Column and Thin Layer Chromatography Essay Example for Free

Section and Thin Layer Chromatography Essay Theoretical Spinach extricate was isolated into divisions containing mixes of comparative extremity by section chromatography. In view of strong fluid stage apportioning, this partition strategy misused the distinctive extremity of the mixes in the spinach remove. Three parts with various hues were gotten. The concentrate and its divisions were broke down utilizing slender layer chromatography (TLC). The TLC results indicated that there was one compound (Rf=0. 979) in the primary part; there were three mixes (Rf1=0.839, Rf2= 0.691, Rf3=0.149) in the subsequent division; there was one compound (Rf=0.017) in the third portion. The partitions of mixes which went to the first and third portion were moderately fulfilling, while the subsequent division had a few sorts of mixes. Presentation Chromatography is the partition of mixes or particles by circulation between two phasesâ€a portable stage and a fixed stage. The method depends on the differential absorptivities of the constituents between these two stages, because of various properties of the mixes to be isolated and the idea of the two stages included. In the event that one constituent sticks more to the fixed stage than the portable one, partition will be accomplished. There are a few distinct sorts of chromatography, for example, flimsy layer chromatography (TLC), gas chromatography (GC) and segment chromatography. All the chromatographic strategies depend on apportioning of particles between a fixed stage and a portable stage. So as to quantify the measure of dividing between the two stages, each compound has a one of a kind Partition Coefficient (Kp), which is characterized as the proportion of groupings of the compound between the fixed stage and the versatile stage: Kp=[x]sp/[x]mp. Accordingly, if Kp is more prominent than 1, the substance holds fast more to the fixed stage; if Kp is littler than 1, the substance sticks more to the versatile stage; if the Kp is equivalent to 1, the probabilities of the substance to cling to the two stages are generally the equivalent. The Kp esteem is relied upon a large number of components: â€Å"polarity, dissolvability in the dissolvable, hydrogen holding, instability on account of gas chromatography.â₠¬  After the infusion, the example particles will either remain in the versatile stage or cling to the fixed stage. At the point when the versatile stage is pushed through the fixed stage by the eluent, the portable stage, the atoms will travel through the section at a rate that relies upon their distinctive Kp esteem. For instance, in the event that one constituent is more polar than other and holds fast more to the fixed stage when the fixed stage is more polar than the portable stage, this constituent will linger behind; while the constituent that is less polar and clings less to the fixed stage will push forward. Along these lines, the example can be isolated into divisions containing mixes of comparable extremity. The distinctions among the different sorts of chromatography are generally relied upon the idea of the two stages included. Section and slight layer chromatography utilize strong fixed stage and fluid portable stage; while GC utilizes a gas as versatile stage and a fluid as fixed stage. Contrasted and TLC and section chromatography, GC is a progressively modern strategy. Conversation The aim of this trial was to effectively isolate the constituents of spinach extricate utilizing segment chromatography. The consequences of the division were broke down by TLC to uncover in which part the mixes of the blend were. Since both of the examples of the main portion and the third had just one created spot on the TLC plate, the partition of the mixes in the first and third divisions were generally fulfilling. In any case, there were 3 unique mixes delighted for the subsequent part. Since the shade of the primary part was yellow and the shade of the second and third divisions were green, the significant compound in the main portion ought to be Carotenes, the yellow-orange color; while the significant mixes in the subsequent part and the third part ought to be Chlorophyll. During the procedure of section chromatography, the primary band picked up in the segment was exceptionally clear and the shading was yellow. The subsequent band picked up in the section was green and the t hickness of the subsequent band was more prominent than the first. Likewise, the green shade of the subsequent band differed, and dry region was seen in the subsequent band. Contrasted and the principal band, the subsequent band demonstrated a uninspiring division result. Since there was lackluster zone and different green hues in the subsequent band, the subsequent portion must contained a few constituents, which was analyzed by the TLC resultsâ€there were 3 created spots of the subsequent part test on the TLC plate. With respect to the third portion, there was no reasonable band in the segment while including the last eluent. The convergence of the compound in third part was moderately little, bringing about a little Rf esteem, 0.017. Contrasted and the spots of the subsequent division test, which had a much more clear spot with comparative Rf esteem, 0.839, the compound in the third portion must existed in an enormous sum in the subsequent part. Moreover, these 2 spots had a similar light green shading, which can likewise inspect this end. The lower fixation can likewise because of the uninspiring spotting. The breadth of the lacking spot in the third division was bigger than the first and second one, on the grounds that a lot of dissolvable was utilized. Additionally, on numerous occasions of spotting was required. Watching the spots shading, the most clear spot in the subsequent division had an increasingly extreme green shading, which demonstrated that the compound in this part ought to be Chlorophyll a. While the significant compound in the third part ought to be Chlorophyll a, with a lighter shading and lower Rf esteem. The perfect dissolvable framework should bring about Rf esteems running from 0.24 to 0.54. In any case, in this test, none of the Rf esteem was in this range. In this way, the extremity slope of the eluents ought to be limited, which can bring about more spots in the perfect range. Since there were 3 spots in the subsequent portion test, more than 4 eluents are expected to give a superior partition, accepting the spot with most minimal Rf esteem in the subsequent division had a similar compound as the spot in the third portion test.

Free Essays on Yucca Mountain

History For over two decades, the Shoshone clan, researchers, earthy people, the national government, Nevada residents and legislators have wrestled over the destiny of Yucca Mountain. Yucca Mountain is situated inside the Western Shoshone Nation and has for some time been a position of amazing otherworldly vitality for the Shoshone clan. The water in the region is additionally holy, for what it's worth with many desert people groups. Yucca Mountain, and the encompassing region, was never really esteemed government land. As indicated by the 1863 Ruby Valley Treaty that the Shoshone marked with the U.S. government, a large portion of the territory currently utilized by the U.S. military for atomic weapons testing and the proposed squander capacity site was perceived as Shoshone land. Be that as it may, the Shoshone can't control what occurs on their hereditary land. Rather, lawmakers keep on attempting to convince the Shoshone to acknowledge money related remuneration for their territory, which most view as an approach to dominate local title and disallow future land claims. In the late 1970s government researchers started to examine Yucca Mountain as a potential vault for atomic waste, and since 1987 it has been the main site considered for 77,000 tons of spent atomic fuel and other radioactive waste. 98% of all the radioactive waste created by U.S. atomic reactors may before long be set out toward the mountain. There is as of now more atomic waste than the storehouse can hold, except if the 77,000 ton limit is raised. Despite the fact that the office won't open until 2010 at the most punctual, reactor squander now sitting in pools of water around the nation will fill Yucca Mountain’s passages and leave space for short of what 33% of the government’s atomic barrier squander, leaving 7,500 tons with no spot to go. Business atomic force plants produce 2,000 tons of elevated level waste every year, and when Yucca Mountain would be full in 2035, there would be 42,000 tons of recently created regular citizen squander at reactors around the nati on. Th... Free Essays on Yucca Mountain Free Essays on Yucca Mountain THE YUCCA MOUNTAIN NUCLEAR WASTE REPOSITORY After much research and finding out about the Yucca Mountain atomic waste and store, I have increased a lot of information on the circumstance. I will impart to you the realities and what I have realized looking into this theme, just as the pro’s and con’s and my preferred part, my genuine belief. One would trust that they would discover this theme an intriguing subject. The disputable issue that is happening with the Yucca Mountain region isn't climate its set in stone, however a greater amount of what we ought to do with our atomic waste and where to store it. â€Å"In July 2002, president Bush marked a bill assigning the Yucca Mountain site for advancement as a vault for the removal of spent atomic fuel and significant level radioactive waste† (orcwm.doe.gov). A valley not very far away from â€Å"Sin City† otherwise known as Las Vegas, Nevada, there is a remote desert where Yucca Mountain is in for thought for putting away atomic waste. The U.S. Division of Energy started to concentrate here in 1978 to decide if it would be a good spot to contain the nation’s first long haul geologic store for spent atomic fuel and elevated level radioactive waste. Spent atomic fuel is the radioactive side-effect of making power business atomic force plants and significant level radioactive waste is side-effect from creation at resistance offices. Be that as it may, in 1982, Congress additionally settled a national arrangement to take care of the issue of atomic waste removal. This arrangement is a government law called the Nuclear W aste Policy congress put together this approach with respect to what most researchers overall concurred the better way that would work to discard the atomic waste that has been amassing throughout the years. Yucca Mountain was not by any means the only spot Congress had at the top of the priority list where to store the atomic waste; they additionally thought of six different states for thought as potential vault locales. The analysts didn't simply p... Free Essays on Yucca Mountain Presentation: Yucca Mountain is the conceivable site of an atomic archive intended to store and discard spent atomic fuel. It is situated in Nye County, Nevada, which is around 100 miles northwest of Las Vegas (this can be seen on Figure #1). This land is governmentally possessed, and situated on the edge of the Department of Energy’s Test Site. The vault would be situated in the mountain and be around 1000 feet underneath the highest point of the mountain and 1000 feet over the groundwater level. The store will be intended to hold well over the 77,000 tons of atomic waste previously collected. On the off chance that the undertaking gets endorsement, it would be the countries first land store for removal of spent atomic fuel. The Yucca Mountain site was picked for a few reasons. As a matter of first importance, water is the principle methods for moving waste out of an atomic storehouse and into the earth. The Yucca Mountain site is situated in one of the driest and remote places in the United States. The territory gets under 7.5 creeps of downpour every year, and 95 percent of that doesn't arrive at the mountain. The site likewise has numerous normal obstructions, which forestall what little water is accessible from entering the site. The conceivable site is likewise situated on governmentally possessed land, which wipes out the long assignment of obtaining land from the state. There is additionally no hazard that groundwater that serves any of the close by urban communities will be debased by the site. This is unimaginable, in light of the fact that the groundwater framework that envelops Yucca Mountain isn't associated with groundwater of the Las Vegas Valley. The groundwater framework at Yucca Mountain is a secluded pressure driven bowl; that is; it doesn't associate with some other water sources. Segregated water powered bowls are an extremely uncommon component, and it is very appropriate for the site. Consequently, Yucca Mountain was picked as the conceivable site of the land atomic store. COST: The Yucca Mountain p... Free Essays on Yucca Mountain History For over two decades, the Shoshone clan, researchers, tree huggers, the central government, Nevada residents and legislators have wrestled over the destiny of Yucca Mountain. Yucca Mountain is situated inside the Western Shoshone Nation and has for some time been a position of amazing profound vitality for the Shoshone clan. The water in the region is additionally holy, for what it's worth with many desert people groups. Yucca Mountain, and the encompassing zone, was never really esteemed government land. As indicated by the 1863 Ruby Valley Treaty that the Shoshone marked with the U.S. government, the greater part of the zone currently utilized by the U.S. military for atomic weapons testing and the proposed squander capacity site was perceived as Shoshone land. In any case, the Shoshone can't control what occurs on their familial land. Rather, lawmakers keep on attempting to convince the Shoshone to acknowledge money related remuneration for their territory, which most view as an approach to eclipse local title and disallow future land claims. In the late 1970s government researchers started to examine Yucca Mountain as a potential archive for atomic waste, and since 1987 it has been the main site considered for 77,000 tons of spent atomic fuel and other radioactive waste. 98% of all the radioactive waste created by U.S. atomic reactors may before long be set out toward the mountain. There is as of now more atomic waste than the storehouse can hold, except if the 77,000 ton limit is raised. Despite the fact that the office won't open until 2010 at the most punctual, reactor squander now sitting in pools of water around the nation will fill Yucca Mountain’s passages and leave space for short of what 33% of the government’s atomic protection squander, leaving 7,500 tons with no spot to go. Business atomic force plants produce 2,000 tons of significant level waste every year, and when Yucca Mountain would be full in 2035, there would be 42,000 tons of recently created non military personnel squander at reactors around the nation. Th...

Consultant News Legal Writing Richmond Writing

Consultant News Legal Writing Richmond Writing I enjoy hearing about Writing Consultants who have helped to bring a piece of work to publication. So we all should tip our hats to Rosemarie Ferraro, who assisted Gerald Lebovits, as a judicial intern, with four articles in the New York State Bar Association Journal about legal writing: The Worst Mistakes in Legal Writing, Part I The Worst Mistakes in Legal Writing, Part II Legal Writing Exercises, Part V: Punctuation Legal Writing Exercises, Part VI: Punctuation Legal writing is one of the hardest transitions of all for first-year law students. Professor Lebovits gives a good deal of valuable advice here, my favorite being use the passive voice only when you have good reason to use it. One exception I know personally involves police reporting. I long ago taught Criminal Justice writing to police officers at Indiana University. As I told them the passive voice incriminates no one. The car was stolen and, according to two witnesses, John Smith was reported nearby works far better than John Smith stole that car! If you know Rose, congratulate her. She has returned from study abroad and is working in our program now. If she plans to attend law school, I have no doubt that her careful eye for sentence-level details, as well as this publishing experience, would make her first year a success. Other Writing Consultants, tell me about your work in professional writing and I will share it here with faculty.

Poverty and Hunger - Free Essay Example

Sample details Pages: 7 Words: 2214 Downloads: 5 Date added: 2019/04/16 Category Society Essay Level High school Tags: Poverty Essay Did you like this example? The topic that I thought was important to discuss in this class was the issue of poverty and hunger. When this topic was one of the options, I immediately agreed to study this issue, along with three of my classmates, because it was a concern that I have had recently. There are two competing authors that my group members and I read and discussed thoroughly. Don’t waste time! Our writers will create an original "Poverty and Hunger" essay for you Create order Peter Singer and Jan Narveson wrote two articles about how individuals should think when it comes to providing money to people who are less fortunate, and whether it is an obligation or not to donate money. In this paper, I hope to discuss the two issues thoroughly, provide an ethical theory that we learned this semester that most correlate to this issue, and my closing remarks on this issue. I believe that virtue ethics closely aligns with my view on how we should go about providing financial support to health organizations. We ought to be able to donate as much as we feel fit without being pressured and obligated. Our hearts should donate on the basis of what the person feels is virtuous, not out of obligation or ones duty. The first author is Peter Singer, who wrote: The Singer Solution to World Poverty. The overall objective in this writing piece was to show how one spends their money on inessential things or pleasures that could be funneled towards relief agencies around the globe. Peter Singer is honing in on the idea that we have a moral duty to give funds to others people around the globe who are less fortunate instead of spending it on things that are not essential to our lives or health. (The Ethical Life). He seeks to further his argument by providing examples and hypotheticals, which we will help us understand his train of thought more clearly. Singer brings in philosopher Peter Unger, who wrote a book full of make-believe examples intended for us to think through whether people living on a comfortable salary not giving to people who are hungry, malnourished, or dying from easily treatable diseases are morally in the wrong. The one example that Peter Singer mentions a man named Bob, who owns an old Bugatti knows that in later years, it will be worth cashing in on to live comfortably. He is out for a little drive, and parks near a railway track. In an instant, he sees a runaway train, heading towards a stuck child on the track. Now, Bob happens to have a switch that could derail the train. But here is the catch: If he flips the switch, it will save the child but ultimately crash into his valuable, car. In this example, Bob decides against flipping the switch and allows the train to kill the child. This example is meant to correlate with how individuals have the opportunity to save children, but decide against it because the individuals do not personally know the people that are being affected by poverty and hunger, thus not sending money. Towards the end of his article, he begins to state that there is no limit to how much individuals should donate to organizations in need of providing food to the hungry. Here is the formula Mr. Singer provides: Whatever money youre not spending on luxuries, not necessities, should be given away. He wastes no time giving readers a sense of urgency that we are all Bob with a Bugatti, where we do not flip the switch. We are all in that situation. (The Ethical Life, pg. 236). The second article that directly contradicts the Singers article is Feeding the Hungry by Jan Narveson. The thesis of Narvesons article is that we are in no way obligated to feed the starving and it is entirely morally optional to provide assistance to those unfortunate ones. She brings about thoughts and examples that allow readers to discern the difference between the option of being moral and obligation towards the idea of being a good steward of finances towards the starving. One example she provides is if she locks an individual in a room, with no food, and does not allow you to leave, she has murdered you. She acknowledges the foulness of that act. But she completely does not understand some writers, such as James Rachels, who believes letting someone die is morally equivalent to killing them. Narveson believes that the difference between a deliberate wrong and a situation one has no control over is important to us in practice (The Ethical Life, pg. 240). Another important point Narveson makes is the clear distinction between justice and charity. In short, she contends that justice is where one is compelled to carry out something, and they must do it. It is forced. On the side of the debate, charity comes from the heart. You are taking on a role or cause because you deem it necessary to care for someone, out of the goodness of your heart. You are not forced here. In conclusion, she wraps up stating that we have the right to feed [the hungry] if we wish but we should never be forced to feed them. It is good on ones heart to have the compassion to feed the hungry, and recommended that you do take charge. Charitable offerings should be genuine and from your good spirit, otherwise, you feel like a slave reluctantly giving money to something that your heart is not 100% about. After summarizing the two points of view from the competing authors, I would like to take time to thoroughly discuss why I believe virtue ethics most closely relates to Narvesons article. The idea of not feeling obligated or reduced to a moral law on how and why we should give charitably to organizations and the starving fits my opinion on the matter well. In the next few parts of this paper, I would like to provide a concise, yet thorough definition of virtue ethics, why I believe it applies most closely to this issue, and offer potential arguments that might counter my viewpoints. Virtue ethics is defined as the following: emphasizes the role of ones character and virtues, and it not confined by a set duty or to act in a certain form to bring about good end results. It is grounded in the idea that one should look at the virtues itself, and go about acts or situations in that manner. Act as a virtuous person would act in your situation is something that virtue ethicists might offer to you in a potential situation. To say this as plainly as possible, this ethical theory aims at the core of your being. The virtues that are within your heart is natural and is developed over time. Your goal is to act virtuously over a broad spectrum of situations because it is essential to who you are. It is the virtues in his/her heart that will propel them to be virtuous, and not have any aim or agenda in any given situation. It is the character that will matter in situations given. Virtue ethics relates well with the article of Feeding the Hungry by Jan Narveson because she states that it not an obligation to give to the hungry that goes against your will. Virtue ethics does not demand or cling to an idea of duties, or the way one ought to act to be a good, moral person. Narveson argues that it is good to give to the those in hunger, but when one is forced to give against ones will, it is no longer virtuous (The Ethical Life). In some regards, one can make the conclusion that virtue ethics is a broad theory, due to the fact that it aims for individuals to be virtuous, and this may form over the course of ones lifetime. It is not contingent on a set of rules or formality. To offer my own personal remarks, I relate to this ethical theory most because I should not feel the burden from others dictating how I should donate a portion of my donations to an organization. The message of Peter Singer was quite compelling, and it allowed me to reflect on how I spend my money weekly. It definitely has made me more aware of how I could save money, and think about how I could donate money equivalent to two meals going out, or two cups of coffee, and funnel that towards UNICEF or a local charity. But overall, his argument was aiming to get us to donate a certain amount, based on an independent study he included in his article. I disagree with the idea that people who make $100,000 a year should donate almost two-thirds of their paycheck to organizations. He fails to include that a family of four should be taken into consideration, or a recent college student making that sort of income donate instead of paying off his student loan debts. I believe his way of thinkin g is little extreme and forcing. But in regards to Narvesons view, I should be able to act virtuously when I feel compelled to give money that week to someone in dire need. I should never feel pressured to donate because I would not be acting from my heart, but from someone telling me what to do. Another point that I mentioned earlier this essay was Narvesons argument about the difference between justice and charity. I wholeheartedly believe that if there was ever a situation where I caused a group to starve, I would feel obligated to provide food and financial assistance. I would admit that was a clear fault on my behalf. This is justice being served, due to the irresponsibility of my actions and lapse of judgment. But if there was an instance where hunger was a big issue in a neighboring state, I would not feel obligated to send money and/or food. I would, however, donate from the virtues of my heart, and donate whatever I possibly could to help those less fortunate. This would be considered charity because I am taking up the recommendation of being a servant to help a cause bigger than me. I have offered my view of why virtue ethics directly applies to Narvesons article, and why I agree with this interpretation. However, I should feel prepared to have someone deliver counter-arguments to my way of interpretation. The ethical theory that directly challenges the ethical theory I chose is deontology (based on the issue of this essay). In short, deontology is the ethical theory dealing with rules that discern right from wrong. It deals with one having to perform a duty or obligation in a given a situation. I hope to offer a few points and display arguments that may challenge my opinion. One might argue and use Singers article as an example to why one should feel inclined to donate to one of the health organizations listed in the article. When one is aware of a crisis in another country that has people suffering from an oppressive government regime, starving its people, one might offer an argument that other well-to-do countries should chime in on the situation and offer monetary relief and assistance. There are situations where one is called to act out of obligation to commit to a cause bigger than itself and should choose compassion and generosity over self-interest. One might refute my take on the fact that we should not be pressured to give against my will, but I do acknowledge the idea of feeling empathetic to donate rather than to withhold. To act on love and kindness than to cave into selfish desires. To look to ones left and right and see the pain, rather than turn a blind eye and act as nothing is taking place. I anticipate a remark from the other side of this debate that I should possess a duty to act and provide financial assistance to organizations and people suffering from hunger. I do not agree with scare tactics or constant criticism of the way I spend my income, but I will agree to reminders to perform a duty and donate time and money to support local food drives and make donations to organizations striving to provide for suffering hunger. I believe it is important to acknowledge viewpoints on the other side of the issue and to apply a few counter-arguments to strengthen ones position on the issue. As one conclude confidently, poverty and hunger is a complex issue, and there is no right or wrong answer about how one should give their resources to helping with this incredible cause. I believe that through the summarizing both articles, offering my take on the issue and the ethical theory that most correlates to my way viewing this matter, and the inclusion of anticipating remarks to my opinion, one might have a better understanding of this issue. I firmly believe that if one acts with love in his heart, that person will act with goodness and be charitable. I do not believe forcing someone to donate financially is the appropriate way to help with a cause, but a simple reminder would go a long way on how the conveyance of the message could help stir the hearts and minds on caring for those in hunger.

Music In Ancient Mesopotamia And Egypt - 1528 Words

In ancient Mesopotamia and Egypt, much like modern human, there was a passion for music. The Mesopotamians and Egyptians incorporated music into most festivities, celebrations, and even funerals. That being said, there was a vast number of different instruments that were used such as; idiophones, membranophones, aerophones, and chordophones. This showed that even in one of the world’s earliest civilization, music played an important role in people’s everyday lives. One of the most known instrument from this time is the Lyre (Figure 1). Having this knowledge, allows a chance to look at how music intertwines into the lives of the ancient Mesopotamians and Egyptians. The idiophone is one of the simplest instrument of the ones listed. An†¦show more content†¦Musicians struck against each other into order to produce sound.2 Bells were also a type of idiophone; ancient bells were very similar to the modern-day version. Finally, there is the sistra (Figure 7), in whic h has a horseshoe shaped frame and handle. In the frame, there were holes that allow horizontal bars to be place and secured into the frame. These bars were typically ordained with disks that when shook, would move horizontally, clashing with each other producing sound.3 Most of the idiophones that were made in these ancient societies managed to stand the test of time and shows how well produced these instruments were. Membranophones were another choice of instrument that was used in ancient times. Membranophones made by stretching some type of membrane (most common was animal skin) over an open barrel like structure and hitting the stretched membrane to produce sound (Figure 8). Those type of instruments are the ancient version of today’s drums; in contrast, were often used without sticks to hit them. Even though common in Mesopotamia, find membranophones in Egypt is relatively rare. Only in the new kingdom did membranophones become common.3 Aerophones are one of the instrum ents that needs more than just physical force to use. These instruments require air to be played, blowing into an opening in order produce musical sounds. One of many ancient aerophones that were used is the flute. (Figure 9). Ancient flutes wereShow MoreRelatedThe Evolution Of Music Throughout Ancient Egypt And Mesopotamia2480 Words   |  10 Pagesalmost all ancient civilizations share basic features. For example, most civilizations develop things such as a class system, a common religion, or a system of writing. Another mark of a successful civilization is the evolution of music. Since music is not essential to survival, its development is usually within a large established society. The purpose of music varies from civilization to civilization, era to era. In some cultures, music accompanied religious rituals, as one sees in Ancient Egypt and MesopotamiaRead MoreAccording to the modern researchers, the Mesopotamian and Egyptian civilizations likely seem very1200 Words   |  5 PagesEgyptian civilizations likely seem very similar. They had cities, a relatively high standard of living, music, arts , religion, writing, and literature.They both developed at the same time . However, they differed in important and some different ways, especially in terms of culture, politics, religion, art and architecture. Also, they have the geography which is their located differently. Egypt lies on the fertile Nile River valley , and desert around it.The Nile river have effect to EgyptiansRead MoreOrigins Of The Middle Eastern Dance1181 Words   |  5 PagesDue to culture, different countries have their different ways of life. This reflects their beliefs, values, religion, attitude, social habits, music, dance and more. Dance differs from country to country although a dance could be practiced in other countries. In the Middle Eastern part of the world, they have a famous type of dance called the â€Å"Belly Dance†. The Middle Eastern dance is an umbrella term that consists of all dances of the Middle East and its neighboring areas from both the past andRead MoreThe Master I Picked Was Maurice Ravel1038 Words   |  5 Pagesof the performance is Daphnis et Chloà ©, No. 2. I chose this performance because the description interested me. The music is described as being a piece from a performance inspired by a Greek love story. I had no idea what to expect before listening to the music, but I was not disappointed in the slightest. In fact, I was pleasantly surprised by this orchestral performance. The music was performed by an instrumental-only orchestra. The orchestra was made up of string, wind, brass, and percussion instrumentsRead MoreStearns Book Chapter 1 Notes894 Words   |  4 Pagesstructures o social structure (patriarchal, monarch, subjects) o religion o technology †¢ Four initial centers, clustered in key river valleys. o Middle East – Mesopotamia, Tigris Euphrates o Egypt – Nile o northwestern India – Indus, Harappa o northern China – Yellow (Hwange He) 1. Tigris Euphrates 1st civilization – Mesopotamia o developed from scratch (no one to imitate; just like China and Central America) o by 4000 BCE familiar with bronze and copper, invented wheel fro transportationRead MoreThe Impact On The Industrial Revolution1114 Words   |  5 Pageswere planted, pieces of art were exchanged for food, etc. Next, in early Mesopotamia, there was a type of script called Cuneiform. It is said to be the earliest script in the world. Cuneiform is an aspect of PERSIA in the â€Å"intellectual† section of the acronym. People invented a way of writing and this shows that any people had the ability to invent a way of writing/recording. Continuing on about Cuneiform, in early Mesopotamia in Babylon, Hammurabi wrote a code called â€Å"Hammurabi’s Code† it is the oldestRead MoreGreek Culture and its Influences Today Essay1160 Words   |  5 Pagesof us in one lifetime could absorb it all.† Ancient Greeks are known to be one of the greatest and most advanced people and have left behind a legacy that helped define the Western civilization. Cultural diffusion helped spread Greek culture all over the world, and its effects can still be felt today in almost every aspect. Greek culture has greatly affected different parts of my daily life including architecture, food, go vernment, inventions, music, religion, and education. Modern day architectureRead MoreComparison of Civilizations in the Ancient World Essay983 Words   |  4 Pagesit. These communities were driven by numerous factors in which would decide the overall outcome of the civilization. Geography, social and economic values, and they’re culture all played an important role in the makeup of these civilizations. Mesopotamia was a successful farming community early on. Utilizing the Tigris and Euphrates rivers this community was able to create a successful way of farming through the use of irrigation and drainage ditches (Duiker Spielvogel, 2010). Once the use ofRead MoreMy Museum Of World Religions Essay1575 Words   |  7 Pagesevents of an earlier time and especially images of items that no longer exist as was written by the Libraries and Archives of the Brooklyn Museum (Web). Room 3: Music-Oldest Musical Instruments Greek Lyre Egyptian Arched Harp A record of ancient musical instruments show to be from ancient Sumerian and Egypt according to Sachs writings (59). On display here, you will see some of the oldest instruments used in the B.C. period. As found in the Encyclopaedia Britannica,Read MoreThe Discovery Of The Lyre1357 Words   |  6 PagesAncient Mesopotamia was home to many artistic and mechanical developments. This was due to the emerging civilizations in the fourth millennium BCE. Among these creations, archaeologists discovered musical instruments, which were carefully crafted by Sumerian artists. One of the most acclaimed artifacts from ancient Mesopotamia is the Bull-Headed Lyre. The discovery of the lyre has reinvented the way that history professionals evaluate early human civilization. The Bull-Headed Lyre has impacted history

James Madison Free Essays

At a time when only 12% of the American people possess a positive attitude towards the current job that our representatives in Congress are doing, it would behoove those who believe that government is completely out of touch with the needs of its people and that nothing good ever came out of government. In American history, there are hundreds of examples to the contrary. Out of these many examples comes one of the most underrated of them all: James Madison. We will write a custom essay sample on James Madison or any similar topic only for you Order Now Secretary of State under Thomas Jefferson, instrumental in the passage of the Louisiana Purchase, the renewal of the charter for the national bank,   a two term President and intrigue part of the founding of the country, James Madison is one of the most important figures in American history. James Madison became involved in the formation of a new nation; the United States of America at an early age. At only the age of 24, Madison served in the Virginia state legislature from 1776, until 1779.[1] It was then that Madison became a protà ©gà © for Thomas Jefferson and the two would work very close together until Jefferson’s death fifty years later. The two shared similar beliefs on government. Madison was instrumental, along with the help of Jefferson, in drafting the Declaration of Religious Freedom which disestablished the Church of England and broke up any claims towards power that the church attempted to have in state matters. One of these was Patrick Henry’s push for an involuntary tithe to be paid to the congregation of one’s own choice. Madison and Jefferson believed this to be a violation of the separation of church and state; an idea that is not found in the Constitution but because of the efforts of Madison and Jefferson, many believe to this day is actually in the founding of this country. It was and is a belief that many Americans hold very dear to their hearts. While in the State legislature, Madison became a strong advocate of a strong central government; a government which was impossible to flourish under the Articles of Confederation which favored the rights’ of states and as a result, left an impotent federal government. This sentiment was shared by a large majority of his countrymen at this time who although many were advocates of states’ rights themselves, knew that the Articles of Confederation could no longer correctly govern the country. A Constitution was written in 1787 and ratified by all thirteen states in the immediately following years.[2] Although seen as a foregone conclusion by the casual contemporary observer, our current government’s formation was not written in stone. Although a shy man in private, Madison pushed exceedingly hard for the views and beliefs that he felt in his heart, was in the best interest of the country. Madison was a loud and strong advocate for a three branch government as we have today as well as a strong federal government who, if needed, could overrule the actions of the states if it was deemed to be a mistake and contrary to the good of the country as a whole. Madison made his opinions known in one of his most famous writings, who with Thomas Jefferson advocated their beliefs about where the government should be headed. In doing so, not only was Madison instrumental in forming a new political party with Jefferson: The Republicans, who would later be known as the Democrat Republicans, but his writings would cement him as one of the most important of the Founding Fathers. Madison stated: â€Å"In the first place, it is to be remarked that, however small the republic may be, the representatives must be raised to a certain number, in order to guard against the cabals of a few; and that, however large it may be, they must be limited to a certain number, in order to guard against the confusion of a multitude. Hence, the number of representatives in the two cases not being in proportion to that of the two constituents, and being proportionally greater in the small republic, it follows that, if the proportion of fit characters be not less in the large than in the small republic, the former will present a greater option, and consequently a greater probability of a fit choice.†[3] Madison was stating how a large country and its many different interests and factions could till represent the people and their needs to a greater degree and support republican values better   than a small country that was dominated by special interests. It would not be until the 20th century that Americans finally got around to recognizing the wisdom of Madison and adapted to a greater degree than ever before, this sentiment within the American government. Madison would fight hard for the ratification of the new Constitution but was not in favor of a Bill of Rights as he believed that it was not necessary and included roles that, he felt, were not in the best interest of the federal government. Nevertheless, it was Madison who was the author of the Bill of Rights and as a result, forever cemented his legacy in American History. Madison originally advocated the need for twelve amendments but it was later agreed on ten. Despite his initial reluctance towards a Bill of Rights, Madison was tireless in advocating the need for the passage of the amendments once he partook in the task of forming a Bill of Rights. Such a career would have been more than enough for one man and had Madison’s career ended there, he would still have been talked about to this day. However, when Thomas Jefferson was elected the third president in 1800 and served from 1801 until 1809, he took Madison with him and made him the Secretary of State. As a result, Madison was instrumental in constructing one of the most lopsided international agreements in world history. The 1803 Louisiana Purchase, who’s 830,000 square miles of land which stretched from the Mississippi River to the Rocky Mountains and which cost $15 million, Madison was also instrumental in that coming to pass.[4] In doing so, America doubled the size of its land overnight. Never in human history had so much land been acquired in so little time. Jefferson had only expected to purchase the city of New Orleans but when Napoleon offered all of Louisiana, Madison jumped on the opportunity and despite the scoffing of the price tag by many members of Congress, made sure to broker the deal. The implications for the country were huge and every day, from then until the end of time, America has and will continue to benefit from the Louisiana Purchase. After Thomas Jefferson walked away from the Presidency in 1809, Madison won the Presidency and would spend two terms in the White House. During his presidency, Madison would deal with two events which would come to define his presidency. The first was the renewal of the national bank’s charter which was scheduled to expire after twenty years in 1811. Since Madison fought the passage of the first national bank, he again was in opposition to it again in 1811 and fought its renewal in 1811.[5] This would help to affect Madison’s second mistake; the allowance of another war with Britain. The absence of a national bank made it increasingly difficult to finance a war. Throughout Jefferson’s presidency, America’s Armed Forces, especially the Navy, was dismantled to such a size, that it became a non entity and was not considered a force in the opinion of any of the world’s leaders. When it was recognized that Madison’s impotence during the months leading up to the war and its consequences could not now be avoided, Madison did all that he could to incite as much public support as possible. Also, in all of American history, no president has lost his bid for reelection during a war; neither did Madison who won reelection. The War of 1812 ended in another American victory and the signing of the treaty of Ghent in 1815; officially put an end to the war. Upon learning his lesson, Madison pushed for the formation of a national bank, although one that was stronger than the previous one. With the help of such nationalist opinion from men such as John Calhoun and Daniel Webster, a second national bank was formed in 1816.[6] In the last years of the Madison presidency, James Madison continued to push for a strong central government and against state’s rights. In his last act before leaving office, Madison vetoed a bill for internal improvements because it was formed on the grounds of state’s rights. In his veto, Madison commented: â€Å"Having considered the bill†¦ I am constrained by the insuperable difficulty I feel in reconciling this bill with the Constitution of the United States. The powers vested in Congress are specified and it does not appear that the power proposed to be exercised by the bill is among the enumerated powers.†[7]   Madison denied that such legislation was supported by the General Welfare Clause in the Construction when he responded: â€Å"Such a view of the Constitution would have the effect of giving to Congress a general power of legislation instead of the defined and limited one hitherto understood to belong to them.†[8] This would highlight a continued debate which rages today: What is the role of the federal government in the daily lives of its people? The answer continues to change and will most likely change again with the result of the next presidential election. Madison would retire to Montpelier, his home in Virginia. Madison was sixty five then and would spend the rest of his life, incited by his anxiousness regarding his legacy, began to change the details in his various writings and other forms of evidence which he later began to feel, portrayed a contrary message to the one which he hoped would be judged by history. Madison died on June 28, 1836, anxious about his ability to justify his actions to both himself and to historians.[9] Historians in general have been kind to Madison. Madison was there when the country needed him the most and as a result, contemporary Americans are still enjoying the fruits of his labor and wisdom. WORKS CITED Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 Commanger, Henry Steele Documents of American History New York: Century Publications 1947 Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 Wills, Gary   James Madison: The American President Series New York: Times Books 2002 [1] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [2] Ellis, Joseph   Founding Brothers: The Revolutionary Generation New York: Alfred Knopf Publishers 2000 pg. 156 [3] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section ii. Pg 55 [4] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [5] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 [6] Burns, Ken  Ã‚   Thomas Jefferson Los Angeles: Time Warner PBS Productions 1997 [7] Commanger, Henry Steele Documents of American History New York: Century Publications 1947 section iii. Pg 57 [8] Kuralt, Charles On the Road: American Heritage New York: CBS Productions 1989 [9] Wills, Gary   James Madison: The American President Series New York: Times Books 2002 pg. 277    How to cite James Madison, Essay examples

Gettysburg Essay Example For Students

Gettysburg Essay James MadisonJames Madison, the fourth president of the United States and the Father of the Constitution, was born on March 16, 1751 in Port Conway, Virginia. His parents were James and Nelly Conway-Madison and he was the eldest of 12 children. At the age of 18, he entered the College of New Jersey. He took an active interest in politics and was an early member of the American Whig Society. He completed the regular course at the college in two years and graduated in 1771.Madison entered politics in 1774, when he was elected to the Committee of Safety in Orange County, VA. A committee of this kind dealt with local government issues during the time. From there, he helped draft a new Virginia constitution and the Virginia Declaration of Rights. This was only the start of Madisons political involvement. He served as Secretary of State under President Thomas Jefferson, served at the Constitutional Convention, was elected to the U.S. House of Representatives and the Continental Congress, a nd served as President for two terms. He also took part in creating the U.S. Federal System and helped design the checks and balances that operate among Congress, the President, and the Supreme Court. This democratic man was married with no children and led a full life of accomplishments and grievances. He died in 1836 and will always be remembered as an influential member of society and as a wonderful President.

Corporate Social Responsibility in the United States

Introduction The United States is one of the countries that seem not to emphasize on corporate social responsibility (CSR). The American companies take long to issue reports on their corporate social responsibilities. The country does not have regulations that require all organizations to issue CSR reports.Advertising We will write a custom term paper sample on Corporate Social Responsibility in the United States specifically for you for only $16.05 $11/page Learn More Today, countries like Norway, Sweden, Denmark, and Netherlands require their companies to give CSR reports, especially the environmental report (Cecil 43). This does not apply in the United States. This paper will discuss how corporate social responsibility is considered in the United States. Additionally, the paper will discuss if the government and organizations participate in CSR and what the public think about corporate social responsibility. How CSR is considered The fact that there a re no laws that require organizations to issue CSR reports in the United States is a clear indication that the country does not emphasize corporate social responsibility. Nevertheless, many stakeholders are now calling on their organizations to issue reports concerning their corporate social responsibilities. Presently, many stakeholders consider corporate social responsibility as one of the business performance indicators (Cecil 44-47). A business that engages in corporate social responsibility is considered healthy. Consequently, business owners and stakeholders are changing their perceptions towards corporate social responsibility. Unlike in the past when Americans considered CSR as â€Å"giving back to the community†, they now use CSR to measure the success and growth of various organizations. The issue of environmental and energy conservation has become a major problem in many countries across the globe. This underlines the reason why many organizations issue environment al reports. The majority of organizations that issue corporate social responsibility reports in the United States are from the energy sector. In the reports, the companies explain the initiatives they take to conserve energy and the environment.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, many Americans view corporate social responsibility in terms of environmental and energy conservation (Cecil 50-52). Organizations may engage in numerous projects that help the society, but appear not to engage in CSR if the projects do not help in environmental and energy conservation. This underlines the reasons why many American companies strive to contribute to projects aimed at conserving the environment and energy. Government and companies’ participation The United States government does not engage in corporate social responsibility. The government has not come up with regu lations to compel organizations to issue annual reports concerning their corporate social responsibilities. Individual states manage their destinies, which makes it hard for the federal government to engage in corporate social responsibility. Campbell, Craven and Shrives allege, â€Å"The federal government can provide guidelines and try to push through federal laws, but this is generally fought tooth and nail by states† (577). Consequently, the federal government is unable to initiate corporate social responsibility projects due to resistance from individual states and limited financial resources. In many European countries, the citizens depend on the government when faced with challenges. Hence, the government always comes up with projects to help the society to address its challenges. However, in the United States, people do not depend on the government (McKee par. 5). The Americans take the initiative to address their problems without depending on the government. Hence, t he government becomes reluctant to engaging in corporate social responsibility. In spite of many organizations not issuing CSR reports in the United States, they engage in CSR programs. Organizations have realized that the public gauge their success based on their participation in social programs.Advertising We will write a custom term paper sample on Corporate Social Responsibility in the United States specifically for you for only $16.05 $11/page Learn More Hence, many organizations have come up with CSR projects as a way to create a good rapport with the society. Additionally, stakeholders measure the growth and success of their organizations through CSR. Hence, many organizations are now engaging in corporate social responsibility as one of the growth indicators (McKee par. 7). What Americans think about CSR Campbell, Craven and Shrives allege, â€Å"When it comes to corporate social responsibility (CSR), consumers want more than aspirational missi on statements† (558). Many Americans hold organizations accountable for their CSR projects and require the organizations to give accurate information about their CSR commitments. Americans believe that organizations that engage in social corporate responsibility programs are trustworthy and reliable. Therefore, many Americans opt to do business with organizations that they are aware of their CSR engagements. Over 82 percent of the Americans claim that they trust organizations that share information concerning CSR activities and despise those that hide their CSR activities. Additionally, many Americans agree that they prefer purchasing products that reflect the company’s corporate social responsibility initiatives. Campbell, Craven and Shrives allege that Americans consider corporate social responsibility as one of the social norms that govern organizations (559-563). Consequently, organizations that issue CSR reports are seen to uphold social norms. Organizations that r eport their CSR initiatives have a good reputation in the public. Additionally, they make substantial sales as many Americans believe that the only way to reward such organizations is by purchasing their products. Conclusion The United States is among the countries that do not emphasize on corporate social responsibility. Lack of laws that require organizations to issue CSR reports indicates that the government does not engage in CSR. Nevertheless, the demand by stakeholders and the public to know how organizations engage in CSR programs is leading to many organizations issuing CSR reports. The Americans believe that CSR is one of the organizational trustworthy and social ethics indicators.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Works Cited Campbell, David, Barrie Craven and Philip Shrives. â€Å"Voluntary social reporting in three FTSE sectors: A comment on perception and legitimacy.† Accounting, Auditing and Accountability Journal 16.4 (2003): 558-581. Print. Cecil, Lianna. â€Å"Corporate social responsibility reporting in the United States.† McNair Scholars Research Journal 1.1 (2008): 43-54. Print. McKee, Steve. Corporate Social Responsibility: Distinction or Distraction? 09 Aug. 2012. Web. https://www.bloomberg.com/news/articles/2012-08-09/corporate-social-responsibility-distinction-or-distraction. This term paper on Corporate Social Responsibility in the United States was written and submitted by user Jair H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

French Speaking Celebrities

French Speaking Celebrities If your students dont see any point in learning French, maybe J.K. Rowling and Johnny Depp can help. They are among the famous non-native French speakers around the world listed below. If your students know how many cool people speak French, they might realize how great it would be to learn this Romance language- just like some of their favorite movie and television stars, musicians, and novelists. Note that this is a list of people from non-French-speaking countries or regions only. Cà ©line Dion, for example, is not on this list because she is French-Canadian. Directors, Actors, and Television Personalities From the Terminator and a famous television chef to some of the top American acteurs  (actors) and  actrices  (actresses), this group of French-speaking personalities is surprisingly large.   Woody Allen (American director and actor)Cristiane Amanpour (British reporter)Halle Berry (American actress)Orlando Bloom (British actor)Anthony Bourdain (American chef)Lorraine Bracco (American actress)Jennifer Connelly (American actress)Bradley Cooper (American actor)Robert De Niro (American actor)Johnny Depp (American actor)Shannen Doherty (American actress)Jane Fonda (American actress)Jodie Foster (American actress)Morgan Freeman (American actor)Milla Jovovich (Ukrainian-born American model and actress)Hugh Grant (British actor)Maggie Gyllenhaal (American actress)Ethan Hawke (American actor)John Hurt (British actor)William Hurt (American actor)Jeremy Irons (British actor)Angelina Jolie (American actress)Grace Jones (Jamaican-American singer, model, actress)Ashley Judd (American actress)Ted Koppel (English-born American broadcast journalistLisa Kudrow (American actress)Matt Leblanc (American actor)Tommy Lee Jones (American actor)Andie MacDowell (American actress)John Malkovich (Am erican actor) Ewan McGregor (Scottish actor)Danica McKellar (American actress)Helen Mirren (British actress)Gwyneth Paltrow (American actress)Matthew Perry (American actor)Christopher Plummer (Canadian actor)Natalie Portman (Israeli actress)Molly Ringwald (American actress)Arnold Schwarzenegger (Austrian actor, former governor of California)William Shatner (Canadian actor)Ally Sheedy (American actress)Mira Sorvino (American actress)Oliver Stone (American filmmaker)Sharon Stone (American actress)Meryl Streep (American actress)Emma Thompson (British actress)John Travolta (American actor)Alex Trebek (Canadian, game show host)Uma Thurman (American actress)Emma Watson (British actress)Sigourney Weaver (American actress) Musicians A number of the worlds top pop and country singers speak French, even the singer who made Rocket Man famous. Justin Bieber (Canadian singer-songwriter)Phil Collins (British singer)Julio Iglesias (Spanish singer)Mick Jagger (British musician)Elton John  (British musician)Madonna (American singer, actress)Alanis Morisette (Canadian and American singer-songwriter)Sting (British musician)Shania Twain (Canadian singer)Tina Turner (American singer) Authors and Poets A few non-native scribes, including the creator of the Harry Potter series and a Nobel Prize-winning poet, speak the language. Maya Angelou (American author and poet)Angela Davis (American activist and author)John Hume (Irish Nobel Prize winner)J.K. Rowling (British novelist) Models Clearly, a few models have found it advantageous to learn French. Linda Evangelista (Canadian model)Elle MacPherson (Australian model)Claudia Schiffer (German model) Other Notables From two former first ladies, two queens and two popes to a top tennis pro, the French language clearly has its draws. Madeleine Albright (Czech, former U.S. secretary of state)Tony Blair (former British prime minister)Pope Benedict XVIStephen Breyer (American Supreme Court justice)Queen Elizabeth II (of England)Pope John-Paul IIJackie Kennedy Onassis (former American first lady)Michelle Obama (former American first lady)Mitt Romney (American politician)Queen Silvia (of Sweden)Serena Williams (American tennis player)

The Comparison of Reading a Book and Watching a Movie Essay

The Comparison of Reading a Book and Watching a Movie - Essay Example Watching a movie on the other hand needs only a little effort from the audience. Everything including character voices, scenery and real outside world are readily presented to the audience. The audience watches only the shortened version of the book episodes. One gets emotionally attached to the movie through the emotions being portrayed by the characters in the movie. What an author of a book may try to explain in many pages might be large to an extent that it may not be completely covered in a movie, this because, most of the movie producers usually stick to plot of the movie thus eliminating the long lines in the book. Thus, in general movies lack the vivid explanation that the author of the book intended for the reader. In addition to that, while reading a book one can leave a bookmark in order to pick up quickly from where one left the last time they were reading. On the other hand, watching a movie does not give you the chance to pick from where you left last time. You have to start in order to enjoy it. While reading a book, the reader can imagine the characters presented in it according to the characteristics and descriptions. In between its pages, a book provides a sweet escape from reality where imagination reigns supreme. One can make them up in their head as they want to. In movies, this is not so as there are ready finished ideal characters presented as heroes. This may be upsetting to most people. One becomes a critic of the author as they read a book. This better because you know first-hand the real information contained in it. Also books have rich vocabularies without any wrong words and they can enrich the reader’s vocabulary. Watching a movie makes one become a critic of the producer. This is less advantageous than the book reader because one does not know what was written before. Also movies lack a rich collection of vocabularies as compared to books. Reading a book can take a

Reconstruction Essay Example | Topics and Well Written Essays - 1000 words

Reconstruction - Essay Example The above mentioned scenario, as well as the events that followed in the attempted reconstruction of the American South by the Republican Party, were catalogued by several historians, with each historian instilling their own perspective into their recording of events. For the purposes of this paper an elucidation of the views of the views of four historians and their texts will be provided. These include: Reconstruction by Thomas Wilson, The Negro in Reconstruction by Carter Woodson, The Ordeal of Reconstruction by Thomas A. Bailey, and Reconstruction: Unfinished Revolution by Mary Beth Norton. Overview The views expressed by the different authors are to an extent the products of their particular time and prevalent historical school of thought and as such are reflective of it in terms of the language used. Each text is also characterized by the amount of words dedicated to each issue depending on the particular perspective of each author. Wilson is generally extremely critical of the Northern carpetbaggers and derisory of the competence of the â€Å"negroes† while being wholly sympathetic to the plight of the Southern White. Woodson on the other hand, is focused primarily on the role of the â€Å"Negroe† and in attempting to absolve him of the corruption and mismanagement that plagued the era. Bailey highlights the incompetence and illiteracy of the â€Å"negroes† while painting a bleak picture of the government and policies of time, keeping in line with the other authors. Norton, is perhaps the only author to portray reconstruction and the Northern immigrants in a positive light, while being highly critical of the role of the Southern White gentry. Carpet Baggers Thomas Wilson in his piece Reconstruction places the blame for the failure of reconstruction solely on the carpetbaggers or opportunistic Northern immigrants and dedicates the majority of the piece to the exploitative activities of the above. Wilson states: â€Å"These men, mere â€Å"carpet baggers† for the most part, who brought nothing with them, and had nothing to bring but a change of clothing and their wits, became the new masters of the blacks.† Wilson’s implication here is that all Northern immigrants were â€Å"carpet baggers†, individuals who had little wealth to offer the South and instead came to exploit its resources. There is no mention of Northerners who may have possibly arrived to assist in the improvement of the conditions of African Americans. Another inference that can be drawn from the above statement is that Wilson had beliefs that the â€Å"carpet baggers† were perpetuating the system of slavery, albeit indirectly by manipulating the â€Å"blacks. Carter Woodson while taking a critical view of the role of the â€Å"carpet baggers† also accepts that some of them did have principled intentions: Referring to the â€Å"carpet baggers† he states: â€Å"They were in many respects selfish men , but not always utterly lacking in principle.† However, he does acknowledge that much of wholesale corruption during the era was a result of the greed of the â€Å"carpet baggers†: â€Å"Being adventurers and interested in their own affairs, the carpet baggers became unusually corrupt in certain states.† Thomas Bailey is for the most part silent on the role of â€Å"carpet baggers† but he does state: â€Å"Graft and theft ran wild, especially in states like Louisiana and South Carolina,

Vocabulary Learning On Low Proficiency Learners English Language Essay

Vocabulary Learning On Low Proficiency Learners English Language Essay In many research on second language classroom, the role and influences of mother tongue or first language (L1) on second language (L2) learning has always been a hotly debated issue. There have always been contradicting views about whether or not to use L1 of the students in the second language classroom. During the past 30 years, in the late seventies to early eighties, the idea of using mother tongue in language classroom was not a favored one. Majority of the language classroom used solely L2 while the use of L1 is avoided totally (Liu, 2008). In fact, many supported the use of L2 only so as to provide full exposure to that language. The use of L1 in the language classroom is deemed as depriving the learners input in L2 (Ellis, 1984). Despite the many arguments from both proponents and opponents of the use of L1 in the L2 language classroom, linguistic researchers failed to provide a conclusion for this issue and could not reach a common ground on whether the use of L1 is considered as a facilitator or a barrier in the acquisition of second language. According to Nation (2003), L2 should be fully utilized as much as possible in a foreign language classroom (in this context, English). Though L2 should be the core language used in classroom management and learning, the use of L1 should not be abandoned as it has a minute but significant role in language learning (Nation, 2003). Apart from Nation (2003), there are many linguists and researchers in the field of second language acquisition who agreed that L1 should be utilized in the language classroom in particular with students who are not highly proficient in the target language (Swain Lapkin, 2000; Tang, 2002; Mattioli 2004). This suggests that L1 plays an important role in the language classroom especially for the low proficiency learners. However, not many empirical studies have been conducted to examine the effectiveness of using L1 as a tool for low proficiency learners in L2 classroom (Bouangeune, 2009). Therefore, this paper seeks to find evidence to support the theory that L1 can facilitate the learning of L2 in the classroom learning. Classroom learning for languages encompasses four language skills, for example, reading comprehension, writing, and vocabulary learning. As a head start, this paper will examine the use of L1 in L2 vocabulary learning. 1.2 Research Objectives Liu (2008) did a rather straightforward and comprehensive research on the effects of L1 use on L2 vocabulary learning. In his study, he managed to prove that bilingual vocabulary teaching method is actually suitable for Chinese EFL learners (Liu, 2008). Inspired by his research, this study aims to address the problem of low proficiency learners in Malaysian secondary government school. This study will replicate the research done by Liu (2008) to investigate the role of L1 in L2 vocabulary learning. Also, this study intended to identify whether L1 is a facilitator or a barrier to the L2 vocabulary learning in Malaysian context and how L1 facilitates the language learning. The main objective of this study is to examine the effects of L1 use in L2 vocabulary learning on low proficiency L2 learners. 1.3 Research Questions Based on the objective, this study seeks to measure how L1 facilitates the low proficiency L2 learners to understand the meanings of new words. This study aims to answer the following questions: What are the effects of using L1 in L2 vocabulary learning classroom? To what extend does the use of L1 increase the performances of L2 vocabulary learning. From here, we propose the following hypotheses: There are significant differences between the performances of students with different language approach in the vocabulary learning. The bilingual approach (incorporating L1 in L2 classroom learning) is suitable to low proficiency L2 learners. 1.4 Purpose of the Study This study sets to focus on L2 vocabulary learning due to the reason that acquisition of vocabulary has a fundamental role in learning a second language (SÃ ¶kmen, 1997). In other words, vocabulary learning is inter-related to other language skills. A number of studies claimed that L2 learners need to have extensive knowledge of vocabulary as it is useful in the long term run (Nation, 2001). Since the acquisition of vocabulary is so important in learning a second language, effective ways of teaching and learning vocabulary should be emphasized. Research has confirmed that proper application of L1 can effectively assist the memorization of new words during L2 vocabulary learning process. Liu (2008) used the fact that L1 is present in L2 learners mind, therefore, whether the teacher uses L1 or not, the L2 knowledge that is being formed in their mind is linked in all sorts of ways with their L1 knowledge. This observation is supported from the sociocultural theory perspective that L1 meanings continue to have a persistent effect in the L2 learning (Lantolf Thorne, 2006). Therefore, it is hope that through this study, we are able to draw some insights concerning the role of L1 and how L1 provides a familiar and effective way for acquiring and understanding the meaning of new words in L2 vocabulary learning. 1.5 The Theoretical Framework The theoretical framework for this study is based on three prominent second language acquisition theory, namely the Krashens Monitor Model (1985), Swains Output Hypothesis (1985) and Comprehensible Output (1995) and Longs Interaction Hypothesis (1981, 1996). It has been widely acknowledged that the three constructs of these theories, the input, interaction and output are closely related elements in L2 learning (Zhang, 2009). The input is vital for language acquisition. However, input alone is not sufficient. In addition, interaction comes into play as an equally important role in the process of learning. As for output, it is the final result or the goal in learning L2. According to Krashen , the input and output of L2 learning and production is reflected by the model in Figure 1 below: Figure 1: Krashens combined model of acquisition and production Learners need to receive comprehensible input the L2 acquisition. Before the input is being processed into the Language Acquisition Device (LAD), it may or may not be filtered as the Affective Filter Hypothesis explains. With comprehensible input and low affective filter, learners will be able to acquire the L2 knowledge and produce output. However, the notion of output is not strongly stressed in this model, therefore a model of second language acquisition is also adopted. The model is reflected in Figure 2 below: Figure 2: A model of second language acquisition and use (based on VanPatten, 1995) Based on the above Krashens combined model of acquisition and production (Figure 1) and a model of Van Pattens second language acquisition (Figure 2), the framework below (Figure 3) is conceptualized to represent the relationship between Krashens comprehensible Input and Affective Filter Hypothesis, Longs Interaction Hypothesis and Swains Output Hypothesis in second language acquisition process in the context of using L1 in L2 teaching of vocabulary. Figure 3: Conceptualized framework based on combination of input, interaction and output 1.6 Significance of study Since there has been few studies done by the language teachers and professionals in identifying whether the use of L1 in the learning of L2 vocabulary on low proficiency students, this study will serve as a groundwork to determine the effectiveness and to gain insight of whether there is any differences, of how well the low proficiency students response and improve by using L1 in vocabulary learning. This paper hopes that the result from this study would add to the betterment of interest and motivation among the students and improve their proficiency in second language vocabulary learning. 1.7 Limitation of the Study This study examines only the low proficiency students who are studying in form 5, who are selected because they have been receiving below C grade for their English result. Due to insufficient representations of students of other level, generalization is applicable only to the form five students of the particular school. There is also the matter of class control. Since the students were from low achievement class, they are also the possibilities that they had discussed the answers among themselves. The research also suffers from time constraints. The purpose of this quantitative study is to determine the usage of L1 in L2 vocabulary learning on low proficiency students. Further studies may carry out in different samples for identification of different strategies and method use. 2.0 LITERATURE REVIEW 2.1 History of language learning on L1 use in L2 teaching Throughout the history of second language acquisition both in the context of learning and especially teaching, the role of L1 has long been the most long-standing controversies in the history of language pedagogy and this, according to Stern (as cited in Anh,2010) . This was further supported by Hitotuzi (2006) who stated that first and foremost, to further understand the important and significance of the relationship of L1 and L2 in second language acquisition, one should start as early as one could in the periodic the role of the learners first language in the process of foreign/ second language learning and acquisition. The issues of whether or not to use the L1 in the L2 teaching have left a debate among teachers with some feeling that under certain limitations, the L1 could be used as a tool while the other teachers feel that L1 should not be involved in the teaching of L2 (Stapa Majid,2009). According to Anh (2010), the attention given to this matter has been increasing and ha s garner a lot of interest in research and studies carried out to further develop the methods and issues concerning to the qualities of using L1 as a resource in the language classroom and also among the language teaching profession. The history of L1 usage in L2 teaching can traced thought history and it could be considered to have started as early as in the nineteenth century in the western countries, where the Grammar Translation Method dominated the L2 classroom (Anh, 2010). Howatt (as cited in Hitotuzi, 2006) also stated that the Grammar Translation Method enjoyed a widespread acceptance excessively in the late nineteenth-century until the World War II, this is according to Bowen, Aden and Hilferty (as cited in Hitotuzi, 2006). Here, it can be seen that the usage and issues of L1 usage in L2 language acquisition has long started and practiced throughout history. According to Larsen-Freeman (as cited in Anh, 2010), the Grammar Translation Method derived from the teaching of the classical languages, Latin and Greek, where, through this method, L2 was used in grammar illustration, bilingual vocabulary lists and translation exercises and was a fundamental goal in helping learners be able to read literature (Anh, 2010). Since then, as stated by Hitotuzi (2006), many other significance occurrence can be seen in the development of L1 in L2 acquisition such as of Howatts Direct Method which focused on the extremisms in the usage of the mother tongue a movement that occur in the twentieth century and was according to him, was shortly preceded by Lambert Sauveurs Natural Method and followed by the Armys Method, or the Audiolingual Method (ALM). The matter of L1 usage in L2 teachng has a deep root in Second language and Hitotuzi (2006) further mentioned that During these centuries of controversy over the role of L1 in the L2 learning context, many untested teaching, practice and sinvolving (or excluding!) Learner L1 has been adopted; they rely essentially on popular beliefs. Anh (2010) also stated with the aim of developing post-communicative methods which regard L1 as a classroom resource, several studies connected to the role of L1 in the teaching of L2 have been conducted. 2.2 Krashens Monitor Model In the theories of second language acquisition, the Input Hypothesis by Stephen Krashen (1985) is said to be one of the major theories frequently referred to (Zheng, 2008). This hypothesis aims to explain how learners acquire a second language. It claims that language input (vocabulary) is important to acquisition. For the acquisition of L2 vocabulary, comprehensible input is an essential factor. According to the hypothesis, second language acquisition happens when the learners understand input that contains grammatical forms at i+1 (Zhang, 2009). In simpler terms, if learners are able to understand the explanations and instructions given by teachers, then their current competence i will be promoted to i+1. Learners tend to achieve optimal acquisition when they are able to understand most of the input while being challenged by some new vocabulary (Castro, 2010). It would be a waste of effort for a teacher to keep on speaking in L2 if the students are low proficiency L2 speakers. The teacher might be carrying many classroom activities but without the help of L1, the students cannot understand the instructions and participate in the activities. Therefore, it is crucial for teachers to provide sufficient comprehensible input to their students in the language classroom. When Krashen came out with the Input Hypothesis, he further described acquisition with another closely related hypothesis, the Affective Filter Hypothesis. The Affective Filter Hypothesis explains that learners need to receive the comprehensible input into their brains. However, learners tend to filter or block out the target language if they become tense, confused, angry or bored (Lightbown Spada, 1999). In order to prevent learners from having high affective filter towards target language, they need to be fed with acceptable taste of food. Previous studies have reported that teachers tend to fine students for using their L1 in English language classroom (Weinberg, 1990). If the students speak their L1 (Spanish, Cantonese, Mandarin, Vietnamese, Russian or Farsi) in the English language classroom, they will be fined 25 cents. This reminds me of my primary schooling days where we were made compulsory to communicate in English during the English Week and if we fail to do so, we will b e fined 10 cents for each word spoken in our mother tongue. As a result, many students dared not speak much or speak out loud during that week because they could not converse in English language fluently. This situation clearly explains that when learners become frustrated, upset, angry and resentful at the environment of the language classroom, their learning stops. Therefore, it is critical for teachers to consider the barriers faced by the L2 learners especially lower proficiency learners and provide comprehensible input to lower their affective filters. 2.3 Longs Interaction Hypothesis The other important element in L2 learning is interaction. Long (1981, 1996) influenced by Krashens theory on input developed the Interaction Hypothesis. In addition, Long (1981, 1996) focused on the link between the language learners and their language development. Since early 1980s, researchers have been concentrating on studying the role of interaction and considered it as important for second language acquisition (Xu, 2010). The central focus of the Interaction Hypothesis is on the negotiation for meaning (Castro, 2010). Comprehensible input must be accompanied by interactions to yield a more desirable output. The occurrences of interaction produce significances, feedbacks and input modifications that help to increase comprehension of content. Long (1996) noted that interaction facilitated comprehension and acquisition. In other words, interactive input is more important than non-interactive input (Ellis, 1994). Interactions in the language classroom are very important for both teachers and students. L2 learners should be given chances to interact with the teachers for clearer understanding. There should be possibilities for L2 learners to clarify requests, check comprehension and request for repetition in the classroom learning. Long (1981, 1996) noticed the differences in communication exchange between the native speakers and non-native speakers. For native speakers, they tend to continue communication despite the non-native speakers language limitations. Therefore, the non-native speakers need frequent negotiations for better understanding (Zhang, 1010). As such, the language used in delivering contents needs to be comprehensible to the learners so that their attention can be drawn in the classroom learning. Besides, L1 should be used as a tool to sustain the interactions between L2 low proficiency learners and their teachers so that both parties can enter into negotiation for meaning. 2.4 Swains Output Hypothesis In response to the Input Hypothesis by Krashen (1985), Swain (1985) argued that comprehensible input may not be sufficient for successful second language acquisition (Zhang, 2009). Furthermore, in order to produce comprehensible output, comprehensible input alone is not sufficient to L2 learning process. Research has been conducted using the Output Hypothesis and the results show that there is a link between language use and language learning (Zhang, 2009). From here, we know that in order to yield desirable output, we have to consider the factors that contribute to a more effective learning process. 2.5 Low proficiency L2 learners and vocabulary learning According to Anh (2010), due to the controversial of the impact of L1 usage in L2 teaching, many studies and research have been done on it. Although most of the research have been on the subject none really focused on how L1 usage in L2 teaching in the context of Low proficiency L2 learners. As stated by Latsanyphone and Bouangeune (2009), few experimental research and studies has been done on L1 to observe to find out whether it is an effective tool for teaching low proficiency learners. They further stated that The many agreement by professionals from the field of second language acquisitions such as Nation, 2001; Swain Lapkin, 2000; Atkinson, 1987; Tang, 2002; Auerbach, 1993; Mattioli, 2004 that stated and agree L1 usage would be an advantage with low proficiency students in a target language suggested that L1 plays an significant function in language teaching, particularly for the low proficiency learners. According to Latsanyphone and Bouangeune (2009), result from a study cond ucted by Ramachandran and Rahim (2004), who studied the effectiveness of using L1 in translation method, suggested that using L1 in the course of translation method was more effective than not using L1 in developing ESL learners vocabulary knowledge ability, and could also advance elementary ESL learners skill to recall the meaning of the word that they have learnt. They further stated that Based on the above, it seems necessary to look at the approaches for vocabulary teaching. Such implication could only mean that L1 in the teaching of L2 in the context of low proficiency students could prove to an advantage and should be further investigate the effectiveness of using L1 in teaching vocabulary to low proficiency learners despite the controversy of L2 teaching should only used L2 language as the medium of teaching. 3.0 Methodology 3.1 Introduction This section presents the study design and sets of procedures that were employed for the data collection of this research. The sample for this research was taken from a secondary school in Pasir Gudang, Johor Bahru. Only the Form five students from the low proficient class are involved in the study. 3.2 Subjects The subjects for the study were selected of form five students in a secondary school in Pasir Gudang, Johor Bahru. They were selected from the classes that have the lowest result of English (c and below). 3.3 Instruments Two tests (pre-test and post-test) were used to obtain and collect data in this study. The students literacy was measured using language tests. Two vocabulary tests were conducted in the classroom within 1 week. The students were instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. Their test results were collected and analyzed. 3.2 Procedures This approach is based on a questionnaire survey conducted on the target group. The main instrument used for this study is an open-ended vocabulary questionnaire that consists of ten chosen English vocabulary from SPM level essay. Where the students are instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. A pre-test was conducted on the students. After the pre-test, the students were divided into two groups, experimental and control. The control group received explanation and discussion of the vocabulary and its meaning in English while the experimental group explanation and discussion were conducted in L1 (Bahasa Melayu). A post-test was done a week later. Both the experimental and control group were given the same format of questionnaire with the same questions/words as previous test. The purpose of the second test was to see how many words were acquired one week before could be remembered, and to see whether there was any difference in the vocabulary acquisition of the new words between the two groups. 3.3 Data analysis A quantitative method was used in processing the data. The data collected in the study was inspected. Tests were objectively marked by the researchers. For each correct answer/ meaning, they were given 1 mark. Data scores were carefully typed into the SPSS data table in order to gain the desired data and analyzed using independent sample T-test analysis. 4.0 RESULTS AND DISCUSSION 4.1 Pre-test The objective of the analysis of the questionnaire is to answer the two questions of What are the effects of using L1 in L2 vocabulary learning classroom? and To what extend does the use of L1 increase the performances of L2 vocabulary learning. The results were interpreted independent sample T-test analysis shown in the graph below. The distribution of pre-test score by Class 1 (Experimental Group) is skewed to the right. It has a range from 0 to 2. IQR is 1. The mean and median are similar at 1.1 and 1 respectively. According to this graph, two of the students received 0 marks, 5 of them with 1 mark, and three of them with 3 marks. This could probably due to lack of knowledge of the given words and their meaning. However, from the answered questionnaire received, it could be seen that they do showed sign of positiveness and effort when they do try to answer each words in direct translation using L1 for example homeless, answered as kurang rumah. The distribution of pre-test score by Class 2 (Control Group) is skewed to the right too. It has a range from 0 to 8. IQR is 1. The mean and median are similar at 2 and 1 respectively. Accordingly, I students with 0 mark, 5 students achieved 3 mark, 2 student with 2 mark, I student with 3 marks and only 1 students received 6 marks. This group also showed poor comprehension of the given word although fared slightly better than the experimental group. From the above result, we can see that the post-test mean of Experimental Group (Class 1) is 14.2 and the post-test mean of Control Group (Class 2) is 11.8. Compare with the pre-test mean of Experimental Group (Class 1) is 1.1 and the pre-test mean of Control Group (Class 2) is 2, Experimental Group (Class 1) improve mean of 13.1 and Control Group (Class 2) improve mean of 9.8. The Improvement of Experimental Group (Class 1) is higher than Control Group (Class 2). 4.2 Post-test The distribution of post-test score by Class 1 (Experimental Group) is skewed to the left. It has a range from 11 to 15. IQR is 1. The mean and median are similar at 14.3 and 15 respectively. For this post-test, there seems to be an improvement according to the data results. Eight of students in the experimental group achieved 15 words correct, compared to the previous test where the highest is 3 words correct. The usage of L1 had further enhanced their understanding of the word and therefore resulting them to perform better in the post-test. The distribution of post-test score by Class 2 (Control Group) is skewed to the left too. It has a range from 7 to 13. IQR is 1. The mean and median are similar at 11.8 and 12 respectively. We could see from the result that there is improvement from the pre-test. Eight of the students had managed to get 12 and 13 correct. From the result above, we could see that the usage of L1 in the learning of vocabulary on low proficiency students do have a differences. 4.2 Problems with this study There were also problems and limitation that needed to be addressed in regards to this study. First and foremost, are the time constraints. As we progress with the research, we found that the duration of one week interval is not sufficient to test their understanding and memory. Another matter that concerns us is the insufficient representations of subjects; therefore, generalization could not be made for all form five low proficiency students. From the questionnaires that received back, we could not guaranty on the class control since we, the researcher are not there our self. Therefore, we could not be positive that the test was done under control situation, meaning, the teacher had made sure that the students had answered all the questions on their own. 5.0 CONCLUSION From the independent samples test, p-value was not above 5%, we have found a statistically significant difference between the true population mean post-test result by Experimental Group (Class 1) and Control Group (Class 2) at the significance level. This means that the Experimental Group (Class 1) has the sufficient evidence to suggest that they should teach the students base on their mother tongue language. However, from the result, by using L2 in vocabulary learning, could also achieve improvement. Therefore, it is hard to conclude which of the method is most effective if we were to compare them. However, the result remains that L1 usage do enhance the vocabulary acquisition. Taken together, the effects of using of L1 in L2 vocabulary learning classroom is encouraging and constructive. L1 should be used as a facilitator in the L2 vocabulary learning especially with students of lower proficiency.

Gay marriage in America Essay

America was built on the foundation of equality for all men; however, not until recently have gay and lesbian individuals inherited such civil rights. One of the largest and most pressing issues effecting the gay population is the issue of gay marriage. Marriage is defined as â€Å"the relationship that exists between a husband and wife or a similar relationship between people of the same sex† (Websters). Within the past ten years fifteen states have legalized gay marriage. â€Å"As of Nov. 13, 2013, gay marriage has been legalized in 15 US states (CA, CT, DE, HI, IA, MA, MD, ME, MN, NH, NJ, NY, RI, VT, and WA) and the District of Columbia. 34 states have gay marriage bans through either laws or constitutional amendments or both.† (Procon) Fifteen states legalizing gay marriage in ten years is a strong the accomplishment however, it is still, and continues to be, a very polarizing issue within the country. The passage and acceptance of gay marriage effects many different diversity categories including but not limited to age, religion, and ethnicity and race, and economic status. Age There is a direct correlation between age and the opinion of same sex marriage in America. According to The Pew Research Center, younger Americans are much more accepting and favor same sex unions over older Americans (PewResearchgroup). â€Å"Individuals, born after 1980, favor allowing gays and lesbians to marry legally by a 53%-to-39% margin, while there is less support for same-sex marriage among Baby Boomers –those born 1946 to 1964 — than among younger age groups. Currently, 38% favor allowing gays and lesbians to marry legally while 52% are opposed† (Pew Research) These recent poling numbers would suggest a continuing trend from generation to generation; each new generation is more in favor of same sex marriage than the previous. With more Americans favoring same sex marriage than ever before, one would believe this trend of acceptance of gay marriage will continue over the next generations to come. Religion There is a strong relationship between how religious you see yourself and your views and attitudes toward gay marriage. This idea is not very surprising although very important as it contributes to an understanding of the religious factors that influence opinions about issues directly impacting the gay population. â€Å"Religious attendance is associated with negative attitudes towards gay and lesbians and less support to gay and lesbian civil rights.† (Todd and Ong, 1) There is a positive link between high religious attendance and negative attitudes towards gay marriage; religious attendance is a constant predictor of attitudes towards gay marriage. Within subgroups of religion such as Christian Orthodoxy and conservative Protestant, â€Å"with such an identification, therefore reducing the odds of supporting gay marriage.† (Todd and Ong, 1) Findings suggest the more one identifies and strictly follows their religious views has a direct link to their views on gay marri age. Ethnicity and Race Views and opinions, whether they be negative or positive regarding gay marriage changes and varies within ethnicities and race. African-Americans are generally more opposed to gay marriage versus their white counterparts. â€Å"African-American religiosity is primarily responsible for their conservative views about homosexuality and same-sex marriage.† (Sherkat, Mattias de Vries, and Creek, 81) The factors of race and religion closely relate to each other in this aspect and help to influence each other. As stated above religion has great influence on ones views of same-sex marriage and â€Å"African-Americans have the highest rates of religious participation of any subgroup of the U.S. population† (Sherkat, Mattias de Vries, and Creek 81) â€Å"Between 1998 and 2004, white opposition to same-sex marriage declined to under 54 percent, and it dipped to under 46 percent by 2008. Opposition to same-sex marriage also declined substantially for those of â€Å"other† races, decreasing to under 40 percent in the 2004 survey, and fluctuating between 45percent in 2006 and 43 percent in 2008. Yet, African-American opposition did not decline substantially between 1988 and 2006.† (Sherkat, Mattias de Vries, and Creek 81) Within different races the opinions of gay marriage seem to be changing with the times except for the African-American race. Again, whether it is due to outside factors of religion, culture, or tradition, the African-American race seems to be lagging in the forward movement of gay marriage. Summary As Americans we are guaranteed certain inalienable civil rights and liberties, however as we have seen and know that is not always true. Based on an individual’s sexual preference the ability to marry is not always assured. Factors such as age, religion, ethnicity and race, and economic status greatly influence ones opinion on same sex marriage. Those who are older and more religious oppose gay marriage more than their counterparts who are younger and less religious. Is this to say every older religious individual does not believe in same sex marriage? The answer is no; however, these factors such as age and religiousness tend to follow these trends. There is also variation in opinions within races and ethnicities. White Americans seem to be the most accepting of gay marriage over African-Americans and other races. Discussion The decision on choosing gay marriage legalization and views in America today comes from the realization that there are more gay couples seeking marriage in today’s society than ever before. Gay marriage is no different than heterosexual marriage between a man and a woman with the one obvious exception of gay marriage being between two individuals of the same-sex. Often times, gay marriages are not granted the same civil rights and civil liberties as their heterosexual counterparts. Age, religion, ethnicity and race, and economic status greatly factor into ones positive or negative  views on gay marriage. Throughout this course I have learned that some individuals or even groups of people, such as the gay population, have a very difficult time obtaining the same advantages as their peers. In the past, homosexuality was something to be feared, however, today the public opinion of gay marriage is changing for the better. Stereotypes and prejudices still exist today however they are slowly being phased out by an understanding and more positive attitude towards gay marriage. As of today fifteen states have legalized gay marriage with many other states predicated to soon follow suit. This research has helped me better understand the struggle and plight that the gay community often faces for basic civil rights. Liberties and benefits that I take for granted that come along with marriage are not often extended to the gay community based solely on sexual orientation. I have gained a new appreciation of marriage because I know it is not something that is equal for everyone as well as not obtainable for every individual at this present time. Marriage is not something to be taken for granted because there are those that still cannot share in its wealth. American was built on the foundation of freedom for all regardless of differing diversities; I believe this should hold true for all regardless of sexual orientation. Work Cited â€Å"Gay MarriageProCon.org.† ProConorg Headlines. ProConorg, 11 Nov.2013. Web. 17 Nov. 2013. Kohut, Andrew. â€Å"Less Opposition to Gay Marriage, Adoption and Military Service.† Pew Research Center for the People and the Press RSS. People Press, 22 Mar. 2006. Web. 06 Nov. 2013 â€Å"Marriage.† Marriage. N.p., n.d. Web. 17 Nov. 2013. Sherkat, Darren, Kylan Mattais De Vrias, and Stacia Creek. â€Å"Race, Religion, and Opposition to Same-.† Social Science Quarterly (2010): 80-100. EBSCO. Web. 17 Nov. 2013. . Todd, Nathan R., and Katherine S. Ong. â€Å"Political and Theological Orientation as Moderators for the Association between Religious Attendance and Attitudes toward Gay Marriage for White Christians.† Psychology of Religion and Spirtuality 4.1 (2011): 56-70. EBSCO. Web. 2013. .