The Violence Against African Americans - 1705 Words

Black voices around the country were being heard as they protested for their lives. It almost seemed like dà ©jà   vu for the black community. However, this time, unlike in the Civil Rights Movement of the 60’s, the Black Lives Matter movement had a powerful tool in their pocket: social media. The creation of the hashtag â€Å"Black Lives Matter† galvanized the movement throughout the nation, as posts from people on both sides of the spectrum spoke out on their thoughts over the current police violence against African Americans. Although the hashtag originally began on Facebook, the Black Lives Matter movement has been able to reach a wide range audience through Twitter. On February 26, 2012, George Zimmerman reported a â€Å"suspicious person† in the neighborhood. After dispatch instructed him not to approach the suspect, Zimmerman did the contrary and a few minutes later gun shots were fired. George Zimmerman shot and killed an unarmed, seventeen-year-old Afr ican American, Trayvon Martin. Let it be known that he had no authority to shoot Trayvon, he was simply a neighborhood watch. He was not a police officer; he was a civilian in charge of overseeing activities at night. Neighborhood watch have no authority to arrest or take actions typically reserved for police officers. Later that week, he was arrested for the murder of Trayvon Martin. However, a year later, Zimmerman was acquitted of the charge for second-degree murder. When the verdict was released, Alicia Garza was at a localShow MoreRelatedThe Violence Against African Americans913 Words   |  4 PagesI Can’t Breathe In today s society, it seems like history is repeating itself when it comes to police brutality against African Americans. I can’t breathe advertisement was created to increase the awareness of excessive force, which can cause death. After the Eric Gardner case, the â€Å"I can’t breathe† slogan was created and was even printed on t-shirts. People had mixed reactions towards the campaign and opinions were heard. Wal-Mart had to take down their ad simply because the black man said, â€Å"IRead MoreThe Violence Of Racial Hate Crimes Against African Americans Essay1520 Words   |  7 Pagesattention is violence in its many forms. While at a state of constant social change and adaptation, the population finds more and more disagreements on the ever-changing and conflicting views and beliefs of each individual, which can lead to violence in some, if not most cases. Hate crimes are crimes or actions motivated by certain disagreements among groups that typically invo lve some form of violence. This essay will discuss the violence in racial hate crimes against African Americans, because theRead MoreSexual Violence Against African-American Women: Beyond Slavery, Beyond the Physical1663 Words   |  7 Pageslandless, respectively. The plantation economy of the South fell victim to out-sourcing, overproduction, and the harsh reality that free labor was now obsolete. Speaking of free labor, freedmen were now in control of their own destinies. Many African-Americans were uncertain of what their â€Å"destiny† might be, but one thing was certain: they wanted to be truly free. White Southerners refused to let blacks become equals; no set of amendments or laws were going to stop them. This white â€Å"goal† set the stageRead MoreAnalysis Of Uncle Toms Children By Richard Wright892 Words   |  4 Pageswas able to depict the poor social conditions of African-Americans in the South. African-Americans during the time period of Richard Wright were oppressed and were treated with violence by the whites of America. African-Americans experienced racial prejudices and humiliation everywhere, for example in Uncle Tom’s Children, Richard Wright relates his experiences with racism through playing games with white children as well as, through the violence and bigotry that he experiences at work from his co-workersRead MoreDomestic Violence And Foreign Violence1251 Words   |  6 Pages Domestic Violence and Intersectionality Domestic violence, as defined by The National Coalition Against Domestic Violence is, â€Å"The willful intimidation, physical assault, battery, sexual assault, and/or other abusive behavior as part of a systematic pattern of power and control perpetrated by one intimate partner against another. It includes physical violence, sexual violence, psychological violence, and emotional abuse. The frequency and severity of domestic violence can vary dramatically, howeverRead MoreThe, My Eyes Have Seen By Alice Dunbar Nelson Essay1622 Words   |  7 Pagesenslavement just as anyone else would, in order to claim some measure of freedom against an institution that defined people as property. African Americans resisted slavery in many different forms in order to secure customary rights that dictated work routines, the speed of work, rations distributed, and other basic liberties granted to white Americans. Such forms of resistance included everything from armed rebellion and violence to the use of passive thinking, which involved very subtle rebellious engagementRead MoreViolent vs. Nonviolent Protests in America1626 Words   |  7 Pages African-Americans have been oppressed since their arrival in America in 1619. Due to their differences in physical characteristics, Whites considered them an inferior race and therefore treated them as property, disregarding their human rights. After many years of exploitation and abuse, in 1791, slaves on the small island of Hispaniola revolted against French rule and successfully gained their freedom in 1804. It gave hope to African American slaves who, in turn, decided to stand against theirRead MoreViolence And Culture : A Cross Cultural And Interdisciplinary Approach By Jack David Eller1208 Words   |  5 PagesAs Americans, living in a egotistical and self centered society, we often think that we are the best, the top 1 percent in every aspect. However, When compared to other countries of the world, America is ranked 14th i n education, 44th in health care efficiency, and 101th in peace. But it ranks first in incarceration, 2nd in ignorance, and 3rd in global competitiveness. One can see how the rankings that America is top in are those that promote violence in one way or another. In the book Violence andRead MoreThe Black Man s Existence Of The World And Me, By Ta Nehsi Coates Essay1686 Words   |  7 Pagesdeath is one of the most primal things that every person feels. In America, this primal desire to survive is what governs African American men in their daily life as a result of the constant fear that their bodies will be taken from them in an act of violence. In Between the World and Me, Ta-Nehsi Coates writes about the state of black bodies in America, focusing on the racial violence and harassment that black men face on a daily basis, in the form of a letter to his son. It is clear that the black man’sRead MoreThe Black Man s Existence Essay1695 Words   |  7 Pages is one of the most primal things that every person feels. In America, this primal desire to survive is what governs African American men in their daily life as a result of the constant fear that their bodies will be taken from them in an act of violence. In Between the World and Me, Ta-Nehsi Coates writes about the state of black bodies in America, focusing on the racial violence and harassment that black men face on a daily basis, in the form of a letter to his son. The black man’s existence in

Essay about The Life of Garibaldi - 705 Words

The Life of Garibaldi Giuseppe Garibaldi was born in Nice, France in 1807. He spent most of his youth as a sailor on Mediterranean merchant ships. In 1883 he joined Young Italy, the movement organised by the Italian revolutionary Giuseppe Mazzini. He believed that all Italian people should be free and that Italyshould not only be independent, but also an integrated republic. Italyhad been left completely fragmented by the settlements reached at Congress of Vienna in 1815. The congress had divided territory among the victors of the Napoleonic Wars. Italy was divided up, but most people wanted to see it re-united as one country, including Garibaldi. In 1815, Italyfaced three obstacles to†¦show more content†¦He later returned to Italy in 1848, when the revolution that swept across Europe arrived in Italy. Garibaldi took part in the movement for Italian Unification. He organised an army of about 3000 volunteers, most of whom were in the service of the Piedmontese ruler Charles Albert, King of Sardinia, who had unsuccessfully fought the Austrians in Lombardy. In 1849 he led his Volunteers to support the Roman Republic established by Mazzini and others. Garibaldi successfully defended the city against attack by superior French forces for thirty days. But was finally compelled to make terms with the French. He was allowed to depart from Rome with about 5000 of his followers, but as the larger part of his force were killed or captured. Garibaldi had to flee Italy to save his life. Garibaldi went to the United States in 1848, and worked as a candle maker. He later returned to Italyin 1854 and bought a house on the Island of Sardinia. At that time Garibaldi had separated from Mazzinis Political views. Garibaldi believed that the road to freedom and unity for Italy lay in alliance with the King of Sardinia, Victor Emmanuel. 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Garibaldi had been a republican, under the influence of GiuseppeRead More Giuseppe Garibaldi Essay2444 Words   |  10 Pages Giuseppe Garibaldi â€Å"The Sword† of Italian Unification †My goal, which was, I believe, shared by most italians at that time, was to unite the country and rid it of foreign powers. Those who gave Italy her freedom would earn her people’s gratitude† (Garibaldi, page 6). During the age of Italian unification, there were three men who fought for her (Italy’s) freedom. Those men were Cavour the brains, Mazzini the soul, and Garibaldi the sword (Chastain). Giuseppe Garibaldi was born in Nice in 1807Read MoreNationalism in Europe Essay913 Words   |  4 Pagesfrom Austria was able to develop into an industrial base for further operations. The actual, boots on the ground venture was led by Garibaldi who recruited many young men to serve in â€Å"The Expedition of The Thousand.† The rising nationalism of the time period, as well as the efforts of Mazzini stirred these young middle and working class men to join arms with Garibaldi as he ventured south to reunite Italy. Garibaldi’s military prowess would serve him and his men well as they successfully lead a campaignRead MoreHow Significant Was The Role Of Modern Italy During The Period C1800-1900?1934 Words   |  8 Pages1848-1849, the significance of individuals in the making of modern Italy had drastically changed. As Mazzini had managed to claim some presidency over Rome, giving Italy a taste to how life would be under nationalism rule, other key individuals had star ted to emerge from amongst the crowds for unification such as Garibaldi and Cavour. It is fair to say that Mazzini significance was the highest at this point of time throughout this career because after substantial amount of time, he had managed to winRead MoreAthletes and Steroids Essay1014 Words   |  5 PagesIf Rob Garibaldi had one wish it would be to play major league baseball. Growing up he played baseball throughout high school and college. There was one problem. He wasn’t as big as the other players. Beginning in his junior year of high school he was strongly influenced to take supplements to increase his strength. A few years later, after continued use of steroids, his life started to spiral out of control. He was feeling very depressed, struggling academically, and had become very aggressiveRead MoreGraduation Speech : My Sister And Her Daughter1635 Words   |  7 PagesOrvieto; BB Garibaldi In January, my sister and her daughter came from Connecticut to help celebrate my sixtieth birthday. It was more than wonderful to have them in our home. Ellen had not been to visit since our mother died, almost four years ago and I was elated to have her and Meghan in our surroundings. Vince made dinner reservations at the Van’s Restaurant; one of my favorite restaurants nearby. Larry and Marla, Stan and Carole and Vince’s mother joined in the celebration. After dinnerRead MoreDescribe the process of Italian unification in the 19th century1899 Words   |  8 PagesItaly and France. France pulled out of the war early by declaring an early peace and took more land then was originally agreed upon. The kingdom of Piedmont still gained a significant amount of land though. Eventually through the efforts of Guiseppe Garibaldi, a popular Italian leader, all Italian areas except Austrian Venetia and the Papal States were secured for Piedmont. There were some attempts mad e on annexing this land, but unfortunately the Papal lands were under French protection, and AustriaRead MoreThe Effects Of Rising Tuition On Students Choice Of Future Career Field1308 Words   |  6 Pagespublic college would have been $2,052 (Evans, 2013). In 2010, the average cost of tuition at public colleges and universities was $6,695 (Evans, 2013). The cost of earning a degree is remaining constant while earning a degree is taking more time (Garibaldi, Giavazzi, Ichino, Rettore, 2012). An analysis revealed that since the 1970s, the economic returns show the benefits of a college degree outweigh the costs; earning a return of about 15 percent (Abel Deitz, 2014). Tuition increases are being

Multiple Intelligence Theory and Its Application to Education Free Essays

The discourse surrounding multiple intelligence theory (MI) and its integration into education has been that of much debate. Written as an opposition to IQ testing, MI was originally developed as an alternate account of cognitive function, initially identifying seven distinct intelligences (verbal-linguistic, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and musical), and later acquiring two more (naturalist and existential). Applied to an educational context, the main aim of MI theory is to demonstrate the insufficiencies of IQ measurements and traditional testing methods as evaluations of student intelligence and the grounds for planning programs and curricula suitable for all students (Moran, Kornhaber, Gardner, 2007). We will write a custom essay sample on Multiple Intelligence Theory and Its Application to Education or any similar topic only for you Order Now MI theory is attractive to many because it offers â€Å"a more pluralistic cognitive universe† (Gardner, 1995b, p. 16). However, vigorous debate challenges MI theory, whilst the lack of clear instruction for its integration into pedagogy has led to misconceptions and unfaithful application of its key elements. Some of the arguments pertaining to the integration of MI in schools, and in art and design classrooms in particular, will be explored below, firstly examining critiques of the theory itself. The first debate considers the empirical aspects of MI. In Frames of Mind (1983), Gardner presents his investigation of numerous empirical studies, from which he identified the initial seven intelligences. Thus, it can be said that MI theory is formed solely on empirical evidence. Since there can be no permanence to any empirically based theory, MI can be modified in accordance to new studies, openly allowing for discussion and constant reconceptualisation (Gardner, 1995a). Whilst Kevin Williams (2000) highlights the intuitively appealing natureof MI theory, Robert J. Sternberg identifies the need for a basis for testing and comparing these â€Å"attractive† empirical theories (1984, p. 700). Klein (1998, p. 06) points out that Gardner, whilst expanding the claims of MI theory, â€Å"provides no evidence for them,† but further demonstrates the virtually â€Å"untestable† nature of MI theory that continued to exist over a decade after Sternberg’s critique. This means that whilst it difficult to prove that MI is wrong, it is equally difficult to prove that it is correct, which questions the validity of the theory in educational contexts. Secondly, MI theory has been accused of confusing intelligence with domain and discipline. Gardner (1995a, p. 02) explains that on the contrary, â€Å"an intelligence is a biological and psychological potential†¦ capable of being realized†¦ as a consequence of the experiential, cultural, and motivational factors that affect a person. † This definition is dissimilar to that of â€Å"domain,† which is a cultural concept, relating to culturally organized activities, in which individuals are involved. In the art and design context, sculpture, painting and woodwork would be examples of domains, which, according to MI, can be accomplished through the utilization if intelligences such as spatial, bodily-kinesthetic and logical mathematical. In saying that, Gardiner argues that intelligences can operate in many diverse domains(Gardner, 1995a; Gardner, 1998). Logical mathematical intelligence must be applied in planning and constructing a table, for instance, to attain correct measurements and angles. Perry D. Klein accuses MI of linguistic redundancy on the basis that each intelligence is defined â€Å"as an ability in a corresponding set of domains,† and an ability in each domain is explained â€Å"with reference to the intelligence† (Klein, 1997, p. 103). Gardner (1998) believes that Klein has confused these concepts, as each domain involves several intelligences, not just one by which it is defined. For example, a student who possesses high spatial intelligence might not necessarily produce an effective poster design without also incorporating a degree of bodily-kinesthetic intelligence, cultural support, practice and good instruction. Gardner strongly disagrees with a third critique that MI theory â€Å"so broadens the notion of intelligence that it includes all psychological constructs and thus vitiates the usefulness, as well as the usual connotation, of the term,† (Gardner, 1995a, p. 03). His argument stems from allegations that the traditional definition of intelligence provides a thin and incomplete observation of its nature, touching on only psychometric capacity and disregarding other cognitive aspects. MI deals only with matters of the intellect and Gardner believes that a more useful comprehension of cognition can be gained by considering multiple semi-independent intelligences than what is offered by the hypothesis of a single â€Å"bell curve† model of intelligence. Conversely, some critics show concern that MI regiments the variety of human intelligences due to the restriction of categories. The formation of categories and intelligences they include is, in the opinion of John White, based â€Å"on Gardner’s own value preferences† (White in Williams, 2000, P. 107). Williams (2000), however, asserts that White may have misjudged the way in which MI can allow for the diverse combinations of intelligences in the classroom. MI encourages that key concepts or disciplines be approached in a multiple ways to enhance a students experience of ideas and implications in a way that is familiar to them. In art and design, topics can be taught using a range of approaches, from narration of an artists or designers experience (interpersonal), class discussion (verbal-linguistic) and individual reflection (interpersonal and intrapersonal) to practical experimentation or stimulation (logical-mathematical, spatial and bodily-kinesthetic). By approaching content from different perspectives, teachers can increase their access to the intelligences of more students and allow students to see that they are capable of representing content and their knowledge in different ways (Gardner, 1995a) A fourth concern takes the form of what Gardner (1995a, p. 203) deems a myth: â€Å"MI theory is incompatible with g (general intelligence), with hereditarian accounts, or with environmental accounts of the nature and causes of intelligence. † His response is that MI theory is primarily concerned with exploring the intelligences and intellectual procedures that g does not take into account. MI examines the scope of g, not it’s actual existence. Similarly, MI theory focuses on exploring the interaction between genetic and environmental elements, impartial on the issue of whether particular intelligences are heritable. MI’s exploration of the unique intelligences of individuals allows them to understand that they have potential to be â€Å"intelligent† in multiple ways and are no longer restricted to the â€Å"smart† or dumb† categories that are often ascribed to g (Moran, Kornhaber, Gardner, 2007). Considering the above arguments, MI practice should not be considered in separation of MI theory and teachers should be aware of the discourse surrounding MI theory in order to make a more educated integration of its principles into their classrooms. The almost immediate attempt to integrate MI theory into educational contexts has generated positive results in its development. However, Burke (2007) also notes that many teachers have acquired information about MI that is in contradiction to what the theory actually suggests. Written in the context of psychology, Frames of Mind relates only six paragraphs to MI practice in education (Burke, 2007). Gardner denies that MI attempts to instruct pedagogy and sees it as the educator’s role to decide how MI will best serve students (Gardner, 1995a). Considering MI theory is not the result of standardized tests, any testing that claims to be MI based, should use an â€Å"intelligent-fair† method, as opposed to linguistic or logical methods of pen and paper testing, so that each individual intelligence is directly examined. For instance, if a student is to be assessed in aspects of spatial intelligence, it should be done based on their practical interaction with and application of visual arrangements and materials, rather than written assessment. Gardner points out that the assessment of MI’s is not always a main concern in education, but if it is appropriate for testing to occur, it should exist within an environment where the student feels comfortable and is provided with familiar materials (Gardner, 1995a). Misguided notions of MI have led to the concern that teachers need â€Å"to plan eight or nine different entry points or approaches for each lesson† (Moran, Kornhaber, Gardner, 2007, p. 26). Burke (2007) reports that in art classes where teachers attempted to teach to every intelligence, students began to complain about far-fetched lessons. It is not always feasible, nor appropriate to attempt to conduct lessons in this way, and Gardner (1995a) agrees that to do so would be a waste of time and effort. Klein points out that the complication of growing class sizes combined with the â€Å"supposed existence of eight intelligences† and their various levels of operation, would result in an â€Å"explosion in the workload of the teachers who would have to plan and deliver these programs† (1997, p. 38). Whilst the identification of â€Å"strong† areas of intelligence in individuals can be beneficial, Klein (1997) predicts that this could also mean that students will avoid areas where their intelligence is deemed â€Å"weak. † Within an art program, for example, a student with strong verbal linguistic intelligence and weak spatial intelligence might f ocus their efforts more heavily in developing a written report on an artist case study and avoid tasks that require them to create or interpret compositions or work with 3D modeling. Furthermore, if a student ascribes their strong logical-mathematical intelligence to an ability such as the careful planning of measurements for a project, and the calculations prove to be more difficult then they expected, Klein suggests that they often quit as they â€Å"interpret failure as a lack of this ability† (1997, p. 389). MI has also been applied to classrooms in trivial ways. This includes the practices that exercise aspects of particular intelligence without cultivating the mind (Gardner, 1995a). An example of this would be to have students thrash their limbs about to make random marks on a surface without informing them of what energized mark-making is about and how it is relevant to art. In order to achieve deep learning, applications of MI should be student-focused, considering the intellectual attributes of each individual in order to plan educational programs that are relevant, appropriate, fair and engaging (Gardner, 1995b). Understanding the dynamics of intelligences within a classroom can assist teachers in their provision of rich learning experiences. This means understanding which intelligences, both on an individual and class level, will create interference, compensation or enhancement (Moran, Kornhaber, Gardner, 2007). Having students work collaboratively on projects can allow for intelligences to operate â€Å"across students†¦ to build shared strengths† (Moran, Kornhaber, Gardner, 2007, p. 28). In concluding, Gardner (1998) maintains the position that MI theory can provide a rich, flexible and useful set of tools and ideas for teaching that allow educators to meet the needs of increasingly diverse classrooms by utilizing knowledge of and tapping into the specific intelligences and ubskills of individual students. MI can be useful in explaining the behavior of individuals and identifying obstacles in their learning with the aim of making teaching and learning relevant for more students in order to achieve deeper learning. However, to avoid misconception and subsequent misapplication of MI theory, educators must b e aware of the debate that surrounds it and its progress as a continually developing empirical theory. How to cite Multiple Intelligence Theory and Its Application to Education, Papers