Povery is a cause of illiteracy Research Paper Example | Topics and Well Written Essays - 750 words

Povery is a cause of illiteracy - Research Paper Example Illiteracy is the consequence of lack of education. In today’s world, literacy is especially significant for growth of a society as well as individual. Though there are many countries where illiteracy rate is almost zero percent, there are quite a few countries which are struggling to eradicate illiteracy by educating mass number of people. Illiteracy can be of two types, one is adult illiteracy and another is children illiteracy. There is no one and only cause for illiteracy, but biggest reason for illiteracy is poverty. People who are deprived of adequate amount of food generally are engrossed with the thought of getting food in order to survive. A person is incapable to concentrate on acquiring education with an empty stomach. People who are living below poverty line are unable to educate their children because they can’t meet the expense of the cost of education and thus compel them to work for food (Wagner, â€Å"Literacy and Adult Education†). Poverty and I lliteracy Poverty and illiteracy are interlinked with each other. Poor people are not capable to attain enough money to provide adequate education to their children and without proper education they become constrained to a life of poverty. Poverty can be of two types: Absolute Poverty: Absolute poverty is referred to as the deficiency of financial resources essential to maintain a certain minimal level of standard of living. The absolute poverty is based on aspects such as minimum financial resources required to fulfill basic needs or minimum income level needed to buy necessary food (Berg, â€Å"Poverty and Education†). Relative Poverty: Relative poverty is partially determined by means of the society where the person lives. For example, someone who is not considered as poor in Africa may be considered poor in America (Berg, â€Å"Poverty and Education†). Both kind of poverty is related to illiteracy. Inadequate financial condition may result in irregular attendance a t schools in developed countries. The relative poverty can lead any person to be excluded from society or a particular school community. This segregation affects in acquiring the full benefit from education and thus benefit of education into employment. Relative poverty also impacts the motivation to perform well in education or to participate in any educational event. The absolute poverty in many developing country normally have high illiteracy level. A number of children are unable to complete their primary education and a few are not even able to start their primary education. Absolute poverty results in poor conditions for education such as inadequate books, lack of electricity and no places for learning. Poverty leads to poor nutrition to children which affect the learning ability of children. According to Global Monitoring Report EFA in Sub–Saharan–African region, ‘more than a quarter of children’, who are below the age of five are malnourished due t o improper nutrition and poor diet and thus unable to attend or concentrate on school studies. Good nutrition and improved physical condition possess strong beneficial effect on children’s leaning ability and this is the reason poor children hardly concentrate on their education. Inadequate resources, unstable environment of learning and financial insecurity often lead to emotional stress in poor families which impact the level of education of children

Evidence Based Practice in Mental Health Nursing Essay Example for Free

Evidence Based Practice in Mental Health Nursing Essay One of the most common and disabling psychological disorders encountered within mental health and general medical settings is that of an anxiety disorder (Dattilio Kendall 2000). Research has indicated that people with learning disabilities are more prevalent to psychological disorders than the general population (Hassiotis et al 2000) consequently it could be hypothesised that prevalence rates of anxiety disorders are similar if not greater within the learning disabled population. Professional literature suggests that cognitive-behaviour therapy (CBT) has been an effective treatment against anxiety disorder (Beck 1995) however; this literature has predominately concentrated its focus to within the confines of mental health and general medical settings (Dattilio Kendall 2000). The ability of people with learning disabilities to identify, evaluate and respond to their dysfunctional thoughts and beliefs, fundamentals of CBT (Beck 1995) have put into question the very use of this treatment programme for this particular client group (Kroese et al 1997). From a professional and personal perspective and through the utilisation of the Seedhouse (1998) Ethical Grid responding to an anxiety disorder by way of CBT could be considered an ethically acceptable clinical intervention. Nationally and locally through government directives, Valuing People (Department of Health 2001) and initiatives such as Health Action Plans (Department of Health 2002) services have recognised that they need to be more responsive to the mental health needs of people with learning disabilities. As a learning disability nurse wishing to ascertain the effectiveness of CBT as a practical intervention when presented with the dual-diagnosis of anxiety disorder and learning disability, is through the use of evidence-based practice. When deciding on the best possible clinical intervention for an identified practice problem it seams logical to convert the issue into a single answerable question (Colyer Kamath 1999). Several authors have identified that the use of frameworks to inform the development of the clinical question provide the practitioner with a systematic process of formulating an answerable question (Sackett et al 1997 Ridsdale1998). One such framework as described by Sackett et al (1997) is a four- stage process, known by the acronym PICO: Patient or Population Intervention or Indicator Comparison or Control Outcome The construction of an answerable question is the basis of evidence-based practice and should guide the practitioner to how to find an answer (Ridsdale 1998). It is important that each variable under the PICO framework is clearly defined, being as detailed and explicit as possible in order to extend clarification to the question. Working through PICO methodically the practitioner would instigate the process by defining the Patient or Population. Characteristics such age, gender and diagnosis would need to be deliberated and whilst the aforementioned were easily recognised in the practice area as adult male, identifying appropriate terminology for diagnosis can prove problematic. The term Learning Disability is often used interchangeably in literature with terms such as, Mental Retardation and Intellectual Disabilities. Learning Disability is a term with contemporary usage within the United Kingdom to describe a client group with significant development delays (Gates 1996). Whilst the idiom Learning Disability is the preferred terminology for the question due to its contemporary usage it must be accepted that its a term not internationally recognised nor is it a term used for long in the United Kingdom (Gates 1996). Anxiety disorder comes in many facets and can be described as severe psychological disorders in which abnormal or chronic anxiety interferes with daily living (Adams Bromley 1998). The client in the practice area had described psychological and physiological symptoms that were diagnosed as a social anxiety disorder through rating scales and self-report measures. It is crucial that the practitioner is aware that the term identified for the question as social anxiety is often recognised by the synonyms, social phobia or panic disorder (Dattilio Kendall 2000). The recognition of this inconsistent terminology will enable an evaluation to  take place between the relationships of the chosen term to symptoms displayed by the client. The identification of existing clinical interventions is a valuable part of the process of developing evidenced-based interventions (Meijel 2003). Literature suggests that CBT is an effective treatment for a number of psychological disorders (Embling 2002 Hatton 2002). Central to the model of CBT is that distorted or dysfunctional thinking is prevalent in all psychological disorders (Beck 1995). Analysis of accumulated experience of existing interventions and the aforementioned evidence of its validity led to the application of CBT as the question intervention. It is not imperative for the question to have a comparison intervention and this was the situation in the clinical problem described, therefore the conclusive element utilising the PICO framework was outcome. The outcome should be measurable (Sackett et al 1997) and after initially trivialising with the term used it became evident that this would not develop into something that could be measured. Discussing whether or not an intervention is effective however would provide the question with a measurable outcome. Revision of the terminology identified through the PICO framework would consequently translate the question as Is cognitive-behaviour therapy an effective intervention for adult males with learning disabilities diagnosed as suffering from social anxiety? A well-formulated search strategy is an essential component in gathering appropriate evidence (Hewitt-Taylor 2002). Ridsdale (1998) discusses a four-stage search strategy that helps to translate the question into a meaningful search a) Identify the subject elements of the question b) Define the relationship between the subject elements c) Convert the subject elements into search themes d) Decide on the scope of the search Assistance to define the subject elements can be found within the PICO framework Patient Learning Disability, Social Anxiety Intervention CBT Outcome Effectiveness Once identified an effective means of linking the subject elements of a question for the search process is through the use of operators. Operators such as: And Or Not, form a logical link between the elements of the question and can be used collectively or individually in any electronic database search (Ridsdale 1998). All of the subject elements of the question were required in order provide a conclusive answer therefore the operator required for the search strategy could be identified as And. The subject elements then require conversion into terms by which references can be retrieved (Ridsdale 1998). A keyword search would apply the terms identified as the subject elements, however making a list of the known synonyms of the subject elements such as Intellectual Disability and Mental Retardation, for inclusion, would substantially develop the search process. Finally the scope of the search decides what is wanted from the search. In order to identify the most appropriate type of evidence that is required for the practice problem the type of question asked must be identified (Sackett et al 1997). The question developed through the PICO framework can be readily identified as questioning, the effectiveness of a therapy. Sackett et al (1997) proposes that the best available evidence to answer this type of question is comparative / prospective studies and ideally random controlled trials (RCTs) which in turn determine the choice of database (Ridsdale 1998). Sackett et al (1997) provides a comprehensive catalogue of information resources such as databases, journals and web sites along with descriptions  of the type of evidence that can be found within these resources. It was established previously that the best type of evidence for the question would be RCTs and comparative / prospective studies. From the descriptions supplied by Sackett et al (1997) it could be identified that the Cochrane Library supplies the user with full text systematic reviews of effects of health-care interventions along with bibliographies of controlled trials. Further electronic databases identified through Salford University library information services were PsycINFO that contains citations and summaries of journal articles and books in the field of psychology chosen for its congruity with the clinical intervention. Swetswise an electronic journal aggregator that provides access to full text publications from several major health care related academic publishers and IngentaConnect which offers full text availability for all core Blackwell science and medical journals were chosen due to familiarity of use and extensive subject matter. Other databases considered were CINAHL, EMBASE and AMED however all were discounted due to their general nursing bias. Despite the recognition of Ridsdales (1998) four-stage search strategy and its systematic approach the initial search were completed exploiting familiar strategies through the IngentaConnect database. Preconceptions from previous endeavours searching for relevant evidence furnished the belief that a similar strategy would provide sufficient evidence to answer the question. A number of the subject elements were used through keyword searches whilst the operator And was used to link each in turn (See Appendix). This easy to use search strategy produced a number of hits however none matched the criteria identified as being the most appropriate type of evidence to answer the question. The search revealed that almost all of the evidence found belonged in either mental health (Heimberg 2002) or general medical settings (Scholing Emmelkamp 1999). Whenever the term learning disability or mental retardation was utilised they invariable appeared indiscriminately amidst the title or abstract of the article providing no specific relevance to the question. The frustration born out of this strategy led to further searches of electronic databases firstly through another familiar database, Swetswise. Ridsdale (1998) identifies that too many hits will be recovered if the subject element is to general  and this was evident in the first keyword search. The term learning disabilities produced 548 hits (See Appendix) far too many to feasibly scan. The subsequent four searches failed to produce a single hit a possibility also recognised by Ridsdale (1998) who suggests alternative synonyms are utilised in this circumstance. Due to the inability to find any relevant material of value towards answering the question Ridsdales (1998) four-stage strategy was then conscientiously adopted in conjunction with the knowledge acquired through lectures received at Salford University. A further search of Swetswise database was completed (See Appendix) which revealed significantly less hits than previously achieved but produced a literature review (Hatton 2002) specifically aimed at the use of CBT and people with learning disabilities. Whilst this evidence did not fulfil previous identified criteria it established that pursuing Ridsdales (1998) strategy could provide some success. A similar approach was undertaken while searching the Cochrane Library database which allows the user to restrict the search to the acquisition of systematic reviews and controlled trials whilst using a simple keyword option. Again the subject elements were utilised along with the recognised operator and despite new found confidence and kno wledge the search strategy revealed no evidence of systematic reviews or RCTs with regards to the question (See Appendix). All systematic reviews or RCTs retrieved belonged within general and mental health settings. The final electronic database to be utilised was PsycINFO (via Ovid) where again Ridsdales (1998) four-stage strategy was conscientiously adopted. PsycINFO requires the user to have some prior knowledge of how to use electronic databases and their search strategies, which initially can prove bewildering to the novice. Once familiar with the database and its ability to combine search strategies either through keyword, journal or author the user should find it a practical resource (See Appendix). No systematic reviews or RCTs were found within the results however a further literature review (Feldman Rivas-Vazquez 2003) aimed at psychosocial interventions and people with intellectual disabilities was unearthed along with evidence from child and adolescence services (Dadds Spence 1997) and psychiatric services (Carmin Albano 2003). Hatton (2002) suggests that research evidence on the effects of psychosocial interventions  for people with learning disabilities is sparse, whilst Kroese (1998) adds that therapists are reluctant to engage into therapy with this client group due to their dislike of having to relate to them. In an attempt to discover any type of evidence relating to people with learning disabilities and CBT the Salford University library catalogue was searched (See Appendix). A simple keyword search revealed one book (Kroese et al 1997) attaining the subject elements however again it did not produce the type of evidence recognised as the most appropriate to answer the question. Sackett et al (1997 p.2) defines evidence based practice as: the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. With this definition in mind it should be established as to what constitutes current best evidence and its implications for the practitioner wishing to implement evidence based practice. Belsey Snell (2001 p.2) states that, evidence is presented in many forms and the value of evidence can be ranked according to the following classification in descending order of credibility: I. Strong evidence from at least one systematic review of multiple well-designed randomised controlled trials II. Strong evidence from at least one properly designed randomised controlled trial of appropriate size III. Evidence from well-designed trials such as non-randomised trials, cohort studies, time series or matched case-controlled studies IV. Evidence from well-designed non-experimental studies from more than one centre or research group V. Opinions of respected authorities, based on clinical evidence, descriptive studies or reports of expert committees In accepting this hierarchy of evidence practitioners should concede that the systematic review of multiple well-designed RCTs constitutes best available evidence (Colyer Kamath 1999). Sullivan (1998) adds weight to this argument when he states that RCTs constitute the strongest source of evidence and that the scientific community prefer the quantitative research technique that makes use of empirical data following a systematic process. Whilst a number of RCTs were found (Dadds Spence 1997 Scholing Emmelkamp 1999) whilst undertaking the search strategy none belonged within learning disability settings. The only evidence found specific to the original question were literature reviews and a specialist book (Kroese et al 1997) aimed at CBT and learning disabilities. The literature reviews (Hatton 2002 Kroese 1998) revealed that a number of case studies and a case series had demonstrated the potential feasibility of CBT reducing anxiety amongst people with learning disabilities. Whilst the specialist book (Kroese et al 1997) discussed conceptual and contextual issues of CBT and people with learning disabilities suffering anxiety disorders. This type of evidence appears in the lower reaches of the hierarchy of evidence and as such its subjectivity, reliability and validity can be disputed (Sullivan 1998). Whilst acknowledging the hierarchy of evidence and the proposal that comparative / prospective studies and ideally RCTs were the best forms of evidence to answer this type of question (Sackett et al 1997) it appears that in their absence the evidence revealed is the best available. RCTs are widely acknowledged as the gold standard of evidence-based practice (Rowland Goss 2000) however it is suggested that they bear little resemblance to day-to-day reality (McInnes et al 2001). RCTs can be pragmatic or explanatory the former is concerned with the overall effectiveness of an intervention whilst the latter examines the impact of specific treatment elements on outcome (Parry 2000) however neither considers the perspectives and uniqueness of the respondents. The evidence recovered for the question (Hatton 2002 Kroese 1998) albeit in the lower reaches of the hierarchy acknowledges the feelings of the respondents due to its qualitative nature (patient centred, holistic and humanistic) therefore making it extremely suitable for the study of nursing phenomena (Parahoo  1997) along with its relevance as regards answering a therapy question (Parry 2000). Kroese (1997) offers a number of reasons why there is this lack of quantitative research evidence surrounding the subject elements in the question. He suggests that people with a learning disability are a devalued population, it is impossible to ensure that changes are due to clinical manipulations if individuals (learning disabled) do not have stable cognitions. Finally there is a conjecture that anxiety in people with learning disabilities is the same as in the general population consequently there is no need for specifically focused research. It emerges that learning disability services continue to adapt research evidence from general and mental health settings (Finlay Lyons 2001) a similar approach with the RCTs recovered from the search strategy could make them a valued resource however it would take a skilled clinician to make this a feasible option. Reflection is a necessary component of Continuing Professional Development and is a legitimate method for questioning personal effectiveness and responsibility in all aspects of health care (Driscoll Teh 2001). Through the process of reflection the practitioner recognised his own limitations in identifying appropriate evidence for his clinical problems, along with the often inconclusive, time consuming and frustrating strategies undertaken in the search of evidence in support of his clinical practice. The structured frameworks utilised throughout the process described earlier gave the practitioner a systematic approach to formulating a question, developing a search strategy and identifying appropriate evidence to answer his practice problem. The ability to systematically approach future clinical problems will enable the practitioner to offer his clients a holistic, client centred practice from the best external evidence available. Adams, B. Bromley, B. (1998) Psychology for Health Care Key Terms and Concepts, London, Macmillan Press Beck, J.S. (1995) Cognitive Therapy Basics and Beyond, London, Guildford Press. Belsey, J. Snell, T. (2001) What is Evidence-Based Medicine? [Internet] Available from www.jr2.ox.uk/bandolier (Accessed 7th December 2004) Carmin, C.N. Albano, A.M. (2003) Clinical Management of Anxiety Disorder in Psychiatric Settings: Psychologys Impact on Evidence-Based Treatment of Children and Adults, Professional Psychology: Research and Practice, Vol. 34, No. 2 pp 170-176. Colyer, H. Kamath, P. (1999) Evidence-based practice A philosophical and political analysis: some matters for consideration by professional practitioners, Journal of Advanced Nursing, Vol. 29, No. 1, pp 188-193 Dadds, M.R. Spence, S.H. (1997) Prevention and Early Intervention for Anxiety Disorders: A Controlled Trial, Journal of Consulting and Clinical Psychology Vol. 65, No. 4, pp 627-635. Dattilio, F.M. Kendall, P.C. (2000) Panic Disorder In: Dattilio, F.M. Freeman, A. Cognitive Behavioural Strategies in Crisis Interventions 2nd Edition, London, The Guildford Press. Driscoll, J. Teh, B. (2001) The potential of reflective practice to develop individual orthopaedic nurse practitioners and their practice, Journal of Orthopaedic Nursing, Vol. 5, pp 95-103 Embling, S. (2002) The effectiveness of cognitive behaviour therapy in depression, Nursing Standard, Vol. 17, Nos. 14-15, pp 33-41 Feldman, L.B. Rivas-Vazquez, R.A. (2003) Assessment and Treatment of Social Anxiety Disorder, Professional Psychology: Research and Practice Vol. 34, No. 4, pp 396-405. Gates, B. (1996) Learning Disability In: Kenworthy, N. Snowley, G. Gilling, C. (Eds) Common Foundations Studies in Nursing Second Edition, London, Churchill Livingston. Hassiotis, A. Barron, P. OHara, J. (2000) Mental Health Services for People with Learning Disabilities, British Medical Journal, Vol. 321, Issue 7261, pp 583-584 Hatton, C. (2002) Psychosocial interventions for adults with intellectual disabilities and mental health problems: A review, Journal of Mental Health, Vol. 11, No. 4, pp 357-373. Hewitt-Taylor, J. (2002) Evidence-based practice, Nursing Standard, Vol. 17, Nos. 14-15, pp 47-52. Department of Health (2001) Valuing People A New Strategy for Learning Disability for the 21st Century, A White Paper, London, HMSO. Department of Health (2002) Health Action Plans and Health Facilitation Good Practice Guidance for Learning Disability Partnership Boards, London, Department of Health. Heimberg, R.G. (2002) Cognitive-Behavioural Therapy for Social Anxiety Disorder: Current Status and Future Directions, Society of Biomedical Psychiatry, Vol. 51, pp 101-108. Kroese, B.S. Dagnan, D. Loumidis, K. (1997) (Eds) Cognitive-Behaviour Therapy for People with Learning Disabilities, London, Brunner-Routledge. Kroese, B.S. (1998) Cognitive-Behavioural Therapy for People with Learning Disabilities, Behavioural and Cognitive Psychotherapy, Vol. 26, pp 315-322. McInnes, E. Harvey, G. Fennessy, G. Clark, E. (2001) Implementing evidence-based practice in clinical situations, Nursing Standard, Vol. 15, No. 41, pp 40-44. Meijel, van B. Game, C. Swieten-Duijfjes, van B. Grypdonck, M.H.F. (2003) The development of evidence-based nursing interventions: methodological considerations, Journal of Advance Nursing, Vol. 48, No. 1, pp 84-92. Parry, G. (2000) Evidence-based psychotherapy In: Rowland N. Goss S. (Eds) Evidence-Based Counselling and Psychological Therapies Research and Applications, London, Routledge. Ridsdale, L (1998) (Ed) Evidence-based Practice in Primary Care, London, Churchill Livingston. Rowland, N. Goss, S. (2000) (Eds) Evidence-Based Counselling and Psychological Therapies Research and Applications, London, Routledge. Sackett, D.L. Richardson, W.S. Rosenberg, W. Hayes, R.B. (1997) Evidence-based medicine: how to practice and teach EBM, London, Churchill Livingston. Scholing, A. Emmelkamp, P.M.G. (1999) Prediction of treatment outcomes in social phobia: a cross-validation, Behaviour Research and Therapy, Vol. 37, pp 659-670 Seedhouse, D. (1998) Ethics The Heart of Health Care 2nd Edition, Chichester, Wiley. Sullivan, P. (1998) Developing evidence-based care in mental health nursing, Nursing Standard, Vol. 12, No. 31, pp 35-38

War on Iraq article in high school newspaper :: essays research papers

At 7:12PM on Wednesday, March19, 2003, President Bush authorized a full-scale war on Iraq and the Saddam Hussein led regime by uttering just two simple words. â€Å"Let’s go,† President George W. Bush said to Defense Secretary Donald Rumsfield Wednesday at the close of a nearly four-hour meeting in the Oval Office. The war on Iraq, which has been given the title â€Å"Operation: Iraqi Freedom†, is the result of months of Hussein’s refusal to let United Nations weapons inspectors into Iraq. The U.N. suspects that Hussein has been building and harboring â€Å"weapons of mass destruction† into Iraq. This problem goes as far back as the early ‘90’s when former President Bush initiated the Gulf War on account of very similar issues. Aside from not letting U.N. inspectors into Iraq, Hussein has been a brutal dictator towards his own people for the better part of a decade. President Bush says that one of the main objectives of winning this wa r is to completely rebuild Iraq and make it a safe place for people to live. To do this, the American troops must take Hussein out of power. The beginning of the war was preceded by a forty-eight hour period that President Bush had given Hussein for a chance to comply with the U.N. and avoid war. President Bush’s final attempts at peace were not accepted and he began what the Pentagon is calling a â€Å"decapitation attack†. More than forty satellite-guided Tomahawk cruise missiles were fired from U.S. warships in the Red Sea and Persian Gulf. In the days soon afterward, American troops advanced into Iraq and launched a head-on attack towards Iraq’s capital city of Baghdad. Iraqi officials reported that only in the first two days of these attacks, that seventy-two missiles had hit Baghdad, killing four Iraqi officials. Another school year is coming to a close, as is a chapter in the senior class of 2003’s lives. As the excitement escalades and the dream of leaving high school is becoming more and more of a reality, the seniors are realizing that their senior year is different from previous senior classes. They are graduating during a time of war, a time that could possibly be on of the biggest events in their lives. They will all be affected by it, some of them might be in it, and none of them will forget it. â€Å"I will remember this senior year, and time of war, as I have remembered a specific passage from the book of Ezekial.

mississippi burning trial Essay -- essays research papers

The Mississippi Burning Trial† was not for the cold-blooded murders of three young civil rights workers, but rather for the violation of their civil rights. The federal government wanted to break Mississippi’s â€Å"white supremacy† stronghold on the South. â€Å"The Mississippi Burning Trial† proved to be the opportunity to do so. The three branches of the federal government and their various departments were actively involved in bringing about this civil rights trial in Mississippi and these activities and personal views are well documented in court records, department records, and the press. The federal government’s Michael Schwerner, James Chaney, and Andrew Goodman were working to register black voters in rural areas and small towns of Mississippi. Their deaths were brutal at the hands of local Klu Klux Klan members. Brutality, however, was the norm for dealing with â€Å"outsiders, niggers, and nigger lovers† who dared to try to force Mississippi to change. The violence and racist language that make our skin crawl today was not only accepted by the majority of white Mississippians, but was openly practiced. Being of like minds,the powers of Mississippi knew they could count on one another for support from the local to the national levels. The federal government had the manpower, communications network, and finances to break apart Mississippi’s white racist unity. If racial equality were to succeed in the South, it would have to come by way of the powerful federal government. In 1964 The Student Non-Violent Coordinating Committee (SNCC) organized a 600 volunteer campaign to go into Mississippi and register black voters. It would be highly dangerous for there was little to no protection offered by local and county officials against KKK violence. J. Res Brown, one of only four black lawyers in Mississippi warned, â€Å"You’re going to be classified into two groups in Mississippi: niggers and nigger-lovers, and they’re tougher on nigger lovers.† Michael Schwerner, a Jewish New Yorker, had already spent six months in Mississippi working for the Congress of Racial Equality. He knew how bad it was in Mississippi. He described Mississippi, â€Å"Is the decisive battleground for America. Nowhere in the world is the idea of white supremacy more firmly entrenched, or more cancerous, than in Missi... ...Sheriff Lawrence Rainey. Three defendants had no verdict. Judge Cox sentenced Bowers to ten years and Cecil Price to six. In defending his sentences Judge Cox was quoted as saying, â€Å"They killed one nigger, one Jew, and a white man. I gave them what I thought they deserved.† The South was shocked that even seven of the defendants were found guilty; the rest of the nation was relieved. The Imperial Wizard of Mississippi’s Klu Klux Klan was sentenced to prison. The arrogant Judge Cox had been humbled. "The Mississippi Burning Trial† was the first trial in Mississippi history where white jurors found white men guilty of crimes against â€Å"outsiders, niggers, and nigger lovers†. The controlling white supremacist mentality of Mississippi had been cracked. From the President of the United States and the US Supreme Court to the FBI field workers and Navy Sailors, the federal government had invested a great deal of man-hours and money into this civil rights trial. The federal government viewed this partial victory as a giant step towards civil rights equality not only in the state of Mississippi, but the rest of the South.

The Cellist of Sarajevo

The Cellist of Sarajevo Shirley Shi My prediction for the novel, The Cellist of Sarajevo, is that the novel is going to be out the siege in Sarajevo. It’s also going to be out a survival story for different kinds of characters in the novel. For example, on the inside flap of the novel, it said that a character in the story name Arrow, who is a counter sniper in the novel tries to protect the cellist from danger. The cellist had to stay in front of a bakery store, where a bomb killed twenty two people to play some tunes in memory of them. The disclaimer of the novel tells the reader some information about what the novel is about, but not a lot of information. For example, the Toronto Star said â€Å"In this story of a battered city and its suffering residents, art is just a trinket. Art offers precious albeit fleeting, moments of solace and hope†¦profoundly stirring† This comment helps the reader to understand that the residents are suffering but it did not say how they are suffering. The comment only said why they are suffering and from what they are suffering. The residents are suffering from living in a battered city. The quotations in the novel helps the reader to understand the deeper meaning of a character or it can help the reader to understand the setting or the actions of what the character is doing. The first few chapter of the novel is about the cellist. This first part of the book is the exposition of the novel. The cellist job was to play music in front of a bakery, where a bombed killed twenty two people, who were waiting in line to buy bread. The cellist had to stay in front of that bakery for twenty two days and play his cellist in memory of those who died. This first part of the book helps the reader to understand the cellist a little bit and also helps the reader to wonder how the cellist in the novel is going to survive because the cellist is out in the open, where he is not protected by a barrier or any protection. Arrow, a counter sniper, life had changed when she became a sniper. She doesn’t shoot at civilians, like the men on the hills, but she shoots at soldiers. Before, her life was normal, she was living her life like an average teenager girl, but when the war started; her attitude toward things had changed from been normal to un-normal. One of her internal conflict is within herself. After the world around her had started to change, she started to change herself. She didn’t want to be the girl who is always nice to everyone anymore. â€Å"I’m Arrow, I hate them, the woman you knew hated nobody† One of her external force would be â€Å"To hate people because they hated her first, and then to hate them because of what they’ve done to her, has created a desire to separate the part of her that will fight back, from the part that never wanted to fight in the first place†¦Ã¢â‚¬  (13). This quotation tells the reader that she is having a conflict with the people that affected her to change, which as we know from the quote that the people that affected her was the men on the hills. Another one of her external force is â€Å"For a moment she’s unsure, unable to read their gestures. † This quotation tells the reader that she is having conflicts with the soldiers that are on the street beneath the building that she is in. She is not sure on whether she should shoot at them or not because she is not sure about of what there gestures. Kenan, the second main character in the novel, also had internal and external conflicts during the siege in Sarajevo. His internal conflict would be been a coward. He is scared of death. He is worried about what will his wife and kids would think if they found out that he is dead. â€Å"As the door to the apartment closes behind him he presses his back to it and slides to the ground†¦He doesn’t want to go†. (26). This quotation tells the reader that Kenan is a coward because is not strong enough to face the outside world. If he wasn’t a coward then he would have just closed the door and left already with the six canisters in his hands, but instead he just sits on the outside of his door of his apartment afraid like a frightened dog. One of his external conflicts is not able to go out and get some clean water from the brewery because of the men on the hills. The men are on the hills will shoot civilians from anywhere without them knowing. He doesn’t want his wife and his kids to know that he is dead because he knows that his wife will never recover from it. Instead he just wants the war to be over so he and his family could have their own normal life back. .. That the men on the hills can kill anyone, anywhere, anytime they like†¦Ã¢â‚¬  (25). This quotation tells the reader why Kenan is so afraid to go out and do his task, which is going to the brewery. The brewery is not close to his apartment so he has to walk a long way and he has to carry Mrs. Ristovski’s two water bottle s with her along the way. What makes him even more afraid of dying is walking slowly. The difference between his canisters and Mrs, Ristovski;s water bottles is that The canisters that Kenan has have handles on them but the water bottles that Mrs. Ristovski has does not have handles so it’s harder for Kenan to carry them because without the handles he can’t tie his own canisters with her water bottles. He wants to be able to run as quick as he can when there is danger. Dragan, the last main character in the novel was scared of death too. The external conflict is whenever he tries to cross a intersection on a street that he was on, he always wait until its clear to cross because he is worried that the men on the hills will shoot bullets from anywhere, and may shoot him dead. The internal conflict is when he is not sure whether he can cross the street or not. â€Å"Dragan is one of those who waits behind the protection of a concrete wall for a sign or a feeling that it’s ok to cross. He’s never quite sure what could possibly happen that might make a difference, but sooner or later he always feels that the time to cross has come. † (40). This quotation tells the reader that Dragan can’t make up his mind. He wants to cross the intersection but he doesn’t have the courage to do so. The Cellist of Sarajevo The Cellist of Sarajevo Shirley Shi My prediction for the novel, The Cellist of Sarajevo, is that the novel is going to be out the siege in Sarajevo. It’s also going to be out a survival story for different kinds of characters in the novel. For example, on the inside flap of the novel, it said that a character in the story name Arrow, who is a counter sniper in the novel tries to protect the cellist from danger. The cellist had to stay in front of a bakery store, where a bomb killed twenty two people to play some tunes in memory of them. The disclaimer of the novel tells the reader some information about what the novel is about, but not a lot of information. For example, the Toronto Star said â€Å"In this story of a battered city and its suffering residents, art is just a trinket. Art offers precious albeit fleeting, moments of solace and hope†¦profoundly stirring† This comment helps the reader to understand that the residents are suffering but it did not say how they are suffering. The comment only said why they are suffering and from what they are suffering. The residents are suffering from living in a battered city. The quotations in the novel helps the reader to understand the deeper meaning of a character or it can help the reader to understand the setting or the actions of what the character is doing. The first few chapter of the novel is about the cellist. This first part of the book is the exposition of the novel. The cellist job was to play music in front of a bakery, where a bombed killed twenty two people, who were waiting in line to buy bread. The cellist had to stay in front of that bakery for twenty two days and play his cellist in memory of those who died. This first part of the book helps the reader to understand the cellist a little bit and also helps the reader to wonder how the cellist in the novel is going to survive because the cellist is out in the open, where he is not protected by a barrier or any protection. Arrow, a counter sniper, life had changed when she became a sniper. She doesn’t shoot at civilians, like the men on the hills, but she shoots at soldiers. Before, her life was normal, she was living her life like an average teenager girl, but when the war started; her attitude toward things had changed from been normal to un-normal. One of her internal conflict is within herself. After the world around her had started to change, she started to change herself. She didn’t want to be the girl who is always nice to everyone anymore. â€Å"I’m Arrow, I hate them, the woman you knew hated nobody† One of her external force would be â€Å"To hate people because they hated her first, and then to hate them because of what they’ve done to her, has created a desire to separate the part of her that will fight back, from the part that never wanted to fight in the first place†¦Ã¢â‚¬  (13). This quotation tells the reader that she is having a conflict with the people that affected her to change, which as we know from the quote that the people that affected her was the men on the hills. Another one of her external force is â€Å"For a moment she’s unsure, unable to read their gestures. † This quotation tells the reader that she is having conflicts with the soldiers that are on the street beneath the building that she is in. She is not sure on whether she should shoot at them or not because she is not sure about of what there gestures. Kenan, the second main character in the novel, also had internal and external conflicts during the siege in Sarajevo. His internal conflict would be been a coward. He is scared of death. He is worried about what will his wife and kids would think if they found out that he is dead. â€Å"As the door to the apartment closes behind him he presses his back to it and slides to the ground†¦He doesn’t want to go†. (26). This quotation tells the reader that Kenan is a coward because is not strong enough to face the outside world. If he wasn’t a coward then he would have just closed the door and left already with the six canisters in his hands, but instead he just sits on the outside of his door of his apartment afraid like a frightened dog. One of his external conflicts is not able to go out and get some clean water from the brewery because of the men on the hills. The men are on the hills will shoot civilians from anywhere without them knowing. He doesn’t want his wife and his kids to know that he is dead because he knows that his wife will never recover from it. Instead he just wants the war to be over so he and his family could have their own normal life back. .. That the men on the hills can kill anyone, anywhere, anytime they like†¦Ã¢â‚¬  (25). This quotation tells the reader why Kenan is so afraid to go out and do his task, which is going to the brewery. The brewery is not close to his apartment so he has to walk a long way and he has to carry Mrs. Ristovski’s two water bottle s with her along the way. What makes him even more afraid of dying is walking slowly. The difference between his canisters and Mrs, Ristovski;s water bottles is that The canisters that Kenan has have handles on them but the water bottles that Mrs. Ristovski has does not have handles so it’s harder for Kenan to carry them because without the handles he can’t tie his own canisters with her water bottles. He wants to be able to run as quick as he can when there is danger. Dragan, the last main character in the novel was scared of death too. The external conflict is whenever he tries to cross a intersection on a street that he was on, he always wait until its clear to cross because he is worried that the men on the hills will shoot bullets from anywhere, and may shoot him dead. The internal conflict is when he is not sure whether he can cross the street or not. â€Å"Dragan is one of those who waits behind the protection of a concrete wall for a sign or a feeling that it’s ok to cross. He’s never quite sure what could possibly happen that might make a difference, but sooner or later he always feels that the time to cross has come. † (40). This quotation tells the reader that Dragan can’t make up his mind. He wants to cross the intersection but he doesn’t have the courage to do so.

What to Do With Short Stories

What to Do With Short Stories Recently I received a simple email from a reader who stated she wrote mostly short stories, and she had no clue what to do with them. She felt the day of the short story was over, and that hers had no chance of being published. She also asked how to make any money with them. These days, short writing is often interpreted as free to read, and she wanted to make a dollar or two from her effort. I understood her frustration and desire. Immediately, I asked her how many publications did she buy each year that catered to the short story. She could count them on one hand. You can guess my response to that. If shes not supporting the short story market, how can she expect to make money from it? Same goes for poetry, mysteries, sci-fi and the rest. {Okay, rant over.) From there, I suggested the following methods to earning income from short stories: 1) Contests In case you are new to FundsforWriters, I post many contests, and only those that pay $200 or more. Short story competitions are popular in the contest world. They usually charge entry fees, which are used to fund the prize money and cover expenses of judges and online promotion. Try to work one a month into your regimen. Contests are no different from submitting to editors. You risk rejection, but you also play the odds of being discovered and published in addition to putting a few dollars in your pocket. 2) Self-pub shorts on Amazon Self-publishing isnt just for novels or how-to books. Whats great these days is that you can sell ebooks, e-shorts, or chapbooks online, regardless of word count. Your short might not make more than 99 cents, but its read, and youre on your way as a short story author. 3) Magazines and anthologies These calls for submissions dont holler loud, so youll need to pay attention to venues like FundsforWriters to find them. Of course you need to sign up for FundsforWriters, and preferably TOTAL FundsforWriters as well. (See https://fundsforwriters.com/total-subscription-special/ But here are some markets to help your efforts: http://thewritelife.com/where-to-submit-short-stories/ amazon.com/Novel-Short-Story-Writers-Market/dp/159963841X/fundsforwriters sfwa.org/category/information-center/advice-for-new-writers/where-to-submit/ http://thereviewreview.net/publishing-tips/show-me-literary-magazines-pay 4) Crowdfunding Do you have a short story project in mind? Pitch it in a crowdfunding campaign at Kickstarter.com , Indiegogo.com , Pubslush.com , Unbound.co.uk or any of two dozen others. These are the most common and reliable for authors. Study the successful campaigns and learn from the masters. Earn money for your project and build a following at the same time. Short people rock!

The Iraq Crisis essays

The Iraq Crisis essays Straddling the Tigris and Euphrates rivers and stretching from the Gulf to the Anti-Taurus Mountains, modern Iraq occupies roughly what was once ancient Mesopotamia, one of the cradles of human civilisation. In the Middle Ages Iraq was the centre of the Islamic Empire, with Baghdad the cultural and political capital of an area extending from Morocco to the Indian subcontinent. Mongol invasions in the 13th century saw its influence wane, and it played a minor role in the region until independence from British control in 1932. Following the overthrow of the monarchy in 1958 and a coup in 1968, Iraq became one of the centres of Arab nationalism under the control of the ruling Ba'th (Renaissance) party. Oil made the country rich, and when Saddam Hussein became president in 1979 petroleum made up 95% of its foreign exchange earnings. But the war with Iran from 1980 to 1988 and the Gulf War in 1991 following Iraq's invasion of Kuwait, together with the subsequent imposition of international sanctions, had a devastating effect on its economy and society. In 1991 the UN said Iraq had been reduced to a pre-industrial state, while later reports described living standards as being at subsistence level. The Kurdish community has broken away and created a semi-autonomous region of its own in the north. United States, British and allied planes launched a massive campaign of bombing and missile strikes on targets across Iraq at 2330 GMT on 16 January 1991. It marked the end of five months of diplomacy and military build-up in response to Iraq's invasion of neighbouring Kuwait on 2 August 1990. Iraq had vowed to fight rather than pull out. The United Nations deadline, 15 January, ticked by with no withdrawal. The next day, the full might of the 29-member UN-backed coalition was unleashed. US, British and Saudi Arabian aircraft set out to destroy hundreds of mainly military targets. The Iraqi capital Baghdad was heavily hit and th...