Rwanda and Cambodian Genocide free essay sample

[pic] [pic] Many times we may hear but not respond, we see and don’t move and having the ability to take action we don’t even move a finger until the situation is out of control. It’s amazing how ignorant and stubborn the human race can be. This is exactly the response of many nations when it comes to genocide. Genocide is the systematic killing of all the people from a national, ethnic, or religious group. Two of the most recent genocides in history are the genocide of Rwanda and the genocide of Cambodia. The genocide of Cambodia started on the year of 1975 and ended on 1979. This is considered the Khmer Pogue period, where Pol Pot ,  Nuon Chea,  Ieng Sary,  Son Sen,  Khieu Samphan  and the  Khmer Rouge Communist party  took over  Cambodia. The Khmer Rouge renamed it as  Democratic Kampuchea. The four-year period of their rule was enough to see the deaths of approximately two million Cambodians through the combined result of political  executions,  starvation, and  forced labor. We will write a custom essay sample on Rwanda and Cambodian Genocide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Due to the large number of deaths, during the rule of the Khmer Rouge, this is commonly known as the  Cambodian Holocaust  or  Cambodian Genocide. The Khmer Rouge period ended with the invasion of Cambodia by neighbor and former ally  Vietnam  in the  Cambodian–Vietnamese War, which left  Cambodia  under Vietnamese occupation for a decade. The Rwandan Genocide, located on east Africa,  was the murder on 1994 in which an estimated 800,000 people died. According to a  Human Rights Watch  estimate[i]  at least 900,000 people were killed during approximately 100 days from the assassination of  Juvenal Habyarimana  on April 6 through the middle of July. Other estimates of the  death toll  have ranged between 500,000 and 1,000,000. This is equivalent to 20% of the countrys total population. It was the result of an old ethnic competition and tensions between the minority  that was Tutsi, who had complete power of Rwanda for centuries, and the majority, which was  Hutu. The Hutu came to power in the rebellion of 1959–1962 and overthrew the Tutsi monarchy. The  assassination of Habyarimana  in April 1994 set off a violent reaction, resulting in the Hutus conducting killings of Tutsis and pro-peace Hutus. They even killed some of the Hutu’s because they were accused as being traitors  and  collaborationists. This genocide had been planned by members of the Hutu power group known as the  Akazu. Many of them occupied positions at top levels of the national government. The execution of the genocide was supported and coordinated by the national government as well as by local military and civil officials and mass media. Alongside with the military, the main responsibility for the killings rested upon two Hutu militias that had been organized for the purpose of political parties. These were the  Interahamwe  and the  Impuzamugambi, although once the genocide had started a great number of Hutu civilians took part in the murders. It was the end of the peace agreement meant to end the war. In response to the killings that were being produced, the Tutsi Rwanda Patriotic Front fought back and eventually defeated the government army and seized control of the country. Both of these genocides were meant to wipe out an ethnic group or groups. The Khmer Rouge persecuted those who were educated, such as doctors and lawyers, and those who were or had been in the military or police force. In the Cambodian genocide the targets were Vietnamese and Chinese nationals, Muslims and Buddhist monks. They all were virtually, if not entirely, eliminated from the population by expulsion, execution, or starvation. In the Rwanda genocide the ethnic group that was being eliminated was the Tutsi population that had been considered as cockroaches, this is how the Hutu referred to them as. The Tutsi though were assassinated brutally and in various inhumane ways. The groups that led the genocide of Rwanda were the Rwandan military and Hutu militia groups, which were the Interhamwe and Impuzamugabi. They all were sent out to kill any Tutsi that their eyes could lay on. They didn’t care whether they were kids, adults, the elderly, women, men, boys, girls, or even babies. The Hutu had no heart when they brutally killed the large percentage of Tutsi all they cared about was cleaning their country of the â€Å"Cockroaches† as they would say. On the other hand, in the Cambodian genocide the targets weren’t assassinated on site by the soldiers. They had a similar death of those in the Jewish Holocaust. They were sent into the Killing Fields where a great quantity of Cambodians were brutally assassinated and buried at a rough estimation of 1. to 2. 5 million. The Khmer Rouge regime arrested and eventually executed almost everyone suspected of connections with the former government or with foreign governments, as well as professionals and intellectuals. You would be arrested for having any type of connection with anyone outside the country. The Khmer Rouge’s polices were guided by its belief that the citizens of Cambodia had bee n tainted and corrupted by exposure to outside ideas, especially those from the capitalist West. The Khmer Rouge persecuted those who were educated, such as doctors and lawyers, and those who were or had been in the military or police force all which would later be assassinated. [ii] Its goal was to create a society in which no one competed against another and all people worked for the common good. This was accomplished through placing people in collective living arrangements, or communes. A commune was where various families were put together and had to work together. Different weapons and ways to kill were used in these genocides. In the Rwandan genocide, everything from machetes, fire arms to grenades were used to kill the large portion of the Tutsi population. The primary weapon used by the Hutu were machetes, they were less expensive and easy to supply. Some Hutu though obtained different types of fire arms including the AK-47. [iii] They obtained these by completing requisition forms, but various Hutu were pleased with a machete anything that helped them kill was extremely useful for them. The Hutu usually went into homes and sliced up anyone that was Tutsi. They made hundreds of roadblocks to get the Tutsi that were trying to escape. You would be stopped at roadblock, stripped down for your valuable possessions they killed. At times the Hutu would kill the children first or vise versa just to make the Tutsi terrified. At times if you were Hutu and didn’t have the papers to prove it when stopped at the roadblock you were killed as well. Also, if you didn’t join the massacre and didn’t help eliminate the Tutsi population, you would be assassinated on the spot. That means you had to be part of the massacre or join the dead Tutsi that were scattered around the ground of Rwanda as if they were a pile of cards nobody ared to pick up. The health conditions in Rwanda were terrible due to this. You would travel on a road of dead bodies some starting to have signs of decomposition already. This increased the spread of diseases including cholera due to the massive contamination of water. The worst part of all was that there was no escape. Every where you went there would be a rotting corpse with a puddl e of blood surrounding it. These types of scenes traumatized many children and some adults as well. In Cambodia, the population died from starvation, hard labor, disease, and assassinations in the Killing Fields. Life in the Killing Fields was devastating. The work they did lasted for hours and if thought of not working at their full capacity they were killed. They were removed form the rest of the working group taken out of the field and suffocated for various seconds before getting assassinated. Some of the hard labor workers did survive though. Dith Pran a photojournalist for example survived this horrible experience. One of things that kept him alive was making letters in his head to Mr. Schanberg his journalistic partner. He lived by â€Å"making no move unless there was a 50-50 chance of not being killed. [iv] Dith Pran had an extremely hard life in the Killing Fields. He was fed half a cup a rice, which was barely enough to keep him alive. At this point the hunger was so immense that anything edible would satisfy him, even if it meant eating grass or a crawling lizard that his hungry eyes caught glimpse of or even sucking the blood of a cow, that would make him live on for a day more. The story of Dith Pran is well known world wide. He was a very famous humanitarian when alive and given various international recognitions as well. He might have been one of the most humanitarian persons that lived at that time. The process of the  Khmer Rouge  regime, for minor or political crimes, began with a warning from the  Angkar. [v] This was the government of Cambodia under the regime. People that received more than two warnings were sent for re-education, This meant near-certain death. People were often encouraged to confess to Angkar their pre-revolutionary lifestyles and crimes which usually included some kind of free-market activity. This could have been having contact with a foreign source, such as a U. S. missionary, international relief or government agency or even contact with any foreigner. Even the outside world at all, being told that  Angkar  would forgive them and wipe the slate clean. This meant being taken away to a place such as  Tuol Sleng  or  Choeung Ek  for  torture  or  execution. The executed were buried in  mass graves. In order to save ammunition, the executions were often carried out using poison, spades or sharpened  bamboo  sticks. In some cases the children and infants of adult victims were killed by having their heads bashed against the trunks of  Chankiri trees. The rationale was to stop them growing up and taking revenge for their parents deaths. [vi] Some victims were required to dig their own graves. Their weakness often meant that they were unable to dig very deep. The soldiers who carried out the executions were mostly young men or women from peasant families. The estimated numbers of deaths of genocides are alarming. At times it makes us think that we should have helped the Cambodians with military support. Unfortuna tely its too late now, more than 500,000 people had to die for us to realize that intervention was the right choice to take. In the Cambodian Genocide, an estimated amount of 1. million died out of the population of 8 million. That means that roughly, 21% of the countries population was wiped out in a period of 4 years. In the Rwanda genocide, there is an estimation of 800,000 up to 1,200,000 deaths. [vii] That’s about 20% of the total population the country had at the time. After so many deaths finally the Khmer Rouge was removed from power when communist Vietnam invaded in January 1979 and established a pro-Vietnam regime in Cambodia. Many survivors fled to refugee camps in Thailand, where they began to rebuild their lives. Of these, many came to the United States on sponsorship visas. [viii] More than 20 years later, there is an attempt to bring those who committed these crimes to trial in Cambodia. On the other hand, the Rwandan Genocide ended in July 1994 when the Tutsi RPF, Rwandese Patriotic Front, captured Kigali. Approximately two million Hutus and the bystanders, with anticipation of Tutsi revenge, fled from Rwanda, to  Burundi,  Tanzania,  Uganda, and for the most part  Zaire. [ix] In conclusion the genocide of Rwanda and the genocide of Cambodia were disastrous. The ethnic groups involved in both of these genocides suffered a lot and a great majority was killed and left around the counter like garbage. About 21% of the Cambodian population was killed and 20% of the Rwandan genocide lay on the ground all scattered making the grounds of Rwanda a field of scattered rotting corpses. Hopefully in future threats of genocide we put action so that this doesn’t happen again. The death and brutal assassination of any ethnic group should not be shrugged off as any other problem but taken seriously before it’s too late. These have been two of the most recent genocides in history and hopefully the last. WORKS CITED [i] Des Forges, Alison. â€Å"Leave No One to Tell the Story: Genocide in Rwanda. Human Rights†. 17 January 2007 Watch. http://www. hrw. org/reports/1999/rwanda. 1 Apr. 2011 [ii] Kamm, Henry. Cambodia. (New York: Arcade Publishing 1998). 136 [iii] Holfer, Patricia. â€Å"Through My Eyes: Rwandan Genocide† 14 Dec. 1999 http://www. throughmyeyes. org. uk/server/show/nav. 23319. 1 Apr 2011 iv] Douglas, Martin, â€Å"Dith Pran, Photojournalist and survivor of the Killing Fields, Dies at’65†(New York Times) Obituary 31 Mar. 2008 A19 [v] Kamm. 156 [vi] Patterson, Henry. â€Å"Mail Online: Khmer Rouge torturer describes killing babies by smashing them into trees. † 9 Jun. 2009 http://www. dailymail. co. uk/news/worldnews/article 1191601/Khmer-Rouge-torturer-describes-killing-babies-smashing-trees. html#ixzz1Ihrc4cZm 1 Apr. 2011 [vii] Lyons, Robert. The Rwandan Genocide. (New York :Zone Books 2006) 35 [viii] Kamn. 179 [ix] Lyons. 108

Rwanda and Cambodian Genocide free essay sample

[pic] [pic] Many times we may hear but not respond, we see and don’t move and having the ability to take action we don’t even move a finger until the situation is out of control. It’s amazing how ignorant and stubborn the human race can be. This is exactly the response of many nations when it comes to genocide. Genocide is the systematic killing of all the people from a national, ethnic, or religious group. Two of the most recent genocides in history are the genocide of Rwanda and the genocide of Cambodia. The genocide of Cambodia started on the year of 1975 and ended on 1979. This is considered the Khmer Pogue period, where Pol Pot ,  Nuon Chea,  Ieng Sary,  Son Sen,  Khieu Samphan  and the  Khmer Rouge Communist party  took over  Cambodia. The Khmer Rouge renamed it as  Democratic Kampuchea. The four-year period of their rule was enough to see the deaths of approximately two million Cambodians through the combined result of political  executions,  starvation, and  forced labor. We will write a custom essay sample on Rwanda and Cambodian Genocide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Due to the large number of deaths, during the rule of the Khmer Rouge, this is commonly known as the  Cambodian Holocaust  or  Cambodian Genocide. The Khmer Rouge period ended with the invasion of Cambodia by neighbor and former ally  Vietnam  in the  Cambodian–Vietnamese War, which left  Cambodia  under Vietnamese occupation for a decade. The Rwandan Genocide, located on east Africa,  was the murder on 1994 in which an estimated 800,000 people died. According to a  Human Rights Watch  estimate[i]  at least 900,000 people were killed during approximately 100 days from the assassination of  Juvenal Habyarimana  on April 6 through the middle of July. Other estimates of the  death toll  have ranged between 500,000 and 1,000,000. This is equivalent to 20% of the countrys total population. It was the result of an old ethnic competition and tensions between the minority  that was Tutsi, who had complete power of Rwanda for centuries, and the majority, which was  Hutu. The Hutu came to power in the rebellion of 1959–1962 and overthrew the Tutsi monarchy. The  assassination of Habyarimana  in April 1994 set off a violent reaction, resulting in the Hutus conducting killings of Tutsis and pro-peace Hutus. They even killed some of the Hutu’s because they were accused as being traitors  and  collaborationists. This genocide had been planned by members of the Hutu power group known as the  Akazu. Many of them occupied positions at top levels of the national government. The execution of the genocide was supported and coordinated by the national government as well as by local military and civil officials and mass media. Alongside with the military, the main responsibility for the killings rested upon two Hutu militias that had been organized for the purpose of political parties. These were the  Interahamwe  and the  Impuzamugambi, although once the genocide had started a great number of Hutu civilians took part in the murders. It was the end of the peace agreement meant to end the war. In response to the killings that were being produced, the Tutsi Rwanda Patriotic Front fought back and eventually defeated the government army and seized control of the country. Both of these genocides were meant to wipe out an ethnic group or groups. The Khmer Rouge persecuted those who were educated, such as doctors and lawyers, and those who were or had been in the military or police force. In the Cambodian genocide the targets were Vietnamese and Chinese nationals, Muslims and Buddhist monks. They all were virtually, if not entirely, eliminated from the population by expulsion, execution, or starvation. In the Rwanda genocide the ethnic group that was being eliminated was the Tutsi population that had been considered as cockroaches, this is how the Hutu referred to them as. The Tutsi though were assassinated brutally and in various inhumane ways. The groups that led the genocide of Rwanda were the Rwandan military and Hutu militia groups, which were the Interhamwe and Impuzamugabi. They all were sent out to kill any Tutsi that their eyes could lay on. They didn’t care whether they were kids, adults, the elderly, women, men, boys, girls, or even babies. The Hutu had no heart when they brutally killed the large percentage of Tutsi all they cared about was cleaning their country of the â€Å"Cockroaches† as they would say. On the other hand, in the Cambodian genocide the targets weren’t assassinated on site by the soldiers. They had a similar death of those in the Jewish Holocaust. They were sent into the Killing Fields where a great quantity of Cambodians were brutally assassinated and buried at a rough estimation of 1. to 2. 5 million. The Khmer Rouge regime arrested and eventually executed almost everyone suspected of connections with the former government or with foreign governments, as well as professionals and intellectuals. You would be arrested for having any type of connection with anyone outside the country. The Khmer Rouge’s polices were guided by its belief that the citizens of Cambodia had bee n tainted and corrupted by exposure to outside ideas, especially those from the capitalist West. The Khmer Rouge persecuted those who were educated, such as doctors and lawyers, and those who were or had been in the military or police force all which would later be assassinated. [ii] Its goal was to create a society in which no one competed against another and all people worked for the common good. This was accomplished through placing people in collective living arrangements, or communes. A commune was where various families were put together and had to work together. Different weapons and ways to kill were used in these genocides. In the Rwandan genocide, everything from machetes, fire arms to grenades were used to kill the large portion of the Tutsi population. The primary weapon used by the Hutu were machetes, they were less expensive and easy to supply. Some Hutu though obtained different types of fire arms including the AK-47. [iii] They obtained these by completing requisition forms, but various Hutu were pleased with a machete anything that helped them kill was extremely useful for them. The Hutu usually went into homes and sliced up anyone that was Tutsi. They made hundreds of roadblocks to get the Tutsi that were trying to escape. You would be stopped at roadblock, stripped down for your valuable possessions they killed. At times the Hutu would kill the children first or vise versa just to make the Tutsi terrified. At times if you were Hutu and didn’t have the papers to prove it when stopped at the roadblock you were killed as well. Also, if you didn’t join the massacre and didn’t help eliminate the Tutsi population, you would be assassinated on the spot. That means you had to be part of the massacre or join the dead Tutsi that were scattered around the ground of Rwanda as if they were a pile of cards nobody ared to pick up. The health conditions in Rwanda were terrible due to this. You would travel on a road of dead bodies some starting to have signs of decomposition already. This increased the spread of diseases including cholera due to the massive contamination of water. The worst part of all was that there was no escape. Every where you went there would be a rotting corpse with a puddl e of blood surrounding it. These types of scenes traumatized many children and some adults as well. In Cambodia, the population died from starvation, hard labor, disease, and assassinations in the Killing Fields. Life in the Killing Fields was devastating. The work they did lasted for hours and if thought of not working at their full capacity they were killed. They were removed form the rest of the working group taken out of the field and suffocated for various seconds before getting assassinated. Some of the hard labor workers did survive though. Dith Pran a photojournalist for example survived this horrible experience. One of things that kept him alive was making letters in his head to Mr. Schanberg his journalistic partner. He lived by â€Å"making no move unless there was a 50-50 chance of not being killed. [iv] Dith Pran had an extremely hard life in the Killing Fields. He was fed half a cup a rice, which was barely enough to keep him alive. At this point the hunger was so immense that anything edible would satisfy him, even if it meant eating grass or a crawling lizard that his hungry eyes caught glimpse of or even sucking the blood of a cow, that would make him live on for a day more. The story of Dith Pran is well known world wide. He was a very famous humanitarian when alive and given various international recognitions as well. He might have been one of the most humanitarian persons that lived at that time. The process of the  Khmer Rouge  regime, for minor or political crimes, began with a warning from the  Angkar. [v] This was the government of Cambodia under the regime. People that received more than two warnings were sent for re-education, This meant near-certain death. People were often encouraged to confess to Angkar their pre-revolutionary lifestyles and crimes which usually included some kind of free-market activity. This could have been having contact with a foreign source, such as a U. S. missionary, international relief or government agency or even contact with any foreigner. Even the outside world at all, being told that  Angkar  would forgive them and wipe the slate clean. This meant being taken away to a place such as  Tuol Sleng  or  Choeung Ek  for  torture  or  execution. The executed were buried in  mass graves. In order to save ammunition, the executions were often carried out using poison, spades or sharpened  bamboo  sticks. In some cases the children and infants of adult victims were killed by having their heads bashed against the trunks of  Chankiri trees. The rationale was to stop them growing up and taking revenge for their parents deaths. [vi] Some victims were required to dig their own graves. Their weakness often meant that they were unable to dig very deep. The soldiers who carried out the executions were mostly young men or women from peasant families. The estimated numbers of deaths of genocides are alarming. At times it makes us think that we should have helped the Cambodians with military support. Unfortuna tely its too late now, more than 500,000 people had to die for us to realize that intervention was the right choice to take. In the Cambodian Genocide, an estimated amount of 1. million died out of the population of 8 million. That means that roughly, 21% of the countries population was wiped out in a period of 4 years. In the Rwanda genocide, there is an estimation of 800,000 up to 1,200,000 deaths. [vii] That’s about 20% of the total population the country had at the time. After so many deaths finally the Khmer Rouge was removed from power when communist Vietnam invaded in January 1979 and established a pro-Vietnam regime in Cambodia. Many survivors fled to refugee camps in Thailand, where they began to rebuild their lives. Of these, many came to the United States on sponsorship visas. [viii] More than 20 years later, there is an attempt to bring those who committed these crimes to trial in Cambodia. On the other hand, the Rwandan Genocide ended in July 1994 when the Tutsi RPF, Rwandese Patriotic Front, captured Kigali. Approximately two million Hutus and the bystanders, with anticipation of Tutsi revenge, fled from Rwanda, to  Burundi,  Tanzania,  Uganda, and for the most part  Zaire. [ix] In conclusion the genocide of Rwanda and the genocide of Cambodia were disastrous. The ethnic groups involved in both of these genocides suffered a lot and a great majority was killed and left around the counter like garbage. About 21% of the Cambodian population was killed and 20% of the Rwandan genocide lay on the ground all scattered making the grounds of Rwanda a field of scattered rotting corpses. Hopefully in future threats of genocide we put action so that this doesn’t happen again. The death and brutal assassination of any ethnic group should not be shrugged off as any other problem but taken seriously before it’s too late. These have been two of the most recent genocides in history and hopefully the last. WORKS CITED [i] Des Forges, Alison. â€Å"Leave No One to Tell the Story: Genocide in Rwanda. Human Rights†. 17 January 2007 Watch. http://www. hrw. org/reports/1999/rwanda. 1 Apr. 2011 [ii] Kamm, Henry. Cambodia. (New York: Arcade Publishing 1998). 136 [iii] Holfer, Patricia. â€Å"Through My Eyes: Rwandan Genocide† 14 Dec. 1999 http://www. throughmyeyes. org. uk/server/show/nav. 23319. 1 Apr 2011 iv] Douglas, Martin, â€Å"Dith Pran, Photojournalist and survivor of the Killing Fields, Dies at’65†(New York Times) Obituary 31 Mar. 2008 A19 [v] Kamm. 156 [vi] Patterson, Henry. â€Å"Mail Online: Khmer Rouge torturer describes killing babies by smashing them into trees. † 9 Jun. 2009 http://www. dailymail. co. uk/news/worldnews/article 1191601/Khmer-Rouge-torturer-describes-killing-babies-smashing-trees. html#ixzz1Ihrc4cZm 1 Apr. 2011 [vii] Lyons, Robert. The Rwandan Genocide. (New York :Zone Books 2006) 35 [viii] Kamn. 179 [ix] Lyons. 108

Lab exam free essay sample

Jennings Bryan argues against the gold standard. What arguments does he give against the gold standard and why does it oppress the common people? William Jennings Bryan was against the Gold Standard because it artificially lowered inflation. In todays times the Federal Reserve can print as much money as it wants and also control how the money circulates in the economy by buying and selling bonds. With the gold standard there was an infinite amount of gold that could be mined and minted, which kept inflation artificially low.William Jennings Bryan was a proponent of bimetallismusing silver as well as gold. Using silver meant that more money could be minted and inflation could go up. At the end of the nineteenth century this particularly benefited farmers. Small farmers typically had large outstanding loans to big banks. If inflation is allowed to rise it benefits debtors because the money that they owe is less valuable. We will write a custom essay sample on Lab exam or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If the dollar weakens and youre getting more dollars for selling the same crops, it becomes easier to pay off a fixed amount of money.That is why opposition to the gold standard was so central to Bryan and the Populist movement. William Jennings Bryan, as evidenced by his particularly impassioned Cross of Gold Speech, opposed the gold standard on the premise that a bi-metal (meaning gold and silver) money standard would ease the strain on the United States economy. With just the gold standard, the moneys supply was severely restricted. With a booming economy and pressure to increase production, money wasnt as readily available and Jennings argued that the introduction of silver would ease those harms.

Essay Sample on John Dewey and His Philosophy

Essay Sample on John Dewey and His Philosophy John Dewey had a long and prosperous career as a philosopher and as an educator. Tanner and Tanner have since called him the greatest of American Educational Philosophers (Tanner and Tanner, 1995). John Deweys very influential philosophy has been a guiding force throughout the twentieth century. His philosophy is most evident today through his many writings. Probably most notable among these was his book Democracy and Education. After nearly twenty years of practicing his philosophy in laboratory schools he published Experience and Education. This book is a concise refinement of his most popular work. It is here that he expresses a reformulation of the concepts presented in Democracy and Education. Educational Theory of the Day In 1859 the English philosopher Herbert Spencer asked a very profound question in his essay What Knowledge is of Most Worth. This question proved to be a turning point for what was to come(Tanner and Tanner, 1995) for it influenced many who came to follow. Specifically it influenced a young educator by the name of John Dewey who began his teaching career in 1879 in the small town of Oil City, Pennsylvania. Soon thereafter John Dewey left Pennsylvania for graduate school at Johns Hopkins University. There he received his Ph.D. in 1884 (Levine, 1998). Prior to 1900, education had little to offer in the way of a theoretical framework (Wilburg, 1998). The belief at the time was that schools should require strong discipline and that children should not talk to one another; all communication should be between the teacher and the class (Tyler, 1975). A popular curricula of the day centered around McGuffys Readers, which taught American ideals and morals (Ornstein and Hunkins, 1998). John Deweys influential books School and Society and Interest and Effort in Education were published in 1902. These works carried the same theme as many of his later works. Namely that students interest are an important component in any curriculum. Soon after Dewey published his book Democracy and Education, one of his former graduate students Heard Kilpatrick, introduced what he called the project method. This methodology engages the student in a number of projects. The projects he defined as a purposeful activity carried to completion in a natural setting (Tyler,1975). A number of schools adopted curriculum plans such as these and, thus began the controversial Progressive Education movement. This Progressive Education movement threaten the standards of the day and caused a great deal of controversy. Dewey speaks of it often in his book Experience and Education. He describes people as having a Either-Or philosophy. Particularly that they can see no intermediate possibilities between traditional education and that of the progressive movement. He does not propose one is better than the other simply that each has its advantages and disadvantages. As one might expect the New education he proposes as an alternative is closely linked to the ideals of the progressives. Deweys main concern is that traditional education produces students that are schooled in the basic concepts of a subject matter, yet have no way to deal with real world problems because they have not been taught problem solving techniques. Dewey soon after making a description of the benefits of the new education calls attention to the fact that there is a need for a theory of experience. Remember that at the time of Deweys writing (1938) there was little in the way of a theory of experience. Cognitive Psychology was still 20 years away in the future. It was at this point Behaviorism was the theory of the day. Ideas of memory and cognition were being downplayed. The need for a theory of experience, the name of Deweys second chapter, makes some very valid points. One being Education and Experience can NOT be equated with one another. Some experience as he says can be miseducative. Any experience can be miseducative if it arrest or distorts growth. His inverse statement then is that educative experience is growth. This truth is a theme throughout the book. Social Control and Education As in Democracy and Education, Dewey is very concerned that traditional education is an autocratic social dynamic. This top down approach is a limitation to personal growth. Dewey makes a very convincing argument that a traditional school room with its fixed rows of desks and straight jacket chain gang procedures need to be done away with. Dewey rather dramatically calls attention to the similarities of a student and a slave by describing Platos definition of a slave. It is someone who executes the purposes of another. Perhaps it is time to reexamine our handling of students in the classroom. Personally, I felt a great freedom moving from the K-12 environment to a college classroom. Was I mystically transformed in the intervening summer? This is evident in many classrooms today. He proposes in the place of a traditional classroom a more laboratory type setting where students are free to grow and learn. He describes education as having a social nature. The tradition schoolroom limits this social nature and even prohibits it. The traditional schoolroom even holds silence as a prime virtue. Deweys Enduring Legacy Many saw an end to the progressive movement with John Deweys death in 1953. The movement may have passed even before his death. But his ideas continue to survive in other educational reformers works. Dewey was if anything a driving force for change in Americas schools. Even though Dewey disdained the -isms, the current constructivism has much in common with his progressive movement. It is an active process in which learners construct new ideas or concepts through experience. Deweys liberal ideas caused quite a controversy in his day. In many ways they still do. All paradigm shifts, (be they the Copernican universe, evolution through natural selection, or a call for freedom in education) take time to be accepted.

Dating Violence among Teenagers Term Paper Example | Topics and Well Written Essays - 750 words

Dating Violence among Teenagers - Term Paper Example I have chosen two empirical studies to help me understand this phenomenon and try to bring about changes that would beneficial to them. In a study conducted by (Champion H. 2008) on different risk and protective factors involving individual behavior related to dating violence and victimization among teenagers, many interesting facts were highlighted. To analyze the facts on the important issue of dating violence among teenagers, surveys were conducted for 2000 students belonging to the North Carolina High School. On examining the level of violence on the dating issue from a gender point of view, it was found that females were more at risk than the males. Results showed that when comparing the females to males, females experienced a higher level of perpetration (8.8%) than the males who had only 4.0% risk. (Champion H. 2008) Findings on the issue of victimization showed that while females were at a higher risk with 7.2%, male victimization was only 5.0%. (Champion H. 2008) The results from the study proved that there is a higher incidence of female perpetration and victimization and they were more at risk when compar ed to males. Some of the common causes observed in the study were drunken driving, tobacco and alcohol abuse, drug abuse. When comparing the different multivariate models associated with violence in dating, men were less likely to be victimized than women. However, there could be few exceptions. The findings also showed that the role of community should be enhanced to counter this problem by conducting various activities within the community and making the youth more responsible in the way they approach life. In a study conducted by (Miller S. 2009) the method used to gauge dating violence among teenagers was directed towards interviewing parents and peers for predictors of violence and perpetration during physical dating. The participants chosen

The Bluest Eye by Toni Morisson Essay Example | Topics and Well Written Essays - 500 words - 1

The Bluest Eye by Toni Morisson - Essay Example It depicts the sort of stereotypical communities we live in and the unconventional family settings that shape the fabrics of the modern society. Pecola, hailing from Ohio, sets to see the world through a different pair of eyes. Consequently, she plunges herself into the flaws of misguided perceptions that leads her down the road of failure. The new blue eyes that she dreams of helping us to see the norms and tradition of beauty without distraction in the lines of racial segregation. Morrison keeps the reader enchanted to the realization of the facts that form the core of our society for so many years. He uses the theme of beauty to focus on the consequences of the decision made by Pecola. Amazingly, it is the way that the society appreciates human dignity by in accordance with the allocation of favorable materials or acquisition. Supposedly, those deemed beautiful get better chances in life, and that is the primary driving force for Pecola (Mbalia 28). She believes that beauty lies in the possession of blonde hair and blue eyes. Toni Morrison captures the stigma that we embrace and questions its credibility as the only way of acceptance of some level of beauty in the society. Throughout the history, the society deems everyone as equal but that ideal case ceases to exist when in a real life situation. Its scripts shine boldly in the books of literature, state and federal laws. On the contrary, the practices of the society are entirely different from the writings in the books.  Pecola represents a section of the community that thrives to find a sense of belonging in a narrow-minded society. Conversely, Claudia was the antagonist in accordance with the story of her life (Mbalia 30). She grew to be fond of herself and proud of whom and what life made her. Clearly, she embraces her life and heritage that shows how powerful beauty besets upon someone that embraces it. Claudia

Development of the Human Placenta Research Paper

Development of the Human Placenta - Research Paper Example According to the report blastomeres are separated into two parts by the blastocystic cavity, namely the trophoblast and the inner cell mass also called as embryo blast. Implantation is the first step in the development of placenta. Approximately at 6th day after fertilization the blastocyst attaches to the endometrium and the process of implantation begins. Now the trophoblast layer of the blastocyst at the embryonic pole gets differentiated into two layers, an inner layer called cytotrophoblast and an outer layer called as syncytiotrophoblast. Syncytiotrophoblast is highly invasive and expands quickly adjacent to the embryoblast, it produces enzymes that erode the maternal tissue enabling the blastocyst to burrow into the endometrium. The endometrial cells undergo apoptosis that facilitates invasion. The process of implantation is completed by the end of second week and the blastocyst is superficially implanted in the endometrium.This essay discusses that  at about day 10 blood fi lled lacunae appear in the syncytiotrophoblast which ultimately fuse at day 12 to form the lacunar network, the   primordia of   intervillous spaces of placenta,synsytiotrophoblast erodes the endometrial capillaries and maternal blood flows into these capillaries giving rise to the primordial utero placental circulation.  Villi that attach to the maternal tissues through the cytotrophoblastic shell are termed as stem villi from which the branch villi project. The decidua basalis is divided into many cotyledons by the placental septa, formed by the primary chorionic villi during erosion of the decidua basalis by them. Each cotyledon consists of one stem villus that gives rise to many branch chorionic villi and it is through the walls of these branch villi that the actual exchange of materials between the blood of mother and fetus occurs. At 20 weeks of pregnancy complete external membrane is formed consisting of amnion, chorion and decidua. Both maternal and fetal parts of placenta play role in immunoregulation that helps to protect the fetus from immune attack by the mother as the fetal part of placenta consists of both maternal and paternal genes that is it is an allograft, still it is not rejected by the mother’s immune system because of several reasons; 1. Trophoblastic cells express on their surface class I antigens including HLA-G that are nonpolymorphic and play role in allograft protection. 2. Syncytiotrophoblast of chorionic villi do not express MHC antigens on their surface and thus do not evoke an immune response. 3. Endometrium secretes certain immunosuppressive molecules for e.g; PGE2, TGF B and IL-10. 4. Ligands present on the trophoblast induce apoptosis of activated maternal leukocytes. 5. Increased percentage of CD 8+ cells and decrease in ratio of CD4+/CD8+ cells was found in distant and regional lymphatic organs during pregnancy.