Bubble Popping free essay sample

â€Å"Aren’t you hot?† â€Å"Were you forced to put that on your head?† â€Å"How many scarves do you have?† These were all questions I had received upon making my decision to wear the hijab, or Muslim headdress. However, there was one question that had not been asked. The answer had been lounging in the back of my mind since July, dangling on the edge of my tongue and waiting to exercise. And finally, â€Å"Why do you wear that?† accompanied with a circular motion around the head. I looked up and found a boy staring back at me, wearing a genuine expression on his face, one of solemn curiosity. I had been preparing for this question for months, yet I did not want to launch into a 20-minute speech preaching about my religion, so I opted for a relatively simple answer. â€Å"I wear this,† pointing to my scarf, â€Å"because it’s a really important part of my religion. We will write a custom essay sample on Bubble Popping or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It represents modesty, so people won’t judge me by my body shape or appearance, but they’ll like me for my personality and character.† An uncomfortable silence followed. â€Å"Does that make sense?† I prodded. He smiled thoughtfully. â€Å"Yeah, it actually does.† I breathed a sigh of relief and a wave of satisfaction washed over me as I realized I had taken a huge step toward reaching my goal. More experiences similar to this one arose, yet one in particular seemed to clear away the uncertainty of my dreams and aspirations. Every Wednesday the Global Relief club would drive down to El Cajon, California and tutor Iraqi refugees at Emerald Middle School. It became my favorite day of the week—the eager children waiting for us outside the classroom, the Arabic circulating around the room in rapid breaths, and the feeling of contentment I received when I knew I had helped someone. That Wednesday was different though. As we approached the regular classroom, I noticed a small girl standing alone against the wall, staring down at her sneakers. I walked over to her, smiled, and said hello. She replied back in a small voice, and from her accent, I deduced that she had recently immigrated. I knew I could never imagine what she had been through, but I immediately felt a connection to her. In that scared, self-conscious girl, I saw my previous self. Her name was Rana, and she had the quiet, nervous voice I had adapted when I started wearing the hijab. She avoided direct eye contact and almost all conversations that were not in Arabic. My constant attempts to engage her in conversation were dismissed. Communication with her was difficult. While I tutored her, we struggled to understand each other, but after experimenting a few Arabic words in a horrible accent, I managed to make her smile. I learned to say, â€Å"Is this right or wrong?† and â€Å"friend.† In retrospect, I learned many new Arabic words, but those held no hope with my terrible language skills. Instead, Rana taught me other things. By the end of the year, Rana was speaking English at a fast pace, and, laughing, I had to tell her to slow down so I could understand her. She bickered with young boys who were bothering her, and giggled with other girls her age. The same girl who was standing alone against the wall was now chattering away in the large group of kids that waited for us outside the classroom. I watched her grow, and in a way, Rana showed me how much I had grown in the past year as well. Coming from a Muslim background and wearing the hijab has had a lasting impact on who I am, and my dreams of who I wish to be. An ordinary engagement with a peer, a learning experience with a young girl, and the feelings that followed pushed me in the direction of helping others, breaking down barriers, and overcoming communication obstacles. I have learned to communicate with and relate to people who may not be in my immediate religious circle, yet have faced similar experiences of discovering identity and trying to fit in. After a long year of struggling to blend in with 2,500 students, I have not succeeded, yet this â€Å"failure† has benefited me in the long run. I am now not afraid of what people think of me, I can speak my opinions without stuttering, and I do not hesitate to make silly faces at friends across the classroom, just to earn a smile. At some point in each of our lives, we have stared up at the tall, intimidating walls of difference, contemplating the best way to jump, climb, or dig under them to make it to the other side. Some may walk away from these walls, ignoring wonderful opportunities to meet someone who may be different from them, but someone who, nonetheless, they may be able to form a connection with. Our ability to tear down these walls, break out of our molds, and communicate with and relate to others is what truly makes us unique, social beings, and I believe that, with the help of many, including Rana, I have succeeded.

The Bacchae essays

The Bacchae essays All work for no play makes one a dull boy/girl this timely phrase has been ingrained in modern minds across the western world. Spawns of todays society often believe in going out and seizing the day carpe diem. In much of the western world, people are taught to go out and experience life, to fulfill their passions and devotions, and to enjoy their short time they have on earth. This tradition reigns most fervently in highly-developed countries such as the United States, Japan, France, Britain, Australia, etc. The young celebrate a long weeks work with a Friday night of intoxicating fun at a party. A family ventures into the realm of extreme sports by taking a weekend ski trip. People put themselves through the excruciating pains of punches and bloody noses when they enter boxing matches. People dive off from a moving plane hundreds of feet above the ground. People blow their eardrums away at concerts, jumping up and down screaming like there is no tomorrow. There is a gener al belief within much of the western world that to be a truly successful and fulfilled person, one must incorporate outrageous activities that allow one to really experience the wild side of life into ones ordered, structured life. This thought come in large part from the New Age thought and economic prosperity, but its roots can ultimately be traced back to the ancient Greek tradition, stemming in part from Euripides The Bacchae. The Bacchae shows, through the extreme ends of tyrannical control and absolute frenzy, the need for balance between strict order and manic passion, or else, society will be doomed. Life cannot exist without stern organization, but simultaneously, life cannot exist without frenzied fervor. The Bacchae presents the twin struggle between restraint and release. Dionysus, the Greek god of wine, prophecy, religious ecstasy and fertility, begins the play alr...

Statement of Purpose Essay Example | Topics and Well Written Essays - 1000 words

Statement of Purpose - Essay Example So, I always loved to work for international organizations that deal with various social and humanitarian issues. So, after graduating from the Yerevan State University, Faculty of Romance and Germanic Philosophy, I worked in several international organizations in Armenia for six long years. As I got my graduation in English with French as the Minor, I found it easy to work in international organizations because communication had become an easy task for me through my graduation. As I continued my service in humanitarian international organizations, I won the Green Card Lottery, and as a result, I reached California. On reaching the US, I continued my social work. Then, I realized the fact that in order to serve the society better, I need to understand more about the psychology of various people. So, I entered the Mental Health Community Development Institute in Glendale for short-term career training in Social and Human Services. As a part of the study, I learnt more about Autism Spe ctrum Disorder and various other developmental disabilities and case management. There I became more aware about the fact that in order to serve the society better, I have to further deepen my knowledge in various psychological disorders and their management. Furthermore, as a part of the internship, I worked among victims of substance abuse in various rehabilitation centers. Also, I had to work among children with developmental disabilities. Admittedly, these experiences were an eye opener in my life. They made me realize that my knowledge and skills in handling the social issues are very limited, and that in order to sharpen my abilities, what I need is better understanding of the psychological aspects of the issues under consideration. Thus, my interest in society, humanitarian services, and psychological aspects, is nothing new, but has been with me as an innate inspiration since long. It was this desire that made me reach the humanitarian service sphere, and it is this interest that still keeps me firm in the same field. So, now, I have decided to learn more about psychology, and for that purpose, the best possible way for me is to pursue a postgraduate course in psychology. Then, I started my search for a good university that will best meet my needs and that can best horn my skills. As a result of the search, I reached the California State University, Los Angeles. Evidently, the University is one of the best places of education according to various rankings. According to the U.S News Best College Rankings, the University ranks 45th in rehabilitation counseling, and 60th in social work. In addition, the 2012 University Web Ranking by 4 International Colleges and University considers California State University, Los Angeles as the 27th best place for education in the U.S . It becomes evident that the College of Natural and Social Sciences at the California State University, Los Angeles, has an award winning array of faculty to teach the students. That mean s, the ones who join the university will be getting the very best and the very latest from the excellent education available at the university. Another point that attracts me towards the university is the excellent mixture of education and entertainment at the university. As it becomes evident from the history of the university, it takes into consideration both curricular and extracurricular development of the students. As a part of this, the university offers a large number of

The role of the IMF in helping poor and debt-troubled countries Case Study

The role of the IMF in helping poor and debt-troubled countries - Case Study Example Certain occurrences such as post-war rehabilitation or various crises could lead to a situation where a country would have minimal resources to support the running of its government. In order to replenish their reserves, the IMF lends money with certain conditions according to standards it has predetermined for compliance. In order for the countries to pay their international obligations as well as finance their local subsistence, the IMF would lend them the money. The loan is granted provided that they meet conditions set including interest and imposition of fiscal policies that must be enforced by the borrowing state. These prerequisites result to high-conditionality lending that must be adhered to before they can fully enjoy the loan. The IMF is essentially a bank, and, just as the common knowledge about banking institutions suggest, it is also for profit. First off, a member country may avail of financial assistance if there is a balance in its international payment that it cannot satisfy. It then requests an arrangement through a lending instrument where the IMF (2014) â€Å"stipulate specific economic policies and measures a country has agreed to implement to resolve its balance of payments problem† through a Letter of Intent (n.p.). This is then approved after presentation to the Executive Board and thereafter the funds are transferred in staggered basis according to their enactment of the programs. There have been many criticisms of the fund and how it’s policies of across the board conditions have led to the regression of many borrowing nations. Bird (2005) argues that the commonplace resentment proliferated during the 1990s to end the IMF would not have sat well decades earlier when countries severed communist ties left without funds (p.17). It is a commonplace scenario where countries in debt continue to be in debt unable to

1.4 Individual Share Portfolio Review assessment brief Essay

1.4 Individual Share Portfolio Review assessment brief - Essay Example In this regard, there is regulation of any form of fraud. The form of payment mode that the targeted shareholders prefer determines the strategies to be adopted by the arbitrageur in the trading process. There are two types of payment methods in a share performance analysis. In a stock merger, there is receipt of bid stocks by the targeted shareholders. On the other hand, share portfolio review shows how a share trader buys and sells stock to the highest bidder at the offer price after the completion of the bid exercise (Fernholz, 2012, 34). This type of investment entails the buying of stock and consequent selling of the bid stock at a suitable offer price. After the trading is completed, the target stock is exchanged for the bidder stock in order to cover the short position. The stock analyst can benefit from the trading when the bid succeeds. Therefore, if the bid does not go through, then the investor remains at the break-even state. The disclosure of information used by the stock analyst in decision-making is crucial because it makes him more a versed with the bid in quest. The graph indicates the fluctuation in prices of the shares within the share portfolio over the period. Share portfolio review uses of only public information with regard to bids. Therefore, it is not a covert deal with concealed information. Guiso (2012, 47) asserts that the trading is not subject to rumor information but investors only respond when a sealed deal on a bid has been announced to the public domain. Stock analysts believe that profitable trading is not contingent on a bid occurrence. The period set for the bid to be consummated is the overriding factor in the business. Risk is a crucial aspect in risk arbitrage because the whole process of risk spread involves some element of uncertainty. The result of the bid is usually unknown to the public. This owes to the fact that it may result to a profit or loss. For instance,

Biography of Mary McLeod Bethune

Biography of Mary McLeod Bethune Mary McLeod Bethune spent her life educating and working to earn human rights for African Americans. She was an educator, advocator, leader, and humanitarian that dedicated many years to equality and the uplift of African-Americans lifestyles. She felt that education and access to knowledge was the only way to battle adversities that were crippling the black community. Bethune took on and accomplished many great tasks as an African-American woman in hopes of proving that one person can make a powerful positive impact on society. She was born on July 10, 1875 in Mayesville, South Carolina to Samuel and Patsy McLeod. Mary McLeod was the fifteenth of seventeen children. Both her parents had been slaves, but after emancipation they acquired land and began instilling vital attributes within their children. As a child Mary worked the cotton field, witnessed her parents provide religious and food services to others, and helped her mother with the laundry that she did for local white people. One day Bethune had an experience that would motivate her to become an educated African-American woman. While delivering the laundry with her mother to a white employer Mary McLeod picked up a book the customers granddaughter lashed out telling her to put the book down because blacks could not read (Bolden, 1998, p.94). Historian John Hope Franklin said, education was the greatest single opportunity to escape the indignities and proscriptions of an oppressive white south (Bolden, 1998, p.95). The pain young Mary felt on that day inspired her to take an interest in education and provoked the need to overcome oppression. Mary attended a local Presbyterian missionary school during her early years. Around the age of twelve Mary McLeod received a scholarship to attend Scotia Seminary in Concord, North Carolina. Merry Chrissman, a Quaker, wanted to give a promising student a chance at continuing education by paying their tuition for a year. Emma Wilson, Marys teacher from the missionary school, choose her as the recipient (Wilds, 2004, p.24-25).At Scotia, Mary McLeod had her first educational experience with white people. According to Wright (1999, p.9) Mary stated the following in regards to education at Scotia it: broadened my horizon and gave me my first intellectual contacts with white people, for the school had a mixed faculty. The white teachers taught that the color of a persons skin has nothing to do with his brains, and that color, caste, or class distinctions are an evil thing. Seven years later Mary McLeod Bethune graduated from Scotia. Years at the Christian school had reinforced her faith and Mary decided that she wanted to be a missionary in Africa. Mary began attending the Moody Institute for Home and Foreign Missions, in Chicago. At Moody Mary was the only African-American student, but this time helped her realize that black and white people could live and work together with objectivity (Johnson-Miller, 1998). Marys requests to be a mission were denied by the institution (Bolden, 1998, p.98). Reasons behind this decision by the institute were that there were no openings for Negro missionaries in Africa (Wright, 1999, p. 5). Mary describes this as the greatest disappointment in my life (Wilds, 2004, p. 26). Mary prevailed over this disappointment and decided that instead of teaching Africans she would begin working with African-Americans. So under the instruction of Lucy Laney Mary McLeod started teaching at Haines Institute, in Augusta, Georgia. During this time Mary McLeod and Lucy Laney were dedicated to supporting the derelict children in this low-income community. Other black communities that Mary traveled to and taught in were Sumpter, South Carolina, Savannah, Georgia, and Palatka, Florida. In Palataka, Florida McLeod organized the Mission Sabbath School for the poorest children. (Hine, Brown, Terborg-Penn, 1992, p.114). Mary McLeod met Albertus Bethune during her time at the Presbyterians Kendall Institute in Sumter, South Carolina. They married in 1898, and had one child Albert McLeod Bethune (Hine et.al, 1992, p.114). Their marriage was not jovial, and the Bethunes separated in 1907. Albertus Bethune died in 1918. While advancing blacks Mary did not incorporate marriage and fa mily often, they were secondary institutions. Her failed marriage may have been the reason behind this. Albert McLeod Bethune never finished college and was unsuccessful at several jobs. In 1920 he had a son, Albert McLeod Bethune Jr., which Mary adored. She adopted him and reared him, Albert McLeod Bethune Jr. went on to get a Masters Degree in Library Sciences and worked as a librarian in Daytona beach at the institution his grandmother founded (Hine et.al, 1992, p. 114). Many blacks were heading to Floridas east coast to do railroad construction, so Bethune followed with aspirations of opening a school in the area. The conditions of the blacks in Daytona stunned her. She recalled, hundreds of Negroes had gathered in Florida for construction work. I found there dense ignorance and meager educational facilities, racial prejudice of the most violent type crime and violence (Wright, 1999, p.7) Bethune knew that this was the place to began making a change. On October 3, 1904 Bethune founded the Daytona Educational and Industrial Training School for Negro Girls. She modeled her school after her alma mater, Scotia Seminary. According to Jessie Carney Smith (2001, p.68) Mary stated that she started the school with five little girls, a dollar and a half and faith in God. The early days were quite difficult; Mary McLeod begged for rudiments and gathered dry goods boxes for benches. However with help from Daytonas black leaders and influential white men and wo men the school excelled. In 1905, it was chartered as the Daytona Normal and Industrial Institute for Negro Scholars. Stressing religion and industrial education the students were active participants in the production and handling of food to meet needs and provide income to the school. There were many volunteers and less regular teachers, who were paid from fifteen to twenty dollars a month with board included (Wright, 1999, p.7). Her plan for the school was to have the girls educated on how to upkeep the home, which would include sewing and cooking so they would have skills to be hired as a maid, cook, dressmaker and above all a teacher. Financial assistance was low but a creative Bethune explored many avenues to gain aid. She organized a choir that gave concerts in churches and hotels to bring in money. Bethune became familiar with important businessmen such as, Thomas White, John D. Rockefeller, Henry J. Kaiser and James M. Gamble, though these financial undertakings. These men took notice in Bethune and her school, provided funding, and eventually formed her board of trustees (Wright, 1999, p.8). The institute continued to expand as Bethune advocated for her students and the necessity for blacks to have access to the same levels of education as whites. She wanted to prevent limitation and offer blacks a chance at becoming productive members of society. In 1923 the Daytona Institute merged with the coeducational Cookman Institute in Jacksonville, Florida (Smith, 2001, p.68). Combined they became known as Bethune-Cookman College (BCC). The unification could not have come at a better time. With the onset of the Great Depression Bethune might have not been able to weather the storm along, but as a determined woman she did take necessary precautions to keep the school running; such as cancelling athletic and social affairs, slashing salaries and cutting courses (Hine et.al, 1992, p.116). She believed that Bethune-Cookman College was the only option that many blacks had to attend college, and if the white colleges could make it through the depression she knew her school could as well. In 1942 Bethune-Cookman became a four year college, but the school never lost sight of Bethunes founding principle of combining religion, vocational program, and academia. Bethune had accomplished an amazing task by starting with a school for destitute youth but in the end cultivating a senior college. Mary McLeod Bethune was seeking to make change during a time of great oppression and she faced great resistance to social change by many whites around here in the southern states. Nothing deferred her from her dream of educating and improving the lives of black women. Despite threats from the Ku Klux Klan she led a successful black voter registration drive. She wanted her students and other black women to rise above barriers placed on them by society (Sicherman et.al, 1980, p.77). She established herself as a strong black woman and did not let the Jim Crow laws or persistence of whites to keep blacks in low-end jobs slow her down. Establishing a school was the foundation of Bethunes prominence in the womens club movement. From 1917-1924 Bethune served as the president of the Florida Federation of Colored Women. As president of this organization Bethune was faced with three main issues World War I (WWI), female enfranchisement , and rehabilitative services for delinquent black girls. In response to Americas entry into WWI Bethune promoted canning and preserving food, making articles for soldiers and their families, and assisting the Red Cross. In accord with the Nineteenth Amendment to the constitution voter rolls became open to women in Daytona. Despite the Ku Klux Klans attempt to sway and impede Bethune organized and registered herself, her entire faculty and staff, and other local black women (Hine et.al, 1992, p.118). Continuing with her legacy of offering chances to young women Bethune began to tackle the issue of a rehabilitative environment for delinquent black girls. Black female juvenile delinquents w ere placed in prison with adult lawbreakers, because there was not a facility that was for unruly black female youth. However there was a facility for white juvenile delinquent youth, the Industrial School in Ocala. In response to this the Florida Federation of Colored Womens Clubs launched an alternative facility for up to twelve residents in Ocala (Hine et.al, 1992, 118). Bethune opened the new Industrial School on September 20, 1921. This facility was directly funded by Bethune and a financial campaign until the late 20s when the state finally began funding this facility. Florida had been funding the Industrial School for white juvenile delinquents since 1913(Hine et.al, 1992, 118). Bethune believed that these young girls needed direction that they were not getting in the state prison in Raiford. She developed this facility in attempt to continue reducing unfairness and inequality that black women endured from systems in America. While heading the Florida Federation of Colored Wo mens Clubs Bethune founded the Southeastern Federation of Colored Women in 1920. Through this organization Bethune created relationships with open-minded white women for common welfare (Hine et.al, 1992, p.118).Contributing leadership for the womens general committee of the regional Commission on Interracial Cooperation was a great feat for the Southeastern Federation of Colored Women (Hine et.al, 1992, .118). Bethunes presence, values, and drive were unavoidable when she became president of the National Association of Colored Women (NACW). According to Sicherman et.al (1980 p.78) reaching presidency of the NACW was the highest office that a black woman at this time could aspire to reach. NACW was the premier black womens organization. Bethune benefited directly from working with the NACWs white counterpart the General Foundation of Womens Clubs. During her presidency of this association Bethune used her girls school as a base for NACW civic and charitable work (Hine, 1992, p117). As president of the NACW, Bethune worked intensely on projecting a positive image of black women to whites. She wanted to create roles for black women in both national and international arenas, she stated to her members, we must make this national body of colored women a significant link between the peoples of color throughout the world (Smith, 2001, p.70). Bethunes statement showed how advanced and limitless her thinking was as an activist. She wanted black women to understand that any goal was attainable. Bethune enhanced this organization by revising the constitution, improving their periodical, National Notes, and exemplifying great communication. The organizations first fixed headquarters was established in Washington, D.C. under Bethune (Sicherman et.al, 1980, p.78). The NACW was the first all-black organization operating in the nations capital with other white national organizations. Working with the NACW had halted Bethunes focus on black womens presence in national affairs. Bethune wanted black women to play a tangible role in the legislative process involving individual and family survival. Bethune felt the best way to reach this point was to establish an organization that encompassed all existing national womens organizations (Hine, 1992, p.120). NACW continuously declined her emphasis upon a cohesive body. Realizing that NACW was deeply involved in local issues, and did not grasp her hopes for black women on a national level Bethune fashioned her own vision. In December of 1935 Bethune founded the National Council of Negro Women (NCNW). NCNW united major national black womens association (Sichermen, 1980, p.80). In Bethunes fourteen year presidency she focused the councils activities on segregation and discrimination, on cultivation of international relationships, and on national liberal causes. Increasing the membership Bethune made chapters of NCNW in majo r cities. By the end of her term Bethune had developed a council that included twenty-two national womens organizations, academic sororities, Christian denominational societies, fraternal associations, auxiliaries, and eighty-two local councils (Hine, 1992, p.120). She also established headquarters for the NCNW in Washington, DC., employed a full-time staff, and initiated the Aframerican Womens Journal. With the NCNW Bethune brought visibility to black women in the nations capital, through the Conference on Governmental Cooperation in the Approach to the Problems of Negro Women and Children. During these conferences sixty-five women of African descent met with the government employees to discuss incorporating black females into social bureaucracies. In 1941 the War Department accepted NCNW as a member of its womens advisory council (Hine et.al, 1992, p.120). Acceptance by the War Department allowed organized black women to participate in government programs. This accomplishment gave the NCNW more leeway in endorsing federal employment, effective enfranchisement, anti-lynching, and internationalism. Bethune fought to diminish racist practices and gender prejudices through conferences, petitions, and civil service reform. The NCNW took a commanding stand on women in the military. Their goal was reached in all services in 1949 when the womens Marine Corps admitted a black applicant (Hine et.al, 1992, p.120). Bethunes inner workings with the Franklin Roosevelt Administration helped her rise the NCNW to great heights. Mary McLeod Bethune met Eleanor Roosevelt at a luncheon at Franklin Delano Roosevelts mothers house. They became allies forming a bond that would work to improve Blacks opportunities on a national level. Eleanor Roosevelt advocated on behalf of blacks and Bethune to her husband and other politicians many times. During the Depression the Black community felt like it was being ignored within the national relief plan the FDR was implementing. According to Wright (1999 p. 10) The Negro press told Eleanor that the only way the Negro is going to get fair treatment is for the government to see to it that a strong, capable Negrois appointed to get things moving in the right direction for Negro relief. Bethune was that strong and capable Negro, so Roosevelt asked her to accept an appointment on the advisory board of the National Youth Administration. NYA was established in 1935 to aid young people ages sixteen to twenty- four during the Great Depression (Smith, 2001, p.70). This was the first post filled by a black woman in the history of the United States. Bethune and her staff educated millions of underprivileged children and she enrolled 600,000 students in the classes NYA was offering in her first year. When Roosevelt created the office of Division of Negro Affairs of the NYA he made Bethune the director (Wright, 1999, p.10). With this position through the New Deal Bethune continued to resolve disagreements between her white colleges and black constituents. According to Smith (2001, p. 71) Bethune brought great assets to this position her charismatic personality, platform style, insight into race relations, abilities to influence people, and well known reputation. In attempt to pool the individual talents of all the Blacks in Roosevelt administration Bethune created the Black Cabinet. The Black Cabinet offered an esteemed Black presence in politics at the capital, and coordinated government programs for Blacks. Bethune saw that Blacks were included in all new progra ms that the NYA offered. The Civilian Pilot Training Program included six black colleges offering flight instruction. Their programs laid the foundation for black pilots in the military (Hine et.al, 1992, p.125). Bethune left government when the NYA was eradicated in 1944, but she never ended her fight for the black race. She fought discrimination within the armed forces, serving as a Special Civilian Assistant to the war department. Bethune served as a US delegate and she represented the NAACP at the first meeting of the United Nations. She was also on President Trumans Committee for National Defense (Wright, 1999, p.12) n her late seventies Bethune returned to her cottage on the Bethune-Cookman campus. She died at the age of 79 from a heart attack on May 18, 1955 (Smith, 2001, p.72). Mary McLeod Bethune was an eminent leader that served on many councils and boards in addition to the organizations that she had initiated; President of the National Association of Teachers in Colored schools, vice president of the Commission on Interracial Operation, and president of the Association for the Study of Negro Life and History. Her advocation was important to the National Urban League, Southern Conferences for Human Welfare and the National Association for the Advancement of Colored People (Sicherman et.al, 1980 p.78).Bethunes lifelong dedication to Christian faith and social services left a legacy of spiritual and social transformation. Her school that began as a rented cottage with five students but grew to become a senior college, Bethune-Cookman College, is the only historically Black college founded by a Black woman that continues to thrive today. Bethune inspired and became a role model for her students as she battled not only the issue of race but gender as well. B ethune had learned in her days at Scotia Seminary that whites and blacks could work together, often serving as the only Black woman in many committees the unequal distribution of Blacks in policy making arenas only inspired Bethune to continue encouraging Black women to reach new heights. Never halted by others disproval or lack of support Bethunes goal were limitless for Black women. She went from a little girl in Mayesville to a powerful advisor of President Roosevelt during the Depression and President Truman. Holding positions such as the Director of the Division of Negro Affairs of the NYA and presidency in the NCNW allowed Bethune to speak of the injustices that Blacks faced in employment, enfranchisement, social welfare policies, and education. She led many women out of jobs of servitude and introduced them to education. Bethune knew that education was essential it was the only way to improve the state of the black community. Bethune labored for equality during an era when there was no national concern regarding the lower status and conditions of blacks. References Bolden, Tonya. (1998). And Not Afraid To Dare: The Stories of Ten African-American Woman (pp.91-101). Scholastic Paperbacks Bostch, Carol Sears. (2002). Mary McLeod Bethune http://www.usca.edu/aasc/bethune.htm Hine, Darlene Clark, Brown, Elsa Barkley Terborg-Penn, Rosalyn (1992). Black Women in America (pp.113-128).Indianapolis, IN: Indiana University Press Holt, Rackham, (1964). Mary McLeod Bethune A Biography. Garden city, NY, 23 Johnson-Miller, Beverly. (1998). Mary Bethune. http://www.talbot.edu/ce20/educators/view.cfm?n=mary_bethune Sicherman, Barbara, Green, Carol Hud, Kantrov, Ilene, Walker, Harriet. (1980). Notable American Women the Modern Period: A Biographical Dictionary (pp.76-80). Cambridge, MA: Belknap Press of Harvard University Press Smith, Jessie Carney. (2001). Black Heroes (pp. 66-72). Canton, MI: Visible Ink Press Wilds, Mary. (2004). I Dare Not Fail: Notable African American Women Educators (pp. 24-24). Greensboro, NC: Avisson Press, Incorporated Wright, R Brian (1999, April 27). The Idealistic Realist: Mary McLeod Bethune, The National Council of Negro Women and The National Youth Administration (pp.1-12).Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Fear in Lord of the Flies Essays -- Lord of the Flies William Golding

Fear in Lord of the Flies In the novel the Lord of the Flies, written by William Golding, fear is the cause of all of the problems that take place on the island. At first, the island is thought to be splendid and a paradise, but as the boys' stay on the island increases, so, too, do their fears. The boys soon become afraid of each other and soon after that the boys break up and fight because of the fear. The boys' original fears are of what they think are beasts. "Then people started getting frightened" (Golding, 88). This was spoken by Ralph at an assembly because he knew that things were breaking up and he also knew why. It was the fear. In the novel the Lord of the Flies, fear is the root of the trouble that is caused on the island. The boys' fear turns into fear of each other after only a short time on the island. Many of the boys leave Ralph and join Jack's tribe of hunters because Jack provides them with fun. Jack's tribe goes hunting and has feasts and everyone, even if it is only for a short time, forgets about the beast and ignores it. After a while, though, some of the boys are in Jack's tribe because of their fear, but not their fear of the beast. They stay in Jack's group because they are afraid of Jack and, eventually, Roger. Jack controls them all by showing he is merciless; He's going to beat Wilfred. What for? Robert shook his head doubtfully. I don't know. He didn't say. He got angry and made us tie Wilfred up (176). Jack beats up members of his tribe for no reason at all, except to instill upon them the fear of himself. Soon, everyone is afraid of Roger also. The twins are forced to join Jack's tribe and are terrified of Roger. "You don't know Roger. He's a terror." "-and t... ...ic, see a beast sitting on top of the mountain and Ralph, Jack and Roger confirm what the twins saw, there is complete fear. No one is willing to walk alone or even to go deep into the forests, except for Simon. The boys are terrified and this is when things start to break up. Now, the fear moves on from what they think is the beast to something much more dangerous. Now, they are afraid of each other. At first the island is thought to be a paradise by the boys. It is a dream come true. The boys are living every child's fantasy. Then things start to go horribly wrong. Fear sets in. In this novel, William Golding illustrates that fear is everywhere and can wreak havoc on many things. In this case the boys become afraid of each other and for all of them survival becomes impossible. They eventually they realize that dreams can easily turn into nightmares.