Stories of Scotboro essays

Stories of Scotboro essays Stories of Scottsboro. By James E. Goodman. (New York: Vintage Books. c.1994. pp. 274. $16.00) Currently in the United States of America, there is a wave a patriotism sweeping across this great land: a feeling of pride in being an American and in being able to call this nation home. The United States is the land of the free and the home of the brave; however, for the African-American citizens of the United States, from the inception of this country to midway through the twentieth century, there was no such thing as freedom, especially in the Deep South. Nowhere is that more evident than in Stories of Scottsboro, an account of the Scottsboro trials of 1931-1937, where nine African-American teenage boys were falsely accused of raping two white girls in Scottsboro, Alabama and no matter how much proof was brought forth proving there innocence, they were always guilty. This was a period of racism and bigotry in our country that is deeply and vividly portrayed though different points of view through author James E. Goodman. On March 25, 1931 nine African American youths were falsely accused and wrongfully imprisoned for the rape of two white girls. Over the next six consecutive years, trials were held to attempt to prove the innocence of these nine young men. The court battles ranged from the U.S Supreme court to the Scottsboro county court with almost every decision the same-guilty. Finally, with the proceedings draining Alabama financially and politically, four of the boys had the charges against them dropped with one boy plea-bargaining and the other four having to serve out their sentences given to them already by the court. Only one of the nine innocent Scottsboro boys was ever pardoned. Over time, the Scottsboro boys grew from boys to men and with the progression of their age so to do the attitudes of this country toward racism. Granted, there are still bigots and racist in the United States and in the south especiall...

Case Study Example | Topics and Well Written Essays - 1250 words - 9

Case Study Example The scope of operations of Bank Solutions Inc. identifies the need for security measures but risk assessment of the company’s operational set up identifies security, interoperability, and operations issues that threaten the organization’s ability to implement DRBC plan and safeguard its data. This report analyses issue around the organization’s system, based on results from its internal report, and recommend IT security controls and government regulations and standards that can safeguard the company’s data. Scope of the company’s operations that identifies data in electronic format and the company’s outdated and untested data system identifies integrity, confidentiality, and authentication as major security issues (The United Nations, 2007). This is because the company’s outdated and untested could be inefficient in detecting and preventing possible internal threats. This also raises authenticity, repudiation, and integrity concerns due to possible arbitrary data alteration (Camara, Crossler, Midha, & Wallace, 2011). Confidentiality is also an issue because of company’s laxity in customization and implementation of disaster recovery and business continuity master plan that mean that stored data is susceptible to breach from employees who are not entitled to access and external threats. Such access can only identify malicious intention and breach of confidentiality (Chhabra, 2013) and lack of regulation on data access suggests this. Operational issues are also evident in the case and implementation of Information Technology governance is an example. Effective governance offers leadership for availability and implementation of necessary frameworks for operations and security of a system (Grajek & Pirani, 2012). Assessment results suggest lack of such governance, leading to application of an outdated and untested system. Identified failure by some facilities to customize and implement DRBC plans also shows lack of effective governance

INTERNATIONAL STUDIES IN BUSINESS Assignment Example | Topics and Well Written Essays - 250 words - 4

INTERNATIONAL STUDIES IN BUSINESS - Assignment Example It will argue the fact that constructivist criticism concerning realism is justified. However, this is largely dependent on the alternative procedural decision making process offered by the constructivists. To illustrate this, arguments as well as practical problems that call for constructivist criticism on realism will be analyzed. A common ground between constructivists and realists arises on the question of whether moral concepts possess values of truth. The two groups acknowledge the existence of truth-apt in moral concepts. The difference, however, surfaces about the role of moral concepts as well as what do renders them true. As realists would have it, moral concepts could have values of truth because they illustrate normative entities or facts that exist independently of those concepts themselves. Metaethical constructivists, on the other hand, oppose the fact that all that moral concepts are meant to elaborate the reality. Constructivism may be understood as a different view that the function of a normative concept uses to refer schematically to the solving a practical problem. Contrary to traditional analysis, constructivists’ account of a concept is aimed at working out solutions to problems.   The approaches to moral concepts differ between constructivists and realists in terms of nature. Constructivist have centered their criticism mainly revolving on the radical knowledge that defines the reality as a function of moral concepts. In addition to that, there exists other reproaches against realist views. One of the main questions asked is which phenomenon describes the decision making process better-realism on constructivism based on moral values. The second would be whether one view of the reproaches against another are acceptable. Last but not least, which would be explained further, would be which theory would be more credible and under what conditions. Realist views, on one hand, and constructivists’ views,

The Scope and Definition of Evil Essay Example for Free

The Scope and Definition of Evil Essay The Chinese symbol, Yin Yang, have always amazed me. It has been believed to be a symbol of the balance of the forces of good and evil in the world. It speaks of the coexistence of good and evil; that each cannot overthrow the other or that one cannot subsist without the other. Thus, in the concept of evil and its meaning, it is only proper that good should come with it. But then, if we speak of evil, we are already implicitly speaking of goodness. Consequently, what then is the definition of evil? To what extent does the concept of evil grasp? In the first place, is there really such a thing as evil? Evil has so many definitions in the different contexts that it can invade. In Christian theology, evil is simply that which should not exist at all (Sharpe, 1909). Evil is the summation of all the opposition and negative events and situations that can render suffering to mankind. In popular Christian discussions, evil amounts to one thing, that is, the absence of good. This is somewhat in contrary to the concept that lies within the Yin Yang symbol. In relation to Christianity, other traditional religions claim that evil is an active force that drives anyone into doing acts of violence and any other deed that can jeopardize human life or life itself. Thus, terrorist attacks, torture and murder are some examples of the different forms of evil. In general terms, evil is intentional behavior or stimulation of others resulting to events that demean, dehumanize, harm, destroy or kill innocent people (Zimbardo, 2003, p. 3). It does not only include the very action of violence but also evil is something that urges one to do immoral acts that defame people. Furthermore, evil cannot only reside tangibly; it can also exist in the mind. Thus, evil can be regarded as a group of thoughts in one’s mind that plan to or wish to inflict harm or death to certain people. The nature of evil can be classified into three types. The first of which is physical evil that can cause bodily harm or harm to man’s properties (Sharpe, 1909). It is therefore physically evil to rob someone. It is consequently the same evil to shot someone. One very famous example of this type of evil is the September 11 terrorist attack on World Trade Center twin towers. Another type of evil is called moral evil. As its name implies, it concerns the principles that a person has or a particular society possesses. Moral evil encompasses the deviations and violations from the accepted set of beliefs that a person or an event causes. Such evil is observed in the tradition of cannibalism which is one of the many ancient practices that is condemned by the major religions of the world. In the modern times, an example of moral evil is the view of Christians against contraception. To the Roman Catholic Church, the use of contraception is moral evil. It violates the moral belief that only God can decide when or how one will have a baby. It violates the belief that though there is still is no physical evidence of a life in the tummy of a woman, life can already exist. The third type of evil is known as the metaphysical evil. This evil is very complicated since it does not speak of physical or conceptual evil in the sense that the two former types exist. Metaphysical evil does not involve human beings but rather the environment they live in and the things found in it (Sharpe, 1909). It is related to nature, plants, animals the elements of the world. Surprising as it may seem, we surely have encountered such. Pain, harm or damage inflicted to animals or anything comprising the things found in nature is evil. But it is not the same evil which can be regarded to human since no one can actually define the emotions and feelings, if such exist, of the things and creatures in the environment. Thus, metaphysical evil is only a representation of the evil that can exist in nature. Looking at the different types of evil, we would certainly perceive the relativity of its concept. The evil that a group of persons may consider can be considered good by another society. An act of violence condemned by others may be an act or heroism to some. Hence, there is no real line that separates the good and evil of the world. Who then has the right set of limitations regarding evil? Spinoza pointed out that due to this complication, evil can be judged by everyone according to what his or her conscience dictates (2005, p. 135). If so, then, there is no exact and distinguishing rule between what is evil and what is good. This may sound confusing. In extreme cases, it actually may be simple. If one is choosing between two things in extremes, such as life and death, surely, it will be easy to decide that death is evil and life is good. Nevertheless, if we look into more complex situations wherein the two choices are both good and still have to decide which is better and which one is not, it can be very difficult. In the same manner is when a person is confronted with two evil things where he has to judge the lesser evil. It is thus proper to state that evil is that which is the lesser good. In another explanation of evil, it is discussed as â€Å"knowing better but doing worse† (Zimbardo, 2003, p. 3). This may somehow simplify the issue of judgment. What is evil is what is deemed to be evil by one’s conscience. If a person’s mind speaks of an action as harmful, and yet the person continues to execute such endeavor, it is then considered evil. On the other hand, this opens the possibility that not all violence can be viewed as evil. If the person performing the act is not aware that what he is doing is a form of violence, then it is not evil at all. To be guilty of evil is to deliberately do an act of cruelty knowing it causes pain to other beings. Furthermore, deliberately doing a perceived evil and taking pleasure in it is far worse. Yet, can anyone be considered innocent of evil because of ignorance of it? In a different context, ignorance itself is evil since the idea of evil is that which opposes or negates. Another aspect that can be broadened in the concept of evil is the source from whence it came. In the book, â€Å"Augustine on Evil† by Gillian Evans, evil is asserted to come completely from a person’s will (1994, p. 98). In Christian theology, evil can be the product of Satan, also known as Lucifer, who somehow resolved to build his own empire. It is also believed that Satan’s kingdom is the world. It is therefore justifiable to state that evil can come from man’s will since man is of the world. Nevertheless, evil can also be due to the presence of good. How can one come into such a conclusion? In the earlier discussions, we have defined that evil is the absence of good. It is the counterpart of goodness. Thus, the existence of good can account for the existence of evil. Categorically, one can also say that evil thrive in society because pain and violence is visible. But then, violence and terror are products of evil. In sum, evil can ironically come out of good. Without goodness, evil cannot subsist. To further explain this point, let us take for example the existence of good people. The existence of good persons can attract what we consider evil since unconsciously, by being good, people become prone to abuse which can be a ground for evil actions. According to Alford, evil is an encounter with dread (1997, p. 3). But then, let’s get back to the Chinese symbol, yin yang. Observing it intently, we will see the equal line that differentiates the white from the black. It speaks of balance and justice between the two forces, if there is such a thing as justice between evil and good. For every evil that can transpire there is corresponding equal good that can come out of the situation. Further examination of the symbol will affirm that good cannot be intertwined with evil in a way of blending. There is no such thing as a grey idea of good and evil. If a thing is evil, it will remain evil though much of the modern people claim it to be otherwise. If it is good, then it will forever remain good. No evil can be completely evil because in the process, good will always sprout out. It is true, many of us have experienced evil in our lives but it is seldom realized that the hurts evil can bring to us is countered. With every evil experience, lessons are learned. Without evil, we will never understand and enjoy goodness, just as we won’t understand a smile if we don’t recognized a frown in the first place.

Serotonin Receptors and Transport Essay -- Prozac Medical Neurology Es

Serotonin Receptors and Transport Being that Fluoxetine (commercial name Prozac) basically functions as a selective reuptake inhibitor for the neurotransmitter serotonin, some discussion of this transmitter is needed before its reuptake inhibition can be addressed. Serotonin (5 hydroxytrytophan or 5HT, for short) is synthesized from the precursor amino acid tryptophan through the enzyme action of tryptophan hydroxylase (Abelson & Andrews,1997,p.794). This synthesis process occurs in the terminal boutons and the serotonin is contained in vesicles awaiting release when an action potential opens the calcium gates in the presynaptic terminal. Calcium flowing through the gate adheres to the vesicle membrane and to the terminal membrane causing the vesicle to rupture and release the transmitter across the synaptic gap (Kalat,2004,p.61). Serotonin has multiple receptor types and subtypes that are linked to many diverse neurological functions. Beginning in the 1970’s, radioligand techniques identified two broad categories of receptors, namely types 5-HT1 and 5-HT2, however, research has since identified another twelve types and associated subtypes bringing the current total to fourteen: 5HT1a,b,d,e,f, 5HT2a,b,c 5HT3, 5HT4, 5HT5a,b 5HT6, and 5HT7 (numbered suffixes represent types, lettered suffixes are subtypes). These serotonin receptor types vary by location within the brain, e.g., the highest density of 5HT1A receptors a found in the hippocampus and dorsal raphe nucleus, whereas the highest concentration of 5-HT2 sites are found in the medial prefrontal cortex (Abelson et al. 1997,p.794). Once released into the synaptic gap, serotonin is not broken down by... ... membrane (Williams et al,1998,p.3291). The exact mechanism for the inhibition is not, as yet, fully understood, however, a more complete chemical analysis of the likely processes is provided in the preceding section entitled â€Å"Specific Chemical Mechanisms.† References Abelson, J., & Andrews, P.(Eds.)(1997). Encyclopedia of Human Biology. San Diego, CA: Academy Press. Adelman, G. (Ed.)(1987). Encyclopedia of Neuroscience (Vol.2). Boston: Birkhauser. Kalat, J. W. (2004). Biological Psychology (8th ed.). Belmont, CA: Thompson-Wadsworth. Siegel, G.J., Agranoff, B.W., Albers, R.W., & Molinoff, P.B. (1994). Basic neurochemistry (5th ed.). New York: Raven Press. Shepherd, G.M. (1994). Neurobiology (3rd ed.). London: Oxford University Press. Williams, S., & Mauro, S. (1998). European journal of neuroscience, 10(10),3288-3295.

Peer Influence: The Good, the Bad, and the Ugly Essay

â€Å"Everyone needs to belong — to feel connected with others and be with others who share attitudes, interests, and circumstances that resemble their own. People choose friends who accept and like them and see them in a favorable light.† (Lebelle, 1999). Middle school is a tough time. There are numerous changes occurring internally and externally amongst children in this age group. Boys and girls are maturing physically at rapid paces, but their emotional maturation is a lot slower. This can cause problems. Most young adolescents desire adult treatment, because they are beginning to look like adults, but, on the inside, they are still easily influenced children. Teens are desperate to fit in with their peers at school and will go to extremes to do so. This can be good and bad. see more:speech on peer pressure Positive peer influence can â€Å"encourage such desirable qualities as truthfulness, fairness, cooperation, and abstinence form drugs and alcohol.† (Ormrod). On the other hand, negative peer influence can â€Å"encourage aggression, criminal activity, and other antisocial behaviors† (Ormrod). Illegal drug and alcohol use, promiscuity, bullying, and loss of identity can all result from negative peer pressure. Teachers need to be educated about these things. They need to know what occuring outside of their classrooms is in order to make a difference inside their classrooms. Cliques play a key role in both positive and negative peer influence. Depending on which clique a child belongs to, he could become an honor student who never tries drugs or alcohol or he could become an alcohol or drug abuser, a bully, or he could become promiscuous which could lead to STD’s or teen parenting. There is a hierarchy when it comes to cliques. The popular kids are at the very top. These students are usually nice-looking, well-dressed, and involved with athletics and clubs. Those things are all well and good, but sometimes, the popular kids are also into partying with drugs and alcohol. â€Å"A child who reaches age 21 without smoking, abusing alcohol or using drugs is virtually certain never to do so† (Lebelle, 1999). Unfortunately, that  rarely happens. Most girls have tried alcohol by age thirteen and most boys have tried it by age eleven. The average American begins drinking regularly at age fifteen. That means that the majority of middle school children have already experimented with alcohol. Many cases of adolescent drinking are linked to pressure from peers. That is why it is important for parents and teachers to encourage their children and students to disassociate themselves from peers who drink. Young adolescents will be less likely to begin drinking or smoking if they steer clear from cliques that do not drink or smoke and if they are taught by their parents to stay away from alcohol, tobacco, and drugs. Even if a child is encouraged from the start to resist drugs and alcohol, he can still become involved with these deadly toxins. Sometimes, the desire to conform to a certain image is just too strong. Trying drugs and alcohol may make a middle school child feel like he fits in with his classmates. If the ‘cool kids’ are doing it, then a child who is unpopular may think that drinking or smoking will make him cool. Some young adolescents are able to do drugs and alcohol a few times and then quit whenever they want, but there are many who just try it once and then they are hooked. â€Å"It is difficult to know which teens will experiment and stop and which will develop serious problems† (Lebelle, 1999). Pressure from certain cliques cannot only influence drinking and drug use, but also bullying. Most cliques have a leader and the members of the clique want to be pleasing to the leader. If the leader makes fun of fellow students who do not wear name brand clothing, then it is only natural for the other clique members to think that it is cool to do the same thing. Also, those kids who want to belong to a certain clique will closely watch how their coveted clique behaves. Then, they will try to mimic those actions. There are also times when children who are more athletic will bully classmates who are smaller and not as gifted at athletics. This has even been said to be the cause of school violence. The two killers in the Columbine tragedy, Eric Harris and Dylan Klebold, were supposedly tormented constantly by the ‘Jocks’. â€Å"When the two boys entered high school, they  found it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students† (Rosenberg). Bullying is a deeply hurtful act that can torment and traumatize a child for life. Promiscuity is something that used to be frowned upon. Now it is cool to be sexually active as a young child. Popular Culture is teaching are middle school children that the less clothing you have on, the more cool you are. Children are seeing sexual images everywhere and it is creating muddled thinking in their minds. Young adolescents have the incorrect notion that they are adults, but the truth is that they are nowhere near mature enough to handle sexual relationships. However, the pressure to have sex is abundant and hard for middle school kids to resist. â€Å"Teens also have cultural beliefs about what is normal sexual behavior. Although most teenage girls believe that sex equals love, other teens — especially boys — believe that sex is not the ultimate expression of the ultimate commitment, but a casual activity with minimal risks or serious consequences† (Lebelle, 1999). The reality is that sex has many risks and carries serious consequences. Sexually Transmitted Diseases and pregnancy are not carefully considered enough by young adolescents who want to have sex. The pressure to conform is overwhelming for teens today. Cliques influence the actions of kids in everything from academics and athletics to drugs and sex. Our world has a misconsqued conception of what makes an individual ‘cool’ and unfortunately our young people are being taught these messed up ideas everyday through the media and from classmates. Teachers can help by providing positive examples and encouragement for their young students. Everyone knows about the negative affects of peer pressure. However, peer pressure can be positive; it is also not as scary as some may believe. â€Å"Studies show that, almost always, peer influence is weaker than adults believe† (Black, 2002). Adults tend to underestimate middle school children  and their ability to make decisions on their own. When a child commits a wrongdoing, parents automatically want to blame peer influence. Yet research has shown that young adolescents are not necessarily drawn into certain behaviors by peer pressure, rather they decide to be more like their peers on their own. It is no secret that middle school children strive to blend in with their peers. The need to belong is an important aspect in a child’s life. Peer pressure is real, but it is not always crippling. Positive peer pressure can be overwhelmingly rewarding. In contrast, negative peer influence can be catastrophic. Contrary to popular belief, middle school children do respect the thoughts of adults and desire to be like them. Parents and teachers need to remember that when they are battling negative peer pressure. â€Å"Although parents may be relegated to a lesser role in the influence they hold over their young adolescent children, these same children will listen to and emulate other adults. Whether it be teachers, parents of their friends, or community members, adults have the opportunity to influence and lead the young adolescent in positive directions† (Knowles & Brown, 2000). Bibliography: Black, S (2002, April). Rethinking peer pressure. American School, 189, Retrieved June 2, 2006, from http://www.asbj.com/2002/04/0402research.html (January 23, 2001). Study: Peers sway a child’s interest in smoking, drinking as early as 6th grade. CNN.com, Retrieved June 1, 2006, from http://archives.cnn.com/2001/HEALTH/01/23/teen.drinking/index.html Knowles, T & Brown, D.F. (2000). What every middle school teacher should know. Portsmouth, NH: Heinemann. Lebelle, N (1999). Peer influence and peer relationships. Retrieved June 2, 2006, from Focus Adolescent Services Web site: http://www.focusas.com/PeerInfluence.html Ormrod, J.E. (2006). Educational psychology: Developing learners.Upper Saddle River, NJ: Prentice Hall Rosenberg, J (2006). Columbine massacre. Retrieved July 2, 2006, from About Web site: http://history1900s.about.com/od/famouscrimesscandals/a/columbine.htm Williams, M (2001-2006). Teen sex and pregnancy. Retrieved June 1, 2006, from Westside Pregnancy Resource Center Web site: http://www.wprc.org/9.28.0.0.1.0.phtml

Nationalism And Globalization Free Essay Example, 2000 words

However this cannot be said with reference to the business conglomerates, multinational organizations and business corporations of repute who have for long believed in the premise of going global and staying within the national domains as well. There are some hindrances in terms of studying the globalization ranks but one thing which assures the debate is that globalization is here to stay as it brings quite a few positives which the phenomenon of nationalism has been unable to inculcate or provide in the recent past. Nationalism can be taken control over yet globalization remains an entity which is still unexplored and there is much to learn in the coming days (Guibernau 1996). Globalization is a very strong and mighty phenomenon which can easily absorb the nationalism concept yet nationalism keeps on coming back to haunt the basis of globalization in the current times. Perhaps the research has not been this conclusive as has been envisaged by the theorists and proponents of global ization every now and then. Globalization remains a strong factor in the changing world dynamics and its place cannot be substituted at all. We will write a custom essay sample on Nationalism And Globalization or any topic specifically for you Only $17.96 $11.86/page Globalization goes one step ahead and discusses the same in the light of the cultural and societal expansions, the measurement of the entire world as one single entity and an absolutely solid belief in one-humanity and the related concepts. There are some differences that distinguish the two, but it must be comprehended here that these differences bring to light quite a few important pointers, all of which are significant towards the study of whether or not globalization has played it's positive or at times a negative role in undermining the phenomenon of nationalism.