Hardships Of Southern Sharecroppers :: essays research papers

For many people in the 1930’s living conditions were not as adequate as they needed to be. The stock market had just crashed in 1928, and the US was in the midst of the Great Depression. Many people suffered from lack of money, and many others suffered from lack of food. One group of people who suffered greatly during this time period were the southern share croppers. Factors that caused the substandard living conditions of the southern share croppers in the 1930’s include lack of education, poor health care, and inadequate living facilities. The first factor that caused the substandard living conditions of the southern share croppers was their lack of education. There were several reasons the share croppers didn’t get the education they needed. One main reason was because many children didn’t go to school. Harold Walker writes that Southern cotton states ranked lower in rate of attendance for each student enrolled than any of the other states in the natio n (4). A factor that contributed to this was their excessive mobility, which inhibited many children from going to school (Corder 27). It is common knowledge that any child who constantly moves around will not be able to attend school on a regular basis, and even if they go to a school when they get a chance they will be so far behind they would have a difficult time catching up. Another factor that impeded on a child’s attendance at school was the fact that they never went to school when there was cotton to be picked (Walker 8). This may not seem like a large task, but some times it could take weeks to pick all the cotton. These few weeks that a child spent picking cotton was valuable learning time, and missing it could put a child too far behind to catch up. Another reason share croppers didn’t get the education they needed was because many southern rural schools had short terms (Gentry 21). Because of this teachers would not be able to cover all of the material that they needed to cover, or they would have to rush through the material they did cover. A final reason the education of the southern cotton states was not as good as other states was because their teachers were not as good. This was reflected in the fact that the salaries of Southern teachers were not as high as the salaries of other teachers (Mckeon 98).

Nash v. Auburn University

Statement of Facts:   Nash v. Auburn University involved a challenge by two first-year graduate students to a one year suspension imposed for cheating on examinations.   At the suspension hearing the students sought to examine the school’s witnesses directly rather than through an intermediary hearing panel member, who would pose the students questions to the witnesses. Questions: Mid-State says that Landry enrolled at the university and therefore has waived any further protections than those granted him in the rules and regulations.   Is this position well taken?   Yes it is the school’s argument is that the penal code and an academic â€Å"criminal† code differ crucially in a way bearing directly on the right of confrontation.   Penal code enforcement rests upon well trained professionals such as police officers and public prosecutors. Landry asserts that he is entitled to have his lawyer present during any procedures designed to expect him.   Is this position reasonable?   Yes, to be charged with cheating on a final examination seems little different from being charged with defrauding one’s creditor.   Any conviction of the offense may lead to grievous sanctions such as suspension or expulsion for the student, jail time for the criminal defendant. Landry states that he has the right to cross examine the witnesses against him.   Is he correct?   No, in rejecting their constitutional claim that this indirect process denied them their right to confront opposing witnesses, the trial court repeated that the Dixon standards did not require this opportunity and that the Supreme Court did not expand the rule of Dixon, indeed the students had received â€Å"more than the Constitution requires† even though â€Å"in almost every setting where important decisions turn on questions of fact, due process requires an opportunity to confront and cross-examine adverse witnesses†. The Eleventh Circuit in its decisions repeated the District Court’s â€Å"explanation† for restricting the right of cross-examination. Landry maintains that the dean of students is biased against him because of   Ã‚  statements the dean has made to the effect that Landry is a menace and should be removed from the university.   Is Landry’s objection allowable?   Yes, familiarity may breed contempt rather than friendship, in a closed environment, in which accuser and accused are very often acquainted; cross-examination is the best way to expose bias or enmity, if either exists. Knowing that he may face tough questioning a potential accuser may hesitate to report misconduct on mere suspicion.   Such caution can only improve the reliability of any accusation and as with any other procedural safeguards that have generated plausible concerns, the right of confrontation seems not to have caused systemic breakdown at the numerous schools permitting cross-examination. Put simply, the accused student fails to receive fair treatment when members of the panel alone are allowed to confront the witness.   The civil law parallel of the inquiring magistrate assumes an experienced examiner, who is already well-informed about the matter from the investigatory report.   The typical disciplinary panel consists of students and faculty members, usually their first attendance at a hearing and unfamiliar with the events triggering the charge, and unlikely to have within the group a trained interrogator. Would it make any difference to Landry if the university in question were a private rather than a public university?   Yes, in private school cases, courts have refused to venture beyond these narrow constitutional bounds.   In the few reported decisions assessing the student’s right to confront an opposing witness, the courts have denied that the right existed. For reasoning the schools lead off their argument by asserting that discipline is an integral part of the learning experience and that teachers, not courts, should determine how best to design a student’s education.   This is kind of a throwback to the in loco parentis view of higher education.   Absent of excessive physical force or neglect, parents may discipline children in any way the thing will be effective, even if experts would strongly disagree with their choice. By analogy, colleges as surrogate parents should enjoy the same latitude in deciding how to impose discipline upon their student, â€Å"Children†.   Even if modern educators no longer accept such a surrogate role, many teachers still view the goal of the disciplinary process as enlightening and inducing better conduct by the accused student, not as requiring the accuser to prove that misconduct occurred.   Adherents of this position contend that once the disciplinary procedure become â€Å"confrontational†, it loses its educational value. Works Cited: Carper, Donald L., et al.   Understanding the Law 5th. Ed.   Mason, Ohio: Thomson/West,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2008.

Motivation Essay

Motivation and the Brain – The Desire to Exercise and Be Physically Fit Motivation and the Brain – The Desire to Exercise and Be Physically Fit The motivation that drives people to engage in physical activities like exercise can be analyzed as a result of many contributing factors. Theories exist regarding whether desire can be attributed to extrinsic or intrinsic factors. The brain structures and functions responsible for this type of motivation are complex and unique. Each individual will have his or her own reasons, but ultimately, some key factors can be noted. The role of Extrinsic and Intrinsic Motivators The motivational factors that drive people to engage in physical activities like working out at a fitness club, or running, appear to be mostly intrinsic. Heredity does not seem to be a prominent motivator; however, one’s environment will indeed have some effect. Children raised by athletes will obviously more inclined and motivated to participate in physical activities as an athlete would likely push his or her son or daughter to be athletic like them. Another increasingly popular source of motivation to work out is the desire to maintain good health, including keeping a healthy body weight. Another possible motivation is the desire one may have to prove to their own selves, the extent of their capacity. The term â€Å"self-efficacy† can be summarized with an individual asking himself or herself the following two questions: â€Å"Am I capable of doing this activity? † and â€Å"Will I be successful in achieving my goals if I engage in this behavior? † The internal question specific to this article would be â€Å"Am I capable of successfully participating in an ongoing diet and exercise program? Self-efficacy can also be described as situation-specific self-confidence (Grogan, Connor, & Smithson,  2006). Another possible explanation for the motivation to diet and exercise is the Protection Motivation Theory, which suggests that people are motivated to protect themselves from harmful or stressful life events ( Deci, 2004). In other words, an individual who maintains his or herself at peak physical condition can develop a sense that he or she is prepared for any disease or threat that may cross his or her path. Some may become paranoid and overly cautious in considering every possible harm that could fall upon them; this fear is drives them in the relentless pursuit of physical health. Perhaps the most gratifying benefit of exercising is the change it will bring to one’s physique. The tone and definition, weight loss and strength are obvious and can be noticed fairly quickly and easily. Along with these changes come the encouragement and positive feedback from one’s peers; this is a huge motivator. Research shows that Acknowledgment, Positive Feedback and Encouragement for self-initiation tend to increase intrinsic motivation (Deci, 2004). It does seem the motivation for maintaining physical health is largely intrinsic, previous family medical history, such as inherent life-threatening diabetes could be considered an extrinsic motivator. Pressure placed on individuals by family members and medical professionals regarding the risks of an unhealthy diet and lethargic behavior can be significant motivating factors that would drive one to take action to improve their health. Both intrinsic motivation and integrated extrinsic motivation are facilitated in situations that are interpersonally supportive, that is, here parents, teachers, managers, health care providers, and coaches understand and acknowledge the perspectives of their children, students, employees, patients, and athletes, respectively, and encourage them to experiment, allow them to try their own solutions to problems, provide them with choices, and respond to their initiations (Deci, 2004). Brain Structures and functions associated with the motivation to work out An important thing to note the brain structures and functions associated with this type of motivation. The feeling a person experiences in the aftermath of a long training session can be extremely euphoric. One hypothesis revolves around a set of opioid neurotransmitters of which endorphins are a special case. The term endorphin refers to internal morphine. Endorphins are primarily located in the pain pathways and are responsible for reducing the negative effects of pain stimuli and stressors (Deckers, 2010). Another argument that could be made would be that the gender aspect related to the concern about weight and appearance. It has been suggested that gay men and heterosexual women are under significantly more acute social pressure to attain the culturally valued slender body type (Grogan, Connor, & Smithson,  2006).

Forensic Linguistics Definition and Examples

Forensic Linguistics Definition and Examples The application of linguistic research and methods to the law, including evaluation of written evidence and the language of legislation. The term forensic linguistics was coined in 1968 by linguistics professor Jan Svartvik. Example: The pioneer of forensic linguistics is widely considered to be Roger Shuy, a retired Georgetown University professor and the author of such fundamental textbooks as [Creating] Language Crimes. The field’s more recent origins might be traced to an airplane flight in 1979, when Shuy found himself talking to the lawyer sitting next to him. By the end of the flight, Shuy had a recommendation as an expert witness in his first murder case. Since then, he’s been involved in numerous cases in which forensic analysis revealed how meaning had been distorted by the process of writing or recording. In recent years, following Shuy’s lead, a growing number of linguists have applied their techniques in regular criminal cases . . ..(Jack Hitt, Words on Trial. The New Yorker, July 23, 2012) Applications of Forensic Linguistics Applications of forensic linguistics include voice identification, interpretation of expressed meaning in laws and legal writings, analysis of discourse in legal settings, interpretation of intended meaning in oral and written statements (e.g., confessions), authorship identification, the language of the law (e.g., plain language), analysis of courtroom language used by trial participants (i.e., judges, lawyers, and witnesses), trademark law, and interpretation and translation when more than one language must be used in a legal context. (Gerald R. McMenamin, Forensic Linguistics: Advances in Forensic Stylistics. CRC Press, 2002)On some occasions the linguist is asked to provide investigative assistance or expert evidence for use in Court. Within the linguistics literature there has been considerable focus on the rules for admission of authorship identification evidence to criminal prosecutions, but the role of the linguist in providing evidence is broader than this. Much of the evide nce provided by linguists does not involve authorship identification, and the assistance a linguist may offer is not restricted to only providing evidence for criminal prosecution. Investigative linguists can be considered that portion of forensic linguistics which provides advice and opinions for investigative and evidential purposes. (Malcolm Coulhard, Tim Grant, and Krzystof Kredens, Forensic Linguistics. The SAGE Handbook of Sociolinguistics, ed. by Ruth Wodak, Barbara Johnstone, and Paul Kerswill. SAGE, 2011) Problems Facing Forensic Linguists [There are] certain problems facing an insider forensic linguist. Eight such problems are: 1. short time limits imposed by a law case, as opposed to the more familiar time limits enjoyed in everyday academic pursuits;2. an audience almost totally unfamiliar with our field;3. restrictions on what we can say and when we can say it;4. restrictions on what we can write;5. restrictions on how to write;6. the need to represent complex technical knowledge in ways that can be understood by people who know nothing of our field while maintaining our role as experts who have deep knowledge of these complex technical ideas;7. constant changes or jurisdictional differences in the field of law itself; and8. maintaining an objective, non-advocacy stance in a field in which advocacy is the major form of presentation. Since forensic linguists deal in probabilities, not certainties, it is all the more essential to further refine this field of study, experts say. â€Å"There have been cases where it was my impression that the evidence on which people were freed or convicted was iffy in one way or another,† says Edward Finegan, president of the International Association of Forensic Linguists. Vanderbilt law professor Edward Cheng, an expert on the reliability of forensic evidence, says that linguistic analysis is best used when only a handful of people could have written a given text. (David Zax, How Did Computers Uncover J.K. Rowling’s Pseudonym? Smithsonian, March 2014) Language as a Fingerprint What [Robert A. Leonard] thinks about of late is forensic linguistics, which he describes as the newest arrow in the quiver of law enforcement and lawyers.In a nutshell, just think of language as a fingerprint to be studied and analyzed, he enthuses. The point to be made here is that language can help you solve crimes and language can help you prevent crimes. There is a tremendous pent-up demand for this kind of training. This can be the difference between someone going to jail over a confession he didn’t actually write.His consultation on the murder of Charlene Hummert, a 48-year-old Pennsylvania woman who was strangled in 2004, helped put her killer in prison. Mr. Leonard determined, through the quirky punctuation in two letters of confession by a supposed stalker and a self-described serial killer, that the actual author was Ms. Hummert’s spouse. When I studied the writings and made the connection, it made the hair on my arms stand up. (Robin Finn, A Graduate of Sha Na Na, Now a Linguistics Professor. The New York Times, June 15, 2008) The linguistic fingerprint is a notion put forward by some scholars that each human being uses language differently, and that this difference between people can be observed just as easily and surely as a fingerprint. According to this view, the linguistic fingerprint is the collection of markers, which stamps a speaker/writer as unique. . . .[N]obody has yet demonstrated the existence of such a thing as a linguistic fingerprint: how then can people write about it in this unexamined, regurgitated way, as though it were a fact of forensic life?Perhaps it is this word forensic that is responsible. The very fact that it collocates so regularly with words like expert and science means that it cannot but raise expectations. In our minds we associate it with the ability to single out the perpetrator from the crowd to a high degree of precision, and so when we put forensic next to linguistics as in the title of this book we are effectively saying forensic linguistics is a genuine science jus t like forensic chemistry, forensic toxicology, and so on. Of course, insofar as a science is a field of endeavour in which we seek to obtain reliable, even predictable results, by the application of a methodology, then forensic linguistics is a science. However, we should avoid giving the impression that it can unfailingly - or even nearly unfailingly - provide precise identification about individuals from small samples of speech or text. (John Olsson, Forensic Source Linguistics: An Introduction to Language, Crime, and the Law. Continuum, 2004) Roger W. Shuy, Breaking Into Language and Law: The Trials of the Insider-Linguist. Round Table on Language and Linguistics: Linguistics, Language and the Professions, ed. by James E. Alatis, Heidi E. Hamilton, and Ai-Hui Tan. Georgetown University Press, 2002

Differing Cultural Beliefs in Funny Boy essays

Differing Cultural Beliefs in Funny Boy essays Differing Cultural Beliefs in Funny Boy Between four to ten percent of the general population is homosexual. However, openly admitting to this preference is very uncommon. It is difficult for society to come to terms with the idea of homosexuality because it is different. Being different is looked upon as shameful, especially when it relates to ones sexual preference. One of the biggest reasons for keeping this subject a secret is because most people feel that their families will reject them. Today, we are living in a world that is supposed to favour diversity, yet all that we seem to be doing is mocking the way others choose to live their lives. Shyam Selvadurai, the author of Funny Boy, felt the necessity to write about this issue because it is kept in the dark, especially in Sri Lanka. In addition, Sri Lanka is faced with many cultural problems. The Tamils and Singhalese are in constant conflict because of their different moral values. Selvadurai grew up in this type of atmosphere, he was homosexual and was raised in an environment where fighting took place regularly. Selvadurai decided to write this book not only as therapy for himself but also to lend a voice to those who still have trouble expressing themselves about both of these issues especially children. Selvadurai writes as sensitively about the emotional intensity of adolescence as he does about the wonder of childhood (Hower, 22). Arjie Chelvaratnam, the protagonist in Selvadurais novel, finds himself going through similar problems. He feels lost because his attitudes towards life differ greatly from those around him. In his novel, Funny Boy, Shyam Selvadurai uses character and plot to show how conflicting cultural beliefs can lead to confusion and alienation. The theme of clashing cultural values is brought out through the character of Arjies father, Appa. As Arjie was growing up, he often enjoyed spending his days playin...

Theories Essay Example | Topics and Well Written Essays - 500 words - 1

Theories - Essay Example 2. Neo-Realists would not buy in to the idea that treaties or other laws could actually do a great deal to control the spread of nuclear weapons. Neo-realism essentially states that there are states that succeed and states that fail based on their behavior, and that a state will do whatever it can to survive, often emulating successful states. As nuclear weapons can be seen as an impregnable defense against invasion, as one could always use it to utterly dismantle an invading country as a last result, countries will obviously seek this course. There is very little incentive to abide by international law, and a great incentive to fail to do so (or simply opt out). 3. Liberals pay much greater attention to the economic side of things than other political theorists, basing a great deal of weight of international relations on what happens economically. A liberal would argue that the best way to assure a lasting peace is twofold: to promote economic development in countries to give them fewer reasons to go to war or have strife, and to create stronger international trade agreements, because countries that are close trading partners both stand to suffer a great deal should they go to war with each other. 4. This article demonstrates that terrorism is largely in the eyes of the beholder. The tactics that he has supposedly undertaken, if allegations are to be believed, would certainly constitute terrorism in almost anyone’s mind: he killed civilians with a tube of toothpaste. Yet, he was also a CIA operative. This makes one think that many of the terrorists in Iraq and Afghanistan might be considered freedom fighters if one were to shift one’s perspective slightly. This shows that terrorism can be very subjective in nature. 5. A realist would believe that emerging economies have a chance at creating world peace, because the more stable a country is the less likely it is to engage in

Reflection Essay Example | Topics and Well Written Essays - 500 words - 36

Reflection - Essay Example sense of developing the human capital of a leader’s subjects, most of the internal responsibilities of change become left with the leader alone to do, making it impossible for him to fit in well the tasks at hand. Another fault that was identified with the leader was that he did not value the need to give feedback to his subjects. In often cases, this leader would implement a plan or take a decision without letting the subjects under him know the outcome or results of such programs. Due to these faults, there was generally lack of cooperation on the part of subjects under the leader. I suggest that there should be a special meeting to put opinions for the development of various fields in this school. A development plan for the leadership of the school should therefore be generally focused on the need to bringing about a change in the leadership style used by the leader of the school. By change in leadership style, an advocacy is being made for the introduction of a democratic leadership style in which the leader learns to share the task of decision making with all other subordinates and subjects. The meeting should therefore address the assignment of roles to other members of staff so that the leader will not be left to do all things by himself. Secondly, the plan should clearly outline various ways by which the human capital of the staff is going to be developed. Specifically, there should be skills development and training for the staff to make them highly effective in their assigned roles. Finally, there should be a mechanism of evaluating and assessing the p erformances and outputs of the staff in accordance with the roles that are given to them. This way, it will be possible for the staff to identify their shortfalls and how these can be empowered for growth. My future job is the principle of school, so Im I developing myself by reading about leadership in the fields of education. This means that learning and knowledge acquisition have been an important