Political Science Major Research Paper Example | Topics and Well Written Essays - 1500 words

Political Science Major - Research Paper Example The New York Times, in an effort to bring a balance to this debate, allowed an exchange of ideas regarding the topic â€Å"Do Police Use Deadly Force Too Often†. I have chosen to use the same topic as the thesis statement for this essay since this is a timely and quite controversial topic that does not seem to have an accurate response in sight. It is my personal opinion that the police have not been using excessive force when dealing with dangerous situations. I will be presenting my supporting opinion in the latter part of this essay. In the meantime, I will be presenting both sides of the issue and hopefully, end up offering some knowledge and considerations to the reader that have not been a part of their consideration of the topic before. Seth Stoughton,a professor from the University of South Carolina School of Law has had the privilege of being both a police officer and a state investigator. He shared his opinion with the New York Times regarding the debate about use of excessive force. It was his opinion that the wrong question is being asked in the debate. Rather than having a public that asks if the shooting was justified, the public should instead be asking if the shooting could have been avoided (Stoughton, Seth â€Å"Police Shouldnt Ask If a Shooting is Justified, But if its Avoidable†). Stoughton spoke from a unique perspective. Having had the experience of a police officer and state investigator, he has found himself in the same situation as the officers accused of using excessive force. The opinion he raised was based upon his personal experience and first hand knowledge of the common scenarios that the police are called upon to respond to. He knew that police officers face extreme circumstances eve ryday. It was his opinion that the use of extreme force cannot be avoided, but it can be limited. Stoughton explains: The tragic shooting of Tamir Rice last November puts the difference between â€Å"justified† and â€Å"avoidable† in stark

World History Essay Example | Topics and Well Written Essays - 750 words

World History - Essay Example The former colonies and developing countries in the twentieth century experienced unequal distribution of wealth and widespread poverty due to colonialism (Strayer, 2013). Accordingly, the developing countries started mining precious metals like diamonds that were sold to former colonizers in return for imports. The developing countries had low levels of education and depended on manual labor thus leading to high costs of production and low output in the economy. The former colonies and developing countries were faced by several ethnic based tensions and conflicts due to struggle for control of political power and natural resources like land and grazing fields that supported the economy (Strayer, 2013). Accordingly, several developing countries engaged in wars with each other due to poorly documented international borders that were demarcated by the colonial powers in order to ease the control of violent tribal groups (Strayer, 2013). Differences in experiences of the former colonies and developing countries in the twentieth century to the earlier ‘new nations’ in the Americas in the eighteenth and nineteenth centuries After attainment of independence, experienced internal power conflicts among the several states since the federal government had the powers to set the public policies and collect taxes across the country (Strayer, 2013). Accordingly, some states worried that centralization of power would lead to abuse of human rights and thus amendments to the US constitution was necessary in order to entrench the bill of rights (Strayer, 2013). The ‘new nations’ in Americas attained independence after revolutions that occurred in the eighteenth and nineteenth centuries. The French revolution, Spanish and Portuguese revolutions led to creation of independent countries in Latin America such as Chile, Uruguay, Brazil, Venezuela, Bolivia and Argentina. However, internal divisions in Latin America marked the onset of creation of many of the new governments and countless revolts that prohibited Latin America from being united (Strayer, 2013). The new nations experienced political instability due to lack of constitutions and weak political systems that granted opportunity to rise of military leaders. Latin American new nations experienced social instability since the ruling elite and rebellions that led to mass murders and population transfers from native agricultural lands (Strayer, 2013). Central and North America experienced high growth in trade-networks and economic expansion of commercial agriculture due to availability of indentured servitudes that came from countries like India and China (Strayer, 2013). Accordingly, ‘new nations’ Americas saw growth in the size of militaries in the 19th century due to increased war tensions and military innovation by European countries. The encounter with other people and migration of the citizens led to diseases like smallpox, measles and influenza thus leading to d eath of thousands of citizens in those countries (Strayer, 2013). The new nations experienced religious revival and Great Awakening that spread across America due to advent of evangelicalism that believed new ‘new birth’ in spreading the gospel. There was spread of various religious denominations such as Methodists, Baptists, and Presbyterians that countered the beliefs of Quakers and Congregationalists (Strayer, 2013). The former colonies experienced neo-colonialism that contributed to decline in autonomy and political viability of the existing independent states. The former colonizers desired to maintain their influence through providing economic assistance in return for development contracts and markets for goods thus contributing to cordial relations with the former

Can educational inequalities be explained by children and young Essay

Can educational inequalities be explained by children and young people's social economic and cultural background - Essay Example Antoine defines this phenomena as â€Å"a situation in which individual groups in a society do not have equal social status, social class, and social circle.† (THE INEQUALITY PROJECT). Such social stratification is known to exist in the form of income groups and cultural backgrounds. Research and case studies provide further evidence to the sociologist’s claim that social class has an impact on educational opportunity. The disadvantage that a student faces as compared to other students can be explained as an extension of the disadvantages he or she may face as a result of belonging to a certain social group. Thus, a strong positive relationship can be drawn between social class and educational opportunity – the higher the social class is, the higher the quality of education achieved, and vice versa. Based on credible research and scholarly work, educational inequalities can be explained through the social economic and cultural background of the individual, making the attainment of education a process highly influenced by social factors. To understand educational inequality, it is important to first look into the factors that cause such inequalities to exist in the first place. Sociologists identify three main influences in this respect, namely, the income, gender and ethnicity group an individual belongs to. The correlation between poor income households and poor education has been proven through multiple researches. A Research report by Michael Holzman titled â€Å"A Rotting Apple† focuses on educational inequalities in New York City. It reveals that districts with high rates of poverty have a generally low quality of education, with teachers that are less experienced and schools having limited access to resources such as computers and internet as compared to schools in high income localities (SCHOTT FOUNDATION, 2012). This may be explained by the fact that households belonging to low income strata of the society may be not be able to afford sending their children to schools that offer better education with skilled teachers. As a result, the children in these low income area schools, when compared to those from high income areas, achieve less academic success. This supports the point that educational inequality is caused by differences in the income levels of the household the students belong to. Another factor that influences educational inequality is the cultural advantage students for middle class households have as compared to those from working class families. Basil Bernstein explains how children from varying backgrounds develop different codes, or forms of speech, during their early lives, which affect their subsequent school experience.† (GIDDENS, 1996) Bernstein classified the speech of working class families and middle class families as represented by a restricted code and elaborated code respectively. Working class parents are most likely to instruct or explain values and lessons to their chil dren using the minimum of words, and assuming that certain things are understood. On the other hand, middle class parents are most likely to explain and instruct their children by giving them elaborate explanations and reasons about why something is good or bad (BERNSTEIN,1977). In schools, teachers use the elaborated

World History Essay Example | Topics and Well Written Essays - 750 words

World History - Essay Example The former colonies and developing countries in the twentieth century experienced unequal distribution of wealth and widespread poverty due to colonialism (Strayer, 2013). Accordingly, the developing countries started mining precious metals like diamonds that were sold to former colonizers in return for imports. The developing countries had low levels of education and depended on manual labor thus leading to high costs of production and low output in the economy. The former colonies and developing countries were faced by several ethnic based tensions and conflicts due to struggle for control of political power and natural resources like land and grazing fields that supported the economy (Strayer, 2013). Accordingly, several developing countries engaged in wars with each other due to poorly documented international borders that were demarcated by the colonial powers in order to ease the control of violent tribal groups (Strayer, 2013). Differences in experiences of the former colonies and developing countries in the twentieth century to the earlier ‘new nations’ in the Americas in the eighteenth and nineteenth centuries After attainment of independence, experienced internal power conflicts among the several states since the federal government had the powers to set the public policies and collect taxes across the country (Strayer, 2013). Accordingly, some states worried that centralization of power would lead to abuse of human rights and thus amendments to the US constitution was necessary in order to entrench the bill of rights (Strayer, 2013). The ‘new nations’ in Americas attained independence after revolutions that occurred in the eighteenth and nineteenth centuries. The French revolution, Spanish and Portuguese revolutions led to creation of independent countries in Latin America such as Chile, Uruguay, Brazil, Venezuela, Bolivia and Argentina. However, internal divisions in Latin America marked the onset of creation of many of the new governments and countless revolts that prohibited Latin America from being united (Strayer, 2013). The new nations experienced political instability due to lack of constitutions and weak political systems that granted opportunity to rise of military leaders. Latin American new nations experienced social instability since the ruling elite and rebellions that led to mass murders and population transfers from native agricultural lands (Strayer, 2013). Central and North America experienced high growth in trade-networks and economic expansion of commercial agriculture due to availability of indentured servitudes that came from countries like India and China (Strayer, 2013). Accordingly, ‘new nations’ Americas saw growth in the size of militaries in the 19th century due to increased war tensions and military innovation by European countries. The encounter with other people and migration of the citizens led to diseases like smallpox, measles and influenza thus leading to d eath of thousands of citizens in those countries (Strayer, 2013). The new nations experienced religious revival and Great Awakening that spread across America due to advent of evangelicalism that believed new ‘new birth’ in spreading the gospel. There was spread of various religious denominations such as Methodists, Baptists, and Presbyterians that countered the beliefs of Quakers and Congregationalists (Strayer, 2013). The former colonies experienced neo-colonialism that contributed to decline in autonomy and political viability of the existing independent states. The former colonizers desired to maintain their influence through providing economic assistance in return for development contracts and markets for goods thus contributing to cordial relations with the former

Is the green movement sincere or just a popular fad Essay

Is the green movement sincere or just a popular fad - Essay Example They do not have any positive impact to the movement. Consumers and environmentalist have difficulties in differentiating retailers who are sincere in environmental matters and those who are acting in pretence. There seem to be a number of people who are not genuine in the green movement. This leaves one with the question whether green has to be accompanied with pretence. However, insecurity has been sighted as the major reason of pretentiousness in the green movement. He said that people get pretentious to hide their insecurities. For example, if one doubts their own greenness, then it is obvious that others are conscious about their effort in making the environment green (Miller, 2010). Another thing that makes the green movement a fad is the fact that people are out to looking good without doing anything constructive. They instead embark on criticizing effort of other people who are working towards a green environment. They want to cover their insensitive lifestyles so that they cannot be questioned. This can be said to be an intimidating the intellectuals. Going green is a very important innovation to the environment. However, it got some elements of fad that need to be eliminated for it to be successful. The first is that people should stop labelling. Instead of going around telling people that they are environmentalist; let their actions tell of it. The second one is to be confident about the environment. Understanding the importance of a healthy environment will enable people to be confident of the environment (Miller, 2010).The third is to remove from our minds the notion that one can go green only by buying something. On the contrary, going green can be achieved in many other ways other than purchasing products. Last but not least, one should consider himself as part of the solution. This ensures that every person feels responsible and accountable for what happens to our environment. This is regardless of our gender, religion,

The Adventures of Huckleberry Finn AP English Essay Example for Free

The Adventures of Huckleberry Finn AP English Essay The? becoming? of? age? novel? Huckleberry? Finn? by? Mark? Twain? follows? the? progression? of? Huck? Finn’s? response? to? â€Å"sivilization†.? Miss? Watson? and? Widow? Douglass? struggle? in? their? attempt? to? give? Huck? a? respectful? upbringing,? but? having? an? absent? father? leads? him? to? make? his? own? decisions.? Huck? has? never? had? an? opportunity? to? learn? the? basic? fundamentals? of? the? civilization? surrounding? him.? Therefore? leaving? him? to? create? his? morals? based? off? of? first? hand? experience.? Huck’s? reaction? to? influences? trying? to? civilize? him? go? against? everything?  he? has? learned? from? his? gut? feelings,? the? question? is? which? one? is? right Throughout? the? course? of? the? novel? Huck? faces? the? necessary? opportunities? to? make? the? important? choices? that? develop? his? independent? moral? center? while? discovering? what? is? right? and? wrong. ? ? To? begin,? Huck’s? father? is? an? alcoholic? and? does? not? care? for? him? the? way? he? should,? leaving? him? to? stay? with? Miss? Watson? and? Widow? Douglas.? At? Miss? Watson’s? house? her? slave? Jim? the? second? main? character? is? introduced.? Huck? is? raised? in? the? same? way? every? other? white?  boy? is,? growing? up? around? the? idea? that? slavery? is? a? societal? norm.? After? Huck? receives? money? he? and? his? best? friend,? Tom? Sawyer,? discover? Huck’s? father? makes? an? uninvited? appearance? to? rob? his? son? of? all? his? earnings.? Huck’s? Pap? does? whatever? is? in? his? power? to? get? a? hold? of? the? money? after? Huck? gave? Judge? Thatcher? his? wealth? in? exchange? for? a? dollar.? Pap? takes? Huck? away? and? hold? him? in? isolation? far? in? a? cabin? in? the? woods.? The? little? trust? Huck? had? put? into? his? society? has? vanished? because? of? the? continuous? failure? in?  the? protection? the? system? should? provide.? Huck comes? to? the? brave? decision? to? escape? and? venture? out? on? his? own? down? the? Mississippi? to? escape? civilization’s? illogical? expectations.? ? ?Reflecting,? the? duration? of? his? stay? with? the? widow? and? Miss? Watson? Huck? learns? to? fear? the? act? of? becoming? civilized? because? civilization? is? a? loss? of? freedom.? Even? civil? Miss? Watson? the? devout? Christian? thinks? nothing? of? being? a? slave? owner.? The? morals? presented? by? society? is? nothing? Huck? wants? to? be? apart? of.? After? the? return? of? his? Pap? Huck? is?  under? constant? mental? and? physical? abuse? and? Judge? Thatcher? and? Widow? Douglas? fight? for? custody,? but? the? new? judge? in? town? does? little? to? help? Huck.? Based? off? the? poor? decision? making? of? the? town? wisdom? and? morality? is? questionable? among? higher? authorities.? The? allowed? cruelty? that? Huck? is? forced? to? endure? confuses? the? concept? of? good? and? bad,? right? and? wrong,? moral? and? immoral.? How? can? a? world? filled? with? so? much? cruelty? be? social? correct ? At? the? beginning? of? the? novel? Huck,? Tom? and? a? few? other? boys? decided? to? create? a? gang.? A? gang? that? consists? of? stealing? and? killing? people? without? a? care? of? what? happens? as? a? result.? These? thoughts? came? from? young? boys? who? thought? nothing? about? others? lives? and? the? consequences? that? come? shortly? behind.? Immaturity? at? their? age? is? very? prominent? in? the? words? they? use? to? express? themselves.? Huck’s? inexperience? with? death? quickly? changes? after? his? escape.? Huck? and? Jim? both? in? search? for? freedom? have? been? newly? alienated? from? society? on? finding? Jackson? Island.? The? worry? free? dreamlike? setting,? is? a? safe? peaceful? place? where?  food? is? abundant.? After? both? making? a? break? from? society? the? independence? they? both? have? discovered? gives? them? a? chance? to? get? to? know? each? other? as? men,? rather? in? the? white? boy? to? slave? setting.? The? lack? of? hypocrisy? and? society? injustice? on? the? island? is? a? paradise? neither? of? them? are? willing? to? give? up.? Seeing? the? murdered? man? in? the? floating? house? is? a? reminder? that? they? are? not? isolated? from? the? world.? Jim? wholeheartedly? intercepts? the? view? between? Huck? and? the? dead? man,? doing? his? best? to? keep? Huck’s? youth? and? emotion? in?  tact.? This? person? we? discover? at? the? end? of? the? novel? in? his? father? and? as? a? result? Huck? and? Jim? spend? their? time? on? the? raft.? The? raft? is? a? haven? of? brotherhood? and? equality,? as? both? are? looking? for? refuge? and? peace? from? a? society? that? has? treated? them? poorly.? The? time? Huck? spent? having? conversations? with? Jim? were? the? most? valuable? to? him? in? the? process? of? his? growth.? Discovering? the? only? true? difference? between? them? was? the? color? of? their? skin.? ? In? particular,? the? experience? of? Huck? meeting? the? Duke? and? the? Kind? causes? Huck’s? moral? transformation.? After? drifting? down? the? river? with? the? two? frequent? liars? Huck? creates? and? understanding? of? how? truly? wrong? it? is? to? lie? and? steal.? Prompting? Huck? to? change? his? actions thus? comprehending? the? wrong? he? would? have? been? doing? in? Tom? Sawyer’s? gang.? When? first? introduced? to? these? men? Huck,? Jim,? and? the? reader? are? trusting? knowing? the? King? has? â€Å"done? considerable? in? the? doctoring? way? in? [his]? time†? (92).? The? readers? is? experiencing? the? coming? of? age? alongside? huck? growing? with? him? and? making? the? same? mistakes,?whether? it? is? trusting? the? Duke? and? the? King? or? encouraging? Huck’s? lying? in? chaotic? situations.? It? is? the? King? and? Duke? that? illustrate? the? pain? lies? can? put? someone? through,? especially? after? pretending? to? be? family? of? Peter? Wilks? who? had? just? past? leaving? money? for? his? family.? It? is? clear? to? Huck? that? the? robbers? are? a? perfect? representation? of? the? greed? and? fraud? that? occurs? in? civilization.? This? civilization? Huck? is? suppose? to? return? to? is? â€Å"enough? to? make? a? body? ashamed? of? the? human? race. †? (162)? ? To? conclude,? Huck’s? journey?  with? Jim? alongside? evolves? his? character? into? discovering? the? desired? moral? compass.? Pointing? him? away? from? societies? norms? and? to? a? place? filled? with? moral? independence.? To? be? clear,? Huck? no? longer? wants? to? â€Å"tie? Jim? to? the? tree? for? fun,†? (4)? he? recognizes? the? feelings? and? intelligence? a? slave? can? have.? Ensuring? there? should? be? no? difference? in? the? way? whites? and? blacks? should? be? treated.? Huck? had? come? full? circle? after? his? journey? down? the? Mississippi,? putting? his? life? on? the? line? for? a? black? just? as? he? would? have? done? for?  any? of? his? friends.? Civilization? had? never? been? correct? in? the? way? generations? of? children? have? been? raised,? no? one? is? born? racist.? In? this? sense? it’s? true? that? Huck? never? lost? this? aspect? of? himself,? knowing? deep? down? that? all? men? were? created? equal.? â€Å"It? was? fifteen? minutes? before? I? could? work? myself? up? to? go? to? humble? myself? to? a? nigger? but? I? done? it,? and? I? warn’t? ever? sorry? for? it? afterwards,? neither.? I? didn’t? do? him? no? more? mean? tricks,? and? I? wouldn’t? done? that? one? if? I’d? knowed? it? would? make? him? feel? that? way. †? (65

Reactions to Oppression in Jamaica and South Africa :: Jamaica Oppressed Culture Religion Essays

Reactions to Oppression in Jamaica and South Africa "Bob Marley said How long shall they kill our prophets While we stand aside and look Little did he know that eventually The enemy will stand aside and look While we slash and kill our own brothers Knowing that already they are the victims of the situation" Lucky Dube, Victims Lucky Dube is a reggae artist from South Africa singing in a fight against oppression in his country. Like Jamaica, South Africa has been oppressed since the days of the European colonizers. The only difference is some Africans lost their land and others were stolen from their land. In this paper, the reactions of Africans (Jamaicans included) to oppression will be surveyed through politics, religion, and music. This will be done through a comparison of these ideas between South Africa and Jamaica. Both these countries have been subjected to nearly 400 years of oppression of Europeans over Africans. The oppression of the indigenous people of South Africa began with the colonization by the Dutch through the Dutch East India Company. The cape of South Africa proved to be a perfect resting spot for ships on their course from Holland or India. (Lapping, p. 1-2) Conflict was inevitable and finally after 7 years of settlement the indigenous Khoikhoi attacked the colony. The Khoikhioi could not match the firearms of the Dutch. (Lapping, p. 3) Van Riebeek, who proceeded over the colony had now gained superiority over the indigenous people, imported slaves, and settled the freeburghers. The freeburghers were settled on large farms, which required strong laborers. This is where the slaves came in handy since the colony did not like the Khoikhoi labor. As the freeburghers and the slaves married, a population called the Cape coloreds arose. No more Dutch were sent since this was to be a refreshing post. In 1688, after an outbreak of religious persecution in France, some two hundred French H ugeuenots arrived. (Lapping, p. 3-5) As the colony grew, the farmers (Boers) began to move forward inland. The conflicts between them and the indigenous people increased. By 1702, fights began breaking out with another indigenous culture, the Xhosa. The white mans claim to the land, ‘We were here first.’ This is however not true because the Portuguese had traded with the Xhosa before the Dutch arrived. These were not the only inhabitants of the interior, there were as the Sotho, which are now present day Botswanans and the Zulu.