Overcoming Math Anxiety

Math anxiety or fear of math is actually quite common. Math anxiety, like test anxiety is quite similar to stage fright. Why does someone suffer stage fright? Fear of something going wrong in front of a crowd? Fear of forgetting the lines? Fear of being judged poorly? Fear of going completely blank? Math anxiety conjures up fear of some type. The fear that one wont be able to do the math or the fear that its too hard or the fear of failure which often stems from having a lack of confidence. For the most part, math anxiety is the fear about doing the math right, our minds draw a blank and we think well fail and of course the more frustrated and anxious our minds become, the greater the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety grow for many students. Where Does Math Anxiety Come From? Usually math anxiety stems from unpleasant experiences in mathematics. Typically math phobics have had math presented in such a fashion that it led to limited understanding. Unfortunately, math anxiety is often due to poor teaching and poor experiences in math which typically leads to math anxiety. Many of the students Ive encountered with math anxiety have demonstrated an over reliance on procedures in math as opposed to actually understanding the math. When one tries to memorize procedures, rules and routines without much understanding, the math is quickly forgotten and panic soon sets in. Think about your experiences with one concept — the division of fractions. You probably learned about reciprocals and inverses. In other words, Its not yours to reason why, just invert and multiply. Well, you memorized the rule and it works. Why does it work? Do you really understand why it works? Did anyone every use pizzas or math manipulatives to show you why it works? If not, you simpl y memorized the procedure and that was that. Think of math as memorizing all the procedures - what if you forget a few? Therefore, with this type of strategy, a good memory will help, but, what if you dont have a good memory. Understanding the math is critical. Once students realize they can do the math, the whole notion of math anxiety can be overcome. Teachers and parents have an important role to ensure students understand the math being presented to them. Myths and Misconceptions None of the following is  true! Youre born with a math gene, either you get it or you dont.Math is for males, females never get math!Its hopeless, and much too hard for average people.If the logical side of your brain isnt your strength, youll never do well in math.Math is a cultural thing, my culture never got it!Theres only one right way to do math. Overcoming Math Anxiety A positive attitude will help. However, positive attitudes come with quality teaching for understanding which often isnt the case with many traditional approaches to teaching mathematics.Ask questions, be determined to understand the math. Dont settle for anything less during instruction. Ask for clear illustrations and or demonstrations or simulations.Practice regularly, especially when youre having difficulty. Take good notes  or use journals effectively.When total understanding escapes you, hire a tutor or work with peers that understand the math. You can do the math, sometimes it just take a different approach for you to understand some of the concepts.Dont just read over your notes - do the math. Practice the math and make sure you can honestly state that you understand what you are doing.Be persistent and dont over emphasize the fact that we all make mistakes. Remember, some of the most powerful learning stems from making a mistake. Learn from mistakes. Find out more about the myths of doing math and you too will overcome math anxiety. And, if you think making mistakes is a bad thing, look again. Sometimes the most powerful learning stems from making mistakes. Find out how to learn from your mistakes. You might also want to find out what the 3 most common errors in math are and review the remedies to overcome them.

Essay about Snake, By DH Lawrence - 679 Words

Snake nbsp;nbsp;nbsp;nbsp;nbsp;When the snake first came to the water-trough, the narrator was excited and glad quot;he had come like a guest in quiet, to drink at my water trough.quot; He quot;felt so honouredquot; at this visit whilst at the same time, the voices of his quot;accursed human educationquot; advised him to kill it, for it was a gold snake and therefore venomous. nbsp;nbsp;nbsp;nbsp;nbsp;Those voices said to him, quot;If you were not afraid you would kill him.quot; The narrator quot;picked up a clumsy log And threw itquot; at the snake when the snake was leaving. Like for a moment, the majestic spell of awe was broken and the voices overpowered him so his real cowardice shone through. He had asked†¦show more content†¦The use of words like silently, softly, in the beginning when he is first describing the snake and the snakes motions, serve to get us into a quiet, observing mood. Then saying the snake quot;mused a momentquot; gives us the impression that the snake is quot;like a kingquot;, quiet and majestic. Again, later in the poem, using words such as dreamily and slowly, projecting that quiet atmosphere. nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;The narrator seems almost confused by how he feels toward this snake. His voices tell him he is a coward and that he isnt a man because he hasnt killed the snake. But he longs to talk to him. He seems to feel a connection to this snake. He quot;felt so honouredquot; to be with the snake. He was afraid, and he recognized that, quot;But even so, honoured still morequot; nbsp;nbsp;nbsp;nbsp;nbsp;After he threw the log at the snake and the snake disappears he quot;immediatly regetted it.quot; He quot;thought of the albatrossquot; this of course is an allusion to the poem by Samuel Taylor Coleridge called the quot;Rime of the Ancient Marinerquot;. quot;Snakequot; does indeed seem to be similar to the Rime of the Ancient Mariner when the snake came and drank, and the albatross came for food or playquot;. When the snake appears at the water trough, the narrator is honoured and happy to see the snake, this is like when the quot;Albatross came through theShow MoreRelatedThe Snake : Freudian Idealisms, Human Self Conflict And Religious Integrity1154 Words   |  5 Pages The Snake: Freudian Idealisms, Human Self-Conflict and Religious Integrity By: Josh Howe For: Mrs. Polivick Date: 9/23/14 At the turn of the 20th century, a plethora of poetic revolutions took place due to the social, political, and religious events that defined the era. Imagism is one of the most notable movements, as it spawned many forms of poetry that still thrive today, forms such as: jazz poetry, pylon poetry, and, most notably, nature poetry. Nature poetry shows man’s appreciationRead More Thomas Hardy sometimes uses the landscape to reflect mood of his characters.3697 Words   |  15 Pageslandscape to reflect mood of his characters. Choose two brief extracts (about two pages each) where he does this; one when Tess is happy and another when she is not. How does Hardy reflect Tesss mood through landscape in these extracts? How does Lawrence use setting and place in Tickets Please? How do these two writers manage to convey a sense of the time at which these stories are written? The first extract I have chosen to analyse in Tess of the DUrbervilles when Tess is happy is In the

Homo Neanderthalensis †the Neanderthals Free Essays

Since their discovery more than a century ago, the Neanderthals have hovered over the minds and have baffled the best-laid theories of paleoanthropologists. They seem to fit in the general scheme of human evolution, and yet they’re misfits. (Jurmain, Kilgore, Trevathan and Ciochon. We will write a custom essay sample on Homo Neanderthalensis – the Neanderthals or any similar topic only for you Order Now p. 367) In a way they are like us the modern Homo sapiens but yet are a very different species. But the real question that needs to be answered is â€Å"why the Neanderthals were considered a different species than the Homo sapiens and what made them go extinct? † The first Neanderthal remains were discovered in the year of 1856 in Germany. This discovery of a skullcap and partial skeleton in a cave in the Neander Valley (near Dusseldorf) was the first recognized fossil human form (Smithsonian 2007b). This was the first time Neanderthal fossils were discovered, as skulls were unearthed in Engis, Belgium in 1829 and Forbes’ Quarry, Gibraltar in 1848. However; these earlier discoveries were not known as belonging to archaic forms. The type of specimen, named Neanderthal 1, consisted of a skull cap, two femora, three bones from the right arm, two from the left arm, part of the left ilium, fragments of a scapula, and ribs. When this skeleton was recovered the workers thought the bones belonged to a bear. The workers then gave the material to an amateur naturalist Johann Karl Fuhlrott, who then in turn gave the fossils to anatomist Hermann Schaffhausen. The discovery was jointly announced in 1857. In 1864, a new species was known as: Homo Neanderthalensis. These, and later, discoveries led to the idea that these remains were from the ancient Europeans who played an important role in modern human origins. The bones of over four hundred Neanderthals have been found since. The most controversial one was excavated in 1908 at La Chalpelle-aux-Saints in southeast France. This was a nearly complete skeleton of a man who would have been elderly by the Neanderthals standards. The bones were analyzed between 1911 and 1913 by the well known French paleontologist, Marcellin Boule. But unfortunately his prejudices got in the way of scientific objectivity. He described the La Chapelle- aux-Saints man, and subsequently all Neanderthals, as dull- witted, brutish and ape-like creatures who walked hunched over with a shuffling gait. Today scientists think he misjudged the Neanderthal posture because the adult male that was discovered had osteoarthritis of the spine. Also, and probably more important, Boule and his contemporaries found it difficult to fully accept that the Neanderthals would have been the ancestor of modern humans. The skull of this male, which was 40 years old when he died, is very large with a cranial capacity of 1,620cm. Typical of western European classic forms, the vault was low and long; the brow ridges are immense, with the typical Neanderthal arched shape; the forehead was low and retreating; and the face was long and projecting. The La Chapelle skeleton wasn’t a typical Neanderthal, but and unusually robust male. Who â€Å"evidently represented an extreme in the Neanderthal range of variation† (Brace et al. , 1979, p. 117). The term â€Å"Neanderthal Man† was named by an Irish anatomist William King. He named them after the Neander River Valley. Classic Neanderthal fossils have been found over a large area, from northern Germany, to Israel to Mediterranean countries like Spain and Italy, and from England in the west to Uzbekistan in the east. The first proto- Neanderthal traits appeared in Europe as early as 350,000 years ago. (Bischoff et al. 003). By 130,000 years ago, full blown Neanderthal characteristics were present. Neanderthals became extinct in Europe approximately 30,000 years ago. There is recently discovered fossil and stone-tool evidence that suggests Neanderthals may have still been in existence 24,000 years ago, at which time they disappeared from the fossil record and were replaced in Europe by modern Homo sapiens. (Rincon 2006, Mcilroy 2006, Klein 2003, Smithsonian 2007b, 2007b, 2007c). The classic Neanderthal cranium was large, long, low and budging at the sides. Viewed from the side, the occipital bone is somewhat bun-shaped. The forehead rises more vertically than that of a H. Erectus, and the brow ridges arch over the orbits instead of forming a straight bar. The Neanderthals were robust, barrel-chested, powerfully muscled. They also had a large, thick skull, a sloping forehead, and a chinless jaw. This robust skeletal structure, in fact, dominates hominin evolution from H. Erectus through all premodern forms. (Jurmain, Kilgore, Trevathan and Ciochon. p. 370). Neanderthals had a compact body of short stature. Males averaged 1. 7 m (5ft 5in) tall and an estimate to weigh 84kg (185lb), and females averaged 1. m (5ft) tall and an estimate 80kg (176lb). (Smithsonian 2007c). Neanderthals also differed from modern Homo Sapiens in that they had a low forehead, double arched brow ridge, larger nasal area, projecting cheek region, weak chin, obvious space behind the third molar, heavily-built bones, broad scapula, short lower leg and arm bones relative to the upper portions, occasional bowing of the limb bones, the hip rotated outward, a long and thin pubic bone, and large joint surfaces of the toes and long bones. (Smithsonian 2007c). Neanderthals had noses that were broad and very large. They had limb bones that were thick and had large joints which indicate they had strongly muscled arms and legs. The shin bones and forearms tended to be shorter than those of modern humans. The pelvis was wider from side to side than in modern humans and this may have slightly affected their posture. One striking feature of Neanderthals was the brain size, which in these hominins actually was larger than that of H. sapiens today. The average for contemporary H. sapiens is between 1,300 and 1,400 cm, while for Neanderthals it was 1,520cm. The large size may have been linked with the metabolic efficiency of a larger brain in cold weather. Neanderthals mostly lived in cold climates, and their body proportions are similar to those of modern cold-adapted people for example the Eskimo people. The Eskimo people also live in very cold areas, and have a larger average brain size than most other modern human populations. Neanderthals develop quite differently in their childhood than the Homo sapiens. Neanderthal children may have grown faster than modern human children. Where as modern Homo sapiens have the slowest body growth of any mammal during childhood with lack of growth during this period being made up later in an adolescent growth spurt. The possibility that Neanderthal childhood growth was different was first raised in 1928 by the excavators of the Mousterian rock-shelter of a Neanderthal juvenile. Arthur Keith in 1931 wrote, â€Å"Apparently Neanderthal children assumed the appearances of maturity at an earlier age than modern children. †(Keith, Arthur p. 346) The rate of body maturation can be inferred by comparing the maturity of a juvenile’s fossil remains and the estimated age of death. Evidence shows that Neanderthals had a complex culture although they did not behave in the same ways as the early modern humans who lived at the same time. Scholars debate the degree of symbolic behavior shown by Neanderthals as finds of art and adornment are rare, particularly when compared to their modern human contemporaries who were creating significant amounts of cave paintings, portable art and jewelry. Some researchers believe that the Neanderthals lacked cognitive skills to create art and symbols and, in fact copied from or traded with modern humans rather than create their own artifacts. The Neanderthals had a reasonably advanced toolkit classified as Mode 3 technology that was used by early members of our own species, Homo sapiens. This was also known as the Mousterian, named after the site of Le Mousteir. Near the end of the time of the Neanderthals, they began to utilize the Chatelperronian tool style similar to the blade tools of Homo sapiens. . The tools of the Homo sapiens differed from that of the Neanderthals. The tools of the Homo sapiens were much more detailed as they were made out of ivory, bones antlers, and wood. There is little evidence that Neanderthals used antlers, shell, or other bone materials to make tools; their bone industry was relatively simple. However, there is good evidence that they routinely constructed a variety of stone implements. The Neanderthal (Mousterian) toolkits consisted of sophisticated stone-flakes, task-specific hand axes, and spears. Many of these tools were very sharp. Neanderthals trimmed a flint nodule around the edges to form a disk-shaped core. Each time they struck the edge, they produced a flake, and they kept at it until the core became too small and was discarded. There is also good evidence that they used a lot of wood, although such artifacts would likely not have been preserved (Henig 2000). Chatelperronian is one of the most advanced tool style than that of the Mousterian. This occurred at about the same time as modern humans entered Europe. Many archeologists think that the Neanderthals were attempting to copy the types of tools that they observed modern humans making. Alternatively, it is possible that they may have obtained these tools by trading with the modern humans. While Neanderthals had weapons, no projectile weapons have been found. They had spears, in the sense of a long wooden shaft with a spearhead firmly attached to it, but these were not spears specifically crafted for flight. The Neanderthals used their hunting weapons for hunting prey in close proximity and usually hunted in their localized areas. Because Neanderthals had no long-distance weaponry and were mostly limited to thrusting spears, they many have been more prone to serious injury-a hypothesis supported by paleoanthropologists Thomas Berger and Erik Trinkaus (Jurmain, Kilgore, Trevathan and Ciochon, p. 376). Where as the modern Homo sapiens made use of spear-thrower and bow and arrow. With these weapons the Homo sapiens had a wider range of social contacts, perhaps permitting larger, more organized hunting parities. The Neanderthals built hearths and were able to control fire for warmth, cooking and protection. They were known to wear animal hides, especially in cooler areas. However, there is no physical evidence that Neanderthal clothing was sewed together, and it may have simply been wrapped around the body and tied. A very intriguing find was excavated a hollowed-out bear femur that contained holes that may have been deliberately bored into it. This bone was found in western Slovenia in 1995, near the Mousterian fireplace, but its significance is still a matter of dispute. Some paleoanthropologists think that it might have been a flute, while others have expressed that it is a natural bone modified by bears. Another way in which Neanderthals differed markedly from contemporary modern Homo Sapiens, Homo sapiens employed a much wider range of materials from across Europe- such as seashells from Atlantic and mammoth ivory from southern Germany. Neanderthals, by contrast, probably stayed mostly around their caves and campsites. So they did not trade like the modern Homo sapiens. They probably transported their stone materials from short distances- just a few kilometers away. This suggests that Neanderthals activity was localized and territorial. Although much has been hyped about the Neanderthal’s burial of their dead, their burials were less elaborate than those of anatomically modern humans. The interpretation of the Shanidar IV burials as including flowers, and therefore being a form of ritual burial (Solecki 1975), has been questioned (Sommer 1999). On the other hand, five of the six flower pollens found with fossil Shanidar IV are known to have had traditional medical uses, even among relatively contemporary populations. In some cases Neanderthal burials have been found with grave goods, such as bison and auroch bones, tools, and the pigment ochre. On the other hand burial of Modern Homo sapiens were more much more complex, and frequently included both tools and remains of animals (Jurmain, Kilgore, Trevathan and Ciochon, p. 378) Neanderthals occupied a range of environments across Europe and the Middle East and lived through a period of changing climatic conditions. Ice Age in Europe was interspersed with warmer periods but by 110,000 years ago average temperatures were on the decline and full glacial conditions had appeared by 40,000 years ago. There is evidence that the Neanderthals hunted big game and chemical analysis of their fossils shows that they ate significant amounts of meat supplemented with vegetation. Despite this mixed diet, nearly half of the Neanderthals skeletons studied show the effects of a diet deficient in nutrients. Researchers have long debated whether Neanderthals also included human meat in their diets. It is not always easy to determine whether the cut marks on human bones are due to cannibalism, or some other practice or even animal teeth. But in recent years new evidence has emerged that suggests that some Neanderthals may indeed have been cannibals on occasions. The cave of El Sidron in Spain yielded hundreds of Neanderthals bones with cut marks, deliberate breaks for marrow extraction, and other signs that the bodies had been butchered for flesh in the same way as animals. There is Neurological evidence for potential speech in Neanderthalensis existed in the form of the hypoglossal canal, which is a bony canal in the occipital bone of the skull. The canal of Neanderthals is the same size or larger than in modern humans, which is significantly larger than the canal of Australopithecines and modern Chimpanzees. The canal carries the hypoglossal nerve, which supplies the muscles of the tongue with motor coordination. Researchers indicate that this evidence suggests that Neanderthalensis had vocal capabilities similar to, or possibly exceeding that of, modern humans (Kay et al. 1998). However, a research team from the University of California, Berkeley, led by David DeGusta, suggests that the size of the hypoglossal canal is not an indicator of speech. His team’s research, which shows no correlation between canal size and speech potential, shows there are number of living non-human primates and fossilized australopithecines that have equal or larger hypoglossal canal. In 1997, geneticists were able to extract a short sequence of DNA from Neanderthal bones from 30,000 years ago. In July 2006, the Max Planck Institute for Evolutionary Anthropology and 454 Life Sciences announced that they would sequence the Neanderthal genome over the next two years. At roughly 3. billion base pairs, Neanderthal genome is about the size of the modern human genome. According to the preliminary sequences, 99. 7% of the base pairs of the modern human and Neanderthal genomes are identical, compared to humans sharing around 98. 8% of the base pairs with the chimpanzee. The researchers recovered ancient DNA of Neanderthals by extracting the DNA from the femur bone of a 38,000 year old male Neanderthal specimen from Vindija Cave, Croatia and other bones found in Spain, Russia, and Germany. Additionally, in 2010, the announcement of the discovery and analysis of Mitochondrial DNA from the Denisova hominin in Siberia revealed that this specimen differs from that of modern humans by 385 bases in the mtDNA strand out of approximately 16,500, whereas the difference between the modern humans and Neanderthals is around 202 bases. Groundbreaking analysis of the Neanderthal genome published in 2010 shows that modern humans and Neanderthals did interbreed, although on a very limited scale. Researchers compared the genomes of five modern humans with the Neanderthal, discovering that Europeans and Asians share about 1-4% of their DNA with Neanderthals and Africans none. This suggests that modern humans bred with Neanderthals after moderns left Africa but before they spread to Asia and Europe. The most likely location is the Levant, where both species co-existed for thousands of years at various times between 20-90,000 years ago. Interestingly, the data doesn’t support wide-scale interbreeding between the species in Europe, where it would have been most likely given their close proximity. Neanderthals persisted for hundreds of thousands of years in extremely harsh conditions. They shard Europe for 10,000 years with the Homo sapiens. Today they no longer exist. There are two main theories of why they have disappeared. The first theory says the Neanderthals interbred with Homo sapiens on a relatively large scale. Followers of this theory believe that although Neanderthals as organisms no longer exist their genes were present in early modern Europeans and may still exist today. Interbreeding diluted Neanderthal DNA because there were significantly more Homo sapiens. Neanderthals were a sub-species of Homo sapiens rather than a separate species and hence their scientific name is Homo sapiens neanderthalensis. There is quite a bit of evidence that supports this theory. There are features of Neanderthals in some Cro-Magnon (Homo sapiens) populations. For instance the discoverers of the 24,000-year-old skeleton of a modern human boy from Lagar Velho in Portugal argue that although the pelvis and facial morphology are sapiens-like, the robusticity and limb proportions are more Neanderthal-like. As the age of the skeleton is later than the time of the last known Neanderthal, these features must represent significant interbreeding and transmission of DNA between modern humans and Neanderthals. Cro-Magnon remains from Vogelherd in Germany and Mladec in the Czech Republic also exhibit a Neanderthal-like projection of the occipital bun at the back of the skull, more so than in later Homo sapiens. Various reasons have been proposed for the ‘replacement’ of Neanderthals by modern humans. Today, most theories accept that Neanderthals displayed advanced behaviors and adaptive strategies and were not sluggish brutes that stood no chance against the vastly superior Homo sapiens. Neanderthal reproductive success and survival rates appeared poor compared to Homo sapiens. Most Neanderthal remains were of individuals rarely over 30 years old and over half were children. Slightly better rates of reproductive success and childhood survival over 10,000 years could be all it took for Homo sapiens to replace Neanderthals. Neanderthals may have also lacked the adaptive nature of modern humans who had complex social networks across wide areas. Smaller populations of Neanderthals that tended to stay in limited areas may have made them vulnerable to local extinctions. The survival techniques of Neanderthals were not as developed as Homo sapiens. For instance, studies on stress and build-up of tissue in Neanderthal bones indicate they may have lacked systematic and directional planning in procuring food. This Neanderthal predominance of ‘brawn over brain’ may also be reflected in the number of skeletal injuries seen in both sexes, probably from close range hunting. Other studies show that 40% of Neanderthal remains have hypoplasia, a condition caused by lack of nutrients in early childhood. This is supported by tests on Neanderthal bone collagen which indicate that meat was very significant in Neanderthal diets to the point that they may be lacking the nutrients from other sources used by Homo sapiens, especially fresh water products and vegetable matter. Researchers also believe climate could have played a major role in Neanderthal’s extinction. New data on the glacial period that occurred from about 65,000 to 25,000 years ago (known as OIS-3) shows that it was a period of rapid, severe and abrupt climate changes with profound environmental impacts. Although Neanderthals were physically adapted to the cold, the severe changes in conditions (within individuals’ lifetimes in many cases) allowed no time for populations to recover. I believe doing this research on Neanderthals has taught me a lot more than I knew. I was fascinated by the anatomical differences and similarities between the Homo sapiens and the Neanderthals. I got to learn a lot about their lifestyles, their cultures and how the Neanderthals became extinct. I was surprised to know that some Neanderthals showed evidence of cannibalism. Now having done the research on the Neanderthal, if I was asked to answer my own research question I would be able to answer it. Neanderthals were different from the Homo sapiens for various reasons. They were anatomically different than the Homo sapiens. The Neanderthals were strong and robust while the Homo sapiens today are not as robust and barrel-chested as the Neanderthals. Also the brains of the Neanderthals were larger than the Homo sapiens today. Also I found the extinction theories of the Neanderthals very interesting. I agree with the climate theory. It was mentioned as evidence that the weather was so abrupt and severe it might have affected the Neanderthals negatively leading them to go extinct. Overall this research project made me become aware of all our previous human ancestors. How to cite Homo Neanderthalensis – the Neanderthals, Essay examples

Leadership Essay Thesis Example For Students

Leadership Essay Thesis There is a lot of important things to preform in taking the position of being a leader. You are looking after others and also setting the role for younger kids. Some of the main important things to remember and follow to be a good leader is to have a lot of good quality. There is a lot of components to establish good quality. The following key points are critical and most important to follow. When you are teaching and dealing with younger children you must be prepared to communicate on their level. Act with enthusiasm when you are playing games, show that you are interested in the things you are doing with the kids. When planning games and activities make sure that they are appropriate for the age of the kids you are dealing with. And most important always show enthusiasm. To be a good leader you must be a good decision maker, eg. When you are faced with a problem child that will not listen or cooperate with you and the students in your class, then you must take some time and deal with the problem by, making a list of pros and cons of possible solutions in dealing with the problem. Be patient and give the kids a chance, because it might just be a temporary thing. You want to remember though not to exclude or manipulate any one in the class. You must always remember about everyones feelings and be considerate to all. And in return you will receive respect, which is most im portant in getting things done. Right from the first day you have to show initiative, you must be strict and let them know whos in charge, other wise you will not get the respect and cooperation that is wished for to make the task easier. They will also cause problems and forget whos in charge. Show confidence, it is really important that you go out there being prepared and being comfortable with what you are going to do, this way the kids will pay more attention to you. As for if you were shy and scared the kids would sense how you werent sure on how to approach the leadership skills that is required. You also want to remember to be fun, and understanding so the kids can enjoy the class and want to continue on and follow instructions. One of the most important things is to be encouraging, their self confidence is extremely important. You want to show that you are concerned about them by listening to what they have to say, be friendly towards them and helpful when they are in need. Try to always stay involved in the class, be in the water with the kids, and do demonstrations whenever possible. Try not to get distracted with the things that are going on all around you, the kids are your number one priority. The next step in being a good leader is to have good safety skills. Be aware of all the danger areas around you, the pool, and the kids you are responsible for. Teach the kids whats dangerous so they are aware of the hazard areas. Safety is an important aspect of teaching. It is something you must be conscious of at all times. Remember to always have an aid with you incase of an emergency and to show the kids that you are alert and looking out for them, especially if your teaching really young kids that are just learning how to swim and dont have a lot of self confidence. Last but not least, it is equally important, to be organized. Being organized is extremely critical in being successful. You must plan before your class in what you are going to do each day, what you are going to accomplish and have the kids preform. Plan what equipment and props you will need in completing your lesson. This helps everything flow nicely and it also shows the kids that you are organized and you have put some time in to planning what will be done each day. These are some of the main keys in being a good leader. If you keep all this in mind while teaching a lesson every

The Montgomery Bus Boycott Essay Example For Students

The Montgomery Bus Boycott Essay The Montgomery bus boycott changed the way people lived and reacted toeach other. The American civil rights movement began a long time ago, as earlyas the seventeenth century, with blacks and whites all protesting slaverytogether. The peak of the civil rights movement came in the 1950s startingwith the successful bus boycott in Montgomery Alabama. The civil rightsmovement was lead by Dr. Martin Luther King Jr., who preached nonviolence andlove for your enemy. Love your enemies, we do not mean to love them as a friend or intimate. Wemean what the Greeks called agape-a disinterested love for all mankind. Thislove is our regulating ideal and beloved community our ultimate goal. As westruggle here in Montgomery, we are cognizant that we have cosmic companionshipand that the universe bends toward justice. We are moving from the black nightof segregation to the bright daybreak of joy, from the midnight of Egyptiancaptivity to the glittering light of Canaan freedomexplained Dr. King. We will write a custom essay on The Montgomery Bus Boycott specifically for you for only $16.38 $13.9/page Order now In the Cradle of the Confederacy, life for the white and the coloredcitizens was completely segregated. Segregated schools, restaurants, publicwater fountains, amusement parks, and city buses were part of everyday life inMontgomery, Alabama. Every person operating a bus line should provide equalaccommodationsin such a manner as to separate the white people from Negroes.On Montgomerys buses, black passengers were required by city law to sit in theback of the segregated bus. Negroes were required to pay their fare at thefront of the bus, then get off and reboard from the rear of the bus. The frontrow seats were reserved for white people, which left the back of the bus or nomans land for the blacks. There was no sign declaring the seatingarrangements of the buses, but everyone knew them. The Montgomery bus boycott started one of the greatest fights for civilrights in the history of America. Here in the old capital of the Confederacy, inspired by one womens courage; mobilized and organized by scores of grass-roots leaders in churches, community organizations, and political clubs; calledto new visions of their best possibilities by a young black preacher namedMartin Luther King, Jr., a people was reawakening to its destiny. In 1953, the black community of Baton Rouge, Louisiana successfullypetitioned their city council to end segregated seating on public buses. Thenew ordinance allowed the city buses to be seated on a first-come, first-servedbasis, with the blacks still beginning their seating at the rear of the bus. The bus drivers, who were all white, ignored the new ordinance and continued tosave seats in front of the bus for white passengers. In an effort to demandthat the city follow the new ordinance, the black community staged a one-dayboycott of Baton Rouges bu ses. By the end of the day, Louisianas attorneygeneral decided that the new ordinance was illegal and ruled that the busdrivers did not have to change the seating arrangements on the buses. Three months later a second bus boycott was started by Reverend T.J. Jemison. The new boycott lasted about one week, and yet it forced the cityofficials to compromise. The compromise was to change the seating on the busesto first-come, first-served seating with two side seats up front reserved forwhites, and one long seat in the back for the blacks. The bus boycott in Baton Rouge was one of the first times a community ofblacks had organized direct action against segregation and won. The victory inBaton Rouge was a small one in comparison to other civil right battles andvictories. The hard work of Reverend Jemison and other organizers of theboycott, had far reaching implications on a movement that was just starting totake root in America. In 1954 the landmark case of Brown vs. Board of Educationof Topeka descion by the Supreme Court overshadowed Baton Rouge, but the ideasand lessons were not forgotten. They were soon used 400 miles away inMontgomery, Alabama, where the most important boycott of the civil rightsmovement was about to begin. The idea of separate but equal started in 1896 with a case called Plessyv. Ferguson 163 U.S. 537 (1896). On June 2, 1896 Homer Adolph Plessy, who wasone-eighth Negro and appeared to be white, boarded and took a vacant seat in acoach reserved for white people on the East Louisiana railroad in New Orleansbound for Covington, Louisiana. The conductor ordered Plessy to move to a coachreserved for colored people, but Plessy refused. With the aid of a policeofficer , Plessy was forcibly ejected from the train, locked up in the NewOrleans jail, and was taken before Judge Ferguson on the charge of violatingLouisianas state segregation laws. In affirming Plessys conviction, theSupreme Court of Louisiana upheld the state law. Plessy then took the case tothe Supreme Court of America on a writ of error ( an older form of appeal thatwas abolished in 1929) saying that Louisianas segregation law was unconstitutional as a denial of the Thirteenth Amendment and equal protectionclause of the Fourteent h Amendment.The Plessy v. Ferguson case descionstated that separate but equal was fine as long as the accommodations were equalin standard. Case after case the separate but equal doctrine was followed but notreexamined. The equal part of the doctrine had no real meaning, because theSupreme Court refused to look beyond any lower court holdings to find if thesegregated facilities for Negroes were equal to those for whites. Many Negroaccommodations were said to be equal when in fact they were definitely inferior. The separate but equal doctrine is one of the outstanding myths of Americanhistory for it is almost always true that while indeed separate, thesefacilities are far from equal. Throughout the segregated public institutions,Negroes have been denied equal share of tax supported service and facilitiesstated President Trumans Committee on Civil Rights in 1947. In Topeka, Kansas the Browns, a Negro family, lived only four blacksfrom the white Sumner Elementary School. Linda Carol Brown, an eight year oldgirl had to attend a segregated school twenty-one blocks from her home becauseKansass state segregation laws allowed cities to segregate Negro and whitestudents in public elementary schools. Oliver Brown and twelve other parents of Negro children asked that theirchildren be admitted to the all-white Sumner School, which was much closer tohome. The principle refused them admission, and the parents filed a suit in afederal district court against the Topeka Board of Education. The suitcontended that the refusal to admit the children to the school was a denial ofthe equal protection clauseof the Fourteenth Amendment. The descion ofthe principle lead to the birth of the most influential and important case ofthe Twentieth Century, Brown v. Board of Education, 347 U.S. 483 (1954). The federal district court was sympathetic to the Negro cause and agreedthat segregation in public schools had a negative effect on Negro children, butthe court felt binded by the descion in Plessy v. Ferguson, and refused todeclare segregation unconstitutional. Mr. Brown then took the case directly tothe Supreme Court of the United States. Other cases involving school segregation were making there way to theSupreme Court from three different states-Delaware, Virginia, South Carolina-andthe District of Columbia. All of the cases arrived around the same time as theBrown case. The cases all raised the same issue, and the state consolidatedthem under Brown v. Board of Education. The equal protection clause of theFourteenth Amendment is a restriction that applies only to the states, so thecase from the District of Columbia was rested on the due process clause of theFifth Amendment which is applicable to the Federal government. The case wascalled Bolling v. Sharpe, 349 U.S. 294 (1955), and had the same outcome as theBrown case. In front of the Supreme Court the arguments against segregation werepresented by Thurgood Marshall, council for the National Association for theAdvancement for Colored People (NAACP). The NAACP is an organization which haddirected five cases through the courts and which had won many legal cases forAmerican Negroes. The states relied on primarily Plessy v. Ferguson in arguingfor the continuation of segregation in public schools. The Supreme Court Opinion statement delivered by Mr. Chief JusticeWarren stated thatWe conclude that in the field of public education the doctrine of separate but equal has no place. Separate educational facilities areinherently unequal. Therefore, we hold that the plaintiffs and others of thesimilarly situated for whom the actions have been brought are, by reason of thesegregation complained, deprived of the equal protection of the laws guaranteedby the Fourteenth Amendment. This disposition makes unnecessary any discussionwhether such segregation also violates the Due Process Clause of the FourteenthAmendment. The Brown case was necessary in clearing the way towards full equalityfor the Negroes in America. Though the Brown case did not directly overturn thePlessy case descion, it made it perfectly clear that segregation in areas otherthan public education could not continue. The Brown case enabled Negroes tofight peacefully for their freedom through sit-ins, demonstrations, boycott s,and the exercise of their voting rights. With the Brown case descion and theend of school segregation came the start of the fall of white supremacy. On December 1, 1955, the action of Mrs. Rosa Parks gave rise to a formof protest that lead the civil rights movement-nonviolent action. Mrs. Parksworked at a Montgomery department store pinning up hems, raising waistlines. When the store closed, Mrs. Parks boarded a Cleveland Avenue bus, and took aseat behind the white section in row eleven. The bus was half full when RosaParks boarded, but soon was filled leaving a white man standing. Yall better make it light on yourself and let me have those seats,said the bus driver James Blake as he ordered the black passengers in row elevento move. Everyone except Mrs. Parks moved to the rear of the bus. When he sawme still sitting, he asked if I was going to stand up, and I said, No Im not.recalled Mrs. Rosa Parks. James Blake replied Well, if you dont stand up, Imgoing to call the police and have you arrested, with Rosa Parks bravelyreplaying You may do that. Mrs. Rosa Parks was arrested for violating theMunicipal code separating the races in Montgomery, Alabama. .u25dcff89355657df8cd3b2a62525420e , .u25dcff89355657df8cd3b2a62525420e .postImageUrl , .u25dcff89355657df8cd3b2a62525420e .centered-text-area { min-height: 80px; position: relative; } .u25dcff89355657df8cd3b2a62525420e , .u25dcff89355657df8cd3b2a62525420e:hover , .u25dcff89355657df8cd3b2a62525420e:visited , .u25dcff89355657df8cd3b2a62525420e:active { border:0!important; } .u25dcff89355657df8cd3b2a62525420e .clearfix:after { content: ""; display: table; clear: both; } .u25dcff89355657df8cd3b2a62525420e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u25dcff89355657df8cd3b2a62525420e:active , .u25dcff89355657df8cd3b2a62525420e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u25dcff89355657df8cd3b2a62525420e .centered-text-area { width: 100%; position: relative ; } .u25dcff89355657df8cd3b2a62525420e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u25dcff89355657df8cd3b2a62525420e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u25dcff89355657df8cd3b2a62525420e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u25dcff89355657df8cd3b2a62525420e:hover .ctaButton { background-color: #34495E!important; } .u25dcff89355657df8cd3b2a62525420e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u25dcff89355657df8cd3b2a62525420e .u25dcff89355657df8cd3b2a62525420e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u25dcff89355657df8cd3b2a62525420e:after { content: ""; display: block; clear: both; } READ: Is Constructivism the Best Philosophy for Education? EssayRosa Parks was taken to the city jail in a police car where she wasbooked for violating the law banning integration . At the police station shelonged for a drink of water to soothe her dry throat, but they wouldnt permitme to drink out of the water fountain, it was for whites only.Rosa Parkswas convicted and fined ten dollars plus four dollars in court cost. The arrest of Rosa Parks in 1955 was not the first time Mrs. Parks hadchallenged the Jim Crow laws of the South. In 1943, the same bus driver whoarrested her in 1955, James Blake threw her off the bus for violating thesegregation laws. During the 1940s the quiet, dignified older lady refused onseveral different occasions to submit to segregation laws. My resistance to being mistreated on the buses and anywhere else wasjust a regular thing with me and not just that daystated Rosa after she wasarrested. Mrs. Parks was an active member in organizations that fought for theequality of races. She was the first secretary for the Alabama State Conferenceof NAACP Branches, and she helped organize an NAACP Youth Council chapter inMontgomery. News of Mrs. Parks arrest soon reached E.D. Nixon, the man who headedthe NAACP when Mrs. Parks was its secretary. Nixon tried to call one of thecities two black lawyers, Fred Gray, but Gray was not at home, so Mr. Nixoncalled Clifford Durr. Clifford Durr was member of the Federal CommunicationsCommission, and had recently returned to Montgomery from Washington DC. About six o clock that night the telephone rang, and Mr. Nixon saidthat he understood that Mrs. Parks was arrested, and he had called the jail, butthey wouldnt tell him why she had been arrested. So they thought that if Cliffcalled, a white lawyer, they might tell him. Cliff called, and they said shesbeen arrested under the segregation lawsso Mr. Nixon raised the bond andsigned the paper and got Mrs. Parks out,recalled Virginia Durr. Mrs. Parks, with your permission we can break down segregation on thebus with your case,E.D. Nixon asked Rosa Parks. Parks consulted her motherand husband, and deiced to let Mr. Nixon make her case into a cause, stating Ill go along with you Mr. Nixon.Nixon, at home was making a list of black ministers in Montgomery, whowould help support their boycott. Lacking the influence he once had in theNAACP, because of his background, Nixon deiced that the church would be betterto go through to reach people, because they(the church) had their hands on themasses.Progressive minister, Reverend Ralph Abernnathy, who E.D. Nixon knewthrough his work at the NAACP would be the first to receive the call to mobilizepeople. At five A.M. Friday morning, the next day, Nixon called Rev. Abernathy,who knew most of the other minister and black leaders in Montgomery. Afterdiscussing the situation Nixon called eighteen other ministers and arranged ameeting for Friday evening to discuss Parks arrest and the actions they wantedto take. Fred Gray called Jo Ann Robinson Thursday night and told her about thearrest of Rosa Parks. Robinson knew Parks from the Colvin case and believed shewould be the ideal person to go through a test case to challenge segregation. Robinson then proceeded to call the leaders of the Womens Political Council,who urged her to start the boycott in support of Rosa Parks starting on Monday,Parks trail date. Jo Ann Robinson made leaflets that described the boycott andhad her students help her hand them out. This is for Monday, Dec. 5, 1955-Another Negro women has been arrestedand thrown in jail because she refused to get up out of her seat on the bus andgive it to a white person. It is the second time since the Claudette Colvincase that a Negro women has been arrested for the same thing. This has to bestopped. The womens case will come up Monday. We are therefor asking everyNegro to stay off the buses Monday in protest of the arrest and trail. Dontride the buses to work, to schools, or anywhere on Monday Thousands of the anonymous leaflets were passed secretly throughMontgomerys black neighborhoods. By the time the ministers and civil rightsleaders met on Friday evening, word of the boycott had spread through the city. Reverend L. Roy Bennett, president of the Interdenominational Ministers Alliance,headed the meeting. Rev. Bennett wanted to start the boycott on the followingMonday because he feared that there was no time to waste, he also wanted theministers to start organizing committe es to lead the boycott. Some of the blackleaders objected, calling for a debate on the pros and cons of having a boycott. Almost half of the leaders left in frustration before a descion was reached,will those remaining agreed to spread the word about the one-day boycott attheir Sunday mass meeting. E.D. Nixon did not attend the meeting on Friday evening that he arrangedbecause he was at work, but before Nixon left he took one of Jo Ann Robinsonsleaflets and called Joe Azbell, a white reporter at the Montgomery Advertiser. He said, Ive got a big story for you and I want you to meet me, nowE.D. doesnt talk in long sentences, hes very short and brusqueHe said, Canyou meet me? I said, Yeah I can meet you. So we met down at Union Stationand he showed me one of these leaflets. And he said, I want to tell you whatwe are going to do. Were gonna boycott these buses. Were tired of themfooling around with our women-they done it for the last time. So I said Okay,Nixon said, You gonna put this on the front page? And I said yeah Im gonnatry to. recalled Joe Azbell. The story of the upcoming boycott was on thefront page of Sundays morning edition, spreading the word to all the Negroes inMontgomery. The piece Azbell ran on the boycott accused the NAACP of plantingthat Parks womenon the bus to stir things up and cause trouble. TheMontgomery Advertiser said that the Negroes were about to embrace the samenegative solutionsas the hated White Citizens Council. The ministers reinforced the call of the boycott at the pulpit thatSunday morning, but doubt remained in the minds of the boycott organizers. Would Montgomerys black community unite for the boycott? Or would they ridethe buses in fear of white retaliation? The clergymen had barely been able toagree on the one-day boycott, so why would the people follow them? To add totheir worries it looked like it might rain. On Monday morning the sky was very dark with huge rain clouds coveringthe sun. City police were on the watch for black goon squads that would keepblack people off the buses. The police chief even went as far as to have twomotorcycle cops follow each bus. By 5:30 A.M. Monday, a torn off piece ofcardboard appeared on a bus shelter at Court Square, one of the main downtownbus stops. The sign read PEOPLE DONT RIDE THE BUSES TODAY. DONT RIDE IT FORFREEDOMIn the house of young Dr. Martian Luther King Jr. on Monday, December4th, Dr. King was making coffee in his kitchen. The Friday night meeting hadtaken place at his church in Montgomery and he feared that the boycott wouldfail. Dr. Reverend King took his coffee and sat down and waited for the firstbus on the South Jackson l0 line to go by his house at 6:00 A.M. The SouthJackson line carried more Negroes than any other line in town; the first buswas usually jammed full with Negro domestics on their way to work. Dr. Kingwas still in the kitc hen when his wife Coretta cried Martin, Martin, comequickly!Martin just made it to the window in time to see an empty bus go by. In a state of high excitement, King waited for the next bus to go by.It wasempty. So was the third one. With sprits soaring high Dr. King drove over toAbernathys house in his car and the two of them drove all over town looking atthe buses. All over Montgomery the buses were empty of black people. It lookedlike the boycott would be one hundred percent effective. There were black students gladly hitchhiking to Alabama State. Therewere old man and women walking as far as twelve miles to their downtown jobs. People were riding mules, cows, horses and driving horse-drawn buggies to work. Not one single person stood at a bus stop that wanted to ride the buses, justgroups of young people who stood there cheering and singing No riders today!as the buses pulled away from the stop. Montgomerys eighteen black-owned taxi companies had agreed to transportblacks for the same fare as they would pay on the bus-ten cents-on Mondaymorning the cabs were crammed with people. In the Alabama Journal a reporterdescribed that first Monday. Negroes were on almost every street corner in thedowntown area, silent, waiting for rides or moving about to keep warm, but fewgot on busesscores of Negroes were walking, their lunches were in brown papersacks under their arms. None spoke to white people. They exchanged little talkamong themselves. It was an almost solemn event.A local black historian who had watched the days events unfolded statedthat the old unlearned Negroes were confused. It seemed they could notfigure out if the police (ridding along the buses) would arrest them or protectthem if they attempted to ride the busesthe few Negroes that rode the buseswere more confused. They found it difficult to get off without beingembarrassed by other Negroes who waited at the bus stops throughout the city. Some were even seen ducking in the aisles as the buses passed various stops.At 3:00 P.M. that afternoon King and other leaders of the boycott met toset up a permanent organization to run the boycott. At Abernathys suggestionthey called it the Montgomery Improvement Association (MIA), to stress thepositive, uplift approach of their movement.The meeting was also called toelect officers. Rufus Lewis saw the election as a way to move the well-entrenchedBennett aside in a diplomatic way. Quickly Lewis nominated Kingas president. Lewis attended Kings church and heard him speak often and knewhe was a master speaker, also Dr. King was new in town. .ub9a70fa5712701d665c51b57b5d811ad , .ub9a70fa5712701d665c51b57b5d811ad .postImageUrl , .ub9a70fa5712701d665c51b57b5d811ad .centered-text-area { min-height: 80px; position: relative; } .ub9a70fa5712701d665c51b57b5d811ad , .ub9a70fa5712701d665c51b57b5d811ad:hover , .ub9a70fa5712701d665c51b57b5d811ad:visited , .ub9a70fa5712701d665c51b57b5d811ad:active { border:0!important; } .ub9a70fa5712701d665c51b57b5d811ad .clearfix:after { content: ""; display: table; clear: both; } .ub9a70fa5712701d665c51b57b5d811ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub9a70fa5712701d665c51b57b5d811ad:active , .ub9a70fa5712701d665c51b57b5d811ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub9a70fa5712701d665c51b57b5d811ad .centered-text-area { width: 100%; position: relative ; } .ub9a70fa5712701d665c51b57b5d811ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub9a70fa5712701d665c51b57b5d811ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub9a70fa5712701d665c51b57b5d811ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub9a70fa5712701d665c51b57b5d811ad:hover .ctaButton { background-color: #34495E!important; } .ub9a70fa5712701d665c51b57b5d811ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub9a70fa5712701d665c51b57b5d811ad .ub9a70fa5712701d665c51b57b5d811ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub9a70fa5712701d665c51b57b5d811ad:after { content: ""; display: block; clear: both; } READ: Computer Ethics EssayRev. King was a young man, a very intelligent man. He had not beenhere long enough for the city fathers to put their hands on him. Usually theydfind some young man just come to townpat him on the back and tell him what anice church he got. Theyd say Reverend, your suit dont look so nice torepresent so-and-so Baptist Churchand theyd get him a suityoud have towatch out for that kind of thingrecalls E.D. Nixon, about how officials inMontgomery treated black leaders. With Rev. King as the new leader of the boycott, the organizers had todeiced whether or not to have the bus boycott extend beyond Monday. The one-dayboycott had shown a strength that was never seen before in Montgomery. Toextend the boycott would be a direct assault by blacks on the Jim Crow system. A serious and potentially dangerous event. Several of the ministers were suggesting to leave the boycott as a one-day success, they said the boycott might fall apart if it rained or if thepolice started to arrest people. No one thought that it would last till the endof the work week, which was four days away. E.D. Nixon in a thundering voice said that they should confront thewhites no matter what. The time had come to take a stand!What is the matter with you people? Here you have been living off thesweat of these washwomen all these years and you have never done anything forthem. Now you have a chance to pay them back, and youre to damn scared tostand on your feet and be counted! The time has come to be grown man or scaredboyssaid Nixon gesturing his big hands at the group of boycott leaders whenthey wanted to quit. Nixon was mad because his successor at the head of the NAACP in Alabamahad refused to help or support the boycott unless he got approval from thenational office. The man who was the President of the NAACP, said at that time,Brother Nixon, Ill have to wait until I talk to New York ( NAACP headquarters)to find out what they think of it. I said Man we aint got time for that. He believed in doing everything by the book. And the book stated that you hadto notify New York before you take a step like that.recalled E.D. Nixon onhow the NAACP responded when he asked them for support. The group agreed to wait until that nights meeting and let the peopledecided if the boycott was to continue. The meeting was to be held at the HoltStreet Baptist Church, because it was in a black section of town. They figuredthat Negroes would probably feel safer if they didnt have to travel throughwhite neighborhoods to get to the meeting. Newly elected leader of the MIA, Dr. King had about twenty minuets toprepare a speech which he later called one of the most important speeches in hislife. It took Doctor King fifteen minuets to park his car and make his way tothe church at 7:00 P.M. There were no empty seats in the church and people werespilled into the aisles and through the doorways in the back, the church hadbeen packed since five that afternoon. Outside the church thousands stood tolisten to the speeches and preaching that was going on inside throughloudspeakers. The meeting opened with Onward Christian Soldiers, followed byspeeches from the boycott leaders. Joe Azbell again covered the boycott story saying that the Holt StreetBaptist Church was probably the most fired up, enthusiastic gathering of humanbeings that Ive ever seen. I came down the street and I couldnt believe therewere so many cars. I parked many blocks from the church just to get a place formy car. I went up to the church, and they made way for me because I was thefirst white person thereI was two minutes late and they were alreadypreaching, and that audience was so on fire that the preacher would get up andsay, Do you want your freedom? And theyd say, Yeah, I want my freedom! The preacher would say, Are you for what we are doing?; Yeah, go ahead, goahead!and they were so excitedIve never heard singing like thattheywere on fire for freedom. There was a sprit there no one could captureagainit was so powerful. And then King stood up, and most of them didntknow how he was. And yet he was a master speakerI went back and I wrote aspecial column, I wrote that this was the begin ning of a flame that would goacross America.Doctor King approached the podium with only a mental outline of hisspeech. If he choked in front of all of these people it would be the end of theboycott, but if he inspired them there was no telling what they could dotogether. Were here this evening for serious business. Were here in a generalsense because first and foremost, we are American citizens, and we aredetermined to acquire our citizenship to the fullness of its meaningTherecomes a time when people get tiredtired of being segregated and humiliated;tired of being kicked about the brutal feet of oppression. We have noalternative but to protest. For many years, we have shown amazing patience. Wehave sometimes given our white brothers the feeling that we liked the way wewere being treated. But we come here tonight to be saved, to be saved frompatience that makes us patient with anything less than freedom and justice.Ifwe are wrong then the Supreme Court of this nation is wrong. If we are wrongthen the Constitution of the United States is wrong. If we are wrong, Godalmighty is wrong.The crowd roared with yeas and right ons, all through Dr. Kingsspeech. The strongest show of emotion and applause came when Rev. King bravelynoted that If you protest coura geously and yet with dignity and Christian love,when the history books are written in future generations the historians willpause and say There lived a great people-a black people-who injected newmeaning and dignity into the veins of civilizationWe will not retreat oneinch in our fight to secure and hold our American citizenship.The churchroared in approval of Kings speech which was followed with an introduction ofRosa Parks that received a standing ovation. Then Rev. Abernathy proceeded torecite the three demands of the boycott. 1)Courteous treatment of passengers on the buses. 2)Change the seating to a first-come, first-served basis with blacks startingat the rear, and whites starting at the front. 3)The hiring of black bus drivers on predominantly black routes. Rev. Abernathy asked the people attending the meeting to vote anddescied whether or not the boycott should continue. Throughout the churchpeople began to stand. At first in ones and twos. Soon every person wasstanding in the Holt Street Church approving the continuation of the boycott. The thousands of people standing outside cheered in a resounding YES!The fear left that had shackled us across the years-all left suddenlywhen we were in that church togetherrecalled Abernathy on how people leftthe church unafraid, but how they were uncertain on how the citys white leaderswould respond to their boycott. The Montgomery police were their main concern. A white police officer had a few months earlier shot a black man who had refuseda bus driver order to get off the bus and reboard from the rear. The mandemanded his dime back, and the police officer suddenly fired his gun, instantlykilling the man. The dreaded Montgomery police were already harassing blackswho were peacefully waiting for th e taxis. Four days later the MIA, including King and attorney Fred Gray, met withthe city commissioners and representatives of the bus company. The MIApresented their three demands, with King making it clear that they were notseeking an end to segregation through the boycott. The bus companys manger, James H. Bagely and its attorney, JackCrenshaw frantically denied that the bus drivers were regularly discourteous toblack passengers. They rejected the idea of hiring black bus drivers and statedthat the proposed seating plan was in violation of the state statue and citycode. Attorney Gray responded by showing that the seating plan was in no way aviolation against the already existing segregation laws. The seatingarrangements proposed was already in practice in another Alabama city, Mobil. The Mobil bus company was also run by the same bus company as the Montgomery busline. Attorney Crenshaw was adamant about the seating proposal. CommissionerFrank was ready to give in and accept the seating proposal, but Crenshaw argued I dont see how we can do it within the law. If it were legal I would be thefirst to go along with it, but it just isnt legal. The only way that it can bedone is to change the segregation laws.Commissioner Clyde Sellers who wasstaunchly opposed to segregation was not about to compromise. Crenshaw did nothelp the MIA in stating that If we granted the Negroes these demands, theywould

Auspices and Guises

Auspices and Guises Auspices and Guises Auspices and Guises By Maeve Maddox In an interview with Palestinian film-maker Hany Abu-Assad about his film Omar, NPR’s Rachel Martin made the following statement: He [Omar] goes there [to the other side of a wall that separates him from his sweetheart] under the auspices of planning some kind of attack with Nadia’s brother† The context implies that planning the attack is a subterfuge for Omar, an excuse to be with Nadia. Martin’s use of the expression â€Å"under the auspices of† is inappropriate in this context. Auspices is one of those words we inherited from ancient Roman religion. In ancient Rome, the auspex observed the flight of birds for the purpose of obtaining an omen from the gods. The work of the auspex was known as â€Å"taking the auspices.† When the auspices were favorable, people proceeded with whatever enterprise they were planning, confident of success. In modern usage, auspices has come to mean â€Å"patronage.† It refers to influence exerted by a person or organization on behalf of an undertaking. This patronage usually spells the difference between success and failure. Here are some examples of the usage: Under the auspices of the Catholic Monarchs of Spain, he [Christopher Columbus] completed four voyages across the Atlantic Ocean. Extended Participation in General Multilateral Treaties concluded under the auspices of the League of Nations (title of a monograph) For the first time in nearly 50 years, the Commonwealth’s scientists are coming together under the auspices of the Royal Society for a groundbreaking conference â€Å"In the guise of† is probably the expression the NPR interviewer was reaching for. Worded both as â€Å"in the guise of† and â€Å"under the guise of,† the expression means â€Å"an assumed appearance or pretense.† The expression can be used to mean simply â€Å"dressed as† or â€Å"disguised as†; for example, one might go to a costume party â€Å"in the guise of Cinderella.† More often, the pretense is intended to deceive: If Tyranny and Oppression come to this land, it will be in the guise of fighting a foreign enemy. –James Madison Mr. Fox befriended Jemima Puddle Duck in the guise of a friendly neighbor. Urban Shield exists under the guise of fighting terrorism and â€Å"disaster preparedness† in heavily-populated areas. Protestors stormed a McDonald’s franchise demanding justice for an employee they say was fired under the guise of feeding the homeless, but was really let go for political reasons. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsBest Websites to Learn EnglishA Yes-and-No Answer About Hyphenating Phrases

Consumer law Essay Example | Topics and Well Written Essays - 2000 words

Consumer law - Essay Example As a general rule, the goods sold must â€Å"meet the standard that a reasonable person would regards as satisfactory, taking into account any description of the goods, the price and all other relevant circumstances†.1 By quality of goods, the intent of the law is to include not only the appearance and finish of the goods but also their durability and safety. The sales of Goods Act of 1979 so provides that a seller must only sell goods that conforms to its description and the failure of the seller to meet the requirements of the standards set would result into a liability on the part of the seller. Note that even tiny defects that could have gone unnoticed both by the seller and the consumer at the time the goods were sold are considered as non-compliance to the standards of the goods sold and shall be considered as a ground to impose liability on the part of the seller, should the consumer demand for such. However, where the goods are sold as â€Å"shop-soiled† or as damaged goods and the seller openly declares such damage, the seller shall not be held liable for non-compliance with the standards of goods sold. The goods must therefore be as described2. Aside from the standard of goods sold which must be satisfied, the goods must be fit for its purpose. According to the Supply of Goods and Services Act of 1982, the goods must be fit for any particular purpose mentioned by the seller to the buyer. For instance, where the seller purports to sell a pair of climbing shoes, such climbing shoes should be fit for the purpose and will not break easily from the rigors of mountain climbing. Where the goods do not perform as the seller claims it would, then we can say that the goods does not match its description not just in its physical appearance but also in its capabilities. In our hypothetical case, Lil bought a pair of shoes from â€Å"tuffstuff† and wore them on a hill-walking holiday. By the end of the holiday, the shoes

How are women represented in Things Fall Apart Research Paper

How are women represented in Things Fall Apart - Research Paper Example African women are merely sex toys in the hands of African men. Each African male has the authority to select as much as wives he needs. On the other hand such liberties are not given to the female community. â€Å"Chinua Achebe shows women as having little to no power in society in his book, Things Fall Apart. Women are not only without protection, but also denied social status. They cannot meaningfully participate in social affairs† (Kramer). This paper analyses the women representations in Things Fall Apart. â€Å"In Igbo culture, women are considered weaker than the men and thus it’s an insult to men to be called an agbala (Agbala represents a person with no titles). Okonkwo is acutely aware of what it means to be a man in the Igbo tribe and is ashamed that someone might call him or his male relations agbala† (Things Fall Apart Gender Quotes). Okonkwo, the main male character in Things Fall Apart treated his wife as a servant. Because of his short temper and aggressive nature, his wife led a miserable life under fear. Okonkwo never allowed his wife to ask questions to him about any matters, including personal, social or family. Weak men in Ibo culture were insulted by others by calling them as women. For example, Okonkwo considered his father as a woman because of his laziness and carelessness. In a meeting which included so many other dignitaries, Okonkwo asked his father to leave the meeting saying; "This meeting is for men" (Achebe, p.28). The above fact clearly underl ines how severely Ibo women were humiliated by their male counterparts. â€Å"In fact, women count for so little in Igbo society that they are often not even addressed by their given names, but referred to by their relationship with men† (Things Fall Apart Gender Quotes). Women in Ibo society were treated as the second class citizens. Unlike other women in other parts of the world, Ibo women were not respected much in

Why education is so important Research Paper Example | Topics and Well Written Essays - 2000 words

Why education is so important - Research Paper Example For others, attending a university would entail sacrifices in terms of financial support and overcoming hurdles related to educational advancement. For the individual with a vision to excel in a specific course, a college degree could be the best alternative. The objective of this essay is to proffer the rationale for the importance of education in contemporary times. The discourse seeks to provide appropriate response to the following inquiries: What exactly a good education means? How does the level of education affect the individual’s mindset and personality? Is it a fact that the more education one gets, the better it is for the individual? Is education important for everyone? Is the level of education always proportional to a person’s salary? Which ways of getting the education are the best? And what is a practical value of the education? The history of education has evolved from a curriculum comprising of a simple theoretical framework to the complex structure we have today. The development of technology opened a whole spectrum of information and educational opportunities which enhanced the capabilities of individuals. Murphy, et.al. (2002) averred that â€Å"school leaders, educational administration faculty, and policymakers are endeavoring to redefine the profession in an era of ferment, during which the legitimacy of its knowledge base and the appropriateness of programs for preparing school leaders have been thrown into question†. An education is thereby classified as good depending on an interplay of critical factors, to wit: (1) the personal traits and characteristics of the child; and (2) the educational institution’s plethora of teaching issues (quality of teachers, instructional materials, methodologies, policies and procedures, cost of tuition, location, profile of students, among others). The personality of the child is of utmost importance as it affects his or her academic performance.

Politics Essays Advertisements Campaigns Voters

Politics Essays Advertisements Campaigns Voters Advertisements Campaigns Voters Political Advertisements reflecting Political Orientations This paper tries to argue, and somehow support, that political advertisements during electoral campaigns reflect the political orientation of the voters. The Philippines is known for its festive mood all year round done through fiestas and other celebrations showcasing the very Filipino among us. To bring this to home is to mention our annual celebration of the Sinulog. The Sinulog 2007 Magazine presents the colorful celebration of the whole country in honor of the child Jesus Senor Sto. Nino. This celebration along with the other celebrations all over the country signifies the dynamics of our culture and this had been passed from one generation to another. Making the young ones realize and appreciate its value and importance. But festivals are not the only colorful features of the Philippines, we are likewise known to have very festive conduct of elections. Yes, elections in the Philippines resemble the celebration of fiestas. In the very recently concluded May 14, 2007 Congressional and local elections the whole country have witnessed how politicians have used almost all forms of campaigning just to be properly known and eventually be voted by the electorates. In fact, as a result of campaign many of the politicians’ tarpaulin were left scattered prompting a businesswoman to convert them into bags, which were distributed to the fire victims somewhere in Metro Manila. The reason for this was the huge volume of tarpaulin spent for by the candidates all for their desire to vote. To add, flyers and sample ballots were voluminously reproduced for the same purpose. However, for those who have a broader financial base they took advantage of the mass media in airing (broadcast and print) their political advertisements. The patronage of politicians to the use of media is itself a statement of the wide reach of the latter as well as the extent of its possible impact on the decisions of the electorates. Most studies about the media try to look into how it operates in the â€Å"democratic† Philippines or how it influences the behavior of people, especially during elections. However, it is likewise interesting to explore what is reflected by the media as the society’s character, behavior and culture. Hence, this essay describes the electorates’ political orientation that is projected or reflected in the political advertisements of politicians. However, it is bounded by the following delimitations: only the political advertisements of the Mayoral and Vice-Mayoral candidates of Cebu City are considered, this is for purposes of a more focused analysis. Furthermore, I made use of only print ads from newspapers, this is due to limited access to television advertisements. These delimitations may in the end limit as well the conclusion of this essay, however this can also serve as an initial study for a broader consideration by other scholars. Culture, Politics and Media From the sociological point of view, Giddens (2002) defined culture broadly to be the way of life of the members of society or groups within a society. It is that â€Å"something† that unites a society together and that which stitches the relations of people and social structures. However, culture is by nature not easily definable due to the fact that it’s merely manifested, such as its tangible and intangible aspects. Many theorists have imparted their own share of conceptualization about culture. Worth mentioning in this essay are the contributions of Jules Henry (1980). Jules Henry postulated the anthropological idea that culture is preserved and perpetuated, and it is necessarily reproduced through the process of interaction among people in society. From here it can be deduced that culture is by its very nature transmissible therefore learned. Hence, the culture of a society is passed on to the next generations in a dynamic fashion of learning. The example highlighted by Henry is the cultural dreams turned nightmare of the Americans because of the highly consumeristic culture projected by the media. Jules Henry is decisive in prescribing the idea that the media is constructing a culture that is not reflective of the real needs of the public. From this contribution of Henry we can understand that the process of transmitting culture can be facilitated by a number of ways and means or agents. Socialization is a primary channel for the transmission of culture over time and generation. There had been a continued discourse on culture and many scholars were engaged in more cultural studies during the heights of the behavioral revolution and the participation explosion after World War II. The behavioral revolution did not exclusively affect the cultures of the world but also the functioning of polities. If in the past the study of politics was focused on the state, being the only institution which can authoritatively allocate the values to the society (Easton, 1953: 146) the behavioral revolution had inspired other political scientists to engage in scholarships involving politics and culture. Among them were Gabriel Almond and Sidney Verba in their breakthrough study published in 1963. They studied about the Civic Culture of five countries by looking into the political attitudes as well as the practice of democracy in said five nations. In the study of political culture, culture must be understood as an individual’s psychological orientation toward social objects (Almond and Verba, 1963: 14). Almond further emphasized that political culture refers to the political system as internalized in the cognitions, feelings and evaluations of its population. From here, the specificity of culture as applied in understanding politics is clarified. Hence, political culture refers to the specifically political orientations attitudes toward the political system and its various parts, and attitudes towards the role of the self in the system (Almond and Verba, 963: 13). Verba also contributed his definition of political culture to consist of the system of empirical beliefs, expressive symbols, and values which defines the situation in which political action takes place (1965:513). The polity’s political culture is only one aspect of politics at the same time only an aspect of culture. From such definitions we can draw the different modes of political orientations referred to by Almond and Verba, which are considered of high relevance because these help us understand how an individual may potentially react to political stimulus. They are: 1) cognitive orientation; 2) affective orientation; and 3) evaluative orientation. Cognitive orientation refers to the knowledge of and belief about the political system. Ranney added that this include the information that an individual has about political affairs (1995:65). Moreover, other scholars look into the person’s level of awareness as a way of knowing his/her cognitive orientation. Example of this is whether a person is aware of the list of local officials in their local government. Or it could be an inquiry into the various political issues s/he is aware of. From here the level of a person’s cognitive orientation is defined. Therefore, if the kind of information presented before the public is more knowledge-based we can infer that the presumption is that the public still need to be fed with pertinent information to be aware. Affective orientation refers to the feelings an individual may have about the political system, its roles, personnel and performance. This orientation includes how individuals feel for a political phenomenon. For instance, how the people feel about the cheating issues posed against the Arroyo administration last 2004 elections. The emotions or the mood developed on the individual constitute his/her affective orientation. Hence, if the information presented for the public appeals more to the recipient’s emotion, it be could under the presumption that people already know the information and have developed shared emotion with the messenger. Lastly, Evaluative orientation, this refers to the judgments and opinions formulated by individuals as a response to political objects which involves the combination of value standards and criteria with information and feelings. This is considered to be the most important type of political orientation because it determines the type of political culture of the polity. Furthermore, public opinions, to be useful, must be translated to public judgment and the latter must be manifested through public action. There is a need for an individual to translate one’s judgment to action in order to substantially affect how political objects function. Good examples for this were EDSA 1 and 2. The people’s knowledge and feelings about the abuses of Marcos’ dictatorship were eventually translated to a public judgment of discontent hence, making possible the flooding of people in EDSA as a manifestation of their feeling of discontent and disappointment, very similar to the EDSA 2 circumstances. Therefore, if an information ignites action it presupposes that the people are already aware and have similar affect to a particular issue and would just need to share such sentiment to the rest. These three will be the basis in analyzing the campaign advertisements of the candidates for mayor and vice-mayor in Cebu City. I will look into the kind of messages they have and from there try to understand the orientation they believe the voters have. Both references did not only provide definitions of socialization but went on to say that this processes proceeds from an individual’s early stage in life up to one’s old age. This only means that this is continuous and dynamic. They also added that since this process is continuous there are various agents which help transmit the necessary political orientations. These agents are but not limited to the: Family; School; Peer Groups; Church; Mass Media; Government; and International Community (Ranney, 1995: 61-65; Almond and Powell, 2004: 58).On the other hand, understanding political culture with the general concept of culture would mean that political culture is also transmissible, and is best facilitated through political socialization. Almond and Powell defined socialization to be the way in which political values are formed and the political culture is transmitted from one generation to the next (2004: 52). Austin Ranney also gave his conception of political socializ ation to be the developmental process from which people acquire their political orientations and patterns of behavior (1995: 58). Each of these agents has their respective ways of influencing an individual about the political. Among the most popular of these are family and mass media. In fact, most literature describing the political culture of Filipinos propound the idea that it is governed by familism, kinship ties and patron-client relations (Lande, 1965; McCoy, 1994; Sidel, 1999). On the other hand, the next most popularly regarded to influence an individual’s political orientation is the mass media. In fact, scholars have concluded that the media really have social and political effects to the public. Furthermore, they contend that â€Å"every culture has means of preparing and conditioning its members to adopt expected social roles and activities and the mass media often times have an unrecognized role in this process.† Hence, the importance in looking into how the media influence or reflect the public is very much important. Most often the influences of these agents are best manifested every time an individual takes part in a democratic exercise such as elections. The paragraphs to follow will be devoted into discussing the relevance of the media in politics as well as the evolution of the conduct of elections in the Philippines. Media In general terms, understanding the media inevitably requires understanding of communication which, in its simplest context, is the act of sending ideas and attitudes from one person to another. Moreover, communication of people may either be intrapersonal, interpersonal, or through mass communication. Communicating within one person is intrapersonal communication. While, communicating with another person is interpersonal. Lastly, communication between a person or a group of persons to a larger audience through a transmitting device is mass communication. In mass communication there are important elements that need to be present: a) sender or the source who is responsible in putting in the message on the channel; b) channel, which is the medium that delivers the message to the receiver, an example of this would be the television, newspapers, magazine and the like; c) receiver, who is the intended (or unintended) audience of the message the public; and d) the feedback from the receiver, this occurs when the receiver responds to the message sent by the sender. Mass communication is best characterized by: a) the message is sent out using some form of mass media (newspaper or television); b) the message is delivered rapidly; and c) the message reaches large groups of different kinds of people simultaneously or within a short period of time. The idea of mass media really brings as much information to as wide an audience as possible, this makes the transmission of information easier and corollary to this would mean a more precise message. There is more to mass media than merely transmitting messages. Other theorists propounded that â€Å"a person who takes a steady diet of mass media messages may be conditioned to believe that the world presented by the media is an accurate reflection of reality.† This is very much related to the concept of Jules Henry wherein the media, through its various advertisements, create a â€Å"cultural dream† for the public as evidence by growing consumerism among the people (1980). This brings me to the book of Dan Nimmo and James Combs Mediated Political Realities (1983). The book centers on the public having mediated realities. Walter Lippman said that â€Å"people act on the basis of pictures they carry around in their heads, pictures of the way they think things are† furthermore, he added â€Å"these pictures are derived from and changed by one’s direct experiences as well as those which they don’t deal directly.† This only means that not all realities are experienced firsthand, rather, our realities are complemented by things we are made to believe to be realities this is facilitated by a medium which is the mass media. Hence, it becomes a valid inquiry of whether the realities we see reflected by the media are in fact real. The authors went on to postulate that â€Å"each of us forges our own reality† which means that what we may consider reality may not be conceived similarly by others. In addition, a situation may mean various realities to various people hence, there cannot be a universal reality because they are all mediated. The concept of mediated realities is brought by the influx of other means of communications, which is mass communications sometimes complementing and in competition with other means or agents (Nimmo and Combs, 1983: 5). The authors went on to say that â€Å"social reality is constituted, recognized, and celebrated with media.† Meaning that the media indeed has a huge role to play in the process of making and unmaking realities. This pushes us to another level of looking into realities, whether they are truly real or otherwise. From here, a caveat is better put in place, that what we see and experience through the media may simply be a construction we are made to believe or could be a reflection of what is truly real. The second postulation is taken adeptly by this essay for a number of reasons: a) the context of this essay is in the Philippines wherein a number of legislations are in place to govern the media; and b) such regulations highlight the importance of responsibly delivering the news to the public. Media in the Philippines As initially stated above, studies about media are often centered on its role/s in a society. For example, the role of the media during the time of Marcos it was noted that the media during the Martial Law years were either under the payroll of some politicians or were frankly against the reign of Marcos. Furthermore, Sussman also mentioned that there were over twenty journalists documented to have been killed during the time of Marcos for expressing disagreeable opinion against local warlords. The struggle for press freedom was also strong but was forcefully countered by a number of Presidential Decrees issued by Marcos to curtail any free expression through the press. Marcos even ordered the closure of media companies which were directly countering the mandates of his government, one of them was ABS-CBN of the Lopezes. However, the tides took a different turn on the eve of EDSA 1, the airwaves were useful when Cardinal Sin through Radio Veritas urged the people to pray and defend democracy. The remaining media strength who looked into the political situation in the Philippines were the foreigners as they covered most of the fraudulent activities, especially during the conduct of previous elections. Moreover, the change of government from dictatorial to democratic also paved way for a freer mass media. To further ensure its free exercise, the same is guaranteed in Sec. 4, Art. III of the 1987 Constitution Freedom of Speech and Expression and of the Press. The â€Å"press† specifically cover every sort of publications: newspapers, periodicals, magazines, books, handbills, leaflets, other written materials, television and radio broadcasting are also included. This only proves how much we regard, in terms of importance, the sector of the media in our country. Media and Philippine Elections The conduct of Philippine elections is likewise filled with a rich experience. The Documentary Eleksyong Pinoy is actually a very rich resource in terms of the evolution of our electoral exercise. To make it very comprehensive, the producers included personalities who have been actively engaged in the conduct of elections in the country such as former Commission on Elections (COMELEC) Commissioners Haydee Yorac, Christian Monsod; former National Citizens Movement for Free Elections (NAMFREL) Chairperson Jose Conception; Philippine Center for Good Governance (PCGG) Chairperson; His Eminence Jaime Cardinal Sin (due to his role in EDSA 1); a UP History Professor and other significant personalities. In all the documentary showed how elections were so limited in the past. In fact, it presented that the elections during the later part of the Spanish colonial rule were exclusive only to those who have the stringent qualifications biased for the males, literacy, taxing capabilities, ownership of properties and others. Corollary, the chance to run for public office is also limited to those who have landholdings and were educated. But this limited access have been widened by the institutionalization of the democratic institutions by the American colonial rule as prepared by a number of US legislations. These organic acts essentially installed democratic ideals upon which people are given the chance to actively participate in the affairs of government, initially through elections. Proof to this was the right to vote granted to women in 1937 after a massive success reaped from a nationwide plebiscite on the matter. Philippine elections have long been open to the participation of the public, though there were interruptions as to how free it is during the Martial Law years. In fact, based on the well-researched documentary, elections during the time of Marcos were noted to be fraudulent ones due to massive cheating and anomalies. Elections according Mojares is a â€Å"collective rite of collective passage, with liminal phases, beginning with the preliminal period of ‘presubjectification’; the ‘limen’ of Election Day; and the postelection period of resubjectification during which results are validated, winners are proclaimed.† As for the progress of this essay, I will focus on the presubjectification period or the course of campaigns. It was noted that the way Filipinos conduct campaigns are actual replica of that of US. Luz Rimban, writing for the Philippine Center for Investigative Journalism, stated that when US introduced elections in the Philippines it likewise included in the package its own style of campaigning, and this includes the use of mass media to somehow ‘manipulate public images’; the hiring of public relations and advertising professionals, and employing other sophisticated tools for campaign. The mass media had since then been useful in projecting the image of the Filipino politician the newspaper, radio and television were proven useful. The mass media exposure includes presentation of news coverage of the affairs of politicians. However, the use of mass media was strengthened by the passage of Republic Act 9006 otherwise known as the Fair Elections Act in February 2001. Section 3 of this legislation provides that: Lawful Election Propaganda. Election propaganda whether on television, cable television, radio, newspapers or any other medium is hereby allowed for all registered political parties, national, regional, sectoral parties or organizations participating under the party-list elections and for all bona fide candidates seeking national and local elective positions subject to the limitation on authorized expenses of candidates and political parties, observance of truth in advertising and to the supervision and regulation by the Commission on Elections (COMELEC). This opened the doors for a free use of the mass media as a means of launching a politician’s campaign. The most common among these mass media is the television. In fact, aside from the television and newspapers, other politicians made use of new technologies such as mobile phones and launching ‘text brigrades’, while others used the world wide web to introduce and sell themselves to the voters, especially the younger ones. In fact, for this May 14 elections, many political parties and candidates used Friendster as a means of inviting potential voters. Hence, the old type campaigning buttressed by the new legislation truly expanded the campaigns of running politicians. Included in the list, and the focus of my paper, are newspapers. They are as well tapped by politicians to place their advertisements in. Therefore, we can really say that the media has a huge role to play in Philippine elections. It is then a challenge to look deeper into these campaign ads and determine what particular political orientation are projected about the Filipino, in particular Cebuano, voters. How to look into this? I will look into the used and the face value of the print advertisement and from there analyze themes or connotations that would somehow clearly define the political orientation of the voters as reflected by it. To call this process content analysis or semiology would be an overstatement. Rather, this analytical framework is simply innovated. Campaign Ads: Cebu City Elections The candidates for Cebu City mayoral and vice-mayoral posts are Tomas Osmena VS. Mary Ann delos Santos and Michael Rama VS. Raymond Alvin Garcia, respectively. Both Tomas Osmena and Michael Rama are incumbent Mayor and Vice-Mayor of the City. Mary Ann delos Santos, on the other hand, was the Barangay Captain of Lahug, while Raymond Alvin Garcia is the son of former Cebu City Mayor Alvin Garcia. Each camp had been organizing their respective campaigns: the use of streamers, tarpaulin, leaflets, mobile ads and print advertisements were taken advantage. Hence, for the latter I decided to look into one of the leading local newspapers in the islands: Sun-Star Newspaper. I was able to scan the consecutive issues of Sun-Star Newspaper from April 1 up to May 12, 2007. Among the 42 issues the following were the breakdown: