Health Promotion Teaching Plan Essay Example

Health Promotion Teaching Plan Essay Example Health Promotion Teaching Plan Essay Health Promotion Teaching Plan Essay My emphasis in this assignment is to develop, implement, and assess a teaching plan concentrated on good nutrition and daily exercise for school age children. The early years are a critical time for founding good eating habits and attitude about food and exercise. Children who are obese are more likely to be obese as adults. This is a major public health risk to the wellbeing of children. Recent literature supports the positive effects of good nutrition on the brain development and mental health. Limited exercise in school age children is linked to decreased performance on standardized test scores. Healthy eating and exercise not only directly affect a childs long term health but also may pass on positive welfares for future generations. Assessment of Learning Needs The learning group involved six children between the ages of eight to ten. None of the children were diagnosed with learning disabilities, behavior problems or special needs, however one of the children reported having asthma and one child used eye glasses. No other health issues were identified. Ethnic considerations were taken nto account and cultural diversity was limited. School age children are capable of logical reasoning and learn best through their senses. It is important to use learning activities that stimulate their senses. Activities should be interesting and meaningful. School age children like to play games and role play is appropriate, also they like things that can be taken home with them, such as books and stickers. Learner Objectives The learning objectives are as follows: Affective Domain: The children will actively listen to their instructors presentation on nutrition and exercise while participating in a group project. Cognitive Domain: Each child will be able to state one benefit of proper nutrition and one benefit of daily exercise. Psychomotor Domain: Atter participating in a tlve minute exercise session correlated to music the children will be able to properly take their own heart rate with minimal assistance from the instructor. Teaching Plan As an instructor it is important to always be flexible in regards to the learning objectives and the teaching plan in an effort to meet the individual needs of each learner. The teaching plan will be implemented in the following order: ? Presentation n good nutrition and daily exercise to include the following health benefits: decreased risk of problems related to type II diabetes, heart disease, and obesity. Increased cognitive performance, sleep, and improved quality of life. ? Guidelines for good nutrition and exercise: eat a variety of foods every day to include, fresh fruits, vegetables, and whole grains. Decrease the amount of fatty, sugary foods and drinks consumed. Drink more water. Get 30-60 minutes of exercise daily. ? Instructions for obtaining your own heart rate: to locate your pulse on the side of the neck, place your irst two fingers, which are called the index and middle finger on the side of the neck in the hollow between the windpipe and the large muscle in the neck. Press lightly until you feel a pulse (These instructions may also be demonstrated by the instructor for a visual aid), count the pulse for one minute using a watch or a clock with a second hand. The number you count is your heart rate. The normal heart rate for school age children is 70-100 beats in a minute. To predict your maximum heart rate for exercise you deduct your age from the number 220, for example if you are 10 years old use the formula 220 10 = 210. This would be your maximum heart rate during exercise. It is recommended that your heart rate not go above this number during exercise. It is important to talk with your primary care provider before starting an exercise program. Evaluation of Teaching and Learning The final phase of the health promotion teaching plan is the evaluation of components. The teaching plan was clear, concise, and engrossed on the learner in the targeted age group. Any registered nurse, school teacher, or social worker who follows the format of this plan would have the ability to teach this topic to school age hildren, with the subsidiary materials from the following web sites; health fitness food for thought, evidence based health promotion program for schools, teaching school age children, and pulse and target heart rate. In an effort to evaluate if the learners objectives were met, each child was asked to state one benefit of good nutrition and one benefit of daily exercise and received instructions on taking their own pulse. At the end of the teaching session all six children were able to correctly state one benefit of good nutrition and one benefit of daily exercise; also, after five inutes of exercise to music all the children were able to properly take their own heart rate with minimal assistance from the instructor, thus meeting the objective for the psychomotor domain. During the presentation of the teaching plan the children were good active listeners and participated in answering questions. It was interesting to know one out of the six children reported exercising with a parent one time weekly for an evening walk. Three children reported getting most of their exercise at school during gym and recess and two girls in the group reported that they participated in dance at a local dance studio. When questioned about activities during the summer two of the children were noted to have passes to the local high school pool, which allowed them to swim daily from 12:00 noon until 6:00 pm. One d reported that ne will attend a daily camp while his parents are at work and three children reported that they spend their days at a sitter until their parents come home from work. All of the children reported playing video games of some sort. When asked if they had a time limit for playing video games, one child reported that he did not have a limit, two children had limits of no longer than 45 minutes three imes a day, two children had limits of one hour two times a day, and one child had the restriction of playing video games on the weekend for 40 minutes at a time and could play the games no more than five times. When questioned concerning nutrition attitudes and habits at the beginning of the session, four children reported eating fast food three times a week or more. One child said l only get to eat at Mac Donalds when my mom doesnt want to cook. Another child made the statement I can only eat at Mac Donalds sometimes; because my mom says it makes people fat. The children were asked to raise their hand if they thought it was healthy to eat at Mac Donalds every day. Four of the six children raised their hands. The health promotion teaching plan was held at the Stockart Youth Center in a safe facility, where we had use of the gymnasium and a classroom. At the end of the program each child was given a healthy snack that consisted of apples and bananas with peanut butter dip, pretzels, and milk, water was also offered. Take home bags were made for the children and consisted of crayons and a coloring book, literature containing tips for parents regarding good nutrition and daily exercise, one free icket to attend a dance hip hop session for beginners at a local dance studio, and one voucher foe a free smoothie at a local health food shop. References Health fitness food for thought. (2012). Retrieved from www. parentguidenews. com/ catalog/healthfitness/foodforthought Evidence based health promotion programs for schools. (2011). Retrieved from www. health. nt. gov. au/library Health and target heart rate-Cleveland clinic. (2011). Retrieved from my. cleavland clinic. org/heart/prevention/ exercise/pulsethr. aspx Teaching school age children. (2012). Retrieved from www. euromedinfo. eu/teaching-school age-children. html

About Architect Michael Graves and Postmodernism

About Architect Michael Graves and Postmodernism Architect Michael Graves postmodernist designs were provocative and innovative. He brought color and playfulness to tall, office buildings, while at the same time designing everyday objects such as teakettles and kitchen trashcans for ordinary consumers. Paralyzed late in life, Graves also become a spokesman for universal design and Wounded Warriors. Background: Born: July 9, 1934 in Indianapolis, Indiana Died: March 12, 2015 in Princeton, New Jersey Education: University of Cincinnati, OhioHarvard UniversityFellow at the American Academy in Rome Important Buildings and Projects: Michael Graves home, New Jersey, now part of Michael Graves College at Kean University1982: Portland Building, Portland, Oregon1983: San Juan Capistrano Library, California1985: Humana Tower, Louisville, Kentucky1987-1990: The Dolphin and Swan Hotels, Orlando, Florida1990: Denver Public Library, Denver, Colorado1991: Team Disney Building, Burbank, California1993: U.S. Post Office, Celebration, Florida1995: Engineering Research Center, Cincinnati, Ohio1997: United States Federal Courthouse, Washington, DC1998-2000; 2013-2014: Washington Monument Illumination, Washington, DC2011: The Wounded Warrior Home Project at Fort Belvoir More Than Architecture: Household Designs Michael Graves has designed furnishings, artifacts, jewelry, and dinnerware for companies such as Disney, Alessi, Steuben, Phillips Electronics, and Black Decker. Graves is most famous for designing more than 100 products, ranging from a toilet brush to a $60,000 outdoor pavilion, for Target stores. Related People: Robert Venturi and Denise Scott BrownPhilip JohnsonPart of the New York Five,   subject of the MoMA exhibition and book Five Architects, along with Peter Eisenman, Charles Gwathmey,  Richard Meier and John HejdukDisney Architects Michael Graves Illness: In 2003, a sudden illness left Michael Graves paralyzed from the waist down. Confined to a wheelchair late in life, Graves combined his sophisticated and often whimsical approach to design with a deeper understanding of the importance of accessibility. Awards: 1979: Fellow of the American Institute of Architects (FAIA)1999: National Medal of Arts2001: Gold Medal, American Institute of Architects (AIA) More About Michael Graves: Michael Graves is often credited with moving American architectural thought from abstract modernism to post-modernism. Graves founded his practice in Princeton, New Jersey in 1964 and taught at Princeton University in New Jersey for 40 years. His works range from grand projects such as the Public Services Building in Portland Oregon to designs for furniture, teapots, and other household items. Borrowing heavily from the past, Graves often combined traditional details with whimsical flourishes. He was, perhaps, at his most playful when he designed the Dolphin and Swan Hotels for the Walt Disney World Resort in Florida. The Dolphin Hotel is a turquoise and coral pyramid. A 63-foot-dolphin sits on top, and water cascades down the side. The Swan Hotel has a gently curved roof-line topped with 7-foot swans. The two hotels are connected by an awning-sheltered walkway over a lagoon. What Others Say About Graves: Michael couldn’t abide students who didn’t take their work seriously. But he was especially generous with those who did, and unlike most other teachers, he could draw every building he taught them. He was a consummate talent, an artist-architect, and a teacher who challenged how we think by how we see. Very few can do that. Very few ever try. Michael did try, and therein is the mark of a hero, a master of the discipline who passed on everything he knew.- Peter Eisenman, 2015 Learn More: Five Architects: Eisenman, Graves, Gwathmey, Hejduk, Meier Sources: Peter Eisenman quote from A Special Tribute to Michael Graves: 1934–2015 by Samuel Medina, Metropolis Magazine, May 2015; Michael Gravess Residence, Rejected by Princeton, Is to Be Sold to Kean University by Joshua Barone, The New York Times, June 27, 2016 at www.nytimes.com/2016/06/28/arts/design/michael-gravess-residence-rejected-by-princeton-set-for-sale-to-kean-university.html [accessed July 8, 2016]

The Legal and Ethical Environment of Business Master Essay

The Legal and Ethical Environment of Business Master - Essay Example As explained by the United States Supreme Court in Atlanta Motel v. United States, the purpose of the Act was that, All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, or national origin (1964: np). The main issue was whether there was a valid Congressional interest in preventing the disruption of interstate commerce. The Supreme Court found that transient guests needed accommodations and that the restriction of accommodations to blacks was a very real disruption to the interstate travel of black citizens and therefore of interstate commerce. Our casino offers accommodations, indeed it is part of a larger group which is dependent on interstate commerce in order to sell our products and services, and it therefore falls within the scope of interstate commerce. In addition, many of our Arab customers are, in fact, transient guests. Any recommendation that encourages discrimination or segregation would almost certainly violate the Civil Rights Act of 1964. Even our restaurants are covered by these prohibitions. In Katzenbach v.

Case Study 3 - TechSoup Global and NetSquared Example | Topics and Well Written Essays - 1250 words

3 - TechSoup Global and NetSquared - Case Study Example According to Greenberg (2009) NPOs particularly benefit from social media as compared to traditional communication methods mainly because communication via social media brings prospects for the organization costs getting lowered along with the lowering of cost of delivering services. Also the idea of being a part of the emergence of new social patters is highly promising for the Non Profit Organizations as compared to association with the conventional traditional communication means. Merilainen (2011) narrates that since the main aim of NPOs and NGOs is to make their point of views prevalent into the public and to political agendas communication is extremely essential for them. The main aim is to involve public opinion into their proposed changes and thoughts and gain favor from the masses. This purpose is served without the involvement of any finances via social media. The propagation via social media is also thought to get more responses since people can affirm their opinions and s upport free of cost and they do not have to physically get involved in the scenario. This flexibility of use promotes the involvement of public. ... Social networks are forums where all kinds of individuals and organizations make the impression of their virtual entity. Entertainment personnel and politicians make use of the popularity and widespread reach of the Social Networks and social media. They are usually active on these communication mediums and can therefore be reached very easily via it. Common public is also one of the potential audiences that the NPOs would try to reach. The promoting of their causes would be done well if the support of the common masses is with them. Regarding the potential means of accessing NPO audiences via Social Networks and Social Media Lassila (2010) mentions that Social Network Services incorporate viral marketing as one of their main marketing strategies. It is via viral marketing only that Non Profit Organizations are enabled to reach massive number of audiences. The author quotes the example of American Red Cross who incorporated the SNS viral marketing strategy and spread their messages t o their audiences via their celebrity followers on twitter. Inside Facebook.com's author Smith advises the NPO's marketers that the trusted referrals within social media are the most powerful marketing message. Via viral marketing available in Social Media NGOs and NPOs can segment their target audience groups based on persons' interests. This way the audience feel the messages of the NPOs to be more personalized and get inclined towards them. Via the viral messaging to all kinds of audiences on social media the NGOs can also tell about their donation possibilities (Regan, 2011). One advantage of this strategy is that personal presentations of the NPOs get enhanced as a result of it

Economies for Native Americans Pre and Post Colonization

Economies for Native Americans Pre and Post Colonization What was the nature of Native American economies prior to European colonization? How did Native Americans impact colonial economies? The Native American communities, prior to the arrival of the colonists were not homogenous, and as such there is no one set of factors that encompassed all of their different societal and economic structures. However there were a few major components which had significant impacts. First, many of the communities lived in densely settled agricultural societies which facilitated a fairly prosperous environment. As Nash points out, evolving from a previously nomadic existence, along with the domestication of plants, allowed for a 1% change of land cultivation to produce â€Å"enormous increase[s] in the food supply† (p 11). These urban centric communities afforded the residents a high standard which were in some places, were quite affluent. This environment also allowed for the division of labor to increase the economic resources, for in addition to agriculture, food gathering, game hunting and fishing were also prevalent. Another component, as verified by archeological evidence, shows us that these various communities traded quite extensively, often creating vast networks linked together via water and in-land routes. One example Nash highlights are the Mound builders of the Ohio River Valley (p 13). Also prevalent, especially in the Iroquois nation, was the communal nature of property. This reciprocal principle allowed for an increased possibility in the accumulation of goods, which when shared, raised the quality of life for the whole group. These factors had a significant impact on the early colonial economies since they allowed the newcomers to benefit from structures already in place. One of the most notable is trade, which in addition to the exchange of food, also included items such as beaver skins and deer hides. Agricultural knowledge added great valued, as the colonists were not familiar with many of the plant varieties available in the New World. At the time, war was a common occurrence and interaction with different Native American groups allowed the colonists to offset some costs. Not quite as well understood, even though we know it existed, was a labor component supplied by the indigenous groups. And lastly the Native Americans had a form of money, â€Å"wampum† which facilitated trade and added to economic system of the new settlers. Who comprised the colonial labor force in the U.S., and what were the most important kinds of work arrangements? According to Hughes and Cain, in the later part of the 18th century, the labor force in the colonies was focused mostly on primary production, which employed approximately nine-tenths of the population (7th edition, p 30-31). The most common occupations were: agriculture, fishing, mining and timbering along with ship building. Yet when broken down by region we can see that artisans made up between one-third and one-half of those employed in the more commercial cities such as Boston, New York, Newport and Philadelphia. Common occupations among these artisans were milling, leather tooling, woodworking, distilling, sugar refining, hat making and spinning (p 30). Even though many occupations were represented, there was a significant lack of available labor. Native American labor was fairly limited, leaving the colonists to supply the larger share. This scarcity was reflected in the early days of the settlements when work was required for all the lower classes, as well as men between 12 and 60, and single women between 12 and 40, (p 42–43). As time progressed and more settlers came over, the labor market segmented into three main categories – free labor, indentured servants and slaves. In the early days, between 1630 and 1776, about one-third to one-half the population came as indentured servants. These were for the most part English nationals although a few Germans migrated as well. These early arrangements for indentured servants were negotiated by the shippers who allowed for free passage, but then sold the work contracts for these individuals on the docks. Prices for these individuals were variable and usually driven by whether they were literate, their age, sex, and occupation. It should also be noted that when the British labor market was in bad shape, there were strong incentives to come to the New World and work as an indenture servant. However, right as the labor conditions started to improve in England, was when the cost of passage across the Atlantic began to decrease. This scenario drove up the cost of indentured labor, making it no longer as attractive, while at the same time made the decreasing cost of slave labor more desirable. Were American colonists economically exploited by the British prior to the American Revolution? As noted in Hughes and Cain, prior to the Revolution, Americans had â€Å"achieved a level of affluence at least as great as their British cousins† with incomes (in 2000 prices) in the range of $3,875 to $7,250 per capita (p 51). In addition they note that Britain was spending considerable sums on military protection and administration for the colonies, as well as carrying a significant trade deficit (p 56). These and other factors give evidence to indicate that on the eve of the Revolution, thanks in part to contributions from the English, Americans were already among the wealthiest citizens in the world. To make the situation even more beneficial to those living in the colonies, almost everyone, even the ‘poor’, had some tangible goods, whether it be land or high wages; a situation almost unheard of in other nations at the time. Contributing to these conditions were England’s mercantilist policies, as prior to the Revolution these regulations casts a shadow on the output and production of the colonies. The British government’s laws regarding trade, specifically the Navigation Acts of 1651, 1660, 1662 1663, prescribed conditions which benefited both England and to a large extent, the colonies themselves. Part of the stipulated requirements were that all trading vessels must carry a crew comprised of three-fourths English or American sailors, all foreign trade must pass through English ports and that certain ‘enumerated goods’ (usually colonial commodities) could only be sold to British buyers. These actions gave the colonists not only privileged access to British markets, but were also in addition to generous subsidies by the English as well. As Hughes and Cain note, these subsidies, tax rebates, tariffs and quotas both protected and encouraged American industries and did so at the expense of other markets (p 69). To try and state empathic whether the American colonists were economically exploited, is impossible as the interactions between the two entities were so interconnected. However, both benefited and made gains from the other, but also chafed at the yearnings for power that each side longed to acquire as they continued to seek economic growth in new markets.

African Americans in the Civil War Essay

The role African Americans played in the outcome, and the road to the outcome of the Civil War was immense. The fact that the south had slaves and the north did not played an enormous role in the issues. The north wanted to abolish slavery, and the south did not and after the war started this became one of the main reasons for the Civil War. Since most African Americans could not read or write, this made them an easy target, for slavery, against the dominant white man. Once the slaves got to America they started to realize how much trouble they were actually in. The north and the south had a problem brewing, and that was due to the slave uprisings and the run a ways. African Americans played an enormous role in the outcome of the Civil War because of the part they took in it. The civil war, which took place from 1861 to the 1920s, the African American community made tremendous strides toward them becoming apart of America and equals in America. Since they had been controlled by the power of the whites for so long, their independence was extremely unfamiliar to them, with their new emancipation. Since they were so uncertain, they debated about the most effect way to go about actually receiving the rights they deserved. They did not just want to be inferior Negros. Some African Americans thought the actual approach would be to go along with the submissive status the whites held them to, so they could earn their respect until fairness pervaded. Others were more wishful with their thinking and thought the military would make whites surrender and give blacks their basic rights. Those who were still they are thought that no progress would ever come. These blacks decided that it was essential to escape the shackles and cruel attitudes toward blacks. The civil war initially began to save the Union. At the start of the war slave masters were terribly scared that the slaves would run to join the Union and help the war efforts. To subsidize the problem, most owner enforced harsh restrictions on their slaves. Some owners even moved their whole plantations inland to avoid any contact with the outside northerners. This did not stop the slaves one bit though, this just caused more slave to flee to the north. The slaves that did decide to stay just demanded more freedom from their masters. Some would say the ones that stayed even gained more power; this forced their masters to give them offerings in exchange for work. The issues of emancipation and military service were intertwined from almost the beginning of the war. News from Fort Sumter made African Americans rush to enlist in military units. They were all turned away since there was a law dating from 1792 that kept African Americans from joining the U. S. army. In Boston disappointed African Americans met and passed a resolution that requested the Government to modify its laws to permit them to enlist. Then Lincoln’s Second Confiscation Act was passed. The act stated that, Confederates who did not surrender with in sixty days of the acts passage were to be punished by having their slaves freed. The Militia Act was also passed. This act stated African Americans were allowed to fight in the war. These two acts together thoroughly punished rebel slaveholders. The African Americans that enlisted both fought in the front lines and worked behind the scenes labor jobs. All these rights that the African Americans were receiving inspired them to return home and free their families and friends. Some of them even started living in the plantations that they used to be slaves of. They took them over and began their own cropping. Some of the other plantations had been left to older disabled white woman, when the men had left for the Confederate army. All of this led to the separation of slave labor in the south After trying terribly hard to keep the issue of slavery out of the war, the North decided to start enlisting African Americans to help them fight in the war. The Fifty-Fourth regiment was created by the Union Army, and was the only all black unit. This Union in particular contributed to the war efforts of the North and showed a new found power among blacks. The regiment started when John Andrew sent a request to the secretary of war, Edwin Stanton, to create a volunteer regiment of African Americans (3). African Americans from all over the country joined. To help recruit even further they called for help from African American leaders like, Frederick Douglas and William Wells Brown. In just two months over one thousand African Americans, one from at least every state, had enlisted in the regiment. The leader of the regiment would not be black though, they wanted the superior officer to have some certain credentials. The job description posted read: â€Å"Young Man of Military Experience Of firm antislavery principles, ambitious, Superior to the vulgar contempt of color Having Faith in the capacity of colored men for military purpose† (2) The man picked for the job was Robert Shaw. The African American regiment and their captain set off for Beaufort, South Carolina on May 28, 1863 (1). They were to attack Fort Wagner, which was a vital key to Charleston. They only way to storm the fort was to go through loads and loads of Confederates. The sheer size of the Confederates to the Fifty- Fourth regiment was an obstacle in itself. The regiment knew the amount of obstacles they would have to overcome to achieve a victory and yet they kept marching. Shaw and a few men marched to the top of the parapet, and there Shaw was shot and killed. Though this was almost a complete disaster for the regiment they had set a path for future African American soldiers. Frederick Douglas said, â€Å"Once let the black man get upon his person the brass letter, U. S. , let him get an eagle on his button, and a musket on his shoulder and bullets in his pocket, there is no power on earth that can deny that he has earned the right to citizenship. † One thousand seventy-nine African Americans had served in the Civil War. They served in both the U. S. Army and about two thousand served in the Navy. By the time the war was over, forty thousand had died in battle and thirty thousand had died of disease and infection. African American soldiers performed all the jobs needed to run an army. They also served as carpenters, chaplains, cooks, guards, laborers, nurses, scouts, spies, steamboat pilots, surgeons, and teamsters (4). There were nearly 80 black commissioned officers (4). Harriet Tubman was the most famous spy; she served for the 2nd South Carolina Volunteers. Tubman decided to help the Union Army because she wanted freedom for all of the people who were forced into slavery, not just the few she could help by herself. And she convinced many other brave African Americans to join her as spies, even at the risk of being hanged if they were caught (4). Among Harriet Tubman were many other African American women who served as nurses, spies and scouts. Although, no women were allowed to formally join the army. When black troops were captured by the confederate soldiers, they faced harsher punishments than the white troops. In 1863 the Confederate Congress threatened to punish officers of African American troops and enslave the African Americans, if they were captured. As a result of this, President Lincoln issued General Order 233, which threatened payback on Confederate prisoners of war, if they mistreated African American troops. This order did scare the Confederates a little, but African American soldiers were still treated harsher than whites. In one of the worst examples of this abuse, Confederate soldiers shot to death black Union soldiers, captures at Fort Pillow, TN, in 1864(). Confederate General Nathan B. Forrest witnessed it all and did nothing to stop it. The President, Abraham Lincoln, issued the Emancipation Proclamation on January 1, 1863. This proclamation eventually led to the freedom of all slaves. The document officially made free all bondsmen in the areas of the Confederacy that were still in rebellion. Slavery although was not abolished in the Border States, Tennessee, or the Union occupied areas of Louisiana and Virginia. The proclamation only affected the states in rebellion, so after the efforts it didn’t actually free any slaves. On the other hand, it did strengthen the Northern war efforts, because they knew they were fighting for a cause. Over five hundred thousand slaves had escaped to the North by the end of the civil war. Many of the escapees joined the Union Army, which tremendously increased its power. As a result of the Emancipation Proclamation, the thirteenth Amendment was created. The Amendment created on December 18, 1865, legally freed all slaves still in bondage. The final step the Emancipation Proclamation was to depress England and France from arriving to the war on the side of the South. England and France wanted to enter the war on the South side, because the South had supplied them both with cotton and tobacco. England and Frances stance changed when they heard that the war had changed to a fight over slavery. Both nations were opposed to slavery, so ended up giving their support to the Union. That led to the winning of the fight for freedom. Juneteenth was the day created to celebrate the emancipation, when the slaves heard about it that midsummer. The holiday is still celebrated today. Abraham Lincoln said, â€Å"A house divided against itself cannot stand. I believe this government cannot endure permanently half-slave and half-free. I do not expect the Union to be dissolved. I do not expect the house to fall, but I do expect it will cease to be divided. It will become all one thing or all the other. â€Å"(3) African Americans along with the rest of the Union were fighting for this freedom and equality that Abraham Lincoln, was talking about. African American contributions were not limited to the role of working the fields in the south or supplying labor for industry in the north. Many African Americans in both south and north participated in either direct or supporting roles in the military. The War Between the States proved to be a war fought for democracy. The liberation that the slaves had been waiting for, recovered the ideas that founded the United States of America. All men were equal under the law. Since, the African Americans made such a persistent effort the changes were made more quickly. Africans pushed for their own emancipation by resisting their masters and other labor tasks. Although a formal Emancipation Proclamation and Thirteenth Amendment freed blacks in America, it would be a long time before they received all the rights they deserved. The minds of Americans had been so engrained with racism only decades of hard work would lessen this. Works Cited 1) Freeman, Elsie, Wynell Burroughs Schamel, and Jean West. â€Å"The Fight for Equal Rights: A Recruiting Poster for Black Soldiers in the Civil War. † Social Education 56, 2 (February 1992): 118-120. 2) â€Å"Blacks in the Civil War. †. Colorado College. Web. 3 Mar 2013.

The Necklace By Guy De Maupassant - 934 Words

During the nineteenth century countries around the globe were primarily governed by royalties. There were many important figures like kings and queens all throughout Europe. Every person’s dream during this era was becoming part of the high-class and the elite. This epoch was full of controversial changes between the social statuses of citizens. An important bourgeois role model during this time period was Guy de Maupassant, who wrote one of the most influential short stories of this century. â€Å"The Necklace†, written by Guy de Maupassant, illustrates elements of fiction such as the symbolism of the necklace because of Mme. Loisel’s desire to be rich, irony due to the twist ending, and a powerful theme. Firstly, the necklace Mme. Loisel borrows and her perspective symbolizes the desire she has towards being wealthy and important in society. Maupassant describes effectively the aspiration Mme. Loisel had on being from the nobility all through the story by illus trating the greediness she portrays on the story. Mme. Loisel is greedy on this story due to the fact that she is never happy with what her husband can give to her and she always wants more and more. Moreover, Mme. Loisel thinks that the more money a person had the more valuable a person was. In â€Å"The Necklace†, Guy de Maupassant indirectly conveys Mme. Loisel’s real background at the beginning of the story when he points out, â€Å"She was one of those pretty and charming girls, born by a blunder of destiny in a family ofShow MoreRelatedThe Necklace By Guy De Maupassant863 Words   |  4 PagesThe short story â€Å"The Necklace† written by Guy De Maupassant, tells the story of a married couple who live an average lifestyle together in France—when one day everything in their lives changes due to a simple decision. The author aims to show the reader the power of decision making when faced to decide between needs, wants, honesty and untruthfulness and how every decision we choose to make affect our lives in ways we never thought possible. In the first few lines of the story, the narrator introducesRead MoreThe Necklace by Guy de Maupassant1034 Words   |  5 Pagesregret which Guy de Maupassant depicts throughout â€Å"The Necklace.† Guy de Maupassant, a French writer, born in 1850, was considered one of France’s greatest short-story writers. His writings were mostly influenced by the divorce of his parents when he was thirteen years old and by great writers such as Shakespeare, Schopenhauer, and Flauber. His parent’s divorce caused his stories to depict unhappiness of matrimony, deceit, miscommunication, and a profound misunderstanding (Maupassant, Guy de, 1850-1893)Read MoreThe Necklace by Guy De Maupassant1367 Words   |  6 Pagesâ€Å"Being Honest is Always Best† Telling the truth will always prevent future conflicts. Author Guy De Maupassant who lived from 1850 to 1893 proves in the story of â€Å"The Necklace,† that no matter how bad a situation is, speaking with the truth is always best. Now, this author does not prove this theme directly. Instead, throughout various situations in the story the main characters are faced with a long-term conflict because decisions were not made with honesty. Mathilde and Loisel who is her husbandRead MoreThe Necklace, by Guy de Maupassant791 Words   |  4 Pagescharacterized by other people. In â€Å"The Necklace† Mme. Loisel is a beautiful woman with a decent life, and a husband that loves her, and only wants to make her happy. She is not rich but she makes it along, she insists of a better, wealthier life. When her husband gets her invited to a ball, she feels the need for a brand new fancy dress and tons of jewelry. When the couple realizes they cannot afford jewelry as well, they searc h out to borrow her friend, Mme. Forestiers’ necklace. She comes to notice she noRead MoreThe Necklace, By Guy De Maupassant966 Words   |  4 PagesIn Guy De Maupassant’s â€Å"The Necklace,† Mathilde is a 19th century French woman who desires a wealthier lifestyle than she can acquire. She is completely indulged in the material possessions of life and is focused on the items she does not have rather than what she owns. It seems her happiness is entirely dependent on wealth and status. She neglects her husband and is never content with what he can offer. Eventually, Mathilde’s struggles of envy, selfishness, and materialism drive her to poverty.Read MoreThe Necklace By Guy De Maupassant1381 Words   |  6 Pagesstories are â€Å"The Necklace† by Guy de Maupassant and â€Å"The Secret Life of Walter Mitty† by James Thurber. â€Å"The Necklace† was about a materialistic woman who faced consequences because of her envious personality and â€Å"The Secret Life of Walter Mitty† was about a man who experienced daydreams randomly throughout the day. Although both short stories used literary elements, Guy de Maupassant utilized them for readers to understand and enjoy the story more than James Thurber. â€Å"The Necklace† was a short storyRead MoreThe Necklace By Guy De Maupassant1093 Words   |  5 PagesThroughout the short story titled â€Å"The Necklace† by Guy de Maupassant, it is clear that the main themes being stressed are pride versus greed, and that things are not quite what they appear. Each of these things are represented throughout the story in some way, whether it be using animated language or symbolism. It is also clear that background information clearly aided the development of the themes Maupassant incorporated throughout the passage. It is seen throughout the story that the main characterRead MoreThe Necklace, By Guy De Maupassant999 Words   |  4 PagesIn Guy de Maupassant’s â€Å"The Necklace,† readers experience Mathilde Loisel’s life-changing event. Coming from nobility, de Maupassant tells the story of luxurious desire through the eyes of the middle class woman Mathilde. Mathilde constantly dreams of living the life of the upper class, and this prohibits her from acting in reality. Mathilde’s internal struggle for a sense of social royalty shows readers how quickly selfish pride destroys a person’s life. Throughout the course of â€Å"The NecklaceRead MoreThe Necklace By Guy De Maupassant1019 Words   |  5 PagesIn the short story of â€Å"The Necklace†, the author Guy de Maupassant is a creative and intriguing tale which reveals a person s dreams of a luxurious lifestyle with countless materialistic possessions. He has skillfully developed the story into a mystery which reveals itself at the end. The main point in the story is that materialism can distort your view of happiness and fulfillment. It is wrong to be materialistic to the extent that you disregard what you already have and lose everything. MathildeRead MoreThe Necklace, By Guy De Maupassant823 Words   |  4 Pagesbe totally unhappy, â€Å"She was a simple person without the money to dress well, but she was as unhappy as if she had gone through bankruptcy, for a woman have neither rank nor race†(Maupassant 7). Loisel s sorrow over wealth and fancy things puts a constant pain on her husband. In Guy de Maupassant short story â€Å"The Necklace,† Mathlide Loisel goes from being a materialistic, dishonest woman to becoming an honest, hard-working woman. At the beginning of the story, Mathlide Loisel is a raging, spoiled