The Olmec The First Great Mesoamerican Civilization.

The Olmec were the first great Mesoamerican civilization. They thrived along Mexico’s Gulf coast, mainly in the present-day states of Veracruz and Tabasco, from about 1200 to 400 B.C., although there were pre-Olmec societies before that and post-Olmec (or Epi-Olmec) societies afterward. The Olmec were great artists and traders who culturally dominated early Mesoamerica from their mighty cities of San Lorenzo and La Venta. Olmec culture was greatly influential on later societies, such as the Maya and the Aztec. Before the Olmec The Olmec civilization is considered by historians to be â€Å"pristine:† this means that it developed on its own, without the benefit of immigration or cultural exchange with some other established society. Generally, only six pristine cultures are thought to exist: those of ancient India, Egypt, China, Sumeria, and the Chavin Culture of Peru in addition to the Olmec. That’s not to say that the Olmec appeared out of thin air. As early as 1500 B.C. pre-Olmec relics were being created at San Lorenzo, where the Ojochà ­, Bajà ­o, and Chichà ¡rras cultures would eventually develop into the Olmec. San Lorenzo and La Venta Two major Olmec cities are known to researchers: San Lorenzo and La Venta. These are not the names the Olmec knew them by: their original names have been lost to time. San Lorenzo thrived from approximately 1200-900 B.C. and it was the greatest city in Mesoamerica at the time. Many important works of art have been found in and around San Lorenzo, including the sculptures of the hero twins and ten colossal heads. The El Manatà ­ site, a bog which contained many priceless Olmec artifacts, is associated with San Lorenzo. After about 900 B.C., San Lorenzo was eclipsed in influence by La Venta. La Venta was also a mighty city, with thousands of citizens and far-reaching influence in the Mesoamerican world. Many thrones, colossal heads, and other major pieces of Olmec art have been found at La Venta. Complex A, a religious complex located in the royal compound at La Venta, is one of the most important ancient Olmec sites. Olmec Culture The ancient Olmec had a rich culture. Most of the common Olmec citizens labored in the fields producing crops or spent their days fishing in the rivers. Sometimes, massive amounts of manpower would be required to move immense boulders many miles to the workshops where sculptors would turn them into great stone thrones or colossal heads. The Olmec had religion and a mythology, and the people would gather near the ceremonial centers to watch their priests and rulers perform ceremonies. There was a priest class and a ruling class who lived privileged lives in the higher parts of the cities. On a more ghastly note, evidence suggests that the Olmec practiced both human sacrifice and cannibalism. Olmec Religion and Gods The Olmec had a well-developed religion, complete with an interpretation of the cosmos and several gods. To the Olmec, there were three parts of the known universe. First was the earth, where they lived, and it was represented by the Olmec Dragon. The watery underworld was the realm of the Fish Monster, and the Skies were the home of the Bird Monster. In addition to these three gods, researchers have identified five more: the Maize God, the Water God, the Feathered Serpent, the Banded-eye God and the were-jaguar. Some of these gods, such as the Feathered Serpent, would live on in the religions of later cultures such as the Aztecs and Maya. Olmec Art The Olmec were very talented artists whose skill and aesthetics are still admired today. They are best known for their colossal heads. These massive stone heads, thought to represent rulers, stand several feet high and weigh many tons. The Olmecs also made massive stone thrones: squarish blocks, carved on the sides, which were evidently used for rulers to sit or stand upon. The Olmecs made large and small sculptures, some of which are very significant. La Venta Monument 19 features the first image of a feathered serpent in Mesoamerican art. The El Azuzul twins seem to prove a link between the ancient Olmec and the Popol Vuh, the sacred book of the Maya. The Olmecs also made countless smaller pieces, including celts, figurines, and masks. Olmec Trade and Commerce: The Olmec were great traders who had contacts with other cultures from Central America to the Valley of Mexico. They traded away their finely made and polished celts, masks, figurines and small statues. In return, they obtained materials such as jadeite and serpentine, goods such as crocodile skins, seashells, shark teeth, stingray spines and basic necessities like salt. They also traded for cacao and brightly colored feathers. Their skill as traders helped disseminate their culture to different contemporary civilizations, which helped establish them as the parent culture for several later civilizations. Decline of the Olmec and the Epi-Olmec Civilization: La Venta went into decline around 400 B.C. and the Olmec civilization vanished along with it. The great Olmec cities were swallowed up by the jungles, not to be seen again for thousands of years. Why the Olmec declined is a bit of a mystery. It may have been climate change as the Olmec were dependent on a few basic crops and climate change could have affected their harvests. Human actions, such as warfare, overfarming or deforestation may have played a role in their decline as well. After the fall of La Venta, the center of what is known as epi-Olmec civilization became Tres Zapotes, a city which prospered for a while after La Venta. The epi-Olmec people of Tres Zapotes were also talented artists who developed concepts such as writing systems and a calendar. Importance of the Ancient Olmec Culture: The Olmec civilization is very important to researchers. As the parent civilization of much of Mesoamerica, they had influence out of proportion with their military might or architectural works. Olmec culture and religion survived them and became the foundation of other societies such as the Aztecs and Maya. Sources Coe, Michael D and Rex Koontz. Mexico: From the Olmecs to the Aztecs. 6th Edition. New York: Thames and Hudson, 2008 Cyphers, Ann. Surgimiento y decadencia de San Lorenzo, Veracruz. Arqueologà ­a Mexicana Vol XV - Num. 87 (Sept-Oct 2007). P. 30-35. Diehl, Richard. The Olmecs: Americas First Civilization. Hardcover, Thames and Hudson, December 31, 2004. Gonzalez Tauck, Rebecca B. El Complejo A: La Venta, Tabasco Arqueologà ­a Mexicana Vol XV - Num. 87 (Sept-Oct 2007). p. 49-54. Grove, David C. Cerros Sagradas Olmecas. Trans. Elisa Ramirez. Arqueologà ­a Mexicana Vol XV - Num. 87 (Sept-Oct 2007). P. 30-35. Miller, Mary and Karl Taube. An Illustrated Dictionary of the Gods and Symbols of Ancient Mexico and the Maya. New York: Thames Hudson, 1993.

The Impact Of Technology On The Classroom Environment

Retell: The use of technology has been part of the classroom environment for decades now. It has been utilized to enhance the learning of content knowledge and assists teachers in a variety of ways. Within the past ten years, technology has rapidly expanded and has become much more accessible for people of all ages. In the 21st century, technology is constantly evolving and as educators we need to keep up with the times. For ELLs, it is without question that technology has made an impact on their language acquisition. The use of technology in the classroom is important, as the language development occurs in a controlled environment. More importantly, teachers need to understand how to use the technology to reinforce content before they can consider incorporating it into their pedagogy. Mishra and Koehler state â€Å"In other words, merely knowing how to use technology is not the same as knowing how to teach with it† (2006). They suggest a framework called Technological Pedagogical Content Knowledge, or TPCK, which is â€Å"the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies, pedagogical techniques that use techniques in constructive way to teach content†¦Ã¢â‚¬  (2006). Furthermore, they also state the use of technology â€Å"requires a thoughtful interweaving of all three key sources of knowledge, technology, pedagogy, and content.† (2006). Teachers always need to have clear and specific learning objectives, however,Show MoreRelatedImpact Of Technology On The Classroom Environment2005 Words   |  9 Pagestwenty years or so is that Technology has finally made it into schools with the introduction of computers into the classroom environment. The question remains, how far will technologies encroach onto the school environment, and what are the benefits, or harms, of having too many interactions with the newest technologies in the classroom? Discussion: The educational process in the last century has been forced to interact with the beginnings of the technology that the world knows andRead MorePositives And Negatives Of Technology1037 Words   |  5 Pagespurpose of this research is to identify the positives and negatives of technology. Those positive and negatives include healthcare, jobs, education, and the environment. The aspects of technology are rapidly changing forcing us worldwide to adapt to those changes. The study concludes that technology could harm out environment with possible pollution in the air and could potentially lead to job loss in the future. The larger technology becomes workers are increasing their productivity, but median incomeRead MoreTechnology Is Changing The Way We Live872 Words   |  4 PagesTechnology is changing the way we live as humans and it will continue to. It changes the way we understand our surroundings and how we interact as humans with one another. It influences our modern life in many w ays and as it keeps advancing many are wondering if we can keep up. These effects are positive, negative or sometimes even both. Technology impacts everything, but it has a large impact on the future of the environment, education, our health and jobs. The future of technology is moving atRead MoreTechnology Has Impacted Students Writing771 Words   |  4 PagesTechnology has advanced tremendously over the years especially in our education systems. Educators are now able to serve multiple people because of technology, having the ability to earn higher level of education online is just one example. There are some opposing sides to the rapid advancement of technology in the classroom. Digital impact in the classroom has impacted students writing. Reflecting back to my first course of this program, I struggle with writing before enrolling in this class butRead More Teachers Education Essay1648 Words   |  7 PagesTeachers Education Not only do the rapid growth of technology changed the way we live, from the way business is conducted to the way we communicate with each other, technology advancements are also affecting the way we teach and learn. According to the National Council for Accreditation of Teacher Education (NCATE), new skills needed in the workplace are catalysts that spur technology use in the classroom. It is clear that the business world demand schools to prepare educated workers who areRead MoreThe Negative Uses Of Technology In Academic Education : The Study977 Words   |  4 Pagespreferred the flipped model after the class.† With such results, one could argue that the usage of technology can be positive for both teachers and students. However, research also suggests that uses of specific technology can negatively impact the learning of students. With the inclusion of technology within the classroom, there can be a negative side resulting from inappropriate or overuse of technology. Su ch usage can result in the reasoning to restrict technological use within the school systemRead MoreTechnology Assists Students With Disabilities1601 Words   |  7 PagesAssistive Technology Assists Students with Disabilities Michael O’ Leary is like any other student at Charlotte Wood Middle School in Danville, California. He has fun participating in classroom art projects, enjoys researching for and writing essays, and earns good grades. The only thing that sets Michael apart from other classmates is his severe physical disability: Michael has cerebral palsy, a disorder which impairs both bodily and cognitive abilities. However, because of the emerging technologyRead MoreTechnology And Learning Environment Of Children Of All Ages1513 Words   |  7 PagesTechnology in Classrooms As a child in your elementary school classroom, have you ever cheered for joy when your teacher allowed you to play games on a computer or tablet to help you learn? Have you ever been more interested in the vivid colors and pretty designs in the game? Rather than the actual material within the game? Well I have. As a child, computers have distracted me from learning. I’ve been more interested in the bright colors and funny-looking animated characters in the game that itRead MoreShould Technology Be Incorporated in the Classroom?1523 Words   |  6 PagesIntroduction. Technology incorporation in the classroom is the development, application, organization, and evaluation of processes and resources for learning. Technology is a broad term that often describes a discipline devoted to techniques or ways to make learning more efficient (Earle, R. S. 2000 ). It is the responsibility of each educator to provide an educational program that appropriately supports each child’s learning development and learning goals. In a technology based society, childrenRead MoreUsing Technology in the Classroom1265 Words   |  5 PagesTechnology has developed far quicker in the last fifty years than ever before in the history mankind. It has influenced the way we all live in countless ways including how we learn. In a culture that has become increasingly reliant on technology, it is not shocking that technology has become part of the permanent setting in our schools and classrooms. Technology is changing the landscape of education, modernizing how educators teach, how children learn and how parents contribute in the process. The

Teachers as the Foundation of Society Essay - 612 Words

As a young student I believe that an education is the most valuable thing that a person can have. Therefore, I believe that teachers are the soul foundation of our society. The job of the teacher is to educate as well as nurture the students to the best of their ability. Our society as a whole is constantly growing and changing; and this has a strong influence on our education system. Thus forth my philosophy is continuously evolving and growing; and as I continue to learn more about school districts, different children, and the psychology of learning I will continue to adjust my educational philosophy as well. As a teacher I believe that we should give our students the tools that they need to find themselves and grow as individuals.†¦show more content†¦There is a greater diverse population today in the United States and all of the children needs need to be met. With humanism teachers work very closely with their students this will give the students everything he/she needs to grow and help others around them. I also find myself drawn to the idea of constructivism. This belief emphasizes the personal nature of learning. In my opinion Students learn best from their personal experience. Each child brings a unique combination of existing knowledge abilities and learning styles to their work. Constructivism is not a new approach to teaching but a more difficult one to instill. In a constructivist learning environment the teacher must recognize, appreciate, and engage in the unique abilities and existing knowledge of each student and then facilitate rather than dictate student exploration. This will allow the student the opportunity to build his or her own understanding of the material being covered. I believe that learning should be very personal and that students should learn from themselves as well as the teacher. Students benefit more from trial and error; which allows them to find out what they did wrong and fix it. When a student does something co ntinuously wrong they should not be punished for it because they are unaware of what it is that they are doing wrong. Therefore it is the teacher’s jobs to address the student and help them correct the problem. The teacher shouldShow MoreRelatedCorporate Social Responsibilities Essay1603 Words   |  7 Pagescompany growth as a whole. When groups of people come together to form a small study group or a company, they are all able to accomplish something. They can achieve something small such as passing a test to something larger like, contributing to society. Investors use corporate performance evaluation to assess how well the company is doing over a period of time. In order to satisfy its investors, a company needs to be able to generate some profit. In order generate more profit; it is necessary forRead MoreEducation : An Important Aspect Of National Stability And Growth1602 Words   |  7 Pagessocially, the future U.S. society will not have citizens prepared to help the nation grow economically, industrially and politically. Because education is the foundation to a strong democratic society, teachers are the gatekeepers of the future. In the information provided, the educational philosophies that benefit today’s modern students are addressed. With a pragmatic approach to education, students are provided the proper guidance as they discover their roles in society. A pragmatic approach, whileRead MoreFoundation of Education1732 Words   |  7 Pageswill be about the teaching process of education. Why do we teach? By definition Teachers are leaders, and simply put: leaders lead. Teachers lead their students through and to the path of knowledge. According to the Foundation Of Education text Teachers also demonstrate leadership by working with others and modeling desirable behaviors. Teachers are paid to teach and that is a fact, but in most instances, teachers goal is to educate students for better, highly recognized and progressive professionsRead MoreMy Educational Philosophy – A Work in Progress Essay1060 Words   |  5 Pages​As the end of my first semester of graduate studies concludes, I enjoy this opportunity to reflect on the ideologies, methodologies, and approaches I have learned throughout the semester that will serve as the foundation to which my educational philosophy can be built upon. Rooted in my philosophy of education, is a combination of what I believe the purpose of school is for, and, the factors that influence student success. Early on in the semester, I wrote in my reflection 1 paper that, â€Å"the purposeRead MoreA T eacher s Most Important Goals Essay1443 Words   |  6 Pages Teachers have a responsibility to, not only their students, but the community they teach in and the learning community they work with. Teachers need to understand their responsibilities inside and outside of the classroom to truly be great teachers. As a future teacher, I also have to understand my responsibilities of understand the foundations of knowledge to create the best learning environment for my future students, community and learning community. A teacher’s most important goal is to educateRead MoreThe Importance Of Education For The Individual1604 Words   |  7 PagesDecember 13, 2015 The Importance of Education for the Individual, and its Role in Society This being my first semester as an education major, I honestly haven’t thought much about my philosophy of teaching. 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Students should have a balance of teacher to student interaction, and student to student interaction to ge t different ideas, andRead MoreIs It Good Or Bad?1622 Words   |  7 Pagespractical and realistic because it ensures survival and is ultimately part of human instinct. Society, regardless of past, present, or future, will always have an endless number of selfless and generous people who strive to improve the lives of others at the expense of their own self-interest. Bill Gates, a successful business entrepreneur and notable philanthropist, established the Bill and Melinda Gates Foundation in 2000 with the vision to end global hunger and better prepare United States public highRead MoreReady To Learn. Education Is One Of The Most Important1489 Words   |  6 Pagesis the foundation to success. It is important to provide the youth with the essential skills and knowledge that will allow them to succeed throughout life’s many challenges. With this foundation of a good education an individual can truly achieve their dreams or goals. It is a teacher’s job to provide this education, by not only teaching their subject, but to develop critical thinking skills and how to apply the knowledge learned into everyday life. The subject is importan t, but the teacher shouldRead MoreThe Curriculum Design And Development1723 Words   |  7 Pagesfundamentals that guide social efficacy (Camp, 1983): 1. Socioeconomic stratification. The concept that all societies must develop social classes in order for continued existence. 2. Probable destiny. The theory that social classes are stable. An individual born into the working class will most likely die in the working class. 3. Social control. Members of a society must adhere to the norms of that society. 4. Psychometrics. Psychological measurement via testing could accurately predict an individual’s

Physical Activity in Primary School Children Essay

Physical activity is crucial for a child’s development and lays the foundation for a healthy and active life. Children are becoming overweight and obese due to poor food choices and an increasing sedentary lifestyle (McDevitt Ormrod, 2010). High calorie food and increased indoor activity, such as watching television or computer games, are fuelling the unhealthy lifestyle epidemic in children. Physical activity in middle childhood, (8 to12 year olds), is a crucial component in addressing and preventing this crisis, and it appears that schools in conjunction with teachers have a large role to play. Research (NSW Health/SPANS, 2006) has shown that obesity has increased over the last 20 years in Australian school children aged 7 to16 years.†¦show more content†¦Physically active young people are more likely to adopt other healthy behaviours (e.g. avoidance of tobacco, alcohol and drug use) and demonstrate higher academic performance at school (World Health Organisation [WHO], 2011). While Covic et al. (2007) discussed that the community generally perceives childhood obesity as an issue to be addressed at the family level, others feel it is a whole-of-community concern and therefore prevention and education should be a combined effort across all sectors of the community including teachers, schools, GP’s, education and local government authorities, non- government agencies and the wider public, voluntary and community sectors, parents and carers, (Bauman et al, 2002). A national approach of mixed strategies is thought to yield optimal results in reducing the incidence of obesity at the population level. Policies, resources, projects and campaigns designed to promote three key issues; 1) physical activity, 2) nutrition and healthy eating and 3) mental health and well-being, are thought to produce the greatest health benefit. 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Recommendations as appropriate are to be included. 2 Procedure 2.1 The project was discussed and agreed with the lecturer/teacher. 2.2 With the prior agreement of the head teacher 25 questionnaires for children and adults were distributed at the local school. 2.3 Various books and papers from the library were analyzed. 2.4 Information was obtained from The AmericanRead MoreThe International Study Of Childhood Obesity, Lifestyle And The Environment ( Isole ) Design And Methods1470 Words   |  6 PagesRecognition and management of overweight and obese children: A questionnaire survey of general practitioners and parents in England (Journal of Paediatrics and Child Health). 2. Paper 2: Features of the built environment related to the Physical activity friendliness and Children’s Obesity and other risk factors (Public Health Nursing). 3. Paper 3: The International Study of Childhood Obesity, Lifestyle and the Environment (ISOLE) design and methods. 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In conjunction to this, unhealthy foods and beverages are much cheaper than healthy alternatives and advertising for them is heavily aimed at children. Therefore, my aim is to reduce the rates of obesity among children in New Zealand. Introduction Obesity among children is a growing problem within New Zealand and it needs

Nonviolent movement Free Essays

There is a wide-spread conception in the theory of nation-building that violence is an ultimate way to express disagreement and overcome injustice as well as fight a dictatorship. But the last century has proven the fallaciousness of this conception. Mahatma Gandhi and Martin Luther King Jr. We will write a custom essay sample on Nonviolent movement or any similar topic only for you Order Now , Nelson Mandela and Dalai Lama and many others have shown that nonviolence can be more powerful force in defeating oppressive rulers and laws. Their lives and actions are examples how oppressors or unjust legislation may be defied by the force of word and soul rather than by the force of weapons. Gene Sharp summarizes the effectiveness of nonviolent actions with such words: â€Å"nonviolent action is possible, and is capable of wielding great power even against ruthless rulers and military regimes, because it attacks the most vulnerable characteristic of all hierarchical institutions and governments: dependence on the governed† (p. 18). Nonviolent action is an application of a very simple truth: people do not always do what they are told to do, and sometimes they do that which has been forbidden. When people refuse their cooperation, withhold their help, and persist in their disobedience and defiance, they do this to deny their opponents the basic human assistance and cooperation which any government or hierarchical system requires. If they do this collectively through their established independent social institutions or newly improvised groupings for a sufficient period of time, the power of that government will weaken and potentially dissolve. The world history has witnessed the cases when nonviolent means have been chosen over violence for religious or ethical reasons. In some cases, even when pragmatic political considerations were dominant in the choice of nonviolent struggle, the movement has taken on certain religious or ethical overtones. This was the case in the campaigns of the Indian National Congress for independence from Britain in the 1920s, 1930s, and 1940s. Those struggles, often under Gandhi’s leadership, and also the civil rights campaigns in the 1950s and 1960s in the Deep South of the United States, under the leadership of Martin Luther King, Jr., are very important. Mohandas Karamchand  Gandhi, better known as Mahatma Gandhi, is the first name that comes to mind when one speaks of nonviolence in the 20th century. His charisma and his action not only had a profound effect on India’s modern history, but also provided firm basis for all future nonviolent struggles in the world. Gandhi’s political philosophy revolved around three key concepts: satyagraha (non-violence), sawaraj (home rule), and sarvodaya (welfare of all). Whereas satyagraha was essentially a tactic of achieving political ends by non-violent means, sawaraj and sarvodaya sought to encourage ideas of individual and collective improvement and regeneration. Such regeneration, Gandhi insisted, was necessary if India was to rediscover her enduring historical and religious self and throw off British rule. (Andrews, 1949) Perhaps Gandhi’s best-known act of civil disobedience, known as the second satyagraha (‘hold fast to the truth’) was Salt March that was taking place in 1930 from  12 March to 6 April. It expressed increasing frustration by Congress at its own impotence and, specifically, the British refusal to grant Dominion status to India. Gandhi chose the hated salt tax as the object of his campaign. At the time, the Indian government maintained a monopoly over the manufacture of salt, an essential basic commodity which was thus heavily taxed. Those using their own salt, e.g. if they were living close to the sea, were subject to heavy punishment. The 61-year-old Mahatma started the 240-mile-long march from Sabarmati to the coastal town of Dandi together with seventy-eight of his followers. He was joined by thousands along the way, in a march that received vast international and national attention. When the protesters marched on to a government salt depot, he was arrested, as were between 60,000 and 90,000 other Indians in subsequent months, as well as the entire Congress leadership. Gandhi was released and called off the campaign in March 1931 following the Gandhi–Irwin Pact, which allowed Gandhi to participate in the second Round Table Conference, and symbolically permitted the production of salt for domestic consumption. From the 1920s to early 1940s, he led a series of passive resistance campaigns in pursuit of Swaraj, which redefined the character of Indian nationalism. He sought tolerance between Hindus and Muslims and the eradication of caste untouchability. In January 1948 he was assassinated by a Hindu fanatic for his pro-Muslim sympathies. Gandhi’s insistence that means were more important than the ends distinguished him from other great political leaders of the twentieth century. Since his death Gandhi has become the source of inspiration for non-violent political movements such as the Civil Rights Movement in the USA. Desmond Tutu in the article A Force More Powerful a Century of Nonviolent Conflict rightfully points out: â€Å"The leaders who opted for nonviolent weapons often learned from resistance movements of the past. Indian nationalist leader Mohandas Gandhi was inspired by the Russian Revolution of 1905. The Rev. Martin Luther King, Jr. and other African American leaders traveled to India to study Gandhi’s tactics.† (Tutu, 2000) Non-cooperation was a major tactic employed by Gandhi when he felt the state had become immoral or unjust. In the King movement, such action was called boycott, the most effective nonviolent tactic employed in the movement to abolish discrimination in public transportation in Montgomery, Alabama. The justification for such action lies in the fact that rejection is as much of an action as acceptance. Thus, King, like Gandhi, while emphasizing the necessity of courage, utilized the boycott to achieve rejection of unjust laws regulating public transportation and public lunch counters. The net effect of the various expressions of the nonviolent protest, especially the boycott, strike, demonstration and jail, was to draw one’s opponent off balance, hoping thereby to change his mind. (Smith, p.58) Nonviolence, therefore, was not a sign of weakness or of a lack of courage. Quite the contrary, King believed that only the strong and courageous person could be nonviolent. He advised persons not to get involved in the civil rights struggle unless they had the strength and the courage to stand before people full of hate and to break the cycle of violence by refusing to retaliate. King just as Gandhi emphasized the need to prepare for action. The Civil Rights Movement initiated by Martin Luther King, Jr. succeeded in mobilizing massive nonviolent direct action. Innovative tactics included economic boycotts, beginning with the yearlong boycott of a bus company in Montgomery, Alabama, begun in December 1955 and led by Martin Luther King, Jr.; sit-in demonstrations; and mass marches, including a massive mobilization of whites and blacks in the August 1963 March on Washington, which culminated in King’s â€Å"I have a dream† speech, and protest marches led by King that met with police violence in Selma, Alabama, in January 1965. The goal of these protests was to overthrow the entire system of racial segregation and to empower African Americans by seizing the franchise. Participants of the Civil Rights Movement were often beaten and brutalized by southern law enforcement officials, and thousands were arrested and jailed for their protest activities. Some leaders and participants were killed. Nevertheless, an endless stream of highly visible confrontations in the streets, which contrasted the brutality and the inhumanity of the white segregationists with the dignity and resolve of black protesters, made the cause of black civil rights the major issue in the United States for over a decade during the 1950s and 1960s. The nation and its leaders were forced to decide publicly whether to grant African Americans their citizenship rights or to side with white segregationists who advocated racial superiority and the undemocratic subjugation of black people. In conclusion it would be relevant to provide a brief revision of the similarity and differences the detection of which was purpose of this analysis. The parallels between Gandhi and Martin Luther King are self-evident. This preliminary look at Gandhi and King’s activity gives us the understanding that nonviolent movement cannot be limited by time frames or specific location. It rather needs a leader with strong character, resilience and ability to persuade people. The two leaders preferred nonviolence at a time when their people were being oppressed. Both struggled against the yoke of white oppression. Like Gandhi, King valued the power of nonviolent political action in keeping with the spirit of Gandhi’s satyagraha. King’s role in organizing the Montgomery bus boycott enabled him to emerge as the creator of a strategy of civil disobedience that earned for the civil-rights movement in the United States unprecedented media coverage, new forms of public recognitio n, and greater access to political power. Though both agreed that nonviolence is successful tactics on condition that every individual is committed to truth and justice, Gandhi tended to lay stress upon the necessity of personal suffering when participating in nonviolent movement, an attitude that to some extent was less aggressive than King’s emphasis on self-sacrifice. Moreover, Gandhi claimed that to achieve the goals through nonviolence one needs patience and non-cooperation and King believed that it is a certain degree of confrontation that is necessary to accomplish change. One more difference between Gandhi and King lies in the paradigm of their activity. While Gandhi was concerned about social injustice suffered by Indian people, King’s concerns bore upon racial discrimination of African Americans in the USA. And probably the most striking difference is the result of their struggle. While Martin Luther King’s ideas after his death were followed through by his followers and found an echo in common American’s heart, Gandhi was criticized that his tactics unnecessarily delayed the departure of the British, precipitated the partition of India, and led to the Hinduization of Congress because of his over-emphasis on religion. Few of Gandhi’s ideas were put into practice by independent India. While both of them deserve respect and admiration, it is possible to recognize that their approaches to the practice of nonviolence later grew strong one as opposition, the other as protest. Gandhi and King help us to believe that peaceful resolution of a conflict will live up to its promise. References: Andrews, C. F. Mahatma Gandhi’s Ideas.   London: Allen Unwin, 1949 McCarthy, R. and Sharp, G., eds., Nonviolent Action: A Research Guide. New York, 1997 Sharp, G. The Role of Power in Nonviolent Struggle. Monograph Series, No. 3. The Albert Einstein Institution, 1990 Smith, Kenneth and Zepp, Ira. Search for the Beloved Community: The Thinking of Martin Luther King. Valley Forge: Judson Press, 1974. Tutu, Desmond. â€Å"A Force More Powerful a Century of Nonviolent Conflict†. Social Education. (64):5, 2000 How to cite Nonviolent movement, Essay examples

Pros and Cons of Sex Education Essay Example For Students

Pros and Cons of Sex Education Essay Sex Education in Schools Pros and Cons Pros of sex education In schools: Classes are gender-exclusive. This saves embarrassment among students and teach them only what they need to know based on their gender. Properly taught, sexual education could become a regular and ongoing Human Anatomy and Biology complete with tests and grading that goes toward graduation credits. Students can be taught the correct terms of the reproductive system of sexually transmitted diseases and contraception birth instead of street slang. Myths surrounding sex can be dispelled (for example, can not get pregnant the first time). Studies show that many teenagers become sexually active before the inclusion of educational classes. Principles of Inclusion of classes has been shown to help students stay or to abstain or at least be responsible if they are active. Proper education can have an Impact on the prevention of sexual problems In adulthood. Cons of sex education In schools: Students may still be su bject to embarrassment or excitable by subject matter. This can make for out of control classrooms if students take to laugh or make inappropriate comments. Most education is taught as a brief interlude in physical education or health class. This is not enough time to relate effectively to serious material. Often, sexual education can go against moral or religious beliefs of an individual. Many schools do not teach abstinence-only, but to teach how to have sex safely, while many of the religious and family stress marriage before intercourse. Sex education Is often seen as a recreational course and not a serious Issue (this Is a direct correlation with the fact that there are no grades or scores to be derived from class). Teachers are not always adequately trained to teach sexual education and may violate their own beliefs or morals on the subject rather than continuing with the facts. The attitudes of parents, educators and religious leaders in the community can make the stuff that vary from state to state or even school-to-school.