of nurses is being observed in the different states across America. It is projected that by the year 2024 the shortage would increase by 340,000 as compared to the current shortage of 118,000 nurses. The reasons for this shortage are the short term policies which have been formulated in this respect (AACN, 2007). Influencing Factors : Though a lot of factors are contributing towards the shortage of nurses , however the five main areas which need special emphasis in this regard include: 1)  Ã‚  Ã‚  Ã‚  Ã‚   Training 2)  Ã‚  Ã‚  Ã‚  Ã‚   Poor job environment 3)  Ã‚  Ã‚  Ã‚  Ã‚   Increased patient turnover 4)  Ã‚  Ã‚  Ã‚  Ã‚   High nurse turnover and vacancy rates 5)  Ã‚  Ã‚  Ã‚  Ã‚   Slow rate of growth of nurses A lot of attention has been given to producing medical doctors, very less attention has been given to the training of nurses. The other reasons cited in the report are the poor job environment, increased burden of patients, lower turnout. These factors are constantly challenging the health professionals. This is having an adverse impact on patient care. With the time slot available for each patient the level of nursing care has decreased a lot since the past few years. The increased frequency of errors being reported is also a result of these shortages. Other Studies: Besides the fact sheet which has been prepared by the American Association of colleges of nursing , a lot of studies have been carried out on this subject. Due to paucity of space a few of them are being presented for review: In an article published in readers digest in 2003, by John Prekannan has very rightly pointed out that if significant attention is not paid to the currently dwindling nursing population might adversely affect patient care. The increasing family pressure on nurses and their failure to tend to every case was cited as among the reason for a higher mortality rate. Another important point which has been made is the aloof attitude the patients experience from the nurses involved in their care. As compared to yester years when patients were received warmly by the nursing staff the present day health care is a constant reminder of the toll inadequate staffing may take on the already overburdened nurses (John Prekannan, 2003). In another research project which has taken a look over the reasons for this shortage has brought four main points in the lime light viz ageing workforce, declining enrolment, changing work climate and poor image of nursing (Goodin 2003). The answer to all these problems lies in formulating policies to combat this dearth of nursing professionals. Adequate resourcing and financing is the key when it comes to training programs. The grants which are being offered for the revival of nursing industry are not the only means of a revival but to change and bring about a powerful image of the nurses and to glamorize the profession is the key (Chandra , 2005)   . Solution : The focus needs to change from producing just doctors to the production of quality nurses so that the new trends and advancements which are taking place every now and then in the medical filed can be put into practical use by the sufficiently qualified nursing staff. Nursing programmes should be devised so that nurses may have a chance to develop and groom themselves according to the needs of the modern society. References American Association of Colleges of Nursing, Nursing Shortage Fact Sheet, Published 2007 John Pekkanen, Nursing shortage is America’s biggest health care crises, Article published in Reders Digest, September 2003 Janiszewski Goodin HGoodin , The Nursing Shortage in The United States Of America-an integrative review of literature, Published din Journal of advanced nursing, Volume 43 , Number 4 , August 2003. Chandra, Ashish, Willis, William K Importing Nurses: Combating the nursing shortage in America Copy right 2005 Heldref Publications