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  • Annotations vs. Abstracts Abstracts are the purely descriptive summaries often found at the…

    Annotations vs. Abstracts
    Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author’s point of view, clarity and appropriateness of expression, and authority.
    What is an Annotated Bibliography?
    An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Annotated Bibliography Below are some suggestions in helping you write your annotated bibliography. This document will be posted on the web and part of your yearlong project. It covers an overview of recent (since 1990) scholarship on the topic you have selected and it deals with primary, secondary, and other resources which have been useful to you over the past year.
    Classroom books will be useful as well. Thus providing your commentary and insights it becomes more valuable to fellow teachers who may use the material or modify the material. In the suggestions area I have listed important elements that should go into your comments. Thus you have provided a “value added” beyond simply a list. Your valuable experience as a classroom teacher helps to make American history more meaningful in engaging both your students, to other teachers and students who have seen your work on the web. So in that spirit of cooperation and high standards, I offer this model to you. Your list will be more extensive.
    I have simply listed some of the types you will encounter in putting together your list. Suggestions for Writing Annotations Content Purpose Usefulness Reliability Authority What is the resource about? Is it relevant to your research? What is it for? Why was the book or article written? What does it do for your research? Is the information accurate? Do other sources support the conclusions? Is it written by someone who has the expertise to author the information? What are the author’s credentials? Currency Ease of use Is it new? Is it up-to-date for the topic? Can a “real person” use this resource? What is the reading level of the resource?
    Sample Citations and Annotations (Below are examples, but creatively made up) Website example (with no known authors) “How We Survived Camp Living” Revolutionary War Camping. 12 Oct. 2008. 25 Oct. 2008 This site provided basic information about camp life. It does raise some important issues about gender and status that may be useful for the classroom. It is a commercial site rather than an academic site, so it provides some insight into the clothing that was used and may be useful for supplies. The impression I had from the title of the site was that it would have primary documents. It does list some primary sources. In general, I would not use this site in my research paper unless I could corroborate the information with another more trustworthy source. I accessed this resource through Google.com. The search terms I used were revolutionary camping and camp life in eighteenth century.
    Article example (with known authors)
    Adams, Samuel, John Adams and Paul Revere and edited by G. I. History “The Importance of Beer and Taverns in the American Revolution.” American Journal of Social History. 97.3 (2008), 354-382. Social History Full Text. W. H. Wilson. Castleton State College, Calvin Coolidge Library. 25 Oct. 2008. This article discusses the importance of beer and taverns in bringing together discussion of the American Rebellion. It draws on the first hand experience of three Revolutionaries and their experiences in the pub. The article includes discussion of social class in where one would congregate.
    Written for a scholarly audience, the article brings out that even though the Revolutionaries were fighting for Liberty, it was a relative term and a dangerous one. The authors all had first hand experience in the Revolution and write from different perspectives. The editor has provided a literature review as well as an extensive bibliography. The summary and general discussion provided a useful overview of the conclusions drawn by the authors and could be used in the research paper to support a conclusion. I found this article through the Social Science Fulltext database. I searched using the keywords taverns, beer and post roads.
    Book example (with known authors)
    Washington, George and Nathaniel Greene. Military Strategies: On a Limited Budget Boston: Colonial Press, 1799 Geared for both a broad audience and professional military historians this book provides an insight into the financial crises involved in the war. The authors show the importance and reliance on foreign currency and support in the prosecuting of the war. The authors share their first hand experience of deprivation and include a list of books that they used in planning military strategy.
    By common consensus the authors were the best American generals and so their book is a valuable resource in understanding the relationship between economics and strategy. Chapter Two of the book is particularly useful since it contains Washington’s and Greene’s plans for the Battle of Manhattan. I found this book in the Castleton State College Library online catalog. I searched for the term finances in the Title field and sorted the results by most recently published. I found a couple of books that looked good in the catalog but this one was the most useful once I got to the shelf.
    Book example (for young children) Thoroughblood, Equus, That’s a Horse of a Different Color Boston: Green Dragon Press, 2008 This is a children’s book geared for grades 3-5. The author has selected famous horses in American history and told their story. He mentions Paul Revere’s and William Dawes’ love of horses. The heroine of the story is a young girl named Michelle who has a horse of her own and is taking riding lessons. She then becomes familiar with the importance of horses. In addition to Revere’s and Dawes’ horses, the author discusses Lee’s horse Traveler and Grant’s horse. And finally the author ends up discussing the color of horses and the Wizard of OZ. This is a delightful book especially for young children who love horses. At the same time it gives them an insight into history.
    A fellow teacher in the Teaching American History Grant at Castleton recommended this book for my third grade class. I have had great success with it and would recommend it for a fifth grade class that might have slow readers. Patrick, S, Green Grow The Rushes, Oh South Boston: Celtic Press, 2009 89 pages This is a children’s book which deals with the Irish in the Revolutionary and Civil War in the United States. The book by S. Patrick has many colorful illustrations of the time period which will be appropriate for children in grades 3 to 5. It talks about the Fenian movement in the United States and Canada, thus the book will be most appropriate for those countries. S. Patrick was a noted zoologist who collected snakes before he became a children’s author. He has retired from that profession is now a full time children’s author.
    The book is useful for discussing ethnicity and immigration in the United States in the nineteenth century. Children can dress up in period costumes and eat ethnic food. The book contains some recipes that might be useful. I came across this book doing a search in the Castleton College on line catalog. Hanover, George III, Michelle and Mary Serve Tea Boston: Colonial Press, 2005 120 pages This is a children’s book of fiction appropriate for grade 5 reading level. This book tells the story from the British viewpoint of the Boston Tea Party. Through the eyes of two good wives the English boycott of goods in the American colonies is explained. While the story focuses on the American women as Daughters of Liberty, the author makes it clear what the British position is and why the Americans are provoking the situation.
    It gives a thought-provoking alternative view. Robinson, Jonathan. Brenda and Judy Meet Elizabeth Cady Stanton Seneca Falls: Women’s Press, 2004 122 pages In the tradition of meeting historical figures, two young women journey to Seneca Falls because they have heard of the Women’s Rights convention. They are advocates of women’s rights. They meet Frederick Douglass and other important delegates to the convention. The book brings out the role of women in the 19th century and why there was a need of convention to address the rights of women. The book should provide a thoughtful discussion and debate in class. It is appropriate for the 5th to 6th grade.

  • The use of electronic and social media has become a staple in our society. No matter where one…

    The use of electronic and social media has become a staple in our society. No matter where one travels one can have access to this great resource. But has this accessibility and dependence upon electronic and social media gone too far? Is this passion for instant gratification affecting our ability to communicate with those around us on a personal level? Another question to ask is whether or not this constant access to technology will help our children develop the necessary skills to succeed in life; whether through multitasking or being able to adapt to new situations. There have been many studies that argue both sides of this issue. Some say these new technologies will improve the quality of life for our children and others argue that instead of helping, it will hinder their ability to effectively communicate. The impact of the internet and social media has permanently altered the lives of all who participate in its web.
    Kevin Cain’s article, “The Negative Effects of Facebook on Communication” argues that Facebook is completely changing how we communicate with one other. He says it is creating a society that values, “…frequent communication more than meaningful communication,” (Cain). He believes this has caused us to have shrinking attention spans and has made us want to share more personal information that we normally would not be comfortable sharing with others. “[We] overshare a variety of information that was once unthinkable for public consumption,” (Cain). On the other hand, Lori Takeuchi’s more researched article, “How Tweens Use Digital Media to Develop Their Identities” is not quite sure what kind of consequences our overexposure to the internet will have. She believes it can have both positive and negative effects based on a child’s exposure to the internet and the parental involvement surrounding its use.
    Takeuchi writes, “…reading Club Penguin’s newspaper, for example, can help foster children’s reading comprehension skill and negotiate, collaborate, and evaluate,” (Takeuchi). Even though Takeuchi believes these can be important aids to our children’s learning curve, she does not think that it should completely replace the non-technological part of our lives. She states, “Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives,” (Takeuchi). Takeuchi is very clear in stating family and outdoor activities are still very important and necessary. Although it is clear that electronic and social media is having a powerful impact on our society, it still is not entirely clear whether this influence is for the betterment of the society as a whole. It is however, unquestionable that the internet has changed our lives forever. Although the long term effect of electronic and social media has not been thoroughly vetted, it seems as if the misuse of this resource can leave us with undesirable results.
    Electronic and social media has positive functionality in our everyday life. It can enable a person to research a wide range of topics including, searching medical diagnoses or treatments on sites like WebMD for injuries or illnesses, collecting material for school projects, or it can reconnect you with old friends through Facebook and Twitter. Although communication through Facebook and Twitter can be entertaining and fun, it consumes untold hours each month. Surprising, most users are unaware of this fact. A study in August of 2011 showed that Facebook usage alone accounted for nearly eight hours of online time per person. Twitter did not register quite as high on the scale of online time usage, but it is believed to be because Twitter, like most other websites, does not track the time spent using mobile phones. So, “these numbers only track visits to Twitter.com, and do not take into account mobile usage,” (Konrardy).
    That means that the total time spent on these websites is actually much higher. If one takes into account how much time one observes people on cell phones checking their social media, the total time wasted on these sites would be much higher. Not only are people spending an exorbitant amount of time on social networking sites, they are also developing a tendency to be more comfortable having serious conversations through social media or some other form of non-personal communication. This is especially prevalent amongst children ages thirteen to eighteen, “young Facebook users are relying less on interpersonal communication skills and more on technology to communicate for them,” (Konrardy). This can be a huge detriment to their development of interpersonal skills. If children do not learn how to communicate effectively at a young age, it can hinder them in the future whether in job interviews or when dealing with personal conflict in relationships.
    Communication is necessary to live peaceably in our society. If children are taught that Facebook and other social networking sites are acceptable forms of serious conversation, they will be less likely to succeed in their personal and public lives. Susan Tardanico said in an article that, “…these generations – which will comprise more than 50% of the workforce by 2020 – would prefer to use instant messaging or other social media than stop by an office and talk with someone,” (Tardanico 1). This change in communication styles has made it difficult for employers to build trust and employee loyalty which then, in turn, can negatively impact productivity. Cell phones and social networking sites cannot offer true communication because “A whopping 93% [of communication] is based on nonverbal body language,” (Tardanico 1).
    This makes it extremely difficult for an individual to discern what another person might be meaning through words alone. In October of 2011 Sharon Seline was texting her daughter, who was off at college, asking how her life was going at school. Her daughter continually responded with positive responses, smiley faces, and hearts. This made Seline believe her daughter was quite happy and having a wonderful time at college. In reality, she never left her dorm room and showed tales tell signs of depression, a fact that did not come across in her texts and social networking posts. Later in the same night while she was ‘talking’ with her mother, she tried to commit suicide. Because the daughter’s non-verbal communication was absent from their conversations, her mother was unable to decipher the seriousness of the situation.
    She had to take her daughter’s written word as fact because she was, unable to “hear [her] tone of voice or look into [her] eyes… [and] know when “I’m fine” doesn’t mean [she’s] fine at all…” (Tardanico 1). If Seline would have been able to see her daughter’s body language, she would have easily recognized, through non-verbal communication that she was not okay and needed help. In this case, face-to-face communication might have been able to keep a young lady from attempting suicide. There is also a direct correlation between the usage of Facebook and other social media sites to a person’s shyness. A study showed that those who have a tendency to be shy, generally have less ‘friends’ but spend more time on these sites. “…although shy individuals do not have as many contacts on their Facebook profiles, they still regard this tool as an appealing method of communication and spend more time on Facebook than do nonshy individuals,” (Liebert 339).
    Although it may be appealing to those who have a hard time meeting others, what it really does is immobilize them from entering into meaning relationships with others. It reinforces their shyness and perpetuates their lack of social ability in the ‘real’ world. They use it as a means of communication, so they do not have to go out into the world to overcome their shyness. It is easy to see that this study’s, “…findings might be explained by the anonymity afforded by online communication, specifically, the removal of many of the verbal and nonverbal cues associated with face-to-face interactions,” (Liebert 339). Again, this ability to hide in an online community does nothing to help an individual overcome their shyness. In fact this behavior hurts them by creating a false connection and an altered reality by inhibiting them from actual interpersonal relationships’.
    Without practice, a shy individual will have limited exposure to verbal and nonverbal cues that could in turn negatively impact them in job interviews or other “real” life situations. Unadulterated social networking has also been observed to negatively impact college student’s grades. Megan Puglisi says that, “According to Northern Michigan University, college students who used Facebook while studying, even just having it in the background, earned grades 20 percent lower on average than non-users in 2010,” (Puglisi). The impact of lower grades in college could adversely affect ones future life and well-being. For example, if a student can achieve a 20 percent improvement in their GPA simply by removing the constant interruption of social media sites from their environment, this could result in not only better grades, but scholarship opportunities. This in turn could improve that student’s financial burden.
    If, however, ones grades drop by 20 percent, because of the constant interruption from social media sites, at the extreme end of the spectrum, one could get kicked out of college which would hinder one’s ability to acquire future employment. So sacrificing a little time on Facebook could greatly affect ones present and future life. Puglisi also found that college students’ tendencies to use social media reduced their relationship with their professors. In her article, she quoted Dr. Kelley Crowley, a professor who “teaches public relations writing and principles of advertising at West Virginia University,” (Puglisi). According to Crowley, students should be pursuing real relationships. She believes that, “‘Avoiding personal interactions harms the competency of young professionals … (It’s difficult for students) to speak to respected professionals during interviews because they lack the necessary nonverbal behaviors, like eye contact,’” (Puglisi).
    Again, this directly relates to how social media can adversely affect college age students when applying to the work force. By not developing proper communication skills necessary for success, these students are affecting their life in a negative way. Puglisi is also a strong advocate for writing correctly on social networking sites. She believes making poor grammatical mistakes can make one look bad. She believes if one proof reads what one says before one posts it, one can “prevent looking like a fool in front of professors, friends and future colleagues,” (Puglisi). Employers now search out a person’s social media site to see what type of individual they really are. If one used poor grammar and made careless mistakes, the company would be much less likely to hire them. The many articles and researched opinions on this matter coincide with everyday observable behaviors.
    On any given day, one can walk down the street and see someone on their phone, texting, on Facebook, or looking at different internet sites. People are simply occupied with their electronic devices rather than with the world around them. This lack of interaction with the outside world can cause chronic electronic users to make stupid and sometimes irreparable mistakes. The other day my friend was riding his bike to class. A girl distracted while looking at her phone, walked out in front of him. He had to swerve out of the way so he would not hit her. He ended up crashing his bike, and spraining his ankle; a relatively small injury compared to what could have happened. In this instance, if the girl would not have been checking her phone, she would not have stepped out in front of him, and he would not have been injured. Another more personal incident occurred while I was driving my parent’s car. I only had my permit and my brother and I were heading to my swim practice when I went to turn left at a green light.
    A young lady was texting on her cell phone and went through her red light and nearly hit us. That young lady was tremendously lucky because had she hit us, I would have, in all likely hood, been killed. Two seconds separated me from life and death. This distraction of electronic media can sometimes have very tragic results. In 2012, a Philadelphia man was walking while using his cell phone. Because he was distracted, he fell onto a set of train tracks. Luckily, no train was coming and he was able to recover and get himself out before being crushed. In this case, distracted walking almost cost a man his life. More and more reports of injuries due to distracted walkers are being reported. A study showed that, “[All]though overall traffic deaths were lower in 2012 than the year before, pedestrian fatalities rose by 4.2 percent and injuries by 19 percent,” (Lowy).
    This shows a direct correlation between the use of social media and pedestrian deaths. This is no surprise to researchers, “‘I see students as soon as they break from a class, they have their cellphones out and they’re texting to one another. They’re walking through the door and bumping into one another,” said Jack Nasar, an Ohio State University professor and expert on environmental psychology,” (Lowy). This distraction can easily turn into something much bigger and cause serious injuries. “A study Nasar conducted at intersections on campus found that people talking on cellphones were significantly more likely to walk in front of cars than pedestrians not using phones… reports of injuries to distracted walkers treated at hospital emergency rooms have more than quadrupled in the past seven years” (Lowry).
    These studies and reports show how social media and networking sites can greatly harm an individual when undivided attention is not given to the task at hand. Social media has also completely changed the way we read and process information. Nicholas Carr in is article, “Is Google Making Us Stupid” talks about how the internet has made it more difficult for people to stay focused. “The more they use the Web, the more they have to fight to stay focused on long pieces of writing,” (Carr). This can greatly affect your studying and work ability. By having this inability to be focused, you may have trouble gathering information you may need for a class or work project. This can negatively affect your performance and cause you to do poorer than you originally would. Carr also states that, “Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.” (Carr).
    Again, this inability to make connections and interpret the written text can make us less marketable, which in turn damages our quality of life. Carr, when researching his article, came across a five-year long research program. The scientists studied the behaviors of visitors to two different research sites, both offering any different forms of written information. In the study, “They found that people using the sites exhibited “a form of skimming activity,” hopping from one source to another… They typically read no more than one or two pages of an article or book before they would “bounce” out to another site,” (Carr). This type of skimming and non-ability to analyze written word has become a great drawback of social media. Social media and networking sites have had a great impact on our society. It has given us the ability to access any information we want, whenever we want. But this gift has taken us to a level we could never have imagined, and it has not always been in a good way.
    Through continually having access to social media, we have created many dangerous side effects. By not being able to read one’s body language, we can have a difficult time discerning what they really mean. By hiding behind a computer screen, we can lose many of the abilities to communicate effectively. By constantly having our faces glued to our cell phones, we can cause bodily harm to ourselves and to others. All of these negative ramifications can greatly hinder our capacity to find a decent job, do well in school, and communicate in an effective manner. If people do not become conscience of our misuse of this great resource, we may see even worse side effects than we have already encountered.
    Works Cited
    Cane, Kevin. “The Negative Effects of Facebook on Communication.” Social Media Today RSS. Social Media Today, 29 June 2012. Web. 4 Nov. 2012. . Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic July-Aug. 2008. Web, 16 Nov. 2012. < http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/="">. Konrardy, Nate. “Face-to-Facebook Communication.” The Northern Iowan. The Northern Iowan, 3 Oct. 2011. Web. 17 Nov. 2012. . Lowry, Joan. “Distracted Walking: Smartphone-wielding Pedestrians Stumble into Danger.” The Christian Science Monitor, 30 July 2012. Web. 13 Nov. 2012. Orr, Robert R. et al. “The Influence Of Shyness On The Use Of Facebook In An Undergraduate Sample.” Cyberpsychology & Behavior 12.3 (2009): 337-340. Puglisi, Megan. “Social Networking Hurts the Communication Skills of College Students.” The Daily Athenaeum. The DA Online, 13 Oct. 2010. Web. 13 Nov. 2012. . Takeuchi, Lori. “MindShift.” MindShift RSS. Mind Shift, 29 Feb. 2012. Web. 4 Nov. 2012. .

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  • Henry David Thoreau, Cesar Chavez, Mahatma Gandhi, and Martin Luther King Jr. have one thing in…

    Henry David Thoreau, Cesar Chavez, Mahatma Gandhi, and Martin Luther King Jr. have one thing in common: the philosophy of nonviolent protest. All started with a mission to change the way the government treated the people and all made a great impact on the way protests and such civil rights missions were not only accepted by the American public, but taken into account by the law makers.
    To see how much of an impact these men made on civil rights, a look will be taken into the actions, attitudes, and beliefs of each man, to compare and contrast how each contributed to the philosophy of nonviolent protest. It can be said that “the assassination of President Kennedy marked a major turning point in American history. In the year following the President’s death, America seemed to turn a corner, to center into a new phase of national existence, a strange new world in which the concerns of 1963 seemed as antiquated as those of 1933 .
    ” It’s true that violence has taken on a new meaning since the assassination of Kennedy. Never before had the world seen something so brutal done to a man so beloved. Not only was the assassination a turning point in history, but it reminds the public of the way things were—when nonviolent protest had its place and had a greater impact on change. And, from that moment, “the phase of change accelerated horribly. History seemed to run forward like a motion picture with the projector out of control.
    Before one’s eyes, weird metamorphoses took place: an insignificant little war in Southeast Asia became a gigantic national enterprise; peaceable Negroes marching on Washington became hostile mobs, burning and looting virtually every major city; college students headed for the Peace Corps…became revolutionaries or hippies. ” It was a shock to the world, changes had been made without notice up until this point and nonviolent protests became a thing of the past.
    Even now, protests hold an allure of danger, while nonviolent philosophies may still be considered by many seeking change, the sad fact is that the world changed too much—perhaps, to follow in the steps of the great men who made nonviolent change possible. Perhaps the one man who can be said to have started nonviolent protest is Henry David Thoreau. Thoreau is well-known for his 1849 writings entitled “Civil Disobedience,” or, as it was originally published, “Resistance to Civil Government. ” The fact remains that “although seldom mentioned without references to Gandhi or King, ‘Civil Disobedience’ has more history than many suspect .
    ” Throughout its history, “Civil Disobedience” has been met with differing reactions, “in the 1940’s it was read by the Danish resistance, in the 1950’s it was cherished by those who opposed McCarthyism, in the 1960’s it was influential in the struggle against South African apartheid, and in the 1970’s it was discovered by a new generation of anti-war activists . ” No matter what his work was met with, the truth is that Thoreau’s message was needed, and desired by everyone who knew something was missing. But “ ‘Civil Disobedience’ is not [just] an essay of abstract theory.
    It is Thoreau’s extremely personal response to being imprisoned for breaking the law. Because he detested slavery and because tax revenues contributed to the support of it, Thoreau decided to become a tax rebel. There were no income taxes and Thoreau did not own enough land to worry about property taxes; but there was the hated poll tax—a capital tax levied equally on all adults within a community . ” Thoreau wanted to apply his own principles to his daily life, but he, of course, ended up in prison and persecuted for his tax crimes. Another man who was imprisoned for his theories and practices was Cesar Chavez.
    Chavez once said that “I had a dream that the only reason the employers were so powerful was not because they in fact had that much power, in terms of dealing with the lives of their workers at will, but what made them truly powerful was that we were weak. And if we could somehow begin to develop some strength among ourselves, I felt that we could begin to equal that, balancing their power in agriculture . ” Chavez dreamed that workers would have more rights, that a union could be formed to care for them, their wages, and their civil rights. Chavez’s dream “inspired an organization that did not look like a labor union.
    His vision didn’t include just the traditional bread and butter issues of unionism; it was about reclaiming dignity for people who were marginalized by society . ” Indeed, Chavez did not see a staunch labor union for his workers, he saw a new way of life—freedom filled with dignity, no matter the job. It was well-known that “Chavez placed harsher demands on himself than on anyone else in the movement. In 1968 he fasted (the first of several fasts over his lifetime), to recommit the movement to non-violence. In many ways the fast epitomized Chavez’s approach to social change.
    On one level it represented his spiritual values, his willingness to sacrifice and do penance . ” Chavez’s approach was the same as Thoreau’s. He believed that if he wanted something done, and had any theories about it—he would have to commit to it first, with more commitment than he expected of anyone else—and he did. Even more, Chavez had “accomplished something that no one else had ever been able to do; build a union for farm workers. In the process he trained a generation of activists who would apply their skills in other communities and struggles .
    ” Chavez was unique in this, gaining respect while creating a lasting community and union where the people had the same rights as farm workers as other men did in trade unions. Much can be said about Mahatma Gandhi’s impact on civil rights and nonviolent protest. His story begins in London where he “encountered theosophists, vegetarians, and others who were disenchanted not only with industrialism, but with the legacy of Enlightenment thought. They themselves represented the fringe elements of English society. Gandhi was powerfully attracted to them, as he was to the texts of the major religious traditions .
    ” And thus began his enterprise into freedom and peace. In fact, Gandhi “initiated the non-cooperation movement, which called upon Indians to withdraw from British institutions, to return honors conferred by the British, and to learn the art of self-reliance; though the British administration was at places paralyzed, the movement was suspended in February 1922 when a score of Indian policemen were brutally killed by a large crowd…Gandhi himself was arrested shortly thereafter, tried on charges of sedition, and sentenced to imprisonment for six years .
    ” And it wasn’t the last time that Gandhi would spend in prison for choosing to act upon his own nonviolent political views. A well-known incident involving the “salt laws” concluded when Gandhi “picked up a small lump of natural salt, and so gave the signal to hundreds of thousands of people to similarly defy the law, since the British exercised a monopoly on the production and sale of salt. This was the beginning of the civil disobedience movement: Gandhi himself was arrested, and thousands of others were also hauled into jail .
    ” Again, Gandhi was imprisoned, and knowingly, for choosing to act upon something he felt was unjust. What he did for the people, however, was to show, in a nonviolent method—which was always Gandhi’s way—how to protest without crime, ironically, even though his choice of protest did involve committing a crime. From this moment on, Gandhi became known as the “Father of Freedom,” making his mark in a profound way upon the world of civil disobedience. But a discussion of civil disobedience would be nonexistent without making note of Martin Luther King Jr. In fact, Martin Luther King Jr.
    “spoke over twenty-five hundred times, appearing wherever there was injustice, protest, and action; and meanwhile he wrote five books as well as numerous articles. In these years, he led a massive protest in Alabama…he directed the peaceful march on Washington, D. C. , of 250,000 people to whom he delivered his address, ‘I Have a Dream’…he was arrested upwards of twenty times and assaulted at least four times; he was awarded five honorary degrees; was named Man of the Year by Time magazine in 1963; and became not only the symbolic leader of American blacks but also a world figure .
    ” Of the men discussed so far, King is perhaps the most inspiring of all. His methods brought the public something never seen before, and he did it with inspiration and profound conviction—which made him all the more powerful. In truth, King “came to the conclusion that the while the power of love was a compelling force when applied to individual conflicts, it could not resolve social problems. He believed the philosophy of ‘turn the other cheek’ and ‘love your enemies’ applied only to conflicts between individuals and not racial groups or nations .
    ” King was like all the others: Gandhi, Chavez, and Thoreau, but he was the first and only to be assassinated for his convictions. King knew that the world that stood before him was resistant to change, and that social problems and civil matters required a different handling than any other matter. In his way, nonviolent protests were the only way to bring about the change he envisioned in his “Dream. ” To finally compare the men, it can be said the nonviolent protesting was the only method that each could see in which to make change without presenting harm for others.
    But, none of the men feared for his own personal safety, and they definitely didn’t have a fear of persecution or of being imprisoned for their actions. Henry David Thoreau started the idea of civil rights and nonviolent protests with his work of “Civil Disobedience,” but Martin Luther King Jr. finished it with his speech in front of hundreds of thousands. His speech is so famous it is familiar to the minds of elementary school students.
    In fact, King made such an impression on the American public that Black History Month was named, to honor him, and of course, the other prominent people of color who came before and after King to make change within the world. Overall, it can be said that Henry David Thoreau, Cesar Chavez, Mahatma Gandhi, and Martin Luther King Jr. were all founders within the movement of civil disobedience, and especially, nonviolent protests. Their philosophies are all the same: equal rights, just treatment of people by the government, and unions to protect and serve the working people.
    In true fashion, each man was arrested for his actions, released, and made into a martyr and savior of the people. All started with a mission to change the way the government treated the people and all made a great impact on the way protests and such civil rights missions were not only accepted by the American public, but taken into account by the law makers. And all created a great impact on civil rights and the philosophy of nonviolent protest. Bibliography. Downing, Frederick. Bearing the Cross: A Review. Theology Today, 48 (2), 390-394. Garrow, David. (2004).
    Bearing the Cross: Martin Luther King, Jr. , and the Southern Christian Leadership Conference. New York: William Morrow. Haberman, Frederick (Ed. ). (1972). Nobel Lectures: Nobel Peace Prize Edition. Amsterdam: Elsevier Publishing. Jhaveri, Vithalbhai. (2006). Mahatma Gandhi. UCLA Online. Retrieved May 1, 2009 from the world wide web: http://www. sscnet. ucla. edu/southasia/History/Gandhi/gandhi. html Lenat, Richard. (2009). Civil Disobedience. Thoreau Reader. Retrieved April 30, 2009 from the world wide web: http://thoreau. eserver. org/civil. html McElrath, Jessica. (2000). Martin Luther King’s Philosophy on Nonviolent Resistance. African American History Online.
    Retrieved May 1, 2009 from the world wide web: http://afroamhistory. about. com/od/martinlutherking/a/mlks_philosophy. htm McElroy, Wendy. (2005). Henry Thoreau and ‘Civil Disobedience. ’ Future of Freedom Foundation, reprinted in Thoreau Reader. Retrieved April 30, 2009 from the world wide web: http://thoreau. eserver. org/wendy. html Rubenstein, Richard. (1970). Rebels in Eden: The Structure of Mass Political Violence in America. Boston: Little, Brown and Company. Tejada-Flores, Rick. (2004). Cesar Chavez. PBS Online. Retrieved April 30, 2009 from the world wide web: http://www. pbs. org/itvs/fightfields/cesarchavez. html

  • Drawing on Thoreau and Martin Luther King, Jr., defend or attack the practice of ?Civil…

    . Drawing on Thoreau and Martin Luther King, Jr., defend or attack the practice of “Civil Disobedience” in a democratic society such as ours.
    Civil disobedience is not only a crucial tool that the masses use to express their grievances against an unjust government, but it is a necessity for the social health of any society. Citizens can only respect a country worthy of respect, with or without rule of law dictating behavior. The rule of law may retain order, but may also be seen as unjust or unnecessary by those are forced to submit to it. Since Thoreau’s treatise on civil disobedience, nonviolent protest has been used by many movements such as the civil rights movement to affect change, and must continued to be employed as a tool to ensure that people retain the power over the government.
    Civil disobedience has been a successful tool in initiating change in many countries, including the United States. Civil disobedience is generally comprised of a majority group that represents the voice of those who are adversely affected by injustice and is mostly nonviolent, usually in the form of protesting. Henry David Thoreau discusses the subject of civil disobedience when talking of his own efforts to make a nonviolent protest: “All men recognize the right of revolution; that is, the right to refuse allegiance to and to resist the government, when its tyranny or its inefficiency are great and unendurable” (Thoreau).
    When a government or ruler fails to treat all citizens equally, citizens must mobilize to voice grievances when they decide that the governmental system is not ideal. Analysis of the history of civil disobedience reveals that leaders of such movements have always advocated against violence, preferring peaceful measures as a main weapon. Peaceful weapons have been proven more effective in changing the systems and achieving national and individual freedom. Civil disobedience utilizes a system of protests, from boycotts to strikes, that always seek to remain true to non-violent ideals. The ultimate goal of civil disobedience is to initiate systemic change.
    Civil disobedience is driven by a motive of correcting the wrongs and demand for equality and justice. Unlike other movements, the motive of civil disobedience is not to dictate or oppress others. It is a system of protest, driven more by intelligence than force. The question of attacking or killing has no place in civil disobedience, which aims at willingly and peacefully breaking the law. As a civil disobedience movement gathers momentum, the government it is opposed to is bound to be crippled and ruptured, and ultimately changed by the movement. During the twentieth century, this was used successfully in India to liberate the country from colonial rule.
    Indian spiritual and political leader Mahatma Gandhi believed in Satyagraha, the philosophy of non-violent resistance. He used it to drive the most powerful empire in the world out of his country, achieving independence and proving to the rest of the colonial world that peaceful resistance could initiate change. Gandhi passionately advocated nonviolence and peaceful protesting, and provided guidelines on civil disobedience. Some of Gandhi’s guidelines included that resisters would harbor no anger, or suffer the anger of the opponent, putting up with assaults, though never retaliating.
    Civil resisters would not submit, out of fear of punishment or the like, to any order given in anger, and they would also accept arrest, the loss of property, and adherence to all other laws as dictated by authorities. However, if a civil resister has any property in is possession as a trustee, he will refuse to surrender it, even though in defending it he might lose his life. He will however, never retaliate, insult his opponent, nor submit to the pomp and circumstance accompanying allegiance to the government being opposed.
    And, as part of Gandhi’s guidelines, a civil resister will even protect opposing authorities from any violence that might be perpetrated upon them (Gandhi). With Gandhi’s guidelines for civil disobedience, one can clearly see that rule of law is a careful consideration to those wishing to peacefully affect change. Only decades after Gandhi’s successful campaign of nonviolent civil disobedience against the British, in the United States, Martin Luther King inspired millions of African Americans to employ civil disobedience to achieve equal rights.
    Martin Luther King adhered to Gandhi’s guidelines for civil disobedience to protest segregation and helped ensure equal rights for African Americans in the process. King espoused his philosophy on civil disobedience in a letter he wrote sitting in a Birmingham jail. The religious leaders who opposed the peaceful demonstrations in Birmingham – representing various denominations united in disapproval – stated their belief that protestors should not break local laws while demonstrating for their cause.
    Dr. King replied to this charge with a powerful question about justice: “One may well ask, ‘How can you advocate breaking some laws and obeying others?’ The answer lies in the fact that there are two types of laws: just and unjust. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws.” He supports this in later paragraphs by suggesting that the Constitution represents a just law that has been unevenly applied, allowing the unjust laws of segregation to remain in force and leaving a blot on the absolute fairness of our founding principles.
    Written from jail after King was arrested for practicing civil disobedience, a ‘Letter from Birmingham’ espoused his views on rule of law that enabled social injustice and how it must be opposed:
    “In any non violent campaign there are four basic steps: collection of facts to determine whether injustices exist, negotiation, self-purification and direct action. We have gone through all these steps Birmingham. There can be no gainsaying the fact that racial injustice engulfs this community. Birmingham is perhaps the most thoroughly segregated cities in the United States.
    Its ugly record of brutality is widely known. Negroes have experienced grossly unjust treatment in courts. There have been more unsolved bombings of Negro homes and churches in Birmingham than any other city in the nation. These are hard brutal facts of the case. On the basis of these conditions, Negro leaders sought to negotiate with the city fathers, but the latter consistently refused to engage in good-faith negotiation” (King).
    To King and other civil resisters, it is the right of every individual to fight for justice and equality by the virtue of his very birth, putting it forever opposed to any rule of law considered unjust. And, as Dr. King’s bedrock principle was nonviolent social change, he and his followers were beaten, blasted with fire-hoses, and jailed without ever striking a retaliatory blow. Their willingness to suffer the consequences of their actions showed an admirable respect for the rule of law in America. The letter states, “One who breaks an unjust law must do so openly, lovingly, and with a willingness to accept the penalty.
    I submit that an individual who breaks a law that conscience tells him is unjust and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law” (King). By paying the price for civil disobedience, the Birmingham protestors were able to take the moral high ground from those who hid behind the strict interpretation of the law. While Dr. King is sure to warn against anarchical views of his statement to disobey laws, his argument against following unjust laws is sound and easy to understand.
    Injustice and inequality can exist under rule of law, and civil disobedience is the best non-violent way to oppose the responsible government. While breaking any law is technically outside the rule of law, civil disobedience cannot be considered consistent with true unlawfulness. Lawmakers are not always sane, equal, or fair, and often prone to error in framing laws, and civil disobedience is the best way to use the law by breaking it.
    While civil disobedience is not consistent with the rules of law, injustice and inequality seems to continued unabated, and the natural right of an individual is to oppose such laws. Civil disobedience will remain an effective method of opposing rule of law considered unjust, though determining justice may prove to be the most difficult part of the process, as well as the most important.
    Works cited:
    Gandhi, Mahatma. Nonviolent Resistance. 1961.
    King, Martin Luther. “Letter from a Birmingham Jail [King Jr.].” African Studies Center –
    University of Pennsylvania. 16 Apr 1963. 25 Apr 2008. .
    Thoreau, Henry D. “Henry David Thoreau’s ‘Resistance to Civil Government’ (1849) or, ‘On the
    Duty of Civil Disobedience’.” The Transcendentalists. 2008. 25 Apr 2008 .

  • The power of the woman comes from her spontaneity, presence and being who she is? She has been the..

    The power of the woman comes from her spontaneity, presence and being who she is? She has been the tower of strength, patience and perseverance. History of nations worldwide is the proof of her significant role. She has been viewed as the nurturer, nurse and caregiver. Her image is the personification of love and tolerance. She creates, she gives and she embraces her family members unconditionally. She takes care of her home, her children and her family. She is there, always ready to serve and care. She cooks, cleans and procures supplies for everyday living. This pillar of strength is the traditional housewife, who has faded into background of modern day needs, emerging technology and growing industrialization.
    Until industrial revolution of nineteenth century, most mothers in Europe and America not only stayed home to tend their children and house, they also worked side by side with their husbands to make financial contribution to the family. There was division of labor based on childbearing and strength, but without women, the crops would not have been harvested, food would not have been stored for winter months and people would not have had clothes to wear. The success of economy rested on the capable shoulder of the women. She fulfilled her role not out of necessity, but out of long, “real” tradition and great skill. (Byington, 2001)
    The power which women had as traditional housewife came from her valued contribution to household. With advent of industrialization and modern age technological evolution, the need for this traditional housewife got submerged. The priorities changed, expectations grew and her role was not valued any more. She was thrust into the background of anonymity. She had to emerge as the savior of the household in a new role. She emerged as a working woman of 21st century, walking side by side with men, braving the role of care provider on her capable shoulders.
    References
    Byington, Jill. “What’s a Traditional Mom, Anyway?.” Look Smart. Find Articles. 2001. 16 Feb 2007 .
    (Byington,2001)

  • 1. Thomas Jefferson once said he believed that ?all the good? of the new constitution might have…

    1. Thomas Jefferson once said he believed that “all the good” of the new constitution might have been accomplished by simply amending the Article of confederation. According to the text’s authors, it is probably a good thing that the Fonding Fathers did not merely amend the Articles of confederation. with which position do you agree? Why?
    2. Why didn’t the leaders of the American Revolution extend their spirit of equality to the abolition of slavery and giving women the right to vote?
    3. Thomas Jefferson observed that “173 despots would surely be as oppressive as one.” What was the context of his remark? what was jefferson warning against?
    4. A diplomatic historian has said in reference to early American foreign policy that ” Europe’s troubles became America’s opportunities.” What events of the 1790s would best illustrate the truth of this remark? why?
    5. Compare and contrast the British notion of a ‘constitution” with that of the Americans.
    6. Write your definition of democracy. Then use this definiton to evaluate the constitution as it was penned in 1787. In what ways was it a democratic document, and in what ways did it guard against democracy?
    7. Assess the extent to which the Whiskey Rebellion of 1794 played a role in shaping American history after 1800?
    8. Which sectional and economic groups generally supported the Federalists and which the Democratic- Republicans? why?
    9. What were the pros and cons of the creation of a National Bank? What political and constitutional issues were involved in this piece of legislation?
    10. To what extent was anticolonialism established as a legacy of the American Revolution? How, then, did the United States established a justification for its own future territorial expansion?
    11. Compare and contrast the Federalists and Domocratic- Republicans, especially their views on democracy, government power, the economy, and foreign affairs.
    12. How were the Aliens and sedition Acts ” supposed” violations of the Bill of Rights? What argmunt were used to justify these acts and what arguments were used to argue against these? Do you find thes arguments convincing? whyor why not?
    13. Summarize the central argument of the Kentucky and Virginia resolutions. Explain why they are key documents in American history.

  • Provide a synthesis of further escalated risk considerations related to technology information and..

    Provide a synthesis of further escalated risk considerations related to technology information and innovation management projects. Using the reference book, practitioner sources, and scholarly material and provide a concise response that extends the key risk areas deserving special attention beyond generic projects. Include recent scholarly sources to provide support for your position and identify areas requiring further research. Note that this assignment requires a synthesis of issues; it should not be a mere summary of the reading.
    Support your pou can add other further appropriate scholarly and practitioner resources, including older articles.
    Length: 4-6 pages, not including title and reference pages.
    Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.