Thurgood Marshall Research Paper Example | Topics and Well Written Essays - 1250 words

Thurgood Marshall - Research Paper Example Indeed, his interests in law forever changed the American history. Mershall is among the leading black figures in the 21st century. It was through Marshall that the American courts eradicated slavery and destroyed racist segregation systems. He promoted affirmative actions for people to live in harmony and equality. Indeed, Thurgood Mershall was an influential figure who laid a strong foundation in changing the American society. Thurgood Mershall was born in middle class family. In his childhood, Mershall’s parents enacted a strong emphasis on their son’s education. His interests in law started when he attended at Howard University to pursue law in 1933. For the first time, Mershall addressed discrimination and segregation in the Maryland University of Law. This was the place that Mershall experienced discrimination as an African-American student and lacked admission to the school. Later in his life, President Johnson Lyndon recognized Marshall Position to defend equali ty and thus, gave him the position to defend the civil right of all Americans. In 1967, the President nominated Marshall to be the associate judge in the Supreme Court. In this era, Marshall became the first African American to join the Supreme Court. ... His actions and decisions helped to fight racial segregation and discrimination against all blacks and African Americans. Most importantly, he did not only fight for equality and justice for his fellow Africans, but ensured that all people including the white received equal treatment. As a judge, he enacted important decisions regarding victims convicted of drug charges and the rights for the Native Americans (Glenn 10). Thurgood Mershall was an influential figure in the American history. He recognized the segregation in the public schools and worked hard to ensure that all children received equal rights and opportunities to pursue their education. In one of his speech in the Supreme Court, Mershall affirmed that the American government should fight for all children’s rights, regardless of their race. He believed that all children should obtain equal opportunities to attain their full potential and abilities as citizens. Mershall insisted that those children who never received their rights in the past deserved better treatment to achieve their dreams and visions in the future. He fought for a nation that would refuse to separate and promote unequal education. He emphasized that a nation could be better if the government could promote the education system for children to learn and live together. He argued that, the notion of children learning together would encourage children to live in harmony with another and understand people from different cultures. However, when children lack the opportunities to interact with people from diverse backgrounds, then they would grow up with the aspect that some races are more powerful than others. Mershall interests in ending discrimination and racism traced back in his childhood. As

Character Analysis of Connie Essay Example for Free

Character Analysis of Connie Essay Then one day her family leaves her alone and she notices the boy in the car comes to her house and she finds out that he seems to know everything about her. He demands that Connie come to him and in then th story ends as Connie walks out the house toward the mysterious boy. Connie is sexually active, scared, and deceitful. Connie is sexually active. Oates states how Connie knows she is beautiful and she gets a great deal of attention from boys. Connie knows she is gorgeous, so when she goes out, she shows off her body more. When Connie meets the older boy in the resturant, she spends hours with him, and they went in an abandoned alley. Connie often states that she believes sex is a beautiful and fun feeling. Going with this stranger Connie has just met for hours implies she is sexually active in some way. What Oates is trying to say about young girls in general is that by showing off their bodies and meeting with older boys, sex will be pressured onto them. More young females will want to become more sexually active by assuming sex is all good and fun. Connie is scared. Connie does not seem to be afraid of anything. However, once this stranger appears at her house, she becomes a bit more frightened. Connie was always used to doing what she wanted with whomever she wanted. Along came Arnold, who commanded her to come to him and do things with him. Suddenly, Connie does not have the choice anymore. He threatens to harm her family so she is scared and cannot bring herself to even call for help. What Oates is trying to say about being scared is that one will not be scared until the option of deciding for ones self gets taken away. Connie is deceitful. Connies mother often degrades Connie for being vain. Her mother does this because she is worried about Connie and knows Connie gets a great deal of attention from males. Connies mother knows what can happen to her if she does not start being careful. Connie still goes out grabbing the attention of boys even though her mother says otherwise. What Oates is trying to say is that children should always listen to their parents, or they may end up in danger. Oates tries to get the reader to understand that parents have been through it all, and children should learn to listen more. In the short story Where Are You Going, Where Have You Been? Oates shows that Connie is sexually active. She is sexually active because she shows off her body and is curious about sex. Connie is scared because she had no choice in what she wanted to do. Connie is deceitful because she did not care or listen to her mother.

Sleep Paralysis :: Biology Essays Research Papers

Sleep Paralysis You are lying in bed taking a much-needed nap. You have had a long day and this little refresher is just what you need. You are slowly becoming awake and aware of what is going around you. You can hear someone in the kitchen cooking and through the open window by your bed you can hear the sounds of the kids of the neighborhood jumping rope and playing hand games. You can even hear Old Mrs. Jones yelling at Little Johnny for running all over her flowers. You have been sleeping for about an hour and you feel that it is about time to get up. So you open your eyes, or at least you think you do. For reason some they are not open. So you think to yourself, "That is odd, I thought I mentally told my eyes to open?" So you try again, and this time you hear your voice in your head say, "Eyes open;" but again nothing happens. Now you think maybe you are really out of it, and that you must be extremely tired and just need to rub your eyes a little to get them moving. So next you try to move your arm, only it is stuck. Then you realize that your entire body is stuck. You think that this situation has to be unreal. You are awake; you have to be. You can obviously think to yourself, and you can hear everything that is going on inside and outside, but why are you not moving? You try to open your mouth and call for help, but you cannot do that either. You are completely paralyzed! Then you start to think this that is some sort of nightmare-and it is, except it is very much real. You are experiencing sleep paralysis. Sleep paralysis is a condition that occurs at either the onset or upon awakening of sleep. The medical terms for the two forms of sleep paralysis are hypnogogic and hypnopompic (1). When a person falls asleep, the body secretes hormones that relax certain muscles within the body, causing it to go into paralysis. Doing this prevents the body from acting out a person's dream, which could result in an injury. Sleep paralysis generally runs within one's family or in those who suffer from narcolepsy (2), but there is currently no explanation for why some people get it while others do not.

How Poets in Quickdraw Explore Ideas

English literature poetry and comparison links/task The manhunt ‘The manhunt’ is about an injured soldier’s wife who is describing her experience witnessing her husband’s fatal injuries. It is a positive relationship because the wife is feeling the pain of the husband. The poem which has comparisons is ‘In Paris with you’ the theme is common in both, of the darker side of love.The author of manhunt chooses to explore this through the idea of a man returning to his wife, after a war, and therefore is a more emotive poem, whilst the author of In Paris with you writes of a weekend in Paris, in which one tries desperately not to fall in love with the unnamed person.They are both written in first person in ‘the manhunt’ the wife is sharing her experience directly about her husband to the reader and similarly ‘In Paris with you’ the narrator is addressing the reader about her/his broken relationship and the only difference b etween the two poems is that the relationship ‘in Paris with you’ is negative and she/he is not in love with their lover and explaining their relationships. Furthermore they are both monologue poems where the writer creates an illusion of a voice and is biased because we only hear one side of the story both characters in both poems are not addressing their point of view.The hour Hour  is about the feelings that arise from spending time with a loved one. The poem suggests that to be with a loved one, even for just an hour, is precious and valuable. The relationship in the poem is positive. Hour follows the structure of a Shakespearian sonnet. Hour  has many references to money and riches, contrasting the concept of material wealth and possessions against love and time spent with a loved one. Hour is similar to the ghazal because they both talk about love and separation and are both positive relationships. Quickdraw Quickdraw  is a  one-sided relationship.The spea ker of the poem is waiting for contact from her lover. The context of the relationship is unclear, and we do not know if the speaker welcomes contact or not. Quickdraw is a poem which shows and demonstrates the highs and lows of relshonships it is a negative relationship because the speaker is talking to her lover she is wounded by the texts she’s received. The lexical field of fighting is in this poem which makes it a bad relshonship. Ellipses are also used throughout the poem maybe to show expression. Sister Maude  also presents the idea of  conflict and violence in a relationship  but between sisters rather than lovers.Ghazal Ghazal  is a love poem in which a speaker seeks to secure the love and attention of another. The poem is made up of a sequence of two-line stanzas Ghazal is similar to hour because it has the commen theme of love and serperation running through the poem. The poem is a positive relationship because the woman is incomplete without him. Brothers Brothers is a poem about two brothers where a void is created. The opening metaphor sets the tone for the relationship between the two brothers  Ã¢â‚¬Å"Saddled†Ã‚  suggests the negative feelings  the speaker has for his brother.The relationships in the poem is negative Brothers  explores the  relationship between siblings  and the way in which time separates them. There is affection between the brothers, particularly in the adoration of the younger boy. In  Sister Maude  a much more destructive relationship between siblings is presented. Like  Brothers, this poem hints at the way in which the move towards age brings a distance between siblings. Praise Song for my mother Praise song for my mother is a poem about a mother and her child and the deep love and affection they have for one another the relationship in the poem is positive . he poem is linked to nettles because it has similar theme running through which is love for children and vice versa. Harmonium Har monium is about a son talking positively about his dad . The narrator (the son) needs the help of his father to carry the instrument away from the church the relationship is positive and a harmonium is a musical instrument. Nettles  are a poem about the relationship between father and son, although from the perspective of the father rather than the son praise song for my mother is another poem about children from the perspective of mother this time.Sonnet 116 Sonnet 116 is a poem about what love is and what it actually means and represents. The relationship is positive it says love is everlasting and the narrator is very confident about his views on love. A poem which is linked to sonnet 116 is To His Coy Mistress  explores the idea of time and its effect on love, although it suggests that death will bring an end unlike  Sonnet 116, which suggests that  love is greater than death. Sonnet 43Sonnet 43 is about love as being all powerful positive and life changing force the rel ationships in the poem is positive. The poem which links with sonnet 43 is with  Hour  Ã¢â‚¬â€œ both present love as a  positive and powerful force. To his coy mistress To his coy mistress means to his shy mistress. The poem is about a shy mistress and her partner who wants her to be in bed with. The poem which links to his coy mistress is Hour because it’s about how precious time is to lovers, and presents the idea that time is a force which is against lovers. The farmer’s brideThe farmer’s bride is about a relshonship between a farmer and his bride it is written in first person the poem which shares links to the farmers bride is to his coy mistress because they are both about their relationships with their spouses. Sister Maude Sister Maude  explores the destructiveness of jealousy and the darker side of sisterhood. There is a suggestion that Maude's betrayal was unnatural and  Ã¢â‚¬Å"un-sisterly†. The relshonship in the poem is negative a poem which is similar to Sister Maude is brothers because it is also about siblings whereas in that poem it is about age and how it can disrupt relationships between brothers . NettlesNettles is a poem about a parent and a child whose child has been caught in nettles and suffered injuries a poem which links to nettles is praise song for my mother because it is also about a very caring parent and how they feel towards their offspring. it’s a positive relationship. Born yesterday Born yesterday is about a narrator whose writing about her friends child coming into the world and describing the baby a poem which is similar is Hour, like  Born Yesterday  is a poem about finding pleasure in ordinary, everyday experiences, rather than chasing the impossible and facing disappointment. The relshonship is positive Mohammed sidat

A Comparison of Two Poems by Black Poets Essay

Countee Cullen and Langston Hughes are two of the most recognized African American poets of the Harlem Renaissance. Countee Cullen’s â€Å"Yet Do I Marvel† and Langston Hughes’ â€Å"I, Too† are comparable poems in that their similar themes are representational of the authors’ personal tribulations of racial inequality. By comparing these two poems, we get a glimpse of the reality of the injustices of racism during the 1920’s by two prominent Black poets. Cullen and Hughes were born within a year of each other, and consequently wrote these poems in the same year (1925). This is significant because it reflects the time in which racial inequality was prominent. Both poets were struggling with their emotions of being African American minorities in a society of White superiority. Their poems reflect the injustice of racism, which is especially revealed in Langston Hughes’ poem â€Å"I, Too†. Most poems are filled with symbolism and abstract ideas, and â€Å"I, Too† is an example of such. This poem does not rhyme, nor meter patter truly be measured. In order to understand and grasp the meaning behind this poem, it needs to be read a few times. Sometimes certain aspects of a poem can be overlooked. For example, in the first line of the poem, â€Å"I, too, sing America† (line 1), Hughes cleverly uses an allusion as he is referring to Walt Whitman’s, â€Å"Song of Myself†, which entails similar themes. In Hughes’ poem, the speaker is addressing the country as a whole. Hughes’ use of excellent language and vivid imagery effectively expresses the speaker’s feelings towards racism. This poem explores the injustices of racism through the eyes of a black servant working for a white family. He tells us that he is sent to the kitchen when company comes. Every time he is sent away, instead of demonstrating anger, he laughs. This demonstrates that the speaker is a strong character with self poise. Hughes’ uses metaphor when he says â€Å"tomorrow† (line 8). He is indicating that the word â€Å"tomorrow† implies the future. He has faith that in the course of time, everyone will become equal, â€Å"Tomorrow, /I’ll be at the table /When company comes. /Nobody’ll dare/Say to me, /†Eat in the kitchen,†/Then.† (lines 8-14). The speaker then explains that America will be ashamed of having discriminated against him and other  African Americans. The point that Hughes is trying to make clear is that African Americans are Americans too, thus they should not be discriminated against for the color of their skin. The themes represented in Hughes’ poems are similar to those exemplified in Countee Cullen’s poem, â€Å"Yet Do I Marvel†. However, a major difference between the poems lies in the format. Cullen’s poem is a sonnet, with a rhyming scheme of ABAB BCBC DD EE FF GG (every other line rhymes, with the exception of the last two which rhyme consecutively). The natural flow of this poem helps us (the reader) become more engaged in Cullen’s anguish filled portrayal of racial injustices. Like Hughes’ poem, Cullen’s poem is also about the battle of racial identity, yet in addition, he uses religion and mythology to further express the speaker’s struggle with racial injustices. Although the theme of racial inequality is common in both poems, Cullen’s poem focuses more on the speaker’s continual reference to religion and the justification of Gods will. Unlike the hope that the speaker explicated in Hughes’ poem, the speaker in Cullen’s poem starts out having faith in God, â€Å"I doubt not God is good, well-meaning, kind,† (line 1). However, he later contradicts his faith in God due to the hardships of discrimination that African Americans endured in the last lines of the poem, â€Å"Yet do I marvel at this curious thing: /To make a poet black, and bid him sing!† (lines 13-14). We see the speaker’s lack of faith in God throughout the poem, which emphasizes his frustration and affliction with having to endure the everyday struggles of being discriminated against for being black. He uses mythology to further depreciate God’s actions by disagreeing with His punishments, â€Å"†¦declare/ If merely brute caprice dooms Sisyphus/ To Struggle up a never-ending stair.† (lines 6-8). The narrator is essentially symbolizing that God’s punishments are unfair cruelty, not only towards figures from Greek mythology, but towards him as well. The speaker considers God’s actions to be unreasonable, and we see this in his bitter words, â€Å"Inscrutable His ways are, and immune/ To catechism by a mind too strewn† (lines 9-10). The comparison of Cullen’s â€Å"Yet do I Marvel† and Hughes’ â€Å"I, Too† lies strongly in the last two lines of Cullen’s poem. He finally tells us, straightforward, where his animosity lies. In the last two lines, he vehemently tells us that he finds it unfair that because he is a black poet, his voice will not be heard; he will be ignored and pushed aside, just like the speaker in Hughes’ poem. However, the two poems also contrast with each other in that Cullen’s poem concludes with the speaker reiterating his unequivocal feelings of inferiority and lack of faith. Hughes’ poem closes in a more positive manner wherein the speaker asserts his faith and pride in declaring his right to be treated equal. Even with all of the contrasting aspects of these two poems, they do share a principle theme of racial inequality. Additionally, in these two poems Hughes and Cullen were addressing the mass society. They wanted to voice their concerns with racial discrimination. With Hughes’ use of vivid imagery and Cullen’s use of symbolism, they collectively utilized the art of poetry to effectively illustrate and express personal hardships of African Americans.

List of European Languages Spoken in the EU

List of European Languages Spoken in the EU The continent of Europe is made up of 45 different countries and covers an area of 3,930,000 square miles (10,180,000 sq km). As such, it is a highly diverse place with many different cuisines, cultures, and languages. The European Union (EU) alone has 27 different member states and there are 23 official languages spoken in it. Official Languages of the European Union To be an official language of the European Union, the language must be both an official and a working language within a member state. For example, French is the official language in France, which is a member state of the European Union, and thus it is also an official language of the EU. By contrast, there are many minority languages spoken by groups in countries throughout the EU. While these minority languages are important to those groups, they are not official and working languages of the governments of those countries; thus, they are not official languages of the EU. A List of the EUs Official Languages The following is a list of the 23 official languages of the EU arranged in alphabetical order: 1) Bulgarian2) Czech3) Danish4) Dutch5) English6) Estonian7) Finnish8) French9) German10) Greek11) Hungarian12) Irish13) Italian14) Latvian15) Lithuanian16) Maltese17) Polish18) Portuguese19) Romanian20) Slovak21) Slovene22) Spanish23) Swedish ReferencesEuropean Commission Multilingualism. (24 November 2010). European Commission - EU Languages and Language Policy.Wikipedia.org. (29 December 2010). Europe - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/EuropeWikipedia.org. (8 December 2010). Languages of Europe - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Languages_of_Europe

What Effects the Bounce of a Dropped Ball Essay Example

What Effects the Bounce of a Dropped Ball Essay Example What Effects the Bounce of a Dropped Ball Essay What Effects the Bounce of a Dropped Ball Essay Aim The aim of this experiment is to investigate the efficiency of a bouncing ball, and the factors which affect its efficiency. Hypothesis If I increase the height from which a ball is dropped, then the bounce height will increase because it will increase the speed and create a larger impact, causing the ball to bounce higher then dropping it from a lower height. Materials 1. High bounce ball 2. Measuring tape 3. Tape 4. Wall Risk Assessment H- Cutting yourself with the measuring tape C- Handle with care and ensure that it is locked Method 1. Hold the measuring tape with the 0 centimeter end on the floor. Then tape the measuring tape to a wall. 2. Hold the bottom of the high bounce ball in place with the 100 centimeter mark on the measuring tape. 3. Drop the ball and determine the total bounce height of the ball, which would be the distance from the surface to the bottom of the ball at the top of its bounce. . Continue till you have data for 3 tests. 5. Repeat steps 2-5 for drop heights 80 cm 60 cm 40 cm 6. Average all the data. Variables Independent variable = drop height Dependent variable = bounce height Controlled variables = ball, surface, measuring tool Data Table Height a Ball Bounced From Different Drop Heights DROP HEIGHT (CM) TEST 1TEST 2TEST 3AVERAGE 10050495150 8038394039 6031293030 4022202120 Graph