How Rosa Parks Helped Spark the Montgomery Bus Boycott

How Rosa Parks Helped Spark the Montgomery Bus Boycott On December 1, 1955, Rosa Parks, a 42-year-old African-American sewer, would not surrender her seat to a white man while riding on a city transport in Montgomery, Alabama. For doing this, Rosa Parksâ was captured and fined for overstepping the laws of isolation. Rosa Parks refusal to leave her seat started the Montgomery Bus Boycott and is viewed as the start of the cutting edge Civil Rights Movement. Isolated Busses Rosa Parks was brought up in Alabama, a state known for its cruel isolation laws. Notwithstanding isolated water fountains, restrooms, and schools for African-Americans and whites, there were discrete guidelines in regards to seating on city transports. On transports in Montgomery, Alabama (the city wherein Rosa Parksâ lived), the main lines of seats were saved for whites just; while African-Americans, who paid a similar ten penny passage as the whites, were required to discover situates in the back. On the off chance that all the seats were taken however another white traveler boarded the transport, at that point a column of African-American travelers sitting in the transport would be required to surrender their seats, regardless of whether it implied they would need to stand. Notwithstanding the isolated seating on Montgomery city transports, African Americans were regularly made to pay their transport admission at the front of the transport and afterward get off the transport and reappear through the indirect access. It was normal for transport drivers to drive off before the African-American traveler had the option to get back on the transport. Albeit African-Americans in Montgomery lived with isolation every day, these uncalled for arrangements on city transports were particularly upsetting. Not exclusively did African-Americans need to persevere through this treatment two times per day, consistently, as they went to and from work, they realized that they, and not the whites, made up most of transport travelers. It was the ideal opportunity for a change. Rosa Parks Refuses to Leave Her Bus Seat After Rosa Parks went home at the Montgomery Fair retail establishment on Thursday, December 1, 1955, she boarded the Cleveland Avenue transport at Court Square to return home. At that point, she was considering a workshop she was sorting out and consequently she was somewhat occupied as she sat down on the transport, which ended up being in the column directly behind the area saved for whites.1 At the following stop, the Empire Theater, a gathering of whites boarded the transport. There were still enough open seats in the columns held for whites for everything except one of the new white travelers. The transport driver, James Blake, definitely known to Rosa Parks for his unpleasantness and discourteousness, stated, Let me have those front seats.2 Rosa Parks and the other three African-Americans situated in her line didnt move. So Blake the transport driver stated, Yall better make it light on yourselves and let me have those seats.3 The man close to Rosa Parks stood up and Parks let him pass by her. The two ladies in the seat opposite her likewise got up. Rosa Parks stayed situated. Albeit just one white traveler required a seat, each of the four African-American travelers were required to stand up in light of the fact that a white individual living in the isolated South would not sit in a similar line as an African American. In spite of the antagonistic looks from the transport driver and different travelers, Rosa Parks wouldn't get up. The driver told Parks, Well, Im going to have you captured. Also, Parks reacted, You may do that.4 Why Didnt Rosa Parks Stand Up? At that point, transport drivers were permitted to convey weapons so as to authorize the isolation laws. By declining to surrender her seat, Rosa Parks may have been gotten or beaten. Rather, on this specific day, Blake the transport driver just remained outside the transport and trusted that the police will show up. As they trusted that the police will show up, a large number of different travelers got off the transport. A large number of them asked why Parks didnt simply get up like the others had done. Parks was happy to be captured. Nonetheless, it was not on the grounds that she needed to be associated with a claim against the transport organization, regardless of realizing that the NAACP was searching for the correct offended party to do so.5 Rosa Parks was likewise not very old to get up nor excessively drained from a difficult day at work. Rather, Rosa Parks was simply tired of being abused. As she depicts in her self-portrayal, The main tired I was, was burnt out on giving in.6 Rosa Parks Is Arrested In the wake of hanging tight for a brief period on the transport, two police officers came to capture her. Parks solicited one from them, Why do all of you push us around? To which the police officer reacted, I dont know, however the law is the law and youre under arrest.7 Rosa Parks was taken to City Hall where she was fingerprinted and captured and afterward positioned in a cell with two other ladies. She was discharged soon thereafter on bail and was back at home by around 9:30 or 10 p.m.8 While Rosa Parks was headed to prison, updates on her capture flowed around the city. That night, E.D. Nixon, a companion of Parks just as the leader of the nearby part of the NAACP, inquired as to whether she would be the offended party in a claim against the transport organization. She said yes. Likewise that night, updates on her capture prompted plans for a one-day blacklist of the transports in Montgomery on Monday, December 5, 1955 - a similar day as Parks preliminary. Rosa Parks preliminary kept going close to thirty minutes and she was seen as liable. She was fined $10 and an extra $4 for court costs. The one-day boycottâ of the transports in Montgomery was fruitful to the point that it transformed into a 381-day blacklist, presently called the Montgomery Bus Boycott. The Montgomery Bus Boycott finished when the Supreme Court decided that the transport isolation laws in Alabama were illegal. Notes 1. Rosa Parks, Rosa Parks: My Story (New York: Dial Books, 1992) 113.2. Rosa Parks 115.3. Rosa Parks 115.4. Rosa Parks 116.5. Rosa Parks 116.6. As cited in Rosa Parks 116.7. Rosa Parks 117.8. Rosa Parks 123.

Stalins Purge The Greater Holocaust Essays - Old Bolsheviks

Stalin's Purge: The Greater Holocaust Joseph Stalin was leader of the Soviet Union from 1929-1953. While he was in power the Great Despondency crushed the world economy, the Nazis attacked the U.S.S.R., Berlin was cut off from the rest of the world, and the Cold War started. In numerous nations his ways of thinking were accepted to be profoundly powerful, however a portion of his activities are simply being revealed , and reproved, in ?Western? nations like the US. One piece of Soviet history, just presently being perceived the truth about, is the ?Great Cleanse? Stalin started to free the Stalin(Groilers-Communism) nation surprisingly who didn't bolster him as ?the preeminent leader of the Soviet Union?. Stalin was conceived on December 21, 1827 in Gori, Georgia, and given the name Joseph Vissarionovich Djugashvili. He embraced the name Joseph Stalin later in the course of his life. (World Book 825; Groilers-Stalin,Joseph) His dad was a heavy drinker, beat his better half, just as, Stalin. Stalin's dad kicked the bucket in a battle when his kid was just eleven. His mom needed Stalin to turn into a cleric, so she sent him to theological school when he was 14 years old. (Groilers-Stalin,Joseph) At the school, Stalin found out about progressives and became one himself. Inevitably he quit school and turned into ?a full-time progressive? against the Czar and the Russian government. He was captured in 1904 and joined the Bolsheviks. Stalin was captured and banished four additional occasions somewhere in the range of 1906 and 1913. (World Book 825) At the point when Stalin got away from banish he met Lenin and joined the Bolsheviks. In 1912 he was designated to the Bolshevik Central Committee. Captured and banished by the Czar in 1913, he returned in 1917 after the ?November Revolution?. (Groilers-Stalin, Joseph) Stalin was designated secretary of the Focal Committee in 1922 and became ?power hungry?. Prior to his demise, in 1924, Lenin composed a not saying that Stalin was careless and should have been expelled from power. The main Bolsheviks disregarded the note and kept expanding the measure of intensity Stalin had. Somewhere in the range of 1924 and 1928, Stalin utilized his position to expel his resistance from ?the Party?; he was the unchallenged pioneer of the Soviet Union by 1929. (Groilers-Stalin, Joseph) As pioneer of the Soviet Union he requested the formation of the aggregate homesteads to help in the fast industrialization of the nation. Poor administration of the homesteads caused a huge number of individuals to bite the dust in a starvation; Stalin proceeded with collectivization at an expanded r! ate after the starvation. (World Book 826) Stalin's cleanse started after the passing of Sergei Kirov. It is accepted that the ?murder was most likely masterminded by Stalin as an affection for disposing everything being equal.? (Groilers-Great Purge) Stalin utilized Kirov's passing as a reason to charge Party individuals and Army commanders with treachery or connivance and sentence them to death. Practically the entirety of the individuals from the Central Committee and the seventeenth Congress were slaughtered or captured; some were sent to work camps known as Gulags. From the start, the cleanse was mystery; show preliminaries in Moscow were proof of the cleanse's presence, later on. The cleanse spread from high-positioning authorities to individuals related with Lenin and afterward to normal laborers and ranchers. Anybody saw as a danger to Stalin's capacity was slaughtered. The ?official corps? were so Stalin would have all out help in the lower positions of the military. (Groilers-Great Purge) Everyone was viewed as a suspect by the mystery police. During this time Stalin started to deliver his own character ?clique?. A few people utilized this religion as an approach to abstain from being murdered by the mystery police. (Groilers-Stalin, Joseph) During the cleanse the mystery police requested keeping an eye on significant industrialists. They likewise requested neighbors to keep an eye on one another, kids to cover beneficiary guardians, youngsters to watch their kin, and grown-ups to keep an eye on their bosses/workers. (World Book 826) With so may individuals being captured or slaughtered, or simply vanishing, many started to lose confidence in Stalin's initiative. Very few talked straightforwardly talked out against Stalin inspired by a paranoid fear of their lives and Western countries didn't discover the genuine degree of the cleanse since it was not talked about openly. (Soviet Political System 28) One of the most antagonistic effects of the cleanse was that when World War

Paralegal Resume Examples, Template Complete Guide

Paralegal Resume Examples, Template Complete Guide Do you know a person who said that looking for a perfect job was easy? No?Well, we do not know such a person either!The truth is, the job search is frustrating, time-consuming and usually not at all fun.You are getting stressed-out, you doubt your capabilities, you hope they will choose you, and then get disillusioned if they do not.You are not alone, and hopefully, you will soon find the job you are looking for and all of this will stop. Finally, this is why we are here, to help you find the perfect job, and as we cannot guarantee that you will certainly get it, we do guarantee that you will be noticed and that you will receive more callbacks. This will improve your chances to shine in a face-to-face interview.So, what can we do for you?We can help you write the perfect resume to fit the specific needs of the job requirements.We have created a resume builder that will make it easy for you to create a resume in minutes, and we have prepared this guide so that you will know exactly wh at, and in which way to present it in the resume.The result?Your resume will be different, no, not different, BETTER from the majority of others which will help you stand out.Let us see what questions this guide will answer and what is it that you will learn reading it:Some of the questionsHow do I get more callbacks?How do I stand out?Is all information equally important?If not, how do I pick the right information?How long should my resume be?What are the most common mistakes people make while creating a resume?How do I organize my resume?Which layout should I use?Things that you will learnHow to make your resume be that one out of ten to be picked.What personal, professional, and educational information you should showcase, and how.How to tailor your resume based on the job application.How to make the necessary impression on the recruiters before they meet you.How to handle the experience section if you do not have any, and how to showcase it the best if you do.Do you want to quit the job search and hope that it will fall in your lap because all of this seems so difficult and almost impossible?Dont!We are here to help you make your resume the best opening argument, supporting evidence, and closing argument to the case of You.You are already well-aware that a great resume is an important and unavoidable ticket to your new or first job.We at Cleverism, have created a resume builder that will simplify the process of making that great resume, and we had in mind all the necessary aspects of it.Creating a resume has never been more stress-free than with our resume builder!You will not have to worry about forgetting some important information, and you will also be able to add more sections if you need to, and all of that is at the click of the mouse.So, pick the layout that seems the most interesting for you, try to find a font you like take notes as we go about explaining how an outstanding resume should look like, or just fill the desired layout as we go!Before w e start explaining each resume section and gradually answering all of your questions, let us take a look at these two examples of eye-catching, thought-provoking resumes.While you are going through them, try to make sense of what is important, and what were the mistakes that you, and everybody else has made at some point.You can later check your conclusions and make sure that your resume is simply perfect!Lets see!Resume Example for Alston Bird LLP Right Resume Example for Greenberg Law Firm Right Create your own resumeIn case these two examples were not enough for you to deduce what type of information you need to provide-read on as everything will be explained.And, even if you managed to figure it out, keep reading, as some other interesting and useful information are coming your way!Have our resume layout prepared and fill it in as we go about explaining each section you might find that it will save you some time, and you will not miss or forget anything important! Let us move on to each section in detail.HOW TO START YOUR RESUME THE BEST WAY WRITING THE PERSONAL INFO SECTIONThe personal information section is pretty much consistent regardless of what type of job you are applying for.It should contain all the necessary information that your recruiter might need if they want to contact you.The impression you leave with just those few little lines at the top of your resume can make a big difference in regards to whether they find that you are a good candidate or they leave your resume in the discard pile.Is your head spinning now, thinking about what can go wrong with such basic information?Lets see.First of all, let us list all the required information that you have to provide in your resume for it to be considered complete:Your full name first and last nameYour address where you currently liveYour e-mail address a valid e-mail, which you check dailyYour active phone number landline and/or mobile phoneIf you do not provide all of these, your resume is not complete and will not be taken seriously.Other information that you can provide are:Your photo this is a little tricky, as some countries find it inappropriate to send out a resume with a photo, while other countries HRs think otherwise. To be sure if you should include a photo, check the common practices of the said country, or check the resume requirements in the job application itself. If a photo is required they will often emphasize it.Your LinkedIn account LinkedIn account often separates you from others as the serious candidate, since today every candidate who thinks about presenting themselves has it. IF you do not, by all means, create one. It takes only a few minutes, and although it is not compulsory to provide it, it is beneficial. Its your modern-day business card.Your drivers license, and other licenses If your job requires you to have a drivers license you can provide that information, otherwise, you are not obligated. In your case, licenses of practicing law in any form are highly desirable.With our resume builder, you can easily add or remove sections with the information needed to tailor your own resume according to the job requirements. You can even choose a layout with or without a place for a photo so that is one less thing to worry about!Now, what are the most common mistakes that may spoil your initial impression? Let’s look at the examples below:NameNathaniel Proctor RightNameNat ProctorOrNathaniel P.N. Proctor WrongEmail example:natanielprocto r@gmail.com RightNatManProctor@gmail.com WrongAnd when it comes to photo, here is a good explanation:PhotoA photo on the resume should be a clean headshot. Your shoulders can be visible, but have to be properly dressed. Hair (and facial hair for gentlemen) should be neat and clean. The background neutral. RightPhotoMore than one person (you) on the photo, a party photo, photo from the beach, a photo where your face is not clearly visible… WrongMany candidates make the mistake of not having a specific e-mail for professional purposes.You can express your creativity and colorful personality in other ways, but childish and/or inappropriate e-mail address will not do you well when the HR is screening for candidates.Also, do not make your e-mail too complicated by adding random numbers (even your birthday) or letters, it will make it difficult to remember and recall when needed.Also, if you prefer to be called by a nickname, you can casually mention that later, when you have alread y gotten the job. Making it official in a resume is not appropriate- just think about this: you will potentially sign a contract. Is it legal if it is not your full name that is on it?PERFECT SUMMARY SECTION OF A PARALEGAL RESUME SHOULD FOLLOW THESE SIMPLE STEPSFor some people, the summary section is the easiest to write, while others struggle with it the most.It should be a short introduction, a hello to the recruiters, your personal why you should hire me before they even have time to ask that same question.This is the small place in the resume where you can show some traits of your personality rather than just giving pure information about yourself.The difficult part is keeping it short and sweet, but not too short.A great summary consists of 2-3 targeted sentences. It should say who you are without being braggy, it should mirror the most important requirements form the job application and it should tell the recruiters what you can contribute to the firm, as well as what they can do to help you thrive.Recruiters spend only seconds scanning the resumes so highlighting the right information is crucial.Lets look at an example of a good and a bad resume:SummaryA hardworking paralegal with 4+ years of experience, willing to continually research and learn new techniques is looking for a new, friendly working environment where I can put my expertise to good use and a healthy working environment with other dedicated colleagues I have successfully drafted over 300 court documents, and conducted over 800 client interviews. RightSummaryParalegal with 4+ years of experience WrongAnd it shouldn’t be too longs as well with a bunch of unnecessary info.WRITE EXPERIENCE THAT’LL IMPROVE YOUR CHANCES OF GETTING HIRED AS A PARALEGALThe experience section is the trickiest one. First of all, it is the section the recruiters are most focused on, so making this section great is crucial for your job application. Secondly, what do you do if you do not have any experience?The c ommon and most widely accepted order of information in a resume is- personal information, summary, experience, education, skills.If you are fresh out of college, you may switch it up personal info, summary, education and then experience and skills. In this way, you will highlight what you are proud of and good at, rather than lack of experience.And what about candidates with experience? In that case, your main concern is relevance.All of us have made a mistake of putting every job we have ever done since summer jobs during high school thinking that bombarding the HR with our diligence and readiness to take up any job will make them in awe of us.However, the recruiters spend less than 10 seconds scanning each resume, so what is the amount of relevant information they will get out of your resume if there are 6 separate points?The important information is most likely to get overlooked in this situation.To make the most of it, pick only the working experience that is directly related t o the job you are applying.If you are still particularly proud of a job that you have done in the past and it is not related to the legal field, be ready to answer questions like how it has prepared you for your legal career.The other thing you should consider is the order. Start from the last working experience and work down to the last one. You can list those seemingly unrelated jobs below the relevant ones.Make sure that you present your experience neatly. With our resume builder, you will not have to worry about that!But still, lets go over it.First state the period during which you held the position, then the position you held and then the institution you were working for.That is not the end, though. Make a little more effort and provide information about your duties and accomplishments. Make them short and concise, yet specific. Right WrongWHAT IS THE BEST WAY TO WRITE THE EDUCATION SECTION FOR PARALEGAL RESUMEThe easiest part to fill in is indisputably the education section. It is pretty straightforward and there are not many questions about which aspect of your education you should highlight.As in the experience section, use the reverse-chronological order to list your formal education. State the institution and the degree you have acquired.A mistake that is often made is leaving it just at that. The next thing you should do is list your achievements during those particular studies. What do we mean by that?State what you have learned, point out your GPA if it is outstanding, list any awards that you might have won, honors or scholarships, participation in a group of some sort, or a cause that you helped during studies.Other information you can include aside from the college education of any level, should be any courses you have taken, licenses, and certificates that you have acquired.List the specific skills a nd achievements as you did with formal education information.The achievements should be the maximum length of two lines.What about high-school you ask? Well, the general rule of thumb is that it should be avoided unless directly related to the job you are applying for, but in the case of legal occupation, being a president of the debate club, or winning in some sort of related competition can be an indicator that they are looking for a person just like you.Use our layouts to quickly add and remove the education section information, it is really that easy! Right WrongUSE THESE TIPS TO CREATE THE BEST SKILLS SECTIONAre you a horseback rider? Can you swim 2 lengths of a pool on one breath?Great!Is that important for a Paralegal job application? Nope. Those, and similar skills, although admirable, should not find their place on your skills section.Many candidates think that they should highlight everything they know, but unless it helps you do the job you are applying to avoid it.Your interesting but non-job-related skills may come up in a casual conversation over a coffee break in the office later on, but on your resume, they draw attention away from those skills that make you the perfect candidate for the job, which does not go to your advantage.The recruiters will remember you as an interesting but not the right person for the job.Aside from listing everything, there are two more common mistakes regarding the skills section listing them at random, and not specifying the level of knowledge.So, first of all, make a list of all your relevant skills and divide them into two categoriestechnical knowledge i.e. familiarity with certain programs, laws, computer and typing skillsAndpersonal skills communication skills, personal characteristics that make you great at what you doIf you speak another language, by all means, showcase it. Right WrongThere are several ways in which you can express the level of a certain skill descriptive, star-based, graded, and others.Pick the one that suits you the most, you can choose many layout variations at our resume builder and start letting others know how great you are!FINAL TIPS TRICKS THAT EVERY PARALEGAL SHOULD KNOWKeep it professional. We cannot stress this enough. Your employer wants a professional figure in their working environment so this is how you should present yourself.Before sending out your resume, have a family member or a friend check it for type-Os. When you pay so much attention to detail, ironically, the details are exactly what you may miss.Make your resume fit on one page. This will allow your recruiters to have all the information at a glance, and they are less likely to miss an important one. If it is longer than one page, revise it and see which information is the least relevant and then delete it.Keep a master resume with all your working experience and education and update it regularly. This will make it easier to create a resume for a specific job.Tailor-make your resume for each job application. Use the guidelines from this guide, and make even the smallest adjustments according to the job description.Save your CV in a PDF, rather than any other format. You can use a link as well. They are uneditable, neat and easy to access.Use our resume builder to help you create your CV as fast as it is possible. You will not have to worry if the format is okay, and you will not have any trouble whatsoever filling it in.Before actually going on an interview, prepare the answers to the possible questions. If none come to mind, again, ask someone to take the role of the recruiters and see what may be interesting. The usual questions are Why do you want this job?, What do you think you can contribute, or Why did you leave your previous job? there are more, so be creative when you practice.FINAL THOUGHTSWhether you will get the first or the ten th job you go on an interview for, we do not know. However, we are absolutely certain that you will get more callbacks, and that your resume will be noticed in the sea of others.Getting the job eventually depends only on you and how you compare to the other candidates, as well as the needs of your prospective employer.We wish you good luck and hope you will dazzle the recruiters with your personality as well as with your resume! Create your own resume

Compare and Contrast the Romantics William Blake and...

Compare and Contrast The Romantics: William Blake and Mary Wolstonecraft Mary Wollstonecraft’s A Vindication of the Rights of Woman sets out to invalidate the social and religious standards of her time in regards to gender, just as William Blake sets out to do the same for children. Both Blake and Wollstonecraft can be read by the average man and woman, lending its attention toward both upper and middle class. Wollstonecraft’s revolutionary themes of tyranny and oppression of women parallel the themes in Blake’s poetry of the tyranny and oppression of children; hence, leading the reader to the Romantic notion of empathy. Wollstonecraft’s use of nonfiction prose for A Vindication of the Rights of Woman sets her apart from the†¦show more content†¦Because women of her time were seen as â€Å"creatures† who lacked good sense and moral virtues, Wollstonecraft vehemently defends her gender by shifting the cause of these â€Å"female follies,† on men and argues, â€Å"From the tyranny of man, I firmly believe, the greater number of female follies proceed; and the cunning, which I allow makes at present a part of their character, I likewise have repeatedly endeavored to prove, is produced by oppression.† Blake directly addresses the same Romantic theme of tyranny and oppression towards children in â€Å"Holy Thursday† wherein he bluntly, yet poetically says, â€Å"Is this a holy thing to see/ In a rich and fruitful land/ Babes reduced to misery/ Fed with cold and usurious hands† (lines 1-4). Although Blake uses poetic blatancy, while Wollstonecraft uses direct nonfiction prose, both epitomize â€Å"Romanticism† with their revolutionary themes of an unjust system of society that points towards immoral conduct by using the weaker for their own happiness and gain. A characteristic tone of Romanticism is to evoke empathy within the reader to gain a deeper understanding of the revolutionary topics. In Vindication, as Wollstonecraft argues that a woman should have proper education so that she may exercise her hidden power of the use of reason when â€Å"young love† grows cold and she can no longer please her husband, she addresses this issue by eliciting empathy from

13 Ways to Screw Up Your College Interview

13 Ways to Screw Up Your College Interview is a short, ensemble-driven, one-act play written for student actors. Two college interviewers are tasked with finding just one more suitable applicant to admit for the fall semester. Faced with a deadline, they open up the dreaded â€Å"waitlisted† application folder and subsequently meet with a magician, a practicing vampire, a stoner, an aspiring reality TV star, what may be a time-traveling serial killer, and  more. Whats Great About  Ã¢â‚¬â€¹Ã¢â‚¬â€¹13 Ways to Screw Up Your College Interview An ensemble production like 13 Ways to Screw Up Your College Interview offers a great opportunity for many student actors to have sizable roles. This play also provides ample chances for casts to work on acting skills: Reacting in the moment. The interviewers must listen and demonstrate appropriate reactions within the confines of the situation, no matter how absurd it is.Raising the stakes. The play opens with a clear and defined mission. These two interviewers must find an acceptable applicant for the fall semester or they will both be fired.Committing. The applicants are strong characters that cannot be served by actors who shrink into the background. The student actors need to have strong emotions and make big choices to pull these characters off.Concentration. The actors cast as applicants are tasked with some truly crazy antics. They will need strong concentration to play their scenes without breaking character. Minimal sets, ​costumes and props are needed for this one act play. The focus of the production should be placed on the actors and their character development. There are negligible content issues. About the Cast and Characters Cast Size: This play can accommodate 16 actors. Male Characters: 6 Female Characters: 7 Characters that could be played by either males or females: 3 (Note: The playwright and the publisher are flexible on allowing the gender of characters to be changed to accommodate your cast.) Roles Interviewer 1Interviewer 2Harold has a chronaquestimixidous disease - a condition that renders a person unable to hear a question correctly. As a result, he answers the question he thinks he heard instead of the question he is actually asked.Kimberly is an up-and-coming reality TV star. Even though she is a perfectly normal girl and would be an excellent applicant for the college, her aspirations make her behave otherwise.The Producer is there to film Kimberly’s college interview and coach her to appear as obnoxious as possible.Maria is extraordinarily sick and nervous. Hopefully, Interviewer 1 has a strong stomach.Brett is a very busy man. He is overconfident and believes the world revolves around him and his life.Lily is emotionally scarred by minor events in her life. She almost saw someone drown, she almost had a fight with her friend, and she almost had therapy once.Melvin can play the song â€Å"Wipeout† on his stomach.Kelly believes that no GPA, no SAT scores, an d a recommendation from a hand-drawn cat will get her into school.Jeff aspires to be in a coma one day.Eve has brought two songs and a few monologues to audition. She is loud and proud of her performances.Elizabeth plays volleyball, soccer, and basketball, volunteers at a soup kitchen, teaches sailing and is a practicing vampire.Ben may be a time-traveling serial killer. He knows far too much about the upcoming interviews and is far too insistent about being admitted to this college.Jason is a fledgling magician.Emily is perfect for the college until that Ivy League school calls and offers a full ride. 13 Ways to Screw Up Your College Interview is licensed by Playscripts, Inc. It also appears in the book Random Acts of Comedy: 15 Hit One Act Plays for Student Actors. Playwright Ian McWethy has also written 14 More Ways to Screw Up Your College Interview as a sequel that may be used to add additional scenes to 13 More Ways to Screw Up Your College Interview and increase the cast size. Directors may swap scenes between the two plays or perform them together for a longer, even more outrageous theatrical experience. Source Pizzarello, Jason (Editor). Random Acts of Comedy: 15 Hit One-Act Plays for Student Actors. First Edition edition, Playscripts, Inc., August 23, 2011.

Inclusion in the Classroom A Critical Review Free Essays

string(117) " end is to assist staff and pupils gain an apprehension of all groups present in the local and national communities\." Issues environing the integrating of pupils with disablements into the general instruction schoolrooms are explored in this research paper. The history of inclusion if first examined by following the motion from mainstreaming to the least restrictive environment and eventually to full inclusion of pupils in age-appropriate general instruction schoolrooms. Next, the current place of inclusion and its topographic point in instruction in Canada is discussed. We will write a custom essay sample on Inclusion in the Classroom A Critical Review or any similar topic only for you Order Now Besides, issues confronting pupils, their households and instructors are addressed and suggestions to get the better of them are provided. Finally, the pros and cons of inclusive instruction are presented and it is concluded that the benefits of inclusion overshadow the costs of including particular needs pupils into regular schoolrooms. Besides, inclusion tends to better the overall educational experience for both particular needs pupils every bit good as regular pupils in the schoolroom. Keywords: integrating, disablements, inclusion, inclusive instruction Inclusion in the Classroom: A Critical Review Education and inclusion Education is the basis of responsible citizenship in most well-established democracies. Post Confederation of Canada, the authorities and ordinary citizens have recognized the significance of instruction and hold made public commissariats for its cosmopolitan handiness to kids and young person at the simple and high school degrees. School is the topographic point that provides a community puting for kids and young person by assisting them develop their cognition, by advancing citizenship and edifice societal relationships. Hence, when a school is inclusive, communities become inclusive excessively. Educating kids is non merely a basic human right, but a vehicle for societal inclusion and alteration. The recent thrust toward inclusive instruction is more than merely about ‘special educational demands ‘ . It reflects alterations in the societal and political clime wherein a new attack characterizes believing about differences. The chief purpose of inclusive instruction is to guarantee that all pupils participate in the schoolrooms with their same-age equals and develop emotionally, socially, intellectually and physically to their fullest ability. Inclusive instruction is a developing construct. Usually it is understood as instruction of kids with disablements in regular schools, but it is a much broader thought. It refers to an instruction system which continually works at increasing engagement and taking exclusion from all the facets of schooling in a manner which makes a pupil feel no different from any other pupil and which ensures academic accomplishment ( Booth, 2002 ) . Inclusive instruction makes the school a topographic point of instruction for all pupils, and manages to run into the single demands of each student better. It should be able to take the school to seek ways to educate all kids in the most ordinary ways possible Inclusive schools put into topographic point steps to back up all pupils to to the full take part in the life of the school with their age equals. Where barriers to full engagement exist, inclusive schools are able to alter their organisation, and adapt the physical premises and elements within schoolrooms to the demands of each pupil. The primary rule of inclusive instruction is that ordinary schools should supply instruction every bit platitude as possible for all immature people while accommodating it to the demands of each. It consists of puting learning-impaired pupils in general schoolrooms and incorporating their acquisition experience with pupils in the general instruction categories ( Turnbull et al. , 2004 ) . Furthermore, there is a differentiation between inclusion, where pupils spend most of their clip in the general instruction schoolroom ; and mainstreaming where pupils with particular demands are educated in the general schoolroom during specific clip periods based on their accomplishments. The inclusive instruction theoretical account challenges the particular instruction theoretical account, chiefly the belief that differences in academic or societal accomplishment between pupils with and without disablements are excessively hard to be accommodated in regular educational scenes ; that particular scenes are more effectual than regular schoolroom environments for pupils with disablements ; and that labelling is necessary for appropriate service. Advocates of inclusion argue that the rights of and benefits to scholars with disablements who are included in regular schoolroom environments outweigh the challenges faced by instructors in such a state of affairs. With the support of decently trained resource instructors, regular schoolroom instructors should be able to work efficaciously with all pupils. History of inclusive instruction The history of suiting the demands of diverse scholars in the modern-day educational scenes parallels the development of societal and psychological systems ( Kaufman, 1999 ) . Smith et Al. ( 1998 ) sum up this history as holding moved through three stages: segregation, integrating and inclusion. However, late a planetary displacement in believing on methods schools use in reacting to the demands of diverse scholars has taken topographic point. Particular instruction found its beginning in society ‘s concern with human rights following World War II, and by the 1950 ‘s educational arrangement based upon minority or disablement position was a debated issue ( Smith et al. , 1998 ) . Thus, particular instruction owes much of its beginning to the Civil Rights Movement, when the integration of American schools validated a parallel human rights statement against segregation based on physical/mental abilities ( Friends et al. , 1998 ) . While both Canada and the United States presented duty to the states and provinces for implementing educational statute law, The Education for All Children Act ( 1975 ) steered in a more inclusive theoretical account of particular instruction which supported free and appropriate instruction for all kids in the least restrictive and non- discriminatory environment. Written single educational programs ( IEPs ) to aim single demands were designed and implemented ( Salend, 2001 ) . In Canada, indirect support for greater inclusion of diverse scholars came from the 1982 Charter of Rights and Freedoms, which challenged favoritism based on mental or physical disablement. By the 1980 ‘s most states and districts were supplying some type of particular instruction through a combination of regular and individualised environments ( Dworet A ; Bennet, 2002 ) . Current place Inclusive instruction is today ‘s educational â€Å" hot † subjects, and there are a assortment of places on inclusive instruction. One end is to assist staff and pupils gain an apprehension of all groups present in the local and national communities. You read "Inclusion in the Classroom A Critical Review" in category "Essay examples" Besides, inclusive instruction is sometimes equated with mainstreaming where particular needs pupils are placed in regular schoolroom state of affairss. In recent old ages advocates for inclusive instruction have argued that every bit many as 40 % of pupils with rational disablements are still being educated in unintegrated scenes while they have a right to inclusive instruction ( Porter, 2004 ) . A reappraisal of current educational policies in most Canadian states shows that inclusion of pupils with disablements in regular schoolrooms is the dominant policy ( Hutchinson, 2007 ) , although most legal power maintain segregated schoolrooms for those pupils who might profit from such arrangements or whose parents prefer such arrangements ( Ontario Ministry of Education, 2000 ) . Researchers and pedagogues advocate that all kids, including those with disablements, be educated in regular schoolrooms that reflect the diverseness of Canadian society and its inclusive values ( Lupart A ; Webber, 2002 ) . While such advocators agree that pupils with disablements may non be able to carry through the same curricular ends as the other pupils, they believe that inclusive instruction enables them to be treated with self-respect and allows others to acknowledge their concealed abilities. In recent old ages, there does look to hold been progress in the extent to which kids and young person are educated in regular versus particular category arrangements. However, while inclusion is progressively being accepted as the preferable attack for educating all scholars, other attacks to instruction go on in many countries of the state. Executions of inclusive patterns are inconsistent from state to province, community to community, and between school systems ( e.g. , English, French, Public, and Catholic ) . The incompatibility of attack has resulted in confusion and uncertainness among parents and instructors. Besides, many pedagogues believe that inclusive agencies conveying particular needs pupils into ‘regular ‘ schoolrooms with ‘normal ‘ kids. The job with this position lies in the fact that there are no ‘regular ‘ schoolrooms with ‘normal ‘ kids. All kids are alone, and so are their demands and abilities. Therefore, it is p erfectly necessary for instructors to supply pupils with individualised attending that will assist them develop in peculiar countries and it ‘s of import to construct success into each pupil ‘s single acquisition experiences. The particular instruction policy that prevails in most legal powers fails to guarantee the committedness of instructors and their schools to inclusion. In many parts of the state, inclusive instruction is considered an ‘add on ‘ to the bing particular instruction system, and it therefore may non be a precedence at all. Besides, effectual schemes are non widely in topographic point to further passages from early childhood scheduling to school and from high school to employment or to other post-secondary options. Many particular demands pupils who do graduate from high school, have no clear acknowledgment of the accomplishments gained or faculty members learned in order to derive entree to post-secondary plans. Issues for pupils and households Young people with continue to be denied entree to regular instruction in many instances. ‘Zero tolerance ‘ and other behavioral policies result in the segregation of pupils, particularly for those with ambitious behavior issues. Procedures for pupil appraisal and labelling create administrative loads for instructors while making a stigma for pupils. Bing identified as a particular needs pupil carries with it the menace of embarrassment and being bullied. Procedures for deriving entree to disability-specific supports ( e.g. , attenders, address specializers, assistive engineerings ) and other resources needed for success in regular schoolrooms are typically restrictive and non available on an just footing. There are serious concerns in many parts of the state about the insufficiency and inflexibleness of the supports that are available and about the long holds in procuring the supports that may finally come on watercourse. Similarly, alternate pupil testing and other adjustments for pupils are non assured. Parents have a polar function to play as confederates with the instructors, particularly for pupils with particular demands. However, in some instances, deficiency of significant parental engagement is observed and consequences in poorer educational quality for the kid. Issues for instructors Indeed inclusion nowadayss an tremendous challenge to instructors as it brings with it increased anxiousness and excess work load. Individual Education Plans ( IEPs ) are taxing for many instructors and many merely have a limited background in this country. Besides, the practical utility of IEPs is questionable as to whether they do non inform and steer instructional patterns. Normally, there is confusion among instructors and educational helpers about their several functions and duties. Teachers frequently leave the premier duty for educating pupils with important disablements to teacher helpers. However, helpers should be playing a auxiliary and non a lead function. Additionally, instructional supports for instructors on inclusion ( e.g. , learning resources, sample lesson programs, etc. ) are besides needed. However, a deficiency of handiness and even wrongness of such supports has been a concern. Addressing the issues In order to turn to the above mentioned issues ; instructors, parents and kids need assorted sorts of supports. Support for instructors Model schools need to be created highlight community-learning and value diverseness. There needs to be a committedness to run intoing all the values and pedagogical challenges. Flexibility in the course of study every bit good as periodic testing is needed so that instructors can accommodate to the varying demands and abilities of diverse scholars in their schoolrooms. Besides, single educational programs ( IEPs ) need to turn with the kid and any individualised planning should drive instructional pattern and service as a existent usher for the instructor. Regulating constructions need to be more ‘teacher friendly ‘ and sensitive to issues of student-teacher ratio. Besides, touchable resources such as instructor helpers, supportive professionals, schoolroom equipment etc. are needed in order to maintain category sizes manageable without a sense of competition among schools. In add-on to that, school boards should be able to supply instructors with the practical aid and preparation required in order to equilibrate the outlooks of the current course of study every bit good as single pupil demands. Furthermore, instructors and parents need to be more reciprocally supportive of one another. Parents should go on to recommend for quality instruction and inclusive plans for their kids, and should besides include support for instructors and the school within that. Last, development of a theoretical account model for successful inclusion is indispensable, which will affecting decision makers, instructors, resource instructors, teacher helper every bit good as parents. Furthermore, there is a demand for teacher-to-teacher mentoring support every bit good as sharing of thoughts and experiences that will profit the instructors and the pupils in the long tally. Professional development integrated into the regular teacher-training course of study, every bit good as ongoing preparation is required. Besides, Jordan and Stanovick ( 2004 ) place three nucleus concepts to assist do inclusion work at a schoolroom degree: instructors ‘ beliefs about their functions and duties, instructors ‘ sense of efficaciousness, and the corporate belief of the school staff toward inclusive patterns. Support for parents and pupils Parents frequently lack information sing policies and plan offered by the school boards and the authorities. Therefore, instructors and school decision makers need to promote unfastened communicating and support services in order to supply accurate information to parents. Besides, parents will decidedly profit from regular contact with other parents and support bureaus outside the school system. To back up pupils with disablements, school leaders need to make a community of credence and belonging that helps foster positive attitudes towards all pupils. Along with a healthy school environment, equal resources are needed to guarantee that pupil demands are met in a professional and timely mode. Teachers can assist by supplying supportive and flexible acquisition environments in the schoolroom. Besides, prosecuting pupils in active and meaningful undertakings would promote engagement and do instruction gratifying. Effective schemes that work best for pupils with particular demands will work good for all pupils, because every kid in the schoolroom has alone larning demands and a multi-level attack to learning will outdo accomplish the highest potency for all pupils. Finally, to further a general clime of teamwork, instructors should promote and ease equal support where pupils should be able to assist each other and learn from each others ‘ experiences. This will assist them larn to demo regard for and do attempts to suit pupils ‘ demands and strengths. Professionals of inclusion Inclusion has resulted in greater communicating accomplishments, greater societal competency, and greater developmental accomplishments for all particular instruction pupils who have been a portion of the inclusive scene ( Bennett, DeLuca, A ; Bruns, 1997 ) . A 2nd benefit of inclusion is that handicapped pupils make more friends in the general instruction scene and interact with their pupil equals at a much higher degree non isolated in the particular instruction categories ; inclusion allows handicapped pupils to be an active portion of the larger pupil organic structure. Another advantage is that the costs of inclusion are less over clip than learning the particular instruction pupils in particular instruction categories entirely. Increasingly, this discourse emphasizes scholars ‘ rights every bit good as their demands, and stresses the importance of an instruction free from favoritism and segregation. Academic and societal accomplishment has really been found to be higher in regular instruction with assorted groupings of pupils from diverse backgrounds and abilities scenes ( Will, M.C. 2002 ) . Cons of inclusion Educators who are critical of inclusion argue that puting particular instruction pupils in the general instruction schoolroom may non be good and full-time arrangements in general instruction schoolrooms would forestall some handicapped pupils from obtaining intensive and individualised attending and instruction. Direction in the general instruction category would thin the specialised attending they would usually have in a particular instruction category. Besides, the fiscal resources are non available for inclusion to be effectual ( Fox A ; Ysseldyke, 1997 ) . Critics of inclusion have asserted that particular instruction financess have non be appropriated to general instruction in a sufficient sum to do inclusion viable in all instances. In other words, in order for inclusion to work, financess need to be available to do inclusion effectual and feasible in the general instruction scene. Another unfavorable judgment of inclusion was that general instruction instructors do non posse ss the needed preparation or makings to learn handicapped pupils efficaciously ( Schumm A ; Vaughn, 1995 ) . Furthermore, general instruction instructors do non hold chances to work with or join forces with particular instruction instructors and to be after and organize lessons and learning schemes between general and particular instruction instructors. Discussion Inclusion appears to hold created an ideological divide in particular instruction, bespeaking a split on how best to function pupils with disablements under the umbrella of particular and general instruction. The division has caused much argument in the educational community, motivating surveies on the viability of integrating. In the recent argument about inclusion, a premium is placed upon full engagement by all and regard for the rights of others. As to every attack, inclusion excessively has its portion of positives and negatives. As schools implement inclusive patterns, research must go on to find how integrating will impact all pupils ‘ academic and societal advancement. Whether inclusion becomes a portion of the particular instruction continuum for arrangement of pupils with disablements or initiates a useful school system, pedagogues must rethink, restructure, and reorganise their present bringing system to profit all pupils. The benefits of inclusion certainly outweigh the costs. A major benefit of inclusion is that it allows for social integrating of handicapped pupils. Disabled pupils are much less unintegrated and isolated from the general pupil population. This is consistent with the ends and aims of the IDEA and No Child Left Behind Act which specified that all pupils should be treated every bit ; there should be equal protection and equal services. While non ever possible, this is a worthwhile end. Inclusion furthers this end of accomplishing full integrating for all pupils. Inclusion, therefore, consequences in greater societal coherence, a greater sense of empathy, and a greater sense of diverseness. Inclusion is a worthy end that should non be abandoned. Inclusion is important because it ensures equality and non-discrimination on the footing of disablement and allows pupils to have a â€Å" free, appropriate public instruction. † There are pros and cons, advantages and disadvantages, to inclusion. Furthermore, pupils and instructors learn tolerance by developing and furthering a sense of community where diverseness and differences are valued. The segregation that consequences from separate particular instruction schoolrooms is avoided and the more interaction there is with persons with differences, the more tolerance, empathy, and apprehension is fostered and developed. How to cite Inclusion in the Classroom A Critical Review, Essay examples

Effective Business Communication for Literacy- myassignmenthelp

Question: Discuss about theEffective Business Communication for Literacy Diagnostic. Answer: Introduction Good communication is a key aspect in all walks of life. The ability to communicate well with others such as colleagues ,managers and others at the place of work is very vital irrespective of the kind of industry that one is working in.Effective communication is more than just exchanging information.It goes deeper to the ability for one tounderstand intentions and the emotions attached to the message that is being communicated.In connection to good communication therefore,it is required that individuals should periodically carry out diagnosis and reflection on their communication skills.Communication diagnosis in this case refers to subjecting an individuals different communication tools to some tests to find out the extent to which one is good in communicating. (Burgoon, Hunsaker Dawson, 2011)Communication reflection is all about tracing back different communications that one has been involved in and assessing them.Therefore,to carry out communication diagnosis on various areas suc h as non verbal communication,active listening and many others,diagnostic tools i.e. writing ,monitoring progress tools ,reading and viewing tools ,speaking and listening tools and finally early literacy tools will be used in the exercise.Under literature review ,both theoretical approaches and different models will be used to address the aspects arising from diagnosis and reflection .An action plan meant for the next six months intended to improve communication skills in areas that were found to be wanting will be created. (Friedman Miyake, 2011) Diagnosis and reflection Each diagnostic tool will be subjected in various communication areas as follows: Early literacy diagnostic tool This refers to the ability of an individual to comprehend a text, listen and recall, be able to use oral language, read and write. This tool intends to investigate communication ability of an individual on the basis of the early literacy fundamental skills. Verbal communication is simply the use of sound words to communicate. It is the most common type of oral communication that is used. My use of verbal communication can be said to be perfect or excellent since it is a technique that I have been exposed to and I have had many avenues to use. I have used verbal communication in both class and business presentation and the audience have always been satisfied with the communication.Listening refers to the ability to rightly interpret information in a communication.Whenever I am listening ,its always easy for me tounderstand the message be it a question or a comment from my audience.Under tis tool also,the ability to comprehend and recall is also tested.Analyzing my communication,it is true that I have a challenge in recalling an information from the previous communication.I find challenging. (Sitlington, 2008) Speaking and listening diagnostic tool It is the second diagnostic tool in communication.These tools are meant for comprehensive understanding of the uttered word;oral language retell, comprehension and oral language retell conversation. Listening and speaking to me has never posed any challenge .This is rated from the response of my audience .They are always positive to me whenever we communicate and a high level of satisfaction is demonstrated Reading and viewing diagnostic tool This is all about reading texts and linking information, understanding the main questions and relevant points in a context. Under this assessment I dont have any problem because I am always able to understand texts written in different contexts .The only challenge that I am yet to overcome is the viewing of texts. I either skip some information or fix words that are not included in the text. Writing diagnostic tool This tool is used in assessing the non-verbal type of communication it focuses on determining ones ability to produce sensible complete writings of various contexts including editing and spelling. I have no problem with this since my writings are always clear and easily understood by my audience. There has never be any complain concerning the clarity and relevance of my texts concerning the use of words, punctuation and word construction in general. (Gudykunst Mody, 2011). Oral language diagnostic tool This purely refers to the word of mouth as communication tool .In some way; it refers to the use of sound words to communicate. This assessment tool is aimed at examining the choice of words when communicating in different contexts. This is because communication is not just the passing of words but these words must have a meaning that are relevant to different context for example communication in business ,legal matters ,ceremonies and classwork presentations differ because of the choice of words. This tool also aims at testing on how someone is clearly audible to his or her audience. Two key communication issues that need development From the above diagnosis and analysis on my communication skills, the two issues that still require me to improve on them are my recall or comprehension skills and viewing skills. This is because whenever communicating with my audience, they demonstrate dissatisfaction on my communication skills on these two areas Recent professional interactions that demonstrate need for development in my poor areas of communication The first avenue was the presentation of a business idea that I had as a consultant to a company.The audience was calm and attentive when I was presenting the ideas off-head(not reading from anywhere) but the atmosphere changed when I started reading the presentation from my note book. This is because of the skipping of some information and therefore my audience could clearly understand what I was presenting. This showed that my viewing of written content needs some development. The second avenue was a continuation of the same presentation from the previous time .Many questions from the audience arose .This is because the information that I was presenting was a bit contradicting with the previous one despite of the fact that the presentations were of the same business idea and the questions that I had previously answered.I had forgotten what i had prioritized during the last presentation .This made me realize that I have a problem with recalling the past information .I still have to work and develop on my memory.Therefore, from these two avenues, it was clear that some development on communication concerning recalling and viewing were still needed. This is because they are among the most crucial communication skills that one has to perfect since they are inevitable in day to day communication. (McAlenney Coyne, 2011) Conclusion In conclusion therefore, communication diagnosis and reflection is a good exercise for good communication.It is through this exercise that I have been able to subject my various skills to assessment and came up with faults that need to be corrected.It is not only useful to individual but also to professionals that are mostly involved in social communication .Diagnosis and reflection of communication will help these professionals develop and build upon their communication skills .This is also vital since any relationship formal or non-formal is determined by the kind of communication that is used and how good and relevant is it to different context Literature Review Good communication is the key to good relationship among people particularly in a work place (Vorderer, 2015).Communication does not only refer to the exchange of information between people or groups .It also refers to the level to which the recipient is able to understand the message that the communication intended to deliver. This paper will therefore discuss the two issues that need development that I was able to identify through communication diagnosis and reflection. The literature review will also discuss theories relating to the issues and how to develop them .Lastly, the focus will be on my personal efforts to improve on those communication areas Discussion on the two issues Memory or comprehension. This is the most vital element of communication because without it, communication becomes valueless or meaningless. An individual is considered to be good in communication if he or she has the ability to comprehend readings and memorize any conversation that has taken place in different contexts. Memory is a linkage to flow of information from time to time .From the above diagnosis on my communication skills, comprehension and memory came out as one of the areas that I need to improve on. Basing on theories related to this and my personal practices, is a discussion on how memory can be developed. (Perry Ziegler, 2013) Spaced repetition theory, ( Hermann Ebbinghaus1885) Hermann came up with a theory that tries to examine how memories work and how they can be enhanced .To illustrate this; he usedwhat he called the forgetting curve. This is a form of curve that tries how our memories in relation to time. According to this theory, as time goes by, the strength of a memory decays. He said that when one learns about something, he or she is able to remember for a couple of days .In most cases after a week, thememory will get distorted and information will be lost but if repetition is done within the first few days before the information is lost, the information will be retained .Too early repetition of information will not significantly add to the memory. On the other hand, when repetition is done too late, a few traces of the previous information learnt will be re-learnt rather than learning anything new. This process is called recalling. In his theory therefore, Hermann emphasizes on the repetition of the information while it is still fresh in the memor y. This will ensure that there is optimal remembrance of the information. (Perry Ziegler, 2013) Relevance of the theory to my situation After carrying out diagnosis ,memory was one of the challenges that I face in my day to day communication.Therefore,according to the above theory,the only way to enhance my memory by repeatedly going through my previous presentations so that I can recall on what I had previously said to avoid contradicting myself and the audience as well. This can be done by ensuring that I go through my previous presentation before I start presenting the one. (de Vries, Bakker-Pieper, Konings Schouten, 2011) Behavioral (Personal skills) to improve my comprehension and memory According to research, the foundation of a good memory is to have a healthy body and mind. The brain cannot function well if some behavioral practices are harmful to the body and the mind. The following issues are the ones that need to be addressed in order to have a good memory. The first one is eating well. Eating well means that one has to take vital vitamins like folic acid, vitamin B12 and antioxidants. These elements help improve the sharpness of the mind .It also to supplement these vitamins .The second behavioral development is water intake. Failure to drink the required amount of water weakens both the body and the mind .Water is able to make the red blood cells very active hence more energy. The third aspect is about sleep.Adequate sleep is the key to a good memory .This is because when one sleeps, the brain is able to recharge itself .According to medical research ,the brain needs sleep for it to convert new memories into long-term memories. The last behavioral determinant of a good memory is effective stress management. It is the most common memory destroyer. Stress should be managed so that it does not cause body harm that may affect the memory. Stress can be relieved in many ways such as sports and counseling. (Strickland Morrow, 2014) Viewing (in reading) Reader response theory This theory was developed by Fish, 1980.According to the theory, readers tend to derive meaning of text from their interaction with the content. Therefore, a reader gives meaning to a text using their prior knowledge about the text .That is why when reading ,people may see different words on the same text and also perceive the same text differently depending on the knowledge they have about the text they are reading. (de Vries, Bakker-Pieper, Konings Schouten, 2011) Relevance of the theory It may mean that when reading texts, I might be unknowingly skipping some texts assuming that they are not relevant depending on the perception and the knowledge that I have about the content from my previous experience. Behavioral (Personal skills) to improve The first step is to learn to take the literalmeaning of the text and stop assigning meaning to it according to my knowledge.This technique will help me develop good reading skills so as to fluently and systematically be able to read what is written. The second step is to set time apart where I can practice without necessarily having an audience. I can read as many texts as possible so as to improve on my reading skills.Another technique that I can employ to improve on my reading skills is by requesting a group of friends to act as my audience as I practice on my reading skills. This will give them a room to listen to me critically and correct me where necessary. (Strickland Morrow, 2014) Conclusion Application of the theoretical concepts and determination to commit myself on the above personal skills will definitely help to improve on my weak areas on communication Action plan The intention of my action plan is to enhance my communication skills especially on my weak areas. This is intended to be done within a period of six months.The whole period is divided into segments of one month so that in each month I can be able to get involved in different activities that will help to generally improve on my reading skills and also find better ways to boost my memory. (Bhatt, 2011) Action step Time Materials /resources Person responsible 1.Undertaking an advance course on communication particularly reading and memory development 10th October to 10thNovember -Communication lecturer -books in the school library -acquire books from a national and public libraries -internet materials such as information on you tube articles and journals published by different people Me 2. Attending a communication class on oral communication 11th November to 11th December -Taking class notes -forming group discussions with my colleagues -using the materials recommended by the lecturer -video samples used in class presentations Me Other students 3.Taking part in public business discussion events January 2018 to February -business magazines -articles and journals on business -self prepared notes for business presentations Me 4.Participating in reading competitions February to march -provided materials for the competition -other participants writings used in the competition -articles and journals Me 5.Personally scheduled practice March to April -books in the school library -acquire books from a national and public libraries -internet materials such as information on you tube articles and journals published by different people Me Friends who act as my audience 6.Continuing with my studies on communication April to May Taking class notes -forming group discussions with my colleagues -using the materials recommended by the lecturer -video samples used in class presentations Me References Bhatt, R. (2011). Tips for Effective Communication Skills.Indian Journal Of Applied Research,3(1), 83-84. https://dx.doi.org/10.15373/2249555x/jan2013/33 Burgoon, M., Hunsaker, F., Dawson, E. (2011).Human communication. Thousand Oaks, CA: Sage. de Vries, R., Bakker-Pieper, A., Konings, F., Schouten, B. (2011). The Communication Styles Inventory (CSI).Communication Research,40(4), 506-532. https://dx.doi.org/10.1177/0093650211413571 Friedman, N., Miyake, A. (2011). The reading span test and its predictive power for reading comprehension ability.Journal Of Memory And Language,51(1), 136-158. https://dx.doi.org/10.1016/j.jml.2004.03.008 Gopal, N. (2009).Business communication. New Delhi: New Age International. Gudykunst, W., Mody, B. (2011).Handbook of international and intercultural communication. Thousand Oaks [u.a.]: Sage. Hampton, S., Resnick, L. (2009).Reading and writing with understanding. [Newark, Del.]: New Standards/International Reading Association. Kommers, J., Venbrux, E. (2009).Cultural styles of knowledge transmission. Amsterdam: Amsterdam University Press. McAlenney, A., Coyne, M. (2011). Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions.Reading Writing Quarterly,27(4), 306-323. https://dx.doi.org/10.1080/10573569.2011.596100 Perry, C., Ziegler, J. (2013). Linguistic difficulties in language and reading development constrain skilled adult reading.Memory Cognition,28(5), 739-745. https://dx.doi.org/10.3758/bf03198408 Sitlington, P. (2008). Students with Reading and Writing Challenges: Using Informal Assessment to Assist in Planning for the Transition to Adult Life.Reading Writing Quarterly,24(1), 77-100. https://dx.doi.org/10.1080/10573560701753153 Strickland, D., Morrow, L. (2014).Beginning reading and writing(1st ed.). New York [etc.]: Teachers College Press.

Alice in Wonderland Differences essays

Alice in Wonderland Differences essays At the mention of the name Alice, one tends to usually think of the childrens stories by Lewis Carroll. Namely, Alices Adventures in Wonderland and Through the Looking Glass are two classic works of childrens literature that for over a century have been read by children and adults alike. These two stories tell the tale of a young girl named Alice who finds herself in peculiar surroundings, where she encounters many different and unusual characters. Although Alice is at the center both stories, each tale is uniquely different in its purpose, characters and style. Carroll first published Alice Adventures in Wonderland in 1865, three years after he had first told the story to the young girl Alice Liddell and her sisters, following for a story. The creation of this story began on a river picnic as Carroll began telling the tale of Alice in Wonderland to entertain the girls. Through the Looking Glass was published six years after the first, when Alice was a teenager. This story was more logical than the first and clearly differed from it in both its style and direction. The introduction of Alice and how she finds herself in the other world is very different in each of the stories. In Alices Adventures in Wonderland, Alices curiosity and boredom leads her to follow the White Rabbit as he rushes passed her. She ends up falling down the rabbit hole which takes both her and the reader into a world of magic and disorder. Carrolls Wonderland is a place where Alice finds many of the characters difficult and odd. She encounters various characters along her journey, many of whom likely represented real people known to the real Alice Liddell. Throughout the first story, Alice also finds herself growing and shrinking at various stages, something that Carroll does not repeat in Through the Looking Glass. Alices curiosity also leads her into the other world in Throug ...

The Common Book of Baby and Child Care

The Common Book of Baby and Child Care Dr. Benjamin Spocks revolutionary book about how to raise children was first published on July 14, 1946. The book, The Common Book of Baby and Child Care, completely changed how children were raised in the latter half of the 20th century and  has become one of the best-selling non-fiction books of all time. Dr. Spock Learns About Children Dr. Benjamin Spock (1903-1998) first began learning about children as he grew up, helping take care of his five younger siblings. Spock earned his medical degree at Columbia Universitys College of Physicians and Surgeons in 1924 and focused on pediatrics. However, Spock thought he could help children even more if he understood psychology, so he spent six years studying at the New York Psychoanalytic Institute. Spock spent many years working as a pediatrician but had to give up his private practice in 1944 when he joined the U.S. Naval Reserve. After the war, Spock decided on a teaching career, eventually working for the Mayo Clinic and teaching at such schools as the University of Minnesota, the University of Pittsburgh, and Case Western Reserve. Dr. Spocks Book With the aid of his wife, Jane, Spock spent several years writing his first and most famous book, The Common Book of Baby and Child Care. The fact that Spock wrote in a congenial manner and included humor made his revolutionary changes to child care easier to accept. Spock advocated that fathers should play an active role in raising their children and that parents will not spoil their baby if they pick him up when he cries. Also revolutionary was that Spock thought that parenting could be enjoyable, that each parent could have a special and loving bond with their children, that some mothers could get the blue feeling (postpartum depression), and that parents should trust their instincts. The first edition of the book, especially the paperback version, was a big seller right from the start. Since that first 25-cent copy in 1946, the book has been repeatedly revised and republished. So far, Dr. Spocks book has been translated into 42 languages and sold more than 50 million copies. Dr. Spock did write several other books, but his The Common Book of Baby and Child Care remains his most popular. Revolutionary What seems like ordinary, normal advice now was completely revolutionary at the time. Before Dr. Spocks book, parents were told to keep their babies on a strict schedule, so strict that if a baby was crying before its prescribed feeding time that parents should let the baby continue crying. Parents were not allowed to give in to the childs whims. Parents were also instructed not to coddle, or show too much love, to their babies for that would spoil them and make them weak.  If parents were uncomfortable with the rules, they were told that doctors know best and thus they should follow these instructions anyway. Dr. Spock said just the opposite. He told them that babies dont need such strict schedules, that it is okay to feed babies if they are hungry outside the prescribed eating times, and that parents should  show their babies love. And if anything seemed difficult or uncertain, then parents should follow their instincts. New parents in the post-World War II era readily embraced these changes to parenting and raised the entire baby boom generation with these new tenets. Controversy There are some that blame Dr. Spock for the unruly, anti-government youth of the 1960s, believing that it was Dr. Spocks new, softer approach to parenting that was responsible for that wild generation. Other recommendations in the earlier editions of the book have been debunked, such as putting your babies to sleep on their stomachs. We now know that this causes a greater incidence of SIDS. Anything so revolutionary will have its detractors and anything written seven decades ago will need to be amended, but that does not deflate the importance of Dr. Spocks book. It is not an overstatement to say that Dr. Spocks book completely changed the way parents raised their babies and their children.

DQ1_Wk6 Essay Example | Topics and Well Written Essays - 750 words

DQ1_Wk6 - Essay Example The decisions are not always taken in the correct manner and hence at times there are serious issues as per their adherence. The standards and procedures need to be followed to the hilt so as to make adequate arrangements for liaising with the people who matter the most. These channel members could be the wholesalers, distributors, retailers or the middlemen who are involved under these channel dynamics. When it comes to branding itself, channel decisions take the front seat and thus become all the more important. (Paley, 2006) Bypassing middlemen in order to save costs and reducing on time constraints might just be the order of the day but then again if the same decisions do not bring in the much needed effectiveness and efficiency for the branding that has been done for a product, the manufacturer might just do away with this issue once and for all. He would resort to employing all the channel members to ensure that his branding ideology is manifested in the most righteous way and that there are no hiccups in the wake of achieving the targets set forth by the manufacturer or the parent organization. There are advantages and disadvantages alike of this bypassing middlemen scenario. Distribution channel model talks about the different retailers, wholesalers and distributors who make the process of transfer of products between the manufacturer and the customer possible. The different means and ways to get in touch with the customers is thus the responsibility of these channel members. The company’s m arketing as well as the distribution strategy is completely focused upon in this business model. There is more accessibility for the channel members that include the retailers, distributors, wholesalers and even the third parties. The relationships have changed between the channel members and are quite apparent by the fact that at many places within the distribution chain we find that there is horizontal and vertical

The Embalming Process Essay Example | Topics and Well Written Essays - 500 words

The Embalming Process - Essay Example In this way, most of the blood is replaced by a fluid that will better preserve the corpse. This process usually requires about two gallons of the embalming fluid, which is a "mixture of formaldehyde and or other chemical-and water" ("What You Should Know"). The embalmer must ensure that the fluid circulates through the body, using both a mechanical pump and manually massaging the corpse to do so ("Embalming"). Then end effect is the presence of embalming fluid in the veins and arteries of the body. Having completed the arterial embalming, the next step for the embalmer is cavity embalming. During this step, "a tocar-a long, pointed, metal tube attached to a suction hose-is inserted close to the navel" ("What You Should Know"). The purpose of this is to remove some of the gases and liquids within the chest cavities. These cavities are then filled with a formaldehyde based fluid, again with the aim of preserving the insides of the corpse ("What You Should Know"). The third step in the embalming process is hypodermic embalming. This involves the "injection of embalming chemicals under the skin as needed" ("Embalming").

Why Did North America Win the Civil War?

Why Did North America Win the Civil War? Reasons for the North’s victory in the American Civil War are manifold, and it is unwise for the historian to attribute total decisiveness to any one reason. Abraham Lincoln’s inspirational leadership; greater industrial wealth and manpower; superior military strategy; the possession of a powerful Navy; the introduction of black soldiers into their ranks; the decision of European nations not to recognize the Confederate’s secession: all of these reasons and many others are argued to have been decisive for the North’s victory. The wise historian seeks to view the effect of these reasons in combination rather than as separate influences. To take one instance, the North’s naval blockade of Confederate ports was crucial for suffocating the export power and economy of the South, but this tactic was greatly strengthened by the decision of Britain not to break to blockade. Or to take another example: from the outset the North had far greater manpower than the South, but this advantage was consolidated by the incorporation of black slaves into that pool of manpower and by conscription policies that drew upon this manpower more effectively than those of the South. This essay then measures these various reasons in toto, asking how each affected the other and how ultimately they combined to prove decisive. * * * * * Historians on all sides agree that President Lincoln’s leadership during the American Civil War was a dominant reason for the Union’s ultimate victory. Lincoln’s political acumen and diplomatic skill, his knowledge of military strategy, his judgment on all fronts, and above all his moral authority and vigor made him indispensable to the Union’s cause. What is more, there was something unique in Lincoln’s dedication to the Union. In a certain sense he was the Union or at least a powerful symbol for it. Lincoln’s famous phrase ‘My paramount objective is to save the Union’[1] could be a motif that resonated throughout the North, and his unique commitment to the office of the President, to the Constitution and to the principle of democracy were of inestimable benefit to the continued conviction and morale of the North’s troops and civilians and to their various successes. None of Lincoln’s wartime acts was more consequential than when he issued the Emancipation Proclamation of January 1863. By declaring the freedom of all the slaves of the Confederacy, Lincoln transformed the American Civil War from what was originally a contest to maintain the Union into a struggle for freedom and democracy. This united the North in a moral purpose and gave solidity and resilience to the Union. Whilst Lincoln’s military decisions were often shrewd and decisive, it was his courageous legislative and constitutional decisions that contributed most to the North’s victory. Lincoln had campaigned for his presidency with the promise of pursuing democracy and legitimate government; yet the circumstances of the war forced him to threaten these beloved principles for the duration of the war. Lincoln put into abeyance habeas corpus, called-up the militia, manipulated the press, made declarations of martial law where it could not strictly be justified milita rily, allocated finance before congressional approval, suppressed draft riots with soldiers, and issued many other measures like these. Lincoln’s made extraordinary use of these executive powers and yet was not seduced by them. Thus he had a perhaps unique resistance to the temptations of personal power and this shone out to his soldiers and citizens who viewed him as a noble commander for whom they would willingly fight and die. By this strong and vigorous leadership President Lincoln stood for many people as an emblem of the Union itself. Lincoln also had a genius to peer beyond the implications of the Civil War for the Union alone. He detected in the conflict as few men could the larger future issue of democracy in the civilized world. Lincoln understood that the Union represented to many Europeans and others a symbol of democratic expectation and promise: the defeat of the Union in America would threaten the growth of democracy elsewhere in the world. He wrote: ‘T his is essentially a people’s contest †¦ to demonstrate to the world that those who can fairly carry out an election can suppress a rebellion; and ballots are the rightful successors to bullets’[2] and this conviction sustained his leadership through many crises. It is of course a conviction whose widest implications were known only to Lincoln himself. The effect of Lincoln’s leadership upon the war was strengthened by the quality of his generals and their superior military strategy. Pre-eminent amongst his generals was one man: Ulysses S. Grant. The outcome of the contest between General Grant and General Robert E. Lee was decisive for the North’s final victory. At the outset of the war Grant captured Fort Henry and Fort Donelson, won the battle of Battle of Shiloh and saved the surrounded Union forces at Chattanooga. These early victories led President Abraham Lincoln to appoint General Grant as lieutenant general or commander-in-chief of all Union forces – a rank specially created by Congress or him. General Grant’s military strategy was characterized by the distribution of his troops over wide areas and their coordinated attack upon several Confederate positions simultaneously. This theme emerged most strongly in Grant’s famous Overland Campaign against General Lee’s forces which commen ced in May 1864. Grant’s cleverly diverse strategies were difficult for the Confederate forces to predict: Grant his attacks between direct assaults, prolonged sieges and rapid counter-attacks. Grant’s military style was described as ‘that of a bull dog’ because he forever pressed forward, refusing to submit until the enemy had been defeated or surrendered. This tactic led to the slaughter of tens of thousands of General Grant’s men and to him being called ‘the butcher’; historians agree however that General Grant’s use of these tactics – and President Lincoln’s indulgence of them – were essential for breaking down the Confederate forces and for finally overcoming them. Moreover, General Grant was perhaps the first general in American history to glimpse the concept of ‘total warfare’ whereby it was necessary to destroy an enemy’s economic foundations – factories, farmlands, industri es etc., as well as to defeat them in battle. The strategies employed by General Grant in the Overland Campaign finally proved decisive when he fought to a draw at the Battle of the Wilderness and the Battle of Spotsylvania Court House, before finally forcing General Lee’s surrender at the Appomattox Court House April 9, 1865. * * * * The superior natural resources and manpower of the North meant from the outset that they were likely – if there was no foreign intervention – to win the war rapidly and with relatively light casualties. In 1860 the twenty-two states that would later continue in the Union had a total population of 22 million; the eleven states of the Confederacy had a population of 9 million (4 million of whom were slaves). In simple military terms this meant that the North had a far larger reservoir of manpower from which to draw either volunteer or conscript soldiers. Moreover, the North boosted its numbers by assimilating large numbers of black slaves who escaped from the southern states. The North had the further advantage of a superior railway system which allowed them to swiftly transfer troops from one battlefield to another. Moreover, the South made serious errors in its policies of conscription. At the beginning of the war the Confederate made the decision to rely upon volunteer soldiers for its armies. One historian wrote of the consequences of this decision that ‘Conscription would have been less odious if it had been made the excusive policy of raising armies at the outset †¦ It might have been regarded as a scientific way of allocating the man power of the country and distributing fairly the burdens of war’ (Moore, 1963). When the South belatedly turned to conscription men felt bitter and acrimonious about the policy; yet had it been issued at the outset it might have been received more favorably. The North was fortunate in its policy of conscription. They too had the eloquent appeals of President Lincoln with which to recruit new soldiers. In February 1861 Lincoln declared If all do not join now to save the good old ship of the Union this voyage nobody will have a chance to pilot her on another voyage.[3] This was an ominous warning that boosted recruitment significantly. Anticipating a rapid victory the North conscripted its soldier s for a three-month period only; whereas the South demanded one year’s service. Neither three-months nor one year were of course adequate to meet the needs of either army, but whereas southern fighters became disillusioned with the length of their conscription, the Union’s soldiers often gladly signed to fight again after their initial short period of conscription. This had a tremendous effect upon morale. In July 1861 after the first Bull Run the Union’s forces had suffered heavy defeats and the Union’s soldiers feared that their lives and properties would be threatened if they chose not to re-enlist. This necessity supplied President Lincoln with 500,000 extra troops at the vital moment. The South however convinced by the Bull Run that it was assured victory delayed for the whole summer and autumn the introduction of a policy of re-enlistment; thus when conscription was implemented through force in November Confederate soldiers were thoroughly demoraliz ed by being called to fight again. The Confederate Provisional Congress introduced the inept and foolish ‘bounty and furlough act’ in Dec. 11 1861 which gave generous but confusing freedoms to soldiers who chose to re-enlist. This incompetent decision disrupted the organization of the Confederate armies at a dangerous moment and weakened them considerably. The Confederate however weakened its potential manpower base by prohibiting the incorporation of its 4 million black slaves into its ranks for most of the war. The North was also highly industrialized in comparison to the South, and this allowed the North to produce munitions and military equipment that should have sustained and proved decisive against the largely agricultural economy of the South. To many historians it seems remarkable that the American Civil War lasted four years given the economic and manpower supremacy of the North. The Confederate however had the vital advantage that it needed only to protect its territory to assure victory (it could declare independence if the North remitted); the North however needed to attack. This attack consumed far greater resources that those needed for the defence of the southern states, and this is the principal reason why the conflict was so protracted. Eventually the superior supplies, industry and manpower of the North proved decisive. * * * * * ‘I never saw such fighting as was done by the Negro regiment †¦ The question that the negroes will fight is settled; besides they make much better soldiers in every respect than any other troops I have ever had under my command’ (Union General Blunt)[4] A principal reason for North’s victory in the American Civil War was their early realization that by incorporating black soldiers into their forces they would gain a vital manpower advantage over the South. In contrast, the Confederate’s slothful and belated realization of the need to enlist black soldiers was a strong contribution to their defeat. Historians estimate that as many as 180,000 black soldiers, in 163 units, were assimilated into the Union ranks during the American Civil War (McPherson, 1982) – and numerous others joined the Union Navy. This number represents as much as 10% of the Union’s total armed forces. The participation and influence of black forces in the war was enabled on July17, 1862, when Congress initiated two Acts permitting the enrollment of black soldiers in the armed forces; though official enlistment began in September of that year after the issue of the Emancipation Proclamation. The Union forces swiftly comprehended the importance of this decision and began to enlist black soldiers and sailors in large numbers. This enlistment was hindered however by the Union’s (and Confederate’s) prejudiced assumption that blacks would not be courageous and valiant soldiers. As General Blunt’s words tell, this assumption was quickly overturned amongst Union generals when black regiments were involved in a series of victorious battles against Confederate forces. The 1st Kansas Colored Volunteers were a powerful example of the influence that black soldiers could have upon the outcome of the war: contributing greatly to the success of the Battle of Island Mound, the Battle of Port Hudson, the battle of Honey Springs and many others. Perhaps the most significant single contribution of black soldiers to the war was when on July 17, 1863, they led the assault of the 54th Massachusetts against Fort Wagner. The desire of black soldiers to enlist in the Union forces was enhanced when Confederate forces committed atrocities against black such as the one at Fort Pillow. Events such as these, coupled with the existing idea amongst black slaves that the Union was fighting partly for their emancipation, led far greater numbers of black soldiers to join the Union than the Confederate. In sharp comparison, the Confederate army reacted viscously to the idea that black soldiers could play a decisive role in the outcome of the war. Although sixty to ninety-three thousand (Glathaar, 1996) blacks were involved in the Confederate in some form or another, the overwhelming majority of these were in non-fighting positions – musicians, cooks, cleaners and so on. Only at the end of the war did the Confederate wake up to the huge pool of manpower that they had thus far ignored. Indeed, for most of the war the participation of black soldiers in Confederation forces was legally prohibited. President Jefferson Davis made a serious and costly error when in 1864 he refused the suggestion of General Patrick Cleburne that the Confederate employ black troops in its forces in return for their freedom if they survived the war. Only in January 1865 after a further recommendation by General Lee to the Confederate Congress to permit the enlistment of black soldiers was a document si gned (Order 14) allowing this to happen. The lateness of this decision meant that that war was almost over before considerable black enlistment by Confederate forces could begin. Consequently, this failure of the Confederate was one of the most serious of the entire war and expedited their defeat. * * * * * The Union’s victory in the Civil War was much aided by the failure of European nations to give diplomatic recognition to the cause of the Confederacy. European recognition of the independence of the Confederacy would have enabled the southern states to call upon European nations to intervene in the civil war to uphold the Confederation’s right to independence. It was vital therefore for the North that this did not happen; fighting European forces as well as the Confederation armies would have seriously injured their chances of success. The decision of European nations to recognize the Confederacy has been attributed to several factors. Firstly, the North’s own diplomats proved highly successful in presenting their case to the European powers. This diplomacy was often forceful; W. H. Steward, Secretary of State, for instance instructed C. F. Adams, Minister to England, to warn the British to avoid ‘fraternizing with our domestic enemy’ lest they risked an Anglo-American war. A key diplomatic strategy of the North was then to present the South as rebels who had no legitimate rights to independence. Historians argue further that widespread sympathy amongst Europeans for black slaves meant that they were further disinclined to interfere in the civil war (Roberts, 1987). Unseen and unpredicted factors too such as crises in Denmark and Poland distracted the attention of Europe away from the American conflict. The continued failure of the Confederate forces to win consecutive battles meant that they co uld not convince European nations that the south could maintain its independence if granted – and European nations were never likely to militarily or economically back an unsuccessful war. The failure of the Confederate states to win European diplomatic recognition had much to do with the failures of their own diplomatic strategies. At the outset of the war the South predicted that since Britain depended heavily upon exports of southern cotton to sustain their own economy, that when the Union’s navy blockaded the export of this cotton Britain would be forced to intervene in the war. This intervention would ensure victory for the South and supply them with international recognition for their independence. Despite these predictions however Britain failed to enter the conflict and instead declared its neutrality in light of the blockade, as later did all other European nations. Britain had extended to the Confederation ‘belligerent status’ whereby it could draw international loans and trade internationally, but this fell far short of the military intervention and declaration of independence that the South had expected (Crook, 1975). What is more, Brita in had by its decision not to interfere militarily effectively condoned the blockade of the southern states by the North. Thus the effects of the British and European decision not to intervene were twofold for the Confederation. In practical terms, the South now had to confront the North alone and on an immensely more difficult single front. Psychologically, the morale and legitimacy of the secession had been bruised and damaged, and international approval effectively granted to the North. * * * * * This essay must end with the point with which it began: no single reason was totally decisive for the North’s victory in the American Civil War. That said, President Lincoln’s unique leadership and the superior industrial resources and manpower of the North were finally the most dominant reasons. In the aftermath of the first Bull Run in 1861 the Union’s forces were disillusioned and there was a danger that they would disintegrate because they had failed to seize the fast and easy victory that many had predicted they would. It required a man of President Lincoln’s personality, stamina, skill and vision to solidify the Union forces and to foster their perseverance through the long war which he knew was ahead. Lincoln himself was this unifying force: he was an emblem for the Presidency for the Constitution and for democracy. The supremacy of the North’s resources and manpower had been checked at the outset of the war by the need to attack the Confeder ate strongholds whereby the North consumed resources far faster than the South; yet despite this initial failure to make the advantage tell, these resources did finally overwhelm the Confederate defenders. Serious political and tactical errors by the Confederate during the Civil War meant that any slim chance of victory they had at the outset was washed away soon after the conflict began. The prohibition of black slaves from serving in Confederate forces and the delayed and ineffective introduction of conscription cost the South its opportunity to compensate for the North’s superior man power. Likewise, the political assumption that Britain and other European powers would move to break the Union naval blockade and so proclaim the legitimate independence of the South backfired disastrously. Once these errors had been committed and the North’s advantages handled effectively by Lincoln victory was assured. BIBLIOGRAPHY Belz, H. (1998). Abraham Lincoln, Constitutionalism and Equal Rights During the Civil War Era.  Fordham University Press, New York. Crook, D. P. (1975). Diplomacy During the American Civil War. Wiley, London. Curt, J. McLaughlin, M. (1977). Battles of the American Civil War. Sampson Low,  Maidenhead. Fuller, J.F.C. (1941). Conscription entry in Encyclopedia Britannica, Vol.6, p.282-6. London. Fuller, J. F. C. (1956). Decisive Battles of the Western World and Their Influence Upon History/From the American Civil War to the End of the Second World War. Cassel Co, London. Gallagher, G, W. (1997). The Confederate War. Harvard University Press, Massachusetts. Gienapp, W. E. (2003). Abraham Lincoln and Civil War America. Oxford University Press,  Oxford. Glatthaar, J. T. (1996). The Civil War’s Black Soldiers. Eastern National Park and Monument  Association, Conshohocken. Hattaway, H. (1983). How the North Won: A Military History of the Civil War. Urbana, Illinois. McPherson, J. (1998). Drawn with the Sword: Reflections on the American Civil War. Oxford  University Press, Oxford. McPherson, J. (1982). The Negro’s Civil War: How Negroes Felt and Acted During the War for   the Union. Urbana, University of Illinois Press. McPherson, J. (1984). Lincoln and the Strategy of Unconditional Surrender. Gettysburg  College, Gettysburg.   Moore, A, B. (1963) Conscription and the Conflict in the Confederacy. University of South  Carolina Press. Roberts, J, M. (1987) The Penguin History of the World. Harmondsworth, Penguin. Tripp, C.A. (2005) The Intimate World of Abraham Lincoln. Free Press, London. Tulloch, H. (1999). The Debate on the American Civil War Era. Manchester University Press,  Manchester. Westwood, H, C. (1992). Black Troops, White Commanders, and Freedom During the Civil War;   (With a Forward by John Y. Simon). Southern Illinois University Press, Carbondale. Footnotes [1] The Collected Works of Abraham Lincoln, Vol. 5. Letter to Horace Greely, p388. [2] Words spoken by President Lincoln after the surrender at Fort Sumter April 14th, 1861. [3] The Collected Works of Abraham Lincoln edited by Roy P. Basler, Volume IV, Speech at Cleveland, Ohio  (February 15, 1861), p. 216. [4] General Blunt after the defeat of General Douglas Cooper at Honey Springs July 17th, 1863.