Black People And The American Revolution - 1404 Words

Throughout history, black people have been oppressed. As far back to the Middle Passage and American Revolution. In this essay, I am going to investigate the ways black people resisted their ill-treatment. I will do this by investigating different time periods between the Middle Passage and the American Revolution so that we may find trends. From my investigations, we see in what ways and for what reasons their resistance varied by their time and location in history. Additionally, we will be able to see how their resistance calmed as they became more familiar to the land, and as they began to see America as home. In the Middle Passage, Africans were captured and sold by other Africans of their native land. They were then packed on a ship as if they were cargo. The conditions on that ship were unsanitary and of poor life quality, that many were struck with various illnesses. When many of the slaves aboard felt their growing despair, they attempted to resist their oppression by ending their lives so that they may mess with the slave business. This is evident in The Making of African American, pg. 63, where we read that: â€Å"Some slaves...were determined to destroy themselves. They waiting the right moment and threw themselves into the sea and the waiting sharks. When the crew--determined to protect its valued cargo--blocked the way with nets and other barriers, slaves starved themselves.† This quote shows us that during the beginnings of slavery, at the time of the MiddleShow MoreRelatedThe Market Revolution Affected The Liberty Of Native Americans948 Words   |  4 PagesThe Market Revolution drastically increased industry in the United States. Its emphasis on economic development caused people to limit the rights of others for the sake of expansion and progress. 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As the Market Revolution ideas of commerce and expansionRead MorePatrick Henrys Impact On Slavery1708 Words   |  7 Pages The American Revolution brought many opportunities to light for African Americans. They used it ultimately as a mechanism of obtaining their freedom. The American Revolution brought changes to the relationships between enslaved and free Americas as they were forced to work together in some circumstances. The American Revolution gave African Americans a voice to express their longstanding grievances. They had many grievances, such as slavery and being treated as inferior due to their skin color.Read MoreAnalysis Of Harriet Beecher Stowe s Account Of Black Soldiers 1580 Words   |  7 PagesThe telling of history of Blacks who fought in the Revolutionary War started in 1850 w ith author William Nells’ account of Black Soldiers. Harriet Beecher Stowe contended in her overview to Nell’s Colored Patriots of the American Revolution, the work gave way to the possible to â€Å"‘give new self-respect and confidence to the race†¦And their white brothers in reading may remember, that generosity, disinterested courage and bravery, are of no particular race and complexion, and that the image of the HeavenlyRead MoreWas The American Civil War An Inevitable?1390 Words   |  6 PagesSabrina Scovino Was the American Civil War an inevitable consequence of the American Revolution? The American Revolution marked significant changes in the political, social, and economic status of the Americans. For a long, time the lives of the Americans were darkened by the British colonial rule. The British government passed several intolerable Acts. For instance, the Massachusetts Government Act was a restriction to town meetings. 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The North was growing rapidly in wealth and population, and it was clear toRead MoreThe Second American Revolution901 Words   |  4 PagesThe Second American Revolution Thesis Statement â€Å"The Civil War may also be termed as the second American Revolution in terms of the political, social and economic changes that occurred during the war† Introduction American Civil War was fought between 1861 and 1865. The war began because President Abraham Lincoln, elected in 1860, was very persistent on preserving the Union, which was threatened by the issue of slavery. The North was growing rapidly in wealth and population, and it was clearRead MoreThe Nile River Essay1578 Words   |  7 Pagesreach their confluence in Khartoum, Sudan, where they merge into the mighty Nile River. Similar to this idea of two smaller distinct rivers forming one larger and more recognizable one is the relationship between the local and the global in African-American history. Just as the White and Blue Niles come together to form the imperative Nile river, the U.S. based Civil Rights Movement and the struggle for freedom in colonial states across the world are two imperative parts of a struggle against oppression

Reflection Journal On Critical Thinking For Nurses

Reflection Journal on Critical Thinking for Nurses Critical thinking is defined as a disciplined, self directed thinking that meets appropriate intellectual standards within a particular mode or domain of thinking (Paul and Elder, 2014). In Nursing, the possession of this important skill helps a nurse to assess a given situation, identify the main problem, determine a perfect solution and implement an effective method of dealing with the problem. In this essay, I will share my experience when I was still a novice in the nursing profession and how my understanding of critical thinking has radically transformed, the importance of critical thinking skills in this profession and useful ways on how to develop this specific skill. I was working night shift in a level 3 Neonatal Intensive Care Unit facility and my 10 days orientation was over. It was my first day working without my preceptor. Since I was a new staff, the charge nurse allocated two stable babies for me. One was Baby Zahr a, a 33 weeks preemie, on room air, with nasogastric tube, with peripheral intravenous line to keep the vein open and feeding with expressed breast milk every 3 hours. I started my shift with a bit of nervousness knowing that I am on my own and wondering if I can remember everything that my preceptor had taught me during our orientation. I started my assessment and observed Baby Zahra to be pale, her skin was slightly mottled. I checked her vital signs. The cardiac monitor showed that sheShow MoreRelatedBecoming a Nurse or Midwife Essay1050 Words   |  5 Pagesare important for a registered nurse to have and why are they important? A Registered nurse is strongly committed to provide meticulous optimum care to the client. Every nurse has to have the attitude of caring, patience and dedication. Being autonomous in nursing is very important while making decisions and practice and which can be obtained by continual education. 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In this essay I will explain and describe my personal reasoning’s for choosing nursing as a career; the skills, qualities and inspirations that I have obtained throughout my life which have influenced me. Also describing the importance andRead MoreReflection And How It Aids Professional Development Within Nursing917 Words   |  4 PagesTheir are many demanding professional adjustments when transitioning from student nurse to graduate nurse and the use of refection during this time is said to be a very i mportant tool in guiding the learning process especially in the transition of a student nurse into a graduated registered nurse. It is common in the field of nursing to utilise reflective journalling to critically analyse certain experiences and reflect on how they made them feel and react. 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It draws upon skills used in other ways of thinking, but is viewed as a broader concept that’s differentiated by its holistic, purposeful, reflective and goal orientated nature. Critical thinking is central to quality nursing practice. It is therefore important that nurses purposefully use and develop their critical thinking ability in order to deliver safe and effectiveRead MoreThe Attributes of a Registered Nurse807 Words   |  3 PagesQuestion 1: What attributes are important for a registered nurse to have, and why are they important? According to Mason, Isaacs and Colby (2011, p. 11), provision of care in the field of nursing requires comprehensive nursing expertise, critical thinking, sound clinical judgement and a holistic overview of health. Registered nurses need to possess a combination of key attributes when providing care, because these attributes play a significant role in enhancing positive outcomes, not only for theRead MoreReflective Essay : Reflective Practice Theoretical Essay1732 Words   |  7 PagesIntroduction(300) Rolfe (2011) state that reflection is a mental process which include thinking, feeling, imagining and learning about what was happening in the past and which could be considered as a personal experience. Reflection is a continuous debate on what might have happened differently and if this could affect differently the present and the future regarding the outcome if is positive or negative. Experience underpin the process of reflection. According to Nursing Midwifery CouncilRead MoreReflection1542 Words   |  7 Pagescontribution of reflective practice for clinical nursing. 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Indias Ancient Civilization to Modern Day Politics and the Legacy of the British Raj. free essay sample

A look at Indias development from as early as the 3rd millennium and how other nations and civilizations often imposed their rule on India. The primary focus of the paper is on how British rule in India continues to effect modern Indian politics. In this paper the author examines how British rule has made an impact on Indian politics. Making comparison to Abdullah Husseins characters in Weary Generations, the author suggests that British rule, in modern Indian politics, continues to be an unhappy marriage that still is not broken. The second section of the paper discusses political institutions in contemporary India and their relevance, whilst the third section looks at Indian ancient civilization which the author suggests has led to a modern day philosophy of non-violence, religious tolerance. The paper concludes with a look at democracy in India as compared to that in China and Japan. From the paper: The English made many external changes that led to the Indian peoples desire and ability to become their own unified country. We will write a custom essay sample on Indias Ancient Civilization to Modern Day Politics and the Legacy of the British Raj. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although unification may never have happened without the influence of the British, it was the Indians themselves that eventually achieved their unity. The British could not completely unify India.

Students with Language Problems

Abstract Language disorders that are often referred to as speech disorders interfere with an individual’s ability to speak. Quite often, the conditions are more prevalent to males than females. In addition, there are numerous disorders and each has its own distinct symptoms. The most notable symptoms include prolongation, repetition and blockage of sounds or words. It is evident that language disorders such as stuttering affect communication, a factor that is likely to affect academic performance among students.Advertising We will write a custom research paper sample on Students with Language Problems specifically for you for only $16.05 $11/page Learn More This paper explores the strategies, augmentative and associative technology devices that can be used to help students in language development and learning. Moreover, it will highlight on communication skills that can be used to teach and help such students during the process of learning so that they match with normal learners. Introduction According to Reed (2011), language disorder is a deficit that inhibits effective passage of communication and language use. Research has shown that language disorder often affects the speech pattern of an individual. There are numerous types of language disorder among students. Moreover, language disorders are often caused by numerous factors such as loss of hearing, neurological impairments or damage of certain parts of the brain that are involved with language development (Chiat, Law Marshall, 2008). There are distinct symptoms that students with language disorders exhibit. For instance, students who have stuttering disorder have difficulties in speaking fluently. It is against this backdrop that this paper intends to outline the strategies that are used to help students with language problems and also augment the assistive technological devices that can be used to foster language development (Vinson, 2011). Moreover, this paper will also explore the communications skills which a teacher should use to help such students. Strategies to use while working with students with language problems Whitaker (2009) argues that language problems among students can be grouped into several categories that are related to communication. For instance, there are problems associated with hearing, speech, language development and fluency. However, the most common disorder is the speech impairment that involves articulation and voice. In this case, articulation involves numerous aspects of speech such as sounds, phonology and syllables. In line with this, there are considerable aspects attached to the voice such as quality, pitch, fluency and intensity (Chiat, Law Marshall, 2008). It is notable that stuttering is a disorder that falls in the category of speech impairment. In this case, the disorder results into interruption of the fluency in speech. It is important to note that majority of the students who suffer from the disorder get affected right from childhood. In most cases, students who develop such a disorder in their childhood stage may experience the condition persisting to adulthood. This impairment inhibits communication by causing lack of proper fluency when communicating (Reed, 2011). It is characterized by repetition of sounds and extension of speech sound that occur unintentionally. In most cases, students with stuttering disorder often pause in their speech since they are unable to produce specific sounds at some point while communicating with other people (Fletcher Miller, 2005).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is imperative to note that communication is crucial and acts as a gateway to gaining educational experience among students. In this case, a teacher should understand and identify eligible students who have language problems (Vinson, 2011). As a matter of fact, a teacher sho uld be in a position to come up with appropriate strategies that can be used to help students with such difficulties to learn. These strategies involve applicable support and services that can be provided to students in order to foster proper language development or even cope with the impairment (Whitaker, 2009). However, it is worth noting that the level and type of speech disorders vary from one student to the other. This implies that strategies to be used will be determined by the type of language disorder (Reed, 2011). In this case, it is imperative that the teacher should have a diagnostic criterion that will enable him/her to identify a particular disorder in a student. This is important since certain language disorders might become empirically validated in students especially if there are no other factors that are likely to affect their language development (Reed, 2011). In this case, teachers should take time to discern language disorders that are inconsequential among stude nts yet they are likely to affect learning. Whitaker (2009) comprehends that a teacher should have a referral checklist when he notes the type of disorder, behavior associated with it and how often the problem becomes noticeable. Moreover, in a referral checklist, the teacher records the student’s reactions, peer reactions and even the referral reactions. Consequently, after a careful assessment and screening, the teacher should be capable to identify intervention measures that will be relevant to the student’s problem (Fletcher Miller, 2005). Intervention measures are one of the crucial strategies that help a teacher to work effectively with students who have language disorders (Rhea, 2007). Notably, these measures are arrived at after a professional consensus is made in regard to the existing problem. It is imperative to mention that intervention measures are mutually inclusive in the sense that both the school administration, teachers and the student must come toge ther in order to provide a remedy for the problem (Chiat, Law Marshall, 2008). As a teacher, one should make the student recognize and accept that he or she has a communication disorder and confirm that the situation can be improved. Moreover, the teacher should take a major role in helping a student to modify behaviors that are associated with the disorder. At this juncture, it is imperative to mention that most of language disorders require behavioral intervention rather than pharmacological measures (Reed, 2011). A teacher should formulate intervention objectives that will act as a guide in the process of helping a student to learn and develop language effectively. Intervention objectives should be detailed and include strategies that a teacher will use to help a student to learn and manage existing behavior. That’s notwithstanding, a teacher need to identify skills and techniques that to be used in order to improve communicative performance of a student.Advertising We will write a custom research paper sample on Students with Language Problems specifically for you for only $16.05 $11/page Learn More Moreover, such skills and techniques should foster the student’s ability on language use (Fletcher Miller, 2005). Succinctly, a teacher should opt to use techniques and skills that will eventually boost the student’s meta-cognitive, meta-pragmatic and meta-linguistic abilities. Besides this, self-regulated strategies are crucial in helping learners to improve their language skills. In this case, students with language problems should also take the initiative to identify their weaknesses in language such as difficulties in pronouncing certain sounds or words (Fletcher Miller, 2005). Students with language disorders should also have personal goals meant to boost functional communication skills. Research has shown that self-regulated strategies should conform to the day-to-day demands of learning, communication and language skill enhancement (Argye, 2002). There are cognitive strategies which a student can apply to improve his language use abilities. However, teachers should work along with learners in order to make this strategy effective. In cognitive strategies, teachers should encourage learners to exercise bottom-up strategy that involves repeating words that a student has difficulties in pronouncing (Rhea, 2007). In this case, a teacher needs to ensure that a student understand and pronounce words in selected texts until he is able to do it without problems. This strategy calls for authentic practice that is continuous and reinforcing (Whitaker, 2009). This gives a student an opportunity to learn how to chunk words, pause and intonation of particular speech pattern. Cognitive strategy is important and effective for students who stutter. However, through reinforces practice, students eventually acquire skills that enable them to improve their communication ability. In this case, they are able to consistently monitor their speech fluency, pitch and the physical tension when communicating (Chiat, Law Marshall, 2008). Speech pathologists recommend that students with stuttering disorder should begin with slow rate speech exercise. This involves reading, pronouncing and constructing short phrases and sentences. Eventually, students develop a natural rate of smooth speech and the speed improves with time. Speech pathologists highly discourage punishment and permissive speaking environments since they are likely to discourage students to learn language skills. There are social strategies that can be used to help students with language problems to learn. Chiat, Law and Marshall (2008) assert that language learning and development should not be considered as an individual activity. Instead, it should be considered as a social activity where individuals with mixed abilities interact and mentor each other. In a learning environment, students and teachers should interact, share ideas and help each other. In most cases, students develop and learn language from clarifications made by the teacher (Fletcher Miller, 2005).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students who stutter are often forced to repeat certain words and sentences for verification. This provides a room for correction by the teacher. Needless to say, there are students who use aberrant behavior as a means of communication and thus a teacher should interact with them to understand them (Reed, 2011). Ideally, speech pathologists recommend schools to seek for therapeutic intervention in order to assist students with acute speech disorders such as stuttering. At this point, speech therapy calls for integrative strategies where the teachers need to consult the parents of the students. This approach emphasizes that teachers should accommodate students with language disorder and as well look for ways in which they can help them to learn (Chiat, Law Marshall, 2008). To a larger extent, this has to do with how teachers administer instructions to students with communication disorders. Instructions given in classroom should match with the pace in which a student is able to learn . Therefore, once a teacher identifies that a student has a speech disorder, he should modify the instruction environment such that the learner is not left out or feels neglected (Reed, 2011). In addition, it is highly advisable for teachers to work closely with parents or guardians of learners with speech problems so that the best learning techniques can be devised for them. This implies that a collective approach will help to reinforce what the student learns in class and at home. It is advisable to seek help and support from experts and service providers who have more experience in dealing with students with speech impairments (Whitaker, 2009). These include vocational instructors, counselors and speech pathologist. To a larger extent, such specialists will help to achieve developmental goals meant to help students improve language skills. Augmentative and assistive technology devices for language development Augmentative communication devices act an alternative for students with language impairments. In this case, students use receptive language that helps them to overcome difficulties resulting from any form of speech disorder (Fletcher Miller, 2005). Often, this form of communication is used by students with language developmental delays, autism and poor oral expression. Such form of communication can be accomplished by use of assistive technology devices. It is important to highlight that augmentative communication involves use of signs, symbols and signals other than speech. It is also worth mentioning that speech can be classified in terms symbols that is aided and that which is not aided. Aided symbols require external devices in order to communicate effectively as opposed to non-aided symbols (Chiat, Law Marshall, 2008). External devices can be classified as high-tech and low-tech. Therefore, there are numerous types of assistive devices that can be used to assist students with language development problems. Nevertheless, such devices depend on sp ecific needs of a student. This is due to the fact that there are student with simple problems whereas there are those with complex language dysfunctions. Therefore, it is important to analyze the strengths and needs of a student before making a selection on the devices to use. Factors considered include the student’s sensory-motor integration, interests, cognitive functioning, fine motor skills and the level of receptive communication (Reed, 2011). Examples of non-aided technology include use of signposts, gestures and facial expressions. On the other hand, aided technological devices include use of real objects, Braille’s, animated pictures and miniature objects (Whitaker, 2009). Notably, all the aided tools can be used together with low-tech devices to facilitate communication and learning among students. Moreover, unaided system of communication require that both communication party to be present and in same location (Whitaker, 2009). Examples of low-tech devices i nclude communication boards, eye gaze boards, clock scans and communication binders (Reed, 2011). There are students who are non-language impaired and thus can use talking switch that will enable them to participate in leading especially during group study. On the other hand, high-tech devices are usually computerized to enhance speech development. Research has shown that such devices provide students with a broad range of communication possibilities though this is not always the case (Fletcher Miller, 2005). For instance, digitalized communication tools aids one to synthesize and tape-record speech. It is apparent that Assistive technology devices compensates for the impairments that a student might have in his expressive abilities. Whitaker (2009) complement that these devices are crucial in the fact that they help to maintain a natural and functional level of communication. Nonetheless, it is important to point out that each assistive technology has its own strength and weakness es. For instance, researchers argue that Electronic fluency devices often alter the auditory input. Additionally, it also provides modified auditory feedback between communicating parties and this can result into mixed results and eventually lead to undesired outcome (Rice Warren, 2004). Communication skills used to teach learners diagnosed with language problems In most cases, there are needs that a teacher can handle individually until the student’s language skills become fully functional (Vinson, 2011). Therefore, there is need to use multiple communication approaches that will be geared towards developing an emblematic communicative interface. Communication skills should be geared to improve the student’s cognitive ability to interpret and understand instructions (Chiat, Law Marshall, 2008). Notably, there are numerous aspects of effective communication skills such as listening, speaking and observation. Communication is a process and thus has abstract and concre te systems in it. It is evident that communication is multi-modal and it is a complex process (Reed, 2011). In this case, for a teacher to be able to teach students with language problem effectively there are numerous tools he has to use in classroom situations. Hence, teachers should use facial expressions, gestures, vocalizations, speech and objects (Rice Warren, 2004). Observation skills are crucial for a teacher since he is able to identify and discerns student’s needs, interests and altitude in the learning process (Hulme Snowling, 2009). Therefore, successful communication depends on the skills of both the teacher and the students. It is therefore important for a teacher to modify his communication skills to ensure that students understand and give appropriate feedback (Reed, 2011). Additionally, use of listening skills allows learners to develop proficiency on language use. In this case, the student and the teacher should keenly listen to each other as they interact repetitively. This gives the teacher an opportunity to note and analyze the weakness of a student and thus he is able to select appropriate intervention measures to help the student (Fletcher Miller, 2005). Appropriate communication skills motivate learners to learn especially when the teacher is able to understand and respond to the needs on a student in classroom. In this case, appropriate choice of vocabularies is important and it should reflect or match with the student’s mental age (Reed, 2011). Eventually, students with language disorder such as stuttering develop communication interaction skills such as turn-taking, attention and communication styles geared towards helping a learner who has serious language problem.. Conclusion To recap it all, it is vital to reiterate that language disorder is a deficit that inhibits proper communication. Language disorders can be associated with issues that affect speech fluency, pronunciation, and prolonged sound. Notably, language disorders range from simple to complex and their severity varies in degrees from one individual to another. Examples of distinguished disorders include stuttering, speech apraxia and dysarthria. There are strategies that can be used to help students with language problems to cope with associative problems. These strategies include referrals, screening, cognitive, social and integrated approaches. All these strategies can be termed to as intervention measures. Moreover, there are augmentative and assistive technology devices that can be used to help students with language problems. For instance, it may include use of aided and non-aided tools of communication to foster language development. Technology devices used can be classified as low-tech and high-tech devices. However, the selection of assistive devices for students depends on their strengths and needs. Communication skills play a crucial role in helping learners to develop language skills. Ideally, there is an ongoing researc h to device better ways of helping learners with language problems. References Argye, E. (2002). The Handbook of Adult Language Disorders: Integrating Cognitive Neuropsychology, Neurology, and Rehabilitation. New York; Psychology Press. Chiat, S., Law, J, Marshall, J. (2008).Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy. London: John Willey Sons. Fletcher, P. Miller, F. (2005). Developmental Theory and Language Disorders. Philadelphia: John Benjamin Publishing, Inc. Hulme, C. Snowling, J. (2009). Developmental Disorders of Language Learning and Cognition. New York: John Wiley Sons Reed, V. (2011). An Introduction to Children with Language Disorders. Boston: Allyn Bacon, Inc. Rhea, P. (2007). Language Disorders from Infancy Through Adolescence: Assessment Intervention. Amsterdam: Elsevier Health Sciences. Rice, M Warren, F. (2004). Developmental Language Disorders: From Phenotypes to Etiologies. New York: Routledge. Vinson, P. (2011).Presch ool and School-Age Language Disorders. New York: Cengage Learning, Inc. Whitaker ,H. (2009). Concise Encyclopedia of Brain and Language. Amsterdam: Elsevier, Inc. This research paper on Students with Language Problems was written and submitted by user Brylee Franklin to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.