Informational Speeches on Issues that Matter

Informational Speeches on Issues that Matter (0) We hear from our teachers that students often struggle to craft effective presentations, for a variety of reasons.   In some cases they suffer from “stage fright,” and are nervous about speaking in front of their peers.  Others have a tough time finding topics, organizing their thoughts, and presenting them coherently, while simultaneously engaging their audience.   Having students conduct research and then prepare presentations around issues that matter to them can help alleviate some of these challenges. With this in mind, we present  the assignment Introduce an Issue: Informational Paragraph and Speech/Presentation where students share issues that matter to them in the upcoming presidential election. Its informative, timely, and good research and speaking practice! The original assignment (linked here) was created by the Los Altos High School English Department and modified by Margaret Bennett and Elizabeth Tompkins for their 10th grade World Literature honors class. Margaret told us she loves this assignment, and gave us a number of reasons to explain why she thinks it’s so effective: It establishes a strong process by getting kids to ask questions and form essential questions, and mirrors the senior project her students will have to complete when they reach the 12th grade students become really skilled at doing research, including using databases and assessing bias and credibility there is a lot of student ownership as each student chooses his/her own issue to research Although this assignment was designed for students in the 10th grade, you can easily modify it to address any  students’ current level and interests. Click here to download the  Word Doc version Introduce an Issue:   Informational Paragraph and Speech/Presentation Assignment: Research an issue (an important topic or problem for debate or discussion) of interest to you in this year’s election and introduce it to your peers in a concise 3-4 minute informative speech. Points: This is a major assignment worth 80 points (60 points written speech, 20 points oral presentation). Process: When creating your speech, please follow the process below. Topic â€" Clearly state the topic you are researching (Ex. Renewable Energy). Find a current topic that satisfies these questions: My topic is ______________________________ Ask yourself the following questions: Is it a real issue, with genuine significance? ____________________ Are you personally interested in this issue? ____________________ Is the issue narrow enough to be manageable? ________________ Develop a List of Questions â€" Add depth to your issue by asking probing questions (minimum of 5+ questions). Preliminary Research/Starting the Annotated Bibliography â€" Look for answers to your questions. Compile at least three articles reflecting multiple views on the issue which expand your understanding as to the depth and complexity of the topic. Isolate the Issue/Building a Knowledge Base â€" Narrow your topic to a specific issue â€" clearly state the issue that needs attention. (Ex.: Renewable Energy in the US in the next 10 years) My narrowed topic is ________________________________________ Essential Question â€" A paper’s essential question is “What question will your speech try to answer?” In this case, you are telling us why your narrowed topic should be an issue we care about in the election. My essential question is: Why is ___narrowed topic  an important issue in this year’s election? Further Research Supporting Points â€" Now that you have your focused, essential question, go back to searching for the best four credible sources, reflecting multiple perspectives, to expand your understanding. Choose three points that support your question and help convince us that your topic is an important issue in this year’s elections. This is an important issue we should care about because: First Point: ________________________________________________ Second Point: ______________________________________________ Third Point: _______________________________________________ Annotated Bibliography â€" Create an Annotated Bibliography in MLA format. Your annotations should note the important features of each article and how you used the article. Write your Informative Speech â€" Outline your speech (scroll down to the bottom of this doc). Then, use your outline to write a short, informative speech (approximately 300 words) in which you synthesize multiple sources about your subject in order to inform your audience. Assert a clear thesis that organizes your complex ideas. Use your three supporting points and specific evidence from at least three sources to clearly, accurately, concisely and logically help your audience (fellow students) follow your line of reasoning and communicate the significance of the issue. Be sure to credit your sources in your speech when you reference a work or incorporate it as evidence. Remember, your goal is to inform your listeners of an important issue without taking a position. Your speech should genuinely teach your audience about your topic, but should not include your opinion on the topic. Be sure to create a strong title. This speech should be about 1 page, double spaced. Be concise. Every word matters. See the models provided. While there are many ways to organize a speech, we recommend you follow this format: Introduction (about 2 sentences): Hook your readers with a general introduction to your topic focused issue. Tell us the scope and significance of the issue you will be teaching us about! The Extent /Reason to Listen (1-2 sentences): Reveal your knowledge of the history/general background surrounding your issue as well as why your listeners should be interested in this topic. Assert why this is a significant topic (may have already done so in introduction). Main Point 1 (about 2-3 sentences): Give clear statement of first point. Provide supporting evidence (possibly paraphrased). Include citation of evidence explanation/commentary Transition to next point….. Main Point 2 (about 2-3 sentences): Give clear statement of second point. Provide supporting evidence (possibly paraphrased). Include citation of evidence explanation/commentary Transition to next point… Main Point 3 (about 2-3 sentences): Give clear statement of third point. Provide supporting evidence (possibly paraphrased). Include citation of evidence explanation/commentary Conclusion (1-2 sentences): Reassert main idea that we should take-away from your speech. What is the main idea we should have learned about from this? You may choose to organize your ideas into one larger paragraph or several smaller ones. Peer review: Rehearse â€" Practice your speech paying attention to delivery, including eye contact, volume and pronunciation. You may use note cards. Consider making strategic use of digital media to enhance your audience’s understanding of your findings and to add interest. Final Products: Final speech (oral and written). 80 points major: 60 points written, 20 points oral Due the day after your speech: REFLECTION on the process (typed and printed hard copy due the day after you give your speech â€" please also put in your “shared with teacher” folder). View the rubric for this assignment here.

The French Revolution And Its Effects On The Planet s...

The French Revolution 1789-1799 is known as a standout amongst the most critical occasions on the planet s history. Its effect barely can be exaggerated because of comprehensively brought about suggestions. Along these lines, it is considered as by and large substantial birth of cultivated standards. Being allocated to discover circumstances and end results of French Revolution, it is very hard to be maximally extensive with answer. Proper breaking down requires a lot of things considering. Be that as it may, there is the attempt to diagram the most noteworthy circumstances and end results of extraordinary verifiable occasion. How about we begin with Causes of French Revolution. Discussing this part, there is the need to get perplexing†¦show more content†¦Toward the end of educational impact time, the force of Church was unlimited. Subsequently, it is normally that it took the first. With respect to relating advantages, the Estate was out of expense obligation. Additionally, the Church was approved for money tithe asserting. Inquisitively enough, this minority possessed more than 15% percent of France grounds. The second Estate was respectability. And additionally Church, this class was free from expenses. At the period of medieval relations, the force of it was assembled around terrains winning. The principle wellsprings of salaries was area rent and installments for area misuse. As the area was the premise of creating relations, it is actually that its proprietors were the wealthiest individuals of that times. Whatever is left of populace was the third Estate, alleged bourgeoisie. Coherently th at this class needed to take whole taxation rate and its status was unimaginably complexity to two past Estates. Hence, it is not shocking that discouraged dominant part took activities for fairness foundation. Money related sadness. Clearly, it exited aside initial two Estates. Really, the unequal qualities dispersion got to be one of the key elements which created verse of more than 95 percent of populace. But this, the vast majority of students of history accuse nonsensical monetary arrangement of Louis XIV ruler s strategy (Delp 2008). Moreover, we are skilled to blueprint serious wars which required inserting of

The Influence of Social Networking and Study Habit on...

THE INFLUENCE OF SOCIAL NETWORKING AND READING HABIT ON ACADEMIC PERFORMANCE AMONG UNIVERSITY UNDERGRADUATES EKWERIKE ONYEDIKA 090651012 LAGOS STATE UNIVERSITY, OJO (JULY, 2012) ABSTRACT This paper discusses in details the Research proposal on the influence of social networking and reading habits among university undergraduates. In particular the research will focus on the question â€Å"does social networking and reading habits affects the academic performance of university undergraduates? If it does is the influence positive or negative? In this research proposal, the background, context, and theme of the study are presented: the objectives of the research and research statements are also stated. The scope and methodology to be used are†¦show more content†¦The biggest consumers of social networking sites are youths, many of whom are students, the researcher therefore perceives a problem, that many students would rather spend time social networking than studying their books or paying attention in class. The researcher assumes that this could affect their academic performance adversely. If social networking could affect study habits which in turn could affect academic performance it becomes paramount that the issue be investigated. STATEMENT OF PROBLEM Given our very bad economy and high level of poverty, many Nigerians today view education as the key to unlocking the chains of poverty. Many parents therefore are more than ever willing to make sure that their children or wards get educated, even to the point of university education. However just going to the university these days does not guarantee getting a good job, students have to work very hard in order to get good grades, as this increase the market value, most organization in Nigeria for example would not employ graduates with nothing lower than a second class upper division (2.1). Millions of people graduate each year from universities one of the indicators that highlight the student’s qualification is the C.G.P.A, many employees as mentioned earlier use the C.G.P.A to screen out job candidates and would only take candidates with the higher C.G.P.A (Erdem et al, 2007). The importance of good academicShow MoreRelatedEFFECT OF THE SOCIAL NETWORKING SITES ON THE STUDY HABBITS OF THE STUDENTS1840 Words   |  8 PagesEFFECT OF THE SOCIAL NETWORKING SITES ON THE STUDY HABBITS OF THE STUDENTS A Research Paper Presented to Ms. Patricia Orpilla By: Ma. Excelsis Dhea T. Arganoza Rose Ann Garcia Kamille Logo Jennifer Capillan Christine Vallejo Michelle Connie Pascual Rainer Rosales INTRODUCTION In our present generations, there a lot of technologies have been deployed to make things easier. One of them is the Social Networking Sites it is very useful in many ways, and it is easy to use by anyone apparently mostRead MoreThe Effects of Social Networking Sites to the Academic Performance of the Students6500 Words   |  26 PagesEffects of Social Networking Sites to Academic Performance of the Students ABSTRACT Title : The Effects of Social Networking to the Academic Performance of the Students The purpose of the study was to determine the effects of social networking to the academic performance of the students of Universidad de Manila. Specifically, it attempted to answer the following questions: 1. What is the demographic profile of the respondents in terms of age, gender? 2. 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They become the major channels for people to have contact with each other [2]. Gone were the days when people made connections with others mostly through phone calls or letters. Genera lly, users communicateRead MoreThe Brain, The Hippocampus And The Striatum ( Jacobsen Forste ) Essay1846 Words   |  8 Pagesapproach; however, this area of the brain is for learning habits. Multitasking is usually right for those that want to work on assembly lines. Students that graduate with degrees typically aim for high paying jobs and in order to achieve this they must shut down their laptops and phones and pay attention in their classes. A startling fact is just how dependent and almost fixated college students are when it comes to accessing the internet. A few studies such as that of Jacobsen Forste, (2011) have highlightedRead MoreImpact Of Social Media On Business1820 Words   |  8 PagesImpact of Social Media on Business: Effects of Social Networking Sites on Organisational / Academic Performance of London College of Business Management and Information Technology (LCBMIT) Index 1. Introduction 2. Background 3. Research Objectives and Methodology 4. Conclusion 5. References 6. Appendix A Introduction: The present study investigates the effect of use of Social Networking sites on organisational performance of LCBMIT. Blogs, tweets, moodle, and discussion boards, facebook updatesRead MoreTeenage Struggle4860 Words   |  20 Pagesfield. Social Networking communities are here to stay. Facebook has over 500 million users, while twitter has over 200 million. That’s not even counting blogs or Youtube video blogs. There’s no doubt that the students are actively engaged in online communities. Some of the social networking sites have a negative amp; discernable effect on us as human beings. How much do these selected social networking sites affect out our actions, our thoughts, our decisions amp; in general our lives? Social networkingRead MoreImpact Of Social Media On Academic Performance Essay1822 Words   |  8 PagesRelated impacts of using social media to the academic performances The study that was done by O Keeffe, and Clarke-Pearson, (2011) suggested that the onset of technological innovation has played a huge role that has affected the changes in psychological behaviors of adolescents that are mainly engaged in social media activities on a daily basis. Teenage pregnancies have been the outcome of the usage of some social media sites. Numerous students have gained access to multiple kinds of informationRead MoreSocial Media And Its Effects On Society1298 Words   |  6 PagesIt has been proven that social media usage produces the same effect as love in the brain by activating a chemical, known as dopamine. With that said, teenagers ages 15-19 spend at least three hours each day on various social media platforms. Throughout the past decade, the growth and advancements in technology have allowed for social media to excel more than ever. As social media improves, it becomes a bigger part in people’s daily lives. 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Conflict Mediation and Peacemaking Free Essays

Conflict Resolution and Peacemaking Social Psychology-PSY/400 August 16, 2010 Matt Diggs Conflict Resolution and Peacemaking Conflict resolution is used in a variety of ways and includes many elements. The goal in this paper is analyze the chosen article for the elements of conflict resolution and peacemaking discussed by David G. Myers in his Social Psychology textbook and to draw parallels. We will write a custom essay sample on Conflict Mediation and Peacemaking or any similar topic only for you Order Now The Article: The Critical Role of Conflict Resolution in Teams: A Close Look at the Links Between Conflict Type, Conflict Management Strategies, and Team Outcomes, by Kristin J. Behfar, Randall S. Peterson, Elizabeth A. Mannix and William M. K. Trochim The idea was to find which conflict resolution strategies helped teams be the most successful in his or her current team and what each team experience brings to the next team experience. The study focuses on group satisfaction and performance based on how the team members handle conflict that arises throughout the experience and which conflict resolution strategies provided the team with the most success in both the project given and the social aspect. The groups were newly formed with no assigned leader to ensure the group developed the conflict resolution strategies.Elements of Conflict Resolution Cause of Conflict The examples of what causes conflict given in the article are similar to that of the textbook. Though the textbook outlines the causes for simpler reading the article makes it clear what elements may cause conflict. The textbook outlines social dilemmas, competition, perceived injustice, and misinterpretations as causes of conflicts, the examples in the article talk about how the conflicts can manifest into the form of passive aggressive behaviors such as power plays, blaming one another, attendance issues as well as withholding vital information from the group.According to Myers (2008) when two or more people interact their perceived needs and goals may conflict, indeed the goal in a team is to achieve the best outcome, though some people may have a different perception of that outcome or how to achieve it. Conflict Resolution Strategies (Article) The article outlines the conflict resolution process with a wide variety of behaviors including problem solving skills, communication, understanding the positions of others, as well as dealing with emotions (Behfar, Peterson, Mannix, and Trochim, 2008).The actual strategies include open communication, discuss or debate, and compromise and consensus w here each party says what is on their mind and work out the issue from there, the team goes through each solution and determined which was the easiest to defend with the information given or instead of debating the team focuses on compromise; rotating responsibilities, when the team changes or rotates responsibilities to foresee member conflicts, for example, â€Å"we tried a new way of working together that better considered our busy schedules† or â€Å"we plotted out our busy times before the deadline and avoided meeting during those times† (Behfar, Peterson, Mannix, and Trochim, 2008); Avoiding the conflict, the teams divided the work so the people that had a conflict never had to work directly together which is not the ideal usage of conflict resolution based on the fact that the conflict is only being ignored rather than solved. Conflict Resolution Strategies (Textbook)The text has similar ideas such as contact with one another, putting the group together can caus e a more tolerant attitude; cooperation, people having a common goal and working together to achieve it; communication, people can bargain (seek an agreement to a conflict through direct negotiation between the people) seek mediation (an attempt by a neutral person to resolve a conflict by facilitating communication and offering suggestions) or they can arbitrate (resolution of a conflict by a third and neutral person who studies both sides of the conflict and imposes a settlement); lastly is conciliation, this means that each party is not willing to just turn and walk away so one party slows steps back and in return as does the other party, it can be described as not turning their backs to each other but cautiously walking away. Article Conclusion Results of the study showed that majority rule voting was associated with high and increased task performance but had a low and decreasing member satisfaction.These results show that it is beneficial to all members and performance to reso lve conflict rather than ignoring or avoiding it, if two members of the team believe that he or she is not being heard (perceived injustice) then he or she will be unhappy in the group and in turn can cause further conflict within the group as previous examples show; passive aggressive behaviors such as power plays, blaming one another, attendance issues as well as withholding vital information from the group. The teams that were high and increasing in performance and member satisfaction developed equity, not necessarily equal, but a suitable way for all members of the team to contribute given any restrictions.The idea is for the performance and member satisfaction to be at its highest, to do so members of the team must keep this in mind when discussing contributions and ideas. The conclusion of the study is parallel to what would make sense as read in Myers textbook. If the proper steps are taken, most conflicts can be resolved through the conflict resolution and peacemaking elements. Conclusion The chosen article and the textbook discussed the same elements of conflict resolution and peacemaking, though described in alternative terms, the concepts were the same. There are several ways conflict can occur and with that there are several ways conflicts can be managed or solved. The conflict resolution strategy used would depend on the type of conflict as well as the type of people or behav iors involved. The main elements of conflict resolution are contact, cooperation, communication which includes bargaining, mediation, and arbitration, and finally conciliation. Within these elements several approaches can be used to resolve conflict. The ideal situation would be all members involved in the conflict walk away feeling that he or she has been satisfied but not necessarily that he or she has won.References Behfar, K. J. , Peterson, R. S. , Mannix, E. A. , Trochim, W. M. (2008). The Critical Role of Conflict Resolution in Team: A Close Look at the Links Between Conflict Tyoe, Conflict Management Strategies, and Team Outlooks. Journal of Applied Psychology , 170-188. Meyers, D. G. (2008). Social Psychology. New York City : McGraw-Hill. How to cite Conflict Mediation and Peacemaking, Papers

The Rich Get Richer and the Poor Get Prison Essay Example

The Rich Get Richer and the Poor Get Prison Paper Jeffrey Reiman, author of The Rich Get Richer and the Poor Get Prison, first published his book in 1979; it is now in its sixth edition, and he has continued to revise it as he keeps up on criminal justice statistics and other trends in the system. Reiman originally wrote his book after teaching for seven years at the School of Justice (formerly the Center for the Administration of Justice), which is a multidisciplinary, criminal justice education program at American University in Washington, D. C. He drew heavily from what he had learned from his colleagues at that university. Reiman is the William Fraser McDowell Professor of Philosophy at American University, where he has taught since 1970. He has written numerous books on political philosophy, criminology, and sociology. Reiman states his thesis in the Introduction. He claims that the goal of the American criminal justice system is not to eliminate crime—or even to achieve justice—but to project to the people an image of the idea that the threat of crime eminates from the poor. The system must maintain a large population of poor criminals, and to this end, it must not reduce or eliminate the crimes that poor people commit. When crime declines, it is not because of our criminal justice policies, but in spite of them. In testing this idea, Reiman had his students construct a correctional system that would maintain a stable and visible group of criminals, rather than eliminating or reducing crime, and they suggested the following: enact laws against drug abuse, prostitution, and gambling; ive police, prosecutors, and judges broad discretion in deciding who gets arrested, charged, and sentenced to prison; make the prison experience demeaning; do not train prisoners for jobs after release; deprive offenders of certain rights for the rest of their lives. The system that emerges is what we have today. In the chapter, Crime Control in America, Reiman suggests that the system has been designed to fail. Imprisoning drug offenders, for instance, does nothing to reduce the number of drug offenders in society because they are immediately replaced. We will write a custom essay sample on The Rich Get Richer and the Poor Get Prison specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Rich Get Richer and the Poor Get Prison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Rich Get Richer and the Poor Get Prison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The decline in violent crime is more attributable to demographic changes than to enforcement efforts. Most of the decline in crime results from forces beyond the control of the criminal justice systems. Reiman also feels that we could reduce crime if we wanted to do so, and that our excuses are not really answers to the problem, but merely excuses to explain why the system fails. We know the causes of crime—poverty, prison, and drugs—yet we do nothing to change how these things operate, such as banning guns and decriminalizing drugs. In the chapter, A Crime by Any Other Name . . . Reiman considers how language is used to identify some actions, and he argues that such things as workplace-related deaths that could be prevented should be considered crimes, as well. As far as the criminal justice system is concerned, the face of crime is young, male, poor, and black. Reiman believes that the criminal justice system helps create this reality, projecting a particular image o f crime and hiding the larger reality of social injustice and even white-collar crime. They identify crime as a direct, personal assault and ignore many other damages caused by carelessness and greed of a different order. Reiman details threats from the workplace, the health care system, the use of chemicals by various companies, and poverty itself, none of which are considered crimes. Reiman feels that the criminal justice system distorts the image of what truly threatens society. In the chapter, . . . And the Poor Get Prison, Reiman points out what many have noted—that the offender in prison is most likely someone from one of the lowest social and economic groups in the nation. The poor are more likely to be arrested for a particular crime, while wealthier people are merely warned. Reiman uses evidence of the differential treatment of blacks for several reasons: 1) blacks are disproportionately poor; 2) the factors that are most likely to keep an offender out of prison do not apply to poor blacks; 3) blacks and whites in prison come from the same general socio-economic status; 4) race adds to the effects of economic condition; and 5) the economic powers in America could end or reduce racist bias in the criminal justice system if they wanted to do so. Reiman believes they see it as to their economic advantage not to curb crime. He inds that police, prosecutors, and judges all make certain that the poor are more likely to go to prison than the well-to-do. This should not be the case, given that white-collar crime is costly, widespread, and rarely punished. Even when arrested and convicted, white-collar criminals do not do the same amount of time as the poor, and do not go to the same prisons. In his chapter, To the Vanquished Belong the Spoils, Reiman considers w hy the criminal justice system is failing and finds that it is not an accident, but rather an intentional action by the rich and powerful to keep the system operating as it is. He does not say this is a conspiracy and offers reasons why a conspiracy theory does not explain what has happened. The poor are more likely to be victims, as well, and they lack the money or power to change the system in any way. On the other hand, those who are in a position to change the system are not in enough jeopardy to initiate change. The criminal justice system is extremely visible in American society and popular culture, and there is an ideology of criminal justice that is implicit, concentrating on individual wrong-doers and directing our attention away from social institutions and their actions. This distorts the nature and reality of the problem facing society. Because there is an association between crime and poverty in the popular mind, there is also a bias against the poor. In the concluding chapter, Reiman considers what he calls the Crime of Justice, or the crime society is perpetrating against the poor and powerless by allowing the system to continue as structured, and, in effect, create crime rather than reducing it. The goals of protecting society and promoting justice are both ill-served under the current system. Taken as a whole, Reimans book puts forth a solid argument that the system does not serve the public as presently constituted, and the proof is not merely in growing or diminishing crime rates, but in incorporating a broader concept of social justice into the system itself. Certain specific actions might be taken, such as decriminalizing drugs or reducing the number of guns in circulation, but clearly each of these ideas has massive opposition waiting to stop any such effort. Reimans concept of social justice is more n keeping with sociological theories that find systemic reasons for crime, which is quite different from the prevailing individual actor theories that are so embedded in the system. Reiman is less convincing in the way he describes the system as intentionally bias, for he makes it sound as if it were an organized conspiracy. That is simply not the case. The book is provocative and has many good ideas, including a thorough analysis of the current criminal justice system a nd how that system may b changed to better represent, serve, and protect ALL Americans.

Response paper on Wheatleys On Being Brought From Africa to America

Response paper on Wheatleys On Being Brought From Africa to America That theres a God, that theres a Saviour too: Once I redemption neither sought nor knew. Some view our sable race with scornful eye, Their colour is a diabolic dye.Remember, Christians, Negroes, black as Cain, May be refind, and join th angelic train. (Wheatley, 12; Lauter, 575)Advertising We will write a custom essay sample on Response paper on Wheatley’s On Being Brought From Africa to America specifically for you for only $16.05 $11/page Learn More Literature is a discipline that has been used for centuries as a way of expressing people’s feelings as well as an avenue for passing across messages about important issues. Artists use their pieces of writing to communicate to the general public and bring about change concerning various issues that affect the society. This essay is thus a response paper to Wheatley’s On Being Brought From Africa to America. The essay explains the meaning of Wheatley’s short poem and addresses its co ntributions in American literature as well. The above passage is a poem by Phillis Wheatley that talks about a slave shipped from her native land to another continent. The poet implies that the subject’s homeland practiced paganism and the exposure to a new setting made her aware of Christianity. The subject finds something positive in her slavery; Christianity, which she and the other slaves embrace. Religion was a major theme in most works of art written by African-American writers during the era of slave trade in the 18th and 19th century in America. They dwelled on Christianity because it was a form of solace that gave them hope. The excerpt goes on to say that many people, especially Christians, view the black man as being sinful hence uses this to scorn them. The poet implies that the White American judges the black man solely on the color of his skin and nothing else. To the White, the color of the black man prevents him from doing good including being intelligent and even being creative. But the poet reminds them that though they might be black, they also have a chance of getting in Heaven. She also implies that being black-skinned is not a hindrance to greatness. This poem reflects on the woes of the black people who were brought into America from their motherland, Africa, to work as slaves. The phrases mercy brought me and on being brought are ironic in that they imply that Africans moved to America on their own free will, which was never the case (Wheatley, 12). But in the real sense women, men, and children were kidnapped and forced into ships where most of them died due to hunger and sickness as they were shipped off to America to be slaves. Wheatley does not want to come out as a slavery critic, that is why it seems as though she is thanking ‘mercy’ and not the slave traders for bringing her from her pagan land. ‘Mercy’ is a symbol of a higher power that saved her from heathenism. Readers could also conclude that Wheatley does not want to give power to the slave traders by not crediting them for her redemption from paganism to them.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The white American, especially the ones who practiced Christianity, judge the black man harshly due to the fact that he did not practice Christianity hence they labeled him a pagan or a heathen. The phrase view our sable race with scornful eye in the above passage is purposely used to incite the reader to take a critical approach to slavery, which considers both the negative and the positive sides of the story. This is because, sable is desirable and valuable. Hence, the black man’s race is valuable and the color of his skin makes him desirable. But in the next line in her poem, Wheatley uses the phrase â€Å"diabolic die† contrasting the previous phrase (p. 12). This phrase reflects the perception w hite men had for black men then and in the present world. Emphasis is put on the black man’s weaknesses and little regard is put on the positive. Africa, the cradle of the black man, is viewed as the home of ‘evil’ and nothing good is expected to come out of there. The poet disapproves this notion saying that, â€Å"Remember, Christians, Negroes, black as Cain, May be refind, and join th angelic train† (p. 12). Wheatley uses this line to point out the fact that God does not discriminate, therefore, ‘the angelic train’ will consist of both the white man and the black man (p.12). Towards the end, she reminds the readers of the message in the poem by using the term ‘remember’ which is a command to simply imply â€Å"lest you forget.† On Being Brought From Africa to America brings out Wheatley as a preacher. She dwells on Christianity and how those against slaves should act especially if they are Christians. The major themes a re slavery, Christianity and redemption. Redemption in that, the subject is saved from her pagan way of life. Wheatley’s work is powerful based on its content. The African-American’s place in the society has been and still is a sensitive issue in America. Her work may be an expression of her own experiences. She proved that Africans could be educated and produce quality and creative work just like the white people. During the era of slavery, the white Americans did not believe that an African, let alone a woman, could write poems. In this regard, before she could publish her work, Wheatley was forced to legally defend the authenticity of her literary ability, which worked in her favor when the court concluded that she did indeed write those poems. To the contrary, publishers in Boston, all of who were whites, refused to publish her text forcing her to publish her work in London (Gates, p. 5). This goes to show just how much the white Americans were rigid and did not wa nt to accept the fact that the black Americans were just as good as them in whatever field. The poem can be said to be a reflection of Wheatley’s personal experiences. Wheatley was bought by John and Susanna Wheatley and brought to America in 1761 where she worked as a house-help for the Wheatley family in Boston. She was forced to take up the name Wheatley as she now belonged to them.Advertising We will write a custom essay sample on Response paper on Wheatley’s On Being Brought From Africa to America specifically for you for only $16.05 $11/page Learn More This shows that not only were the Africans deprived of their freedom, but also their sense of identity. Even though she was a slave, her slavery had some positive impact on her life as her mistress insisted on educating her hence developing her skills in poetry. Despite this, she was still aware of the fact that she was a slave and was only allowed to write because of the kind-heartedness of her master (Gates, p. 5). Wheatley’s poem can be placed alongside Thomas Paine’s Common Sense. ‘Tis not the affair of a city, a county, a province, or a kingdom, but of a continent of at least one eighth part of the habitable globe. Tis not the concern of a day, a year, or an age; posterity are virtually involved in the contest, and will be more or less affected, even to the end of time, by the proceedings now’ (Paine, 1; Lauter, 455) Paine is referring to America’s politics in the above quote. He says that the issue of prospering politics is not the sole responsibility of one city or country, but it should be the concern of the whole continent. The quote symbolizes unity among all humankind. That is, it is everyone’s responsibility to ensure that countries are governed in a manner that leads to prosperity. The success resulting from prospering politics or the struggle towards achieving prospering politics cannot be realized in a day or a year; it takes time, probably years. His arguments were based majorly on the idea of American independence from England. He questioned the English monarchy and the English Parliament, thus the need for America to gain independence. His political style of writing makes this quote powerful as he was more concerned with the issue of independence. Paines work contributed greatly to the discussion about independence in the public debate; a topic which had initially been considered ‘taboo’ to discuss in the public arena. The main theme in Paine’s writing was independence and his ideas contributed to American literature in such a way that branded him the founding father of the United States. In his book, Paine urges Americans to fight for their independence from the British. He did not agree with the British government and their views so he did not understand why Americans should remain under their rule hence advocated for independence.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Likewise, Wheatley indirectly attacked the white American through her work during a time that it was a taboo to do so. While Paine uses his literature to campaign for the independence of America, Wheatley uses her literature to advocate for salvation of African American. Wheatley wanted African Americans to be given an equal opportunity to Christianity. Views on African American literature have greatly changed since the days of slavery and this form of literature has become an integral part of American literature. Wheatley’s work was considered to be of quality according to the standards of literature. Her work is often cited to point out that Africans are human and equal to the white man. Wheatley’s work negates the notion that Africans are intellectually inferior. This should encourage African-American students that they too can make it in whatever field they choose to specialize in. The poem also acts like a lens through which students can examine an author’s work. By reading Wheatley’s work, students are able to come across important literary devices, which when their effect on literary work is understood goes a long way to equip students with vital skills of literature that can be used to critically evaluate other pieces of work. In this poem, there is the use of irony and symbolism as explained in this discussion. These elements assist one in comprehending any piece of work. Being able to understand the deeper message in Wheatley’s poem enables students to appreciate her, not only as an African-American poet or a woman poet, but also as a pioneer of African-American literature. She combines poetic devices and her life experiences to create a unique voice within the American literary tradition. Hence, she has represented American literature by talking about issues that have shaped present day America. This poem ties into some of the themes and concepts discussed in class about American literature including: independence from various forms of enslavement, issues like women recognition in various sectors and the place of the black man in American society. In conclusion, Phillis Wheatley’s work of art has greatly contributed to American literature as explained in the above discussion. Her involvement in literature as a black woman has enhanced and changed how the black man and woman are viewed especially in the literary field, which was dominated by white males. Her poem suggests to the reader that every negative thing has a positive side as it is through slavery that she came to learn about Christianity. Gates, Henry. Phillis Wheatley: Americas Second Black Poet and Her Encounters with the Founding Fathers. New York: Basic Civitas Books, 2003. Print Lauter, Paul. The Heath Anthology of American Literature, Concise Edition. Belmont, CA: Cengage/Wadsworth Publishing, 2003. Wheatley, Phillis. Poems on Various Subjects, Religious and Moral. New York: Cosimo Inc.,2005. Web.

Rivera Surname Meaning and Origin

Rivera Surname Meaning and Origin Rivera is a common Hispanic surname bestowed on a person who lived on a riverbank, from ribera, the Spanish word for riverbank. The name may also be a habitational name for someone from any one of the places named Rivera. Rivera is also a northern Italian variation of the surname Ribera, which also means river bank or shore, from the  Italian ribera  (Late Latin riparia), meaning bank, shore. The Rivera surname can be traced back to Gonzalo Là ³pez de Rivera, Lord of the Castle of Rivera in Galicia in the 1200s, according to Instituto Genealà ³gico e Histà ³rico Latinoamericano. Some sources, however, claim that the Riveras are direct descendants of Sancho Belloso, natural-born son of the King of Leà ³n, Ramiro III. Others, that the name dates back to ancient Roman times. Rivera is the 9th most common Hispanic surname. Surname Origin:  Spanish Alternate Surname Spellings:  RIBERA, RIVA, RIVERO, RIVIERE, RIBA Famous People With the Surname Rivera Chita Rivera - American dancer, singer, and actressDiego Rivera - Mexican painter and muralistGeraldo Rivera - American talk show host and journalistJenni Rivera - Mexican American singer Where Do People With the Rivera Surname Live? Rivera is the 260th most common surname in the world, according to surname distribution data from  Forebears, found in greatest numbers  in Mexico and with the highest density in Puerto Rico where it is the most common surname. The Rivera surname is also very common in Honduras and El Salvador, where it ranks 8th, as well as Nicaragua (19th), Panama (24th), Mexico (29th) and Guatemala (30th). Within Europe, Rivera is most frequently found in Spain, according to  WorldNames PublicProfiler, especially in the Extremadura and Galicia regions. The surname is also very common in the United States, especially in the states of New Mexico and New York. Genealogy Resources for the Surname Rivera 100 Common Hispanic Surnames Their MeaningsGarcia, Martinez, Rodriguez, Lopez, Hernandez... Are you one of the millions of people sporting one of these top 100 common Hispanic last names? How to Research Hispanic HeritageLearn how to get started researching  your Hispanic ancestors, including the basics of family tree research and country-specific organizations, genealogical records, and resources for Spain, Latin America, Mexico, Brazil, the Caribbean, and other Spanish speaking countries. Rivera Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Rivera family crest or coat of arms for the Rivera surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.   Rivera Family Genealogy ForumSearch this popular genealogy forum for the Rivera surname to find others who might be researching your ancestors, or post your own Rivera query. FamilySearch - Rivera GenealogyAccess over 4.8 million free historical records and lineage-linked family trees posted for the Rivera surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. GeneaNet - Rivera RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Rivera surname, with a concentration on records and families from France, Spain, and other European countries. RIVERA Surname Family Mailing ListsThis free mailing list for researchers of the Rivera surname and its variations includes subscription details and searchable archives of past messages. DistantCousin.com - RIVERA Genealogy Family HistoryExplore free databases and genealogy links for the last name Rivera. The Rivera Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Rivera from the website of Genealogy Today. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.