Good Bias Essay Topics For College

Good Bias Essay Topics For CollegeMany college students believe that the only bias essay topics they need to worry about are the traditional ones, like social studies or the humanities. These are the topics that you need to be familiar with if you want to excel in your class. However, as any good teacher will tell you, there is no one right way to write an essay. Some people like to write about love, while others might prefer to write about politics or finance.The good news is that there are actually a wide range of bias essay topics that you can choose from. No matter what your main field of interest, you can choose from these topic areas to suit your specific needs. Here are some examples of topics that you might find interesting:- Prejudice and discrimination. Prejudice, by definition, means discriminating against others. People might be prejudiced towards others based on race, nationality, religion, gender, or sex. Most universities have a course that teaches students how to anal yze why people might have this kind of bias.- It is a common type of bias. Some people are aware of their prejudice but do not do anything about it. Other people use their bias to find fault with other people's flaws. One advantage of being knowledgeable about bias is that you can teach your students about how they can overcome their prejudices and hold up their beliefs and ideals even in the face of strong opposition.- Emotional and ethical reason. There are situations where people might believe something just because they can feel good about it. This kind of bias can be very real and does not need to be rationalized. One example of this kind of bias is when a person sees something wrong and feels moral guilt over it. Others might act out of fear, anger, or to justify a belief.- Spirituality and ethics. There are times when we feel so strongly about something that we start judging others based on their religion, politics, or some other influence. Sometimes, all you need to do is to ask yourself what your values are and then just start writing about what you believe in in the best way you know how.These are just a few examples of bias essay topics that you can learn from. Not all professors will teach you to write about these types of topics, but that doesn't mean that you cannot. You just need to ask around. With the help of your classmates and teachers, you can learn a lot about bias.

Essay about The Face Behind the Truth in Cinema - 1400 Words

Since the beginning of Documentary Filmmaking, films have shown the eternal search for truth. Exposing reality as it is to the world through Film became a goal to Documentary Filmmakers. For a period of time Filmmakers lost their path along the way and became promoters who manipulated the audience around the world into believing what they wanted. During the 1960’s two special movements began to emerge in different parts of the world. Direct Cinema in North America and Cinema Và ©rità © in Fance. These two movements brought back the notion of revealing the true through their Films. The new movements encourage Filmmakers to take the position of observers. Direct Cinema and Cinema Và ©rità © are often confused and classify as one movement. This is†¦show more content†¦Vertov’s goal was to reveal truth by observing and recording everyday life. This shows that Dziga Vertov, Cinema Và ©rità © and Direct Cinema all share the same objective. Another similarity w ould be that as well as Direct Cinema and Cinema Và ©rità © practitioners, Vertov opposed to the use of actors. One of the reasons that makes easy to mistake to Cinema Và ©rità © and Direct Cinema with each other is their goal to uncover the truth with objectivity, since both movements were influenced by a visionary methods ans techniques from Vertov and Flaherty. Vertov anticipated the necessity for synchronize sound and the necessity of a camera that could go anywhere. After a long quest, thanks to the Drew unit and their tests, Filmmakers were finally able to achieve synchronized sound. Along with this achievement came Direct Cinema and Cinema Và ©rità ©. Lighter camera and synchronized sound equipment made it possible to go out to the world and follow the any subject anywhere wih out pre-planning, this was convinient to directly capture reality. At the very basics, Direct Cinema and Cinema Và ©rità © can be defined as cinematic movements that use hand-held cameras thanks to the lightweight equipment, and synchronous sound, giving them a similar visual aesthetic. But at a deeper level both Cinema Và ©rità © and Direct Cinema required their practitioners to get involve and becomeShow MoreRelatedThe Face Behind the Truth in Cinema1279 Words   |  6 PagesOscar Wild once said, â€Å"The truth is rarely pure and never simple† and he is right. But no matter what the outcome is, or how complex the truth is, we will always strive for the truth. The concept of truth is no stranger to film documentaries, and one filmmaker that certainty was aware of that was Dziga Vertov. During the 1920’s Vertov created a newsreel series to promote the concept of ‘Kinopravda† which translated to English mean â€Å"Film truth.† Unfortunately, Vertov was ahead of his time, and thisRead MoreFilm, Cinema And The Location Of Politics Essay1693 Words   |  7 Pages Within the article, ‘Non-Cinema and The Location of Politics in film’, Là ºcia Nagib captures the moment where films suggest ways of transforming thought and society along with them. He inquires whether conventional cinema itself would still be alive and able to contribute to social change in today’s world or if we have advanced to realist-cinema as a medium to spark change. He proposes to think along the lines of ‘realist-cinema’, a medium which disregards its own limits in order to politicallyRead MorePsycho Film Analysis1195 Words   |  5 Pagesâ€Å"Film Art† defines traditional classical Hollywood cinema as â€Å"fictional filmmaking . . . dominated by a single tradition of narrative form† (Bordwell, Thompson, â€Å"Film Art†, 100). Psycho set the bar for suspense films with its spine-tingling twists and turns that kept the viewer guessing. The film took traditional elements of classical Hollywood cinema to a higher degre e. Camera shots, use of space on and off camera, and character’s characteristics all led the viewer on a wild cinematic ride unheardRead MoreThe American Cinema s First Phase1003 Words   |  5 Pages`American Cinema’s first phase (up to around 1917) is characterised by an onscreen coming to terms with the nation’s transformation into a ‘mature industrial society’ (Jon Lewis, â€Å"Early Cinema†, P.3) with all its attendant thrills and anxieties.’ Discuss. An evolution of society occurred with the dawn of the twentieth century, an undeniably American progression. With a sudden introduction to technologies only just tangible, Alexander Graham Bell’s telephone in 1876 and Henry Ford’s car in 1908 amongstRead MoreWords and Essay638 Words   |  3 Pagesintelligent people. However, he becomes an object of suspicious looks, doubtful character and unworthy of the company, in case he is found with persons of loose talks and wavering temperament. Even otherwise, the saying has every element of truth in it. Bad company is as much infectious and contagious as good company. It spreads like wild fire. It does no good to anybody. Whosoever comes within its area of influence is cut to pieces. In certain cases, it is worse than even a cobra. A cobra’sRead MoreThe Crop Duster Sequence Of North By Northwest1390 Words   |  6 Pagesshots in this sequence, which I feel are significant in creating suspense. By dissecting the layers of each shot, I hope to reveal the technique and intentions behind them. The first significant shot I will discuss is just after Eva Marie Saint’s face dissolves. This extreme aerial shot established the vast area in which Cary Grant faces. The camera stays in its fixed high angle as a bus approaches with Grant. The bus drives off and the camera angle and frame do not change. This establishes theRead MoreHow does Sunset Boulevard represent the Hollywood Studio System?1897 Words   |  8 Pagesliving in and the complex relationship between her and small time writer Joe Gillis, which leads to his death. Sunset Boulevard is seen as lifting the ‘face’ of the Hollywood Studio System to reveal the truth behind the organisation. During the time the film was released in the 1950s and 60s, audiences started to see the demise of Hollywood as cinema going began to decline and the fierce competition of television almost proved too much for the well established system. Throughout this essay I will discussRead MoreThe Role Of Television And Its Eff ect On Our Lives1515 Words   |  7 Pagesactual reality of the viewers. Due to being exposed to constant monitoring and scrutiny the private life becomes overly exposed and a victim of obscenity and what is supposed to be public life becomes somewhat private. Nowadays, obscenity doesn’t lurk behind the shadows of the â€Å"forbidden or obscure† it is in the â€Å"all-too-visible† that is dissolved entirely by information (Baudrillard 1987). Television, just like any other media, is a highly influential means of providing information to the public. WhatRead MoreAnalysis Of The Harlem Renaissance, African American Poets912 Words   |  4 Pagesamongst the works of African American poets. Colorism, which is discrimination based the color of skin, was a prominent issue in the lives of black people. Light skin complexions were more favored then dark skin complexion. This was seen through cinemas, television, art, and the media. Though who were of darker complexions faced discrimination in society and within their family. Audre Lorde speaks about her experiences living with a mother, who barely showed affection to her and caused her harm,Read MoreWatership Down by Richard Adams689 Words   |  3 Pagesmovie is very graphic and violent. I recall one scene where one of the rabbits is explaining how he escaped his home when the warren is being destroyed but the rabbits left behind were killed. As he is explaining it there are illustrations that were grim. Dirt and gravel filled the warren and trapped the rabbits inside, the faces of the rabbit were filled with horror. They gave the rabbits a purple color and their eyes were red and filled with tears. The rabbits then piled on top of one another and

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Sarah Parker Remond, African American Abolitionist

Known for: African American abolitionist, women’s rights advocate Dates: June 6, 1826 – December 13, 1894 About Sarah Parker Remond Sarah Parker Remond was born in 1826 in Salem, Massachusetts.   Her maternal grandfather, Cornelius Lenox, fought in the American Revolution. Sarah Remond’s mother, Nancy Lenox Remond, was a baker who married John Remond.   John was a Curaà §aon immigrant and hairdresser who became a citizen of the United States in 1811, and he became active in the Massachusetts Anti-Slavery Society in the 1830s.   Nancy and John Remond had at least eight children. Family Activism Sarah Remond had six sisters. Her older brother, Charles Lenox Remond, became an antislavery lecturer, and influenced Nancy, Caroline and Sarah, among the sisters, to become active in anti-slavery work.   They belonged to the Salem Female Anti-Slavery Society, founded by black women including Sarah’s mother in 1832. The Society hosted prominent abolitionist speakers, including William Lloyd Garrison and Wendell Williams. The Remond children attended public schools in Salem, and experienced discrimination because of their color.   Sarah was refused admission to Salem’s high school. The family moved to Newport, Rhode Island, where the daughters attended a private school for African American children. In 1841, the family returned to Salem. Sarah’s much-older brother Charles attended the 1840 World Anti-Slavery Convention in London with others including William Lloyd Garrison, and was among the American delegates who sat in the gallery to protest the refusal of the convention to seat women delegates including Lucretia Mott and Elizabeth Cady Stanton.   Charles lectured in England and Ireland, and in 1842, when Sarah was sixteen, she lectured with her brother in Groton, Massachusetts. Sarahs Activism When Sarah attended a performance of the opera Don Pasquale at the Howard Athenaeum in Boston in 1853 with some friends, they refused to leave a section reserved for whites only.   A policeman came to eject her, and she fell down some stairs.   She then sued in a civil suit, winning five hundred dollars and an end to segregated seating at the hall. Sarah Remond met Charlotte Forten in 1854 when Charlotte’s family sent her to Salem where the schools had become integrated. In 1856, Sarah was thirty, and was appointed an agent touring New York to lecture on behalf of the American Anti-Slavery Society with Charles Remond, Abby Kelley and her husband Stephen Foster, Wendell Phillips, Aaron Powell, and Susan B. Anthony. Living in England In 1859 she was in Liverpool, England, lecturing in Scotland, England and Ireland for two years.   Her lectures were quite popular. She included in her lectures references to the sexual oppression of women who were enslaved, and how such behavior was in the economic interest of the enslavers. She visited William and Ellen Craft while in London. When she tried to get a visa from the American legate to visit France, he claimed that under the Dred Scott decision, she was not a citizen and thus he could not grant her a visa. The next year, she enrolled in college in London, continuing her lectures during school holidays. She remained in England during the American Civil War, participating in efforts to persuade the British not to support the Confederacy.   Great Britain was officially neutral, but many feared that their connection to the cotton trade would mean they’d support the Confederate insurrection. She supported the blockade that the United States put up to prevent goods reaching or leaving the rebelling states. She became active in the Ladies’ London Emancipation Society. At the end of the war, she raised funds in Great Britain to support the Freedman’s Aid Association in the United States. As the Civil War was ending, Great Britain faced a rebellion in Jamaica, and Remond wrote in opposition to British harsh measures to end the rebellion, and accused the British of acting like the United States. Return to the United States Remond returned to the United States, where she joined with the American Equal Rights Association to work for equal suffrage for women and African Americans. Europe and Her Later Life She returned to England in 1867, and from there traveled to Switzerland and then moved to Florence, Italy.   Not much is known of her life in Italy.   She married in 1877; her husband was Lorenzo Pintor, an Italian man, but the marriage apparently did not last long. She may have studied medicine. Frederick Douglass refers to a visit with the Remonds, probably including Sarah and two of her sisters, Caroline and Maritche, who also moved to Italy in 1885.   She died in Rome in 1894 and was buried there in the Protestant cemetery.

Peter Singer Famine, Affluence, and Morality Essay

Lauren Formulak Professor Mrozinski 10/22/12 Human Rights: Consequential or Deontological View? Consequential ethics and deontological ethics (DE) mutually maintain that there is a right action that we morally ought to do. However, these normative ethical theories differ in the derivation of what is valued. In the case of human rights, both accounts are supportive of human rights, but for different reasons. Deontological ethics has as its basic thrust, the concept of a duty to do what is right. For one’s actions to be in accordance with DE, those actions must be realized out of a â€Å"notion of right (that) is not derived from a prior notion of good†, as explained by Illies (Illies, 2011, p. 107). A†¦show more content†¦In this light, one who holds to the DE concept of human rights has at his imperative the treatment of all individuals with equal respect, and the duty to promote their freedom with an â€Å"active pro-attitude†. Why does one do this? One does because this action, an â€Å"active pro-attitude† is good and the action of good is inherently good. As opposed to the deontological account, the consequentialist believes in the prior conception of the good. If something is good then it is right to promote something good according to consequentialism (Lillehammer, 2011, p. 90). Moreover, the actions with the best end results or consequences are what are to be evaluated as good. It must be clear that good intentions are not, at all, of value to consequentialists. Further, it is important to note that in decision-making, a consequentialist must hold to the demands of impartiality. Consequentialism upholds the idea that no one person is worth more than another (Lillehammer, 2011, p. 90). As we read in â€Å"Famine, Affluence and Morality,† Singer asserts that suffering from lack of food, shelter and medical care are bad. If we accept this assumption, and if we can, by our actions, prevent this bad from occurring, we are morally obligated to do so unless in so doing we sacrifice something that is of â€Å"comparable moral importance† (Singer, 1972, p. 500). Not all consequentialists agreeShow MoreRelatedFamine, Affluence and Morality by Peter Singers929 Words   |  4 Pages In this essay I will be arguing why a utilitarian could possibly disagree with Peter Singers Argument presented in â€Å"Famine, Affluence and Morality.† After reading such an interesting paper I must say as much as I disagreed with Singers viewpoints I almost found it difficult to object them with support. From a utilitarian point of view we are to maximize Happiness by reducing suffering. How can Giving possible make someone unhappy? But as I was thinking a saying came across my mind, â€Å"Two steps forwardRead MoreFamine, Affluence and Morality by Peter Singer1486 Words   |  6 PagesIn his own essay â€Å"Famine, Affluence and Morality†, Peter Singer puts forth some compelling arguments for affluent people to give what they have in excess, to the suffering people of the world. Before any criticism is made, here is the argument: - There are people suffering and dying from lack of food, shelter and medical care. - People suffering and dying from lack of food, shelter and medical care is bad. - If you have the power to prevent something bad from happening without sacrificing †¨anythingRead MoreThe Famine, Affluence And Morality By Peter Singer926 Words   |  4 PagesIn the â€Å"Famine, Affluence and Morality† Peter Singer argued that individuals are morally obligated to grant most of their belongings to famines. He puts his argument as following. â€Å"suffering and death from lack of food, shelter, and medical care are bad. If it is in our power to prevent something bad from happening, without derby sacrificing anything of comparable moral importance, we ought, morally, to do it.† (Singer,454) John Arthur’s objection to this theory is that Singer’s second premise whichRead MoreFamine, Affluence, and Morality by Peter Singer1107 Words   |  5 Pages Famine, Affluence, and Morality by Peter Singer The Elements of Reason #8 1. Use two or three sentences to state the main purpose or argument in this article. In other words, what is the argument the author is making? (This should be a specific argument. We all know that the authors are writing about morality and ethics.) The main purpose or argument in this article is that Peter Singer believes that richer nations should give assistanceRead MoreIn Famine, Affluence, And Morality, Peter Singer Argues1553 Words   |  7 PagesIn Famine, Affluence, and Morality, Peter Singer argues for the utilitarian system of ethics. To thoroughly understand this system, one must first accept the notion that the individual has a moral obligation to prevent something bad from happening if it is in their power to do so. For Singer, there is no inherently good moral compass one must strictly abide by. Actions that are considered good or bad differ based on the situation in question. Contrarily, Immanuel Kant asserts that there is intrinsicRead MoreThe Problem of Poverty in Famine, Affluence, and Morality by Peter Singer1112 Words   |  5 Pages Peter Singer is often regarded as one of the most productive and influential philosophers of modern times. He is well-known for his discussions of the acute social, economic, and political issues, including poverty and famines. In his â€Å"Famine, Affluence, and Morality†, Singer (1972) discusses the problem of poverty and hunger, as well as the way this problem is treated in the developed world. Singer believes that charity is inseparable from morality, and no distinction can be drawn between charityRead MoreAnalysis Of Peter Singer s Argument On Famine, Affluence, And Morality Essay1729 Words   |  7 PagesI’m a strong believer in that anyone can make their own choices in life. There is no such thing as â€Å"moral obligation† in my books, however there does exist â€Å"courtesy† or â€Å"kind-heartedness.† Peter Singer’s argument regarding famine, affluence, and morality is, in my opinion, strongly influenced by sympathetic and empathe tic feelings based on observations in a still developing country. In a sense, his reasoning is subjective and biased because he seems to focus only on the problem, and not the circumstancesRead MoreI.Introduction. Famine Is A Highly Prevalent And Debated1106 Words   |  5 PagesI. Introduction Famine is a highly prevalent and debated topic. Written in November 1971, Peter Singer’s â€Å"Famine, Affluence, and Morality† addresses famine as a moral issue. Peter Singer, as a Professor of Bioethics at Princeton University, focuses on ethics and moral values, and with his text, I will analyze this moral dilemma and show that the reasonable and well-thought Peter Singer’s argument is successful. II. Peter Singer’s Argument Peter Singer begins by laying out two basic premises: 1.Read MoreFamine, Affluence and Morality1663 Words   |  7 PagesSinger’s Famine, Affluence, and Morality Ametra Heard PHI208 Ethics and Moral Reasoning Instructor Zummuna Davis January 14, 2013 Singer’s Famine, Affluence, and Morality In the Peter Singer’s article â€Å"Famine, Affluence, and Morality†, he discusses the way that people should take moral in their help toward the support of the Bengal famine crisis. Singer states three obligations that would help the Bengal region through the means of a wealthy person, and those individuals living life on a dayRead Moresociety poverty has various definitions that lack the true picture that poverty depicts. Dictionary500 Words   |  2 Pagesreflected in Peter Singer’s â€Å"Famine, Affluence and Morality† essay and the opposing essay written by John Arthur in â€Å"World hunger and moral obligation: the case against Singer.† Peter Singer raises the question of poverty and our obligations toward it in his essay â€Å"Famine, Affluence, and Morality†. In the essay, Singer addresses the question of what obligations we have toward those around the globe who are suffering from lack of food, shelter or basic needs. Singer uses the terms ‘relieving famine,’ but

Contributions of Greek Civilization to Western Civilization

Alejandra Fraguada Ancient amp; Medieval Western Civilization Contributions of Greek Civilization to Western Civilization. Ancient Greeks made many influential contributions to western civilization such as in the areas of philosophy, art and architecture, math and science. These contributions, which are also the achievements of ancient Greece, include certain things in the areas of philosophy, art, architecture, math and science. The ancient Greeks were a remarkable civilization in that they have made all these contributions and achievements while simultaneously fighting two wars, the Peloponnesian wars and the Persian wars. Luckily for western civilization, Greece carried on through these hardships and managed to achieve one†¦show more content†¦A lot of famous play writers today are also inspired by the works of play writers from ancient Greece. Lastly, the most important areas of Greek achievement were math and science. They achieved all kinds of things in the areas of psychology, astronomy, geometry, biology, physics, and medicine. In astronomy they formulated the ideas that the sun was 300 times larger than the earth, the universe was composed of atoms, and they also calculated the true size of the earth. Someone that was greatly involved in astronomy was Aristotle. In geometry, ancient Greeks found the value of pi, and Euclid, who wrote the book Elements around 30 B.C., theorized that of two straight lines cut one another, the vertical, or opposite, angles shall be equal. In physics, the lever and pulley was invented along with a force pump which eventually evolved into a stream engine. Important people in this area were Archimedes and Pythagoras who were two of the many influential in the Greek citizens. Ancient Greece has definitely made many influential contributions to that of western civilizations. Bibliography Spielvogel, Jackson J.. Western civilization. 2nd ed. Minneapolis/St. Paul: West, 1994. Print. http://www.education.com/study-help/article/ancient-history-greek-civilization-macedonian-timeline/ http://www.leadershipclassics.org/AncientGreekCultureamp;Civilization.htmlShow MoreRelatedAncient Greek And Romes Impact On Western Literature1642 Words   |  7 Pages The impact greek and roman culture had on western civilization The ancient Greeks and Romans were two of the greatest civilizations of the ancient world. The two civilizations thrived in their ancient environments which eventually led to a large amount of wealth within these two cultures. It is because of this that these ancient cultures were able to make a variety of advancements in literature, architecture, art and many other fields. These two civilizations also produced some of the ancient world’sRead MoreHow Did Ancient Greece Influence Western Civilization1291 Words   |  6 PagesAncient Greek made many advances during their time in many subjects still used today. The ancient Greeks advances in these subjects, influenced and contributed to the Western civilization. The Western civilization’s culture and outlook on life was shaped by ancient Greek. Many things the ancient Greeks created were the basis for what we use today, including, architecture, art, dramas, math, science, and philosophy. The ancient Greeks have made many contributions to Western civilization in theRead MoreDbq: Ancient Greek Contributions1467 Words   |  6 PagesDBQ: ANCIENT GREEK CONTRIBUTIONS The Ancient Greek contribution ranged by the 1900-133 BC, however its influence on the Western Literate Society lasts to this day. As the Greeks expanded their empire, they spread their ideas to other countries, while also borrowing from other cultures. During this period of time, the Greeks made many significant and long-lasting contribution to our modern culture in Philosophy, Art, Democracy, Drama, Math, and Science. These givings of important ideasRead MoreCivilization is Connected from the Mesopotamians to the Powerful Roman Empire836 Words   |  4 Pagesthat have left an enduring influence. Society has developed many components which became foundational to Western culture from the Mesopotamian civilizations to the emergence of the Romans. The contributions of a variety of cultures shaped the course of Western history. The Mesopotamians and Egyptians are among the first civilizations to make a valuable contribution to Western Civilization. Both Babylonians and Egyptians managed to produce written systems of communicating ideas. The BabyloniansRead MoreEssay about The Golden Age of Athens532 Words   |  3 PagesIn 400 B.C, The Athenian civilization experienced a golden age. The Athens experienced a great amount of peace and prosperity due to their contact and trade with others, and rare warring. During this time, ideas and philosophies were produced. These ideas influenced western civilizations in the areas of politics, science, art and architecture. The Government of the Athenian people had a large impact on western civilizations. In document three, Pericles states his beliefs about democracy. PericlesRead MoreWhat Did the Greek and Roman Culture Leave for Europe889 Words   |  4 PagesWhat did the Greek and Roman culture leave for Europe The ancient Greek and Roman civilization is not only the cradle of Europe culture , but also the Western culture. The two major ancient civilization is the worlds two eternal monument of cultural history, is the golden age of the West with great relish. Hard-working people of ancient Greece and Rome created countless masterpieces with their wisdom. Ancient Greek culture is the source of Roman culture, Roman culture developed constantlyRead MoreWhat Did the Greek and Roman Culture Leave for Europe883 Words   |  4 PagesWhat did the Greek and Roman culture leave for Europe The ancient Greek and Roman civilization is not only the cradle of Europe culture , but also the Western culture. The two major ancient civilization is the worlds two eternal monument of cultural history, is the golden age of the West with great relish. Hard-working people of ancient Greece and Rome created countless masterpieces with their wisdom. Ancient Greek culture is the source of Roman culture, Roman culture developed constantly onRead MoreReflection of Humanities807 Words   |  4 PagesTenesha Blackmon Western history and civilization is of vast importance to understanding the great story of humanity. The study of the ancient civilizations has shown itself to me to be a new found interest as the journey of the course had lead me to see the magnificent accomplishments of mankind, and the possibilities of our potential; both in glory and darkness. In this reflection paper, I will look back upon the beginnings of our studies of the development of the early civilizations from the SumeriansRead MoreCultural, Economical, Religious, And Political Contributions847 Words   |  4 PagesCultural, economical, religious, and political contributions made by both Ancient Greece, 800 B.C - 500 B.C , and Ancient Rome, 31 BCE – 476 CE, assisted in the development of western culture. Albeit Rome embraced and developed some characteristics of Greek culture, they still made prominent contributions of their own. Rome and Greece contributed Christianity, Philosophy, The Republic, and Literature. At the time, Roman religion was centered on gods and the interpretation of why things were theRead MoreGreek Influence on Western Culture Essay806 Words   |  4 PagesWhat were the contributions to Western civilization from the ancient Greeks? The Greek civilization contributed greatly to the development of modern Western culture. Three of the most important contribution that are the foundations of our society are Language, Philosophy, and Government. The people of ancient Greece developed a sophisticated language with an extraordinarily rich vocabulary. It has existed for nearly 3,500 years, the longest of any language derived from early Indo-European.

Homeschooling free essay sample

Homeschooling When people hear this word, they imagine socially awkward kids who sit at home and live a carefree life. However, this stereotype fails to capture the true essence of homeschooling. Hello class, today I will inform you about homeschooling. Today you will all learn what homeschooling is, the different types of homeschooling, and how it compares to public education. Many of you don’t know what homeschooling is, so let me tell you! Homeschooling is the education of children at home, typically by parents or by tutors, rather than in other formal settings of public or private school. Homeschooling is a legal option for parents in many countries, allowing them to provide their children with a learning environment as an alternative to public or private schools outside the individuals home. Parents cite numerous reasons as motivations to homeschool their children. The three reasons that are selected by the majority of homeschooling parents in the United States are concern about the school environment, to provide religious or moral instruction, and dissatisfaction with academic instruction at public and private schools. Homeschooling can be an option for families living in isolated rural locations, living temporarily abroad, to allow for more traveling or a hectic lifestyle. Many young athletes and actors are taught at home. Homeschooling can be used as a form of supplementary education, a way of helping children learn in specific circumstances, as it allows for extensive one on one time between the teacher and the student. While homeschooling is a relatively simple concept, there are a wide variety of applications of this central idea. There are actually three main branches of homeschooling, each with its own unique attributes. The most unique common types of homeschooling are independent studies, charter homeschooling, and unschooling. The first type of homeschooling is Independent Study. Independent study is a different way of learning. According to the California Department of Education, in independent studies, a student is guided by a teacher but usually does not take classes with other students every day. Independent study regulations require that the student meet with a credentialed teacher on a regular basis. The student works independently. Independent study is available to anyone. Many school districts offer this type of education. Students who participate in independent study take the same courses as students in regular classes. Independent study programs are designed to help students who have health problems, are gifted, are working, or who find that regular classroom settings do not meet their needs. The second type of homeschooling is homeschooling through a charter school. According to Klara East from the Homeschool Association of California, charter schools provide resources that can include cash, computers, textbooks, and other instructional materials, depending on what is specified in that schools charter. Students meet with a teacher to turn in the work they do. Students are given instructional plan that specifies what the student is expected to accomplish in the time period between meetings. Charter schools use a study program in which the credentialed teacher dictates what assignments the child must complete. Some charter schools also offer either enrichment classes and/or supplemental money to pay for classes taken elsewhere or to pay for supply purchases. The third type of homeschooling is called unschooling. Unschooling is a method of homeschooling that puts the desire, drive, motive and responsibility for life in the hands of the learner. Children pursue knowledge based on their interests and parents take an active part in facilitating activities and experiences conducive to learning but do not rely heavily on textbooks or spend much time teaching, looking instead for learning moments throughout their daily activities. Unschooling does not indicate that the child is not being educated, but that the child is not being schooled, or educated in a rigid school-type manner. Personally, I grew up being homeschooled until ninth grade. I’m sure you all wonder, hey why was she homeschooled? I was homeschooled because I was in the acting industry and my schedule was too busy for public school. All of my siblings were homeschooled as well for the same reasons. I first was homeschooled through a charter school and then switched to unschooling. Unschooling was awesome because I was able to learn things that interestedme and learn through life. Once a week I would go to a park with other unschoolers. At parkday we would explore, do different crafts, and learn new things. Those days were probably some of the best of my life. Now time to compare homeschooling to public schooling. People have many stereotypes towards homeschoolers. They do not know the facts. According to the article Clearing House by Michael Romanowski, â€Å"there are four common myths that still influence individuals regarding their perspective and understanding of the role homeschooling plays in the education of U.S. children. The first myth is that homeschooling produces social misfits. This myth stems from the thought that homeschooled students lack the social skills needed to function in the society. The second myth is that homeschooling fails to prepare good citizens. The third myth is that students who are homeschooled have difficulty entering college. The last myth is that most people homeschool only for religious reasons.† According to College At Home, when it comes to taking tests, homeschooled kids consistently out-perform public schools. As the graph shows, homeschooled kids average a higher score in every subject than kids in public schools. (Show graph) People think that homeschoolers can be a little odd. In a study measuring communication, daily living skills, and socialization homeschoolers actually outscored public school kids on every level. (show graph) Once in college, students that were homeschooled graduated with a higher gpa as well. (show graph). When I tell people that I was homeschooled, they always give me a weird look or wont believe that I was homeschooled just based on all the stereotypes associated with homeschooling. While its true that homeschoolers can be unsocial, fail in college, or academically underachieve, this is the exception and not the norm. There will always be that one person who doesn’t do well, whether they are homeschooled or not. I’m sure all of your brains are full, time to conclude. Today you learned about homeschooling. You learned a little about what it is, the types that are available and how it compares to public school. Now when you hear someone speaking about homeschooling you can join the conversation armed with the interesting facts I just told you. And remember, homeschoolers are not a bunch of strange kids, theyre actually pretty awesome!

The Benefits of Self-Awareness-Free-Samples -Myassignmenthelp.com

Question: Discuss about the Benefits of Self-Awareness. Answer: Introduction The following paper focuses on developing a learning journal for the self analysis. It is indeed very useful for the future managers and the leaders to develop certain leadership skills out of their self assessment. This is because the leaders are the faces of an organization and they have to represent themselves on behalf of the company. The leaders in the organizations of the present era needs to develop many skills because they belong to a certain group of persons who have the decision making powers and the leadership skills they choose to run the organization (Northouse, 2015). Their own motives and point of views have a lot of significance in the path the organization will thrive to move. The leadership skills are different for the different leaders and the managers. However, the common motive or purpose behind all of them is to build up a good reputation for the organizations. In order to do this, the leaders have to assess themselves and identify what kinds of skills they are lacking at that moment. Then they have to improve on that and thus develop for themselves a better skilled person to guide the organizations for its success. The benefits of self-awareness There are many critical leadership skills in the present era fitting to different types of leaders (Duval, Silvia Lalwani, 2012). This enhances the fact that the leaders need to upgrade themselves as per the requirements of the organizations. As the business environment in the present time is much volatile in context, the leaders may have to face difficult situations at many times. This will lead to the betterment of their skill improvements. The self-awareness is one of the most important but least focused competencies for leadership (Thorn, 2012). Self-awareness is the process by which the leaders learn in what conditions they are good at managing and which things they have to still learn. It is always better for the future leaders and managers to go through certain self-assessment programs because if they dont, the other people in the workplace will surely be able to see those weaknesses. There are some interpersonal activities that the future leaders must undertake to improve th eir activities. If the leaders do not indulge in such matters, their leadership skills may degrade and it might lead the organization to an utter failure (Mendenhall, 2012).On the contrary, if the organizational leaders undertake the responsibilities to identify their faults and strengthen them, the result will automatically be on the positive side. The organization will get many added benefits for this. The most important and common trait for all the organizations is to learn through the process. This organizational learning is a very useful process for maintaining the core competencies for the organization (Argote, 2012). The organizations have to be pass through constant changing periods that influence them to change and improve incessantly. This also works in case for the leaders as well as they are the drivers for success of the organization. The innovation process in the organizations is one of learning and changing. The hallmark of the high performing organizations is to continuously learn and make amends after they commit some mistakes. There are many leadership traits that can be followed by them in order to be a successful organizational leader (Nahavandi, 2016). The leadership skills for the future managers Some of the important traits or the features that must be present in the future leaders have to be discussed in this segment. These features or the traits are empathy, poise, his outgoing nature, attention to details of any case, ambition and most importantly to be optimistic about the success. Empathy The first feature that is required to be the top leaders in the organizations is the ability to apply the emotional intelligence in the workplace (Goleman, Boyatzis McKee, 2013). This is led by the empathy that the concerned candidate has for the situation. Leadership is considered mostly to be a situational issue so the decisions have to be taken according to the decisions. The future leaders must be able to perceive, understand and manage all the emotional feelings so that they can handle any situation in the workplace. The leaders or the future managers must be able to relate all the circumstances they face in the real time. They should be able to link them for gaining the organizational success. The leaders must develop the emotional intelligence so that they can relate the situation. (Goleman, Boyatzis McKee, 2013). The earlier form of empathy relies on empathy. It is of utmost importance for the managers to care for the employees who are working in their organization. They must develop some emotional bonding with them and relate themselves to their lives. The manager or the future leader must be able to adjust with other co-workers in different difficult situations. If they cannot relate themselves to the workers, the workers will not feel any reason to be on the same page. The approach of the managers has to be seen when difficult situations arise in the personal or familial lives for the employees (De Waal, 2013). They should act to be friendly and caring and motivate them to overcome or sort out those problems. Poise It is very significant that the leaders must have sheer confidence in themselves. This is because confidence is one thing that helps the individuals to stay in the race for supremacy. When the leaders decides to undertake some new things and apply them in their organizations, at the very first point, they should try to convince the employees. It is because the employees will perform the tasks. If the employees do not have the confidence on the leaders or the managers, it means that the managers themselves do not have that much of confidence in the works that they are looking to undertake. This situation may cause some confusion among the employees. This may result in complete ruining of the work (Lorentz Hilmola, 2012). The need for confidence in the future leaders or managers is very important form another aspect. Very often it has been noticed that the employees get indulged in conflicts between themselves. It may be because of some unwanted reasons that have arisen in the workplaces. The leaders or the managers need to consider the different facts and they have to take the employees under their confidence. The leaders must be able to motivate the employees to go in line with the organizational adjectives and command them with full confidence (Lorentz Hilmola, 2012). Ambition Ambition is one very important trait among the leaders because it helps them to move forward with the organization by applying certain development strategies (Block, 2016). The leaders who thrive for development of the organization must be very ambitious. The future leaders must have a great deal of ambition in themselves that will drive them to innovate. The employees should be completely dedicated to the leaders as the leaders will motivate them to chase the organizational success (Kaufman Guerra-Lopez, 2013). The ambition of the leaders will make them try new things in the organizations. These innovation techniques will be applied by the employees. The leaders must be ambitious enough to dream about a sustainable future about his organization (Thomas, Lamm, 2012). Optimism Optimism is another thing that has to be one of the most important factors in determining the success of the organizations in the future (Carver Scheier, 2014). The organizational leaders should be full of optimism because their optimism and confidence in achieving the desired success will lead the organizations towards a grand success. It is the duty of the leaders to generate the optimism skills within their nature and characteristics. If the leaders are not optimist about the operations they indulge in, automatically their leadership will be affected and the employees will feel the impact (Carver Scheier, 2014). A feeling of negativity will be spread in them as well. This will be very problematic for the growth of the organization. Professionally humble and 360-degree thinking power Some of the other traits that the future leaders or managers in an organization must develop are to be professionally humble and helpful and to have possessed a 360-degree thinking capacity (Rue, Byars Ibrahim, 2012). This is to say that the organizational leaders must be soft spoken and humble to his subordinates. However, this does not mean that they will not be strict. They must present themselves in such a manner that the employees and the customers will feel safe and reliable to make business with. This has to be integrated within the nature of the leaders because very often they have to deal with the customers verbally (Arnstrong et al., 2015). If they are rude in their behavior and they always seem to be very annoyed with everything going around them, the customers may not like them at all (Best, 2012). The leaders must be a 360-degree thinker because they have to think about the overall success of the organization from all the angles (Rue, Byars Ibrahim, 2012). The leaders have to understand the purpose and motives of the organization, be versatile and deal with every difficult situation in a calm head and he has to understand and compare his organization with other organizations as well. Self-assessment I have chosen these four criterions for the self-analysis of the leadership skills for the leaders to develop. I think I have to build these traits within myself so as to drive my company towards growth and success. I think I have to be versatile, critically aware of the things that are happening around me, I have to be humble when I meet with my companys customers and other big names in the industry. Besides that, I have to be very much optimistic about everything that are around me and I must face all the challenges bravely and bring out positive things. I should have the confidence so that I can deal with almost any matter presented before me. Learning journal In this part of the paper, I will have to summarize the results that I have assessed about myself in the quest to be a successful organizational leader. I had the good fortune of sharing thoughts with my friend Mr. Wilson about these things I have come through while assessing my own nature and what things I have to develop to become a proper leader. I have found that I lack the feature of motivating my employees as I myself am very introvert. I am prone to be rude sometimes when I am under pressure. I do not like to make mistakes and I get very angry when I see someone making in mistake in their works. I like to face new challenges and solve those challenges. I am always optimistic about any given situation. I only consider the fact that these situations have to be tackled by me in good ways. I like to be 360-degree thinker because I want to utilize every opportunity that is in front of me. My friend Mr. Wilson has been an ardent listener when I consulted and shared these things with him. He listened to what I had assessed about myself and opined his valuable remarks to me. He said that I would have to be extrovert and aggressive if I want to be a successful leader of an organization. He also said that it was quite difficult for me to control the workforce if I was not able to motivate them. My tendency of getting rude sometimes could destroy the purpose of the work as well. These negative points I have to get rid of very soon. He also opined that my liking of facing new challenges is very good because it would help me to grow in confidence and my optimism would drive me to attain success for the organization. The fact that I like to utilize every available opportunity would surely drive me to personal success. Conclusion This paper can be concluded by saying that I have discussed the various factors behind a proper leadership of an organization and the things that drives to a successful leadership. I have assessed my nature in this paper in regards to the fact if I want to be the leader of an organization. I have discussed about some of the traits to be a critically successful leader in the real time organizations. I have assessed myself critically looking at both my pros and cons so that the person I have consulted with can provide and guide me with the best advices. This will help me to prosper in life by growing the best opportunities to utilize my strengths and put more focus on my weaknesses. References Argote, L. (2012).Organizational learning: Creating, retaining and transferring knowledge. Springer Science Business Media. Armstrong, G., Kotler, P., Harker, M., Brennan, R. (2015).Marketing: an introduction. Pearson Education. Best, R. (2012).Market-based management. Pearson Higher Ed. Block, P. (2016).The empowered manager: Positive political skills at work. John Wiley Sons. Carver, C. S., Scheier, M. F. (2014). Dispositional optimism.Trends in cognitive sciences,18(6), 293-299. De Waal, A. (2013).Strategic Performance Management: A managerial and behavioral approach. 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