preventing environmental damage an Example by

What responsibility, if any, do countries have in preventing environmental damage? It is written in the Bible that God created first the mountains, the seas, the animals and the trees before He made the first man and woman. Probably because He apprehended that man cannot live without all those things hence He prepared them for mans subsistence. With this, man should be grateful not only to Him but also to the things that are necessary for his survival. Need essay sample on "What responsibility, if any, do countries have in preventing environmental damage?" topic? We will write a custom essay sample specifically for you Proceed According to Thomas Hurka, the author of the book: Virtue, Vice, and Value, mans everyday dwellings can be condensed with mans pursuit of what can give him pleasure or happiness. This pleasure or happiness that he was talking about is measured by a particular value. Value then is that which determines the degree of pleasure or happiness that a person can get upon obtaining certain things. But then, value is a much contested concept. As I had stated earlier, value is that which indicates the degree of pleasure or happiness. However, the value of the things that we have in this world varies with reference to the benefits that these things can provide to mankind. Value is then classified into two kinds, namely: the intrinsic and the instrumental value. A particular thing is regarded to have intrinsic value when it is indispensable in itself or for its own sake. Examples of this are justice, freedom, good and happiness. On the other hand, the latter is a derivative of intrinsic value. This implies that instrumental value is being pursued in lieu of the intrinsic value. Examples of this include all the things that are necessary for mans survival. In connection with the abovementioned survival of mankind, the nature or the environment itself is vital in human flourishing. The nature or the environment itself gives man the food that he eats, the house that shelters him, the clothes that cover him and all other things that man uses in his everyday activities. Hence without the nature or the environment, man cannot really exist. Nevertheless, man is being ungrateful to the environment. He seeks help from it yet he neglects and abuses it. Man becomes so selfish that he only thinks of himself. He becomes so much in tuned of the belief that man can do whatever he wants with the things that surrounds him. He is being blinded by the idea that man is the most superior being thus he can do whatever that pleases him. As how Hurka asserted it, when man becomes self-centered he refuses to include in his preservation other things that co-exists with him. He moves away from the concept of being virtuous and turns himself as vicious and capricious being. These vices of mankind result to environmental degradation. Illegal loggings, illegal fishing, destruction of natural ecosystem, increase on number of endangered species, global warming, and even nuclear testing are among those ill-activities and ill-results of mans evilness towards the environment. In his pursuit of what can give him happiness, he unconsciously (or mayb e he is somehow aware of it) devastates the environment and all that it has. Consequently, mans desertion of environmental welfare results to his own annihilation. Various kinds of diseases are present in this modern period. Poverty and famine are taking many lives of people from different regions of the world. Even with the aid of the First World Countries, such incidences cannot be treated without addressing first the root of all the evil things that holds back man from safeguarding his own life and that is the disregard for environmental maintenance. Surely, countries have duties and obligations towards the environment. The fact that their people themselves are the very ones who benefit from the environment is enough to consider a campaign for sustaining and protecting the environment. Man has duty to himself and to others hence he should also accept the verity that he owes so much from the environment. Preserving the environment implies preservation of mankind. Thus, all of us (all countries regardless of their race and cultural inclinations) must act together to achieve environmental stability. Let us not look at it as an altruistic attitude. Let us just say that by pursuing things that have instrumental value, we are also moving towards the things that has intrinsic value. Let us live with the virtue of moderation. By this, we are only getting what we only need. Reference: Hurka, T. (2006). Virtue, Vice, and Value Oxford University Press.

Diversified International Portfolio

Diversified International Portfolio A diversified international portfolio is an investment model that spreads an organisation’s or individual’s investment between securities in various foreign markets (Levi, 2005). This investment approach means that the investor does not focus on a single local market but various foreign markets.Advertising We will write a custom essay sample on Diversified International Portfolio specifically for you for only $16.05 $11/page Learn More On the other hand, diversified local portfolio is an investment approach where the investor focuses their investments in several securities that are within the local market (Levi, 2005). There has been a general assertion that diversified international portfolio is a much better investment approach than diversified local portfolio. This paper will highlight some of the features associated with the two types of investment approaches and discern the most optimal. There are several inherent features associated with both diversified international portfolio and diversified local portfolio. The diversified international approach accords the investor with an investment spread with respect to their exposure to risk and opportunities. According to Levi (2009), a diversified international portfolio will enable the investor to either reap from favourable market environments in many parts of the world or suffer losses from unfavourable market environments. This implies that various political and economic aspects such as the political environment, economic performance, foreign currency performance, and absence or availability of new economic opportunities will serve to either increase or decrease the value of the investments in a diversified international portfolio depending on the direction taken by each of these aspects (Levi, 2009). This illustrates the extent of the spread in terms of risk exposure and opportunities associated with diversified international portfolio and, therefore, diversified inte rnational portfolio can be deemed to be a high risk and high return approach to investment. A diversified local portfolio does not result to a high exposure in terms of spreading the risk and rewards. A diversified local portfolio will expose the investor to only those risks and opportunities available in the local market. This means that only local economic factors will determine the value of the investment (Feldstein, 2007). As much as this approach might be touted as a much safer bet as far as portfolio diversification is concerned, it significantly limits the opportunities that the investor might have to increase their investment value. A diversified international portfolio significantly increases the opportunities that an investor might increase their investments and the return on investments can be very big (Feldstein, 2007). A diversified international portfolio should be supported by sufficient market research.Advertising Looking for essay on business economics? Let 's see if we can help you! Get your first paper with 15% OFF Learn More Response As duly explained, Diversified International Portfolio is an investment approach where the investor places their investments in the markets of several countries as opposed to limiting the investments in the domestic market. This approach is effective since it accords the investor with more opportunities from various locations in the world provided that the investor invests in stable markets. A diversified domestic on the other limits the investments in the domestic market. This approach limits the exposure to opportunities by the investor since they only operate from the domestic market. Response As duly explained, diversification is a key component in investment since it enables the investor spread the risk and opportunities availed to them. A diversified international portfolio is an important investment approach since it enables the investor to take advantage in foreign markets such a s emerging markets and specialized markets. On the other hand, a diversified domestic portfolio as much as it might present the illusion security, it limits the exposure of the investors thus limiting their potential to grow. References Feldstein, M. (2007). International Capital Flows. Chicago: University of Chicago Press. Levi, M. D. (2005). International Finance. London: Routledge. Levi, M. D. (2009). International Finance (5th ed.). London: Routledge.

Dealer's choice Essay Example | Topics and Well Written Essays - 1000 words

Dealer's choice - Essay Example From this definition, it is clear that politics exist in only in the presence of divided popular opinions. A political philosophy is the principal ideology defining how best to manage collective institutions such as government, economic systems and other social structures (Cahn & Talisse, 15-300). It involves individual or collective analysis and interpretation of ideas like freedom, justice, authority and democracy followed by application of the derived meaning in collective institutions (Cahn & Talisse, 15-300). The term prejudice refers to inflexible and often irrational opinions held by someone or section within a population. The provocative question from this analysis of the above quote can be stated as: Is politics governed through political philosophies or merely a systematic organization of prejudices? Political philosophies are defined around reflection on prevailing social and political issues. Philosophers meditate on the in-depth meaning of such conditions and their impli cation to resource distribution and human interactions (Cahn & Talisse, 15-300). For instance the industrial revolutions that finally lead to urbanization economist pondered between private property ownership versus collective ownership that existed. Some supported capitalism engaging in the popularization of this philosophy against communism and all this is due to the systematic organization of hatred involved with politics (Cahn & Talisse, 15-300). Capitalism dominated over communism based on positive implication in motivating individual and collective economic growth. During this era, political leadership is complied with either of these two philosophies (Cahn & Talisse, 15-300). Another example is the debate between having absolute separation between church and politics which prevailed mainly in the 19th century when religious missionaries were used to gain political control of new territories. Absolute separation of the two institutions was perceived to allow for independent co ntrol and monitoring of events in each objectively (Cahn & Talisse, 15-300). Through the integration of church issue in politics and vice versa was supported in the view of ensuring ethical political conduct and institutionalization of church issue, it lead to compromise of the same factors due to subjective approach to problem solving. Currently globalization and increased social liberalization has elicited varied opinions supporting social permissiveness and conservative social structures. Democracy has been advocated as the political philosophy that offers allows leadership to thrive through gaining majority support based on ideologies that best address individual freedom of expression (Cahn & Talisse, 15-300). Conservative political leaders insist on strict adherence to established structures with minimal adjustment to fit the context (Cahn & Talisse, 15-300). Based on these arguments politics is based on philosophical ideas. Democracy gains more popularity due to advantages whi ch includes allowing individual freedom within organizations and equal representations of stakeholders. Despite this philosophical approach to politics, it remains undefined whether these philosophies have universal validity or are just representation of sections within the society. Are they based on inherent human characteristics? Are these ideologies based on selfish interest or universal

Critical Thinking Philosophy Essay Example | Topics and Well Written Essays - 1500 words

Critical Thinking Philosophy - Essay Example Critical thinking because of its reasoning based on logic is applicable here. By organizing his experiences with the universally accepted aesthetic standards like that of goodness and truth, the individual became an objective participant in the order of beauty. Any deviations from this harmony were subjective errors and which encompassed the individual’s lack of ability to make or comprehend beauty. This universe of the conscious makers was both beautiful and good and rational. Such a universe however went beyond the power of any single individual, be it intellectual, moral or aesthetic. This started the notion of there being a universal order, which had existed before and beyond them. This implied the existence of a bearer of ‘truth’, goodness’, and ‘beauty’ who had organized the universe into this one perfect module. This universe had to be full of ethically perfect activities and beauty and reason. Critical thinking in this context makes us pause and wonder whether there was a personal God behind this or a spiritual being outside this universe which was actually his creation or was an inherent active reason in the universe behind the creation of this perfect world. (Znaniecki, 88-89) Critical thinking encompasses metaphysical thinking as well as scientific thinking. Parmenides is considered to be the father of metaphysics. (Marias,20) The aim of metaphysics is to determine the real nature of things, to put all assumptions to test and to determine the meaning, structure and values of things the way they are.(Wilshire, 1-26)

Annual Rreport Analysis Coursework Example | Topics and Well Written Essays - 1000 words

Annual Rreport Analysis - Coursework Example More significantly, financial analysis measures the financial performance of a company as in terms of profitability and investment ratios in its operations. As a result, financial analysis of a company, through the financial ratio allows the management to carry out both firms performance and the trend analysis performance for specific years. Sources of Finance More than often, companies have to seek sources of financing requires funds to purchase fixed assets, to finance growth and expansion and to increase its working capital. Nevertheless, these sources of long-term financing are not easily accessible because they include a fixed term contract and large amounts of fund (Brigham & Ehrhardt, 2011). As a result, companies opt to raise long-term capital by issuing shares to shareholders from the public. There are two types of shareholders including equity shareholders who are directly involved in company affairs and the preference shareholders who are entitled to profits before equity shareholders (Davies & Pain, 2011). In addition, companies can use long-term loans as sources of finance from financial institutions. These loans could either be from government or private financial institutions who give long-term loans at reasonable rate of interest and repayment period (Gowthorpe, 2011). More so, the companies can use debentures as there sources of finance that are issued to the public. ... Financial Analysis of TCB bank and Bank of Georgia As financial services provider institutions, both the TCB bank and Bank of Georgia seek these sources of long-term finance to increase their business lines and boost their working capital. As a result, the two companies have shareholders both equity and the preference shareholders who are entitled to profits from the company’s proceedings. In addition, the financial institutions use debentures as there sources of finance from the public who make up the creditors of the companies (Nikolai, Bazley & Jones, 2010). As other financial institutions, the two companies source out for long-term loans as sources of finance from other financial institutions within reasonable rate of interest and repayment period. In addition, the two companies have funds from their retained earnings as sources of long-term finance (Fields, 2011). 1) Profitability Ratio 2011 2010 Return on assets= Net income/ = 91,625 /2783901=0.033 49,435/2002900.5=0.025 TCB Bank Total average asset Return on assets= Net income/ = 138973/ 4182165=0.033 78043/ 4004922=0.019 Bank of Georgia Total average asset Return on equity=Net income/ = 91,625 / 423026.5 =0.217 49,435/352007.5=0.140 TCB Bank Average stockholders’ equity Return on equity=Net income/ = 138973/918677.5=0.151 78043/812,603=0.096 Bank of Georgia Average stockholders’ equity Net Profit margin= Net Income/ Sales = 91,625 /209,081=0.438 49,435/162,814=0.304 TCB Bank (TCB Bank, 2012) Net Profit margin= Net income/ Sales = 138973/360,215=0.386 78043/413673=0.189 Bank of Georgia Gross Profit margin= Gross Income/ Sales = 209,081/ 360,215=0.580 162,814/ 271,805=0.600 TCB Bank Gross

Historiography Of The Civil Rights Movement

Historiography Of The Civil Rights Movement Who was the NAACP (National Association for the Advancement of Colored People) lawyer who successfully argued the NAACPs Brown v. Board of Education? Answer: Martin Luther King. Question: Name several people who were involved in the Montgomery Bus Boycott. Answer: Martin Luther King and Rosa Parks. Question: Who was the first President of the Student Nonviolent Coordinating Committee (SNCC)? Answer: Martin Luther King. Question: Who organized the famous March on Washington? Answer: Martin Luther King. Question: Who started the sit-in movement of the 1960s? Answer: Martin Luther King. (Armstrong 2002) Does the preceding list of questions and answers sound familiar? If you teach high school history, the answer is probably yes. However, this does not tell the whole story. In reality, Martin Luther King was just one member of the larger Civil Rights Movement sweeping the country. In order to illuminate the larger picture to our students, alternative strategies need to be considered. One such strategy is presented here. This lesson plan tackles the Civil Rights Movement from the perspective of nonviolent direct action. I am not arguing that King is not an important historical figure of the Civil Rights Movement, because he certainly is. The problem, however, is that since the early 1970s, the struggle for civil rights has been taught almost solely in relationship to King and his life. Students graduate from high school viewing the civil rights movement synonymously with Martin Luther King Jr. Such connections are understandable, if grossly uninformed. Students are denied the opportunity to immerse themselves in the complicated and varied histories of the civil rights movement. (Armstrong 2002) According to Armstrong, in the past, most high school history teachers relied on textbooks to help them convey the civil rights movement to their students. Unfortunately, the vast majority of textbooks present a narrative of the civil rights movement of King as the embodiment of the Civil Rights Movement. As a result, textbooks typically begin the movement in 1954 and 1955 with the Brown v. Board decision and the Montgomery Bus Boycott, and end in 1968 with the assassination of King. (Armstrong 2002, 6) However, this is only a narrow view of what many historians consider a much longer struggle for racial civil rights. One way to open up this narrative is to provide students with access to primary documents. This lesson incorporates three primary documents one from each of the leading groups that advocated nonviolent action during the civil rights movement. This methodology not only presents students with alternative perspectives, but it also exposes students to a core tool used by historians. (Armstrong 2002) In any history course, whether it is second grade, high school, or graduate level, aspects of the story will be left out. History is a vast and ever-expanding field, and it is impossible to include everything in one course. However, by showing our students how to think and act like historians, we can give them the opportunity to explore these topics further in the future. National Standards The National Standards for United States History: Era 9 Postwar United States, Standard 4 requires students to understand the struggle for racial and gender equality and the extension of civil liberties. (National Center for History in the Schools 2005) Time This lesson should be divided into three class sessions of approximately one hour. Student Objectives To analyze primary source material. To analyze the role of nonviolent direct action in combating racism. To analyze the role of different organizations combating racism in the Civil Rights Movement. Congress of Racial Equality (CORE) Student Nonviolent Coordinating Committee (SNCC) Southern Christian Leadership Conference (SCLC) Background Nonviolent Action According to Gene Sharp, Nonviolent action refers to those methods of protest, resistance and intervention without physical violence in which the members of the nonviolent group do or refuse to do certain things. (Sharp 1969) These methods can be divided into three basic groups: nonviolent protest, noncooperation, and nonviolent intervention. Each group contains different examples of nonviolent actions. Nonviolent protest includes such actions as parades, marches, and picketing. Noncooperation includes such actions as walkouts, strikes, and boycotts. And nonviolent intervention, the most militant forms of nonviolence typically refers to sit-ins. (Wirmark 1974) Each of these methods of nonviolent action was employed during the Civil Rights Movement. Three of the leading organizations which advocated the use of nonviolent action were the Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC). Congress of Racial Equality (CORE) CORE was founded in 1943, and specialized in nonviolent action to combat racial discrimination. Its first focus was on sit-in demonstrations with the goal that public places, such as restaurants, would become desegregated. (Wirmark 1974) As the Civil Rights Movement evolved, so too did the goals of CORE, who began to sponsor freedom rides during the early 1960s. [See Figure 1] (Woodward 1966) From 1962-1964, CORE concentrated on voter registration drives throughout the South. It was also responsible for sponsoring direct action protests against unfair housing measures and other types of discrimination against African Americans in the North. Though all three organizations (CORE, SNCC, and SCLC) employed nonviolent techniques in their quest for equality, it was CORE who initiated the practice. (Meier and Rudwick 1973) Student Nonviolent Coordinating Committee (SNCC) On February 1, 1960, a group of young African American students were refused to be served in a coffee shop in North Carolina. In protest, the students sat in silence in the shop. This type of protest, known as a sit-in, rapidly spread throughout the country, bringing many young college students into the civil rights cause. [See Figure 2] (Woodward 1966) The SNCC, the youngest and most militant of the organized groups, came out of the sit-in movement. Students who had participated in sit-ins wanted to control student demonstrations, and thus founded the SNCC in 1960. (Wirmark 1974) By 1966, the SNCC had gained national attention with its use of the slogan Black Power. Some of the most important leaders of the SNCC were Bob Moses of Mississippi, Charles Sherrod of Georgia, and Bill Hansen of Arkansas. These men were most effective because they truly believed in the morality of their cause. They were courageous in the face of adversity and influenced others to not give up hope. (Stoper 1977) Southern Christian Leadership Conference (SCLC) After the successful Montgomery bus boycott, Martin Luther King, Jr. founded the SCLC to bring together the church leaders who had been organizing the boycott. [See Figure 3] Inspired by the actions of CORE, King wanted to apply nonviolent action on a large scale. (Wirmark 1974) Unlike the other two organizations, the SCLC acted as an umbrella organization. It brought together various civil rights groups across the South and the rest of the nation. It also differed from other civil rights groups because it was primarily made up of religious groups. Charles Morgan, a member of the SCLC board of directors said of the group, SCLC is not an organization, its a church. (Fairclough 1987, 1) King was certainly a significant force behind the SCLC, but its successes cannot be accredited solely to his larger-than-life personality. The SCLC was extremely effective in combating racial discrimination and segregation, and this was due partially to King, partially to its belief in a higher moral ca use, and partially to its commitment to nonviolent action. (Fairclough 1987) Procedures Day One Briefly discuss the main events of the Civil Rights Movement with students, providing them with a timeline for reference. Have students look up the definitions for segregation, non-violence, and direct action. Provide students with a background on different types of nonviolent direct action protests. Allow students to brainstorm ways to combat racism through nonviolent direct action. Day Two Provide students with a background on the Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC). Divide the students into three groups and assign one organization to each group. Groups should make a short presentation to the class on the background and history of their assigned organization. Day Three Have students compare and contrast the three civil rights organizations in a 1-2 page in-class essay. Students should work individually, but allow them the opportunity to use reference materials, as well as discuss their questions with you. Discussion Questions How do you define segregation? Provide two different examples of racial segregation. What is nonviolence? Direct action? How can the two be used to combat racial segregation? What were the goals of CORE? Of SNCC? Of SCLC? Compare and contrast the three organizations. In what ways does studying them deviate from what you have learned about the civil rights movement in the past? Further Reading Armstrong, Julie Buckner. Teaching the American Civil Rights Movement: Freedoms Bittersweet Song. New York: Routledge, 2002. Carson, Clayborne. Martin Luther King, Jr.: Charismatic Leadership in a Mass Struggle. The Journal of American History, Vol. 74, No. 2 (Sep., 1987): 448-454. Fairclough, Adam. To Redeem the Soul of America: The Southern Christian Leadership Conference and Martin Luther King, Jr. Athens: The University of Georgia Press, 1987. Meier, August, and Elliott Rudwick. CORE: A Study in the Civil Rights Movement 1942-1968. New York: Oxford University Press, 1973. National Center for History in the Schools. History Standards for Grades 5-12 United States. National Standards for History Basic Edition. 2005. http://www.sscnet.ucla.edu/nchs/standards/ (accessed November 11, 2010). OBrien, Michael. Old Myths / New Insights: History and Dr. King. The History Teacher, Vol. 22, No. 1 (Nov. 1988): 49-65. Steinkraus, Warren E. Martin Luther Kings Personalism and Non-Violence. Journal of the History of Ideas, Vol. 34, No. 1 (Jan. Mar., 1973): 97 111. Stoper, Emily. The Student Nonviolent Coordinating Committee: Rise and Fall of a Redemptive Organization. Journal of Black Studies, Vol. 8, No. 1, 1977: 13-34. Wirmark, Bo. Nonviolent Methods and the American Civil Rights Movement 1955-1965. Journal of Peace Research. Vol. 11. No. 2, 1974: 115-132. Woodward, C. Vann. The Strange Career of Jim Crow. New York: Oxford University Press, 1966. Day One Handout Name ____________________________________ Definitions: Look up each of the following words and write out the definition. Segregation: ____________________________________________________________________________________________________________________________________________________________ Non-violence: ____________________________________________________________________________________________________________________________________________________________ Direct action: ____________________________________________________________________________________________________________________________________________________________ Non-Violent Direct Action Protests: Read the following list of non-violent direct actions and discuss in your groups. Sit-ins (restaurants, lunch counters) Kneel-ins (churches) Stand-ins (theaters, swimming pools, libraries) Marches Mass meetings Picketing Vigils Prayer meetings Jail-ins (attempt to overcrowd jails) Fasting Nonviolent obstruction (streets, vehicles) Boycotts Rent strikes Voter registration drives Day Two Handout -Page 1 CORE Rules for Action Guarantees of the Individual to the Group A CORE member will investigate the facts carefully before determining whether or not racial injustice exists in a given situation. A CORE member will seek at all times to understand both the attitude of the person responsible for a policy of racial discrimination, and the social situation which engendered the attitude. The CORE member will be flexible and creative, showing a willingness to participate in experiments which seem constructive, but being careful not to compromise CORE principles. A CORE member will make a sincere effort to avoid malice and hatred toward any group or individual. A CORE member will never use malicious slogans or labels to discredit any opponent. A CORE member will be willing to admit mistakes. He will meet the anger of an individual or group in the spirit of good will and creative reconciliation; he will submit to assault and will not retaliate in kind either by act or word. A member will never engage in any action in the name of the group except when authorized by the group or one of its action units. When in an action project a CORE member will obey the orders issued by the authorized leader or spokesman of the project, whether these orders please him or not. If he does not approve of such orders, he shall later refer the criticism back to the group or to the committee which as the source of the project plan. No member, after once accepting the discipline of the group for a particular action project, shall have the right of withdrawing. However, should a participant feel that under further pressure he will no longer be able to adhere to the Rules for Action, he shall then withdraw from the project and leave the scene immediately after notifying the project leader. Only a person who is a recognized member of the group leader in a particular project shall be permitted to take part in that group action. Guarantees from the Local Group to the Individual Each member has the right to dissent from any group decision and, if dissenting, need not participate in the specific action planned. Each member shall understand that all decisions on general policy shall be arrived at only through democratic group discussion. A CORE member shall receive the uncompromising support of his CORE group as he faces any difficulties resulting from his authorized CORE activities. Day Two Handout -Page 2 Student Nonviolent Coordinating Committee Statement of Purpose We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from the Judeo-Christian tradition seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society. Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hope ends despair. Peace dominates war; faith reconciles doubt. Mutual regard cancels enmity. Justice for all overcomes injustice. The redemptive community supersedes systems of gross social immorality. Love is the central motif of nonviolence. Love is the force by which God binds man to himself and man to man. Such love goes to the extreme; it remains loving and forgiving even in the midst of hostility. It matches the capacity of evil to inflict suffering with an even more enduring capacity to absorb evil, all the while persisting in love. By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actual possibilities. Day Two Handout -Page 3 Southern Christian Leadership Conference: This is SCLC Aims and Purposes of SCLC The Southern Christian Leadership Conference has the basic aim of achieving full citizenship rights, equality and the integration of the Negro in all aspects of American life. SCLC is a service agency to facilitate coordinated action of local community groups within the frame of their indigenous organizations and natural leadership. SCLC activity revolves around two main focal points: the use of nonviolent philosophy as a means of creative protest; and securing the right of the ballot for every citizen. Philosophy of SCLC The basic tenets of Hebraic-Christian tradition coupled with the Gandhian concept of satyagraha truth force is at the heart of SCLCs philosophy. Christian nonviolence actively resists evil in any form. It never seeks to humiliate the opponent, only to win him. Suffering is accepted without retaliation. Internal violence of the spirit is as much to be rejected as external physical violence. At the center of nonviolence is redemptive love. Creatively used, the philosophy of nonviolence can restore the broken community in America. SCLC is convinced that nonviolence is the most potent force available to an oppressed people in their struggle for freedom and dignity. SCLC and Nonviolent Mass Direct Action SCLC believes that the American dilemma in race relations can best and most quickly be resolved through the action of thousands of people, committed to the philosophy of nonviolence, who will physically identify themselves in a just and moral struggle. It is not enough to be intellectually dissatisfied with an evil system. The true nonviolent resister presents his physical body as an instrument to defeat the system. Through nonviolent mass direct action, the evil system is creatively dramatized in order that the conscience of the community may grapple with the rightness or wrongness of the issue at hand. Supplementary Materials Visual Aids These photographs can be used to supplement this lesson plan. Pass them out to the class or incorporate them into your classroom presentation. More visual aids can be found at: www.loc.gov/rr/print/. Figure 3: Dr. Martin Luther King, Jr. in front of SCLC Headquarters in Atlanta. Figure 1: Background Map: 1961 Freedom Rides [New York]: Associated Press News Feature. ca. 1962 http://www.loc.gov/exhibits/treasures/images/s84.6p1.jpg http://www.blackpast.org/files/blackpast_images/SCLC_King.jpg Figure 2: Tottle House Occupied during a Sit-in by some of Americas most effective organizers. Atlanta, Georgia, ca. 1963 http://www.loc.gov/exhibits/treasures/images/vc84.1b.jpg Civil Rights Timeline *Adapted from http://www.africanaonline.com/2010/08/civil-rights-timeline/* 1954 Brown vs. Board of Education: U.S. Supreme Court bans segregation in public schools. 1955 Bus boycott launched in Montgomery, Ala., after an African-American woman, Rosa Parks, is arrested December 1 for refusing to give up her seat to a white person. 1956 December 21 After more than a year of boycotting the buses and a legal fight, the Montgomery buses desegregate. 1957 At previously all-white Central High in Little Rock, Ark., 1,000 paratroopers are called by President Eisenhower to restore order and escort nine black students. 1960 The sit-in protest movement begins in February at a Woolworths lunch counter in Greensboro, N.C. and spreads across the nation. 1961 Freedom rides begin from Washington, D.C: Groups of black and white people ride buses through the South to challenge segregation. 1963 Police arrest King and other ministers demonstrating in Birmingham, Ala., then turn fire hoses and police dogs on the marchers. Medgar Evers, NAACP leader, is murdered June 12 as he enters his home in Jackson, Miss. Four girls killed Sept. 15 in bombing of the Sixteenth Street Baptist Church in Birmingham, Ala. 1964 July 2 President Johnson signs the Civil Rights Act of 1964. 1965 Malcolm X is murdered Feb. 21, 1965. Three men are convicted of his murder. August 6. President Johnson signs the Voting Rights Act of 1965. The act, which King sought, authorized federal examiners to register qualified voters and suspended devices such as literacy tests that aimed to prevent African Americans from voting. The Rev. Martin Luther King Jr. is assassinated in Memphis, Tenn., unleashing violence in more than 100 cities. In response to Kings death, Seattle residents hurled firebombs, broke windows, and pelted motorists with rocks. Ten thousand people also marched to Seattle Center for a rally in his memory. 1992 The first racially based riots in years erupt in Los Angeles and other cities after a jury acquits L.A. police officers in the videotaped beating of Rodney King, an African American.

Dr. Linus Pauling - A Model of Courage Essay -- Argumentative Persuasi

The Strength of Character of Dr. Linus Pauling When it comes to moral courage, no one thinks of scientists. Moral courage brings to mind the Chinese protestor who leapt in front of a tank in Tiananmen Square, the conductors of the Underground Railroad who led slaves to freedom, and the freedom fighters of the Warsaw Ghetto, who fought to their deaths against the Nazis. The Chinese protestor, the northern conductor, and the Jewish resistance fighters were common people transformed by extraordinary times. Their moral beliefs led them into danger that was immediate, terrifying, and tangible. Some forms of moral courage are less obvious. In fact one of history's greatest examples of moral courage comes from a place no one would ever expect - the field of science. It may not seem possible to compare a man who worked in a laboratory to a man who guided slaves to freedom. After all, the Underground Railroad conductor physically risked his life day after day, but the danger that one brave chemist faced was just as real. A brilliant chemist, and a man of unshakeable moral convictions, Dr. Linus Pauling protected the human race from the unparalleled danger of nuclear war. Pauling's moral stand is a model for morality in science. During World War II the United States employed scientists on the top-secret atomic bomb program. Desperate for a weapon to use against Germany and Japan, the government recruited all the best American scientists. One of the few scientists to refuse to work on the bomb was Linus Pauling. It was a difficult decision because the Federal government was exerting a lot of pressure on him. In addition to the pressure, the project itself was hard to turn down. A scientist lives for a proj... ... will be responsible for using science morally. And that is why Linus Pauling is so important to me. In the face of great pressure and danger, he took a moral stand for his beliefs. He is my role model for his moral courage. Pauling's moral stand was not glamorous. It was not the glorious heroism of the movies. But if moral courage is supporting one's beliefs no matter what, then Pauling clearly was a hero. He was threatened by the atomic bomb no more than anyone else was but he alone decided to take responsibility for it. He knew the devastation of the bomb, and as a scientist, an American and a human, he refused to dodge his moral responsibility. Pauling is a role model and a moral hero because he bravely stood for morality on behalf of the human rare. 1 "Interview with Dr. Linus Pauling", Regents of the University of California, Berkley, 1996.